Mikki Meadows-Oliver

Faculty

Mikki Meadows-Oliver Headshot

Mikki Meadows-Oliver

FAAN PhD RN

Clinical Professor

1 212 998 5376

433 FIRST AVENUE
Room
NEW YORK, NY 10016
United States

Mikki Meadows-Oliver's additional information

Prof. Meadows-Oliver is a certified pediatric nurse practitioner with more than 25 years in the nursing profession. In addition to her clinical work with underserved families in the United States, she has done clinical work in Nicaragua, the Dominican Republic, and Cape Town South Africa. Meadows-Oliver was a 2019-2020 Environmental Health Nurse Fellow of the Alliance of Nurses for a Healthy Environment where she focused on environmental health equity/justice and addressing the disproportionate impact of environmental exposures on vulnerable groups. Meadows-Oliver is a past president of the National Association of Pediatric Nurse Practitioners. She is the column editor for the Practice Guidelines Department of the Journal of Pediatric Health Care. She has presented at national and international conferences and is the author of nearly 60 publications.

Before joining the faculty at NYU, she was a faculty member at Yale University, Quinnipiac University, and the University of Connecticut.

PhD, University of Connecticut School of Nursing
MSN, Yale University School of Nursing
MPH, Yale University School of Public Health
BA, Barnard College

Pediatric
Global

National Association of Pediatric Nurse Practitioners
American Academy of Nurse Practitioners
Sigma Theta Tau International
American Nurses Association

Faculty Honors Awards

Fellow, Alliance of Nurses for a Healthy Environment (2019)
Henry K. Silver Memorial Award, National Association of Pediatric Nurse Practitioners (2017)
Fellow, American Academy of Nursing (2014)
Practice Innovation Poster Award at the National Association of Pediatric Nurse Practitioner’s Conference, Baltimore, MD. (2011)
Nightingale Award for Excellence in Nursing (2009)
University of Connecticut’s 40 Under 40 Outstanding Graduates, Storrs, CT (2008)
Service Excellence Award, Yale-New Haven Hospital, New Haven, CT (2007)
Mary E. Mahoney Award for Excellence, Southern Connecticut Black Nurses Association, Wallingford, CT (2007)
Fellow, National Association of Pediatric Nurse Practitioners (1998)
Induction Sigma Theta Tau, Delta Mu Chapter, International Honor Society for Nurses (1996)

Publications

Value-based payment what does it mean for nurses?

Pittman, P., Rambur, B., Birch, S., Chan, G. K., Cooke, C., Cummins, M., Leners, C., Low, L. K., Meadows-Oliver, M., Shattell, M., Taylor, C., & Trautman, D. (2021). Nursing Administration Quarterly, 45(3), 179-186. 10.1097/NAQ.0000000000000482
Abstract
Abstract
Among the many lessons that have been reinforced by the SARS-COVID-19 pandemic is the failure of our current fee-for-service health care system to either adequately respond to patient needs or offer financial sustainability. This has enhanced bipartisan interest in moving forward with value-based payment reforms. Nurses have a rich history of innovative care models that speak to their potential centrality in delivery system reforms. However, deficits in terms of educational preparation, and in some cases resistance, to considering cost alongside quality, has hindered the profession’s contribution to the conversation about value-based payments and their implications for system change. Addressing this deficit will allow nurses to more fully engage in redesigning health care to better serve the physical, emotional, and economic well-being of this nation. It also has the potential to unleash nurses from the tethers of a fee-for-service system where they have been relegated to a labor cost and firmly locate nurses in a value-generating role. Nurse administrators and educators bear the responsibility for preparing nurses for this next chapter of nursing

White Paper: Recognizing Child Trafficking as a Critical Emerging Health Threat

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Prevalence of asthma at a school-based health clinic in Nicaragua

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Clinical Outcomes of a Pediatric Asthma Outreach Program

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Human Trafficking of Children: Nurse Practitioner Knowledge, Beliefs, and Experience Supporting the Development of a Practice Guideline: Part One

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Evaluating asthma websites using the brief DISCERN instrument

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"Having a Baby Changes Everything" Reflective Functioning in Pregnant Adolescents

Sadler, L. S., Novick, G., & Meadows-Oliver, M. (2016). Journal of Pediatric Nursing, 31(3), e219-e231. 10.1016/j.pedn.2015.11.011
Abstract
Abstract
Reflective functioning (RF), the capacity to envision thoughts, feelings, needs and intentions within the self and others, is thought to be central to sensitive parenting, yet this capacity has been unexamined among pregnant adolescents. We explored how RF was related to the emotional experience of adolescent pregnancy. Design and Methods: This qualitative study was guided by interpretive description. Participants were 30 Latina and African-American adolescents (mean age 17.7 + 1.5 years) residing in a low-income urban community. All adolescents were interviewed with the Pregnancy Interview (a 22 question semi-structured interview) in their third trimester of pregnancy. Interview transcripts had been previously coded for levels of RF (1-9 with higher levels denoting higher reflectiveness), and this secondary analysis focused on the teens' experience of pregnancy and their emerging reflective capacities. We used a priori and inductive coding with all interviews and developed patterns and themes. Results: These interviews provided an in-depth understanding of the complex adolescent emotional experiences of pregnancy. We identified five themes that create a picture of how the participants reflected upon their pregnancies, unborn babies, emerging parental roles, and complicated relationships with family and partners. Conclusions and Practice Implications: Adolescent developmental issues and harsh family and neighborhood environments permeated the teens' experience of pregnancy and limited capacity for RF. Understanding distinctive features of RF in pregnant adolescents may contribute to developing conceptual models and tailored clinical approaches for enhancing parental reflectiveness and sensitivity in these vulnerable young women as they enter into the transition to parenthood.

Governing NAPNAP

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Transitions

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Expanded back to sleep guidelines

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