APRN-BC DNP GNP
Clinical Associate Professor
1 212 998 5345
433 First Ave
New York, NY 10010
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)
SimulationNursing educationGerontologyAdult healthNon-communicable diseasePrimary careFamilies
Eastern Nursing Research SocietyGerontological Advanced Practice Nurses AssociationInternational Nursing Association for Clinical Simulation and LearningSigma Theta Tau International, Upsilon ChapterSociety for Simulation in Healthcare
Faculty Honors AwardsNYU 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 SimulationAbstractOzkara San, E., Marx, K. A., Robertiello, G., Latimer, B., Nahum, J. L., & Pasklinsky, N. (2023). Nurse Educator, 48(1), 24-28. 10.1097/NNE.0000000000001291AbstractBackground: 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 LiteratureAbstractOzkara San, E., Marx, K. A., Latimer, B., Robertiello, G., & Pasklinsky, N. (2022). Clinical Simulation in Nursing, 71, 112-127. 10.1016/j.ecns.2022.03.008AbstractNursing 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 simulationLatimer, B., & Pasklinsky, N. (2020). In E. Ea & C. Alfes (Eds.), Innovative strategies in teaching nursing: Exemplars of optimal learning outcomes. 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. Springer Publishing Company.
Primary Care in the HomeFailed retrieving data.
Telemedicine: Admission visitFailed retrieving data.
Integrating Health Care Interpreters Into Simulation EducationFailed retrieving data.
Clinical simulation: An innovative strategy for improving health care for older adults.Failed retrieving data.
Tactics for Teaching Evidence-Based Practice: Enhancing Active Learning Strategies With a Large Class of Graduate EBP Research in Nursing StudentsAbstractVetter, M. J., & Latimer, B. (2017). Worldviews on Evidence-Based Nursing, 14(5), 419-421. 10.1111/wvn.12227AbstractThis 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 http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1741-6787.
Home visits after hospitalization: Enhancing baccalaureate nursing student's Gerontologic clinical experienceAbstractAbstractThis 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.