Kathleen Becker serves as a clinical associate 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.
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 (12)
Social Determinants of Health
Nurse Practitioner Education
Collaborative Nursing Practice
Health and Wellness
Healthcare for Vulnerable Populations
Nursing Science Education
Health Care for Homeless Populations
Doctor of Nursing Practice Education
Industry Expertise (6)
Health Care - Services
Health and Wellness
Health Care - Providers
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
Diversity Recognition Award for Enhancing Diversity in the Doctorate of Nursing Practice Program (professional)
Johns Hopkins Institutions Diversity Leadership Council.
Guiding Initiative for Doctoral Education (GuIDE) Founders: Dottie Becraft, Kathleen Becker, Marie Brown, Ayzha Corbett, Hayley Mark, Laura Taylor
Maryland House of Delegates House Resolution #735 Recognition for Contribution to the Community in Addressing Viral Hepatitis (professional)
Recognition for Contribution to the Community in Addressing Viral Hepatitis.
Hepatitis Hero Maryland Hepatitis Coalition (professional)
2011 Hepatitis Hero e Maryland Hepatitis Coalition
- 2018-2020 Appointment to the Doctoral Education Conference Subcommittee, American Association Colleges of Nursing
- Workshop Leader
- Author Appearance
- Corporate Training
Research, Publications & Presentations (5)
Social Determinants of Health: The Intersection of Social Work and Nurse Practitioner Education.
Becker, K., Granger, T., Goodman, K. & Cederbaum. J.
Collaborating Across Borders VI Conference. Banff, Canada. Presentation.
The Interprofessional Shared Clinical Experiences Program.
Becker, K., Crowe, T., Linn, A., Schram, A., Hanyok, L., Hayashi, J., Culhane, N., Teague, P. & Walton-Moss, B.
Collaborating Across Borders VI Conference. Banff, Canada. Poster.
Nurse Practitioner Student Clinical Practice Experience: A Closer look at the Intensity, Duration and Frequency of Clinical Hours
Silbert-Flagg J, Becker K & Schramm A
American Association of Nurse Practitioners
Philadelphia, PA Poster
Interprofessional debriefing; a novel synthesis of the 3D model and systems centered therapy
Becker K, Crowe T, Walton-Moss B, Linn A, Schram A, Hanyok L, Hayashi J, Culhane N, McNelis, A, Teague, P
All Together Better Health VIII Conference Oxford, England Presentation
Evaluation of an Innovative Interprofessional Curriculum; the ISCE Program
Becker, K, Crowe T, Linn A, Schram A, Hanyok L, Hayashi J, Culhane N, McNelis, A, Teague, P. Walton-Moss, B.
STTI European Conference Utrecht, Netherlands. Presentation
Research Articles & Publications (6)
Becker KD, Johnson S, Rucker D, Finnell DS.
Dissemination of findings from evidence‐based practice is described in the American Association of the Colleges of Nursing, Doctor of Nursing Practice Essential III. Students in Doctor of Nursing Practice programmes are expected to generate deliverables (e.g., a manuscript) of evidence to improve practice or patient outcomes.
Renda, S & Becker K
The purpose of this article is to describe the evaluation and management of a patient with T2DM with severe insulin resistance who is a candidate for U-500 regular concentrated insulin. This case-based approach will highlight important considerations, describe the dosing of U-500 insulin, and review potential challenges.
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.
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.
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.
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.