Babette Biesecker


Babette Biesecker headshot

Babette Biesecker


Clinical Assistant Professor

1 212 998 5338

Babette Biesecker's additional information

Babette Biesecker, FNP-BC, PhD, is director of the APN Family Program, director of the Advanced Practice Holistic Nursing Specialty Sequence Program, and a clinical assistant professor at NYU Rory Meyers College of Nursing. She has taught graduate nursing for more than 20 years and practiced as a family nurse practitioner in women’s health, maternal/child health, student health, OB/GYN, rehabilitative medicine, integrative medicine, internal medicine, and ambulatory cardiology arenas. 

Among her many honors, Biesecker received the Department of Nursing’s Faculty Award from the Excellence at Marywood University and the T. Catherine Hollow Award for Compassion and Outstanding Bedside Nursing Ability from Community Medical Center School of Nursing.

Biesecker completed her PhD in nursing research and theory development at NYU Meyers, Post Masters Certificate in Advanced Holistic Nursing from NYU, MS in family nursing-family nurse practitioner from SUNY Binghamton, and BSN from Marywood College. 

PhD, Nursing Research and Theory Development - NYU Meyers
Post Masters Certificate, Advanced Holistic Nursing - Holistic Nurse Practitioner NYU
MS, Family Nursing Family Nurse Practitioner - SUNY Binghamton
BSN - Marywood College
Nursing Diploma - Community Medical Center School of Nursing

Women's health
Primary care
Holistic care

American Association of Nurse Practitioners
American Holistic Nurses Association
Association of Women's Health, Obstetric and Neonatal Nurses
Lamaze International
National Organization of Nurse Practitioner Faculties
Pennsylvania Coalition of Nurse Practitioners
Sigma Theta Tau

Faculty Honors Awards

Distinguished Student Award for Post-Masters Holistic Nurse Practitioner Program at NYU
Department of Nursing’s Faculty Award for Excellence, Marywood University
T. Catherine Hollow Award for Compassion and Outstanding Bedside Nursing Ability, Community Medical Center School of Nursing
Sigma Theta Tau Research Grant for PhD Dissertation


Design and outcomes of a nurse practitioner preceptor development program

Hallas, D., Haber, J., Biesecker, B., Hartnett, E., Toft Klar, R., Djukic, M., Apold, S., Vetter, M. J., McMillan, A., Brilliant, M., Baldyga, J. A., Waingortin, R., & Fletcher, J. (2021). Journal of the American Association of Nurse Practitioners, 33(11), 1007-1016. 10.1097/JXX.0000000000000570
ABSTRACT: Nurse practitioners (NPs) are educated to provide high-quality patient- and family-centered care to underserved, culturally diverse, medically complex populations. Nurse practitioner faculty plan curricular activities that challenge NP students to critically assess individuals and populations with the goal of preparing NP students to be "practice-ready" upon graduation. Nurse practitioner clinical training occurs in practice settings with NP preceptors, with specific areas of clinical expertise. However, there is a lack of NP clinical preceptors educationally prepared to clinically teach and evaluate NP students. This article presents the design, implementation, evaluation, and outcomes from a 3-year grant funded by the United States Human Resources and Administration Services that featured a web-based Primary Care Nurse Practitioner Preceptor Development Program. Ninety percent of NPs who precepted NP students completed all web-based learning modules. Preceptors with educational preparation via online modules to guide NP student learning in clinical settings are a critical resource for faculty to prepare NP students to be practice-ready upon graduation. This web-based learning platform for online NP preceptor education may be a successful approach for expanding and improving the NP preceptor pool nationwide.

Evaluation of the clinical hour requirement and attainment of core clinical competencies by nurse practitioner students

Hallas, D., Biesecker, B., Brennan, M., Newland, J. A., & Haber, J. (2012). Journal of the American Academy of Nurse Practitioners, 24(9), 544-553. 10.1111/j.1745-7599.2012.00730.x
Purpose: The purpose of this study was to analyze the national practice of fulfilling 500 clinical hours as a requirement for graduation from nurse practitioner (NP) programs at the master's level and to compare this standard to a comprehensive approach of evaluating attainment of clinical competencies. Data sources: The National Organization of NP Faculties (NONPF) and specialty accreditation bodies publications were used for references to clinical hour and core competency requirements for graduation from NP programs. Data from one university from student documentation on a commercial electronic tracking system were also analyzed. Conclusions: Data analysis revealed that the 500 clinical hours correlated to populations, skills performed, required levels of decision making, and expected diagnoses. However, assurance that these clinical hour requirements translated to exposure to all core competencies for entry into practice could not be established. Implications for practice: A more comprehensive approach to the evaluation of student core competencies by implementing one or more performance-based assessments, such as case-based evaluations, simulations, or objective structured clinical examinations (OSCEs), as a strategic part of NP evaluation prior to graduation is proposed. This change is viewed as critical to the continued success of NP programs as master's level education transitions to direct BS to DNP educational preparation for advanced nursing practice.

Nutrition profiles of American women in the third trimester

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New guidelines for maternal and neonatal resuscitation

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