Georgia College Simulation and Translational Research Center (STRC)
Georgia College Simulation and Translational Research Center
Georgia College’s Simulation and Translational Research Center (STRC) is internationally recognized for providing various types of high-quality simulation experiences to undergraduate and graduate nursing students and is provisionally accredited through the Society for Simulation in Healthcare.
Between the two locations, the STRC includes 13,000 square feet of learning opportunities that replicate a variety of clinical spaces to prepare nursing students to become registered nurses and for advanced clinical practice roles. The STRC features an array of simulation technology, simulated medical devices, and uses standardized participants as well to provide students with an average of 16,000+ total contact hours annually in simulation experiences.
The mission of the Georgia College Simulation and Translational Research Center (STRC) is to provide challenging, interdisciplinary, state-of-the-art simulations for all programs in an inclusive, supportive and safe environment. The STRC promotes student learning by integrating didactic content with deliberate, progressive, simulated clinical experiences that ensure mastery of essential nursing competencies. The STRC’s unique environment prepares learners to deliver care to diverse patient populations in a variety of care settings.
Our Vision
The STRC aspires to develop preeminent healthcare professionals using innovative educational strategies which will benefit our local, national, and international stakeholders.
Our Values
The STRC values are consistent with the Georgia College School of Nursing’s philosophy, including the development of nurse leaders engaged in evidence-based practice, lifelong learning, and civic participation to serve the healthcare needs of a diverse population.
Simulated Learning Experiences
SimMan 3G Human Patient Simulator (HPS)
The SimMan 3G is a high fidelity patient simulator. The simulator is capable of the following functions:
Speech
Reactive pupils
Crying, runny nose, and ear drainage
Oral cyanosis
Heart, lung, and bowel sounds
Chest rise and expansion, with the ability for needle decompression and chest tube training
Bilateral carotid, brachial, radial, femoral, popliteal, posterior tibial, and dorsalis pedis training
Vast bedside monitoring capability, such as ECG, SpO2, blood pressure, arterial line, end-title carbon dioxide, and central venour pressure
Assess 12-lead EKG, radiology studies and lab results from bedside monitor
Advanced ventilation management
CPR, code blue management and defibrillation
Vascular access for medication and fluid administration
Genitourinary system with urine output
Tetherless to allow for in-situ simulation capability (simulations conducted in the actual patient care area)
Birthing Simulators
The birthing simulators are high fidelity manikins that can provide nursing students and seasoned nurses training with normal and high risk deliveries that can result in a multitude of complications.
Victoria
Smooth full-body skin and seamless joints
Lifelike eyes with programmable eyelid and eye movement, automatic object tracking, and reactive pupils
Births life-like newborn baby of realistic weight, length, proportion, and joint articulation
Designed for comprehensive shoulder dystocia protocols and postpartum hemorrhage algorithm scenarios
Birthing baby programmable heart, lung, and crying sounds, cyanosis, and head movement
McRoberts and suprapubic pressure detection and logging
Optional nongravid abdomen (non-pregnant patient for general nursing and gynecology)
Tetherless to allow for in-situ simulation capability (simulations conducted in the actual patient care area)
SimMom
Speech
Heart, lung, bowel sounds and fetal heart tones
Bilateral carotid and brachial pulses that correlate with patient monitor
Automatic or manual delivery mode
Can simulate breech, assisted deliveries such as with forceps, shoulder dystocia, cord prolapse, eclampsia, post-partum hemorrhage, uterine inversion or rupture
Touch screen supporting monitoring systems that displays, but not limited to EFM, SpO2, ECG, heart and respiratory rate, temperature, end-tidal carbon dioxide waveforms
Access 12-Lead ECG and radiology studies from monitor
CPR and code management with chest compressions, defibrillation, pacing and cardioversion, advanced airway management
IV, subcutaneous and intramuscular sites for medication administration
Pediatric Simulators
Pedi HAL Simulator
Speech
Reactive pupils
Central cyanosis capabilities
Heart, lung, and bowel sounds
Able to identify drug type and volume injected into veins
Able to connect to real devices (ventilators, 12 lead ECG monitor, BP cuffs, defibrillators) for real time diagnostic values, results and monitoring
