Eda Ozkara San
CHSE CTN-A FNYAM PhD RN
Clinical Associate Professor
eo626@nyu.edu
1 212 998 5214
433 FIRST AVENUE
NEW YORK, NY 10010
United States
Eda Ozkara San's additional information
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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.
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PhD, CUNYMBA, Bahcesehir UniversityBSN, Koc University
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Simulation
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Transcultural Nursing SocietySociety 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 IslandNew York Simulation Center for Health Science CommunityAmerican Nurses Association (ANA)Turkish Nurses Association
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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)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) -
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Publications
Transgender Standardized Patient Simulation: Management of an Oncological Emergency
AbstractOzkara San, E., Maneval, R., Gross, R. E., & Myers, P. (2019). Journal of Transcultural Nursing, 30(6), 627-635. 10.1177/1043659619849479AbstractIntroduction: 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
AbstractOzkara San, E. (2015). Nursing Forum, 50(1), 55-62. 10.1111/nuf.12099AbstractPurpose: 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
AbstractOzkara San, E. (2015). Clinical Simulation in Nursing, 11(4), 228-243. 10.1016/j.ecns.2015.01.004AbstractIncreasing multicultural diversity generates a challenge on providing culturally competent (CC) care for both nurses and patients. Multicultural nursing education is the key to achieve new perspectives in nursing care, and therefore, it has gained importance lately. As nurse educators play a significant role in developing the nursing workforce to meet cultural awareness, knowledge, and competency in students, they must appropriately provide culturally specific nursing care, which is customized to fit the patient's own cultural values, beliefs, traditions, practices, and lifestyles. Clinical simulation is an effective educational tool in nursing education to master the principles of CC nursing care. The author conducted a literature review to identify the best practices in the utilization of simulation to enhance CC nursing care. Results revealed that the use of simulation can support CC nursing care by providing a safe environment to conduct a cultural assessment, elicit students' attitudes toward cross-cultural situations, and improve communication, critical thinking, and nursing skills. With these skills, one can recognize cross-cultural issues in interviewing, communicating medical information, and providing treatment and CC nursing care for patients from diverse ethnic and racial backgrounds. Gaps in research still exist regarding the effectiveness of clinical simulation to enhance CC nursing care.Letter to the editor
San, E. O. (2013, May 1). In Nursing Economics (Vols. 31, Issues 3, p. 155).