Eda Ozkara San

Faculty

Eda Ozkara San Headshot

Eda Ozkara San

PhD MBA RN CHSE CTN-A FNYAM

Clinical Associate Professor

1 212 998 5214

433 FIRST AVENUE
NEW YORK, NY 10010
United States

Eda Ozkara San, PhD, MBA, RN, CHSE, CTN-A, FNYAM is a Clinical Assistant Professor at NYU Rory Meyers College of Nursing. She is a certified advanced transcultural nurse and healthcare simulation educator from the Society for Simulation in Healthcare (SSH) with a clinical background in medical surgical and emergency room nursing. Her scholarship mainly focuses on the use of evidence-based educational strategies such as clinical simulation, particularly simulated patient (SP) simulation technique, to promote cultural competence in nursing education. In her professional nursing career, she has been actively involved in the development of simulation-based activities in both academic and hospital settings. She has designed, implemented, evaluated, and taught simulation courses at the undergraduate nursing level. As an active member of the International Nursing Association for Clinical Simulation and Learning (INACSL), the SSH, and the Transcultural Nursing Society, she has presented on innovative simulation techniques to promote culturally congruent nursing care and practice and pre-briefing and debriefing strategies in simulation education at local, regional, and national conferences.

Prior to joining the faculty at NYU Meyers, Prof. Ozkara San was a clinical associate professor for simulation facilitation at Pace University, College of Health Professions, Lienhard School of Nursing in the NYC campus. She was involved in all day-to-day operations of the Center for Excellence in Healthcare Simulation for the accelerated baccalaureate of science in nursing program, including teaching a variety of skills and simulation sessions; planning, designing, implementing, and evaluating simulation-based learning; and designing and implementing educational programs for faculty/staff development in the use of clinical simulation, debriefing, and assessment.

Among her honors, Ozkara San was inducted as a fellow in the New York Academy of Medicine in 2019, received the Pace University President’s Award for Excellence in Leadership Award in 2018, the College of Health Professions, the NYU Rory Meyers College of Nursing Master’s and Post-Master’s Advanced Certificate Programs’ Preceptor Award for the Nursing Education Program in 2017, and the NYU Rory Meyers College of Nursing Distinguished Clinical Nursing Faculty Award from the Undergraduate Nursing Student Organization in 2015 in recognition of dedication to teaching excellence.

Ozkara San completed her Ph.D. in nursing science from the City University of New York Graduate Center in 2018 with a focus on the use of patient simulation to enhance cultural competence in nursing education. Her research study was selected for several doctoral research awards from the CUNY Graduate Center, Transcultural Nursing Society, and the National League for Nursing. Ozkara San received an MBA in Healthcare Administration from Bahcesehir University in Istanbul, Turkey, and a BSN from Koc University in Istanbul,Turkey.

PhD, CUNY
MBA, Bahcesehir University
BSN, Koc University

Simulation

Transcultural Nursing Society
Society for Simulation in Healthcare (SSH)
The International Nursing Association for Clinical Simulation & Learning (INACSL)
New York Academy of Medicine (NYAM)
National League for Nursing (NLN)
Sigma Theta Tau, Mu Upsilon Chapter, College of Staten Island
New York Simulation Center for Health Science Community
American Nurses Association (ANA)
Turkish Nurses Association

The Alexander Gralnick Research Fund, Pace University (2020)
Scholarly Research Award and Kenan Funding Award, Pace University (2019)
Certified Healthcare Simulation Educator (CHSE) by Society for Simulation in Healthcare (2019)
Fellow - New York Academy of Medicine (2019)
The President’s Award for Excellence in Leadership Award, College of Health Professions, Pace University (2018)
Preceptor Award, Nursing Education Program, Master’s and Post-Master’s Advanced Certificate Programs, New York University Rory Meyers College of Nursing (2017)
Distinguished Student, City University of New York (CUNY) - Graduate Center (2017)
Mary Anne Rizzolo Doctoral Research Award - National League for Nursing (NLN) (2017)
Adjunct Spotlight, New York University Rory Meyers College of Nursing, Clinical Simulation and Learning Center Newsletter (2017)
Transcultural Nursing Northeast (NE) Chapter Research Award (2016)
Doctoral Student Research Grant, CUNY - Graduate Center (2016)
Dissertation Grant, CUNY Graduate Center (2015)
Distinguished Clinical Nursing Faculty Award, New York University Rory Meyers College of Nursing (2015)
Nurse leader - Sigma Theta Tau Honor Society of Nursing, Mu Upsilon Chapter, College of Staten Island (2015)

