Dilice Robertson

Faculty

Robertson, Dilice Headshot

Dilice Robertson

APRN DNP MSN PMHCNS-BC PMHNP-BC RN

1 212 998 5326

433 FIRST AVENUE
NEW YORK, NY 10010
United States

Dilice Robertson is a clinical associate professor. She is a nationally board-certified psychiatric mental nurse practitioner and clinical nurse specialist in the child and adolescent population in psychiatric mental health nursing. Dr. Robertson has spent her clinical career working across the lifespan in psychiatric residential treatment, substance use treatment, community mental health, skilled nursing facilities, and hospital settings. Her clinical work spans focus on early interventions in the pediatric population in addressing psychiatric presentation by unearthing the core causes of functional decline. In the adult population, her work has centered on a whole person approach-holistic, traditional, and integrative psychiatric care to promote wellness for patients accessing psychiatric mental health services. In academia, lifespan courses have been her area of focus scaffolding learning from child to the adult populations and from simple to complex presentations for students. In addition to academic instruction, Robertson engages with students in clinical instruction in the out patient and inpatient clinical settings to reinforce didactic theories.
Before joining NYU as faculty, Robertson was instrumental in the development and updates to the psychiatric mental health nurse practitioner program curriculum at Yale School of Nursing. She was honored with the Annie Goodrich Award for Excellence in Teaching at Yale School of Nursing in 2020.
Robertson earned her DNP from Fairfield University, MSN from Yale University, MA from Southern Connecticut State University, and BS from Southern Connecticut State University.

DNP, Fairfield University School of Nursing
MSN, Yale University School of Nursing
MA, Southern Connecticut State University
BS, Southern Connecticut State University

Psychiatric-Mental Health
Child and Adolescent Psychiatric Mental Health

LULAC Head Start and Early Head Start Program
B-ARTS Institute
American Nurses Association
American Psychiatric Nurses Association
Eye Movement and Desensitization and Reprocessing International Association
Connecticut APRN Association
National Black Nurses Association
National Black Nurse Practitioner Association
Yale School of Nursing Alumni Association

Council for Higher Education Accreditation Guiding Coalition, Invited speaker/presenter (2023)
Annie Goodrich Award for Excellence in Teaching, Yale University School of Nursing (2020)
Yale University School of Nursing Office of Diversity Equity and Inclusion, Invited speaker (2020)

Addressing Electroconvulsive Therapy Knowledge Gaps and Stigmatized Views Among Nursing Students Through a Psychiatrist–APRN Didactic Partnership

Kitay, B. M., Walde, T., Robertson, D., Cohen, T., Duvivier, R., & Martin, A. (2022). Journal of the American Psychiatric Nurses Association, 28(3), 225-234. 10.1177/1078390320945778
Abstract
Abstract
BACKGROUND: Knowledge gaps and stigmatized perceptions regarding electroconvulsive therapy (ECT) among patients and health providers contribute to the underutilization of an important therapeutic modality. The proactive education of future advanced practice registered nurses (APRNs) provides an opportunity to optimize the use of this evidence-based clinical practice. AIMS: As part of a general course in psychiatry during the first year of nursing school, we dedicated 1 hour to treatment-refractory depression, including ECT, and a second hour to a summary discussion of mood disorders. We evaluated the efficacy of this didactic offering, which was co-taught by a psychiatrist and a psychiatric APRN. METHOD: At baseline, consenting students (n = 94) provided three words they associated with ECT and then completed three validated instruments: (a) Questionnaire on Attitudes and Knowledge of ECT, (b) Opening Minds Stigma Scale for Health Care Providers, and (c) Self-Stigma of Seeking Help. Among the 67 students who repeated the assessment at endpoint, 39 attended the ECT didactic (Intervention group, 58%) and 28 did not (Control, 42%). RESULTS: After completion of the 3-month course, students showed improvement across all measures (p <.001). The only outcomes that improved differentially between the Intervention and Control groups were the Questionnaire on Attitudes and Knowledge of ECT Attitudes and Knowledge scales (p =.01). Word choice valence associated with ECT shifted favorably by endpoint (p <.001). CONCLUSIONS: An educational intervention co-led by a psychiatric-mental health APRN had a significant impact on nursing students’ knowledge and perceptions of ECT. This approach can be readily implemented at other institutions. Future refinements will include the videotaped depiction of a simulated patient undergoing the consent, treatment, and recovery phases of ECT.