Grants Database
Explore our database of past grant projects.
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Disability Inclusion in Nursing
2024
Enhancing Inclusivity in Nursing Programs for Students with Disabilities
Pace University
The project will build upon earlier successes of students and faculty in the Nursing and Occupational Therapy programs in addressing inequities through research evaluating the attitudes of people with disabilities, physical infrastructure enhancements, and revision of internal policies and procedures for the benefit of students with disabilities. The project will facilitate recognition of implicit bias and remove barriers. A comprehensive communication plan will engage multiple stakeholders to support the mission of improving equity and inclusion for nursing students with physical disabilities
Principal Investigator: Michele L. Lopez, DHEd, MA, RN, CNE, CHES, CDE; The information has been uploaded as an attachment; Elizabeth A Berro PhD RN CHSE CNE
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Disability Inclusion in Nursing
2024
Breaking Down Barriers: Advocacy for Accessibility in Nursing Education and Practice
Linfield University
This project will hear and learn from students with disabilities, clinical partners, and a statewide network of nurses about the challenges and barriers to entry and success for persons with disabilities which will help build a data-informed accessibility framework to guide the development of accessibility-centered training modules for use in simulation and clinical educational environments. Linfield University will host an annual symposium that will draw together the nursing community in their region to dialogue, develop, and deploy tools that improve accessibility in nursing education.
Principal Investigator: Heidi Johnston, DNP, MSN, RN-BSN, ADN; Paul S. Smith, PhD, Dean and Professor, Linfield University School of Nursing Julie S. Fitzwater, PhD, Associate Dean and Associate Professor, Linfield University School of Nursing; Julie Fitzwater, BA in History, BS in Nursing, MNE, and PhD in Nursing Education (Julie Fitzwater, PhD, RN, CNRN, CHSE, CNE)
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Disability Inclusion in Nursing
2024
Project DNA: a blueprint and reference guide inspiring DIVERSITY in NURSING education toward ADOPTING inclusive technical standards
UTHealth Science Center at Houston
The goal of Project DNA is to develop and evaluate a digital blueprint and reference guide for nursing programs nationally to encourage and support their ability to adopt inclusive technical standards for students with disabilities. The project involves collaboration among faculty at three public universities in Texas, Massachusetts, and California and will result in a publicly available resource to aid nursing schools in facilitating implementation of inclusive technical standards.
Principal Investigator: Allison Paige Porter Edwards DrPH, MS, RN, CNE, CDDN, FAAN ; Principal Investigator 1 Allison Paige Porter Edwards, DrPH, MS, RN, CNE, CDDN, FAAN Associate Professor, Undergraduate Studies Coordinator Joan And Stanford Alexander Intellectual and Developmental Disability Fellowship UTHealth Houston-Cizik School of Nursing 713-500-2133 Co- Investigator 2 Melissa L. Desroches, PhD, RN, CNE Assistant Professor, Community Nursing, University of Massachusetts Dartmouth mdesroches@umassd.edu 774-766-2483 Co-Investigator 3 Alina Engelman, DrPH, MPH Associate Professor of Public Health, California State University, East Bay alina.engelman@csueastbay.edu 805-302-8613 *please text only secondary to sensory disability-deaf Co-Investigator 4 Heather Wallace, PhD(c), RN, NPD-BC heather.b.wallace@uth.tmc.edu 281-520-6524
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Disability Inclusion in Nursing
2024
Building Capacity for Disability Justice in Nursing
University of Massachusetts Amherst
This project will facilitate disability justice in nursing using a multimodal, collaborative approach to transform teaching practices, curriculum, and clinical settings. An advisory board and focus groups of key stakeholders will identify critical issues, barriers, and facilitators in the provision of nursing education. Based on the research conducted, priorities, learning objectives, and curriculum for professional development to support a disability justice-centered approach to nursing and nursing education will be developed for clinical and classroom spaces.
