Member Publications


Foronda, C., Prather, S., Baptiste, D.L., & Luctkar-Flude, M. (2022, in press). Cultural humility toolkit. Nurse Educator, 47(5). 

Goldsworthy, S., Goodhand, K., Baron, S., Button, D., Hunter, S., McNeill, L., Budden, F.,, McIntosh, A., Kay, C., Fasken, L. (2022). Co-debriefing virtual simulations: An international perspective. Clinical Simulation in Nursing, 63, 1-4.

Mulli, J., Nowell, L., Swart, R. & Eftefan, A. (2022) Undergraduate nursing simulation facilitators lived experience of facilitating reflection-in-action during high-fidelity simulation: A phenomenological study. Nurse Education Today. 109. 1-8.

Silva, A., Galica, J., Woo, K., Ross-White, Halliday, S., & Luctkar-Flude, M. (2022, in press). The use of simulation-based education in cancer care: A scoping review protocol. International Journal of Healthcare Simulation—Advances in Theory & Practice 



Atthill, S., Witmer, D., Luctkar-Flude, M., & Tyerman, J. (2021). Exploring the impact of a virtual asynchronous debriefing method following a virtual simulation game to support clinical decision making. Clinical Simulation in Nursing, 50, 10-18.

Crane, A., Tyerman, J., & Celestini, A. (2021).  Virtual simulation games as an educational tool for university first responders in Canada:  A usability study.  Clinical Simulation in Nursing, 55, 10-18.

Dale-Tam, J., Menard, P., & Posner, G. (2021). An educational intervention to improve simulation facilitation by nurse educators in a large Canadian academic hospital: A mixed methods evaluation. Clinical Simulation in Nursing, 56, 29-36.

Dale-Tam, J., Thompson, K., & Dale, L. (2021). Creating psychological safety during a virtual simulation session. Clinical Simulation in Nursing, 57, 14-17.

Foltz-Ramos, K., Fusco, N.M., & Paige, J.B. (2021). Saving patient x: A quasi-experimental study of teamwork and performance in simulation following an interprofessional escape room, Journal of Interprofessional Care

Goldsworthy, S., & Verkuyl, M. (2021). Facilitated virtual synchronous debriefing: A practical approach. Clinical Simulation in Nursing, 59, 81-84.

Harder, N., Lemoine, J., Chernomas, W., & Osachuk, T. (2021). Developing a trauma-informed psychologically safe debriefing framework for emotionally stressful simulation events. Clinical Simulation in Nursing, 51, 1-9.

Hudder, K., Buck-McFadyen, E., Regts, M., & Bushuk, K. (2021). A quasi-experimental study comparing virtual simulation to lab-based learning of newborn assessment among nursing students. Clinical Simulation in Nursing, 55, 59-66.

Keys, E., Luctkar-Flude, M., Tyerman, J., Sears, K., & Woo, K. (2021). The integration of virtual simulation gaming into undergraduate nursing resuscitation education: A pilot randomized control trial.  Clinical Simulation in Nursing, 54, 54-61.

Killam, L.A., & Luctkar-Flude, M. (2021). Virtual simulations to replace clinical hours in a family assessment course: Development using H5P, gamification, and student co-creation. Clinical Simulation in Nursing, 47, 59-65.

Luctkar-Flude, M., Tyerman, J., Verkuyl, M., Goldsworthy, S., Harder, N., Wilson-Keates, B., Kruizinga, J., & Gumapac, N. (2021). Effectiveness of debriefing methods for virtual simulation: A systematic review. Clinical Simulation in Nursing.

Luctkar-Flude, M., Tyerman, J., Tregunno, D., Bell, K., Verkuyl, M., & Mastrilli, P. (2021). Designing a virtual simulation game as presimulation preparation for a respiratory distress simulation for senior nursing students: Usability, feasibility and perceived impact on learning. Clinical Simulation in Nursing, 53, 35-42.

Luctkar-Flude, M., Tyerman, J., Ziegler, E., Walker, S., & Carroll, B. (2021). Nursing education about cultural humility, sexual orientation and gender identity: Usability testing of an eLearning toolkit that includes virtual simulation games. Teaching and Learning in Nursing.

