The future of nursing is here.
Kelly Foltz-Ramos, PhD, RN, FNP-BC, CHSE-A
Director of Simulation & Innovation; Assistant Professor
ADDRESS:
School of Nursing
University at Buffalo
211 Wende Hall
Buffalo, NY 14214-3079
PHONE: 716-829-3216
EMAIL: foltz@buffalo.edu
- PhD, Curriculum, Instruction and the Science of Learning, University at Buffalo, Graduate School of Education
- MS, Family Health Nurse Practitioner, University at Buffalo
- BS, Nursing, Daemen College
- BS, Health Information Management, Ithaca College
- Developing teamwork and communication through interprofessional education
- Using educational technology to promote health literacy and health communication
- Improving sleep in cancer survivors
- Designing strategies to mitigate medical misinformation
- NSG 348 Evidence-Based Practice & Nursing Research
- NUS 708 Research Practicum
Fusco, N. M., Foltz-Ramos, K., Kruger, J. S., Vargovich, A. M., & Prescott, W. A. (2024). Mitigating misinformation toolkit: Online simulation and standardized patient cases for interprofessional students to address vaccine hesitancy and misinformation. MedEdPORTAL, 20, 11459. https://doi.org/10.15766/mep_2374-8265.11459
Nye, C., Livingston, J., Foltz-Ramos, K., & Hequembourg, A. (2024). Undergraduate nursing faculty knowledge, beliefs, and experiences with teaching LGBTQ+ content: A scoping review. Journal of Professional Nursing, 54, 205-215. https://doi.org/10.1016/j.profnurs.2024.07.010
Rogers, B., Killam, L., Lockhart, R., Foltz-Ramos, K., Luctkar-Flude, M., Campbell, S., Tyerman, J., Ehmke, M., & Franklin, A. (2024). Prioritizing simulation facilitators’ competencies for professional development using Q-methodology. Clinical Simulation in Nursing, 90, 101527. https://doi.org/10.1016/j.ecns.2024.101527
Foltz-Ramos, K., Dickerson, S. S., Oyer, C. A., Fabry, D., & Dean, G. E. (2024). Educating nurses in sleep screening, brief intervention, and referral for treatment. The Journal of Continuing Education in Nursing, 1–6. Advance online publication. https://doi.org/10.3928/00220124-20240426-03
Kruger, J., Kim, I., Foltz-Ramos, K., & Ohtake, P. (in press). Utilizing an ecomap to visualize the impact of social determinants of health in an interprofessional forum. Journal of Allied Health, 53(1), 61E-66E. https://www.ingentaconnect.com/contentone/asahp/jah/2024/00000053/00000001/art00019
Weinschreider, J., Tenzek, K., Foltz-Ramos, K., Jungquist, C., & Livingston, J. (2024). Electronic health record competency in graduate nurses: A grounded theory study. Nursing Education Today, 132. https://doi.org/10.1016/j.nedt.2023.105987
Southwell, B. G., Anderson, A., Berry, A., Weems, K., Howley, L., Pelin, C., Vasser, M., Cassara, M., Petrizzo, M. C., Ginzburg, S., McLeod-Sordjan, R., Weiner, J., Morales, L., Saunders, M., R. L., Vargovich, A. M., Fusco, N. M., Foltz-Ramos, K., Kruger, J., Prescott, W., . . . & Arora, V. (2023). Equipping health professions educators to better address medical misinformation [White paper]. RTI Press. https://www.rti.org/rti-press-publication/equipping-health-professions-educators-better-address-medical-misinformation/fulltext.pdf
Fusco, N. Foltz-Ramos, K., Kruger, J., Vargovich, A., & Prescott, W. (2023). Interprofessional simulation to prepare students to address medical misinformation and vaccine hesitancy. Journal of Interprofessional Education & Practice, 32 (100644). https://doi.org/10.1016/j.xjep.2023.100644
Fusco, N.M., Foltz-Ramos, K., Zhao, Y. & Ohtake, P. (2023). Virtual escape room paired with simulation improves students’ readiness to function in teams. Currents in Pharmacy Teaching and Learning, 15(3), 311-318. https://doi.org/10.1016/j.cptl.2023.03.011
Foltz-Ramos, K. (2023). Experiential education about patient death designed for undergraduate nursing students. Nursing Education Perspectives. https://doi.org/10.1097/01.NEP.0000000000001105
Fusco, N.M., Foltz-Ramos, K., Ohtake, P. & Mann, C. (2022). Interprofessional simulation learning game increases socialization and teamwork among students of health professions programs. Nurse Educator. https://doi.org/10.1097/NNE.0000000000001341
Fusco, N.M., Foltz-Ramos, K., & Ohtake, P. (2022). Interprofessional escape room improves knowledge and collaboration among health professions students. American Journal of Pharmaceutical Education, 86(1). https://doi.org/10.5688/ajpe8823
Foltz-Ramos, K., Paige, J., & Fusco, N. (2022). Patient X: Designing an escape room for interprofessional education. Journal of Interprofessional Care. https://doi.org/10.1080/13561820.2021.1874316
Fusco, N. M., Foltz-Ramos, K., & Ohtake, P. J. (2021). Interprofessional escape room improves knowledge and collaboration among nursing, pharmacy and physical therapy students. American Journal of Pharmaceutical Education. Advance online publication. doi:10.5688/ajpe8823
Fusco, N. M., & Foltz-Ramos, K. (2020). Impact of pharmacy student observation versus active participation in an interprofessional simulation. American Journal of Pharmaceutical Education, 84(1), 7492. https://doi.org/10.5688/ajpe7492
Doloresco, F., Maerten-Rivera, J., Zhao, Y., Foltz-Ramos, K., & Fusco N. M. (2019). Pharmacy students' standardized self-assessment of interprofessional skills during an objective structured clinical examination. American Journal of Pharmaceutical Education, 83(10), 7439. https://doi.org/10.5688/ajpe7439
Fusco, N. M., & Foltz-Ramos, K. (2018). Measuring changes in pharmacy and nursing students’ perceptions following an interprofessional high fidelity simulation experience. Journal of Interprofessional Care, 32(5), 648-652. https://doi.org/10.1080/13561820.2018.1496073
Bae, S., Farasat, A., Nikolaev, A., Seo, J. Y., Foltz-Ramos, K., Fabry, D., & Castner, J. (2017). Nursing teams: Behind the charts. Journal of Nursing Management, 25(5), 354-365. doi:10.1111/jonm.12473
Scherer, Y. K., Foltz-Ramos, K., Fabry, D., & Chao, Y. Y. (2016). Evaluating simulation methodologies to determine best strategies to maximize student learning. Journal of Professional Nursing, 32(5), 349-57. https://doi.org/10.1016/j.profnurs.2016.01.003
Castner, J., Ceravolo, D., Foltz-Ramos, K., & Wu, Y.W. (2013). Nursing control over practice and teamwork. The Online Journal of Issues in Nursing, 18(2), 3.
