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Debriefing quality depends on the learner's cognitive, affective, and social engagement, plus the debriefer's engagement for improved cognitive, affective, and behavior learning. There is a gap in the literature explaining the associations between these concepts in graduate nursing education.
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Monina Franco-Tantuico
Rutgers, The State University of New Jersey
Rula Btoush
Rutgers, The State University of New Jersey
Nursing Education Perspectives
Rutgers, The State University of New Jersey
Apple (Israel)
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Franco-Tantuico et al. (Tue,) studied this question.
synapsesocial.com/papers/69dbde5e40b636d1dda3c03c — DOI: https://doi.org/10.1097/01.nep.0000000000001434