Kelly Walker

Faculty

Kelly Walker headshot

Kelly Walker

CNM DNP FACNM

Clinical Associate Professor
Senior Associate Dean for Academic Affairs

1 212 992 5948

433 FIRST AVENUE
NEW YORK, NY 10010
United States

Kelly C. Walker, DNP, CNM, FACNM, is the Senior Associate Dean of Academic Affairs and Clinical Associate Professor at NYU Rory Meyers College of Nursing. She is dedicated to promoting health equity through innovative curriculum design and teaching methodologies. Her academic interests lie at the intersection of trauma-informed pedagogy, health equity, and student-centered learning. She is committed to ensuring that students not only acquire foundational knowledge but also develop integrative and humanistic skills essential for nursing and midwifery practice. Walker is an expert educator and leader in graduate nursing education, actively engaging with professional organizations to shape nursing education. She is a member of the American College of Nurse Midwives (ACNM), a site visitor for the Accreditation Commission for Midwifery Education (ACME) and a member of the National Organization of Nurse Practitioners (NONPF). Walker also served as chair of the New York State Board of Midwifery.

 

Prior to joining the faculty at NYU Meyers, Walker was the Assistant Dean of Evaluations and Outcomes and Clinical Associate Professor at Stony Brook University. There, she served as the interim program director of the Doctorate of Nursing Practice and Nurse-Midwifery Programs. Walker was also the Director of Evaluations and Outcomes, Director of the Nurse-Midwifery and Women’s Health Nurse Practitioner Program, and the Core director at Georgetown University School of Nursing.  Walker has remained in clinical practice as a CNM, with a current focus on telehealth and postpartum care. 

 

Among her many honors, Walker has received the Excellence in Teaching Award from the American College of Nurse-Midwives in both 2012 and 2015, recognizing her commitment to midwifery education. In 2013 and 2014, she was awarded the Outstanding Teaching and Service Award from Stony Brook University School of Nursing for her dedication to improving nursing education. Her contributions to midwifery were further recognized in 2019 when she was inducted as a Fellow of the American College of Nurse Midwives. Most recently, in 2023, she was honored with the Midwifery and Women’s Health Advocate Award from Georgetown University School of Nursing.

 

Walker earned her Bachelor of Arts in English from Russell Sage College before pursuing a Bachelor of Science in Nursing and a Master’s in Midwifery from New York University. She completed her Doctor of Nursing Practice at SUNY Stony Brook, where she also conducted post-doctoral work focused on education, evaluation, and leadership.

Post Doc, Leaders in Medical Education SUNY Stony Brook
DNP, SUNY at Stony Brook
MA, Nurse-Midwifery NYU
BS, Nursing NYU
BA, English NYU

Accreditation Commission for Midwifery Education
American College of Nurse-Midwives
American Nurses Association
Long Island Midwives
National Organization of Nurse Practitioner Faculties
New York Midwives
Sigma Theta Tau

Georgetown University Midwifery and Women’s Health Advocate Award (2023)
ACNM Fellowship, American College of Nurse-Midwives (2019)
Excellence in Teaching Award American College of Nurse-Midwives (2015)
Outstanding Teaching and Service Stony Brook University School of Nursing (2014)
Outstanding Teaching and Service Stony Brook University School of Nursing (2013)
Excellence in Teaching Award American College of Nurse-Midwives (2012)

Trauma-Informed Pedagogy: Instructional Strategies to Support Student Success

Arbour, M., Walker, K., & Houston, J. (2024). Journal of Midwifery and Women’s Health, 69(1), 25-32. 10.1111/jmwh.13539
Abstract
Abstract
Over the past several years, the ongoing coronavirus disease 2019 pandemic has contributed to challenging working and life conditions. As a result, the midwifery and health care workforce has faced significant shortages due to burnout. Increased societal awareness of historical trauma and systemic racism embedded within US culture has also led to increased anxiety and signs of trauma among midwifery and health profession students. Now more than ever, innovative teaching strategies are needed to support students, reduce the risks of burnout, and increase diversity in the workforce. One strategy is to adopt a trauma-informed pedagogy within midwifery education. Trauma-informed pedagogy is founded on core assumptions of trauma-informed care and thus supports student success by recognizing that the student cannot be separated from their own life experiences. Faculty and preceptors can develop empathetic, flexible supports that communicate care and concern regarding students’ personal and social situations, and emotions. Empathetic behavior from teachers also increases student learning motivation, making it easier for students to actively engage in learning thereby reducing their distress. The purpose of this State of the Science review, therefore, was to describe the literature surrounding trauma-informed pedagogy and to offer concrete educational strategies that faculty members and educational programs can employ to increase the success of a diverse student body. This can be accomplished through flexibility in curriculum design and outcome measurement to ensure attainment of end of program learning outcomes. Institutional and administrative support are essential to develop a faculty who realize the benefit and value of trauma-informed pedagogy underpinning student success.

Utilizing Storytelling to Impact Faculty Attitudes and Beliefs About Transgender People

Zschaebitz, E., Culbertson, A., McCrea, K., Crowell, N., Walker, K., Hampton, C., Mihai, M., & Wilkinson, M. (2024). Journal for Nurse Practitioners, 20(1). 10.1016/j.nurpra.2023.104823
Abstract
Abstract
Health care education about transgender/gender-diverse (TGD) individuals is often lacking regarding the complex care of these patients. This educational research initiative aimed to assess the pedagogical impact of digital first-person narratives/storytelling (DST) on health care faculty to illuminate the particular health care needs of TGD patients. In a continuing education offering, empathy, self-knowledge, self-reflection, and bias-reduction were promoted while evaluating attitudes and beliefs of clinical faculty using a valid pre- and post- tool. Qualitative statements from volunteer faculty provided more context to their ratings and to note comfort level when thinking about teaching about the care of gender-diverse patients as well as interest in using DST with future students. This study lacked a significant change in measured attitudes and beliefs from volunteer faculty participants, but a strong articulation of greater comfort level and satisfaction with using DST as a tool and a commitment to teaching about the care of TGD patients and families.

