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Lästips

               Teori om lärande, träning och övning

               Aguinis, H., & Branstetter, S. A. (2007). Teaching the Concept of the Sampling Distribution of the Mean. Journal
                    of Management Education, 31(4), 467–483. doi:10.1177/1052562906290211
               Aguinis, H., & Kraiger, K. (2009). Benefits of training and development for individuals and teams, organizations,
                    and society. Annual Review of Psychology, 60, 451–74. doi:10.1146/annurev.psych.60.110707.163505
               Ahl, H. (2004). Motivation och vuxnas lärande - En kunskapsöversikt och problematisering. Liber; Stockholm.

               Alessi, S. M. (1988). Fidelity in the Design of Instructional Simulations. Journal of Computer-Based Instruction,
                    15(2), 40–47.
               Arthur, Winfred, J., Day, E. A., & Bennett, Winston, J. (1997). Dyadic versus individual training protocols: Loss
                    and reacquisition of a complex skill. Journal of Applied Psychology, 82(5), 783–791.
               Biggs, John B.; Collis, Kevin F. (1982). Evaluating the quality of learning: the SOLO taxonomy (structure of the
                    observed learning outcome). Educational psychology series. New York: Academic Press. ISBN
                    0120975505. OCLC 7813155.

               Blanchard, P. N., & Thacker, J. W. (2007). Effective training: Systems, strategies, and practices, 3rd Ed., Upper
                    Saddle River, NJ: Pearson Prentice Hall.

               Cannon-Bowers, J. A., & Salas, E. (1998). Individual and Team Decision Making Under Stress: Theoretical
                    Underpinnings. In J. A. Cannon-Bowers & E. Salas (Eds.), Making Decisions under Stress: Implications for
                    Individual and Team Training (pp. 17–38). Washington, DC, US: American Psychological Association.
               Cannon-bowers, J. A., Salas, E., Tannenbaum, S. I., & Mathieu, J. E. (1995). Toward Theoretically Based
                    Principles of Training Effectiveness: A Model and Initial Empirical Investigation. Military Psychology, 7(3),
                    141–164.

               Driskell, J. E., & Johnston, J. H. (1998). Stress exposure training. In J. A. Cannon-Bowers & E. Salas (Eds.), Making
                    Decisions Under Stress: Implications for Individual and Team Training (pp. 191–217). Washington, DC:
                    American Psychological Association.

               Driskell, J. E., Willis, R. P., & Copper, C. (1992). Effect of Overlearning on Retention. Journal of Applied
                    Psychology, 77(5), 615–622.

               Ellis, S., Ganzach, Y., Castle, E., & Sekely, G. (2010). The effect of filmed versus personal after-event reviews on
                    task performance: The mediating and moderating role of self-efficacy. Journal of Applied Psychology, 95,
                    122–131. doi:10.1037/a0017867
               Ellis, S., Mendel, R., & Nir, M. (2006). Learning from successful and failed experiences: The moderating role of
                    kind of after-event review. Journal of Applied Psychology, 91, 669–680. doi:10.1037/0021-9010.91.3.669
               Goldstein, L. (1993). Training in Organizations: Needs Assessment, Development and Evaluation. Monterey, CA:
                    Brooks/Cole.
               Goolsby, C., Jacobs, L., Hunt, R. C., Goralnick, E., Singletary, E. M., Levy, M. J., … Kirsch, T. D. (2018). Stop the
                    Bleed Education Consortium: Education program content and delivery recommendations. Journal of
                    Trauma and Acute Care Surgery, 84(1), 205–210.

               Hunt, E. A., Nelson, K. L., & Shilkofski, N. A. (2006). Simulation in Medicine: Addressing Patient Safety and
                    Improving the Providers and Medical Technology. Biomedical Instrumentation & Technology, 40, 399–
                    404.
               Jonson, C. O., Petterson, J., Rybing, J., Nilsson, H., & Prytz, E. (2017). Short simulation exercises to improve
                    emergency department nurses' self-efficacy for initial disaster management: controlled before and after


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