Principal Investigator: Jessica Dillard-Wright, PhD, MA, RN, CNM; Jess Dillard-Wright, PhD, MA, RN, FAAN; Celeste Surreira, DNP, MS, FNP-BC, FNP-C, CNL, CEN
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President’s Grant
2024
Piloting 3 Organizational Ethics Simulations for Medical Students
New York University Grossman School of Medicine
This project will develop and pilot three classroom-based simulations of organizational ethics dilemmas to better prepare future healthcare professionals for the real-world challenges they may face in their careers. Topics will include (1) racially concordant care; (2) financial compensation or philanthropic donations from tainted sources; and (3) conscientious objections from medical staff. The simulations will set up organizational dilemmas that require students to think administratively about what is fair, just, and equitable in healthcare delivery.
Principal Investigator: Lauren A. Taylor, PhD, MDiv, MPH; Lauren A Taylor, PhD, MDiv
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Macy Faculty Scholar
2025
Cornelius Alfred James, MD, FACP, FNAP
University of Michigan Medical School
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President’s Grant
2024
National Anti-Racism in Medicine Curriculum Coalition (NAMCC) Microlearning Series: Making Anti-racism Digestible for Clinicians
MedStar Health Research Institute
The project seeks to develop and implement a “Microlearning” series to address structural racism and promote social justice in medical education. Motivated by the racial unrest of 2020, the project aims to equip medical educators, faculty, and residents with the skills and knowledge to work effectively with diverse and marginalized groups. The initiative will use short, accessible video modules designed for asynchronous learning to fit into the demanding schedules of medical professionals. Topics will include eliminating stigmatizing language, responding to microaggressions, addressing discrimination in professionalism standards, and handling racism from patients.
Principal Investigator: J. Corey Williams, MD, MA; J. Corey Williams, MD, Ashley E. Walker, MD; Ashley E. Walker, MD
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President’s Grant
2024
Navigating New Laws: Gender-Affirming Care Training for Behavioral Health Workers
The NASW Foundation, Inc.
This project supports an emergency training curriculum developed in response to newly passed anti-gender-affirming care legislation in Ohio. The training will prepare future health professionals and those involved in their ongoing education to navigate the ethical dilemmas this legislation introduces into behavioral healthcare. The National Association for Social Workers Ohio Chapter will offer the training program to multiple Ohio college and university programs that prepare future behavioral healthcare providers, such as social work, counseling, and marriage and family therapy programs.
Principal Investigator: Danielle Smith, MA, MSW, LSW, CAE; Danielle Smith, MA, MSW, LSW, CAE Liam Strausbaugh, LSW Hannah Ware, LSW
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President’s Grant
2024
AI-Driven Virtual Avatars for Empathetic Healthcare Communication
University of Rochester
The project leverages advancements in generative AI to transform communication training in clinical settings. Utilizing a newly developed AI-driven avatar system, learners can practice and refine their communication skills in a simulated environment. This immersive, 1-on-1 training approach allows for the exploration of challenging scenarios and the provision of personalized feedback, ultimately enhancing the effectiveness of communication in clinical settings.
Principal Investigator: Ehsan Hoque, PhD; Dr. Ehsan Hoque PhD; Ronald Epstein
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President’s Grant
2024
Creating the 1st LHS+ Bicultural, Bilingual Regional Medical Campus on the Mainland U.S. – A Replicable Model for the Country
Faculty Physician Advisory Council, Latino Medical Student Assoc.
This project will conduct a feasibility study to establish the first bicultural, bilingual regional medical campus on the mainland US, anchored at a LCME-accredited medical school in Puerto Rico. A regional medical campus situated in a high-density, bilingual LHS+ community will address a gap in medical care for this growing population, increase the number of medical students with advanced medical Spanish competence and cultural awareness, and reduce healthcare disparities faced by the LHS+ community due to language barriers and structural factors.
Principal Investigator: John Paul Sanchez, MD, MPH; JP Sanchez MD, MPH Executive Director, LMSA National Inc.