About

Elizabeth K. Kuzma, DNP, RN, FNP-BC, is a Clinical Associate Professor at the University of Michigan School of Nursing, serving as the Assistant Dean for APRN Academic Programs within the Department of Health Behavior and Clinical Sciences. Her professional focus is on trauma-informed care, adolescent health, gender identity and sexuality, health policy, and underserved populations. Dr. Kuzma is committed to working with vulnerable and underserved groups, particularly at-risk youth with high adverse childhood experiences (ACEs), providing holistic, trauma-informed primary care with cultural humility. She has extensive experience in nurse-managed care settings, school-based health services, local health departments, and as a faculty preceptor at the UM student-run free clinic. Her research and scholarship concentrate on adolescent health issues, integrating trauma, sexuality, and gender identity into nurse practitioner education. She actively engages in professional and policy advocacy at organizational, local, state, and federal levels, viewing public policy as a broad form of patient advocacy for health promotion and disease prevention. Dr. Kuzma has held leadership roles in national organizations such as the American Association for Nurse Practitioners and the Michigan Council of Nurse Practitioners, contributing to research, policy, and education initiatives. Her academic background includes a DNP from Wayne State University, an MSN from Michigan State University, and a BSN from Michigan State University. She has received numerous awards and honors for her contributions to nursing, health policy, and education.

Research topics

• Nursing
• Pedagogy
• Medical education
• Psychology
• Medicine

Selected publications

• It is time to strengthen school nurses’ capacity to support transgender and non-binary youth

  Evidence-Based Nursing · 2026-04-17

  article1st authorCorresponding
  PublisherDOI

• Decoding the Discomfort: A Diagnostic Challenge in Women's Vulvar Health

  The Journal for Nurse Practitioners · 2025-04-19

  articleSenior author
  PublisherDOI

• Fostering Patient-Centered Trauma-Informed Care: Insights From a First-time Pelvic Examination

  The Journal for Nurse Practitioners · 2025-08-27

  articleOpen accessSenior author

  <h2>Abstract</h2> In this case, a 25-year-old woman presents for an annual wellness visit and her first pelvic examination for cervical cancer screening. During the visit she appears increasingly uncomfortable and anxious. Her body language suggests hesitancy about the pelvic examination. This case highlights the importance of collecting a comprehensive health history and for nurse practitioners (NPs) to recognize even subtle changes in a patient's demeanor. NPs need to be prepared to provide patient-centered trauma-informed care using shared decision-making to effectively manage such situations while being sensitive to the needs of individual patients.

  PublisherOA PDFDOI

• Rethinking clinical guidance: the imperative for evidence-based and inclusive practices in managing gender dysphoria in youth

  Evidence-Based Nursing · 2025-01-03

  article1st authorCorresponding
  PublisherDOI

• Evaluating an interprofessional curriculum: Educational strategies for addressing opioid use disorder

  Journal of the American Association of Nurse Practitioners · 2025-12-04

  article

  ABSTRACT: Patients with opioid use disorder (OUD) represent a complex population that benefits from interprofessional care. Educating future providers of medications for OUD (MOUD) regarding the benefits of interprofessional care provides an opportunity to improve patient outcomes. We describe the delivery and impact of a 3.5-hour interprofessional education (IPE) OUD case-based workshop for nurse practitioner (NP), physician assistant, medical, and social work students related to MOUD knowledge, confidence in treating OUD, and attitude toward MOUD. In 2024, 231 students from four disciplines attended the workshop, with 170 completing pre- and postsurveys (73.6% response rate) of knowledge, confidence, and attitudes toward OUD. Paired sample t -tests and Wilcoxon signed-rank tests (with adjusted p values) showed significant improvements in all measured domains. Free-response feedback was positive, with requests to broaden participation to include pharmacy students and persons in recovery. Findings indicate that students benefit from IPE workshop delivery, leading to improvements in their role on IPE teams and increased confidence treating OUD. This study underscores the critical role of NP students in interprofessional learning environments, particularly in treating complex conditions such as OUD. Early IPE prepares NP students to lead and thrive in real-world settings, where teamwork is essential in delivering high-quality care for OUD patients.

