Dione Sandiford, PhD, RN, CNE, CHSE

Assistant Professor

Division of Entry to Baccalaureate Nursing Practice

Newark Health Sciences

ACK 360

(973) 353-3828

  • Advancing Nursing Education and Simulation

Dione Sandiford, PhD, RN, CNE, CHSE, is an Assistant Professor in the Entry-to-Baccalaureate Nursing Practice Division at Rutgers School of Nursing. As a Certified Nurse Educator (CNE) and Certified Healthcare Simulation Educator (CHSE), she is dedicated to preparing future nurses through innovative, evidence-based teaching strategies that foster clinical reasoning, professional identity formation, and academic success.

Dr. Sandiford currently teaches Pathophysiology and Pharmacology to undergraduate nursing students, helping learners develop a comprehensive understanding of disease processes and pharmacotherapeutics essential for safe, effective patient care. Her teaching philosophy emphasizes active learning, inclusivity, and student engagement while supporting the development of critical thinking and clinical judgment skills necessary for professional nursing practice.

Prior to joining the Entry-to-Baccalaureate Nursing Practice Division, Dr. Sandiford made significant contributions to clinical and simulation education, designing and implementing learning experiences that enhanced students’ clinical competence, communication skills, and readiness for practice. Her expertise in simulation-based education continues to inform her teaching and scholarship, with a focus on creating meaningful learning experiences that bridge theory and practice.

Dr. Sandiford earned her Doctor of Philosophy in Nursing, with her dissertation research titled, “Mentoring of New Contingent Nursing Faculty in Undergraduate Nursing Programs.” Her doctoral work reflects her longstanding commitment to faculty development, mentorship, and fostering supportive academic environments that promote educator success and retention. This scholarship continues to influence her professional work in mentoring, faculty development, and nursing education innovation.

Her scholarly interests include nursing education, simulation pedagogy, faculty and student mentorship, inclusive teaching practices, and the integration of emerging technologies, including artificial intelligence, into nursing education.

Through her scholarship and educational leadership, Dr. Sandiford seeks to advance innovative approaches that enhance student engagement, improve learning outcomes, and prepare nurses for the evolving healthcare landscape. In addition to her teaching and scholarly activities, Dr. Sandiford is actively engaged in leadership and service initiatives that support faculty development, mentoring, and academic excellence. She is committed to fostering collaborative learning communities and advancing the mission of Rutgers School of Nursing through excellence in education, scholarship, service, and professional leadership.

Areas of Expertise and Interest

  • Pathophysiology and Pharmacology Education
  • Nursing Education and Pedagogy
  • Simulation-Based Learning
  • Clinical Judgment Development
  • Faculty Mentorship and Development
  • Artificial Intelligence in Nursing Education
  • Inclusive Teaching and Learning Environments
  • Health Equity and Belonging in Nursing Education
  • Professional Development and Leadership
  • Scholarship of Teaching and Learning

Education & Training

  • PhD – Rutgers, The State University of New Jersey
    School of Nursing, Newark, NJ
  • MSN Nursing Education – Walden University, Minneapolis, MN
  • BSN – The College of Saint Elizabeth, Morristown, NJ
    (Now Saint Elizabeth University)
  • AS Nursing – Union County College, Union, NJ
  • Diploma – Muhlenberg Regional Medical Center School of Nursing Plainfield, NJ

Recent Publications

  • Brown, J., Meza, C., & Sandiford, D. (2026). Mitigating cognitive overload in nursing education: An integrative review. Nurse Educator. https://doi.org/10.1097/NNE.0000000000002126
  • Sandiford, D., & Birnbaum S. (2025). Resilience in newly hired nursing faculty: Practical evidence of a complex construct. Nurse Educator. https://doi.org/10.1097/NNE.0000000000001797
  • Rolling, D., & Sandiford, D. (2025). Mentorship of Novice Faculty Members. American Nurse Journal, 55(2), 16. https://www.myamericannurse.com/wp-content/uploads/2025/03/Mentorship-Q1_2025_NJ-ANA_Dig-4-5.pdf
  • Sandiford, D., Birnbaum, S., & Thomas-Hawkins, C. (2024). Mentoring experiences of new Nontenured faculty in undergraduate nursing: A qualitative study. Journal of Nursing Education, 63(8), 525-532. https://doi.org/10.3928/01484834-20240503-01
  • Bridenbaugh, J. R., Tomesko, J.,Sandiford, D., & Tracey, D. L. (2023). Enteral nutrition simulation workshop enhances knowledge and skills of graduate nutrition students. Journal of Nutrition Education and Behavior, 55(4), 311-315. https://doi.org/10.1016/j.jneb.2022.11.003
  • Roberts, M. L., Sandiford, D.,Sweeney, A. B., Pajaro, A., Tracey, D. L., & Nettingham, M. (2022). Appraising technology-enhanced teaching using a conceptual framework. Nurse Educator, 48(1), 54-55. https://doi.org/10.1097/nne.0000000000001265
  • Brown, J., & Sandiford, D. (2022). Clinical conferences. American Nurse Journal, Publish Ahead of Print. https://www.myamericannurse.com/clinical-conferences/