Beth Latimer


Beth Latimer Headshot

Beth Latimer


Clinical Associate Professor

1 212 998 5345

433 First Ave
New York, NY 10010
United States

Beth Latimer's additional information

Beth Latimer is a board-certified geriatric nurse practitioner and faculty in the Clinical Simulation Learning Center (CSLC) at NYU Meyers. In the CSLC she works to build quality and safety leadership, patient and family-centered perspectives, and team-based care expertise among students. She is a Professional Development Specialist and Simulation Educator Champion at Meyers.  In addition to being selected as a National League for Nursing (NLN) Simulation Leader, Dr. Latimer holds certification as a Healthcare Simulation Educator from the Society for Simulation in Healthcare. Her clinical and educational focus includes improving the quality of care for older adults,  advancing simulation educator scholarship, and building a community of practice in healthcare simulation to enhance practice readiness among baccalaureate-prepared and advanced practice nurses.

DNP - NYU College of Nursing (2011)
MA, Gerontological Nursing and Nursing Administration - NYU Division of Nursing (1993)
BSN - University of Pennsylvania School of Nursing (1985)

Nursing education
Adult health
Non-communicable disease
Primary care

Eastern Nursing Research Society
Gerontological Advanced Practice Nurses Association
International Nursing Association for Clinical Simulation and Learning
Sigma Theta Tau International, Upsilon Chapter
Society for Simulation in Healthcare

Faculty Honors Awards

NYU Faculty Honors (2020)
Spirit of Simulation Leadership Excellence Award, International Nursing Association for Clinical Simulation and Learning (2020)
Doval Award for Excellence in Nursing Education, New York University (2019)
Faculty Honors, New York University (2019)
Leadership Program for Simulation Educators, National League for Nursing (2018)
Fellow, Hartford Institute for Geriatric Nursing (2017)
Service Award, Recognition of Scholarship to the Undergraduate Program, NYU (2015)
Service Award, NYU College of Nursing (2014)
Preceptor Award in Nursing Education, NYU College of Nursing (2012)
Brookdale Foundation Award DNP Scholar, NYU College of Nursing (2011)
Brookdale Foundation Award DNP Scholar, NYU College of Nursing (2010)


Inclusion of Disability Content in Simulation: An Evaluation of the Learners' Perspective on the Effectiveness of a Pediatric Tabletop Simulation

Ozkara San, E., Marx, K. A., Robertiello, G., Latimer, B., Nahum, J. L., & Pasklinsky, N. (2023). Nurse Educator, 48(1), 24-28. 10.1097/NNE.0000000000001291
Background: Despite recommendations to include disability content in nursing education, nursing students have little exposure to disability education, which would help to develop necessary knowledge, skills, and attitudes in learning to care for patients with disabilities. Purpose: This study evaluated learners' perceptions of the effectiveness of a tabletop simulation in meeting their learning needs related to nursing care for children with disabilities and their families. Methods: The research design was a descriptive educational intervention study. Nursing students (n = 234) enrolled in the pediatric nursing course attended the simulation as a required part of their coursework. Results: The majority of the students found the tabletop simulation with disability content to be an effective educational intervention. Conclusions: The results obtained from this study indicated that the tabletop simulation was an effective educational strategy for nursing students' learning to provide care for children with disabilities and their families.

The Use of Clinical Simulation to Address Disability Content Inclusion in Nursing Education: A Review of The Literature

Ozkara San, E., Marx, K. A., Latimer, B., Robertiello, G., & Pasklinsky, N. (2022). Clinical Simulation in Nursing, 71, 112-127. 10.1016/j.ecns.2022.03.008
Nursing students receive limited education to prepare them for providing quality nursing care to people with disabilities. The aim of this article is to provide the state of the science, or what is known, about nursing simulation with disability content to provide direction for nursing education and research in the future. Thirteen studies were reviewed and appraised in this integrative review. This review revealed three major student-related study outcomes for simulation activities: (a) empathy, (b) understanding and awareness, and (c) communication and disability. Only a few studies integrated a definition of a disability and specified the disability model to guide the development of the simulation activity. This review revealed limited research on the use of simulation with disability content in nursing education. The findings indicate there is a need for nurse educators and researchers to use best practices, such as a competency-based approach, when integrating simulation activities with disability content into the nursing curriculum.

Effective Debriefing in simulation

Latimer, B., & Pasklinsky, N. (2020). In E. Ea & C. Alfes (Eds.), Innovative strategies in teaching nursing: Exemplars of optimal learning outcomes (1–). Springer Publishing Company.

Latimer, B. (2020). DASH: Evaluating the experience. 

Latimer, B. (2020). In C. Alfes & E. Zimmerman (Eds.), Clinical Simulations for the Advanced Practice Nurse: A Comprehensive Guide for Faculty, Students, and Simulation Staff (1–). Springer Publishing Company.

Primary Care in the Home

Vetter, M. J., & Latimer, B. (2020). In Clinical Simulation for the APRN (1–).
simulation for advanced practice nurses

Telemedicine: Admission visit

Vetter, M. J., & Latimer, B. (2020). In Clinical SImulation for the APRN (1–).
simulation of an initial telemedicine visit

Integrating Health Care Interpreters Into Simulation Education

Latimer, B., Robertiello, G., & Squires, A. (2019). Clinical Simulation in Nursing, 32, 20-26. 10.1016/j.ecns.2019.04.001
Patients with limited English proficiency skills are accessing health care services more frequently around the world. Language barriers increase patient vulnerability for adverse events, and health care interpreters may mitigate this risk. Nursing education regarding the effective and appropriate use of health care interpreters has been limited. Interpreters are natural partners for nurses as a strategy to bridge language barriers with patients and could be integrated more regularly into nursing education using clinical simulation strategies. This article offers an overview of the different types of interpreters in health care, proposes recommendations for integrating them into simulation education, and provides a case example to illustrate implementation.

Clinical simulation: An innovative strategy for improving health care for older adults.

Latimer, B. (2018). Geriatric Nursing, 39(5), 612-613. 10.1016/j.gerinurse.2018.09.004

Tactics for Teaching Evidence-Based Practice: Enhancing Active Learning Strategies With a Large Class of Graduate EBP Research in Nursing Students

Vetter, M. J., & Latimer, B. (2017). Worldviews on Evidence-Based Nursing, 14(5), 419-421. 10.1111/wvn.12227
This column shares the best evidence-based strategies and innovative ideas on how to facilitate the learning and implementation of EBP principles and processes by clinicians as well as nursing and interprofessional students. Guidelines for submission are available at

Home visits after hospitalization: Enhancing baccalaureate nursing student's Gerontologic clinical experience

Latimer, B., & Mezey, M. (2001). Geriatric Nursing, 22(5), 248-252. 10.1067/mgn.2001.119469
This article describes posthospitalization visits by 83 nursing students to 57 older patients and their caregivers discharged from two large academic medical centers and one community hospital. Patient and caregiver interviews in the home focused on the areas of geriatric assessments of cognitive and functional status, patient and caregiver satisfaction with recent hospitalization, ongoing health management, patient teaching, and discharge planning.