Mary Brennan


Mary Brennan headshot

Mary Brennan


Clinical Associate Professor
Program Director, Adult-Gerontology Acute Care NP

1 212 998 5327

433 First Ave
New York, NY 10010
United States

Mary Brennan's additional information

Mary M. Brennan, AGACNP-BC, ANP, CNS, DNP, FAANP, is the program director of the Adult-Gerontology Acute Care Nurse Practitioner Program and a clinical associate professor at NYU Rory Meyers College of Nursing. In her clinical practice, Brennan specializes in the provision of advanced practice nursing care for hospitalized patients with acute, critical, and chronic cardiovascular illnesses. She has developed an innovative, problem-based curriculum, using evidence-based practice, to cultivate the art and science of clinical decision-making for adult patients with acute, critical, and chronic illnesses. As an educator, Brennan is interested in cultivating nurse practitioners' critical thinking and decision-making. As a DNP and an expert in quality improvement initiatives, Brennan teaches in the DNP Program and serves as a faculty mentor for a number of DNP students.

Brennan has received several curricular development challenge grants to design a virtual hospital called "Acute Care General Hospital," providing students with multiple opportunities to practice the assessment, diagnosis, and treatment of patients. Brennan has integrated a series of progressive simulations throughout the AGACNP Program, and has presented her work nationally and internationally on rapid-response simulations at the National Organization of Faculty Conference and the International Nursing Association for Clinical Simulation and Learning Conference. She serves on NONPF's simulation committee. In collaboration with the Silver School of Social Work and the Long Island College of Pharmacy, Brennan is integrating interprofessional simulations throughout the AGACNP Program. 

Brennan has also led an initiative in Dar Es Salaam, Tanzania, to develop a culture of safety initiative designed to improve outcomes for patients with cardiac disease. Currently, she is collaborating with a team from Xiangya Hospital, Changsha, Hunan Province, China, to develop a culture of safety assessment in three different hospitals in Sierra Leone. She is the lead author of a systematic review team, part of the Cochrane Oral Health Group, investigating the effectiveness of whitening toothpastes.

In recognition of her exemplary teaching and learning approaches in nursing education, Brennan received the inaugural Dean's Distinguished Teaching Award in 2018.

Brennan earned her DNP from Case Western Reserve University and MS from Boston College. Her DNP project was conducted in Accra, Ghana, where she taught nurses the principles of pediatric resuscitation to improve the care of infants and children treated in the emergency room. 

DNP - Case Western Reserve University (2010)
MS - Boston College (1990)
BS - Salem State University (1986)

Non-communicable disease
Primary care
Acute care
Adult health
Faculty practice
Nursing education
Oral-systemic health
Underserved populations

American Academy of Nursing Practitioners
American Heart Association
American Nurse's Association
National League of Nursing
National Organization of Nurse Practitioner Faculty
Sigma Theta Tau International Nursing Honor Society

Faculty Honors Awards

16 Great Acute Care Professors (2019)
16 Great Acute Care Professors (2018)
Dean's Distinguished Teaching Award, NYU Meyers (2017)
16 Great Acute Care Professors (2017)
16 Great Acute Care Professors (2016)
16 Great Acute Care Professors (2015)
Fellow, American Academy of Nurse Practitioners (2015)
16 Great Acute Care Professors (2014)
Distinguished Adjunct Faculty Award, New York University (1996)
Hunt Hospital Nurse of the Year Award (1986)
Massachusetts Nurse of the Year Award (1986)


Curricular Quality Improvement in Midwifery: Simulating Unexpected Perinatal Loss

