SBAR I: Understanding the Concept
SBAR II: Application of SBAR
Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing
Modeling in Therapy
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Mechanical Ventilation Boot Camp Curriculum
Published on: March 12, 2018
Jonathan P Duff1, Kate J Morse, Julia Seelandt
1From the Department of Pediatrics (J.P.D.), University of Alberta. Edmonton, Canada; College of Nursing and Health Professions (K.J.M.), Drexel University, Philadelphia, PA; Simulation Centre (J.S., M.K.), University Hospital, Zurich, Switzerland; Department of Pediatrics, Section of Emergency Medicine (I.T.G.), Yale University School of Medicine, New Haven, CT; Treadwell Virtual Library (M.L.), Massachusetts General Hospital, Boston, MA; Faculty of Medicine (J.S.), Dalhousie University, Halifax, Canada; Copenhagen Academy for Medical Education and Simulation (CAMES) (P.D.), Herlev, Denmark; Department of Quality and Health Technology (P.D.), University of Stavanger, Stavanger, Norway; Department of Public Health (P.D.), University of Copenhagen, Denmark; Department of Family and Preventive Medicine (J.A.A.), University of Utah, Salt Lake City, UT; Center for Medical Simulation (J.W.R.), Boston, MA; and ETH Zurich (M.K.), Zurich, Switzerland.
Effective healthcare simulation debriefing lacks robust empirical evidence. This review highlights the need for more research to guide best practices in simulation-based education.
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