Mary Jo Vetter

Faculty

Mary Jo Vetter headshot

Mary Jo Vetter

FAANP

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
Gerontology
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

Publications

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

Rosenfeld, P., Glassman, K., Vetter, M. J., & Smith, B. (2022). Nursing Outlook, 70(1), 145-153. 10.1016/j.outlook.2021.07.010
Abstract
Abstract
Background: A vast literature exists on doctorally-prepared RNs in academia, but little is known about those in practice settings. Purpose: The purpose of this study was to explore demographic, educational, and employment characteristics, as well as practice patterns and professional accomplishments of doctorally-prepared RNs in one practice setting. Methods: Survey of approximately 100 doctorally-prepared RNs in an integrated health system were surveyed. Discussion: Doctors of Nursing Practice (DNPs) outnumber PhDs three to one in the institution. Several statistically significant differences exist between them: DNPs are younger and most likely hold advanced practice nursing positions; PhDs are 10 years older and more likely hold administrative or leadership positions. Little evidence exists that neither nurses nor administrators understand the skills and knowledge that doctorally-prepared RNs bring to the organization. This is particularly true for DNPs who predominantly hold clinical positions also held by master's-prepared RNs. Conclusion: Advocates for continued growth of DNPs in academia and practice should partner more closely to clarify the skills and talents that doctorally-prepared nurses bring to clinical settings.

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

Keating, S. A., Vetter, M. J., Klar, R. T., & Wright, F. (2022). Journal for Nurse Practitioners, 18(4), 424-428. 10.1016/j.nurpra.2021.11.009
Abstract
Abstract
An applied epidemiology course for doctor of nursing practice students was revised to include a module on the impact of climate change on population health. The Analyze, Design, Develop, Implement, and Evaluate (ADDIE) model of instructional design is a gold standard framework for creating course content and guided the module development. A nurse content expert discussed the environmental impacts of climate change on health using literature, actual clinical scenarios, and the application of epidemiologic data. Topics included safeguarding workers and vulnerable populations within the context of the coronavirus disease 2019 pandemic. Students posted reflections on their understanding of module content in response to structured prompts electronically in the learning management system for review by the faculty. Faculty evaluation of responses identified the need to further develop and integrate environmental epidemiology and climate change content more fully within the doctor of nursing practice curriculum.

Using Design Thinking to Thread the Social Determinants of Health in an Undergraduate Curriculum

Ea, E., Vetter, M. J., Boyar, K., & Keating, S. (2022). Nurse Educator. 10.1097/NNE.0000000000001293

Utilizing a Standardized Handoff Initiative Incorporating Both Medical Clearance Postoperative Recommendations and Orthopaedic-Specific Context to Improve Information Transfer

Meneses, M., Muthusamy, N., Vetter, M. J., & Schwarzkopf, R. (2022). Orthopaedic Nursing, 41(4), 282-286. 10.1097/NOR.0000000000000863
Abstract
Abstract
Patients undergoing total joint arthroplasty (TJA) with multiple comorbidities require medical clearance recommendations from their primary care provider, which if not adhered to can lead to adverse postoperative complications. In this quality improvement initiative, we explore the impact of a standardized handoff process incorporating medical clearance postoperative recommendations and orthopaedic-specific context on information transfer in TJA. A systematic review of quantitative and qualitative studies from 2014 to 2019 was completed to draw a conclusion about the best practice methods for the development of a standardized handoff process. Prior to implementation, evidence was reviewed to inform activities such as baseline chart audits, attainment of stakeholder input regarding handoff, exploration of wound closure equipment utilization, and standardization of a structured "smart phase" that incorporates medical clearance recommendations and orthopaedic-specific context information. After provider education was completed and the new handoff approach initiated, data were collected to compare postintervention outcomes such as transfer of information and wound kit distribution cost analysis. At baseline, 42% of patients had medical clearance postoperative recommendations handed off when they were provided. At completion, the new handoff smart phrase was used 97% for the first handoff and 100% for the second handoff. Medical clearance postoperative recommendations were captured in the electronic health record 83% of the time when they were provided. When the new smart phrases were utilized, wound closure, precautions, and postoperative void status were always handed off. Once wound closure technique was specified, bedside nurses were able to provide the appropriate wound closure removal equipment at discharge, projecting cost savings of $0.69 per case (∼234 cases per month). The use of a standardized handoff smart phrase that includes specialty specific context and postoperative medical management requirements successfully improved the information transfer between providers in a large academic orthopaedic medical center.

Coaching medical students to confront racism in the clinical setting

Walker, T., Whalen, L. B., Vetter, M. J., Parsons, A. S., Bray, M. J., & Gusic, M. E. (2021). Medical Education, 55(11), 1311-1312. 10.1111/medu.14645

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
Abstract
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, 37(1). 10.1097/NCQ.0000000000000567
Abstract
Abstract
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

Vetter, M. J. (2020). In Encyclopedia of Gerontology and Population Aging. Springer.

Primary Care in the Home

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

Telemedicine: Admission visit

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