Altman, S. D., Tilley, C. P., Feldman, R., Brennan, M., & Wholihan, D. (2023). Journal of Midwifery and Women’s Health, 68(4), 523-530. 10.1111/jmwh.13498
Introduction: Caring for families experiencing perinatal loss is a fundamental component of midwifery practice, but little attention is paid to perinatal palliative care in midwifery curricula. Lack of educational preparation and self-care resources negatively impacts midwifery students and health care teams caring for families experiencing stillbirth. Process: A private, urban university conducted a curricular quality improvement project to integrate perinatal palliative care into the midwifery curriculum using a high-fidelity, branching simulation pedagogy. Simulation objectives were developed from curricular gap analyses and the Core Competencies for Basic Midwifery Practice. Development of the Unexpected Perinatal Loss Simulation was guided by the International Nursing Association for Clinical Simulation and Learning Outcomes and Objectives and Design Standards. The Unexpected Perinatal Loss Simulation was revised based on qualitative data from student focus groups and expert content validation. Outcomes: Qualitative data yielded 4 key domains: presimulation, simulation skills, prior experience/personal reflections, and recommendations. Simulation procedures and scenario content were revised, after which 8 expert clinicians in the fields of midwifery, palliative care, and psychiatry validated the scenario content using the Lynn method. Two items did not meet the content validity index (CVI) threshold of 0.78, necessitating review by stakeholders; however, the overall scenario CVI threshold was met (0.82). Discussion: Through this project, faculty integrated perinatal palliative care into the midwifery program using a novel approach of high-fidelity, branching simulation, structured debriefing, and an introductory self-care skills workshop. Potential clinical impact includes skillful perinatal palliative care with effective communication skills to mitigate how families experience and remember a traumatic loss and facilitate the grieving process. Students voiced insights into how they would process loss and seek support to mitigate their own grief as future midwives.

Quality Improvement to Promote Sepsis Reassessment: The Sepsis Reassessment Protocol Improvement Project (SRPIP)

Degregoris, J. P., Bandong, L., White, T., & Brennan, M. M. (2023). Journal of Nursing Care Quality, 38(2), 107-113. 10.1097/NCQ.0000000000000646
Background: Implementation of the Surviving Sepsis Campaign (SSC) guidelines into practice has demonstrated improved outcomes. Local Problem: Compliance with a sepsis protocol, based on the SSC guidelines, in an urban teaching hospital was below the national average. Methods: A pre- and posttest intervention design was used to improve clinician knowledge, confidence, and compliance with the protocol. Interventions: Educational modules were developed on the SSC guidelines and reminder system alerts (RSA) for timely revaluation of patients with sepsis and lactate monitoring were implemented. Results: A total of 33 (48%) clinicians participated. There was an increase in knowledge, documentation of sepsis reassessment, and serum lactate monitoring. There was an improvement in clinician perceptions following the initiative. Conclusions: The results demonstrate that education, combined with RSAs, can improve protocol knowledge and compliance.

Real-time, simulation-enhanced interprofessional education in the care of older adults with multiple chronic comorbidities: a utilization-focused evaluation

Tilley, C. P., Roitman, J., Zafra, K. P., & Brennan, M. (2021). MHealth, 7. 10.21037/mhealth-19-216
Background: Interprofessional education (IPE) is a curricular requirement for all healthcare professional education standards. To foster learning about, from and with each other, consistent with the Interprofessional Education Consortium’s Core Competencies, many graduate schools are integrating interprofessional (IP) simulation experiences throughout their educational curricula, providing multiple opportunities for health professional students to collaborate and practice together. High-fidelity, real-time simulations help students from diverse professional backgrounds to apply their classroom learning in realistic clinical situations, utilize mobile technology to access clinical decision support (CDS) software, and receive feedback in a safe setting, ensuring they are practice-ready upon graduation. Methods: New York University Rory Meyers College of Nursing (NYU) and Long Island University College of Pharmacy (LIU) partnered for two consecutive years to create, coordinate and implement two interprofessional educational simulations involving patients with chronic cardiovascular disease. A utilization-focused evaluation of high-fidelity, simulation-enhanced IPE (Sim-IPE) was implemented to assess students’ IP competencies before and after their participation in the IPE-simulation and their overall satisfaction with the experience. The Interprofessional Collaborative Competency Attainment Survey (ICCAS), a reliable instrument, was administered to both doctor of pharmacy students and primary care advanced practice nursing students before and after each simulation experience. Additionally, student satisfaction surveys were administered following the IPE-simulation. Results: Aggregated means revealed statistically significant improvements in each of the six domains including communication, collaboration, roles and responsibilities, collaborative patient/family approach, conflict resolution and team functioning. Student ratings revealed positive experiences with the IPE-simulations. Conclusions: High-fidelity, real-time IPE-simulation is a powerful pedagogy to help graduate students from different professional backgrounds practice applying IP competencies in simulated experiences. Quality improvement studies and research studies are needed to assess the impact of high-fidelity, real-time simulations throughout graduate curricula with different types of patients to improve coordinated, team approaches to treatment.