Oral and nasal intubation compatible
Intravenous access
Tetherless to allow for in-situ simulation capability (simulations conducted in the actual patient care area)
SimJunior
Speech
Interchangeable pupils
Heart, lung, and bowel sounds
Intravenous and interosseous vascular access
Bedside monitoring capability, such as ECG, Sp02, blood pressure, and end-title carbon dioxide levels
CPR, code blue management and defibrillation
Infant Simulator
SimNewB Simulator
Programmable infant simulator with appropriate physiology
Programmable heart and lung sounds
Airway training and management
CPR and infant code management
Intravenous and interosseous access
Harvey Cardiopulmonary Simulator
50 cardiac diseases programed from aortic valve stenosis to pulmonary embolism
Master stethoscope for auscultation, an addition to wireless stethoscopes for learners listening capability
Portable
Cardionics Bionic Hybrid Simulator
Wearable technology which can be used on live patients or manikins to simulate normal and abnormal heart, lung, and bowel sounds
Palpable carotid, radial, and brachial artery pulses
5-lead ECG connection
Simulates multiple physiological conditions
Real time diagnostics and treatment capabilities
Cardionics SimScope WiFi capability
Cervical & GYN Simulator
Bi-manual pelvic examination
Vaginal Speculum examination
Six cervices with cervical abnormalities
Anatomically accurate fimbriae and ovaries
IUD insertion
Telehealth Equipment including Stethoscope, Dermascope & Opthalmoscope
We have 3 different telehealth modalities that students of various levels can use to optimize health care delivery in rural areas, as well as for those patients that have limited ability to meet their providers in person.
Telehealth equipment includes:
Stethoscope
Horus Scope, a high resolution digital scope system that provides video transmission of physical findings from the following instruments:
Dermacope
Opthalmoscope
Otoscope - visual inspection and response to pressure changes
Camera to assess neurological (stroke-like), skin and musculoskeletal conditions.
ECG capability
MEDiC Mobile Exam Device
Telehealth system that allows access to healthcare from outside the clinical and hospital setting by transmitting remotely over Wi-Fi from anywhere in the world. Georgia College nursing students have traveled abroad to remote populations in Honduras and Africa that have enabled the communities to access specialized care such as cardiology.
Ear Exam Models
Allows for practicing proper use of an otoscope
Anatomically correct ear model facilitates student practice in clinical procedures
Includes: 11 ear pairs, 1 normal and 9 tympanic membrane pathologies, and 1 foreign body/cerumen removal
Eye Exam Models
Facilitates students learning using direct ophthalmoscopes
3 fundal depths
Includes: 10 retinal slides, 1 normal and 9 retinal pathologies
Breast Exam Models
Flesh product
Different palpable disease states within the breast model: cysts (fluid related), fibroadenomas (calcifications), sclerosing adenosis, or fat necrosis
Joint, Knee, & Shoulder Injectors
Facilitates student learning with normal anatomy (both superficial and subdermal) for palpation purposes
Feedback technology to support student learning
Skills Acquisition Lab
The Skills Acquisition Lab has over 4400 square feet of learning/skills stations to support the ongoing development of nursing student competencies. Equipped with a functional nursing station and 5 bays that house 21 beds of task trainers, simulators, and various skill stations. Students gain competency by practicing skills and make didactic content connections in a supportive, supervised environment.
VENIPUNCTURE AND INJECTION TASK TRAINERS
Realistic Flashback
Replaceable Skins
Intramuscular Injection Site
Venipuncture possible in the antecubital fossa or dorsum of the hand
Practice peripheral IV-line insertion and removal
Palpable veins enable site selection and preparation
Infusible veins allow peripheral therapy with IV bolus or push injection method
Peripheral IV-line maintenance including assessment and rotation of site dressing, solution, and tubing changes.
Manual Operation or Modeled Physiology: Modeled physiology responds automatically to treatments and interventions.
Auscultation of brachial/radial pulse
Airway
Breathing
Cardiac
Circulation
IM Medication Administration
Neurological Assessment
Urinary
Lung and Heart Sounds
Blood Pressure Assessment
IV insertion/medication administration
Foley insertion
Pupil reaction assessment
NG tube placement
Foley insertion
Airway management
Trach care
IV insertion/assessment
Simulated wound care
CHEST TUBE TASK TRAINER
Pre-hospital chest trauma management, ongoing chest tube maintenance, and assessment.