  PublisherDOI

• Cultivating Nurse Leaders: Integrating Policy Analysis Projects in Doctor of Nursing Practice Programmes

  Journal of Advanced Nursing · 2025-06-26 · 1 citations

  articleOpen access1st authorCorresponding

  AIM: To present the process of establishing a Doctor of Nursing Practice (DNP) policy analysis project option at one nursing school, offering examples of diverse student and graduate analyses to guide other institutions. BACKGROUND: Nurses are skilled patient advocates, and their advocacy forms a crucial foundation for influencing health policy. This, in turn, enhances population health and addresses health disparities, particularly for vulnerable groups. DNP students are educated to use innovative methods to integrate current evidence to inform practice and policy, yet some nursing schools lack resources to support comprehensive DNP policy analysis projects. METHODS: The article presents a case example of how one institution developed a pathway and instructional support to formally offer DNP students the option to perform a DNP policy analysis project. DISCUSSION: Essential elements to support students' successful completion of a DNP policy analysis project include adequate faculty expertise in health policy and a structured institutional framework. Residency activities must deepen a student's understanding and knowledge about policy and the health problem trying to be solved with policy. Clear documentation of these unique residency activities is crucial. There is a strong emphasis on the need for clear communication and guidance between programme faculty, programme mentors and students. DNP policy analysis projects enrich students' knowledge, skills and networks, fostering future policy leaders and facilitating collaboration with clinical experts across diverse research fields. CONCLUSION: Nurturing DNP students completing policy analysis projects is vital for translating evidence into practice, developing future nurse policy leaders and ensuring health equity and access to quality healthcare. IMPLICATIONS FOR THE PROFESSION AND PATIENT CARE: DNP policy projects can positively influence nursing practice and policy. Expanding upon previous DNP students' policy analysis projects also provides a unique opportunity to build and broaden nursing's impact on policy development.

  PublisherOA PDFDOI

• Transgender and non-binary adolescents assert individualised treatment goals for gender affirmation

  Evidence-Based Nursing · 2024-03-15

  article1st authorCorresponding
  PublisherDOI

• Equity and inclusivity in the faculty ranks: Our experience with a clinical track

  Journal of Professional Nursing · 2024-03-21

  article1st authorCorresponding
  PublisherDOI

• Gender diversity in nursing: time to erode the social fallacy of gender norms to create an inclusive nursing workforce

  Evidence-Based Nursing · 2024-01-29 · 2 citations

  article1st authorCorresponding
  PublisherDOI

• Evaluating an intervention of telehealth education and simulation for advanced practice registered nurse students: A single group comparison study

  Nursing Open · 2023 · 11 citations

  Senior authorCorresponding
  • Nursing
  • Medicine
  • Medical education

  As healthcare delivery continues to evolve and expand, nurse educators must prepare advanced practice registered nursing (APRN) students to use telehealth technology safely, effectively, and confidently. The aims of this study were to describe APRN students' beliefs and confidence regarding the delivery of care via telehealth in their future practice. To evaluate these aims, a single group comparison study was conducted. APRN students received an intervention comprised of multimodal telehealth instruction, which involved the simulated application of telehealth with standardized patients. Students' beliefs regarding telehealth did not significantly change between the pre- and post-intervention, in which all areas were rated high pre-intervention. Students reported an increase in their perception and confidence post-intervention. Integration of telehealth into the APRN curriculum is essential to instil knowledge and confidence as healthcare technology advances.

  PublisherOA PDFDOI

Frequent coauthors

• Beth Ammerman

  University of Michigan–Ann Arbor

  6 shared

• Lindsay M. Cannon

  University of Wisconsin–Madison

  6 shared

• Elizabeth M. Coolidge

  Arbor Research Collaborative for Health

  6 shared

• Michelle Pardee

  University of Michigan–Ann Arbor

  6 shared

• Cynthia S. Darling‐Fisher

  University of Michigan–Ann Arbor

  5 shared

• Emily Chapin

  5 shared

• Courtney Buckley

  Chelsea Hospital

  5 shared

• Charles Yingling

  University of Michigan–Ann Arbor

  4 shared

Labs

• Elizabeth K. KuzmaPI

Education

• DNP, College of Nursing

  Wayne State University

  2014

• MSN/FNP, Nursing

  Michigan State University

  2008

• BSN, Nursing

  Michigan State University

  2003

Awards & honors

• Center for Health and Research Transformation (CHRT) Health…
• MICNP Nurse Practitioner Scholar of the Year Award, 2022
• AACN Faculty Policy Intensive Fellowship, 2017
• AANP DNP Student Scholarship, 2014
• AANP State Award of Excellence, 2012