Teaching for me is about the synthesis of knowledge and practice, the merging of ideas and actions. As a public health nurse and nurse-anthropologist, I see a need for us to teach nursing students about the social and cultural aspects of health and healthcare so that they can eliminate health disparities and provide quality healthcare in every setting. Graduate nursing students in my classes practice linking what we know to what we don’t know, and ask meaningful questions about cultural understandings of health and illness in the day-to-day lives of people who become our patients.
I expect students will complete courses I teach with an increased depth and breadth of knowledge about the topic of study, and that they will connect this knowledge to their own prior learning and life experiences. Scholarly attainment for students in my classes is evident when they demonstrate more facility with social science theories, can apply principles of qualitative inquiry, and design research approaches suited to the exploration of every day health and illness behaviors and life experiences. Typically, we do this through discussions and writing activities.
As a teacher I strive to foster a supportive learning community. In my classroom we support individual exploration of ideas and dialogue about ideas and their application. Through active learning, reflection, and discussion we can express our curiosity, appreciate our individuality as learners, and entertain a diversity of ideas. Once a course is over, I hope we leave with a lasting skill: how to talk to each other passionately, respectfully, and insightfully about serious scholarly ideas.
I want to make a difference in the lives of students by helping them see a vision of a more responsive healthcare system attuned to human diversity of thought and experience. I pride myself on being able to talk to students individually, grasping their vision of the contribution they plan to make, and facilitating their own scaffolding of knowledge and skills as they move toward their scholarly goals. I am inspired by students who can see new ways of transforming nursing, making it more meaningful for nurses and more suited to the needs of the people we care for.
Principles of Qualitative Inquiry
Extends understanding of problem analysis and decisions related to design of a research study. Research methods appropriate to correlational, experimental, and quasi-experimental designs critically examined and applied.
Research with Diverse Populations
Research on health outcomes in diverse groups, including gender and ethically diverse groups, children, and the elderly will be examined. Students will analyze issues related to historical exclusion of particular populations from research including women, racial minorities, children, and the elderly. Strategies to recruit and retain members of these groups will be identified and evaluated. Students will also critically review published literature in health outcomes with special/diverse population groups, as well as the principles of participatory research, cultural competence and health literacy. Regulatory and ethical concerns and gender and minority inclusion criteria in relation to proposal development will be discussed. Integration of this information within the context of the role of a doctorally-prepared research scientist is expected.
- Thornam, C., & Clark, L. (2007). Elizabeth Ward and Catherine Peterson. In P.A. Ertmer & J. Quinn (Eds.), The ID CaseBook: Case studies in instructional design (reprinted in 3nd ed., pp. 136-143). Columbus, OH: Pearson Education. Paper published, 12/2007.
- Clark, L., Edick, T., & Zuk, J. (2001). Social justice in immigrant communities: University of Colorado Health Sciences Center School of Nursing and La Clínica Tepeyac Team Statement. In T. Seifer (Ed.), Partners in caring and community: A team approach to service-learning in nursing education (pp. 46-55). San Francisco: Community-Campus Partnerships for Health. Paper published, 12/2001.
- Research with Diverse Populations e-book. Project Lead: Lauren Clark. Collaborators: Ann Morrow, Erin Wimmer, Alice Weber. in kind 05/2013 - 06/2015. Total Budget: $6,000.00.