Two cut-away viewing areas to provide learner visualization of the anatomical relationships between the skin surface, musculature, ribs, and lungs.
Left side pressurized tension pneumothorax site.
Surgically placed chest tube site.
Perfect for teaching the concepts and mechanics of closed water-seal drainage systems.
CHESTER CHEST™
The right chest area of the Chester Chest™ model has a 9.6Fr tunneled central catheter that is visible up to the clavicle. The Dacron cuff on this catheter is also discernable.
Central line care skills, competency, and assessment.
External jugular vein with attached triple lumen catheter.
Subclavian catheter site
Features a dual 5Fr PICC exiting the basilic vein from the inner bicep area.
Forearm IV catheter
SANE Training Room
Sexual Assault Nurse Examiners (SANEs) are registered nurses who have completed specialized education and clinical preparation in the medical forensic care of the patient who has experienced sexual assault or abuse. This dedicated room affords the SANE program trainees the opportunity to allow hands-on experience in an authentic forensic examination environment. The program utilizes Gynecological Teaching Assistants that are specially trained for sexual assault cases in order to provide the most realistic, evidence-based learning experience for participants.
Supplies, equipment and resources include:
Gynecological examination table
Advanced Pelvic exam and GYN Simulator
High-quality DSLR digital camera with tripod and multiple lens
EVA Mobile ODT system
Blue LED Forensic Flashlight Kit
Forensic Evidence Collection Kit
Handheld doppler
Pulse oximeter
Vaginal speculum
Cordless speculum illuminator
Swab dryer
Other necessary supplies for evidence collection
Patient interview area
For further information, please contact: Shantee Henry, MSN, RN
ANE-SANE Grant Coordinator
478-445-8570 shantee.henry@gcsu.edu
Standardized Participant Program
The Simulation and Translational Research Center at Georgia College is able to offer a variety of standardize participant (SP) experiences to support an array of healthcare educational needs. In addition to a repository of SP’s of various ages, gender and ethnicities, GC School of Nursing and Theatre Department work together collaboratively to provide authentic SP experiences to future and practicing healthcare professionals.
Standardize participants are trained by GC SON and Theatre Department faculty to portray specific medical backgrounds, physical conditions and emotional states of a patient found in various healthcare settings. We apply moulage and other simulation technology to SP’s to portray injuries or medical conditions to support the realism of the learning experience.
Professional Certifications and Continuing Education
Basic Life Support (BLS)
The American Heart Association - Basic Life Supportcourse content includes a basic resuscitation course, is adult, child and infant 1 and 2 rescuer CPR, with utilization of ventilation barrier devices, including bag-mask, use of an AED and management of choking.
American Heart Association (AHA) BLS completion e-cards will be issued to participants who successfully complete all elements of the course.
The STRC can assist healthcare providers in obtaining BLS certification based on the need of the participant. Please see options below:
BLS Provider Course
BLS Hybrid Course
For healthcare providers who are first time BLS participants, or have an expired BLS card, or want to take time to review BLS information and skills prior to testing.
For healthcare providers who have taken a prior BLS course and are VERY FAMILIAR with BLS content, skills, and are ready to move quickly.
**Hybrid courses are blended learning experiences. The first portion of the course will be completed on-line at AHA Blended eLearning Products – HeartCode BLS. After completing the online section of this course, you will complete a hands-on session at the GC Simulation and Translational Research Center. Please be sure to bring a printed copy of your on-line certification training**
External: $75
GCSU Affiliate: $70
Hands-on External Session: $30
Hands-on GCSU Affiliate Session: $25
Advanced Cardiac Life Support (ACLS)
The American Heart Association - Advanced Cardiac Life Support (ACLS)is a resuscitation course for healthcare providers. The course focuses on content surrounding ACLS algorithms and management of strokes, acute coronary syndrome, cardiopulmonary arrest, and the return of spontaneous circulation.
American Heart Association (AHA) ACLS completion e-cards will be issued to participants who successfully complete all elements of the course.
