Presented by: Diane Bradley, MS, RN, CNE, CHSE; Sabrina Cook, DNP, RN, CHSE-A; Marci Dial, PhD, DNP, RN, PMGT-BC, CHSE; Elizabeth Robison, EdD, MSN, RN, CNE, CHSE-A, FAADN

Description: Simulation educators lack the foundational AI literacy required to evaluate, adopt, and apply generative AI tools in accordance with evidence-based simulation practice standards. Responsible AI use in simulation depends on: a working definition of AI literacy, a clear distinction between generative AI and human reasoning, and a common vocabulary that allows simulation educators to engage with AI tools, their colleagues, and their institutions from an informed position. 

CNE: 1.0

Presented by: Dr. Leslie Beth (LB) Sossoman, DNP, ACNP-BC, CV-RN, CPHQ, CHSE, and Dr. Amy Winiger, DNP, ACNP-BC, FACC, CHSE

Description: Nurse practitioner (NP) students across specialties frequently have limited opportunities during clinical training to lead conversations that involve delivering poor prognostic information to patients and families. These conversations may occur in both inpatient and outpatient settings and require advanced communication skills, emotional intelligence, and clinical judgment. Due to time constraints, clinical workflow demands, and the sensitive nature of these discussions, NP students may observe these interactions but rarely have the opportunity to actively participate in them by leading the conversation. As a result, some NP graduates report feeling underprepared to conduct difficult conversations related to prognosis, disease progression, or end-of-life considerations. Simulation-based education provides a structured and psychologically safe learning environment in which learners can practice delivering complex or emotionally difficult information while receiving guided feedback and reflection.

CNE: 1.0

Recorded On: Monday, May 11th at 2:00 pm - 3:00 pm EST

Presented by: Matthew D. Charnetski MSMS, NRP, CHSOS, CHSE, FSSH

Description: Getting involved in simulation societies often starts small—attending a conference, joining a committee, saying yes to something you’re not quite sure you’re ready for. In this session, Matthew D. Charnetski shares a personal and evolving journey through engagement with INACSL, Society for Simulation in Healthcare, and SimGHOSTS—including work on the INACSL Standards Committee, service on the SimGHOSTS Board, and current time as President-Elect of SSH. Rather than focusing on roles, this session explores what those experiences reveal about how our field actually moves forward: through people who decide to contribute.

Using real examples—from advancing the Healthcare Simulation Standards of Best Practice to collaborating across organizations on efforts like the Global Consensus Statement on Healthcare Simulation and workforce advocacy through initiatives such as AWISH program—this session highlights how progress in simulation is less about any one organization and more about how we work together across them.

This isn’t a talk about leadership as a destination. It’s a conversation about participation as a responsibility—and an invitation to step in, contribute, and help shape what comes next.

Take-Home Message: The simulation community doesn’t need more spectators. It needs more people willing to step in, get a little uncomfortable, and do the work—locally, regionally, and across organizations.

CNE: No Contact Hours Awarded for this Webinar.

Recorded on: Thursday, April 30th at 12:00 pm - 1:00 pm EST

Presented by: Giuliana Harvey, PhD, RN, CHSE, Amy Daniels, PhD, RN, CHSE-A, CNE, and Catherine Carter-Snell, PhD, RN.

Description: Scholars who have written about the topic of a trauma-informed approach in nursing education simulation have primarily focused on the use of simulation to address learning objectives focused on trauma-informed methods. Related topics such as emotional responses from impactful simulation learning experiences have also been discussed by authors. While some elements of a trauma-informed approach in simulation have been highlighted by nurse scholars, the application of a trauma-informed education to support nursing students’ learning and well-being requires further understanding.

CNE: 1.0

Presented by: Laura Klenke-Borgmann, PhD, RN, CHSE.

Description: Competency-based education (CBE) is transforming nursing education—but many educators struggle with how to operationalize it in meaningful, scalable ways. This interactive webinar showcases a semester-long, simulation-based CBE curriculum for third-year nursing students, grounded in the SimZones (Zone 0–3) framework, and designed to intentionally scaffold learning from foundational preparation to high-stakes performance.

CNE: 1.0