Brian Fasolka

Faculty

Brian Fasolka headshot

Brian Fasolka

CEN PhD RN

Clinical Associate Professor
Dedicated Education Unit (DEU) Coordinator

1 212 992 7062

Brian Fasolka, RN, CEN, PhD, is a clinical assistant professor at NYU Rory Meyers College of Nursing. His research interests include professional mentoring, men in nursing, and nursing workforce planning. His primary teaching responsibilities are in the undergraduate nursing programs. Fasolka’s practice background is in emergency nursing. He continues to practice as an emergency nurse at a tertiary hospital center. He served on the Emergency Nurses Association’s work team to develop its Emergency Nursing Scope and Standards of Practice, and he maintains specialty certification as a board-certified emergency nurse. He currently serves on the board of directors for the American Association for Men in Nursing. 

Prior to joining the faculty at NYU, Fasolka was a clinical assistant professor of nursing at Drexel University College of Nursing & Health Professions. Fasolka’s past teaching experience includes adult health and pharmacology for undergraduate students and health policy and politics for graduate students. He has also completed multiple international teaching experiences and served as a preceptor for numerous graduate students studying nursing education.

Fasolka earned his PhD in nursing science from Widener University and both his MSN and BSN from DeSales University.

PhD, Nursing Science - Widener University
MSN, Nursing Education - DeSales University
BSN - DeSales University

Adult health
Emergency medicine
Nursing education

American Association for Men in Nursing
Emergency Nurses Association

Caring for patients with life-threatening hemoptysis

Chen, L., & Fasolka, B. (2024). Nursing, 54, 44-47. 10.1097/01.NURSE.0000997996.22052.79
Abstract
Abstract
Life-threatening hemoptysis (formerly called massive hemoptysis), though relatively uncommon, imposes significant mortality risks. This article discusses the etiology, clinical presentation, assessment, treatment, and nursing interventions to promote effective clinical management of patients with this condition.

Pathway to emergency nursing: An innovative academic-practice partnership

Zieman, L., Fasolka, B., Blye, A., Gilles, S., & Thompson, T. (2024). Nurse Leader, 22(4), 466-470. 10.1016/j.mnl.2023.11.021
Abstract
Abstract
In the wake of the COVID-19 pandemic and recent state-level practice regulation changes, one health system sought innovative strategies to prepare new to practice registered nurses (RNs) to directly enter the specialty of emergency nursing. The emergency department (ED) nurse leaders and educators collaborated with an affiliated college of nursing to develop an academic–practice partnership for prelicensure students interested in emergency nursing. The program included both classroom-based instruction and clinical learning in the health system’s EDs. A descriptive study was completed to evaluate the program participants’ opinions regarding the classroom-based and clinical learning experiences during this program, as well as their plans for employment as RNs.

Promoting safer opioid practices and professional collaboration through interprofessional simulation

Fasolka, B., Robertiello, G., Knapp, M., Latimer, B., & Roitman, J. (2024). Journal of Addictions Nursing, 35(3), 117-121. 10.1097/JAN.0000000000000583
Abstract
Abstract
Simulation-enhanced interprofessional education is widely viewed as an effective teaching pedagogy to foster effective communication and teamwork for healthcare students. Pharmacists and registered nurses must learn to work collaboratively during their educational programs in order to be prepared for the complexities of modern healthcare. This study evaluated prelicensure pharmacy and prelicensure nursing students' perceptions of professional collaboration before and after caring for a standardized patient exhibiting opioid dependence secondary to inappropriate use of an opioid analgesic. Statistically significant gains in communication, collaboration, roles and responsibilities, patient-centered care, conflict management, and team functioning were measured for both pharmacy and nursing students after the interprofessional simulation. This study adds to the existing evidence that suggests simulation-enhanced interprofessional education is an effective teaching strategy; however, this study demonstrates its usefulness for students learning about safer opioid analgesic practices.

Necrotizing fasciitis: A comprehensive review

Chen, L., Fasolka, B., & Treacy, C. (2020). Nursing, 50(9), 34-40. 10.1097/01.NURSE.0000694752.85118.62
Abstract
Abstract
Necrotizing soft-tissue infections (NSTIs) are rare but rapidly progressive, life-threatening bacterial infections with high morbidity and mortality. NSTIs include necrotizing forms of fasciitis, myositis, and cellulitis. This article focuses on necrotizing fasciitis (NF) and discusses NF classifications, clinical features, diagnostic approaches, evidence-based treatments, and nursing interventions.

An uncommon cause of chest pain: Hypertriglyceridemia induced acute oancreatitis

Fasolka, B., & Chen, L. (2020). Critical Care Nursing Quarterly, 43(1), 9-13. 10.1097/CNQ.0000000000000287
Abstract
Abstract
Chest pain is a common and high-risk chief complaint in the emergency department. There is an array of cardiac and non–cardiac-related conditions that could lead to this symptom. It is impor- tant for the clinician to have a broad perspective when treating patients complaining of chest pain so that dangerous and potentially life-threatening conditions are not overlooked. Here, we present one such cause of chest pain that can be detrimental if the clinician fails to correctly identify the underlying condition. A brief review of hypertriglyceridemia-induced acute pancreatitis is pro- vided, and challenges faced by the treatment team are discussed.

Objectives and outcomes: The fundamental difference

Wittmann-Price, R. A., & Fasolka, B. J. (2010). Nursing Education Perspectives, 31(4), 233-236.
Abstract
Abstract
This discussion focuses on the difference between educational objectives and outcomes. Both terms are used in nursing education, many times for the same purpose, yet they are expressions of different educational paradigms. A historical view of the development of objectives and outcomes is provided as well as a description of each.The discussion concludes with a demonstration of formats for developing educational outcomes.

Navigating the decision to pursue an advanced degree

Dreher, H. M., Fasolka, B., & Clark, M. (2008). Men in Nursing, 3(1), 51-55. 10.1097/01.MIN.0000310891.05689.b7