The STRC can assist healthcare providers in obtaining ACLS certification based on the need of the participant. Please see options below:
ACLS 2-Day Provider Course
ACLS Renewal Course
ACLS Hybrid Course
Healthcare providers who desire a course that allows time for review of ACLS content and practicing of skills. This is a great option for those that have an expired ACLS certification or are 1st time ACLS participants.
Healthcare providers who are ACLS certified and are VERY FAMILIAR with ACLS content. This is a great option for those that work in medical/surgical/telemetry areas.
Healthcare providers such as Adult ICU/RNs, NPs, PAs, and physicians who are HIGHLY PROFICIENT with ACLS algorithms, may find the fast track option most beneficial.
**Hybrid courses are blended learning experiences. The first portion of the course will be completed on-line at AHA Blended eLearning Products – HeartCode ACLS. After completing the online section of this course, you will complete a hands-on session at the GC Simulation and Translational Research Center. Please be sure to bring a printed copy of your on-line certification training**
External: $250
GCSU Affiliate: $200
External: $125
GCSU Affiliate: $100
Hands-on External Session: $75
Hands-on GCSU Affiliate Session: $65
Pediatric Advanced Life Support (PALS)
The American Heart Association - Pediatric Advanced Life Support is a resuscitation course for pediatric healthcare providers. The course focuses PALS algorithms and management of respiratory and/or circulatory compromise, cardiopulmonary arrest and the return of spontaneous circulation in pediatric patients.
American Heart Association (AHA) PALS completion e-cards will be issued to participants who successfully complete all elements of the course.
The STRC can assist healthcare providers in obtaining PALS certification based on the need of the participant. Please see options below:
PALS 2-Day Provider Course
PALS Renewal Course
PALS Hybrid Course
Healthcare providers who desire a course that allows time for review of PALS content and practicing of skills. This is a great option for those that have an expired PALS certification or are 1st time PALS participants.
Healthcare providers who are PALS certified and are VERY FAMILIAR with PALS content. This is a great option for those that work in pediatric areas.
Healthcare providers such as PEDIATRIC ICU/ED RNs, NPs, PAs and physicians who are HIGHLY PROFICIENT with PALS algorithms, may find the fast track option most beneficial.
External: $250
GCSU Affiliate: $200
External: $125
GCSU Affiliate: $100
External: $75
GCSU Affiliate: $65
Basic ECG Interpretation
The ECG Interpretation Overview courseprovides instruction on cardiac anatomy and physiology with emphasis on the electrical conduction system of the heart. Learners will learn how to identify and interpret cardiac dysrhythmias. This includes measuring intervals, sinus, atrial, junctional and ventricular dysrhythmias, as well as heart blocks.
12 leads are not covered in this course.
Basic ECG Interpretation Course
For healthcare providers who work with telemetry monitoring (medical/surgical nursing, centralized monitor technicians)
External: $150
GCSU Affiliate: $145
To inquire/sign-up for a course please contact:
Dr. Sterling Roberts, GC Simulation Center sterling.roberts@gcsu.edu
Policy and Procedure Manual
For the full Policy and Procedure Manual, please view the link below.
The Policy and Procedure Manual is currently being updated.
Meet the Faculty & Staff
Nursing Simulation Center
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Sterling Roberts
Assistant Professor - Nursing; Director of the Center for Simulation and Translational Research
Dr. Roberts is a Georgia College alumna, where she received her Doctor of Nursing Practice, Master's in Nursing Education and Bachelor of Science in Nursing. She has worked in various clinical areas as a Registered Nurse including intensive care, pain management, and emergency care services. Her current research focuses on using Simulation to support the learning needs of undergraduate and graduate healthcare disciplines. Dr. Roberts received the Laurie Hendrickson McMillan Award in 2020 for excellence in teaching, research, and campus and community service. She holds a Certification as a Healthcare Simulation Educator from the Society for Simulation in Healthcare.
BS Health Information Management, Macon State College
Biography
Ms. Tiffany M. Bell is alumna of Macon State College where she received her Bachelor of Science in Health Information Management. She has over 20 years of healthcare experience in the Central Georgia area. Ms. Bell specializes in Simulation Activity Coordination and Standardized Participant experience.