Luctkar-Flude, M., & Tyerman, J. (2021). The rise of virtual simulation: Pandemic response or enduring pedagogy? Clinical Simulation in Nursing, 57, 1-2.

Mulli, J., Nowell, L., & Lind, C. (2021). Facilitating reflection-in-action during high fidelity simulation: A concept analysis. Nurse Education Today. 97. 1-7.

MacRae, D., Jara, M.R., Tyerman, J., & Luctkar-Flude, M. (2021). Investing in engagement: Integrating virtual learning experiences across an undergraduate nursing program. Clinical Simulation in Nursing, 52, 17-32.

McDermott, D.S., Ludlow, J., Horsley, E., & Meakim, C. (2021). Healthcare Simulation Standards of Best Practice Prebriefing: Preparation and briefing. Clinical Simulation in Nursing, 58, 9-13.

Peachey, L., McParland, T., Goldsworthy, S., & Williams, V. (2021). P stands for pivot: Pivoting face-to-face practicum to virtual simulation during the pandemic. Clinical Simulation in Nursing, 57, 53-58.

Persico, L., Belle, A., DiGregorio, H., Wilson-Keates, B., & Shelton, C. (2021). Healthcare Simulation Standards of Best Practice Facilitation. Clinical Simulation in Nursing, 58, 22-26.

Silva, A.Bellaguarda, M.L., Woo, K., Galica, J., Wilson, R., Silva, V.S.E., & Luctkar-Flude, M. (2021). Healthcare simulation use to support guidelines implementation: An integrative review. Surgical Technology InternationalNov 23;39:sti39/1524. Online ahead of print. 

Tyerman, J.Luctkar-Flude, M., & Baker, C. (2021). Rapid development of a COVD-19 assessment and PPE virtual simulation game. Clinical Simulation in Nursing, 56, 125-132.  

Tyerman, J., Luctkar-Flude, M., Chumbley, L., Lalonde, M., Peachey, L., McParland, T.,Tregunno, D. (2021). Developing virtual simulation games for presimulation preparation: A user-friendly approach for nurse educators. Journal of Nursing Education and Practice, 11(7), 10-18.   

Tyerman, J., Ziegler, E., Carroll, B., & Luctkar-Flude, M. (2021).  LGBTQI2S Virtual Simulation: Lessons learned using actors with lived experience.  Clinical Simulation in Nursing, 54, 40-44.

Verkuyl, M., Lapum, J.L., St. Amant, O., Hughes, M., & Romaniuk, D. (2021). Curricular uptake of virtual gaming simulation in nursing education. Nurse Education in Practice, 50, 102967.

Verkuyl, M., MacKenna, V., & St.Amant. (2021). Using self-debrief after a virtual simulation: The process. Clinical Simulation in Nursing, 57, 48-52.

Ziegler, E., Luctkar-Flude, M., Carroll, B., Tyerman, J., Chumbley, L. & Shortall, C. (2021). Development of an online educational toolkit for sexual orientation and gender identity minority nursing care. The Revista Latino-Americana de Enfermagem (RLAE), 29, e3470



Besse, C., Vogelsang, L., & Zdunich, J. (2020). The simulation games: Bringin’ it to the bedside. Nurse Educator, 11 May 2020.

Celestini, A. (2020). Serious games in higher distanced education. Canadian Journal of Learning and Technology, 46(3), 1-12.

Da Silva, C., Peisacovich, E., Gal, R., Anyinam, C., Coffey, S., & Graham, L. (2020). A programmatic approach to the design of a video simulation case study. Clinical Simulation in Nursing, 41, 1-8.

Franklin, A., & Luctkar-Flude, M. (2020). 2020-2023 research priorities advance INACSL core values. Clinical Simulation in Nursing, 47, 82-83.

Harder, N. (2020). Simulation amid the COVID-19 pandemic. Clinical Simulation in Nursing, 43, 1-2.

Keys, E., Luctkar-Flude, M., Tyerman, J., Sears, K., & Woo, K. (2020). Developing a Virtual Simulation Game for Nursing Resuscitation Education. Clinical Simulation in Nursing, 39, 51-54.

Leighton, K., Foisy-Doll, C., Mudra, V., & Ravert, P. (2020). Guidance for comprehensive health care simulation program evaluation. Clinical Simulation in Nursing, 48, 20-28.

