More than meets the eye: The art and science behind simulated experiences
Simulation in healthcare education serves as a bridge between theory and practice, providing students with a hands-on environment to develop critical thinking, clinical judgment and teamwork skills. It creates a space where learners can engage deeply with realistic scenarios, make decisions in real-time and reflect on their actions—all without risk to patients.
Charity Moeller, DNP, APRN-CNP, AGPCNP-BC, UC College of Nursing’s new director of Simulation and Skills Lab, discusses the complex blend of clinical expertise, educational theory and careful design that lies behind every effective simulation.
Charity Moeller, DNP, APRN-CNP, AGPCNP-BC
Moeller began her nursing career in the early 2000s with an associate’s degree, soon followed by a Bachelor of Science in Nursing. She has worked in multiple clinical settings, including med-surg, vascular and cardiopulmonary. As healthcare evolved and the demand for advanced nursing education grew, she earned a Doctor of Nursing Practice (DNP) in Adult Gerontology Primary Care. Today, she continues to stay grounded in patient care by practicing one day a week.
Central to Moeller’s teaching philosophy is the recognition that nursing is a collaborative, lifelong learning profession.
“No nurse, regardless of experience or education, knows all the answers,” she says. “Simulation embodies this reality by encouraging students to express their thought processes, collaborate with peers and learn from mistakes in a supportive environment.”
Crafting meaningful learning experiences
As Moeller stepped further into the world of simulation, she quickly realized it was far more intricate than it appeared.
“A standardized patient isn’t just someone pretending to have a stroke,” she explains. “It’s far beyond that. There are educational frameworks, national standards and pedagogical theory built into every scenario.”
What began as curiosity turned into a deep dive into instructional design.
“At one point, I realized I couldn’t just throw everything into a sim, even if it felt realistic,” she says. “You have to consider the learner’s level and cognitive load. Too much, too soon—and they leave with nothing.”
Students immersed in a simulated VR experience
That insight shaped Moeller’s approach: a careful balance between challenge and clarity.
“What do I want students to walk away with?” she asks. “If it’s a sophomore learning to insert a Foley catheter, we keep it skill-based and focused. But if it’s a senior, now we’re asking why we’re doing the procedure. What are the risks? What does the data say?”
The shift from doing to deciding requires different tools, from task trainers to standardized patients to VR. But for Moeller, the foundation stays the same: “What do our learners need—and how can we meet them where they are?”
Planning for the future
Looking ahead, Moeller envisions expanding the use of simulation through several initiatives:
- Open Lab Resource Centers: Spaces where students can independently practice skills anytime, building confidence and competence before clinical rotations.
- Interprofessional Education (IPE): Collaborative interdisciplinary learning opportunities across UC’s health colleges. This approach fosters understanding of each profession’s role and improves teamwork in real-world healthcare settings.
- Expanded Graduate Programs: Enriching advanced nursing education, preparing nurse practitioners and educators to excel in both clinical practice and teaching.
In Moeller’s words: “Simulation lights the way for learners, helping them transition from novices to confident, thoughtful nurses ready to face the challenges of healthcare today.”
The following Bachelor of Science in Nursing courses offer simulation components:
- Fundamentals of Patient-Centered Care
- Advanced Fundamentals of Patient-Centered Care
- Patient-Centered Care of Adults
- Population & Community Health Nursing