Maja Djukic headshot

Maja Djukic


Associate Professor, Nursing & Medicine

1 212 992 9440

433 First Avenue
Room 646
New York, NY 10010
United States

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Professional overview

Maja Djukic, RN, PhD, is an associate professor of nursing and medicine at NYU Rory Meyers College of Nursing. She studies workforce determinants of healthcare quality and teaches quality improvement and evidence-based practice to doctoral students. Her research, published in over 30 data-based, peer-reviewed publications, is funded by the Robert Wood Johnson Foundation, Josiah Macy Jr. Foundation, American Organizational of Nursing Executives, and National Council of State Boards of Nursing Center for Regulatory Excellence. In her most recent work, as a Macy Faculty Fellow, Djukic developed e-learning programming with virtual patient panels to better prepare future nurses in Population Health Management, an emerging role for registered nurses in value-based care.  

Djukic completed a PhD and MS in nursing education at NYU and a BS in biology at Northeastern State University.


PhD - New York University (2009)
MS, Nursing Education - New York University (2006)
BS, Biology - Northeastern State University (2003)
AS, Nursing - Tulsa Community College (1999)


Nursing education
Nursing workforce

Professional membership

Academy Health
American Organization of Nurse Executives
American Nurses Association
Council for the Advancement of Nursing Science
Eastern Nursing Research Society

Honors and awards

Faculty Honors Awards

Fellow, American Academy of Nursing (2019)
Macy Faculty Scholar (2017)
Fellow, New York Academy of Medicine (2017)
Rising Star Research Award, Eastern Nursing Research Society (2013)
Rising Star Award, New York University Alumni Association (2011)



Bachelor's Degree Nurse Graduates Report Better Quality and Safety Educational Preparedness than Associate Degree Graduates

Djukic, M., Stimpfel, A. W., & Kovner, C. (2019). Joint Commission Journal on Quality and Patient Safety, 45(3), 180-186. 10.1016/j.jcjq.2018.08.008
Background: Readiness of the nursing workforce in quality and safety competencies is an essential indicator of a health system's ability to deliver high-quality and safe health care. A previous study identified important quality and safety education gaps between associate- and baccalaureate-prepared new nurses who graduated between 2004 and 2005. The purpose of this study was to assess changes in nursing workforce quality and safety education preparedness by examining educational gaps between associate and bachelor's degree graduates in two additional cohorts of new nurses who graduated between 2007–2008 and 2014–2015. Methods: A cross-sectional, comparative design and chi-square tests were used to trend the quality and safety educational preparedness differences between associate and bachelor's degree nurse graduates from 13 states and the District of Columbia licensed in 2007–2008 (N = 324) and 2014–2015 (N = 803). Results: The number of quality and safety educational gaps between bachelor's and associate degree nurse graduates more than doubled over eight years. In the 2007–2008 cohort, RNs with a bachelor's degree reported being significantly better prepared than RNs with an associate degree in 5 of 16 topics. In the 2014–2015 cohort, bachelor's degree RNs reported being significantly better prepared than associate degree RNs in 12 of 16 topics. Conclusion: Improving accreditation and organizational policies requiring baccalaureate education for all nurses could close quality and safety education gaps to safeguard the quality of patient care.

Common predictors of nurse-reported quality of care and patient safety

Stimpfel, A. W., Djukic, M., Brewer, C. S., & Kovner, C. T. (2019). Health Care Management Review, 44(1), 57-66. 10.1097/HMR.0000000000000155
Background: In the era of the Patient Protection and Affordable Care Act, quality of care and patient safety in health care have never been more visible to patients or providers. Registered nurses (nurses) are key players not only in providing direct patient care but also in evaluating the quality and safety of care provided to patients and families. Purpose: We had the opportunity to study a unique cohort of nurses to understand more about the common predictors of nurse-reported quality of care and patient safety across acute care settings. Approach: We analyzed cross-sectional survey data that were collected in 2015 from 731 nurses, as part of a national 10-year panel study of nurses. Variables selected for inclusion in regression analyses were chosen based on the Systems Engineering Initiative for Patient Safety model, which is composed of work system or structure, process, and outcomes. Results: Our findings indicate that factors from three components of the Systems Engineering Initiative for Patient Safety model-Work System (person, environment, and organization) are predictive of quality of care and patient safety as reported by nurses. The main results from our multiple linear and logistic regression models suggest that significant predictors common to both quality and safety were job satisfaction and organizational constraints. In addition, unit type and procedural justice were associated with patient safety, whereas better nurse-physician relations were associated with quality of care. Conclusion: Increasing nurses' job satisfaction and reducing organizational constraints may be areas to focus on to improve quality of care and patient safety. Practical Implications: Our results provide direction for hospitals and nurse managers as to how to allocate finite resources to achieve improvements in quality of care and patient safety alike.

