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Benita Walton-Moss - USC Suzanne Dworak-Peck School of Social Work. Los Angeles, CA, US

Benita Walton-Moss Benita Walton-Moss

Clinical Associate Professor Dept. of Nursing at the School of Social Work | USC Suzanne Dworak-Peck School of Social Work


Nursing expert and practitioner, specializing in advanced health assessment across the lifespan, especially for vulnerable populations



Benita Walton-Moss Publication






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.

Education (4)

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

Family Health

Health Care Administration

Health Information Technology

Industry Expertise (5)

Program Development

Health Care - Services

Health Care - Facilities

Health and Wellness

Public Policy

Accomplishments (1)

Simulation Education Leader (professional)

2011 Awarded by the Maryland Faculty Academy for Simulation Training


Research Articles & Publications (4)

Alcohol use and the older adult woman

Journal 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.

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Effects of lifestyle intervention improve cardiovascular disease risk factor in community-based menopausal transition and early postmenopausal women in China


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.

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Community-based cardiovascular health interventions in vulnerable populations: A systematic review

Journal 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.

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The turf and baggage of nursing and medicine: Moving forward to achieve success in interprofessional education

Journal 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.

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