Dr. CHINAZO ECHEZONA-JOHNSON
CHINAZO ECHEZONA-JOHNSON, DNP, Ed.D, LL.B, MSN, PCC, CNE, CNEcl, NPD-BC, RNC-MNN is an innovative educator devoted to nursing education and learning. Dr. Echezona-Johnson has extensive experience as a professional advanced registered nurse and higher education teacher. Dr. Echezona-Johnson is an accomplished nursing professor with a comprehensive blend of hands-on professional and academic nursing experiences. She is a Certified Maternal-Child healthcare professional.
Dr. Echezona-Johnson was the Vice President of Nursing at Services for the UnderServed, a non-profit social service agency in New York City. She is also a Home Care Consultant at the Visiting Nurse Service of New York and an adjunct Nursing Faculty. Dr. Echezona-Johnson obtained her Doctorate in Education from Walden University. Her doctoral dissertation is entitled “Equitable Obstetrical Care for the Lesbian, Gay, Bisexual, and Transgender Community.” Dr. Echezona-Johnson is an avid writer and has written several articles. She recently published an academic nursing article in the Nursing journal entitled “Support of LGBTQ+ People with Intellectual and Developmental Disabilities in Group Homes.”
Dr. Echezona-Johnson is a member of The National League of Nursing, The NYS ID/DD Nurses Association; the Golden Key Honor Society; Sigma Theta Tau International; Kappa Delta Pi; the National League of Nursing, and the American Nurses Association. Dr. Echezona-Johnson’s research interests include Maternal-Child Health issues, Intellectual and Developmentally Disability, Nursing, Professional Development, Adult Education and Learning, Cultural Studies, and Critical Theory.
Dr. Echezona-Johnson obtained her Master’s and Bachelor’s degrees from the City University of New York, Herbert H. Lehman College. She also received a Postgraduate degree in Population Care Coordination from Duke University, a Doctorate in Adult Education and Higher Learning from Walden University, a Law degree with Honors from Wolverhampton, England, and a Doctorate in Nursing Practice from Touro University, Nevada. Currently, Dr. Johnson is a full-time online healthcare professor and consultant.
Address: Riverdale, New York, United States
Dr. Echezona-Johnson was the Vice President of Nursing at Services for the UnderServed, a non-profit social service agency in New York City. She is also a Home Care Consultant at the Visiting Nurse Service of New York and an adjunct Nursing Faculty. Dr. Echezona-Johnson obtained her Doctorate in Education from Walden University. Her doctoral dissertation is entitled “Equitable Obstetrical Care for the Lesbian, Gay, Bisexual, and Transgender Community.” Dr. Echezona-Johnson is an avid writer and has written several articles. She recently published an academic nursing article in the Nursing journal entitled “Support of LGBTQ+ People with Intellectual and Developmental Disabilities in Group Homes.”
Dr. Echezona-Johnson is a member of The National League of Nursing, The NYS ID/DD Nurses Association; the Golden Key Honor Society; Sigma Theta Tau International; Kappa Delta Pi; the National League of Nursing, and the American Nurses Association. Dr. Echezona-Johnson’s research interests include Maternal-Child Health issues, Intellectual and Developmentally Disability, Nursing, Professional Development, Adult Education and Learning, Cultural Studies, and Critical Theory.
Dr. Echezona-Johnson obtained her Master’s and Bachelor’s degrees from the City University of New York, Herbert H. Lehman College. She also received a Postgraduate degree in Population Care Coordination from Duke University, a Doctorate in Adult Education and Higher Learning from Walden University, a Law degree with Honors from Wolverhampton, England, and a Doctorate in Nursing Practice from Touro University, Nevada. Currently, Dr. Johnson is a full-time online healthcare professor and consultant.
Address: Riverdale, New York, United States
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Papers by Dr. CHINAZO ECHEZONA-JOHNSON
Abstract
AIM
The purpose of the study was to examine how the lesbian, gay, bisexual, and transgender community (LGBT) population is represented and portrayed in mainstream obstetrical nursing courses, curricula, textbook, and syllabi.
BACKGROUND
Researchers have indicated that LGBT patients are often dissatisfied with their health care experiences because of the limited training received by nursing professionals.
METHOD
This study employed a qualitative, intrinsic case study research method. Qualitative data were collected via document reviews and unstructured interviews with open-ended questions. The data were analyzed by theme analysis and constant comparison.