Diversity and education of the nursing workforce 2006–2016

Kovner, C. T., Djukic, M., Jun, J., Fletcher, J., Fatehi, F. K., & Brewer, C. S. (2018). Nursing Outlook, 66(2), 160-167. 10.1016/j.outlook.2017.09.002
Background: The Institute of Medicine (IOM) report, The Future of Nursing, included recommendations to increase nurse diversity, the percent of nurses obtaining a bachelor's degree, and inter-professional education. Purpose: The purpose of this paper is to report the progress toward achievement of these recommendations. Methods: We used a longitudinal, multi-state data from four cohorts of nurses newly licensed in 2004 to 2005, 2007 to 2008, 2010 to 2011, and 2014 to 2015 to examine and compare the trends. Finding: The percentage of males who became licensed increased, from 8.8% in 2004 to 2005 cohort to 13.6% in the 2014 to 2015 cohort. The percentage of white-non-Hispanic nurses who were licensed decreased from 78.9% in 2007 to 2008 to 73.8% in 2014 to 2015. These differences primarily reflect an increase in white-Hispanic nurses. More nurses are obtaining a bachelor's degree as their first professional degree, from 36.6% in 2004 to 2005 cohort to 48.5% in 2014 to 2015 cohort. About 40% of the 2014 to 2015 cohort reported that they learned to work in inter-professional teams. Collegial nurse-physician relations had an upward positive trajectory over time increasing almost 7%. Discussion: The diversity and education of new nurses have increased, but are short of meeting the IOM recommendations.

Predictors of nurses’ experience of verbal abuse by nurse colleagues

Keller, R., Krainovich-Miller, B., Budin, W., & Djukic, M. (2018). Nursing Outlook, 66(2), 190-203. 10.1016/j.outlook.2017.10.006
Background: Between 45% and 94% of registered nurses (RNs) experience verbal abuse, which is associated with physical and psychological harm. Although several studies examined predictors of RNs’ verbal abuse, none examined predictors of RNs’ experiences of verbal abuse by RN colleagues. Purpose: To examine individual, workplace, dispositional, contextual, and interpersonal predictors of RNs’ reported experiences of verbal abuse from RN colleagues. Methods: In this secondary analysis, a cross-sectional design with multiple linear regression analysis was used to examine the effect of 23 predictors on verbal abuse by RN colleagues in a sample of 1,208 early career RNs. Finding: Selected variables in the empirical intragroup conflict model explained 23.8% of variance in RNs’ experiences of verbal abuse by RN colleagues. Conclusion: A number of previously unstudied factors were identified that organizational leaders can monitor and develop or modify policies to prevent early career RNs’ experiences of verbal abuse by RN colleagues.

