Two faculty members from Stony Brook University’s Department of Physical Therapy have achieved the Certified Healthcare Simulation Educator (CHSE) credential, a certification recognized internationally for excellence in simulation-based healthcare education. Nancy Krisch and Susan Miale, both clinical associate professors at the School of Health Professions, are now among fewer than 4,000 professionals worldwide to earn this certification since its introduction by the Society for Simulation in Healthcare (SSH) in 2012. They are currently the only faculty in their school to hold this credential.
The CHSE certification is awarded to educators who demonstrate advanced abilities in designing, facilitating, and evaluating simulation-based learning experiences within healthcare education settings.
Perrilynn Conklin, director of the Stony Brook Clinical Simulation Center and also a CHSE-certified educator, highlighted the value of simulation-based learning: “Our students consistently report that simulation-based learning is a valuable and positive experience. Research shows that it improves their performance on knowledge-based exams and, more importantly, helps them practice high-risk, low-frequency skills in a safe environment. This deliberate practice builds their confidence and self-efficacy for real-world clinical work.”
Krisch emphasized the significance of this recognition for the doctorate in Physical Therapy program: “The credential is important specifically to our doctorate in Physical Therapy (DPT) program and school because it shows colleagues in our school, in our university and beyond that there are best practice standards to be utilized, and we are using the most current best practices in the design and implementation of simulations. Our expertise is confirmed, showing that we plan and execute simulations that are safe both physically and psychologically for participants.”
Conklin added: “The CHSE credential confirms that our faculty is highly qualified to plan and execute simulations that are physically and psychologically safe. This allows students to make mistakes and learn from them without fear, which is essential for developing expertise.”
Obtaining CHSE status requires candidates to meet eligibility requirements, submit an application, and pass an exam covering key competencies related to healthcare simulation education.
Susan Miale noted potential benefits beyond academic achievement: “Perhaps most importantly, there is evidence that simulation-based education facilitates improved patient outcomes. Compared to other educational modalities, simulation-based education has been shown to have greater benefits on skill acquisition. Simulation improves patient safety and reduces catastrophic healthcare errors.” She also explained how simulation provides “the opportunity for deliberate practice of low-frequency and/or high-risk skills required for safe clinical practice,” preparing students for complex scenarios they may face as professionals.
Krisch described how integrating real-world clinical scenarios into classroom instruction enhances student learning: “Simulation as a learning strategy is incredibly powerful when best practices are utilized. Studies show that simulation-based training helps to reduce errors in clinical practice, which ultimately improves patient safety and quality of care. It also helps students build confidence in a safe environment where mistakes are seen as learning opportunities.”
Both Krisch and Miale incorporate extensive use of simulation into the physical therapy curriculum at Stony Brook University through classroom activities as well as sessions held at the Clinical Simulation Center.
Miale observed further impacts: “Not only do our students benefit from participating in simulation-based learning,” she said, “but our school benefits from having educators who are knowledgeable and skilled in evidence-based simulation design and delivery. The skills that our students learn through simulation have the potential to positively impact patient outcomes.”
Stacy Jaffee Gropack, dean of the School of Health Professions at Stony Brook University stated: “We are incredibly proud of Susan Miale and Nancy Krisch for earning their Certified Healthcare Simulation Educator credentials. Their achievement reflects a deep commitment to advancing simulation-based education and enhancing the quality of healthcare training at the School of Health Professions at Stony Brook University. Their expertise and dedication continue to enrich the educational experiences for our students.”
In addition to educator certifications like CHSE offered by SSH, technical staff can pursue credentials such as Certified Healthcare Simulation Operations Specialist (CHSOS). At Stony Brook University’s Clinical Simulation Center two technicians—Edward Gross and Genevieve Varela—hold this operational certification.