Patsy Hicks is a Georgia College & State University alum with a BS in Nursing and a BS in Community Health Education. She has over 36 years of medical-surgical nursing experience as well as two years of infection prevention experience. Patsy also holds certification in Wound Ostomy Continence Nursing and Medical-Surgical Nursing. She is a member of the Wound, Ostomy, Continence Nursing Society.
In her spare time, she enjoys cooking, sewing, working in her garden, and spending time with her family.
Tyler Laster is a graduate of Georgia Military College where he received an AS in General Studies. Mr. Laster has over ten years IT/audio-visual experience and four years in healthcare simulation.
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Krystal Canady
Associate Professor - Nursing and Interim FNP Program Coordinator
Dr. Canady received her BSN from Georgia College, graduating as vice president of her 2002 nursing class. She returned shortly after that to pursue her Masters as a Family Nurse Practitioner. She practiced family medicine for a few years and then returned to the emergency room where she had also spent most of her time as an RN. Krystal recently completed her post Master’s in Nursing Education and her Doctor of Nursing Practice degree at Georgia Southern University. She was given a recognition award for demonstrating exemplary promise in improving patient care. Her research interest include stressors in the nurses working environment and the Doctor of Nursing Practices role in nursing education.
Tormechi Chambliss has been a nurse for 15 years with experience in medical/surgical, cardiac ICU and telemetry, radiology nursing, endoscopy, and case management. She graduated in 2007 with an associate degree in nursing from Macon State College. She then completed the RN-BSN program at Georgia College and received a bachelor's degree in 2018 and a master's degree in nurse education in 2021. While pursuing her master's degree, Tormechi worked as a graduate assistant in the School of Nursing for the 2019-2020 academic year. She is in her second year at Georgia State University pursuing a Ph.D. Tormechi’s research interests include African American veteran women and the barriers to health-seeking behaviors for PTSD treatment
Dr. Coke received her PhD in Nursing from Georgia State University, her Post Master’s as a Family Nurse Practitioner from University of Massachusetts, her MSN as a Pediatric Nurse Practitioner from Emory University, and her BSN in Nursing from Georgia College. She has published in a number of peer reviewed journals and presented nationally and internationally on her research related to innovative teaching techniques and using service learning to enhance nursing education. Dr. Coke has received numerous research grants that are focused on improving access to healthcare in rural areas of Georgia and her international service learning work. She currently has an ANEW HRSA grant where she serves as lead researcher. Dr. Coke actively practices as a Family Nurse Practitioner in rural Georgia in a medically underserved county. Her role as International Coordinator for the College of Health Sciences has led to the development of a Global Health Minor for Georgia College and service learning and exchange opportunities for Georgia College’s nursing students in Sweden, Honduras, and Tanzania.
Dr. Copeland received her Doctorate in Nursing Practice (DNP) degree in 2013 and was awarded the Outstanding DNP student for her cohort. She holds degrees from Western Carolina University and Georgia College. She has taught undergraduate and graduate nursing courses since 1998. Her research work includes Magnet hospital, nursing research, informatics, and clinical practice guidelines. She has authored and co-authored nursing journal articles, presented her research at national and international venues, and lobbied at the local, state, and national levels for health care issues. Dr. Copeland also serves as the Volunteer Coordinator for Doctors of Nursing Practice, Inc.
Dr. Culpa-Bondal is a Professor of Nursing and has more than 25 years’ experience in the area of psychiatric/mental health. She is board certified as psychiatric mental health clinical nurse specialist and nurse practitioner. She received her PhD in Nursing from Texas Woman’s University, her Post Master’s in Healthcare Informatics from Georgia College and State University, her MSN in Family Mental Health from Georgia College and State University, and her BSN in Nursing from Holy Name University, in Bohol, Philippines. Her clinical practice serves underserved populations around Middle Georgia area that encompasses several clinical sites from correctional facilities to outpatient community mental health centers and crisis stabilization units. She has numerous paper/presentations including adult mental health, psychiatric nursing education and use of informatics in healthcare and nursing education. Dr. Bondal leads a summer study abroad program that teaches undergraduate research to nursing students while exploring the Filipino culture. She uses problem-based learning, service-learning and evidence-based learning pedagogies.