Clinical Implications for Women of a Low-Carbohydrate or Ketogenic Diet With Intermittent Fasting

Arbour, M. W., Stec, M., Walker, K. C., & Wika, J. C. (2021). Nursing for Women’s Health, 25(2), 139-151. 10.1016/j.nwh.2021.01.009
Abstract
Abstract
Obesity in the United States is pervasive and associated with morbidity, mortality, and increased health care costs. For women, obesity may affect stages of life including early menarche, fertility, pregnancy, and menopause as a result of hormonal imbalances and insulin resistance. The insulin–carbohydrate model of obesity has been proposed as an explanation for growing obesity rates and can be used to target weight loss strategies by increasing insulin sensitivity. Together, low-carbohydrate dietary patterns along with intermittent fasting may help individuals with insulin resistance not only lose weight but also increase their insulin sensitivity. The purpose of this article is to review the epidemiology and physiology of obesity and the indicators for health while outlining strategies for nurses and other clinicians to use when counseling women who are following a low-carbohydrate or ketogenic diet with intermittent fasting for weight management.

Rapid Curricular Innovations During COVID-19 Clinical Suspension: Maintaining Student Engagement with Simulation Experiences

Bradford, H. M., Farley, C. L., Escobar, M., Heitzler, E. T., Tringali, T., & Walker, K. C. (2021). Journal of Midwifery and Women’s Health, 66(3), 366-371. 10.1111/jmwh.13246
Abstract
Abstract
Health care education programs were faced with the need to quickly adapt to a new reality during the coronavirus disease 2019 pandemic. Students were temporarily suspended from campus and clinical sites, requiring prompt changes in structure to their didactic and clinical learning. This article describes the rapid adjustments that one midwifery and women's health nurse practitioner education program created using both synchronous and asynchronous simulation experiences to promote student learning and ongoing engagement. Flexibility and reflexivity were needed by faculty and students alike in the face of the multiple changes wrought by the pandemic. Curricular changes were made simultaneously in many courses. Objective structured clinical examinations simulate telehealth experiences that assess knowledge, clinical reasoning, and professional behaviors via a scripted scenario and an actor patient. On-call simulations mimic telephone triage and provide students the opportunity to build listening, assessment, and management skills for prenatal and intrapartum scenarios. Students are provided equipment and virtual instruction in an intrauterine device insertion session, which promotes skill acquisition and self-confidence. Trigger films are used to visualize real-life or scripted clinical encounters, leading to discussion and decision-making, particularly in the affective domain. Bilateral learning tools, similar to case studies, provide students an opportunity to demonstrate their knowledge and critical thinking with a mechanism for faculty feedback. Web-based virtual clinical encounter learning tools using patient avatars prompt additional student learning. Suturing skills introduced in live remote group sessions are augmented with video-guided individual practice. This article describes each of these adapted and innovative simulation methods and shares lessons learned during their development and implementation.

Consolidation of Guidelines of Postpartum Care Recommendations to Address Maternal Morbidity and Mortality

Walker, K. C., Arbour, M. W., & Wika, J. C. (2019). Nursing for Women’s Health, 23(6), 508-517. 10.1016/j.nwh.2019.09.004
Abstract
Abstract
Rates of maternal morbidity and mortality in the United States represent an urgent crisis. The purpose of this article is to consolidate current postpartum care guidelines to provide a comprehensive approach to care in the postpartum period. We include a critical examination of the reasons for some women's lack of attendance at postpartum visits, the current state of postpartum care, and the unmet needs of women. We review several postpartum care programs and suggest possible solutions for the postpartum period, including clinical implications for continuity of care for women with comorbidities including gestational diabetes, hypertension, and depression.

Educational Strategies to Help Students Provide Respectful Sexual and Reproductive Health Care for Lesbian, Gay, Bisexual, and Transgender Persons

Walker, K., Arbour, M., & Waryold, J. (2016). Journal of Midwifery and Women’s Health, 61(6), 737-743. 10.1111/jmwh.12506
Abstract
Abstract
Graduate medical, nursing, and midwifery curricula often have limited amounts of time to focus on issues related to cultural competency in clinical practice, and respectful sexual and reproductive health care for all individuals in particular. Respectful health care that addresses sexual and reproductive concerns is a right for everyone, including those who self-identify as lesbian, gay, bisexual, or transgender (LGBT). LGBT persons have unique reproductive health care needs as well as increased risks for poor health outcomes. Both the World Health Organization and Healthy People 2020 identified the poor health of LGBT persons as an area for improvement. A lack of educational resources as well as few student clinical experiences with an LGBT population may be barriers to providing respectful sexual and reproductive health care to LGBT persons. This article offers didactic educational strategies for midwifery and graduate nursing education programs that may result in reducing barriers to the provision of respectful sexual and reproductive health care for LGBT clients. Specific ideas for implementation are discussed in detail. In addition to what is presented here, other educational strategies and clinical experiences may help to support students for caring for LGBT persons prior to entrance into clinical practice.