Faculty

Cathcart Image

Eloise Cathcart

Clinical Associate Professor
Program Director, Nursing Administration

1 212 998 5300

433 First Avenue
Room 512
New York, NY 10010
United States

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Professional overview

 

Professor Cathcart served as the Executive Director of the National Council of State Boards of Nursing and interim Chief Operating Officer at the National League for Nursing. She was the Clinical Specialist for Primary Nursing and Cardiovascular Nursing at Boston’s Beth Israel Hospital, after which she developed and taught the Graduate Program in Cardiovascular Nursing at Boston University. She was the Director of Intensive Care and Emergency Programs at Children’s Hospital in Boston and Vice President for Nursing at Mercy Hospital in Portland, Maine. Professor Cathcart's scholarly work focuses on the description of experientially acquired knowledge, skill and ethics embedded in nurse manager practice. She frequently provides consultation to healthcare organizations in the use of Patricia Benner’s methodology of practice articulation to develop clinical and administrative nursing practice. Professor Cathcart is the author of several publications and frequently speaks about leadership and knowledge development in clinical and executive nursing practice.

Education
Diploma from the Rhode Island Hospital School of Nursing
BSN from Boston College
MSN from the Catholic University of America
Honors and awards
Fellow, American Academy of Nursing; National League for Nursing President’s Award; Distinguished Service Award, Northeastern University School of Nursing (2011)
Specialties
Nursing workforce
Nursing administration
Professional membership
American Academy of Nursing;
American Nurses Association;
American Organization of Nurse Executives;
New York Organization of Nurse Executives;
National League for Nursing;
Council for Graduate Education for Administration in Nursing
Publications

A narrative of the attending nurse model implementation

Fulmer, T.T., Cathcart, E., Glassman, K.K., Budin, W.C., Naegle, M.A., & Van Devanter, N. (2013). Journal of Nursing Education and Practice, 4, 10.5430/jnep.v4n3p94

The role of practical wisdom in nurse manager practice: why experience matters.

Cathcart, E. B., & Greenspan, M. (2013). Journal of nursing management, 21, 964-70, 10.1111/jonm.12175
Abstract

To illustrate through the interpretation of one representative nurse manager's narrative how the methodology of practice articulation gives language to the ways practical wisdom develops in leadership practice and facilitates learning.

A new window into nurse manager development: teaching for the practice.

Cathcart, E. B., & Greenspan, M. (2012). The Journal of nursing administration, 42, 557-61, 10.1097/NNA.0b013e318274b52d
Abstract

An important domain that emerged from the interpretation of 91 nurse manager (NM) narratives was achieving the right relationship between a NM and a recalcitrant staff member. This article depicts the qualitative distinctions in 2 stages of NM practice to show the importance of reflection on experiential learning in the development of expertise. This work confirms that NM development is more complex than teaching a curriculum of business and management theory and should include teaching for mastery of the skilled know-how of clinical leadership practice and formation of the person as manager.

Strengthening the practice of nursing

Cathcart, E.B., & Fillipon, K.G. (2011). Change leadership in nursing: How change occurs in a complex hospital system, 39-46,

The attending nurse: an evolving model for integrating nursing education and practice.

Fulmer, T., Cathcart, E., Glassman, K., Budin, W., Naegle, M., & Devanter, N. V. (2011). The open nursing journal, 5, 9-13, 10.2174/1874434601105010009
Abstract

The discipline of nursing continues to evolve in keeping with the dramatic expansion of scientific knowledge, technology, and a concomitant increase in complexity of patient care in all practice settings. Changing patient demographics require complex planning for co-morbidities associated with chronic diseases and life-saving advances that have altered mortality in ways never before imagined. These changes in practice, coupled with findings from sophisticated nursing research and the continuous development of new nursing knowledge, call for realignments of the relationships among academic faculty in schools of nursing, advanced practice nurse administrators, and staff nurses at the forefront of practice. This article offers a model designed to bridge the gaps among academic settings, administrative offices and the euphemistic "bedsides" where staff nurses practice. Here we describe the nurse attending model in place at the New York University Langone Medical Center (NYULMC) and provide qualitative data that support progress in our work.

The nurse manager narrative project

Cathcart, E.B., Greenspan, M., & Trainer, M. (2011). Change leadership in nursing: How change occurs in a complex hospital system, 101-107,

The making of a nurse manager: the role of experiential learning in leadership development.

Cathcart, E. B., Greenspan, M., & Quin, M. (2010). Journal of nursing management, 18, 440-7, 10.1111/j.1365-2834.2010.01082.x
Abstract

To articulate the experientially acquired knowledge, skill and ethics embedded in nurse manager practice and describe the ways in which they were developed.

Clinical leadership in action: Lionel’s story

Balasco Cathcart, E. (2003). Journal of Pediatric Nursing, 18, 441-443, 10.1016/s0882-5963(03)00166-0

The role of the chief nursing officer in leading the practice: lessons from the Benner tradition.

Cathcart, E. B. Nursing administration quarterly, 32, 87-91, 10.1097/01.NAQ.0000314536.91122.8b
Abstract

There is a real danger that measurable tasks and procedures can be misconstrued for nursing practice in contemporary healthcare organizations focused on the measurement of quality, safety, and productivity. This study uses the work of Patricia Benner to address the complex nature of nursing practice and discusses why the chief nursing officer must create an environment within the organization for the practice to be fully lived out if he or she is to be successful as the leader of the discipline.