Within Ball State University’s Nursing Program lies a team of individuals operating behind the scenes at the intersection of technology and teamwork in its state-of-the-art simulation labs. These labs—11 in all—allow nursing students to practice clinical skills in a safe, controlled environment. They simulate real-life medical scenarios with advanced manikins—realistic, human-like figures used to simulate patients. But behind every successful simulation is a dedicated team of professionals working diligently to make it all possible.
For Healthcare Simulation Week, the School of Nursing wants to highlight the talented individuals who make the simulation experiences possible—the Nursing Simulation staff. This group, comprised of registered nurses (RNs), IT professionals, and graduate assistants (GAs), ensures that each simulation runs smoothly, providing students with hands-on experience essential for their future careers. These experts manage cutting-edge technology to create an immersive learning environment that mimics the challenges of real hospital settings.
“This team makes magic happen daily,” said Dani Ely, ’11, director of the nursing simulation and information technology center. “To the untrained eye, it would appear that everything is just always where it should be: supplies, equipment, simulated medications, manikins, wounds, dressings, IVs. However, this is all part of the intricate puzzle of scheduling the right space for the right experience at the right time.”
Every experience in the simulation center is created based on the International Nursing Association of Clinical Simulation Learning (INACSL) Standards of Best Practice, which include pre-briefing, case progression, simulation technician and faculty notes, debriefing, and evaluation.
The Backbone of Nursing Simulations
Running a simulation is much more than setting up a manikin, of which there are more than 50. From programming realistic patient vitals to troubleshooting technical glitches, the nursing simulation team ensures that every element of the scenario aligns with real-world medical practices. A crucial part of their role is to translate the needs of the nursing faculty into actionable plans for simulations. RNs on the team—Becky Fights, ’89, Allison Johnson, ’94, and Rachelle Fuller, who serve as clinical nursing laboratory specialists—have a deep understanding of patient care and work closely with IT professionals to craft detailed scenarios where students can apply their knowledge and develop critical thinking skills.
The RNs provide key insights, such as which vitals to monitor and what kind of medical interventions should be performed, while the IT staff, Britain Bryant, ’07, nursing senior technology specialist and analyst, and Ben Armstrong, nursing technology specialist, program the manikins to respond in real-time to the students’ actions.
“We tell the tech team what simulations are happening, how many runs, and what vitals need to be programmed,” said Ms. Fuller. “These details create a complex environment where students are constantly challenged to think on their feet.”
The tech side is more complex than some might think. The process begins with the nursing faculty deciding on the learning outcomes they want the students to achieve. Based on those outcomes, the team develops scenarios that require the students to make clinical decisions and respond to patient needs.
“We have complex scenarios all programmed and built out,” Mr. Bryant said. “From there, our GAs typically run the simulation. Sometimes we [IT staff] have to intervene if things go off script or there are technical glitches.”
More Than Just Manikins: The Art of Role-Playing
Another aspect of the simulation team’s function is the involvement in acting out various roles during the simulations. Team members step into the shoes of doctors or family members to make the experience as real as possible since, sometimes, health professionals also have to handle emotionally charged situations—like a family drama unfolding around a patient. Ms. Fuller recalls playing the role of a sister in a family dispute that became so heated that the students wondered if the argument was real.
“We get rambunctious in some of our simulations because it makes it more real,” Ms. Fuller said. “This form of role-playing prepares students to deal with not only the medical needs of patients but also the interpersonal dynamics that often arise in clinical settings.”
Students are tasked with handling multiple patients, sometimes in high-pressure environments where everything seems to go wrong. By simulating these situations, students learn to prioritize care, manage time, and communicate effectively with patients and their families.
Sometimes, volunteers in the community are also brought in to play the role of patient. Jane Milleman, ’03, nursing simulation operations coordinator, helps recruit the volunteers, procures supplies, tracks down orders, and generally keeps everything organized and running smoothly.
Building Scenarios from the Ground Up
Creating a simulation at Ball State isn’t a last-minute task. It requires months of preparation and coordination. The team follows a structured process, starting with a scenario template that nursing faculty members use to outline the objectives and flow of the simulation. This template is then given to the simulation staff, who work their magic by programming the manikins to behave in specific ways.
“We request a full semester ahead to develop and build new simulations,” Ms. Johnson said. “Creating high-quality, realistic scenarios takes a lot of time.”
For example: a cardiac simulation might require the manikin to experience chest pains, which can escalate to more severe symptoms if the students don’t intervene quickly enough. Throughout the scenario, the team monitors the students’ actions and adjusts the simulation in real-time based on their responses.
“If they take this certain action, then the blood pressure needs to drop to this level,” Ms. Johnson said, highlighting the flexibility and adaptability required from the team during each session.
And it’s no longer just nursing faculty and students who benefit from these manikins; other disciplines within the College of Health, such as athletic training, counseling psychology, speech pathology, kinesiology, and social work, also use these technologies to advance student understanding of the human body.
By providing realistic, hands-on learning experiences, the Ball State nursing simulation staff plays an essential role in preparing the next generation of healthcare professionals. Through their hard work, creativity, and commitment, these professionals are shaping the future of nursing education. And while not always visible, their impact is immeasurable.
“I am new to supporting this team within my role,” Ms. Ely said. “I am beyond impressed with the way they pull together as a team, problem solve through anything that comes their way, and the dedication and loyalty they feel toward ensuring the students are prepared by having the best experiences possible.”
