Some of the most important lessons in simulation begin when learners look beyond a patient’s diagnosis.
Just ask Terri Middlebrooks, R.N., program development manager with the Department of Interprofessional Practice and Training, who first became involved in healthcare simulation through the Geriatric Scholars Program.
For Dr. Andrew Hackney, simulation has been an integral part of his medical education from the very beginning. A self-described hands-on learner, Hackney credits simulation with helping transform classroom concepts into practical clinical skills.
For David James, DNP, facilitator and program development manager with UAB Medicine’s Department of Interprofessional Practice & Training, simulation is ultimately about helping learners discover insights for themselves.
For Jen Pouyadou, R.N., simulation wasn’t necessarily part of the original plan, but education always was.
Cassie West, M.S.N., R.N., CPAN, a perioperative new graduate nurse professional development specialist with UAB Medicine, enjoys seeing her graduates step into a simulation alongside anesthesia residents and hold their own.
Sharon Phelan, M.D., believes that some of the most important lessons in medicine don’t come from a textbook—they come from doing.
As a facilitator and stroke program coordinator with the Department of Neurology at UAB Hospital, Audra Boyles, R.N. brings both clinical precision and innovative thinking to health-care simulation—particularly in the realm of stroke education.
As a nursing professional development specialist with UAB Hospital’s Emergency Department, Tamicka Jones brings a steady presence and a deep commitment to growth into every simulation she facilitates.