Danielle Class

Dr. Danielle Class

Assistant Professor

Centofanti School of Nursing

Cushwa Hall 3104

phone: (330) 941-7163

dkclass01@ysu.edu

Bio

Dr. Danielle Class is an Assistant Professor of Nursing and a board-certified Family Nurse Practitioner (FNP). She holds graduate degrees as a Doctor of Nursing Practice (DNP) and a Master of Health and Human Services (MHHS) and is a Certified Nurse Educator (CNE) with a passion for student-centered, evidence-based teaching.

Dr. Class teaches courses in Health Assessment, Contemporary Nursing, Nursing Leadership (Transitions), and Comprehensive Nursing Summary in the Bachelor of Science in Nursing Program (BSN). She teaches Professional Nursing and Nursing Informatics in the RN-BSN Program. Her research interests explore trauma-informed care education to prepare students for caring for patients with trauma and substance use disorders, as well as the use of high-fidelity patient simulation (HFPS) to improve student performance and collaboration.

Dr. Class is dedicated to fostering academic excellence through inclusive, experiential learning, with a strong emphasis on preparing future nurses to deliver compassionate, competent care across a variety of healthcare settings—especially those serving communities impacted by crime, substance use, violence, and trauma.

Research Interests

As an emerging nurse scholar, my research agenda is driven by a deep commitment to advancing nursing education through evidence-based strategies that foster clinical competence, interprofessional collaboration, and trauma-informed care. I am particularly interested in exploring how innovative educational methodologies—such as high-fidelity patient simulation (HFPS)—can enhance nursing student readiness, critical reasoning, and team-based performance in complex healthcare environments.

My current and ongoing participation in interprofessional projects focus on the integration of interdisciplinary HFPS to improve both individual student outcomes and collaborative practice. Under the Principal Investigator, Edmund Ichert, studies such as “Do Increased Sessions of Interdisciplinary High-Fidelity Patient Simulation (HFPS) Improve Student Reasoning and Teamwork?” and “Effect of Interdisciplinary HFPS on Student Performance and Teamwork” investigate the impact of simulation frequency and team-based scenarios on nursing students’ clinical judgment, decision-making, and communication within interprofessional teams. These projects aim to provide empirical evidence supporting the strategic use of HFPS to bridge the gap between classroom learning and clinical performance—especially in high-pressure, team-based healthcare settings.

A significant area of my research explores trauma-informed education and care. My current study, “Trauma-Informed Care: Maximizing Nursing Student Readiness for Care of Patients with a History of Trauma and Substance Use Disorder,” reflects my commitment to preparing nursing students to care for vulnerable and marginalized populations. This project examines the effects of trauma-informed curricula on student empathy, confidence, and clinical competency when working with patients affected by trauma, addiction, and systemic inequities.
Collectively, these lines of inquiry are unified by a central goal: to improve the quality of nursing education and patient care through enhanced student preparation, interprofessional collaboration, and awareness of psychosocial determinants of health. My research contributes to the growing body of knowledge that supports active, experiential learning methods and culturally responsive care strategies.

In the future, I aim to expand these studies to include diverse student populations, integrate technology-enhanced learning tools, and explore longitudinal impacts of HFPS and trauma-informed education on professional practice. I am also interested in collaborative, cross-disciplinary research that informs institutional policies, advances curricular innovation, and ultimately contributes to the development of resilient, reflective, and team-oriented nurses.

Teaching Interests

As a dedicated nurse educator, my teaching philosophy is grounded in the belief that nursing education must cultivate critical thinking, compassionate care, and lifelong learning. With a professional background rooted in clinical excellence and leadership, I am passionate about preparing the next generation of nurses to meet the complex needs of today’s healthcare environments.

My primary teaching interests include Health Assessment, Contemporary Nursing Practice, Nursing Leadership, and Comprehensive Nursing—each of which represents a key pillar in the formation of a competent, reflective, and adaptive nurse. These courses not only allow me to share essential knowledge and skills but also create meaningful opportunities to inspire students to see themselves as change agents in the healthcare system.

As an educator, I strive to create inclusive, student-centered learning environments where each learner feels valued and supported. I believe in modeling the professionalism, empathy, and accountability that I expect from my students. My commitment is not only to their academic success but also to their development as compassionate, competent nurses who will elevate the standards of care in every setting they serve.

At the core of my teaching philosophy is the belief that nursing education must not only equip students with clinical competence but also instill a deep sense of social responsibility. I am committed to fostering academic excellence through inclusive, experiential learning that reflects the realities of the communities our graduates will serve. This includes preparing nurses to deliver compassionate, evidence-based care in settings impacted by crime, substance use, violence, and trauma. By incorporating trauma-informed practices, interprofessional collaboration, and high-fidelity simulation into the curriculum, I strive to cultivate nurses who are not only skilled clinicians but also advocates for vulnerable populations and change agents within complex healthcare environments.