As a nurse-scientist with expertise spanning the translational continuum from biomedical science to community-based research, Danielle Alcéna-Stiner integrates basic science, health literacy, and nursing into interventions to promote adolescent health and wellness through active community engagement.

During Alcéna-Stiner’s community engagements, she found that access to information alone cannot reduce health disparities among communities made vulnerable as a result of what Alcéna-Stiner has coined, systemic ableism, racism, classism, and sexism (ARCS), which in turn pose as barriers to health promotion and wellness. To address health disparities related to health literacy, she implements an interdisciplinary approach to connect all stakeholders. This includes collaborations with adolescents and adults who are influential in health literacy education (students, teachers, nurses, etc.).

Current Focus

I am actively engaged in collaborations with faculty to foster interdisciplinary community-partnerships throughout the School of Nursing and the broader UR community. These partnerships serve to adapt evidence-based assessment tools to identify areas of bio-behavioral health literacy needs in marginalized communities using the Assessment, Decision, Adaptation, Production, Topical Experts, Integration, Training, Testing (ADAPT-ITT) implementation science framework and Community Based Participatory Research (CBPR) principles.

My program of research promotes equity by focusing on addressing health disparities related to infectious disease health literacy and seeks to implement interventions informed by adolescent populations from communities made vulnerable by ARCS. My interdisciplinary research projects utilize implementation science and ecological frameworks among adolescent populations to:

  1. adapt evidence-based assessment tools of bio-behavioral health literacy needs;
  2. develop new methodologies for community engagement for bio-behavioral health literacy using evidence-based frameworks; and
  3. develop and evaluate informed bio-behavioral interventions to address health literacy gaps related to health promotion and wellness.

Akbas S., Alcena-Stiner D., & McMahon J. (2022). Psychosocial risk factors of erectile dysfunction among heterosexual men living with HIV. AIDS Care, 1-8. PMID: 35135404 DOI: 10.1080/09540121.2022.2039357

Alcena-Stiner, D.C., Markowitz, D.G. (2020). The Life Sciences Learning Center: An Evolving Model for a Sustainable STEM Outreach Program.. Journal of STEM Outreach. PMID: 32864585 PMCID: PMC7455033 DOI: 10.15695/jstem/v3i2.08

Zhang C., McMahon J., Leblanc N., Braksmajer A., Crean H.F., & Alcena-Stiner D. (2020). Association of Medical Mistrust and Poor Communication with HIV-Related Health Outcomes and Psychosocial Wellbeing Among Heterosexual Men Living with HIV. AIDS Patient Care and STDs, 34 (1), 27-37. PMID: 31755736 PMCID: PMC6983731 DOI: 10.1089/apc.2019.0200

Opara, I., Chandler, C. J., Alcena-Stiner, D. C., Nnawulezi, N. A., & Kershaw, T. S. (2020). When Pandemics Call: Community-Based Research Considerations for HIV Scholars.. AIDS Behav., 24 (8), 2265-2267. PMID: 32333205 PMCID: PMC7180680 DOI: 10.1007/s10461-020-02878-2