Luctkar-Flude, M. (2020). Simulation approaches. In P. Bradley & K. Page-Cutrara (Eds.). The Role of the Nurse Educator in Canada. Canadian Association of Schools of Nursing (CASN): Ottawa 

Luctkar-Flude, M., Tyerman, J., Ziegler, E., Carroll, B., Shortall, C., Chumbley, L., & Tregunno, D. (2020). Developing a sexual orientation and gender identity nursing education toolkit. Journal of Continuing Education in Nursing, 51(9), 412-410.

Luctkar-Flude, M., Tregunno, D., Sears, K., Pulling, C., Lee, K. & Egan, R., (2020). Reliability and validity of scenario-specific versus generic simulation assessment rubrics. Journal of Nursing Education and Practice, 10(8), 74-78.

Redmond, C., Hardie, P., Davies, C., Cornally, D., Daly, O., & O’Sullivan, C. (2020). Increasing competence in wound care: A cross-sectional study to evaluate use of a virtual patient by undergraduate student nurses. Nurse Education in Practice, 44, 102774.

Servotte, J.C., Goosse, M., Hetzell Campbell, S., Dardenne, N., Pilote, B., Simoneau, I.L.,…Ghuysen, A. (2020). Virtual reality experience: Immersion, sense of presence, and cybersickness. Clinical Simulation in Nursing, 38, 35-43.

Verkuyl, M., Atack, L., Larcina, T., Mack, K., Cahuas, D.,, Rowland, C., Richie, S., & Ndondo, M. (2020). Adding self-debrief to an in-person simulation: A mixed-methods study. Clinical Simulation in Nursing, 47, 32-39.

Verkuyl, M., St.-Amant, O., Hughes, M., Lapum, J.L., & McCulloch, T. (2020). Combining self-debriefing and group debriefing in simulation. Clinical Simulation in Nursing, 39, 41-44.

Verkuyl, M., Lapum, J.L., St. Amant, O., Hughes, M., Romaniuk, D., & McCulloch, T. (2020). Exploring debriefing combinations after a virtual simulation. Clinical Simulation in Nursing, 40, 36-42.

Verkuyl, M., Atack, L., Kamstra-Cooper, K., & Mastrilli, P. (2020). Virtual gaming simulation: An interview study of nurse educators. Simulation & Gaming, 1-13.



Luctkar-Flude, M., Tregunno, D., Egan, R., Sears, K., & Tyerman, J. (2019). Integrating a learning outcomes assessment rubric into a deteriorating patient simulation for undergraduate nursing students. Journal of Nursing Education and Practice, 9(8), 65-73.

Tyerman, J., Luctkar-Flude, M., Graham, L., Coffey, S., & Olsen-Lynch, E. (2019). A Systematic Review of Health Care Presimulation Preparation and Briefing Effectiveness. Clinical Simulation in Nursing27, 12-25.

Odreman, H., & Clyens, D. (2019). Concept mapping during simulation debriefing to encourage active learning, critical thinking, and connections to clinical concepts. Nursing Education  Perspectives

Vogelsang, L., & Besse, C. (2019). The PREP Mnemonic: A framework to integrate clinical preparation in nursing education.Teaching and Learning in Nursing, 14(2), 85-87.

Harder, N. (2019). Simulation and patient safety: Continuing to provide evidence. Clinical Simulation in Nursing, 29, 38-39.

Sheng, R., Goldie, C.L., Pulling, C., & Luctkar-Flude, M. (2019). Evaluating student perceptions of a multi-platform classroom response system in undergraduate nursing. Nurse Education Today, 78, 25-31.

Goldsworthy, S., Patterson, D., Dobbs, M., Afzal, A., & Deboer, S. (2019). How does simulation impact building competency and confidence in recognition and response to the adult and paediatric deteriorating patient among undergraduate nursing students? Clinical Simulation in Nursing, 28, 25-32.

Verkuyl, M., Lapum, J.L., St-Amant, O., Hughes, M., Romaniuk, D., & Mastrilli, P. (2019). Designing virtual gaming simulations. Clinical Simulation in Nursing, 32, 8-12.

