Karla G Rodriguez

Faculty

Karla Rodriguez headshot

Karla G Rodriguez

CNE DipACLM DNP RN

Clinical Assistant Professor

1 212 998 5215

433 First Avenue
Room 451
New York, NY 10010
United States

Karla Rodriguez, CNE, DNP, RN, is a clinical assistant professor at New York University Rory Meyers College of Nursing. She is a certified nurse educator with a background in adult and pediatric medical-surgical populations. She has been a registered nurse since 1999 and an instructor in NYU's undergraduate nursing program since 2007. Her interests are in mobilizing patients back into the community and taking part in making positive lifestyle changes for lifelong health. 

Rodriguez earned her DNP from Quinnipiac University, MSN in nursing education from Phoenix University, and BSN from Long Island University.

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
Sigma Theta Tau

Innovative use of concept care planning in a large class

Rodriguez, K., Boyar, K., & Ea, E. (2020). In E. Ea & C. Alfes (Eds.), Innovative strategies in teaching nursing: Exemplars of optimal learning outcomes. Springer.

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

Dunn Navarra, A. M., Ford, H., Cleland, C. M., Liang, E., Rodriguez, K., & Neu, N. (2019). The Journal of the Association of Nurses in AIDS Care : JANAC, 30(3), 372-378. 10.1097/JNC.0000000000000034

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

Nelson, N., Lim, F., Navarra, A. M., Rodriguez, K., Witkoski, A., & Slater, L. Z. (2018). Nursing Education Perspectives, 39(1), 29-31. 10.1097/01.NEP.0000000000000197
Abstract
Abstract
Honors programs in nursing can facilitate the professional development of high-achieving students, supporting their lifelong engagement in nursing practice, education, research, and health care policy issues. Strong mentoring relationships are commonly identified as essential to the success of nursing honors programs, but literature on mentoring relationships in an honors context is limited. The purpose of this study was to gain insight into faculty and student expectations for mentorship. Faculty and students shared similar expectations for both the mentor and mentee, highlighting key themes of engagement, facilitation, accountability, and collaboration as necessary for the success of an undergraduate nursing honors program.

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

Clemmens, D., Rodriguez, K., & Leef, B. (2012). Journal of Nursing Education, 51(9), 532-535. 10.3928/01484834-20120820-01
Abstract
Abstract
Good oral health is important to overall health. Oral and pharyngeal cancers account for 2% of all cancers, yet no signify cant improvement in mortality has been demonstrated over the past 30 years. Nurses are in a unique position to integrate and conduct oral health assessments across a wide range of practice settings. Although nursing programs include health assessment and promotion in their curricula, there is poor integration of oral health as a focus. This study aimed to identify the knowledge, attitudes, and practices of baccalaureate nursing students about oral health assessment. A convenience sample of 163 students in two undergraduate courses within a baccalaureate nursing education program was surveyed. Findings indicated that these nursing students felt that oral health was essential to their nursing practice; however, they did not have a full understanding of the key components of an oral health examination or about effective smoking cessation strategies.