Nursing Simulation & Learning Labs Assistant Director

Boston College William F. Connell School of Nursing; Massachusetts; On-site; USD 85,000 - 120,000; Full time

Job summary

Boston College William F. Connell School of Nursing seeks an Assistant Director of Learning Laboratories to develop, implement, and evaluate procedures for clinical learning and simulation labs.

The role leads simulations, mentors faculty, and manages lab resources to support nursing education. You will collaborate with directors and staff to schedule labs, oversee equipment and inventory, and promote evidence-based pedagogical approaches in undergraduate, graduate, and continuing education

Qualifications

• BSN or MS, APRN, or Ph.D. with at least one nursing degree.
• Three+ years of clinical nursing experience.
• 1+ year in education or simulation lab preferred.
• Strong communication and leadership abilities.
• Knowledge of experiential learning and simulation pedagogy.

Responsibilities

• Collaborate with faculty to plan, develop, and implement simulation and lab materials.
• Facilitate simulations and debriefings using best practices.
• Mentor new lab and simulation faculty and supervise teaching assistants.
• Schedule labs, manage resources, and maintain safety and compliance.
• Oversee inventory, equipment, and vendor relations for lab spaces.

Skills

Communication skills

Verbal communication

Written communication

English proficiency

Leadership

Resource management

Teaching assistance

Education

Nursing degree (BSN/MS/PhD)

Nursing licensure/eligibility

Tools

Simulation labs equipment management

Lab scheduling software

Job description

Boston College William F. Connell School of Nursing seeks an Assistant Director of Learning Laboratories to develop, implement, and evaluate procedures for clinical learning and simulation labs.

The role leads simulations, mentors faculty, and manages lab resources to support nursing education. You will collaborate with directors and staff to schedule labs, oversee equipment and inventory, and promote evidence-based pedagogical approaches in undergraduate, graduate, and continuing education