Eda Ozkara San

Faculty

Eda Ozkara San Headshot

Eda Ozkara San

CHSE CTN-A FNYAM PhD RN

Clinical Assistant 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, 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)

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
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.

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

Ozkara San, E., Dikec, G., & Ata, E. E. (2023). Clinical Simulation in Nursing, 76, 47-56. 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). Clinical Simulation in Nursing, 71, 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). Nurse Educator, 46(6), 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). Journal of Continuing Education in Nursing, 52(6), 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.]

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

Ozkara San, E. (2020). Nursing Forum, 55(4), 621-630. 10.1111/nuf.12478
Abstract
Abstract
Background: Disparities experienced by transgender patients, especially in cancer care, leads to poorer outcomes and overall health. Simulation, using transgender simulated patients (SPs) with a focus on cancer care can be an effective way to foster cultural competence nursing education. Methods: Guided by the National League for Nursing (NLN)/Jeffries Simulation Theory and Cultural Competence and Confidence Model, this grant funded pretest (n = 48) and posttest (n = 41) comparison group, quasi-experimental study aimed to understand changes in students' transcultural self-efficacy (TSE) following the transgender-simulated patient simulation (TSPS) focusing on an oncological emergency management. Developed by following recommended guidelines and standards, the TSPS had content validity review and pilot testing. It aimed to improve students' knowledge, skills, and attitudes with regard to providing culturally congruent nursing care. The statistical methods included paired sample t-tests, independent t-tests, and correlation analyses. Results: Students who participated in the TSPS intervention had significantly higher posttest TSE scores (P <.05). Discussion: SP methodology can be an effective way to foster cultural congruence in nursing care. The findings contribute to the importance of continuous efforts for the inclusion of lesbian, gay, bisexual, transgender, queer (LGBTQ) topic in nursing education to enhance culturally congruent care.

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

Ozkara San, E. (2020). Nurse Educator.

Development of the Diverse Standardized Patient Simulation Cultural Competence Education Strategy

San, E. O. (2019). Nursing Education Perspectives, 40(6), E31-E33. 10.1097/01.NEP.0000000000000519
Abstract
Abstract
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

Ozkara San, E. (2019). Journal of Transcultural Nursing, 30(3), 291-302. 10.1177/1043659618817599
Abstract
Abstract
Introduction: Standardized patient simulation can be an effective strategy to foster cultural competence education. Methodology: Guided by the Cultural Competence and Confidence Model, this grant-funded, longitudinal, one-group, pretest and posttest study used the Transcultural Self-Efficacy Tool (TSET) to examine the effect of the Diverse Standardized Patient Simulation (DSPS) cultural competence education strategy on students’ (n = 53) transcultural self-efficacy. Developed by following recommended guidelines and standards, the DSPS had content validity review. It aimed to improve students’ knowledge, skills, and attitudes with regard to providing culturally competent nursing care. The statistical methods included t-tests, McNemar’s test, correlation analyses, and Mann–Whitney U-test. Results: The DSPS influenced statistically significant changes (increase) in students’ transcultural self-efficacy perceptions (p <.05). All students regardless of background benefited from formalized cultural competence education. Discussion: Evidence-based strategies such as the DSPS can offer a valuable guide for educators to foster cultural competence education.