
Paulomi Bhatt
PhD MPH CNM
Assistant Professor
mimi.bhatt@nyu.edu
1 212 998 5312
433 FIRST AVENUE
NEW YORK, NY 10010
United States
Paulomi Bhatt's additional information
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Mimi (Paulomi) Bhatt, PhD, MPH, CNM, is Assistant Professor at NYU Rory Meyers College of Nursing. She is a theorist, educator, researcher, and certified nurse-midwife. Her work explores the potential of integrated models of midwifery care in creating health equity in historically disenfranchised communities. She is trained in utilizing critical feminist theory, as theorized by Black and brown feminist scholars, and qualitative research methods as a means to implement policy and programming rooted in critical feminist and anti-oppression frameworks. As a researcher, she hopes to generate midwifery knowledge as a tool to build equity and liberation for marginalized and minoritized people and grow the profession of midwifery.
For the last decade, Prof. Bhatt has been a practicing midwife, serving childbearing women and families, within the largest public health network in the nation. She continues to provide clinical care as a full-scope midwife working in a collaborative midwife-physician practice setting, within the largest municipal hospital system in the nation, NYC Health + Hospitals.
Bhatt is an active member of the midwifery community locally, nationally, and globally. She was recently appointed to serve as a member of the Americas Regional Committee of the International Confederation of Midwives (ICM) as a research expert. Locally, she serves on the New York City Maternal Mortality and Morbidity Review Committee and is an active member of the Brooklyn Borough President Maternal Health Taskforce Midwifery Committee. She has received various awards including the Johnson & Johnson Minority Faculty Award and the Jonas Nurse Leaders Scholar Award. Bhatt was the first certified nurse-midwife to sit on the Board of Directors of the National Association of Certified Professional Midwives (NACPM). She earned her PhD in Nursing Theory, her M.P.H in Global Health Leadership and holds a BA in Comparative Literature and English Education. She received postdoctoral training under the mentorship of Dr. Saraswathi Vedam, at the Birth Place Lab at the University of British Columbia – Vancouver, a leader in community-based participatory collaborative research on respectful maternity care. She was a Provost postdoctoral fellow at NYU under the mentorship of Prof. Audrey Lyndon - a nationally recognized qualitative researcher and leader on quality and safety in maternity care. She grew up as a first-generation immigrant in Queens, NY, is mothers to two young adults, and honors her mother’s legacy as a nurse-midwife in India.
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PhD, NYU MeyersMSN, Frontier Nursing UniversityMPH, NYU School of Global Public HealthBSN, NYU Steinhardt School of EducationBA, NYU College of Arts & Science
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Birth Equity and Reproductive FreedomFeminist Theory and PraxisHealth Services ResearchMidwiferyPublic and Global HealthQualitative Research
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Faculty Honors Awards
NYU University-wide Dissertation Award – Allied Health & Social Services (2020)Ellen D. Baer Doctoral Nursing Scholarship, NYU (2019)Pauline Greenidge Doctoral Nursing Scholarship, New York University (2019)Global Research Institute Fellowship – NYU – Paris, FR. (2019)Minority Faculty Nurse Scholar Award, Johnson & Johnson/American Academy of Nursing (2019)Presidential Community Service Award, NYU (2019)Herman Biggs Health Policy Fellow, The Josiah Macy Jr. Foundation (2018)Conference Award, NYU Student Senators Council (2018)Carrington-Hsia-Nieves Doctoral Scholarship for Midwives of Color, American College of Nurse-Midwives (2018)Minority Faculty Nurse Scholar Award, Johnson & Johnson/American Academy of Nursing (2018)Nurse Leader-Scholar Awardee, Jonas Center (2018)NYC Midwives Community Research Grant Award (2018)Conference Award, NYU Student Senators Council (2017)Minority Faculty Nurse Scholar Award, Johnson & Johnson/American Academy of Nursing (2017)Nurse Leader-Scholar Awardee, Jonas Center (2017)Women’s Leadership Initiative – Selected Participant, NYU (2017)Herman Biggs Health Policy Fellow, The Josiah Macy Jr. Foundation (2017)Nurse Leader-Scholar Awardee, Jonas Center (2016)Conference Award, NYU Student Senators Council (2016)Minority Faculty Nurse Scholar Award, Johnson & Johnson/American Academy of Nursing (2016)Assistantship Awardee, Evidence-Based Birth Research (2014)NYC Midwives Research Grant Award (2014)Arronson Foundation Scholarship, FNU (2009)International Midwifery Scholarship, FNU (2008) -
