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Beth Burbach has taught nursing for over thirteen years, both online and in a classroom setting. Her teaching style incorporates stimulation-based learning and is fueled by her passion for nursing education and research. Beth’s experience includes home health, hospice, and maternal newborn care. Outside of her professional life, she enjoys knitting, scouting, and social justice.
SIgma Theta Tau International
Midwest Nursing Research Society
International Nursing Association for Clinical Simulation Learning
Burbach, B. E., Barnason, S., Wilhelm, S., Kotcherlakota, S., Miller, C. L., Paulman, P. M., & Thompson, S. A. (in press). Lived experiences during simulation: Student-perceived influences on performance. Journal of Nursing Education.
Burbach, B. E., Cohen, M. Z., Zimmerman, L., Schmaderer, M. S., Struwe, L. A., Pozehl, B., & Paulman, A. (2016). Post-hospitalization transition to home: Patient perspectives of a personalized approach. Journal of Nursing Education and Practice, 6(5), 32-40.
Burbach, B. E., Barnason, S., & Hertzog, M. (2015). Preferred thinking style, symptom recognition and response by nursing students during simulation. Western Journal of Nursing Research, 37(12), 1563-1580.
Burbach, B. E., Thompson, S. A., Barnason, S. (2015). Using “Think Aloud” to capture clinical reasoning during patient simulation. International Journal of Nursing Education Scholarship, 12(1), 1-7.
Burbach, B. E. & Thompson, S. A. (2014). Cue recognition by undergraduate nursing students: An integrative review. Journal of Nursing Education, 53(9), s73-s81.
Burbach, B. E. W. (2013). Preferred thinking style, cue recognition, processing and response by baccalaureate nursing students during high fidelity patient simulation. Omaha, NE: University of Nebraska Medical Center (Pub.), OCLC WorldCat, OCLC No. 869898595.