Mindi Anderson, PhD, ARNP, CPNP-PC, CNE, CHSE-A, ANEF
One of only 18 certified advanced health care simulation educators nationwide, Dr. Anderson’s research areas include virtual and game-based simulation, new simulation technologies, standardized patients, interprofessional education using simulation, and use of simulation in preparing students for nursing practice.
Most recently she was part of an interdisciplinary research team working on a funded project that evaluated role-modeling and simulation, some of which were hybrid simulations using a mannequin-based simulator and standardized actors. The results of these groundbreaking studies have helped to establish best practices for using role-modeling for undergraduate and graduate students in a new role. She was also co-investigator for a funded research study that developed and evaluated a virtual game trainer to teach students about respiratory diseases in the pediatric population.
Virtual versus High-fidelity Patient Simulation (HFPS) on student outcomes for acute, low-frequency, high-risk pediatric and obstetric scenarios, Co-Investigator, Laerdal Foundation, Acute Medicine Grant ($20,000).
Preparing adult-gerontology nurse practitioner students to facilitate safe transitions for older adult patients with multiple chronic conditions, Key Personnel/Project Coordinator, Health Resources and Services Administration, Advanced Education Grant ($754,236), 2014-15.
Using technology to facilitate interprofessional education for pediatric and neonatal nurse practitioner students, Key Personnel, Advanced Education Nursing Grant, Interprofessional Education ($862,532), 2012-15.
The impact of critical thinking upon clinical judgment during simulation with senior nursing students, Co-Principal Investigator, National League for Nursing ($21,500), 2012-14.
A multi-technological proposal to provide effective education to on-line nursing students, Principal Investigator, The Laerdal Foundation for Acute Medicine ($15,000), 2012-13.
Cazzell, M., & Anderson, M. (2016). The impact of critical thinking on clinical judgment during simulation with senior nursing students. Nursing Education Perspectives.
Decker S.I., Anderson M., Boese T., Epps C., McCarthy J., Motola I., Palaganas J., Perry C., Puga F., Scolaro K., & Lioce L. (2015). Standards of best practice: Simulation standard VIII: Simulation-enhanced interprofessional education (sim-IPE). Clinical Simulation in Nursing, 11(6), 293-297.
Stiller, J.J., Nelson, K.A., Anderson, M., Ashe, M.J., Johnson, S.T., Sandhu, K., … S., LeFlore, J.L. (2015). Development of a valid and reliable evaluation instrument for undergraduate nursing students during simulation. Journal of Nursing Education and Practice, 5(7), 83-90.
Anderson, M., Jenkins, T., Kardong-Edgren, S., LeFlore, J., & Stefan, C. (2014). The long and short: Advantages and disadvantages of different scenario lengths. Clinical Simulation in Nursing, 10(5), e271-276.
LeFlore, J.L., Sansousie, D.A., Cason, C.L., Aaron, A., Thomas, P.E., & Anderson, M. (2014). Remote-controlled distance simulation assessing neonatal provider competence: A feasibility testing. Clinical Simulation in Nursing, 10(8), 419-424.
Association of Standardized Patient Educators
International Nursing Association for Clinical Simulation and Learning
Society for Simulation in Healthcare