About

Beth A Ammerman is a Clinical Associate Professor at the University of Michigan School of Nursing, leading the Department of Health Behavior and Clinical Sciences within the Clinical Associate Professor role. She is a Family Nurse Practitioner with extensive clinical experience in family practice, providing health promotion, illness prevention, injury care, and treatment of acute and chronic illnesses across all age groups. Her scholarship focuses on translating clinical research and addressing policy issues related to the health and well-being of primary care patients. Beth Ammerman’s research includes advancing health equity by assessing social determinants of health in advanced health assessment and exploring innovative approaches such as human simulation in healthcare education. She is actively involved in teaching graduate nursing students, guiding RN to APRN role transition, evaluating students in clinical settings, and precepting students in her family practice office. Her educational background includes a DNP and MSN from Michigan State University, and a BSN from Michigan State University. Her contributions to nursing encompass both clinical practice and academic scholarship aimed at improving patient outcomes and nursing education.

Research topics

• Medicine
• Psychology
• Political Science
• Nursing
• Medical education
• Computer Science
• Family medicine
• Pedagogy
• Medical emergency

Selected publications

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

  The Journal for Nurse Practitioners · 2025-04-19

  article
  PublisherDOI

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

  The Journal for Nurse Practitioners · 2025-08-27

  articleOpen access

  <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

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

  Journal of Professional Nursing · 2024-03-21

  article
  PublisherDOI

• Using digital communication tools to improve interprofessional collaboration and satisfaction in a student-run free clinic

  Journal of the American Association of Nurse Practitioners · 2024-07-23 · 3 citations

  article

  BACKGROUND: Interprofessional collaboration can improve the quality of care in complex health conditions often seen in underserved populations. Communication is key to effective collaboration, and digital communication tools can enhance information sharing, collaboration, and satisfaction between professionals, especially when teams are distanced. LOCAL PROBLEM: In a semirural student-run free clinic that provides care to uninsured and underinsured patients with multifaceted health issues, there is a gap in communication and collaboration across interprofessional teams because of the frequent rotation of various staff, part-time hours, and electronic health record (EHR) function and interoperability limitations. METHODS: The aim of this nurse practitioner-led quality improvement project was to determine whether implementing digital communication tools could enhance communication and improve provider collaboration and satisfaction during clinical decision-making among the several interprofessional teams at the student-run free clinic. INTERVENTIONS: Digital communication tools were implemented in a two-part intervention: (1) virtual case conferences to discuss patient care plans and (2) an EHR-linked tool to document the care plans. RESULTS: Survey evaluation across six virtual case conferences found above-average ratings for collaboration, satisfaction, and usability of the EHR-linked tool. There was a 15.78% improvement in global collaboration from the first to third conference, with a sustained improvement of 11.49%. Satisfaction improved by 4.62% from the first to the fourth conference. CONCLUSION: Digital communication tools can facilitate efficient communication and collaboration among staff while providing a more streamlined approach to patient care. These technologies can be useful in similar settings, especially when teams are distanced.

  PublisherDOI

• Re-envisioning Youth Sexual Health Care: Supporting Sex Positivity in a Digital World

  Journal of Pediatric Health Care · 2023-12-12 · 6 citations

  review
  PublisherDOI

• Moving Toward Equity and Transparency in NP Faculty Workload

  Nurse Educator · 2023 · 3 citations

  Senior authorCorresponding
  • Computer Science
  • Political Science
  • Medical education

  BACKGROUND: Nurse practitioner (NP) programs rely on a highly educated and experienced faculty to deliver the curriculum. Full-time NP faculty are expected to be doctorally prepared, with responsibilities for instruction, an active clinical practice, scholarship, and service. PROBLEM: Although the majority of faculty workload comes from effort in instruction, there is significant variability in how faculty workload is assigned. Absent a national model, schools of nursing are challenged to develop workload models for NP faculty to allocate effort for the full scope of work that NP faculty are expected to perform to meet requirements for academic credentialing bodies, licensure, and academic promotion. APPROACH: This article examines current practices in NP workload allocation and explores ways to allocate effort to the domains of work integral to NP education. CONCLUSION: NP faculty workload models should align with academic promotion expectations to encourage equity and transparency.

  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

  • 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

• The Well-Woman Visit

  Advances in Family Practice Nursing · 2022-05-01

  article1st authorCorresponding
  PublisherDOI

• Unintentional Weight Loss and Bilirubinuria in an Adolescent Female

  The Journal for Nurse Practitioners · 2022-09-01

  articleSenior author
  PublisherDOI

• Older Adults and Driving Cessation

  Advances in Family Practice Nursing · 2021-04-24

  article1st authorCorresponding
  PublisherDOI

Frequent coauthors

• Charles Yingling

  University of Michigan–Ann Arbor

  10 shared

• Shannon Idzik

  University of Maryland, Baltimore

  9 shared

• Mary Beth Bigley

  American Association of Nurse Practitioners

  9 shared

• Bridgitte Gourley

  University of Maryland, Baltimore

  9 shared

• Elizabeth K. Kuzma

  University of Michigan–Ann Arbor

  6 shared

• Heather Jones

  University of Michigan–Ann Arbor

  5 shared

• Jessica Baird

  2 shared

• April Bigelow

  2 shared

Education

• BSN, MSN, DNP , College of Nursing

  Michigan State University

Awards & honors

• Whitaker Grant recipient (2022)
• Whitaker Grant recipient (2019)