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Nurse Educator|March 24, 2022
Gender Differences in Psychological Safety, Academic Safety, Cognitive Load, and Debriefing Satisfaction in Simulation-Based LearningYoung Sook Roh, Kie In Jang, S Barry IssenbergResearch and Theory for Nursing Practice|August 21, 2024
Effects of a Standardized Patient-Based Delirium Care Education ProgramYoung Sook Roh, Myung Jin Jung, S Barry IssenbergThe Journal of the American Osteopathic Association|January 27, 2004
Bedside cardiology skills training for the osteopathic internist using simulation technologyS Barry Issenberg, Michael S Gordon, A Alvin GreberNurse Education Today|July 23, 2017
The effects of neurologic assessment E-learning in nursesJi Yeon Shin, S Barry Issenberg, Young Sook RohMedical Teacher|June 28, 2007
Learning objects in medical educationJorge G Ruiz, Michael J Mintzer, S Barry IssenbergAcademic Medicine : Journal of the Association of American Medical Colleges|July 23, 2015
Addressing the Shortage of Geriatricians: What Medical Educators Can Learn From the Nurse Practitioner Training ModelAdam G Golden, Michael A Silverman, S Barry IssenbergMedical Education|January 18, 2013
Divergence in student and educator conceptual structures during auscultation trainingRyan Brydges, Adam Peets, S Barry Issenberg, et al.Collegian (Royal College of Nursing, Australia)|May 19, 2016
Effects of an integrated simulation-based resuscitation skills training with clinical practicum on mastery learning and self-efficacy in nursing studentsYoung Sook Roha, Eun Ju Lima, S Barry IssenbergNurse Education Today|April 8, 2026
Effects of distinct prebriefing and debriefing on learning outcomes in advanced life support training for ward nurses: A randomized controlled trialHyang Eun Yoo, S Barry Issenberg, Young Sook RohAdvances in Health Sciences Education : Theory and Practice|May 28, 2023
Relinquishing control? Supervisor co-regulation may disrupt students' self-regulated learning during simulation-based trainingGianni R Lorello, Kathryn Hodwitz, S Barry Issenberg, et al.Pageof 8