From EMT to Simulation Education: A Journey of Lifelong Learning
Casey Maurice is the Director of Clinical Simulation at Touro University Nevada’s Michael Tang Regional Center for Clinical Simulation, the first fully accredited simulation center in Nevada.
Her path to simulation education was not a straight line. It began as an Emergency Medical Technician (EMT), progressed through paramedic practice and leadership roles in emergency services, and ultimately led her into healthcare simulation, where she now has the privilege of helping prepare future healthcare professionals.
She initially became interested in emergency medical services because she wanted to make a difference in people's lives during some of their most challenging moments. The opportunity to respond when people needed help the most was both exciting and meaningful to her. As her EMS career progressed, she became a paramedic and pursued additional certifications that expanded her clinical knowledge, leadership abilities, and understanding of emergency care systems. Each step reinforced the importance of preparation, critical thinking, teamwork, and communication.
What initially drew her to simulation education was seeing how powerful experiential learning could be. Throughout her career, she noticed that learners gained confidence and competence when they had opportunities to practice skills in realistic, hands-on environments before caring for actual patients. She became fascinated by the idea of creating those experiences and helping others learn through guided practice and reflection.
“There was not one singular moment that led me to simulation education, but rather a gradual realization that I enjoyed teaching and mentoring just as much as direct patient care,” shared Maurice. Whether helping train new EMTs, supporting colleagues, or developing educational experiences, she found tremendous satisfaction in helping others succeed. Over time, she recognized that simulation offered an opportunity to combine her passion for healthcare, leadership, and education into a single career.
“I knew this career change was right for me when I realized I could extend my impact far beyond individual patient encounters,” said Maurice. “Working in EMS allowed me to help one patient at a time. Through simulation education, I have the opportunity to influence thousands of learners who will go on to care for countless patients throughout their careers.”
Her experience in EMS prepared me exceptionally well for simulation education. In emergency medicine, every call is different, and providers must make decisions under pressure while working as part of a team. Those same principles are foundational to simulation-based education. EMS taught her how to remain calm during high-stakes situations, communicate effectively, and reflect on performance to improve future outcomes. These lessons continue to influence how she designs scenarios, facilitate debriefings, and support learner development.
One of the most memorable experiences that reinforced her decision involved watching a group of learners navigate a challenging clinical simulation and then participate in a meaningful debriefing. During the discussion, several learners reflected on communication gaps, leadership challenges, and decision-making opportunities they had not recognized during the scenario itself. Seeing those insights emerge and knowing they would ultimately improve patient care reminded her why simulation matters.
“What I enjoy most about simulation education is creating environments where learners can challenge themselves, make mistakes safely, and grow professionally. Few things are more rewarding than watching someone gain confidence and competence through practice and reflection,” Maurice shared.
Her commitment to lifelong learning is crucial from being on the ground with a patient to now a Doctor of Education (EdD). While these educational experiences may seem diverse, they all contributed to my understanding that effective healthcare requires not only clinical expertise but also leadership, education, organizational strategy, and continuous improvement.
What keeps her passionate today is the opportunity to continuously innovate, collaborate, and contribute to healthcare education. From developing new programs and pursuing accreditation to expanding access to simulation-based learning, she remains inspired by the impact simulation has on learners, healthcare teams, and ultimately the patients they serve. Her journey may have started in the back of an ambulance, but simulation education has allowed her to amplify that mission in ways she never imagined possible.
