Prof. Allison P Squires headshot

Allison P Squires


Associate Professor

1 212 992 7074

433 First Avenue
Room 656
New York, NY 10010
United States

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Professional overview

Dr. Squires is a global health workforce capacity-building researcher with a special interest in improving immigrant and refugee health outcomes. To date, she has led or participated in studies covering 34 countries, with current active projects taking place in Mexico, Uganda, and the Czech Republic. Her methods expertise lies in cross-language research, both qualitative and quantitative. She recently completed an Agency for Health Care Research and Quality funded R01 level study that examined how language barriers affect home health care outcomes. That study was the first to find how a patient’s language preference affects their risk for adverse outcomes and how organizations respond to mitigate those risks. Dr. Squires has consulted with the Migration Policy Institute and the World Bank on nursing and health workforce issues and produced several major policy analyses with their teams. A prolific writer, Dr. Squires has authored over 150 publications including 100 in peer-reviewed journals. She serves as an Associate Editor for the International Journal of Nursing Studies (the top-ranked nursing journal in the world), the Research Editor for the Journal of Nursing Regulation, and as an Academic Editor for PLoS One. Prior to entering academia full time, Dr. Squires worked as a staff nurse in solid organ transplant and as a staff educator for 11 years in the US healthcare system. She is currently accepting PhD students and/or post-doctoral fellows/associates with interests in the following areas: 1) global health, 2) migration & immigrant health, and 3) health services research.


University of Pennsylvania, BSN
Duquesne University, MSN
Yale University, PhD
University of Pennsylvania, Post-Doctoral Fellowship

Honors and awards

Fellow, Yale World Fellows Program (2003)
Fellow, New York Academy of Medicine (2014)
Distinguished Alumna, Duquesne University (2015)
Fellow, American Academy of Nursing (2015)
Fellow Ambassador to the Media, New York Academy of Medicine (2017)
Outstanding Scholarly Contribution to Gerontological Nursing Practice, International Journal for Older People Nursing (2018)
Prose Award, Honorable Mention, for contributions to “A New Era in Global Health” (W. Rosa, Ed.) (2018)
Chair, Global Health and Health Care Interest Group for Academy Health (2018)
Vice Chair, Interdisciplinary Research Group on Nursing Interests for Academy Health (2018)
Co-Chair for the American Academy of Nursing's Global Health Expert Panel (20192020)



Professional membership

Academy Health
American Nurses Association
Consortium of Universities for Global Health
Interdisciplinary Research Group on Nursing Issues (Academy Health)
National Council for Interpreting in Health Care
Sigma Theta Tau International



Content validation of the Arabic translation of the Practice Environment Scale of the Nursing Work Index

Ambani, Z., Al-Hamdan, Z., Al-Touby, S., Ghanim, A., Al Jarameez, F., & Squires, A. (2018). Journal of Nursing Measurement.

The experience of being aware of disease status in women with recurrent ovarian cancer: A phenomenological study

Finlayson, C. S., Appelbaum, A., Squires, A., & Fu, M. (2018). Journal of Palliative Medicine.

Factors Associated With HIV Testing in U.S. Latinos When Language Preference is Spanish

Juarez-Cuellar, A., & Squires, A. (2018). Journal of the Association of Nurses in AIDS Care, 29(1), 120-25. 10.1016/j.jana.2017.11.001

Geriatric Interdisciplinary Team Training 2.0: A collaborative team-based approach to delivering care

Giuliante, M. M., Greenberg, S. A., McDonald, M. V., Squires, A., Moore, R., & Cortes, T. A. (2018). Journal of Interprofessional Care, 1-5. 10.1080/13561820.2018.1457630
Interprofessional collaborative education and practice has become a cornerstone of optimal person-centered management in the current complex health care climate. This is especially important when working with older adults, many with multiple chronic conditions and challenging health care needs. This paper describes a feasibility study of the Geriatric Interdisciplinary Team Training 2.0 (GITT 2.0) program focused on providing interprofessional care to complex and frail older adults with multiple chronic conditions. A concurrent triangulation mixed-methods design facilitated program implementation and evaluation. Over three years (2013-2016), 65 graduate students from nursing, midwifery, social work, and pharmacy participated along with 25 preceptors. Participants were surveyed on their attitudes toward interprofessional collaboration pre and post-intervention and participated in focus groups. While attitudes toward interprofessional collaboration did not change quantitatively, focus groups revealed changes in language and enhanced perspectives of participants. Based on the evaluation data, the GITT 2.0 Toolkit was refined for use in interprofessional education and practice activities related to quality initiatives.