Harder, N., Lemoine, J., & Harwood, R. (2019). Psychological outcomes of debriefing healthcare providers who experience expected and unexpected death in clinical or simulation experiences: A scoping review. Journal of Clinical Nursing, (Epub ahead of print).

Eladias, M., & Verkuyl, M. (2019). Balancing the budget in the simulation centre. (2019). Clinical Simulation in Nursing, 37, 14-17.



Luctkar-Flude, M., Wilson, R., Sears, K., Pulling, C., Hopkins-Rosseel, D., & Jaeger, M. (2018). Development and evaluation of an epidural analgesia workshop for senior nursing students. Journal of Nursing Education, 57(6), 359-365.

Sawhney, M., Wong, M., Luctkar-Flude, M., Jussame, L., Eadie, C., & Wilson, R. (2018). Utilizing simulation to enhance education regarding epidural analgesia to Registered Nurses. Pain Management Nursing,19(3), 246-255. 

Turner, S., & Harder, N.  (2018).  Psychological safe environment: A concept analysis.Clinical Simulation in Nursing, 18, 47-55.

Goldsworthy, S., Sears, K., Luctkar-Flude, M., Harder, N., & Wilson-Keates, B. (2018).  Gaining momentum through collaboration: Results of a Canadian nursing simulation research think tank.  Clinical Simulation In Nursing, 15, 61-64.

Watson, N., Tyerman, J., Celestini, A. & Luctkar-Flude, M. (2018).  Serious gaming and gamification effectiveness in nursing education: a systematic review.  JBI Database of Systematic Reviews and Implementation Reports (in review)

Harder, N. (2018). The value of simulation in health care: The obvious, the tangential, and the obscure. Clinical Simulation in Nursing, 15, 73-74.

Harder, N.  (2018). Determining the effects of simulation on intercultural competency in undergraduate nursing students.  Nurse Educator, 43(1).

Redmond, C., Davies, C., Cornally, D., Adam, E., Daly, O., Fegan, M., & O’Toole, M. (2018). Using reusable learning objects (RLOs) in wound care education: Undergraduate student nurses’ evaluation of their learning gain. Nurse Education Today, 60, 3-10.

Verkuyl, M., Atack, L., McCulloch, T., Lui, L.,Betts, L., Lapum, J.L., Hughes, M., Mastrilli, P. &  Romaniuk, D. (2018).   Comparison of Debriefing Methods Following a Virtual Simulation: An Experiment. Journal of Clinical Simulation in Nursing.

Verkuyl, M., Lapum, J. L., Hughes, M., McCulloch, T., Liu, L., Mastrilli, P., Romaniuk, D. & Betts, L.(2018). Virtual Gaming Simulation: Exploring Self, Virtual and In-person Debriefing. Clinical Simulation in Nursing, 20, 7-14. 

Verkuyl, M., Romaniuk, D. & Mastrilli, P. (2018). Virtual Gaming Simulation of a Mental Health Assessment: A usability study. Nurse Education in Practice 18(31), 83-87.



Gordon, R., Flecknell, M., Fournier, T.,…Furlong, K. (2017). Partnering for Patti: Shaping future healthcare teams through simulation-enhanced interprofessional education. Canadian Journal of Respiratory Therapy 53(4), 81-87

Luctkar-Flude, M, Wilson-Keates, B., Tyerman, J., Larocque, M., & Brown, C.A.  (2017).  Comparing instructor-led versus student-led simulation facilitation methods for novice nursing students.  Clinical Simulation In Nursing, 13(6), 264-269.

Page-Cutrara, K., & Turk, M. (2017). Impact of structured prebriefing on nursing students’ competency performance, clinical judgment and perception of simulation. Nursing Education Today 48, 78-83

Tyerman, J., Luctkar-Flude, M., Graham, L., Coffey, S.& Olsen-Lynch, E. (2017).  Pre-simulation preparation and briefing practices for healthcare professionals and students: a systematic review protocol.  JBI Database of Systematic Reviews and Implementation Reports, 14(8), p. 80-89. 

Verkuyl, M., Lapum, J., St-Amant, O., Betts, L., Hughes, M. (2017). An Exploration of Debriefing in Virtual Simulation. Journal of Clinical Simulation in Nursing, 13(11), 591–594.

