Faculty and Staff
Crystal L. Graham, PhD, RN, CHSE
|Title:||Interim Director, Clinical Simulation Laboratory and Clinical Assistant Professor
|College of Nursing|
College of Nursing
Dr. Graham received her ADN and AAS from Florence-Darlington Technical College in Florence, SC in 2006. She received her Bachelor of Science in Nursing from USC in 2009. Dr. Graham received both her Master’s in Nursing Education (2011) and PhD (2016) from the Medical University of South Carolina in Charleston, SC. Her PhD area of emphasis during her tenure at MUSC was educational disparities particularly in underrepresented nursing students.
N791 Seminar in Clinical Nursing Research
NURS 324 Chemical Therapeutics
NURS 318 Application of Pathophysiology and Pharmacology in Nursing
NURS 700 Theoretical and Conceptual Foundation for Nursing
Certified Healthcare Simulation Educator (CHSE)
Society for Simulation in Healthcare (SSH)
International Nursing Association for Clinical Simulation and Learning (INACSL)
National League for Nursing
Sigma Theta Tau International
National Black Nurses’ Association
South Carolina Nursing Education Simulation Alliance (SCNESA)
Experiliean: A collaboration between academia and practice to improve the lives of patients in this state. Duke Endowment. 2018 – 2021. $590,000. Principal Investigator.
Graham, C., & Atz., T. (2015). Baccalaureate minority nursing students’ perceptions of high-fidelity simulation. Clinical Simulation in Nursing,11(11).
Graham, C., Atz, T., Phillips, S., Newman, S., & Foronda, C. (2018). Exploration of a racially diverse sample of nursing students’ satisfaction, self-efficacy, and perceptions of simulation using racially diverse manikins: A mixed methods pilot study. Clinical Simulation in Nursing, 15.
Wittmann-Price, R. & Graham, C. (2014). In Review Manual for the Certified Healthcare Simulation (CHSE) Exam. Springer Publishing Company.
Graham, C., Hudson, S., Newman, S., Atz, T. (2016). Baccalaureate minority nursing students perceived barriers and facilitators to clinical education practices: An integrative review. Nursing Education Perspectives, 37(3), 130-137.