Impact in Education: Kelly Gonzales, PhD

Kelly Gonzales, PhD, will be the recipient of the Visionary Leadership in Education Award at the Impact in Education Awards March 14. The award recognizes an individual who has demonstrated the ability to skillfully establish or administer an educational initiative or role at UNMC or nationally.

• Name: Kelly Gonzales, PhD 
• Title: Associate professor, UNMC College of Nursing-Omaha Division
• Joined UNMC: August 2011 
• Hometown: Born and raised in Iowa City, Iowa. Moved to Omaha in 2006 “for just four years,” as my husband promised, and am still here 19 years later. I proudly call Omaha my home.

You are the recipient of the Visionary Leadership in Education Award, which is given for establishing or administering an educational initiative. Tell us about the benefits of the initiative you oversee. 

As a key investigator for the UNMC College of Nursing’s Health Resources and Services Administration Bureau of Health Workforce team, I secured nearly $4 million in federal funding to establish an academy aimed at expanding the nursing workforce. This multi-year initiative involves partnerships designed to increase the number of preceptors and faculty for training undergraduate and graduate nursing students.

In HRSA’s Midwest region of Iowa, Kansas, Missouri and Nebraska, I focus on three priorities:

• Assessing the clinical education landscape.
• Developing the Midwest Clinical Instruction Regional Network to train preceptors and faculty that is scalable nationwide across health professions.
• Building academic-clinical-community partnerships to support these efforts. 

The Bureau of Health Workforce addresses the challenges of precepting at micro and macro levels, beginning with a needs assessment of diverse stakeholders, including clinicians, organizational leadership and nursing students. Our comprehensive approach provides insights highlighting the complexity of clinical education and the necessity for coordinated support.  

The program’s achievements include training 250 clinicians and establishing partnerships that increase the availability of nursing preceptors and faculty. The Bureau of Health Workforce significantly benefits UNMC and the Midwest region and is scalable and ready for implementation in health profession education. 

Describe your proudest moment as an educator. 

As an academic nurse for 19 years, I cherish the blend of pride and humility that comes with my experiences. I’ve encountered moments of success that fill me with joy, alongside cringe-worthy instances that serve as valuable lessons. I view these less favorable moments not as failures, but as opportunities for growth. They remind me of the importance of showing up in my full capacity for students. 

My commitment to lifelong learning is evident in my journey, which includes completing a post-graduate family nurse practitioner certificate in addition to my PhD. I take immense pride in the small yet significant moments when I realized that what seemed like “just doing my job” was, in fact, profoundly impacting students and altering their trajectories.  

I have inspired countless students to pursue advanced degrees, often during informal conversations where I shared my experiences. These interactions are what I treasure most – especially the quiet times spent with students in clinical settings, where I connect with them on a personal level. Nurturing these relationships often lead to meaningful educational experiences. 

Unlike the high stakes interactions of preparing lectures or interviewing prospective students, discussing pathophysiology and pharmacology with students prior to their patient care experience reveals the true essence of impactful education. In those moments, I realize the simplest conversations leave lasting impressions. I embrace adaptability and reflection, allowing me to grow alongside my students and continue to contribute positively to their educational journeys. 

What advice would you give other faculty members who want to have an impact in education?

In academia, there is a season for everything — a rhythm that allows us to evolve and grow in our roles. There are seasons dedicated to honing our lecturing skills, when we focus on effective teaching strategies. Other seasons emphasize technical skills, ensuring we stay up to date on cutting edge technological innovations. Each phase is essential as we strive to fulfill our academic mission, prioritizing different aspects of our work. 

There also are seasons when we embrace opportunities with open arms, saying “yes” to initiatives that come our way — at UNMC, regionally and nationally. These experiences enrich our professional lives and broaden our networks. However there also must be a season for exercising restraint and recognizing that saying “no” can be just as important. By doing so, we ensure that our “yeses” carry greater weight and significance. 

The balance between seizing opportunities and being intentional with our commitments is crucial for personal growth and advancement of our academic mission. Embracing these seasons enhances our effectiveness as educators and leaders and ensures we remain aligned with our goals and responsibilities.

Do you have a favorite quote or philosophy on teaching? 

My mother faced many hardships. She was born to a teenager with only an eighth-grade education and grew up without a father. One astute teacher recognized her potential and provided encouragement, igniting a lifelong passion for learning. My mother became a nurse, entered academic nursing and earned a PhD. In contrast, I had a privileged upbringing filled with opportunities and support. I learned from my mother that education is an enduring asset and that a few encouraging words can transform lives and change generations.