Simulation, Forensic Science, Transformational Learning, Maternal/Infant Health
Biography
Dr. Doss received a BSN from Troy University (2001), an MSN with a focus in maternal-infant nursing education from Troy University (2002), and a research doctorate (PhD) from Georgia State University (2017). Dr. Doss has worked in maternal and infant health as a clinician and educator for over 20 years and is a trained forensic nurse. She maintains certification in inpatient obstetrics (RNC-OB, 2003), as an Advanced Forensics Nurse (AFN-C, 2022), and as an Adult/Adolescent Sexual Assault Nurse Examiner (SANE-A, 2020). She has presented regionally, nationally, and internationally on women’s health, forensic nursing, and nursing education/research. Dr. Doss is currently the Program Director and lead researcher for a HRSA funded ANE-SANE training program and an active member of Sigma Theta Tau International, the Academy of Forensic Nursing, and the Forensic Nursing Certification Board.
Dr. Fowler received her BSN from Boston College, a Master of Science in nursing education degree from Sacred Heart University, and her doctorate from Nova Southeastern University. She completed active duty service in the United States Air Force and is a volunteer at Ronald MacDonald House. Her hobbies include reading and travel.
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Debbie Greene
Professor - Nursing and MSN Nurse Educator Program Coordinator
Healthcare Safety and Quality, Informatics, and Technology in Nursing/Nursing Education
Biography
Dr. Greene arrived at Georgia College in 2011 and holds the rank of Professor. She coordinates the MSN Nurse Educator program. Her teaching interests include patient safety, informatics, leadership, research, and nursing education. Dr. Greene received the Outstanding Service Award for the College of Health Sciences in 2019. The Georgia Association for Nursing Education (GANE) recognized Dr. Greene with the Nursing Innovation in Education Award in 2018. Dr. Greene has multiple presentations and publications. Dr. Greene holds certification as a nurse educator from the American Nurses’ Credentialing Center. Dr. Greene’s history of service to the profession includes serving in numerous roles for the Georgia Association for Nursing Education (past president 2011-2013) and the Theta Tau Chapter of Sigma Theta Tau International (Treasurer, 2017-2021). As a registered nurse, Dr. Greene has practiced in medical, rehabilitation, surgical, and ICU specialty areas.
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Gail Godwin
Associate Professor - Nursing; Interim PMHNP Program Coordinator
Dr. Gail Godwin is an Associate Professor of Nursing, Psychiatric Mental Health Nurse Practitioner, and Certified Nurse Educator teaching in the undergraduate and graduate nursing programs at Georgia College. She earned her bachelor’s degree in nursing from the University of Southern Mississippi, a master’s degree from Regis University in Denver, Colorado, a Ph.D. from Mercer University in Atlanta, Georgia, and Psychiatric Mental Health Nurse Practitioner from Georgia College. She actively practices as a PMHNP with the Department of Public Health. Dr. Godwin has published and presented research related to nursing history, nursing education, and simulation with standardized patients.
Dr. Haley received her Doctor of Nursing Practice degree from the Medical College of Georgia in 2009. Her translational and clinical research project focused on improving adherence to core measures for heart-failure treatment in the hospital setting. She received her Bachelor of Science in Nursing and Master of Science in Nursing in Family Nurse Practitioner Degrees from Georgia College & State University. Her nursing background is in pediatric and adult critical care. Her advanced practice experience includes internal medicine and the specialties of hematology/oncology and cardiology. She teaches in both the undergraduate and graduate nursing programs.
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Monica Ketchie
Associate Professor - Nursing; WHNP and Nurse Midwifery Coordinator
Dr. Ketchie's educational background includes earning a Doctorate in Nursing Practice at Augusta University, a Post Master’s Certificate as an Adult Nurse Practitioner (ANP) from Northern Kentucky University, an MSN concentrating in Midwifery from East Carolina University and a BSN from the University of Connecticut. She has 30 plus years of experience focused as a certified nurse-midwife and presently uses this experience and knowledge within our nursing programs. Her research and clinical interests include increasing the use of research evidence in nursing practice, physiologic birth, and obesity's effect on pregnancy. She has presented on women's health topics locally, at the state level and nationally. She is presently serving on a task force examining Georgia's high maternal mortality rates. She presently coordinates the Nurse-Midwifery and Women's Health Nurse Practitioner Program and leads students in a study abroad to Tanzania.