Determinants of job satisfaction for novice nurse managers employed in hospitals

Djukic, M., Jun, J., Kovner, C., Brewer, C., & Fletcher, J. (2017). Health Care Management Review, 42(2), 172-183. 10.1097/HMR.0000000000000102
Background: Numbering close to 300,000 nurse managers represent the largest segment of the health care management workforce. Their effectiveness is, in part, influenced by their job satisfaction. Purpose: We examined factors associated with job satisfaction of novice frontline nurse managers. Methodology/Approach: We used a cross-sectional, correlational survey design. The sample consisted of responders to the fifth wave of a multiyear study of new nurses in 2013 (N = 1,392; response rate of 69%) who reported working as managers (n = 209). The parent study sample consisted of registered nurses who were licensed for the first time by exam 6-18 months prior in 1 of 51 selected metropolitan statistical areas and 9 rural areas across 34 U.S. states and the District of Columbia. We examined bivariate correlations between job satisfaction and 31 personal and structural variables. All variables significantly related to job satisfaction in bivariate analysis were included in a multivariate linear regression model. In addition, we tested the interaction effects of procedural justice and negative affectivity, autonomy, and organizational constraints on job satisfaction. The Cronbach's alphas for all multi-item scales ranged from.74 to.96. Findings: In the multivariate analysis, negative affectivity (β = -.169; p =.006) and procedural justice (β =.210; p =.016) were significantly correlated with job satisfaction. The combination of predictors in the model accounted for half of the variability in job satisfaction ratings (R2 =.51, adjusted R2 =.47; p <. 001). Practice Implications: Health care executives who want to cultivate an effective novice frontline nurse manager workforce can best ensure their satisfaction by creating an organization with strong procedural justice. This could be achieved by involving managers in decision-making processes and ensuring transparency about how decisions that affect nursing are made.

Estimating and preventing hospital internal turnover of newly licensed nurses: A panel survey

Kovner, C. T., Djukic, M., Fatehi, F. K., Fletcher, J., Jun, J., Brewer, C., & Chacko, T. (2016). International Journal of Nursing Studies, 60, 251-262. 10.1016/j.ijnurstu.2016.05.003
Background: Registered nurse job turnover is an ongoing problem in the USA resulting in significant financial costs to both organizations and society. Most research has focused on organizational turnover with few studies about internal or unit-level turnover. Turnover of new nurses in hospitals has particular importance as almost 80% of new nurses work in hospitals and have higher turnover rates when compared to experienced nurses. This paper focuses on new nurses' unit-level turnover rates in hospitals. Objectives: The purpose of this study is to: (1) identify factors that predict new nurses staying in the same units, positions, and job titles to inform unit-level retention strategies, and (2) examine the changes in work environment perceptions over time between nurses who remain in the same unit, position, and title to those who changed unit, position and/or title. Study design: A panel survey design was used to analyze changes over time. Participants: Participants were newly licensed registered nurses who were licensed for the first time between August 1st, 2004 and July 31st, 2005. The nurses came from metropolitan statistical areas or rural areas that were nested to reflect a nationally representative USA sample (58% response rate). The analytic sample for this study was 1335. Data sources: Data were collected in January 2006 and 2007 following the Dillman total design approach. All potential respondents received paper surveys and non-responders received repeated mailings. Results: Using multinomial regression the five variables with the largest effects on unit retention were (1) variety (positive), (2) having another job for pay (negative), (3) first basic degree (having a bachelors or higher degree increased the probability of staying), (4) negative affectivity (positive), and (5) job satisfaction (positive). Nurses who changed unit, and/or position, and/or title reported more positive change scores on a variety of work attitudes. Discussion: Almost 30% of new nurses working in hospitals leave their unit, and/or position, and/or title during their first year of work. Our results point to the variables on which managers can focus to improve unit-level retention of new nurses. Although participants were from a nationally representative sample of nurses who were newly licensed in 2004-2005, with the geographical shifts in the USA population in the last 10 years the sample may not be geographically representative of new nurses who graduated in 2015.

Impact of transformational leadership on nurse work outcomes

Brewer, C. S., Kovner, C. T., Djukic, M., Fatehi, F., Greene, W., Chacko, T. P., & Yang, Y. (2016). Journal of Advanced Nursing, 72(11), 2879-2893. 10.1111/jan.13055
Aims: To examine the effect of transformational leadership on early career nurses' intent to stay, job satisfaction and organizational commitment. Background: Lack of leadership support is one of the top reasons staff nurses leave. Current studies reported mixed results about the impact of transformational leadership on key nurse outcomes. However, little is known whether leadership directly or indirectly affects satisfaction, organizational commitment and intent to stay. Design: This study was a cross-sectional study of nurses who had been licensed for 7·5-8·5 years which was part of a 10-year longitudinal panel design. Methods: The analytic sample was 1037 nationally representative newly licensed Registered Nurses. Data were collected from January–March 2013. We used a probit model to model the relationship between transformational leadership and intent to stay, organizational commitment and job satisfaction. Results: Transformational leadership did not have a significant impact on intent to stay and job satisfaction, but significantly associated with organizational commitment. Organizational commitment, job satisfaction, mentor support, promotional opportunities and age were positively associated with intent to stay, while ethnicity, non-local job opportunities and work settings were negatively associated with intent to stay. Conclusions: Transformational leadership had no direct relationship with intent to stay and job satisfaction and had a small direct positive effect on organizational commitment. Transformational leadership has potential to slow attrition and retain nurses by creating a positive work environment that supports nurses. Any improvement in job satisfaction and organizational commitment would positively increase the change in probability for intent to stay.

