91ÊÓƵ

Elizabeth A. Berro, PhD, RN, CPNP, CHSE, CNE, is an assistant professor in the Lienhard School of Nursing and director of 91ÊÓƵ’s Accelerated Bachelor of Science in Nursing program. A member of the 91ÊÓƵ faculty since 1999, she brings extensive clinical experience in pediatric intensive care, emergency care, general pediatrics, outpatient care, and telehealth.

As a Certified Nurse Educator and Certified Healthcare Simulation Educator, Dr. Berro focuses on preparing undergraduate nursing students for safe, thoughtful, and compassionate practice through competency-based assessment, simulation, active learning, and clinical judgment development.

Dr. Berro’s scholarship focuses on healthcare simulation, disability inclusion in nursing education, innovative assessment, academic integrity, and the teaching of pathophysiology and pharmacology. Her recent work includes the development of the Voice of a Nurse assessment and the Chain of Academic Dishonesty Model, as well as research on inclusive nursing education supported by the Josiah Macy Jr. Foundation. She has published and presented nationally on nursing education and simulation and has received several honors for her contributions to teaching and service, including 91ÊÓƵ’s President’s Award for Outstanding Contribution, the President’s Award for Excellence Team Award, and the Lienhard School of Nursing Outstanding Teacher of the Year Award.

PhD, Nursing
91ÊÓƵ

PNP, Post-Master Certificate
State University of New York, Stony Brook

MA, Nursing
New York University

BSN, Nursing
Queens University

RN, Nursing Diploma
Presbyterian Hospital School of Nursing

• PhD in Nursing Outstanding Alumna/Alumnus, 91ÊÓƵ (2025)
• President's Award for Outstanding Contribution (2023)
• The Harriet R. Feldman Nursing Student Writing Award (2020)
• President’s Award for Excellence, Team Award (2018)

• Enhancing Inclusivity in Nursing Programs for Students with Disabilities
• Erasmus+ Faculty Mobility Award
• Kenan Grants
• Nursing Education Endowment Grant
• Verizon Thinkfinity Technology and Community Initiative
• Avatar Innovation Mini-Grant
• Nursing Research Endowment Grant

• Registered Professional Nurse, New York State Education Department (NYSED) Office of the Professions
• Licensed Pediatric Nurse Practitioner, New York State Education Department (NYSED) Office of the Professions
• Certified Nurse Educator (CNE®), National League for Nursing (NLN)
• Certified Healthcare Simulation Educator (CHSE®), Society for Simulation in Healthcare
• Certified Pediatric Nurse Practitioner (CPNP), Pediatric Nursing Certification Board (PNCB)
• Certified Pediatric Nurse (CPN®), Pediatric Nursing Certification Board (PNCB)
• Basic Life Support Provider, American Heart Association
• Registered Nurse, Connecticut (inactive)
• Registered Nurse, New Jersey (inactive)
• Registered Nurse, North Carolina (inactive)

Dr. Berro has maintained a sustained record of service to 91ÊÓƵ, the College of Health Professions, and the Lienhard School of Nursing. Her University-level contributions include chairing the Grievance Committee and serving on the Benefits Advisory Committee, Technology and Learning Committee, Academic Resources Committee, College of Health Professions Dean Search Committee, and Academic Progression Appeals Committee. Within the College and Lienhard School, she has served on Faculty Council, the Nominations Committee, Undergraduate Curriculum Committee, Faculty Search Committee, Academic Integrity Task Force, Chemistry Revision Task Force, and other initiatives supporting faculty governance, curriculum development, student progression, technology-enhanced learning, wellness, and academic quality. She has also supported student recruitment and community engagement through simulation laboratory tours and College of Health Professions programming.

