Robin Klar

Faculty

Robin Toft Klar headshot

Robin Klar

Clinical Associate Professor

1 212 992 7013
Accepting PhD students

Robin Klar's additional information

Robin Toft Klar is a clinical associate professor at NYU Rory Meyers College of Nursing. Her work focuses on the environmental context of nursing for decades. As nursing has evolved, her research has focused on the influence of the built environment on population health outcomes and care delivery locally and globally. She has a portfolio of health workforce/capacity-building projects in low- and middle-income countries in West and East Africa. Her capacity-building projects have supported a robust South-to-South shift, furthering their sustainability. She is a fellow of the American Academy of Nursing.

Among her many awards, Toft Klar received the Nurses with Global Impact Award from the United Nations in 2019, and a recognition award in 2016 from the Rwanda Ministry of Health-Human Resources for Health Division.

Toft Klar earned her DNSc at Yale University, MS at Boston College, and BSN at Fitchburg State College. She completed a post-doc at Case Western University.

Post-Doc - Case Western University (2012)
DNSc - Yale University (2002)
MS - Boston College (1980)
BSN - Fitchburg State College (1979)
Diploma - Worcester City Hospital School of Nursing (1975)

Global
Community/population health
Interprofessionalism
Nursing workforce
Oral-systemic health

American Public Health Association
American Nurses Association
Boston Medical Services, Ghana
Eastern Nursing Research Society
Global Nursing Caucus
NGO Health Committee
Massachusetts Public Health Association
Massachusetts Nurses Association
Sigma Theta Tau International, Upsilon Chapter

Faculty Honors Awards

Fellow, American Academy of Nursing (2019)
Awardee, Nurses with Global Impact 3rd Annual International Nurses Day, United Nations (2019)
Recognition, Rwanda Ministry of Health-Human Resources for Health Division (2016)
Fellow, Comprehensive Geriatric Education and Mentoring Across Settings Program Grant, UMass, Worcester (2013)
Educational Achievement Award, University of Massachusetts - Worcester (2009)
Fellow, Career Development Institute: The Rosalie Wolf Interdisciplinary Geriatric Healthcare Research Center, UMass, Worcester (2008)
Leadership Award, Fitchburg State College (2003)

Publications

Integrating Climate Change in the Curriculum: Using Instructional Design Methods to Create an Educational Innovation for Nurse Practitioners in a Doctor of Nursing Practice Program

Keating, S. A., Vetter, M. J., Klar, R. T., & Wright, F. (2022). Journal for Nurse Practitioners, 18(4), 424-428. 10.1016/j.nurpra.2021.11.009
Abstract
Abstract
An applied epidemiology course for doctor of nursing practice students was revised to include a module on the impact of climate change on population health. The Analyze, Design, Develop, Implement, and Evaluate (ADDIE) model of instructional design is a gold standard framework for creating course content and guided the module development. A nurse content expert discussed the environmental impacts of climate change on health using literature, actual clinical scenarios, and the application of epidemiologic data. Topics included safeguarding workers and vulnerable populations within the context of the coronavirus disease 2019 pandemic. Students posted reflections on their understanding of module content in response to structured prompts electronically in the learning management system for review by the faculty. Faculty evaluation of responses identified the need to further develop and integrate environmental epidemiology and climate change content more fully within the doctor of nursing practice curriculum.

The intellectual capital supporting nurse practice in a post-emergency state: A case study

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Design and outcomes of a nurse practitioner preceptor development program

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Facing COVID-19 in Liberia: Adaptations of the resilient and responsive health systems initiative

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Gaps and opportunities in hiv service delivery in high volume hiv care centers in liberia: Lessons from the field

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How clinicians manage routinely low supplies of personal protective equipment

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Infection Prevention and Control in Liberia 5 Years After Ebola: A Case Study

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Normal physiologic birth continuing professional development: From a national health priority to expanded capacity

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Structure, process, and outcomes of liberian national nursing and midwifery curricular revisions

Kpangaala-Flomo, C. C., Tiah, M. W., Clinton Zeantoe, G., Loweal, H. G., Matte, R. F., Lake, S. C., Altman, S. D., Mendoza, M., Tringali, T., Stalonas, K., Goldsamt, L., Kurz, R., Zogbaum, L., & Toft Klar, R. (2021). Annals of Global Health, 87(1). 10.5334/aogh.3248
Abstract
Abstract
Background: The Republic of Liberia has had major disruptions to the education of its health care cadres. Post Ebola, the Resilient and Responsive Health Systems (RRHS) initiative began a new era of capacity building with the support of PEPFAR and HRSA. Nursing and Midwifery serve as the largest healthcare cadres in Liberia. The national nursing and midwifery curricula were overdue for the regulated review and revisions.Methods: The Science of Improvement was used as the framework to accomplish this multilateral activity. The Institute for Healthcare Improvement's (IHI) stages of improvement included: 1) Forming the team, 2) Setting the aims, 3) Establishing measures, 4) Selecting measures, 5) Testing changes, 6) Implementing changes, and 7) Spreading changes. These stages served as the blueprint for the structures and processes put into place to accomplish this national activity.Findings: The RN, Bridging, and BScM curricula all had redundant content that did not reflect teaching pedagogy and health priorities in Liberia. Courses were eliminated or reconfigured and new courses were created. Development of Nursing and Midwifery Curricular Taskforces were not as successful as was hoped. Two large stakeholder meetings ensured that this was the curricula of the Liberian faculty, deans and directors, and clinical partners. Monitoring and evaluation tools have been adopted by the Liberian Board for Nursing and Midwifery to serve as another improvement to check that the new curricula are being implemented and to identify gaps that may require future cycles of change for continued quality and improvement.Conclusions: Developing trust among the multilateral partners was critical to the success of this activity. Networks have been expanded, and a proposed pilot with the Ghana Board of Nursing and Midwifery and the US academic partner will examine the feasibility of implementing electronic licensing examinations for nurses and midwives.

Nurse Educators as Agents of Change in the SARS-CoV-2 Pandemic

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