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Publications
A case study on building capacity to improve clinical mentoring and maternal child health in rural Tanzania : The path to implementation
AbstractBhatt, P., Ojemeni, M. T., Niles, P., Mfaume, S., Kapologwe, N. A., Deng, L., Stafford, R., Voeten, M. J., Theonestina, K., Budin, W., Chhun, N., & Squires, A. P. (2017). (Vols. 16, Issue 1). 10.1186/s12912-017-0252-0AbstractBackground: Tanzania is a low income, East African country with a severe shortage of human resources for health or health workers. This shortage threatens any gains the country is making in improving maternal health outcomes. This paper describes a partnership between Touch Foundation and NYU Rory Meyers College of Nursing - Global, aimed at improving clinical mentorship and capacity among nurses and midwives at two rural hospitals in the Tanzanian Lake Zone Region. Clinical mentoring capacity building and supportive supervision of staff has been shown to be a facilitator of retaining nurses and would be possible to acquire and implement quickly, even in a context of low resources and limited technology. Methods: A case study approach structures this program implementation analysis. The NYU Meyers team conducted a 6-day needs assessment at the two selected hospitals. A SWOT analysis was performed to identify needs and potential areas for improvement. After the assessment, a weeklong training, tailored to each hospitals' specific needs, was designed and facilitated by two NYU Meyers nursing and midwifery education specialists. The program was created to build on the clinical skills of expert nurse and midwife clinicians and suggested strategies for incorporating mentoring and preceptorship as a means to enhance clinical safety and promote professional communication, problem solving and crisis management. Results: Nineteen participants from both hospitals attended the training. Fourteen of 19 participants completed a post training, open ended questionnaire for a 74% response rate. Fifty-seven percent of participants were able to demonstrate and provide examples of the concepts of mentorship and supervision 4 and 11 months' post training. Participants indicated that while confidence in skills was not lacking, barriers to quality care lay mostly in understaffing. Implementation also offered multiple insights into contextual factors affecting sustainable program implementation. Conclusions: Three recommendations from this training include: 1) A pre-program assessment should be conducted to ascertain contextual relevance to curriculum development; 2) flexibility and creativity in teaching methods are essential to engage students; and 3) access to participants a priori to program implementation may facilitate a more tailored approach and lead to greater participant engagement.Mentoring to build midwifery and nursing capacity in the Africa region : An integrative review
AbstractBhatt, P., Niles, P., Ojemeni, M. T., Kaplogwe, N. A., Voeten, S. M., Stafford, R., Kibwana, M., Deng, L., Theonestina, S., Budin, W., Chhun, N., & Squires, A. P. (2017). (Vols. 7, pp. 89-95). 10.1016/j.ijans.2017.10.002Abstract~Mentoring to build nursing and midwifery capacity in Sub-Saharan Africa: An integrative review
AbstractBhatt, P., Ojemeni, M. T., Kibwana, M., Deng, L., Voten, M., Stafford, R., Theonestina, S., Budin, W., Chhun, N., & Squires, A. P. (2017). (Vols. 7, pp. 89-95).Abstract~Notes from the Field : Residents’ Perceptions of Simulation-Based Skills Assessment in Obstetrics and Gynecology
AbstractBhatt, P., Winkel, A. F., Niles, P., Lerner, V., Zabar, S., Szyld, D., & Squires, A. P. (2016). (Vols. 39, Issue 1, pp. 121-125). 10.1177/0163278714563601AbstractSimulation in obstetrics and gynecology (OBGYN) training captures a range of interpersonal, cognitive, and technical skills. However, trainee perspectives on simulation-based assessment remain unexplored. After an observed structured clinical examination (OSCE) simulation hybrid exam, two focus groups of residents were conducted. Analysis grounded in a thematic coding guided the qualitative research process. Responses suggest a valuation of cognitive and technical skills over interpersonal skills. Realism was seen as critical and residents perceived the assessment as more valuable for the educator than the learner. Feedback was highly valued. Resident perspectives on this exam give insight into their perceptions of simulation-based assessment as well as their conceptions of their own learning through simulations. -
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