Healthcare professionals perceptions of neglect of older people in Mexico: A qualitative secondary analysis

Caceres, B. A., Bub, L., Negrete, M., Giraldo Rodríguez, L., & Squires, A. (2018). International Journal of Older People Nursing, 13(1), e12168. 10.1111/opn.12168

The meaning of “capacity building” for the nurse workforce in sub-Saharan Africa: An integrative review

Ridge, L. J., Klar, R. T., Stimpfel, A. W., & Squires, A. (2018). International Journal of Nursing Studies, 86, 151-161. 10.1016/j.ijnurstu.2018.04.019
Background: “Capacity building” is an international development strategy which receives billions of dollars of investment annually and is utilized by major development agencies globally. However, there is a lack of consensus around what “capacity building” or even “capacity” itself, means. Nurses are the frequent target of capacity building programming in sub-Saharan Africa as they provide the majority of healthcare in that region. Objectives: This study explored how “capacity” was conceptualized and operationalized by capacity building practitioners working in sub-Saharan Africa to develop its nursing workforce, and to assess Hilderband and Grindle's (1996) “Dimensions of Capacity” model was for fit with “capacity's” definition in the field. Design: An integrative review of the literature using systematic search criteria. Data sources searched included: PubMed, the Cumulative Index for Nursing and Allied Health Literature Plus, the Excerpt Medica Database, and Web of Science. Review methods: This review utilized conventional content analysis to assess how capacity building practitioners working in sub-Saharan Africa utilize the term “capacity” in the nursing context. Content analysis was conducted separately for how capacity building practitioners described “capacity” versus how their programs operationalized it. Identified themes were then assessed for fit with Hilderband and Grindle's (1996) “Dimensions of Capacity” model. Results: Analysis showed primary themes for conceptualization of capacity building of nurses by practitioners included: human resources for health, particularly pre- and post- nursing licensure training, and human (nursing) resource retention. Other themes included: management, health expenditure, and physical resources. There are several commonly used metrics for human resources for health, and a few for health expenditures, but none for management or physical resources. Overlapping themes of operationalization include: number of healthcare workers, post-licensure training, and physical resources. The Hilderband and Grindle (1996) model was a strong fit with how capacity is defined by practitioners working on nursing workforce issues in sub-Saharan Africa. If overall significant differences between conceptualization and operationalization emerged, as the reader I want to know what these differences were. Conclusions: This review indicates there is significant informal consensus on the definition of “capacity” and that the Hilderbrand and Grindle (1996) framework is a good representation of that consensus. This framework could be utilized by capacity building practitioners and researchers as those groups plan, execute, and evaluate nursing capacity building programming.

Medication literacy and Somali older adults receiving home care

Miner, S., McDonald, M. V., & Squires, A. (2018). Home Healthcare Now, 36(5), 295-303. 10.1097/NHH.0000000000000673
Medication literacy is the ability of individuals to access and understand medication information and then use that information to act and take their medication in a safe and appropriate way. The purpose of this study was to explore medication literacy in a group of Somali older adults and their families using qualitative secondary analysis. We conducted an analytic expansion of an existing qualitative study that explored the home healthcare perceptions of Somali older adults and their families. Qualitative data collected from 14 Somali families about home healthcare were reviewed and analyzed for material related to medication literacy. Data analysis revealed a number of important findings related to medication literacy and resulted in the discovery of four themes: Medication literacy is needed among Somali older adults and their families, Using home healthcare (HHC) to improve medication literacy, Better communication is essential to improving medication literacy, and Medication literacy is an intersecting family and social issue. The results of this study indicate that HHC has a role to play in improving the health and medication literacy of these families. They also highlight the need to further explore what techniques, tools, and/or supports HHC professionals need to care for non-English speaking populations. Future research needs to address how to meet the needs of diverse and vulnerable patients like Somali older adults, and how best to prepare HHC providers to do this.

Physician resilience: a grounded theory study of obstetrics and gynaecology residents

Winkel, A. F., Robinson, A., Jones, A. A., & Squires, A. (2018). Medical Education. 10.1111/medu.13737
Objective: Enhancing physician resilience has the promise of addressing the problem of burnout, which threatens both doctors and patients and increases in residents with each year of training. Programmes aimed at enhancing physician resilience are heterogeneous and use varied targets to measure efficacy, because there is a lack of clarity regarding this concept. A more robust understanding of how resilience is manifested could enhance efforts to create and measure it in physicians in training. Methods: A qualitative study used grounded theory methodology to analyse semi-structured interviews with a purposive, intensity sample of obstetrics and gynaecology residents in an urban academic health centre. Longitudinal engagement through two sets of interviews 3-6 months apart allowed for variations in season and context. Thematic saturation was achieved after enrollment of 18 residents representing all 4 years of postgraduate training. A three-phase coding process used constant comparison, reflective memos and member checking to support the credibility of the analysis. Results: A conceptual model for resilience as a socio-ecological phenomenon emerged. Resilience was linked to professional identity and purpose served to root the individual and provide a base of support through adversity. Connections to others inside and outside medicine were essential to support developing resilience, as was finding meaning in experiences. The surrounding personal and professional environments had strong influences on the ability of individuals to develop personal resilience. Conclusions: Physician resilience in this context emerged as a developmental phenomenon, influenced by individual response to adversity as well as surrounding culture. This suggests that both programmes teaching individual skills as well as systematic and cultural interventions could improve a physician's capacity to thrive.

Physician resilience: A grounded theory study of obstetrics and gynecology residents

Winkel, A. F., Honart, A. W., & Squires, A. (2018). Medical Education.

Strategies for overcoming language barriers in healthcare

Squires, A. (2018). Nursing Management, 49(4), 20-27. 10.1097/01.NUMA.0000531166.24481.15