Standing outside a simulated hospital room, Mercer University nursing students are briefed on their patient—a high-fidelity manikin representing a male with pneumonia. Inside, the students assess the patient as Dr. Jennifer Bartlett, professor and associate dean of nursing for the Macon campus, controls the manikin from behind one-way glass. The manikin blinks, breathes, and vocalizes in real time.
The simulation requires students to perform a sterile central line dressing change while managing interruptions and changes in the patient’s condition. Dr. Bartlett manipulates the scenario to test their response under pressure. Afterward, students review video footage of their performance during a guided debrief session.
“We tend to use simulation as formative, meaning it’s really all about the learning, providing a safe and brave space for them to have these experiences,” Dr. Bartlett said. “We align the placement of the simulations with what’s going on in their coursework. We’re really able to reinforce what they’re doing in the classroom through simulation.”
Mercer’s Georgia Baptist College of Nursing integrates high-tech simulations into its curriculum for both undergraduate and graduate programs on multiple campuses. Students practice clinical skills using high-fidelity manikins that mimic human responses; task trainers—realistic replicas of body parts; mixed reality environments; advanced teaching equipment; and standardized patients played by actors.
Dr. Bartlett explained that these methods help build confidence and competence: “Students develop competence in their assessment skills, their situational awareness, their emotional intelligence, their ability to collaborate, their ability to lead a team, and their ability to perform skills within a specific context… Because of these simulations, and especially in the debrief, we see their confidence also increases.”
First-year student Nicole Russo said that lab work improved her confidence entering clinical settings: “We perform head-to-toe assessments… just when we walk in the room.” She noted that simulations developed her critical thinking skills.
Wesley Adams from Macon emphasized teamwork: “Our professors do a very good job of making it a real-world scenario.”
The Accelerated Bachelor of Science in Nursing (ABSN) program includes task trainers—such as an arm for practicing IV insertion—and mixed-reality scenarios where students interact with virtual patients while wearing headsets.
Dr. Tabatha Anderson described mixed reality as valuable for preparing students for emotionally challenging situations or complex psycho-social interactions: “This is a way we can interact and put the student in that situation so all students get those valuable experiences and support within a safe learning environment.”
ABSN student Kevin Hazzard found mixed-reality scenarios realistic compared to typical educational exercises: “That sort of realism in training… is invaluable.”
Graduate programs offer tailored labs depending on specialty focus areas. Acute care students use SonoSim technology—a probe connected to software—for ultrasound training on manikins before encountering such cases clinically.
Dr. Humberto Reinoso said this allows students to recognize pathologies without waiting for real-life cases: “The benefit… is when they do get a patient… they have dexterity.”
Primary care or psychiatric-mental health nurse practitioner students run through evolving scenarios with standardized patients—actors who simulate medical conditions based on faculty instructions.
Mira Mehta, pursuing her Master’s degree at Mercer while working as a critical care nurse, appreciated structured opportunities to learn from mistakes under supervision: “Truly… probably the most beneficial time because you also have an instructor there to critique you and help you understand where you can be better.”
Mercer University continues expanding its use of technology-driven simulation across its nursing programs to enhance readiness for clinical practice.