• Simulation in Pathophysiology and Pharmacology, National League for Nursing Not just for Clinical Courses (September 2024)
• Innovative Uses of Standardized Patients to Teach Ethical, Cultural and Professional Competencies in Nursing Education, Association of SP Educators (June 2024)
• Standardized Patients with Disability Lived Experience: Enhancing Realism, American Academy of Developmental Medicine & Dentistry (June 2024)
• Faculties Enhancing the NP Education through Innovative Teaching Strategies in Pharmacology, National Organization of Nurse Practitioner (April 2024)
• Determining Inter-rater Reliability & Criterion Validity of the Faces-Affect-Body (FAB) Comfort Assessment Tool, Eastern Nursing Research Society (April 2024)
• Accepted Abstract Title: Exploring the Relationships Between Realism, Engagement and Competency in Undergraduate Nursing Simulation, Eastern Nursing Research Society (April 2024)
• Exploring the relationship of realism, engagement, and competency in undergraduate high-fidelity simulation, The 59th Annual Isabel Maitland Stewart Conference on Nursing Research (May 2023)
• Simulation Legislation: Addressing the Nursing Shortage, Public Health Partnership Conference (April 2023)
• Poster: A pilot study to evaluate the knowledge and skills of new nurse graduates who had limited direct clinical experiences, NLN: Nursing Education Research Conference (April 2023)
• Poster: Content Validity of FAB: A New Comfort Assessment, Sigma Theta Tau International (July 2022)
• Podium: Development of an Assessment of Patient Comfort after Integrative Modalities, Eastern Nursing Research Society Podium (March 2022)
• Podium: Orientation to Simulation and Clinical experience using SPs in Nursing Fundamentals course: podium presentation, Association of Standardized Patient Educators (ASPE) (May 2020)

Dr. Berro’s professional and community service reflects her commitment to nursing education, healthcare simulation, disability inclusion, and community wellbeing. She serves as recording secretary for the Professional Nurses Association of Dutchess/Putnam Counties and as webmaster for Sigma Nursing’s Omega Delta Chapter. She contributes to the Society for Simulation in Healthcare as a reviewer and member of its Nursing Special Interest Group and serves as a peer reviewer for professional journals, including *Teaching and Learning in Nursing*.

Locally, she participates in the Northern Westchester Hospital Holistic Care Committee, coaches children and young adults with disabilities through Fast Feet’s adaptive and inclusive running program, and volunteers with hunger-relief initiatives through Volunteer New York. Her broader service has also included community scholarship activities, child-passenger safety education, youth programming, and support for children and families through the Fresh Air Fund.

• Transcultural Nursing Society (TCNS)
• American Academy of Developmental Medicine & Dentistry (AADMD)
• Professional Nurses Association of Dutchess and Putnam Counties
• Society for Simulation in Healthcare (SSH)
• International Nursing Association for Clinical Simulation and Learning (INACSL)
• Sigma Nursing, Omega Delta Chapter

• Berro, E., Lopez, M., Charles, M., Damiao, J. (accepted with revisions). Attitudes Toward Individuals with Physical Disabilities Among Students and Faculty: Implications for Inclusive Nursing Education. Nursing Education Perspectives.
• Charles, M., Berro, E., Lopez, M., Tokash, J., Damiao, J. Macatangay, K. (accepted with revisions). Universal Design for Learning: Advancing Equity in Undergraduate Nursing Education. Creative Nursing.
• Smith, A. & Berro, E. (2026). Teaching and Learning in Nursing.
• Berro, E., & DiMauro, P. (2026). Journal of Nursing Education, 0(0), 1–4.
• Paradiso, C., & Berro, E. (2024). The Journal of New York State Nurses Association, 51(2), 5-12.
• Berro, E., Charles, M.L., Wexler, S.S. (2024). ANA - New York Nurse, 8(4). p.26.
• Berro, E., Dane, F., Knoesel, J. (2023). Teaching, and Learning in Nursing, 18(4), e241-e245.
• Berro, E. (2022). Kaplan Blog
• Northrup, A., Berro, E., Spang, C. & Brown, M. (2020). Journal of Nursing Education, 59(2), 83–87.
• Berro, E.A. & Knoesel, J.M. (2016). An Innovative Approach to Staffing a Simulation Center in a College of Health Professions. Journal of Nursing Education. 55(1), 53-55.
• Berro, E.A. (1996). Personalizing Cardiovascular Terminology. Pediatric Nursing 1996.
• Bechler-Karsch, A. & Berro, E.A. (1994). Infant Botulism. Maternal Child Nursing, 19 (5), 275-280.
• Berro, E. A. (1993) Retinoblastoma. In G.V. Foley, D. Fochtman, & K.H. Mooney (Eds.), Nursing Care of the Child with Cancer, 2nd ed. New York: W.B. Saunders, p. 301.
• Berro, E.A. & Bechler-Karsch, A. (1993). A Closer Look at Septic Shock. Pediatric Nursing, 19(3), 289-314.
• Evans-Berro, E.A. (1991). How to defeat a tet spell. American Journal of Nursing, 91 (7), 46-48.
• Bernstein, T. & Berro, E.A. (1991). Pediatric problems related to the gastrointestinal systems. Core Curriculum in Pediatrics, New Jersey: Jannetti Publications.

