Donna M Hallas


Donna Hallas headshot

Donna M Hallas


Clinical Professor
Program Director, Pediatrics NP

1 212 998 5295

Donna M Hallas's additional information

Donna Hallas, CPNP, FAAN, FAANP, PMHS, PPCNP-BC, PhD, is director of the Pediatrics NP Program and a Clinical Professor at NYU Rory Meyers College of Nursing. She is a certified pediatric nurse practitioner (CPNP: PPCNP-BC) and a pediatric mental health specialist (PMHS). Dr. Hallas is fellow of the American Academy of Nursing (FAAN); a fellow of the National Association of Pediatric Nurse Practitioners; and a fellow of the American Association of Nurse Practitioners (FAANP). Dr. Hallas is a faculty scholar of the International Qualitative Institute at Alberta, Canada. She maintains a practice as a PNP in primary care for high-risk children and for young children with behavioral problems. At NYU Meyers, she prepares pediatric nurse practitioner students to provide quality health care services for infants, children, adolescents and young adults within a family-centered framework.

Prof. Hallas’ research is practice focused and includes developing and testing interventions for vaccine hesitant and refusing individuals. The overall goal of her research is to improve healthcare outcomes for pediatric patients. Her research focus for educational initiatives includes developing and testing interventions to increase diagnostic reasoning in nurse practitioner students.

Since the COVID-19 pandemic, Prof. Hallas has been a frequent speaker locally and nationally on the topic of vaccine hesitancy providing guidance on ways to improve vaccine uptake. In addition, she has been frequently asked to provide guidance on how to prevent COVID-19 infections for children in all settings.

Prof. Hallas has presented at national and international conferences on the implementation of evidence-based practice in ambulatory pediatric healthcare centers. She has presented the results of a randomized controlled trial to improve the social-emotional development of toddlers and improve maternal confidence in caring for toddlers at research conferences. She presented the outcomes for a qualitative study on the social and emotional development of adolescents whose mothers passed away during their pre-teen and teenage years. She implemented a funded study on oral health care for newborns and young children. She works collaboratively with dental faculty to improve the oral health care of children from diverse populations. She conducted a randomized controlled study to reduce the incidence of vaccine hesitancy in prenatal women and mothers of newborns. Prof. Hallas also received a 2.1-million-dollar HRSA grant to develop an innovative academic clinical partnership and educational program for preceptors who clinically educate primary care nurse practitioners.

She is published in peer-reviewed journals on the oral healthcare needs of young children and has designed a new approach for oral health assessment in office-based practices regarding young children. She was a content expert for the American Academy of Pediatrics for the design of a web-based program for pediatricians, nurse practitioners, and all primary care providers on oral health assessments, management, and referrals for children and adolescents to improve the oral healthcare and status of this population. Hallas also served as an expert panel member for the systematic evaluation of oral health programs through a grant from Robert Woods Johnson. Prof. Hallas writes a monthly column for nurse practitioners which is published in Contemporary Pediatrics. She is also co-editor for the Research Methodology section of the Journal of Pediatric Health Care. In 2018, Dr. Hallas’ first textbook, Pediatric Behavioral Health for Nurse Practitioners: A Growth and Developmental Approach to Intercepting Abnormal Behaviors, received the prestigious American Journal of Nursing Book of the Year Award: First Place for Psychiatric Mental Health and Third Place for Child Health.  

Among her many honors, in 2022, Prof. Hallas received NYU Distinguished Teaching Award and the NYU Meyers Distinguished Teaching Award; In the 2018, she received the Nassau County Woman of the Year Award from NYS Assemblyman Representative, John Mikulin; In 2016 she received the AANP Award for Excellence in Clinical Practice (New York State) and the Nurse Practitioner of the Year award from the Nurse Practitioner Association of Long Island.

Prof. Hallas earned her PhD from Adelphi University, MSs from the State University of New York and Indiana University, and BSs from Adelphi University and the University of Hartford.