SPRINT to reach BP goals: The connections among hypertension, cognition, and brain health

Brennan, M. (2020). Nurse Practitioner, 45(3), 9-12. 10.1097/01.NPR.0000651108.38411.a9

Hakuna matata: Our experiences as invited international nurse practitioner consultants in Dar es Salaam, Tanzania

Herrmann, L. L., & Brennan, M. (2018). Journal of the American Association of Nurse Practitioners, 30(10), 546-547. 10.1097/JXX.0000000000000102

Should Marijuana be Legalized?

Gardenier, D., Brennan, M., & Weber, L. M. (2017). Journal for Nurse Practitioners, 13(2), 116-117. 10.1016/j.nurpra.2016.12.008

Practice patterns and organizational commitment of inpatient nurse practitioners

Johnson, J., Brennan, M., Musil, C. M., & Fitzpatrick, J. J. (2016). Journal of the American Association of Nurse Practitioners, 28(7), 370-378. 10.1002/2327-6924.12318
PURPOSE: Nurse practitioners (NPs) deliver a wide array of healthcare services in a variety of settings. The purpose of this study was to examine the practice patterns and organizational commitment of inpatient NPs.METHODS: A quantitative design was used with a convenience sample (n = 183) of NPs who attended the American Association of Nurse Practitioners (AANP) national conference. The NPs were asked to complete a demographic questionnaire, the Practice Patterns of Acute Nurse Practitioners tool and the Organizational Commitment Questionnaire.CONCLUSIONS: Over 85% of inpatient practice time consists of direct and indirect patient care activities. The remaining nonclinical activities of education, research, and administration were less evident in the NP's workweek. This indicates that the major role of inpatient NPs continues to be management of acutely ill patients. Moderate commitment was noted in the Organizational Commitment Questionnaire.IMPLICATIONS FOR PRACTICE: Supportive hospital/nursing leadership should acknowledge the value of the clinical and nonclinical roles of inpatient NPs as they can contribute to the operational effectiveness of their organization. By fostering the organizational commitment behaviors of identification, loyalty, and involvement, management can reap the benefits of these professionally dedicated providers.

Home-based whitening toothpastes for the prevention and treatment of tooth staining in adults: Protocol

Brennan, M., Hallas, D., Jacobs, S. K., Norman, R., Robbins, M., & Northridge, M. (2014). Cochrane Database of Systematic Reviews, 1.

Home-use whitening toothpastes for whitening teeth in adults

Brennan, M., Hallas, D., Jacobs, S. K., Robbins, M., & Northridge, M. (2014). Cochrane Database of Systematic Reviews, 2014(1). 10.1002/14651858.CD010934
This is the protocol for a review and there is no abstract. The objectives are as follows: To assess the beneficial and adverse effects of home-use whitening toothpastes with an abrasive or chemical action or both, in the prevention and removal of extrinsic dental stains in adults.

Paediatric resuscitation for nurses working in Ghana: An educational intervention

Brennan, M. M., Fitzpatrick, J. J., Mcnulty, S. R., Campo, T., Welbeck, J., & Barnes, G. (2013). International Nursing Review, 60(1), 136-143. 10.1111/j.1466-7657.2012.01033.x
Background: Deficiencies in the paediatric emergency systems of developing countries may contribute to avoidable paediatric mortality. Studies suggest that nurses and doctors may not be educationally prepared to provide immediate paediatric resuscitative care to acutely ill children. The purpose of this study was to determine if a 1-day World Health Organization (WHO) Emergency Triage and Assessment Treatment (ETAT) Program in paediatric resuscitation would increase Ghanaian nurses' knowledge and self-efficacy of paediatric resuscitation. Methods: A pre-experimental, one-group, pre-test, post-test design was used to assess differences in the nurses' knowledge of paediatric resuscitation, and their perceived self-efficacy of paediatric resuscitation after completing a 1-day educational intervention in paediatric resuscitation. Forty-one nurses from a public teaching hospital in Ghana were recruited and participated in the study. Results: Using a paired samples t-test, there was a statistically significant increase in the nurses' perceived self-efficacy of paediatric resuscitation in general (P<0.000), perceived self-efficacy of bag and mask ventilation (P<0.000), and knowledge of paediatric resuscitation (P<0.000). Conclusions: Findings from this study suggest that a 1-day WHO ETAT Program may increase self-efficacy of paediatric resuscitation and knowledge of paediatric resuscitation. Clinical Relevance: Policy makers in Ghana need to consider implementing education programmes in paediatric resuscitation for nurses as part of a comprehensive strategy to improve emergency systems and address preventable and avoidable infant and child mortality.