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Arazu Kian, DNP, WHNP-BC
Women’s Health Nurse Practitioner
University of Minnesota

Arazu Kian is a board-certified Women’s Health Nurse Practitioner. She graduated with her Bachelor of Science in Nursing (BSN) from St. Catherine University in 2020, followed by the completion of her Doctorate in Nursing Practice at the University of Minnesota in 2023. Dr. Kian's professional trajectory encompasses a diverse background that initially commenced in pharmacy and subsequently evolved to focus on research and quality improvement. During her time at the University of Minnesota, she participated in the interprofessional internship program and led quality improvement initiatives aimed at increasing interprofessional collaboration. She was drawn to interprofessional education (IPE) due to her passion and belief in the importance of a variety of perspectives and teamwork. Her current pursuits revolve around empowering and mentoring students, encouraging them to explore and embrace the wealth of opportunities that interprofessional collaboration affords, thereby contributing to the ongoing advancement of excellence in healthcare delivery.

 

Presenting at the Nexus Summit:

Learner Insights from the Field: Strategies to Support Interprofessional Learning and Practice
Join the leaders of the American Interprofessional Health Collaborative Student Engagement Group (SEG), Teresa Cochran and Heather Miselis, along with a panel of students from institutions across the United States, to learn more about interprofessional student groups and initiatives.   Learning Objectives:  Following the panel discussion, participants will be able to:   Recognize strategies to initiate an interprofessional student group at your institution Identify ways to balance interprofessional learning with profession-specific demands Network with others to learn strategies that…
Students as Partners in Transforming Health Care Practice Now
Centers for IPE have had success in co-developing IPE curricula with student leaders, leading to more meaningful and relevant IPE for health professional students. IPE leaders have also bemoaned the “hidden curriculum” of experiential settings, often undoing the IPE advancements made in the didactic setting. While there is a new opportunity for IPE faculty and centers to transform interprofessional practice and experiential education, we have not discussed how to leverage our students as partners and co-developers in leading this change. We invite students, practitioners, educators and IPE…