E-Learning with virtual teammates: A novel approach to interprofessional education

Djukic, M., Adams, J., Fulmer, T., Szyld, D., Lee, S., Oh, S. Y., & Triola, M. (2015). Journal of Interprofessional Care, 29(5), 476-482. 10.3109/13561820.2015.1030068
The Institute of Medicine identified interprofessional education (IPE) as a key innovation for achieving the triple aim of better care, better outcomes, and reduced healthcare costs. Yet, a shortage of qualified faculty and difficulty with aligning learners schedules often prevent sustainable and scalable IPE. A virtual IPE intervention was developed to circumvent these barriers and compared to a blended-learning IPE intervention. We used a pre-test and post-test design with two comparison interventions to test the effects of these IPE interventions on changes in teamwork knowledge, skills, and attitudes. The interventions were delivered to pre-licensure learners at a large, metropolitan medical and a nursing school. We used one-sample and independent-sample t-tests to analyze data from 220 learners who received the blended-learning intervention in 2011 and 540 learners who received the virtual learning intervention in 2012. The students in the blended-learning intervention did not significantly (p < 0.05) outperform the students in the virtual learning intervention for any of the measured outcomes, except for medical students attitudes around team value. Virtual IPE learning is an effective, scalable, and sustainable solution for imparting foundational teamwork knowledge in health profession students.

Educational gaps and solutions for early-career nurse managers' education and participation in quality improvement

Djukic, M., Kovner, C. T., Brewer, C. S., Fatehi, F., & Jun, J. (2015). Journal of Nursing Administration, 45(4), 206-211. 10.1097/NNA.0000000000000186
Objective: The objective of this study was to examine early-career frontline nurse managers' (FLNMs') reported educational preparedness and participation in quality improvement (QI). BACKGROUND: Frontline nurse managers are vitally important for leading QI.However, it is not well known if they have adequate knowledge and skills to lead this important function. METHODS: We examined cross-sectional survey data from 42 FLNMs using descriptive statistics. RESULTS: About 30%of FLNMsreported being very prepared across 12 measured QI skills by schools or employers and 35% reported participating in a specific clinical effort to improve patient care on their unit more than once a month. More than 50% reported having good organizational support for QI, but only about 30% reported being rewarded for their contributions to QI. CONCLUSION: Our study highlights opportunities for development in QI for FLNMs and offers some solutions for nurse executives that can bridge the educational gaps.

Exploring Direct and Indirect Influences of Physical Work Environment on Job Satisfaction for Early-Career Registered Nurses Employed in Hospitals

Djukic, M., Kovner, C. T., Brewer, C. S., Fatehi, F., & Greene, W. H. (2014). Research in Nursing and Health, 37(4), 312-325. 10.1002/nur.21606
We explored direct and indirect influences of physical work environment on job satisfaction in a nationally representative sample of 1,141 early-career registered nurses. In the fully specified model, physical work environment had a non-significant direct effect on job satisfaction. The path analysis used to test multiple indirect effects showed that physical work environment had a positive indirect effect (p<.05) on job satisfaction through ten variables: negative affectivity, variety, workgroup cohesion, nurse-physician relations, quantitative workload, organizational constraints, distributive justice, promotional opportunity, local and non-local job opportunities. The findings make important contributions to the understanding of the relationship between physical work environment and job satisfaction. The results can inform health care leaders' insight about how physical work environment influences nurses' job satisfaction.

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