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Kathleen Becker - USC Suzanne Dworak-Peck School of Social Work. Los Angeles, CA, US

Kathleen Becker Kathleen Becker

Clinical Associate Professor Department of Nursing Social Work | USC Suzanne Dworak-Peck School of Social Work


Nursing expert, focusing on community-public health


Kathleen Becker serves as a clinical assistant professor in the Department of Nursing. Prior to joining USC, she was an assistant professor in the Department of Community-Public Health at Johns Hopkins University School of Nursing.

A nurse practitioner, she has provided primary care to homeless people and underserved patients in Baltimore, Maryland, for the past 30 years. She has worked in high-functioning teams, providing integrated, person-centered care to the homeless population at Health Care for the Homeless and to inner-city elders through the Community Aging in Place—Advancing Better Living for Elders program.

She is a fellow of the National Academies of Practice and a member of the Nurse Practitioner Association of Maryland and the National Organization of Nurse Practitioner Faculties. Previously, she served as a commissioner for the Maryland Statewide Advisory Commission on Immunizations.

Becker received her doctorate in nursing practice from Chatham University, and master’s and bachelor’s degrees in nursing from the University of Maryland, Baltimore.

Education (3)

Chatham University: DNP, Nursing Practice 2010

University of Maryland at Baltimore: MS, Adult Nurse Practitioner 1983

g University of Maryland at Baltimore: BS, Nursing 1977

Areas of Expertise (2)

Immunization Healthcare for Vulnerable Populations

Industry Expertise (9)

Public Policy Mental Health Care Medical Devices Health Care - Providers Health and Wellness Health Care - Facilities Health Care - Services Medical Equipment / Supplies / Distribution Program Development

Accomplishments (2)

Interdisciplinary Group Recognition Award, Interdisciplinary Shared Clinical Experiences Team


Awarded by the National Academies of Practice

Distinguished Practitioner and Fellow (professional)

Awarded by the National Academies of Practice


Articles & Publications (4)

Interprofessional debriefing: A novel synthesis of the 3D model and systems-centered therapy. Journal of Interprofessional Education & Practice


Interprofessional education (IPE) is emerging as an important mode of health professionals' education. Defined as learners from “two or more professions learning with, from, and about each other to improve collaboration and quality of care,” IPE integrates understanding of different health care providers' roles and educational cultures with clinical care experiences. Debriefing, or facilitated reflection and discussion of these experiences, can develop learners' critical thinking, problem-solving, and interpersonal skills, potentially establishing a foundation for lifelong learning and effective interprofessional, collaborative practice. This article describes an interprofessional model of debriefing adapted from Zigmont's “3D” debriefing model with additional concepts and theory from the “System-Centered Therapy” framework of Yvonne Agazarian. A description of the model, its application to small group and simulated learning encounters, and faculty evaluation (n = 26) of the model will be described.

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Associations among pain, depression and functional limitation in low-income, home-dwelling older adults: An analysis of baseline data from CAPABLE. Geriatric Nursing


A complex relationship exists between pain, depression, and functional limitation. These conditions, which substantially impact health care spending and quality of life, remain under-addressed in the current system of health care delivery, particularly among low-income and minority populations. This analysis uses baseline assessment data from CAPABLE, an ongoing randomized controlled trial (RCT), to examine associations between pain, depression, and functional limitation among a sample of low-income, community-dwelling elders with functional limitations. Linear regression revealed close associations between depression, pain, and activity of daily living (ADL) limitation. Mediation analyses indicated that depression fully mediated the relationship between pain intensity and functional limitation and partially mediated the relationship between pain interference and depression. Past research has shown that these conditions may be easily identified using validated assessment tools and effectively addressed through the introduction of interdisciplinary interventions. Several recommendations are presented for clinicians and health care organizations.

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Nurse-led interventions for high blood pressure control: Implications for noncommunicable disease programs in Uganda International Journal of Africa Nursing Sciences,


The aim of the integrative review was to assemble the best available evidence for effective nurse-led care interventions for high blood pressure control (HBP) and, then seeks to identify effective evidence based strategies for adaptability in non-communicable disease programs in Uganda.

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An evaluation of a worksite diabetes education program for employees with diabetes at a large academic medical center Workplace Health and Safety,


Evidence suggests that diabetes education can be delivered at the worksite to better support employees' diabetes self-management and improve productivity and health care costs. This study was conducted to address the feasibility of a diabetes worksite education program for employees at a large urban academic health care institution. The diabetes education program was delivered in the diabetes center at the institution, a resource that was previously underutilized by employees. Through collaboration with groups in the institution, 20 employees of diverse ethnicity participated in the worksite diabetes education program with positive outcomes: improved glycemic control measured (HbA1c), attainment of self-management goals, and satisfaction with the program. Work absences trended downward, but numbers of hospitalizations and emergency department visits were unchanged in the 3 months following education. Recommendations include replication of the study with more employee participation and program evaluation over a longer period of time to continue assessment of employees' educational needs.

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