Verkuyl, M., Romaniuk, D., Atack, L., & Mastrilli, P. (2017). A virtual gaming simulation for pediatric nursing care: An experiment. Journal of Clinical Simulation in Nursing, 139 (5), 238–244.

Verkuyl, M. & Mastrilli, P. (2017). Virtual Simulations in Nursing Education: A Scoping Review. Journal of Nursing & Health Sciences 3(2), 39-47.



Carson, P., & Harder, N.  (2016). Simulation use within the classroom: Recommendations from the literature.  Clinical Simulation in Nursing, 12, (10), 429-437.

Cobbett, S., & Snelgrove-Clarke, E. (2016). Virtual verses face-to-face clinical simulation in relation to student knoweldge, anxiety, and self-confidence in maternal-newborn nursing: A randomized controlled trial. Nursing Education Today, 45.

Cobbett, S., Redmond, S., LeBlanc, A., MacNaughton-Doucet, L., Edgecombe, N., & Helpard, H. (2016). Online dementia education: Cultivating nursing students’ comprehension, application and critical thinking skills. Perspectives (Gerontological Nursing Association (Canada)) 39(1),7.

Luctkar-Flude, M., Hopkins-Rosseel, D., Jones-Hiscock, C., Pulling, C., Gauthier, J., Knapp, A., Pinchin, S., & Brown, C.A. (2016). Interprofessional infection control education using standardized patients for nursing, medical and physiotherapy students. Journal of Research in Interprofessional Education, 2, 25-31.

Read, E.K., Vallevand, A., & Farrell, R.M. (2016). Evaluation of veterinary student surgical skills preparation for ovariohysterectomy using simulators: A pilot study. Journal of Veterinary Medicine Education, 43(2), 190-213.

Spurr, K., Dechman, G., Lackie, K., & Gilbert, R. (2016). Creation of a Tool for Assessing Knowledge in Evidence-Based Decision-Making in Practicing Health Care Providers. Journal of Continuing Education in the Health Professions 36(3):164-170.

Tyerman, J., Luctkar-Flude, M., Graham, L., Coffee, S., & Olsen-Lynch, E. (2016). Presimulation preparation and briefing practices for healthcare professionals and students: A systematic review protocol. JBI Database of Systematic Reviews & Implementation Reports, 14(8), 80-89.

Verkuyl, M., Atack, L., Mastrilli, P., & Romaniuk, D. (2016). Virtual gaming to develop students’ pediatric nursing skills: A usability test. Nurse Education Today, 46, 81-85.

Warren, J., Lukewich, J., Luctkar-Flude, M., & Godfrey, C. (2016). What is the effectiveness of high fidelity simulation based education in nurse practitioner programs: A systematic review. Nurse Education Today, 46, 99-108.



Ginsburg, L.R., Tregunno, D., Norton, P.G., Smee, S., De Vries, I., Sebok, S., Van DenKerkhof, E., Luctkar-Flude, M., & Medves, J. (2015). Development and testing of an OSCE to assess socio-cultural dimensions of patient safety competency. BMJ Quality and Safety, 24(3), 188-194.

Joyal, K., Katz, C., Harder, N., & Dean, H.  (2015). Interprofessional education using simulation of an overnight inpatient ward shift.  Journal of Interprofessional Care, 29(3)

Landeen, J., Pierazzo, J., Akhtar-Danesh, N., Baxter, P.E., van Eijk, S., & Evers, C. (2015). Exploring student and faculty perceptions of clinical simulation: A Q-sort study. Journal of Nursing Education, 54(9), 485-491.

Luctkar-Flude, M., Pulling, C., Tyerman, J., Wilson-Keates, B., Larocque, M., & Yorke, J. (2015). Introduction of unresponsive patient simulation scenarios into an undergraduate nursing health assessment course. Journal of Nursing Education, 54(5), 281-285.

Morgan, P, Tregunno, D., Brydges, R., Pittini, R., Tarshish, J., Kerick, M., De Sousa, S. (2015).  Using Situation Awareness Global Assessment Technique (SAGAT) for Interdisciplinary Obstetrical Team Training using High-Fidelity Simulation. Journal of Interprofessional Care, 29 (1), 13-9.

