Mary Jo Vetter


Mary Jo Vetter headshot

Mary Jo Vetter


Clinical Associate Professor
Program Director, DNP

1 212 998 5165

Mary Jo Vetter's additional information

Mary Jo Vetter, DNP, AGPCNP-BC, is the director of the Doctorate of Nursing Practice Program and a clinical associate professor at the NYU Rory Meyers College of Nursing. She has extensive experience in the creation, deployment, clinical, and business oversight of new evidence-based models of care provided by interprofessional teams of physicians, nurse practitioners, rehabilitation therapists, and licensed clinical social workers with an emphasis on telehealth/telemedicine, integrated medical and behavioral health care, transitional care, and palliative care. She has functioned as an administrator and clinician in nurse-managed primary health care, specifically in ambulatory care and home-based settings. Vetter has demonstrated expertise in facilitating evidence-based practice improvement initiatives in a variety of settings and is currently an attending nurse with the Center for Innovation and Advancement of Care at NYU Health. In private practice, she is a geriatric primary care provider and care manager.

As a Lean Six Sigma greenbelt practitioner and a Lean Launchpad educator, she concentrates on integrating quality improvement, entrepreneurship, and business start-up expertise into nursing education. She has focused on care delivery to vulnerable populations in urban settings and consulted locally and internationally to promote the advanced practice nursing role in NP-led primary care. In addition, she has expertise in a variety of public health-related nursing areas, including occupational health, emergency preparedness, and grant management. 

Vetter received her DNP and MA from Rutgers University and BSN from New Jersey City University.

DNP - Rutgers University (2013)
MS - Rutgers University (1996)
BSN - New Jersey City University (1984)
Diploma - Christ Hospital School of Nursing (1979)

Home care
Primary care
Underserved populations

American Association of Ambulatory Care Nursing
American Association of Colleges of Nursing
American Association of Nurse Practitioners
American Nurses Association
Alliance of Nurses for Healthy Environments
American Telemedicine Association
Eastern Nursing Research Society
Gerontological Advanced Practice Nursing Association
International Council of Nurses
International Society for Telemedicine & eHealth
National Organization of Nurse Practitioner Faculty
Sigma Theta Tau International
Society of Nurse Scientists, Innovators, Entrepreneurs, and Leaders (SONSIEL)

Faculty Honors Awards

2nd Place Team, 1st Annual HealthCare Makerthon Venture Support, VirtuCare Start-Up at NYU Entrepreneurial Institute (2016)
Academic Merit Award, Rutgers School of Nursing (2014)
Advance for Nurses, GEM Award Finalist in the Leading and Advancing the Profession category (2014)
Innovation in Servant Leadership Award for contributions to post Superstorm Sandy community relief efforts, VNSNY (2013)
Award for Advancing Evidence Based Practice and Quality Improvement, VNSNY (2012)
Innovator Award for success in spreading transitional care practice models, VNSNY (2011)
Grace E. Davidson Award for the Nurse Administrator, NYU Meyers (2008)
Sigma Theta Tau, Multi-Media Award, Community Based Primary Health Care Centers in Newark, NJ (1998)
Fellow of the American Association of Nurse Practitioners


A comparative study of PhD and DNP nurses in an integrated health care system

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Integrating Climate Change in the Curriculum: Using Instructional Design Methods to Create an Educational Innovation for Nurse Practitioners in a Doctor of Nursing Practice Program

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Design and outcomes of a nurse practitioner preceptor development program

Hallas, D., Haber, J., Biesecker, B., Hartnett, E., Toft Klar, R., Djukic, M., Apold, S., Vetter, M. J., McMillan, A., Brilliant, M., Baldyga, J. A., Waingortin, R., & Fletcher, J. (2021). Journal of the American Association of Nurse Practitioners, 33(11), 1007-1016. 10.1097/JXX.0000000000000570
ABSTRACT: Nurse practitioners (NPs) are educated to provide high-quality patient- and family-centered care to underserved, culturally diverse, medically complex populations. Nurse practitioner faculty plan curricular activities that challenge NP students to critically assess individuals and populations with the goal of preparing NP students to be "practice-ready" upon graduation. Nurse practitioner clinical training occurs in practice settings with NP preceptors, with specific areas of clinical expertise. However, there is a lack of NP clinical preceptors educationally prepared to clinically teach and evaluate NP students. This article presents the design, implementation, evaluation, and outcomes from a 3-year grant funded by the United States Human Resources and Administration Services that featured a web-based Primary Care Nurse Practitioner Preceptor Development Program. Ninety percent of NPs who precepted NP students completed all web-based learning modules. Preceptors with educational preparation via online modules to guide NP student learning in clinical settings are a critical resource for faculty to prepare NP students to be practice-ready upon graduation. This web-based learning platform for online NP preceptor education may be a successful approach for expanding and improving the NP preceptor pool nationwide.

