Creating Promising Futures Through Social Construction
Clinical Professor UVA School of Nursing, Faculty, UVA Dept of Pediatrics Director of the UVA Center for Appreciative Practice Co-Director UVA Center for ASPIRE
P.O. Box 800782 Charlottesville VA 22908-0782
Phone: (434) 243-9473 Fax: (434) 982-1809 Email: email@example.com
Dr. Haizlip is Clinical Professor at the University of Virginia School of Nursing and Faculty in the University of Virginia Department of Pediatrics. She is actively involved in clinical, teaching and research activities that promote collaborative education and practice in health care. As Co-Director of the Center for Academic Strategic Partnerships for Interprofessional Research and Education (ASPIRE), her projects include the development of the No Room for Error© simulation that emphasizes the importance of collaborative care for patient safety, a standardized patient activity highlighting the complex issues involved in the care of children with chronic progressive illness, and involvement in the Train-the-Trainer Faculty Development Program course for Interprofessional Education.
In addition to her training as a Pediatric Critical Care physician, Dr. Haizlip has also earned a Master’s Degree in Applied Positive Psychology. She has published and presented internationally on using applications of positive psychology to create culture change in academic health care. Her article entitled “The Negativity Bias, medical education, and the culture of academic medicine: Why culture change is hard” earned her and her co-authors the ABIM Foundation Professionalism Article Prize. She has been a faculty member of the UVA Center for Appreciative Practice since its inception and became Director in 2016. She has been integral to its Wisdom and Well-Being lecture series and UVA Health System’s offering of Schwartz Center Rounds®. Dr. Haizlip’s professional goal is to integrate her interests in positive psychology and interprofessional healthcare to promote high functioning health care teams for the benefit of both practitioners and patients.