Kimberly Glassman


Kimberly Glassman headshot

Kimberly S Glassman


Clinical Professor
Senior Associate Dean for Academic Affairs

1 212 992 5948

433 First Avenue
Room 604
New York, NY 10010
United States

Kimberly S Glassman's additional information

Kimberly Glassman is a clinical Professor at NYU Rory Meyers College of Nursing. Her research interests include integrative health, the nurses’ role in fostering health promotion, clinical program evaluation, and new graduate nurse transitions to practice. She is a reviewer for several journals, including Applied Nursing Research, Nursing Economics, and Qualitative Health Research. She also serves on the advisory board for EBSCO Health, the NYU Meyers Dean’s Council, and the Pacific College of Oriental Medicine’s RN to BSN program. She holds an endowed position as Lerner Director for Health Promotion at NYU Langone Health. She co-authored the book Data Makes the Difference: The Smart Nurse’s Handbook for Using Data to Improve Care published by the American Nurses Association. 

Glassman is the former president of the New York Organization of Nurse Executives and Leaders and was the representative of the Nursing Alliance for Quality Care to the National Quality Forum Measures Application Partnership (MAP) Hospital Workgroup that advises performance metrics to CMS (20162018).   

Prior to joining the faculty at NYU Meyers, Glassman held various clinical and leadership positions at NYU Langone Health, where she served as the senior vice president of patient care services and chief nursing officer for ten years.

Glassman was honored in 2019 as an inaugural fellow for the American Organization of Nurse Leaders. She is a Robert Wood Johnson Nurse Executive Fellow, a Fellow in the New York Academy of Medicine, and a Fellow in the American Academy of Nursing.

Glassman received her PhD in 2007 and MA in 1987 from New York University College of Nursing and her BSN from Hunter College. She completed a Johnson & Johnson Wharton Fellowship in Management for Nurse Executives at the University of Pennsylvania.

PhD - New York University College of Nursing (2007)
MA - New York University College of Nursing (1987)
BS - Hunter College of the City University of New York (1984)
Diploma - Massachusetts General Hospital School of Nursing (1976)

Nursing education
Nursing administration
Health Policy


Using a Mentorship Approach to Address the Underrepresentation of Ethnic Minorities in Senior Nursing Leadership

Brown-DeVeaux, D., Jean-Louis, K., Glassman, K., & Kunisch, J. (2021). The Journal of Nursing Administration, 51(3), 149-155. 10.1097/NNA.0000000000000986
Healthcare organizations must be intentional and purposeful in creating diversity programs. A nursing leader mentorship program for racial and ethnic minority nurse managers was introduced at a large academic medical center to meet this need. The program design was based on the successful Leadership Institute for Black Nurses, first conducted at a university school of nursing. The participants in the 4-month program were 16 nurse managers from 2 city hospitals and their mentors.

Evaluating the NICHE program in an Academic Medical Center: Uncovering the missing link between training and effective practice change in the care of older adults

Rosenfeld, P., & Glassman, K. S. (2019). Applied Nursing Research, 49, 13-18. 10.1016/j.apnr.2019.07.003
Purpose: This paper recounts the history and experiences of one academic medical center that sought to improve the care of elderly patients by adopting and adapting the Geriatric Resource Nurse (GRN) model recommended by the Nurses Improving the Care of Healthsystem Elderly (NICHE) program. A formal evaluation examined the perceptions, opinions and attitudes of non-GRN nursing peers, Nurse Managers (NMs) and members of the Inter-Professional Advisory Board (IAB) regarding GRN practices and the institution's NICHE program. Design: A qualitative research design with purposive sampling was utilized. Methods: Semi-structured interviews and focus groups conducted in the fall/winter 2017 were analyzed using standard content analysis methods of isolating and grouping contextual themes without a predefined framework. Findings: The institution's GRN training program, a hybrid of the national NICHE program and organization-developed components, has strong support among NMs, members of the IAB and other RNs. However, there exist many misconceptions, erroneous information and misunderstandings about the program and the roles and expectations of GRNs that have hindered the likelihood of producing desired outcomes. Conclusions: Training GRNs was insufficient in disseminating and implementing evidenced-based geriatric practices in this hospital. Future work in this area would benefit from integrating concepts and methods from dissemination and implementation science when developing, launching, and sustaining NICHE programs. Clinical relevance: Integrating principles and models of dissemination and implementation science can increase consistent use of evidence based practices and the likelihood of improved geriatric patient outcomes in NICHE hospitals.

A Purposeful Approach to Articulate and Enhance Nursing Influence Across Policy, Research, Education, Practice, Theory, Media, and Industry

Adams, J. M., Glassman, K., McCausland, M., Pappas, S., & Manges, K. (2019). Journal of Nursing Administration, 49(9), 397-399. 10.1097/NNA.0000000000000774

Assessing the perceptions and attitudes among geriatric resource nurses: Evaluating the NICHE program at a large academic medical center

Rosenfeld, P., Kwok, G., & Glassman, K. (2018). Gerontology and Geriatrics Education, 39(3), 268-282. 10.1080/02701960.2018.1428577
The national Nurses Improving Care for Healthsystem Elders (NICHE) program and the geriatric resource nurse (GRN) model promote training a geriatric nursing workforce to serve in hospitals and elsewhere. Literature exists on the NICHE program but this is the first to study the opinions, attitudes, and perceptions of GRNs in practice. Our organization’s hybrid GRN model, first adopted in 1999, combines materials from national NICHE program with homegrown resources and has GRNs practicing in a wide range of clinical specialties. This descriptive study, using survey design and administrative data, examined GRNs trained prior to 2017 to assess their (i) demographic, employment, and other characteristics; (ii) satisfaction with components of training program; (iii) ability to apply new knowledge and skills in practice; (iv) perceived support from leadership; and (v) perceived barriers encountered. Program outcomes, such as completion rates and workplace satisfaction, as well as areas for improvement and recommendation for future research, are also discussed.