Using Lean Six Sigma to Increase the Effectiveness of an Evidence-Based Quality Improvement Program

Lavin, P., & Vetter, M. J. (2021). Journal of Nursing Care Quality. 10.1097/NCQ.0000000000000567
Background: Evidence-based quality improvement (EBQI) is an established methodology for identifying nursing practice changes that improve health care quality and safety. However, EBQI itself does not provide a framework for navigating the barriers to practice change. Local Problem: An EBQI program in an orthopedic specialty hospital fostered many successful quality improvement projects. However, program participants frequently encountered barriers to project implementation. Methods: Lean Six Sigma (LSS) principles, tools, and strategies were incorporated into the EBQI program to help participants overcome organizational barriers to successful implementation. Interventions: LSS interventions included stakeholder alignment, process analysis, change management, project management, structured check-ins, mentoring, and organizational recognition. Results: The addition of LSS principles gave EBQI project leaders new tools for gaining executive support, securing resources, and overcoming organizational inertia to facilitate effective practice change. Conclusions: Lean Six Sigma can increase the effectiveness of an EBQI program.

Gerontological Nursing

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Primary Care in the Home

Vetter, M. J., & Latimer, B. (2020). In Clinical Simulation for the APRN.
simulation for advanced practice nurses

Telemedicine: Admission visit

Vetter, M. J., & Latimer, B. (2020). In Clinical SImulation for the APRN.
simulation of an initial telemedicine visit

Future Directions in Healthcare Technology

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Tactics for Teaching Evidence-Based Practice: Enhancing Active Learning Strategies With a Large Class of Graduate EBP Research in Nursing Students

Vetter, M. J., & Latimer, B. (2017). Worldviews on Evidence-Based Nursing, 14(5), 419-421. 10.1111/wvn.12227
This column shares the best evidence-based strategies and innovative ideas on how to facilitate the learning and implementation of EBP principles and processes by clinicians as well as nursing and interprofessional students. Guidelines for submission are available at

The Influence of Clinical Decision Support on Diagnostic Accuracy in Nurse Practitioners

Vetter, M. J. (2015). Worldviews on Evidence-Based Nursing, 12(6), 355-363. 10.1111/wvn.12121
Background: Clinical decision support systems (CDSSs) at the point of care are evidence-based interventions that have demonstrated incremental positive impact on quality of healthcare delivery over the past two decades. Existing best practices inform strategies to promote adoption and achievement of targeted outcomes. The purpose of this improvement project was to conduct a pilot implementation to understand the contextual factors and readiness for dissemination of a newly acquired electronic CDSS by evaluating its influence on diagnostic accuracy in nurse practitioners (NPs) functioning in a community health setting. Aims: The specific aims of this project were to measure and compare diagnostic accuracy in a pilot group before and after CDSS use, educate clinicians about the system and pilot its use, and then leverage the experience to design the practice-wide CDSS dissemination strategy. Methods: The project engaged a subset of NPs from a home-based primary care practice and other organizational stakeholders who provided tangible support and necessary resources for successful adoption of this innovation in practice. A structured conceptual model of Evidence-Based Practice Improvement enhanced with elements of the Promoting Action on Research Implementation in Health Sciences framework was used to guide the development, implementation and evaluation of this practice improvement initiative. A group of seven NP representatives of the practice participated in the project. Data collection was composed of small tests of change (plan-do-study-act) cycles at the local practice level, measuring achievement of improvement of the chosen outcome of correctness of medical diagnosis evidenced by appropriate substantiating clinical documentation. Linking evidence to action: In this home visiting primary care practice setting, use of a CDSS by NPs achieved eventual improvement in diagnostic accuracy and clinical documentation, as demonstrated on chart audit, though the improvement was not sustained over time. The pilot findings ultimately informed decision making about CDSS dissemination strategies and future uses of the system. When appropriately deployed, a CDSS offers the potential to improve professional practice, support differential diagnosis and evidence-based treatment, and provide detailed information about the disease state to facilitate robust clinical documentation.