Associations Between Nursing Students' Knowledge, Skills, and Attitudes and Participation in Experiential Learning on Care for People With Disabilities

Ozkara San, E., Marx, K. A., Robertiello, G., Nahum, J. L., Hu, J., Pasklinsky, N., & Latimer, B. (2025). (Vols. 50, Issues 2, pp. 73-78). 10.1097/NNE.0000000000001761
Abstract
Abstract
BACKGROUND: Experiential learning activities on care for people with disabilities (PWD) would help nursing students develop the knowledge, skills, and attitudes (KSAs) needed to provide quality care for PWD. PURPOSE: The purpose of this study was to evaluate the perceived changes in nursing students' KSAs related to the care for PWD following participation in health assessment and prevention (HAP) experiential learning activities. METHODS: This was a quasi-experimental, pre- and posttest educational intervention study. Nursing students (n = 160) attended multiple experiential learning activities as a required part of their HAP coursework and completed a pre and posttest survey to assess changes in their KSAs. RESULTS: Participation in experiential learning activities on care for PWD was associated with significant increases in perceived knowledge, skills and positive attitudes toward PWD. CONCLUSIONS: Experiential learning activities aligned with core competencies for health care providers caring for PWDs have the potential to change nursing care and address health inequities for this population.

The effect of simulation-based electroconvulsive therapy education on perception and knowledge of nursing students - a semi-experimental study

Ozkara San, E., & Dikec, G. (2025). Wolters Kluwer.
Abstract
Abstract
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Associations Between Nursing Students’ Knowledge, Skills, and Attitudes and Participation in Experiential Learning on Care for People with Disabilities

Ozkara San, E., Marx, K. A., Robertiello, G., Nahum, J. L., Hu, J., Latimer, B., & Pasklinsky, N. (2024).
Abstract
Abstract
AbstractBackground: Experiential learning activities on care for people with disabilities (PWD) would help nursing students develop the knowledge, skills, and attitudes (KSAs) needed to provide quality care for PWD.Purpose: The purpose of this study was to evaluate the perceived changes in nursing students’ KSAs related to the care for PWD following participation in health assessment and prevention (HAP) experiential learning activities.Methods: This was a quasi-experimental, pre- and posttest educational intervention study. Nursing students (n = 160) attended multiple experiential learning activities as a required part of their HAP coursework and completed a pre and posttest survey to assess changes in their KSAs.Results: Participation in experiential learning activities on care for PWD was associated with significant increases in perceived knowledge, skills and positive attitudes toward PWD.Conclusions: Experiential learning activities aligned with core competencies for health care providers caring for PWDs have the potential to change nursing care and address health inequities for this population.

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). (Vols. 48, Issue 1, pp. 24-28). 10.1097/NNE.0000000000001291
Abstract
Abstract
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.

Inclusion of Disability Content in Nursing Simulation

Ozkara San, E. (2022). Nurse Educator Journal.
Abstract
Abstract
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An International Multicenter Mental Health Standardized Patient Simulation on Nursing Students’ Beliefs Toward Mental Health Conditions

Ozkara San, E. (2022).
Abstract
Abstract
BackgroundNegative beliefs can be a barrier to provide quality nursing care for persons living with mental health conditions. This international SP simulation study explored nursing students’ beliefs toward persons with mental health conditions in the United States (US) and Turkey before and after participating in a mental health standardized patient simulation.MethodsA quasi-experimental study design was used in two settings in two countries. Measures included a socio- demographic survey and the Beliefs toward Mental Illness scale. Results were analyzed using paired sample t-test, independent t-test, and chi-square tests.ResultsStudents in the US had significantly lessened negative attitudes toward persons with mental health conditions when compared to the Turkey group.ConclusionSP simulation may offer opportunities to improve nursing students’ beliefs toward persons with mental health conditions.

