1. Gold N, Pulford BD, Colman AM. The outlandish, the realistic, and the real: contextual manipulation and agent role effects in trolley problems. Frontiers in psychology. 2014;5:35. 2. Kalhori RP, Jalali A, Naderipour A, Almasi A, Khavasi M, Rezaei M, et al. Assessment of Iranian nurses and emergency medical personnel in terms of cardiopulmonary resuscitation knowledge based on the 2010 guideline. Iranian journal of nursing and midwifery research. 2017;22(3):184. 3. Mäkinen M, Axelsson Å, Castren M, Nurmi J, Lankinen I, Niemi-Murola L. Assessment of CPR-D skills of nursing students in two institutions: reality versus recommendations in the guidelines. European Journal of Emergency Medicine. 2010;17(4):237-9. 4. Ayazi Z, Malekpour Teharani A, Rahimi-Madiseh M. The effect of CPR training on performance of nurses in selected hospitals of Shahrekord University of Medical Sciences, 2010. Journal of Clinical Nursing and Midwifery. 2012;1. 5. Adib-Hajbaghery M, Azizi-Fini E. Longitudinal Study of CardioPulmonary Resuscitation Knowledge and Skills among Nurse Interns of Kashan University of Medical Sciences. Iranian Journal of Medical Education. 2013;13(2):134-45. 6. Gul RB, Boman JA. Concept mapping: A strategy for teaching and evaluation in nursing education. Nurse education in practice. 2006;6(4):199-206. 7. Shakour M, Haghani F, Shokri T, Bahramian H. The Effect of Game Method on Students' Satisfaction and Achievement in Anatomy Course. Journal of Isfahan Medical School. 2013;31(244). 8. Montpas MM. Comparison of “Jeopardy” game versus lecture onassociate degree nursing students' achievement and retention of geriatric nursing concepts: Wayne State University; 2004. 9. Madden C. Undergraduate nursing students’ acquisition and retention of CPR knowledge and skills. Nurse education today. 2006;26(3):218-27. 10. Skirton H, Blakely G. Learning through play. Nursing standard (Royal College of Nursing (Great Britain): 1987). 2009;24(8):61. 11. Steinman RA, Blastos MT. A trading‐card game teaching about host defence. Medical education. 2002;36(12):1201-8. 12. Knowles C, Kinchington F, Erwin J, Peters B. A randomised controlled trial of the effectiveness of combining video role play with traditional methods of delivering undergraduate medical education. Sexually transmitted infections. 2001;77(5):376-80. 13. Fujimoto T, Fukuyama Y, Azami T, editors. Game-based learning for youth career education with the card game ‘JobStar’. Conference: The 9th European Conference on Games Based Learning; 2015. 14. Hodges TL. Examination of gaming in nursing education and the effect on learning and retention [PhD thesis]. Auburn, Alabama: Auburn University; 2008. 15. Telner D, Bujas-Bobanovic M, Chan D, Chester B, Marlow B, Meuser J, et al. Game-based versus traditional case-based learning. Canadian Family Physician. 2010;56(9):e345. 16. Sodhi K, Singla MK, Shrivastava A. Impact of advanced cardiac life support training program on the outcome of cardiopulmonary resuscitation in a tertiary care hospital. Indian journal of critical care medicine: peer-reviewed, official publication of Indian Society of Critical Care Medicine. 2011;15(4):209-12. 17. Wilgis M, McConnell J. Concept mapping: an educational strategy to improve graduate nurses' critical thinking skills during a hospital orientation program. Journal of continuing education in nursing. 2008;39(3):119-26. 18. Blakely G, Skirton H, Cooper S, Allum P, Nelmes P. Use of educational games in the health professions: A mixed-methods study of educators' perspectives in the UK. Nursing & Health Sciences. 2010;12(1):27-32.
|