Dr. Berro’s scholarship focuses on healthcare simulation, disability inclusion in nursing education, innovative assessment, academic integrity, and the teaching of pathophysiology and pharmacology. She has published and presented nationally on nursing education and simulation.

Her recent work includes the development of the Voice of a Nurse assessment and the Chain of Academic Dishonesty Model, as well as research on inclusive nursing education supported by the Josiah Macy Jr. Foundation.

Dr. Berro has taught extensively across 91ÊÓƵ’s undergraduate nursing curricula, including the traditional four-year BS and Accelerated Bachelor of Science in Nursing programs. Her teaching experience spans fundamentals of nursing practice, health assessment, pathophysiology and pharmacology, medical-surgical nursing, pediatric nursing, women’s health and maternal-newborn nursing, psychiatric and mental health nursing, population health, gerontological nursing, leadership and management, ethics, cultural mindfulness, and the transition to professional nursing practice. She has also taught independent studies and developed innovative courses and learning experiences that integrate simulation, active learning, clinical judgment, and competency-based assessment, including Pathophysiology and the Entertainment Media. Across these courses, her teaching emphasizes helping students connect foundational knowledge with safe clinical decision-making, effective communication, and compassionate, equitable patient care.

• NUR 247: Pathophysiology and the Entertainment Media\
• NUR 395: Independent Study in Nursing
• NURS 202: Fundamentals of Nursing Practice
• NURS 212: Professional and Therpeutic Communication
• NURS 258: Psychiatric and Mental Health Nursing
• NURS 280: Pathophysiology and Pharmacology I
• NURS 320: Pathophysiology: Study of Foundational Systems
• NURS 330: Pharmacology
• NURS 340: Women's Health, Maternal and Newborn Nursing
• NURS 350: Child Health Nursing
• NURS 360: Medical Surgical Nursing: Foundations
• NURS 370: Pathophysiology: Study of Complex Systems
• NURS 380: Adult Nursing: Acute and Chronic Care
• NURS 402: Fundamentals of Nursing Practice
• NURS 403: Pathophysiology / Pharmacology I
• NURS 406: Clinical Management in Psychiatric Mental Health Nursing
• NURS 412: Clinical Management in Adult Medical Surgical Nursing
• NURS 414: Clinical Management in Maternal Newborn Nursing and Women's Health
• NURS 416: Clinical Management in Child Health Nursing
• NURS 424: Clinical Management of Population Health
• NURS 426: Organizational and Systems Leadership in Nursing
• NURS 428: Evolution of Professional Nursing
• NURS 432: Pathophysiology / Pharmacology II
• NURS 436: Gerontological Nursing - Care of the Older Adult
• NURS 448: Ethics and Excellence in Professional Nursing
• NURS 470: Advanced Nursing Care of Patients with Complex Illness
• NURS 474: Leadership and Management
• NURS 476: Community and Environmental Health Nursing
• NURS 478: Ethics and Excellence in Nursing
• NURS 480: Transition into Professional Nursing Practice
• NURS 483: Cultural Mindfulness