An International Multicenter Mental Health Standardized Patient Simulation on Nursing Students’ Beliefs Toward Mental Health Conditions

Ozkara San, E., Dikec, G., & Ata, E. E. (2022). 10.1016/j.ecns.2022.11.004
Abstract
Abstract
Background: Negative beliefs can be a barrier to provide quality nursing care for persons living with mental health conditions. This international SP simulation study explored nursing students’ beliefs toward persons with mental health conditions in the United States (US) and Turkey before and after participating in a mental health standardized patient simulation. Methods: A quasi-experimental study design was used in two settings in two countries. Measures included a socio- demographic survey and the Beliefs toward Mental Illness scale. Results were analyzed using paired sample t-test, independent t-test, and chi-square tests. Results: Students in the US had significantly lessened negative attitudes toward persons with mental health conditions when compared to the Turkey group. Conclusion: SP simulation may offer opportunities to improve nursing students’ beliefs toward persons with mental health conditions.

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). (Vols. 71, pp. 112-127). 10.1016/j.ecns.2022.03.008
Abstract
Abstract
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.

Evaluation of the Use of Diverse Mental Health Simulation in Nursing Students' Learning Experience : An International Multisite Study

Ozkara San, E., Dikec, G., Ata, E. E., & Sendir, M. (2021). (Vols. 46, Issues 6, pp. E148-E153). 10.1097/NNE.0000000000001007
Abstract
Abstract
BACKGROUND: Simulated patients (SPs) in mental health nursing education provide a unique approach to assist student development in complex assessment skills. PURPOSE: The purpose of this international multisite study was to evaluate the use of two diverse mental health SP simulation scenarios on nursing students' satisfaction and self-confidence in learning to care for patients with mental health disorders in the United States (n = 70) and Turkey (n = 90). METHODS: A multisite cross-sectional study design was used. Outcome measures included the Student Satisfaction and Self-confidence in Learning Scale and the adapted Simulation Effectiveness Tool-Modified. Results were analyzed using independent t tests. RESULTS: While students in the United States reported higher perceived self-confidence and satisfaction in learning, both student populations found the intervention effective to their learning (P < .05). CONCLUSION: Using SPs in mental health education allow students to practice their assessment skills learned in classroom and transfer them to the clinical area.

Incorporating Rapid Cycle Deliberate Practice Cardiac Arrest Simulation Program Into Nursing Staff Continuing Professional Development

Ozkara San, E., Maneval, R., & Myers, P. (2021). (Vols. 52, Issues 6, pp. 274-279). 10.3928/00220124-20210514-06
Abstract
Abstract
BACKGROUND:The Rapid Cycle Deliberate Practice (RCDP) is an innovative team-based simulation method that has been shown to be effective particularly in cardiac arrest education. Via a partnership between an educational institution and a hospital, the RCDP cardiac arrest simulation program was developed to improve nurses' cardiac arrest response preparation. METHOD:A pre- and posttest educational intervention study design was used. Participants included staff nurses (n = 89) who underwent a 2-hour RCDP simulation. The adapted version of the Simulation Effectiveness Tool–Modified and a five-question pre- and posttest knowledge survey were used to assess the effectiveness of the intervention. RESULTS:The simulation program increased participants' knowledge of cardiac arrest response (p < .05) and improved their confidence in communication (p = .036) and assessment skills (p = .029). CONCLUSION:The RCDP cardiac arrest simulation is an effective strategy for increasing nurses' confidence and knowledge in cardiopulmonary resuscitation delivery. [J Contin Educ Nurs. 2021;52(6):274–279.]