PhD - Adelphi University (1999)
MS - State University of New York (1991)
MS - Indiana University (1979)
BS - Adelphi University (1990)
BS - University of Hartford (1974)
Diploma - St. Mary’s Hospital School of Nursing (1971)

Primary care
Mental health

American Academy of Nursing (Fellow)
American Association of Nurse Practitioners
American Association of Nurse Practitioners Fellows
Association of Faculties of Pediatric Nurse Practitioners Programs
Eastern Nursing Research Society
Greater New York Chapter of NAPNAP
International Institute of Qualitative Methodology, Alberta, Canada
National Association of Pediatric Nurse Practitioners
National Organization of Nurse Practitioner Faculty
Sigma Theta Tau, Kappa Gamma Chapter and Upsilon Chapter

Faculty Honors Awards

Distinguished Teaching Award, NYU Meyers College of Nursing (2022)
Distinguished Teaching Award, NYU (2022)
Fellow, American Academy of Nursing (2019)
Book of the Year Award, American Journal of Nursing (2018)
Woman of the Year, Nassau County 17th District (2018)
Award for Excellence, American Association of Nurse Practitioners New York State (2016)
Named One of the Top 25 Pediatric Nurse Practitioner Faculty, U.S. (2014)
Distinguished Educator Award, NYU College of Dentistry (2012)
Fellow, American Academy of Nurse Practitioners (2011)
Nelms-Miller Editorial Award, National Association of Pediatric Nurse Practitioners (2011)
Nurse Practitioner of the Year, Nurse Practitioner Association of Long Island (2010)
Award for Excellence in Education Sigma Theta Tau, Kappa Gamma Chapter (2009)
President's Outstanding Contribution Team Award, Pace University NCLEX Success Team (2006)
Presidents Award for Excellence for the Manuscript, National Association of Pediatric Nurse Practitioner (2003)
Award for Excellence in Nursing Leadership, Sigma Theta Tau, Kappa Gamma Chapter (1993)
Fellow, National Association of Pediatric Nurse Practitioners (1991)
Fellow, Nassau Association of Nurse Practitioners (1991)
Induction Sigma Theta Tau, Kappa Gamma Chapter, International Honor Society for Nurses (1990)
Winning Essay, Health and Public Affairs Scholarship (1990)
Honors Graduate, Adelphi University (1990)


Autism Spectrum Disorder

Coucouvanis, J., & Hallas, D. (2021). In Child and Adolescent Behavioral Health (pp. 267-289). Wiley. 10.1002/9781119487593.ch16
Autism is seen as a spectrum from very mild to very severe. This chapter uses the term autism spectrum disorder (ASD) to refer to this group of syndromes. It provides a discussion of the many factors that may contribute to the etiology of ASD. The chapter analyzes clinical problems and evidence-based interventions for the treatment of ASD. If ASD is suspected after screening and comprehensive health assessment, the advanced practice registered nurse (APRN) should refer the child and family to a professional or agency that is experienced in making this diagnosis, such as an interdisciplinary early identification program, child psychiatrist or psychologist, developmental pediatrician, speech and language pathologist, or psychiatric-mental health APRN. The ideal intervention for youth with ASD is individualized and treats each child's complex and unique set of communicative, behavioral, sensory, and cognitive characteristics. The chapter contains referral resources that offer the services needed to evaluate a child suspected of having ASD.

Design and outcomes of a nurse practitioner preceptor development program

Failed retrieving data.

Evidence-based Nursing Practice

Hallas, D., & Lusk, P. (2021). In Child and Adolescent Behavioral Health (pp. 503-511). Wiley. 10.1002/9781119487593.ch29
Evidence-based medicine (EBM) has evolved into an evidence-based practice (EBP) framework that has been embraced by nursing, the social sciences, including psychology, and other allied health professions. This chapter describes the process for implementation of EBP in pediatric and adolescent primary care and mental health practice settings. The standard of practice is for advanced practice registered nurses to continuously raise relevant evidence-based formatted questions, critically appraise and analyze each phase of the evidence-based care management process, and use the best available evidence for each clinical decision to provide care that is scientifically based. Successful implementation of the evidence-based process in clinical practice is dependent on formulating relevant clinical questions, using a format commonly referred to as PICO questions. The chapter identifies national and international EBP resources that are available to improve care for children/adolescents and their families using the best available evidence.

