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 Academy of Home Care Medicine
American Association of Ambulatory Care Nursing
American Nurses Association
American Telemedicine Association
International Council of Nurses
International Society for Telemedicine & eHealth
Eastern Nursing Research Society
Foundation of New York State Nurses
Geriatric Society of America
Gerontological Advanced Practice Nursing Association
National Consortium of Telehealth Resource Centers
National Organization of Nurse Practitioner Faculty
Sigma Theta Tau International

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)


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

Rosenfeld, P., Glassman, K., Vetter, M. J., & Smith, B. (2021). Nursing Outlook. 10.1016/j.outlook.2021.07.010
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.

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

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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.

Fostering evidence-based practice to improve nurse and cost outcomes in a community health setting: A pilot test of the advancing research and clinical practice through close collaboration model

Levin, R. F., Fineout-Overholt, E., Melnyk, B. M., Barnes, M., & Vetter, M. J. (2011). Nursing Administration Quarterly, 35(1), 21-33. 10.1097/NAQ.0b013e31820320ff
Although evidence-based practice (EBP) improves health care quality, decreases costs, and empowers nurses, there is a paucity of intervention studies designed to test models of how to enhance nurses' use of EBP. Therefore, the specific aim of this study was to determine the preliminary effects of implementing the Advancing Research and Clinical practice through close Collaboration (ARCC) model on nurses' EBP beliefs, EBP implementation behaviors, group cohesion, productivity, job satisfaction, and attrition/turnover rates. A 2-group randomized controlled pilot trial was used with 46 nurses from the Visiting Nurse Service of New York. The ARCC group versus an attention control group had stronger EBP beliefs, higher EBP implementation behaviors, more group cohesion, and less attrition/turnover. Implementation of the ARCC model in health care systems may be a promising strategy for enhancing EBP and improving nurse and cost outcomes.

Evidence-based practice improvement: Merging 2 paradigms

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Building Bridges in Academic Nursing and Health Care Practice Settings

Levin, R. F., Vetter, M. J., Chaya, J., Feldman, H., & Marren, J. (2007). Journal of Professional Nursing, 23(6), 362-368. 10.1016/j.profnurs.2007.01.025
The purpose of this article is to describe the development and implementation of a shared position with a focus on evidence-based practice (EBP) between the Visiting Nurse Service of New York and the Lienhard School of Nursing, Pace University. A preexisting relationship between the two institutions in providing student experiences in a community setting paved the way for the evolution a new collaborative effort. The shared position was initially conceived by two of the authors as an outcome of research they were conducting in the home care setting, which tested a model of mentoring frontline nurses in the EBP process on health care professional and patient outcomes. An initial conception of the new role provided a working document for discussions between the two institutions and the creation of a workable contract. The implementation of several initiatives has already provided support for the position, and each partner has benefited from building this bridge between nursing education and service. Benefits include advancing knowledge of and implementing EBP in both settings and promoting collaborative, clinically related scholarship.

Evidence-based practice: a guide to negotiate the clinical practice guideline maze.

Levin, R. F., & Vetter, M. J. (2007). Research and Theory for Nursing Practice, 21(1), 5-9. 10.1891/rtnpij-v21i1a002

A model for home care clinician and home health aide collaboration: diabetes care by nurse case managers and community health workers.

Vetter, M. J., Bristow, L., & Ahrens, J. (2004). Home Healthcare Nurse, 22(9), 645-648.
Researchers at Johns Hopkins University conducted a randomized clinical trial to test the effect of nurse case management and community health worker interventions on diabetes control among inner city African Americans. The results demonstrated that the greatest improvement occurred when nurse case managers and community health workers worked together. This study has implications for how nurse/home health aide collaboration can enhance diabetes management in home care.