Page-Cutrara, K. (2015). Prebriefing in nursing simulation: A concept analysis. Clinical Simulation in Nursing, 11(7), 335-340.



Galbraith, A., Harder, N., Macomber, C., Roe, E., & Roethlisberger, K.  (2014). Design and implementation of an interprofessional death notification simulation.  Clinical Simulation in Nursing, 10, e95-e102.

Luctkar-Flude, M., Baker, C., Hopkins-Rosseel, D., Pulling, C., McGraw, R., Medves, J., Krause, A., & Brown, C.A. (2014). Development and evaluation of an interprofessional simulation-based learning module on infection control skills. Clinical Simulation in Nursing, 10(8), 395-405.

Page-Cutrara, K. (2014). Use of prebriefing in nursing simulation: A literature review. Journal of Nursing Education, 53.

Sears, K., Godfrey, C.M., Luctkar-Flude, M., Ginsburg, L., Tregunno, D., & Ross-White, A. (2014). Measuring competence in healthcare learners and healthcare professionals by comparing self-assessment with objective structured clinical examinations: a systematic review. JBI Database of Systematic Reviews & Implementation Reports, 12(11), 221-272.

Stanyon, W., Goodman, W., & Whitehouse, M. (2014). Using simulation to educate police about mental illness: A collaborative initiative. Gateways: International Journal of Community Research and Engagement, 7, 52-66.

Tregunno, D., Luctkar-Flude, M., Sears, K., & Medves, J. (2014). Enhancing Registered Nurse Job Readiness and Patient Safety Outcomes Through Clinical Simulation. Final Report to the Ontario Ministry of Training, Colleges and Universities, Productivity and Innovation Fund.



Harder, N., Ross, C., & Paul, P.  (2013). Instructor comfort level in high-fidelity simulation. Nurse Education Today, 3, 1242-1245.

Harder, N., Paul, P., & Ross, C.  (2013). Student perspective of roles assignment in high fidelity simulation: An ethnographic study.  Clinical Simulation in Nursing, 9(9), e329-e334

Luctkar-Flude, M., Baker, C., Medves, J., Tsai, E., Phalen, L., Goyer, M.C., & Krause, A. (2013). Evaluating an interprofessional pediatrics module using simulation. Clinical Simulation in Nursing, 9, e163-e169.

Luctkar-Flude, M., Pulling, C., Larocque, M., Flude, S., & Yorke, J. (2013). Evaluating a virtual intravenous pump e-learning module: Effects on nursing student confidence, satisfaction and performance. In M. Hamada (Ed.). E-Learning: New Technology Applications and Future Trends. Nova Publishers: Hauppauge NY.

Nielsen, B., & Harder, N. (2013). Causes of student anxiety during simulation: What the literature says. Clinical Simulation in Nursing, 9(11), e507-e512.



Killam, L.A., & Heerschap, C. (2012). Challenges to student learning in the clinical setting: A qualitative descriptive study. Nurse Education Today, 33(6).

Luctkar-Flude, M., Pulling, C., & Larocque, M. (2012). Ending infusion confusion: Evaluating a virtual intravenous pump educational module. Clinical Simulation in Nursing, 8, e39-e48.


Luctkar-Flude, M., Wilson-Keates, B., & Larocque, M. (2011). Evaluating human simulators and standardized patients in an undergraduate nursing health assessment course. Nurse Education Today, 32(4), 448-452.

Morgan PJ, Tregunno D, Pittini R, Tarshis J, Regehr G, Haley MF, DeSousa S, Kurrek M, Ryzynski A, Milne K. (2011). Determination of the Psychometric Properties of a Behavioural Marking System for Obstetrical Team Training Using High-Fidelity Simulation. BMJ Quality and Safety published online 12 October 2011,



Garrett, B.M., MacPhee, M., & Jackson, C. (2010). High-fidelity patient simulation: Considerations for effective learning. Nursing Education Perspectives, 31(5), 309-313.

Luctkar-Flude, M., Baker, C., Pulling, C., McGraw, R., Dagnone, D., & Turner, C. (2010). Evaluating an undergraduate interprofessional simulation-based educational module: Communication, teamwork and confidence performing cardiac resuscitation skills. Advances in Medical Education and Practice, 1, 59-66.