Methodological Analysis: Randomized Controlled Trials for Pfizer and Moderna COVID-19 Vaccines

Hallas, D., Spratling, R., & Fletcher, J. (2021). Journal of Pediatric Health Care, 35(4), 443-448. 10.1016/j.pedhc.2021.04.001
Critical appraisal of randomized controlled trials (RCTs) determines rigor, quality, and whether the findings are applicable to the populations served in clinical practices. The authors conducted a rigorous analysis using the RCT Critical Appraisal Skills Programme (CASP) Checklist for the two RCTs Pfizer (New York, NY) and Moderna (Cambridge, MA) conducted and the reporting of these RCTs using the Consolidated Standards of Reporting Trials checklist. The goals for this analysis were twofold: (1) enable health care providers to understand the methods and outcomes of these RCTs, and (2) enable health care providers and community leaders to become champions for the vaccines to reduce vaccine hesitancy among all populations. The analysis is presented using each of the 11 questions on the CASP tool while comparing the methodology and results for each vaccine. Most CASP tool items were positive or yes for both the Pfizer and Moderna RCTs. Items that were not scored as yes are discussed. The analysis outcomes revealed that both RCTs were rigorously conducted and provide an assurance to all health care providers and the public of the safety and efficacy of both vaccines to impact the astounding morbidity and mortality of COVID-19 disease. The authors believed that the analysis was an essential component of the distribution process to develop plans and communication strategies to reduce potential vaccine hesitancy and resistance.

Reporting and Appraising Research Studies

Spratling, R., & Hallas, D. (2021). Journal of Pediatric Health Care, 35(1), 108-113. 10.1016/j.pedhc.2020.08.008
In today's fast-paced health care delivery system, new evidence for practice emerges on a daily basis, and research results are quickly disseminated. Nurse practitioners are challenged to evaluate the relevance of the evidence to their patient populations and whether clinical practice should be changed on the basis of the presenting evidence. Nurse researchers also need to report study findings in a relevant, organized, and scholarly manner using reporting guidelines. This paper discusses both critical appraisal checklists and reporting guidelines providing exemplars for using each of the available tools.

Quadangulation: A New Methodology Combining Ethnographic Research and Quality Improvement Projects in Health Science Research

Rodriguez, K., & Hallas, D. (2020). Journal of Pediatric Health Care, 34(3), 273-278. 10.1016/j.pedhc.2019.12.006
The purpose of this paper is to describe quadangulation as a methodology for conducting and analyzing combined ethnographic studies and quality improvement (QI) projects into one comprehensive investigation to improve the quality of health care. A comprehensive base of cultural influences in all health-care delivery settings, obtained from the design, implementation, and interpretation of a rigorous ethnographic investigation, and a QI project is new proposed methodology, called quadangulation. This new methodology has the potential to influence transformational cultural change, quality whole-person patient-centered care, and improved population health, through in-depth qualitative and quantitative analysis of cultural influences and clinical problems.

Behavioral Pediatric Healthcare for Nurse Practitioners

Hallas, D. (2019). Springer Publishing Company.

Critiquing Research Evidence for Use in Practice: Revisited

Dale, J. C., Hallas, D., & Spratling, R. (2019). Journal of Pediatric Health Care, 33(3), 342-346. 10.1016/j.pedhc.2019.01.005
Nurse practitioners need to critically appraise the abundance of research evidence and clinical practice guidelines to make astute decisions about the implementation of the best available evidence to clinical practice. There are numerous ways to appraise research and practice guidelines that are designed to inform clinical practice with the overall goals of improving patient outcomes. This article presents existing tools to appraise the research evidence in addition to a guide for providers on critical appraisal of a research study.

Traditional and Nontraditional Collaborations to Improve Population Health Using Geospatial Information SystemMaps: Analysis of the Opioid Crisis

Failed retrieving data.

Behavioral pediatric healthcare for nurse practitioners: A growth and developmental approach to intercepting abnormal behaviors

Failed retrieving data.