Karla G Rodriguez

Faculty

Karla Rodriguez Headshot

Karla G Rodriguez

CNE DipACLM DNP RN

Clinical Assistant Professor

1 212 998 5215

433 First Ave
New York, NY 10010
United States

Rodriguez networks with other healthcare professionals who are also interested in lifestyle medicine. She mentors students and colleagues in the nursing profession such as the ANA Career Mentoring Program, Sigma Theta Tau Mentoring Program, as well as the mentoring program with the National Association of Hispanic Nurses - New York Chapter. She is the founding faculty advisor for the student group, Plant-Based Lifestyle for Nurses.

DNP - Quinnipiac University
MSN, Nursing Education - Phoenix University
BSN - Long Island University

Nursing education
Nursing workforce
Obesity
Oral-systemic health
Holistic care
Adult health
Pediatric
Complementary/integrative health
Underserved populations

American College of Lifestyle Medicine
American Holistic Nurses Association
American Nurses Association
National Association of Hispanic Nurses
National Health Association
National League of Nursing
New York Academy of Medicine
Sigma Theta Tau
Fellow of the New York Academy of Medicine

Fellow, New York Academy of Medicine (2022)
Diplomate, American College of Lifestyle Medicine (2021)

Let me hear your body talk: It's me, Menopause!

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NEAT for nurses

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Innovative use of concept care planning in a large class

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Quadangulation: A New Methodology Combining Ethnographic Research and Quality Improvement Projects in Health Science Research

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Engaging and Supporting Youth to Promote Adherence Success (EASYPAS): A Cognitive Behavioral Intervention for Youth Living with HIV

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Beliefs and perceptions of mentorship among nursing faculty and traditional and accelerated undergraduate nursing students

Navarra, A. M., Stimpfel, A. W., Rodriguez, K., Lim, F., Nelson, N., & Slater, L. Z. (2018). Nurse Education Today, 61, 20-24. 10.1016/j.nedt.2017.10.009
Abstract
Abstract
Background In order to meet the demands of a dynamic and complex health care landscape, nursing education must develop and implement programming to produce a highly educated nursing workforce. Interprofessional honors education in nursing with targeted mentorship is one such model. Purpose To describe undergraduate nursing student and faculty perceptions and beliefs of mentorship in the context of interprofessional honors education, and compare and contrast the perceptions and beliefs about mentorship in interprofessional honors education between undergraduate nursing students and faculty. Methods The study used a cross-sectional, descriptive design. Data were collected at an urban university in the northeast US, using a researcher-developed electronic survey. The sample included 24 full-time nursing faculty, and 142 undergraduate nursing students. Results Perceptions and beliefs regarding mentorship in the context of interprofessional honors education were similar for faculty and students, with both ranking mentorship among the most important components of a successful honors program. Conclusions Honors education with a dedicated mentorship component may be implemented to improve the undergraduate education experience, facilitate advanced degree attainment, and develop future nursing leaders.

Faculty and Student Perspectives on Mentorship in a Nursing Honors Program

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Making QSEN visible in the classroom: Innovative use of in-class care mapping activity

Rodriguez, K., Boyar, K., Weidel, J., & Ea, E. (2016). QSEN Institute Teaching Strategy (online).

Knowledge, attitudes, and practices of baccalaureate nursing students regarding oral health assessment

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