Castner, J., Foltz-Ramos, K., Schwartz, D., & Ceravolo, D. (2012). A leadership challenge: Staff nurse perceptions after an organizational TeamSTEPPS® initiative. Journal of Nursing Administration, 42(10), 467-472.
Ceravolo, D., Schwartz, D.G., Foltz-Ramos, K., & Castner, J. (2012). Strengthening communication to overcome lateral violence. Journal of Nursing Management, 20(5), 599-606.
Beehler, G.P., Finnell, D.S., Foltz, K., & Edward, D.(2010). Patient exit interviews for assessing fidelity to the VA VISN 2 Integrated Primary Care Model: Results of a feasibility study. Journal of Interprofessional Care, 24(3), 323-326.
- Nurse of Distinction in Education, Buffalo News and WNY Professional Nurse’s Association, 2022
- Interprofessional Group Recognition Award as member of UB IPE Leadership Team, National Academies of Practice, 2022
- Selected for Sigma Theta Tau International Virtual Writing Academy, 2020
- Selected for AACN Apple Digital Innovation Bootcamp, 2020
- International Nursing Association for Clinical Simulation and Learning (INACSL) Research Fellowship, 2018-2019
- Mecca S. Cranley Dean's Award for Excellence in Teaching, 2018
- SUNY Tools of Engagement Phase 2 Fellowship, 2013-2014
- 1st Place – Most Pedagogically Intriguing Use of Educational Technology, SUNY Tools of Engagement Project, 2013
- District 1 Kaleida Health Nurse of Distinction, New York State Nurses Association, 2011
- New Nurse Educator of the Year Award, Kaleida Health, 2009
Current
TEACHING SOCIAL DETERMINANTS OF HEALTH THROUGH PATIENT INTERVIEW AND VIRTUAL SIMULATION
Term: 2024-2025
Role: Co-Investigator
Funding Source: Comprehensive Academic Innovation (IITG & OER)
Award Amount: $42,062.00
Rural and Underserved Education and Awareness for Community Health through Virtual Reality (REACHvr) to Enhance Nurse Education and Strengthen the Workforce
Term: 2023-2026
Role: Principal Investigator
Funding Source: HRSA Training Grant, Nurse Education, Practice, Quality and Retention (NEPQR) Simulation Education Training (SET) Program
Award Amount: $1,493,688
Evaluating the Impact of a Virtual Poverty Simulation on Learner Stigma and Empathy
Term: 2023-2024
Role: Principal Investigator
Funding Source: Canadian Alliance of Nurse Educators Using Simulation (CAN-Sim) Research and Innovation Grant for Multi-Site Study
Award Amount: $5,000
Past
Preparing Health Professions Students to Address Misinformation and Vaccine Hesitancy
Term: 2022-2023
Role: Co-Investigator
Funding Source: AACP Scholarship of Teaching and Learning
Award Amount: $4,000
Mitigating Medical Misinformation and Mistrust through Effective Team Communication Developed Using Innovative Competency-based Interprofessional Instructional Design Strategies
Term: 2022-2023
Role: Co-Investigator
Funding Source: AAMC Health Professions Education Curricular Innovations 2023 Grant Program: Kickstarting Strategies for Addressing Health Misinformation
Award Amount: $40,000
Efficacy of Virtual, Nurse-Delivered, Group BBT-I for Cancer Survivors
Term: 2022-2023
Role: Principal Investigator
Funding Source: Patricia H. Garman Behavioral Health Nursing Endowment Fund
Award Amount: $10,000
Mitigating Medical Misinformation and Mistrust through Effective Team Communication Developed Using Innovative Competency-based Interprofessional Instructional Design
Term: 2022
Role: Co-Investigator
Funding Source: AAMC Health Professions Education Curricular Innovations 2022 Grant Program: Kickstarting Strategies for Addressing Health Misinformation
Award Amount: $35,000
Saving Patient X: The impact of an interprofessional escape room on teamwork and performance in simulation
Term: 2019
Role: Principal Investigator
Funding Source: Patricia H. Garman Behavioral Health Nursing Endowment Fund
Award Amount: $9,517
Re-Aiming Nurses for Screening, Brief Intervention, and Referral (Sleep-SBIRT)
Term: 2017
Role: Co-Investigator
Funding Source: Patricia H. Garman Behavioral Health Nursing Endowment Fund
Award Amount: $9,589
Development of Interprofessional Objective Structured Clinical Examinations
Term: 2017
Role: Co-Investigator
Funding Source: CEI Seed Grant for Pedagogical Innovation
Award Amount: $10,000