Awards Presented for Poster Presentations at Transform 2021

At AACN’s Transform 2021 conference held December 2-4 in Dallas, TX, the following individuals were cited for outstanding poster presentations. The winners were chosen by a peer-review process conducted by scholars across practice and research at both entry and advanced-level programs.  This excellence in scholarship program was launched in 2018 to recognize and highlight the accomplishments of AACN member school faculty. 

First Place Award for Outstanding Poster Presentation 

Jacquelyn Svoboda and Elizabeth Martin

Primary Author: Jacquelyn Svoboda, DNP, RN, WHNP-C 
Co-Author: Elizabeth Martin, DNP, RN, WHNP-C 
Navigating Obstetrics Through an Innovative Escape Challenge 
University of Texas Medical Branch Galveston 
Submission Category: Quality Improvement/Evidence-Based Practice Project 

First Place Award for Outstanding Poster Presentation 

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Primary Author: Lisa Brophy, EdD, RN, MSBA, CNE 
Co-Authors: Tara Serwetnyk, EdD, RN, NPD-BC 
Erin Baylor, DNP, RN, PNP-BC, ONP 
Bridging the Gap: How a Multi-Modal Approach to Teaching Population Health Changed the Student Perspective of Poverty 
University of Rochester School of Nursing 
Submission Category: Research 

Honorable Mention for Outstanding Poster Presentation 

Rachel Simmons

Rachel Simmons, PhD, DNP, APRN, WHNP-BC, ANP-BC, IBCLC, MSN 
Diversity, Equity, and Inclusion in Breastfeeding Education: Including Historically Black Colleges and Universities (HBCUs), Nurse Educator Perspectives 
Southwest Orlando Family Medicine/University of Cincinnati 
Submission Category: Research 

Honorable Mention for Outstanding Poster Presentation 

Sheba Luke and Elizabeth Petitt

Primary Author: Sheba A. Luke, DNP, APRN, FNP-C, NEA-BC 
Co-Authors: Elizabeth Petitt, DNP, APRN, FNP-C, CNE, DCNP 
Josie Tombrella, DNP, APRN, AGPCNP 
Erin McGoff, DProf, MSc, PGCE, SFHE 
Virtual Evaluation of Clinical Competence in Nurse Practitioner Students 
University of Texas Medical Branch 
Submission Category: Quality Improvement/Evidence-Based Practice Project