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As a clinician, she specialized in adolescent mental health, substance abuse intervention and recovery, and suicide and violence prevention. Dr. Clark’s ground-breaking work on fostering civility and healthy work environments has brought national and international attention to the controversial issues of incivility in academic and work environments around the globe. Her theory-driven interventions, empirical measurements, theoretical models, and reflective assessments provide best practices to prevent, measure, and address uncivil behavior and to create healthy workplaces.
Dr. Clark’s current research includes preparing nurses to address incivility in the practice setting; bridging the education-practice gap to create positive work cultures, designing and testing empirical instruments to measure and address incivility; integrating civility into nursing curricula; and conducting intervention studies to measure the effectiveness of cognitive rehearsal to address incivility and protect patient safety. Dr. Clark’s empirical instruments have been translated into several languages and used to conduct studies in the United States, Israel, Iran, Indonesia, the Philippines, the People’s Republic of China, Malaysia, Jordan, Canada, Uganda, Korea, Saudi Arabia, Nigeria, Jamaica, Greece, Columbia, Brazil, Taiwan, Turkey, and Pakistan. The Incivility in Nursing Education-Revised (INE-R) has been translated into 16 languages and a multisite, international study led by Drs. Mohammed Baqer Al-Jobouri and Patience Samson-Akpan has been conducted in 11 countries (Iraq, South Africa, Greece, Italy, Saudi Arabia, Nigeria, the Philippines, the US, Kenya, Chile, and Serbia). Dr. Clark has served as a committee member and content expert for several national and international graduate level studies; many students have used her empirical instruments in doctoral dissertations, master’s theses, and other scholarly works.
Dr. Clark is also well known for her expertise in scholarly teaching and learner-centered pedagogies. She has mentored dozens of faculty members in their growth as scholarly and inclusive educators and has conducted numerous classroom observations and assessments to assist faculty in improving their pedagogical approaches. Her numerous publications and presentations have provided learners and educators with leading-edge, evidence-based, and learner-centered strategies to inspire deep learning, improve learning outcomes, and foster student engagement.
Dr. Clark’s current research includes preparing nurses to address incivility in the practice setting; bridging the education-practice gap to create positive work cultures, designing and testing empirical instruments to measure and address incivility; integrating civility into nursing curricula; and conducting intervention studies to measure the effectiveness of cognitive rehearsal to address incivility and protect patient safety. Dr. Clark’s empirical instruments have been translated into several languages and used to conduct studies in the United States, Israel, Iran, Indonesia, the Philippines, the People’s Republic of China, Malaysia, Jordan, Canada, Uganda, Korea, Saudi Arabia, Nigeria, Jamaica, Greece, Columbia, Brazil, Taiwan, Turkey, and Pakistan. The Incivility in Nursing Education-Revised (INE-R) has been translated into 16 languages and a multisite, international study led by Drs. Mohammed Baqer Al-Jobouri and Patience Samson-Akpan has been conducted in 11 countries (Iraq, South Africa, Greece, Italy, Saudi Arabia, Nigeria, the Philippines, the US, Kenya, Chile, and Serbia). Dr. Clark has served as a committee member and content expert for several national and international graduate level studies; many students have used her empirical instruments in doctoral dissertations, master’s theses, and other scholarly works.
Dr. Clark is also well known for her expertise in scholarly teaching and learner-centered pedagogies. She has mentored dozens of faculty members in their growth as scholarly and inclusive educators and has conducted numerous classroom observations and assessments to assist faculty in improving their pedagogical approaches. Her numerous publications and presentations have provided learners and educators with leading-edge, evidence-based, and learner-centered strategies to inspire deep learning, improve learning outcomes, and foster student engagement.
研究兴趣
论文共 105 篇作者统计合作学者相似作者
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Cynthia M. Clark, Justin Fontenot
Teaching and Learning in Nursing (2024)
JOURNAL OF PROFESSIONAL NURSING (2024): 61-65
Teaching and Learning in Nursing (2024)
Teaching and Learning in Nursing (2023)
Tullamora Landis,Nelda Godfrey,Celestina Barbosa-Leiker,Cynthia Clark,Janice G Brewington,M Lindell Joseph,Susan Luparell,Beth Cusatis Phillips, Kristen D Priddy, Kary Anne Weybrew
Nurse educatorno. 5 (2021): 276-283
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