
Mary Brennan
DNP ANP AGACNP-BC CNS FAANP
Director of DNP Program
Clinical Associate Professor
Director of Adult-Gerontology Acute Care NP Program
mary.brennan@nyu.edu
1 212 998 5327
433 First Ave
New York, NY 10010
United States
Mary Brennan's additional information
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Mary 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, Prof. 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.
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DNP, Case Western Reserve UniversityMS, Boston CollegeBS, Salem State University
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Non-communicable diseasePrimary careGlobalCardiologyAcute CareGerontologyAdult HealthInterprofessionalismFaculty practiceNursing educationOral-systemic healthUnderserved populations
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American Academy of Nursing PractitionersAmerican Heart AssociationAmerican Nurse's AssociationNational League of NursingNational Organization of Nurse Practitioner FacultySigma Theta Tau International Nursing Honor Society
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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)Fellow, American Academy of Nurse Practitioners (2015)16 Great Acute Care Professors (2015)16 Great Acute Care Professors (2014)Distinguished Adjunct Faculty Award, New York University (1996)Massachusetts Nurse of the Year Award (1986)Hunt Hospital Nurse of the Year Award (1986) -
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Publications
Needs Assessment
AbstractBrennan, M. (2023). In In 2023 Guide to Developing Simulations: A Step-By-Step Approach (Digital Book) (p. 8 to 10).Abstract~Quality Improvement to Promote Sepsis Reassessment : The Sepsis Reassessment Protocol Improvement Project (SRPIP)
AbstractDegregoris, J. P., Bandong, L., White, T., & Brennan, M. (2023). (Vols. 38, Issues 2, pp. 107-113). 10.1097/NCQ.0000000000000646AbstractBackground: 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.Quality improvement to promote sepsis reassessment: The Sepsis Reassessment Protocol Improvement Project (SRPIP).
AbstractBrennan, M. (2023). (Vols. 38, Issues 2, pp. 107-113).Abstract~Learning theories to guide simulation for nurse practitioners.
AbstractBrennan, M., O’Brien, B., & Rudd, M. (2023). In In NONPF’s guide to developing simulations: A practical step-by-step approach. (p. 15 to 31). National Organization of Nurse Practitioner Faculty.Abstract~Oral health and chronic kidney disease.
AbstractBrennan, M. (2022). In S. Bodin (Ed.), In Bodin, S. (Ed.). Contemporary Nephrology Nursing (4th ed., pp. 795 – 810). American Nephrology Nurses Association (p. 795 to 810). American Nephrology Nurses Association.Abstract~Real-time, simulation-enhanced interprofessional education in the care of older adults with multiple chronic comorbidities : a utilization-focused evaluation
AbstractTilley, C. P., Roitman, J., Zafra, K. P., & Brennan, M. (2021). (Vols. 7). 10.21037/mhealth-19-216AbstractBackground: 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
AbstractBrennan, M. (2020). (Vols. 45, Issues 3, pp. 9-12). 10.1097/01.NPR.0000651108.38411.a9Abstract~Hakuna matata : Our experiences as invited international nurse practitioner consultants in Dar es Salaam, Tanzania
AbstractHerrmann, L. L., & Brennan, M. (2018). (Vols. 30, Issues 10, pp. 546-547). 10.1097/JXX.0000000000000102Abstract~Should Marijuana be Legalized?
AbstractGardenier, D., Brennan, M., & Weber, L. M. (2017). (Vols. 13, Issues 2, pp. 116-117). 10.1016/j.nurpra.2016.12.008Abstract~Practice patterns and organizational commitment of inpatient nurse practitioners
AbstractJohnson, J., Brennan, M., Musil, C. M., & Fitzpatrick, J. J. (2016). (Vols. 28, Issues 7, pp. 370-378). 10.1002/2327-6924.12318AbstractPURPOSE: 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.