Benita Walton-Moss is a clinical associate professor in the Department of Nursing, where she teaches a course on advanced health assessment across the lifespan.
Prior to joining USC, she served as director of the master’s program at Johns Hopkins University School of Social Work’s Department of Nursing. Before that, she worked as a co-track coordinator of the Family Nurse Practitioner program at Johns Hopkins School of Nursing. She has been a registered nurse for more than 35 years and a family nurse practitioner for more than 30 years. Her clinical and research interests focus on health care of vulnerable populations including women’s health and substance abuse. She is enthusiastic about community-based research.
Walton-Moss received her PhD in nursing science from the University of California, San Francisco, a master’s degree in nursing from the University of Rochester, a master’s in management and supervision from Central Michigan University, and a bachelor’s in nursing from Johns Hopkins University.
University of California, San Francisco: PhD, Nursing Science 1994
University of Rochester School of Nursing: MS, Nursing 1982
Central Michigan University: MA, Healthcare Administration 1980
Johns Hopkins University: BS, Nursing 1978
Areas of Expertise (4)
Healthcare of Vulnerable Populations
Health Care Administration
Health Information Technology
Industry Expertise (5)
Health Care - Services
Health Care - Facilities
Health and Wellness
Simulation Education Leader (professional)
2011 Awarded by the Maryland Faculty Academy for Simulation Training
Research Articles & Publications (4)
Alcohol use and the older adult womanJournal of Nurse Practitioners
2015 Annual screening for risky alcohol use is key to the prevention of alcohol-related harm in the older adult women. Along with an increase in the number of older adult women is a parallel upward trend of alcohol use. Because adverse health effects from alcohol use are greater on the older woman, it is essential that nurse practitioners have the knowledge and competency to provide early intervention using the evidenced-based Screening, Brief Intervention, and Referral to Treatment approach. The purpose of this article is to provide an overview of the Screening, Brief Intervention, and Referral to Treatment approach as it applies to the older female.
Effects of lifestyle intervention improve cardiovascular disease risk factor in community-based menopausal transition and early postmenopausal women in ChinaMenopause
2014 The aim of this study was to test the efficacy of a 12-month lifestyle intervention in improving cardiovascular disease risk factors in community-based menopausal transition and early postmenopausal women in China.
Community-based cardiovascular health interventions in vulnerable populations: A systematic reviewJournal of Cardiovascular Nursing
2014 Although cardiovascular health has been improving for many Americans, this is not true of those in "vulnerable populations." To address this growing disparity, communities and researchers have worked for decades, and as a result of their work, a growing body of literature supports the use of community engagement as a component of successful interventions. However, little literature synthesizes community-based interventions that address this disparity among a wide range of vulnerable populations.
The turf and baggage of nursing and medicine: Moving forward to achieve success in interprofessional educationJournal for Nurse Practitioners
2014 Interprofessional education has been identified as a core competency in nursing, medicine, dentistry, pharmacy, and public health. Students and trainees who learn with, from, and about one another in an interdisciplinary learning environment develop the skills necessary for team-based care. Faculty and experienced clinician preceptors are integral to this process because they develop curricula, interact with learners, and role model behaviors, yet most faculty and clinical preceptors were educated in a uniprofessional manner and bring to the table years of history and lived experiences. These turf and baggage issues are often subtle but influence our learners and invariably affect the care of the patient.