Nurse manager learning agility and observed leadership ability: A case study

Glassman, K. S., & Withall, J. (2018). Nursing Economics, 36(2), 74-82.
Successful nurse leaders produce the best outcomes. Identifying potential nurse leaders in existing nursing management teams becomes a critical task for the future growth and development of the organization. Learning agility (LA) is a concept that has been used to predict potential for leadership in several fields, but has not been explored in a nursing population. This pilot study and organization case example provide a baseline for how LA can be used in nursing to identify areas for development, performance improvement, and predict success in a leadership role. LA can be used as a vehicle for talent management or as a conceptual grounding for leadership development programs.

Participating in a Multisite Study Exploring Operational Failures Encountered by Frontline Nurses: Lessons Learned

Melnyk, H., Rosenfeld, P., & Glassman, K. S. (2018). Journal of Nursing Administration, 48(4), 203-208. 10.1097/NNA.0000000000000600
This article describes our experience participating in a multisite collaborative study involving frontline nurses and operational failures (OFs). We encountered a range of challenges conducting the study as proposed by the study's coordinating center (CC), which hindered our ability to meet our goals and objectives. We identified 3 general areas in which our expectations and actual experience diverged: 1) research resources, design, and methods; 2) CC communications and deliverables; and 3) influencing organizational change. Nurse executives considering collaborative research or assessing methods to engage clinical nurses in organizational improvements will benefit from our experience.

Requiring a nurse residency for newly licensed registered nurses

Goode, C. J., Glassman, K. S., Ponte, P. R., Krugman, M., & Peterman, T. (2018). Nursing Outlook, 66(3), 329-332. 10.1016/j.outlook.2018.04.004

Developing and Implementing a Professional Practice Model

Glassman, K. S. (2016). Nursing Science Quarterly, 29(4), 336-339. 10.1177/0894318416662928
Professional practice models guide nursing practice by giving meaning to the work of nurses. They elevate the practice from tasks to theory, from skills to knowledge, and remind us that the patient and family are at the center of our practice. Professional practice models are one of the foundations of the Magnet Recognition Program. The purpose of this paper is to describe the development and implementation of a professional practice model in a healthcare system, which includes three hospitals and over 80 ambulatory practices in the New York City region.

The long-term effect of a nurse residency program, 2005-2012: Analysis of former nurse residents

Rosenfeld, P., & Glassman, K. (2016). Journal of Nursing Administration, 46(6), 336-344. 10.1097/NNA.0000000000000354
OBJECTIVE: Research on nurse residency programs (NRPs) typically focuses on retention within the 1-year NRP or perhaps an additional year beyond. Few have evaluated the long-term impact of NRP, and none have adopted a longitudinal approach to follow cohorts over time. This study, conducted in a large urban academic medical center (AMC), examines the effects of the NRPs on former nurse residents (NRs) in 8 cohorts (2005-2012) and compares those who left the institution with those who remain. BACKGROUND: Nurse residency programs have increased from home-grown programs to a standardized 1-year curriculum from national models designed for different types of RNs. Evidence exists that NRPs reduce attrition among new graduates and the Institute of Medicine recommends that all new RNs have access to NRPs. METHODS: Using data from human resources, administrative data, and online survey of former NRs, this is a retrospective, longitudinal study of former NRs in 1 AMC. Nine hundred eighty-seven new graduates completed the NRP from 2005 to 2012; 646 (63.5%) have stayed (stayers) at the institution. A total of 425 stayers responded to survey (65.8%), and 108 surveys were completed by former NRs who had left (leavers) (62.4%). RESULTS: On average, leavers stay for 2.18 years at the institution; stayers typically remained for 4.86 years, suggesting that retention beyond 2 years is dependent on complex set of circumstances beyond the "treatment effect" of the NRP program. Regardless of staying or leaving, respondents hold positive attitudes about the program; achieve high levels of certification, advanced education, and professional accomplishments; and report "transitioning from beginner to competent RN" and "senior staff support" as most valuable aspects of NRP. CONCLUSIONS: Retention among new graduates has improved significantly with the introduction of NRPs at this institution. Former NRPs report favorable assessments of the NRP, regardless of number of years since completion of the program and regardless of whether the individual remains employed in the institution. In addition, former NRs report high levels of professional accomplishments and commitment to nursing. However, without additional research, we cannot definitively tie these outcomes to the NRP.

Developing the advanced practice recruitment strategy at an academic medical center: The APRN pipeline

Brillant, M. T., Glassman, K. S., & Press, R. (2015). Nurse Leader, 13(2), 39-42. 10.1016/j.mnl.2015.01.006
The Institute of Medicine's (IOM) recommendation to remove barriers to practice and enable advanced practice registered nurses (APRNs) and registered nurses (RNs) to practice to the full extent of their education and training. 1 expanded the use of advanced practice nurses in the country. The more restrictive Accreditation Council for Graduate Medical Education (ACGME) and Residency Review Committee (RRC) requirements on residency training and work hours increased the hiring of APRNs to fill the void created by a reduction in GME trainees.2 Finally, the Affordable Care Act created additional demand for more providers to meet the needs of the newly insured population, particularly in primary care.3.