Eda Ozkara San


Eda Ozkara San Headshot

Eda Ozkara San

Clinical Assistant Professor

1 212 998 5214

Eda Ozkara San's additional information

Eda Ozkara San, RN, CHSE, MBA, PhD, is a clinical assistant professor at NYU Rory Meyers College of Nursing. She is a nationally certified 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, 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 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, 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 PhD 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.

MBA, Bahcesehir University
BSN, Koc University


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

Faculty Honors Awards

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)
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)
Dissertation Grant, CUNY Graduate Center (2015)


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

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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). Journal of Continuing Education in Nursing, 52(6).
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.]

Potential Influences of Virtual Simulation Prebriefing and Debriefing on Learners' Self-efficacy

Penalo, L. M., & Ozkara San, E. (2021). Nurse Educator, 46(4), 195-197. 10.1097/NNE.0000000000000921

The influence of the oncology-focused transgender-simulated patient simulation on nursing students' cultural competence development

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Potential Influences of Virtual Simulation Pre-briefing and Debriefing on Learners' Self-efficacy

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Development of the Diverse Standardized Patient Simulation Cultural Competence Education Strategy

Ozkara San, E. (2019). Nursing Education Perspectives, 40(6), E31-E33. 10.1097/01.NEP.0000000000000519
This article describes the development of the diverse standardized patient simulation (DSPS) cultural competence education strategy, which is designed to improve students' knowledge, skills, and attitudes with regard to providing culturally competent care. Development of the DSPS was guided by the Jeffreys' Cultural Competence and Confidence model. As a carefully orchestrated educational intervention utilizing standardized patient pedagogy, the DSPS had content validity review and followed international guidelines and standards for design, implementation, evaluation, and standardized patient training. This strategy was integrated into a nine-credit, 15-week medical-surgical nursing course. A step-by-step description for the development of the DSPS is provided.

Effect of the Diverse Standardized Patient Simulation (DSPS) Cultural Competence Education Strategy on Nursing Students’ Transcultural Self-Efficacy Perceptions

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Transgender Standardized Patient Simulation: Management of an Oncological Emergency

Ozkara San, E., Maneval, R., Gross, R. E., & Myers, P. (2019). Journal of Transcultural Nursing, 30(6), 627-635. 10.1177/1043659619849479
Introduction: This article describes the development process of Transgender Standardized Patient Simulation (TSPS) as an innovative cultural competence education and its pilot testing as part of the students’ program of study. The multidimensional education strategy, TSPS, aimed to improve students’ knowledge, skills, attitudes, and confidence in providing culturally sensitive care to a transgender patient experiencing an oncological emergency. Methodology: The design of the TSPS followed the cultural competence and confidence model and international simulation guidelines. Content validity of the TSPS was established. As our usual simulation assessment survey, the adapted simulation effectiveness tool–modified was used to evaluate if the TSPS met with students’ learning need. Results: Participants (n = 32) strongly agreed that the TSPS met with their learning expectations and needs and improved their ability to provide culturally sensitive care. Discussion: Training and practice in this area is much needed and well-received by nursing students and faculty.

Concept analysis of nurses' happiness

Ozkara San, E. (2015). Nursing Forum, 50(1), 55-62. 10.1111/nuf.12099
Purpose: The purpose of this analysis is to examine and clarify the concept of nurses' happiness (NH), understand the different uses of the concept, explore the conditions that foster it, and consider the consequences of NH, including the phenomena that emerge as a result of NH occurrence. Organizing Framework: The author utilizes Walker and Avant's eight-stage concept analysis. Methods: Computer and manual searches were conducted of articles in the English language addressing NH from 1990 to present. EBSCO and PubMed are the electronic databases used to access literature for this paper. For both databases, the researcher has examined this new term by splitting the term nurses' happiness into its two root words, namely nurses and happiness. An inductive analysis of articles produced descriptive themes. Results: Definitions of happiness and NH are analyzed. Antecedents, attributes, and consequences of NH are described. Model, borderline, contrary, and related cases for NH are also identified. Conclusions: This concept analysis helps in the understanding of the definition of NH, the attributes that contribute to the occurrence of NH in clinical practice, as well as the consequences of NH, and how it should be measured from a nursing perspective.

Using clinical simulation to enhance culturally competent nursing care: A review of the literature

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