Dr. MacMillan received her Ph.D. in Nursing from Georgia State University, her MSN as a nurse midwife from Emory University, and her BSN in Nursing from Georgia College. Her nursing career and research trajectory has been dedicated to providing optimal care for women, adolescents and babies. She is a member and Fellow of the American Academy of Nurse Midwives. Dr. MacMillan has been the recipient of three ARRA National Institute of Health Summer Research Grants that enabled her to work as an Associate Nurse Researcher on a RO3 Grant investigating the increase in primary elective cesarean delivery with an inter-professional research team at Johns Hopkins Medical School. Her current clinical practice and research focuses on providing care to women who are homeless and in situations where they have limited choices about their healthcare. Dr. MacMillan’s research has lead to numerous national and international publications in peer reviewed journals and national conferences.
MSN, Nursing Administration, Ball State University
Biography
Tiffany Parrish received a BSN from Georgia College in 1991. While working as an OB tech during nursing school, she realized her passion for obstetrics and began her career as a bedside staff nurse in a labor and delivery. She has maintained an active certification in Inpatient Obstetrics since 2003. Ms. Parrish has always enjoyed the teaching/learning aspects of nursing. She began teaching community childbirth classes early in her career, oriented and mentored many new and experienced labor and delivery nurses and served as the Labor & Delivery Unit Educator for patients and staff. She worked as the Director of Labor and Delivery/OB Emergency Department from 2007-2015 and completed a Master of Science concentrating in Nursing Administration from Ball State University in 2016. Ms. Parrish’s graduate research interests include understanding barriers and best practices associated with mutually satisfying relationships between nursing students and RNs and the transition of new nurses into the workplace. She teaches students before they begin the program in GC1Y and Healthcare Delivery System courses; during the program in "Family Nursing" as OB clinical faculty; and at the end of the program she teaches TEAM STEPPS and works with students as a clinical practicum faculty.
Dr. Smith began his nursing career in the medical-surgical setting before transitioning to critical care. He earned his Bachelor of Science in Nursing from Georgia College and returned to complete his MSN and DNP. A board-certified Family Nurse Practitioner, he also holds certification as a Critical Care Registered Nurse. He currently teaches medical-surgical nursing within the undergraduate nursing program and enjoys working in the clinical setting with both undergraduate and graduate-level nursing students.
Dr. Warren earned both her Doctor of Nursing Practice and Masters of Science in Nursing with a concentration in Nursing Education from Georgia College. She previously received her Bachelor’s and Associate’s Degrees in Nursing from Excelsior College and completed the U.S. Army Practical Nurse Course. Previously in the clinical setting, she has practiced in the Intensive Care, Step-down, Hospice, Telemetry, Postpartum, and Labor & Delivery settings. Currently, she maintains her clinical skills by practicing as an Emergency Room Nurse. She maintains Advanced Cardiac Life Support and Pediatric Advanced Life Support certifications. Her current teaching assignments are within the undergraduate baccalaureate nursing program and include courses related to adult health and medical surgical nursing. Her research interests include prevention of unrecognized clinical deterioration and the use of simulation as a teaching modality.
MSN: Adulty NP/CNS, Emory University, Atlanta, GA
DNP, Georgia Southern, Statesboro, GA
Biography
Dr. Winn has a Doctorate in Nursing Practice from Georgia Southern University, where she also completed a cognate in Public Health. Her DNP research focused on the use of Motivational Interviewing for Diabetes Prevention in Adult African American males. She has been board certified as an Adult Nurse Practitioner since 1997. She graduated from Emory University School of Nursing in 1996 with her Master's in Nursing ANP/CNS, with an education minor. She has been a nurse educator since 1996. Her nursing background is in Cardiac nursing and Cardiothoracic surgery, including Heart Transplants. Dr. Winn works as an Adult NP in a homeless clinic and provides clinical experience for FNP students there.