RESULTS
Data analysis indicated that nurse faculty are not knowledgeable about LGBT obstetrical health issues and how to incorporate LGBT issues into the curriculum.
CONCLUSION
There is a critical need for faculty development on how to infuse information on LGBT content in obstetrics curricula.
Trends in Developmental Disability Nursing show that there are increases in reportable medication errors to internal regulatory departments responsible for risk management of different agencies such as Quality Assurance/ Performance Improvement (QA/PI) departments. Occasionally, these agencies report serious medication errors to the Justice Center, the regulatory and standards enforcement division of Office of the People with Developmental Delay (OPWDD). The Quality Assurance/Performance improvement departments of these ID/DD-Agencies investigate and archive all medication errors notwithstanding the severity of the error.
BACKGROUND: Researchers have indicated that LGBT patients are often dissatisfied with their health care experiences because of the limited training received by nursing professionals.
METHOD: This study employed a qualitative, intrinsic case study research method. Qualitative data were collected via document reviews and unstructured interviews with open-ended questions. The data were analyzed by theme analysis and constant comparison.
RESULTS: Data analysis indicated that nurse faculty are not knowledgeable about LGBT obstetrical health issues and how to incorporate LGBT issues into the curriculum.
CONCLUSION: There is a critical need for faculty development on how to infuse information on LGBT content in obstetrics curricula
Abstract
AIM
The purpose of the study was to examine how the lesbian, gay, bisexual, and transgender community (LGBT) population is represented and portrayed in mainstream obstetrical nursing courses, curricula, textbook, and syllabi.
BACKGROUND
Researchers have indicated that LGBT patients are often dissatisfied with their health care experiences because of the limited training received by nursing professionals.
METHOD
This study employed a qualitative, intrinsic case study research method. Qualitative data were collected via document reviews and unstructured interviews with open-ended questions. The data were analyzed by theme analysis and constant comparison.
RESULTS
Data analysis indicated that nurse faculty are not knowledgeable about LGBT obstetrical health issues and how to incorporate LGBT issues into the curriculum.
CONCLUSION
There is a critical need for faculty development on how to infuse information on LGBT content in obstetrics curricula.
Trends in Developmental Disability Nursing show that there are increases in reportable medication errors to internal regulatory departments responsible for risk management of different agencies such as Quality Assurance/ Performance Improvement (QA/PI) departments. Occasionally, these agencies report serious medication errors to the Justice Center, the regulatory and standards enforcement division of Office of the People with Developmental Delay (OPWDD). The Quality Assurance/Performance improvement departments of these ID/DD-Agencies investigate and archive all medication errors notwithstanding the severity of the error.
BACKGROUND: Researchers have indicated that LGBT patients are often dissatisfied with their health care experiences because of the limited training received by nursing professionals.
METHOD: This study employed a qualitative, intrinsic case study research method. Qualitative data were collected via document reviews and unstructured interviews with open-ended questions. The data were analyzed by theme analysis and constant comparison.
RESULTS: Data analysis indicated that nurse faculty are not knowledgeable about LGBT obstetrical health issues and how to incorporate LGBT issues into the curriculum.
CONCLUSION: There is a critical need for faculty development on how to infuse information on LGBT content in obstetrics curricula
1. Introduce LGBT terminology, explain how LGBT identity can affect health, and focus on the unique obstetric health issues facing the LGBT community.
2. Strive to empower obstetric faculty members to proactively incorporate LGBT health issues into the didactic and clinical obstetric curriculum by providing innovative instructional designs.
3. Assist faculty members to effectively prepare obstetric nursing students through the development of core competencies facilitating their proper care of the LGBT population within the obstetrical setting.
Mechanisms of labor - physiological changes in positioning that take place during normal vaginal delivery.
Cardinal movements in labor - the changes in the position of the fetal head during its passage through the birth canal.
Providing perineal care can be uncomfortable and
embarrassing for practitioners and for the patient.
It is vital to maintain a professional, straightforward
attitude and to always protect the patient’s privacy
during this procedure. Frequent Perineal care
prevents skin breakdown, infection, and odor.
Maintain standard precautions.
• Ensure that deficiencies do not occur during the critical first weeks of pregnancy
•The nurse explains the value of eating well-balanced meals