Mattia Gilmartin headshot

Mattia Jean Gilmartin

Executive Director, NICHE

1 212 998 5300

250 Park Avenue South
New York, NY 10003
United States

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Professional overview

Dr. Mattia (Tia) Gilmartin is a leader who is dedicated to improving health care services. She brings 20-years of first-hand experience with organizational and management forces that drive performance improvement. Her background as a clinician, researcher and teacher make her particularly skilled in analyzing complex problems and translating theory into practice. She favors entrepreneurial approaches and thrives in complex environments that require creative and flexible solutions.

During her academic career, Dr. Gilmartin has emerged as a thought leader in the areas of organizational change and health system effectiveness. She has a broad background that spans both nursing and management, with expertise in the areas of strategic management, economics, quality improvement, chronic disease management, and organizational design and change. Dr. Gilmartin has published widely for both academic and practitioner audiences.

At the NYU College of Nursing, Dr. Gilmartin holds a faculty appointment as a Senior Research Scientist and serves as the Director for the Center for Continuing Nursing Education where she oversees the College’s portfolio of continuing education programs for practicing nurses. Her ability to bridge the worlds of research and practice has enabled her to design and teach leadership and organizational development programs for nursing and general management audiences. Prior to joining the NYU College of Nursing in 2011, Dr. Gilmartin managed an interdisciplinary research group at INSEAD, a leading international business school in France and designed and implemented a three-semester specialty track for the Clinical Nurse Leader master’s degree program at the Hunter-Bellevue School of Nursing.

Dr. Gilmartin holds a bachelors and masters degree in nursing, and a masters of business administration, from the University of San Francisco, and a PhD degree from the University of Virginia. She completed a post-doctoral fellowship at Cambridge University, Judge School of Management in organizational improvement and comparative health systems. Dr. Gilmartin received the Raven Award in 2000 for her outstanding achievement and service to the University of Virginia. She is the chair-elect for the Academy of Management, Health Care Management Division, and is a Fellow of the New York Academy of Medicine and the National Academies of Practice.


Bachelors of Science, University of San Francisco
Masters of Science Nursing and Masters of Business Administration, University of San Francisco
Doctor of Philosophy, University of Virginia
Post-Doctoral Fellowship, University of Cambridge, Judge Institute of Management

Honors and awards

University of Virginia, Raven Award (2000)
New York Academy of Medicine, Fellow
National Academies of Practice, Fellow and Distinguished Practitioner


Nursing workforce

Professional membership

Sigma Theta Tau Honor Society
Academy of Management
American Nurses' Association
Clinical Nurse Leaders Association



Motivating people

D’Aunno, T., & Gilmartin, M. (2018). In Health care management. Cengage.

Redoubling our efforts-a recap from the annual NICHE conference

Gilmartin, M. J., Santamaria, J., & Brody, A. A. (2017). Geriatric Nursing. 10.1016/j.gerinurse.2017.06.011

A Self-Efficacy Scale for Clinical Nurse Leaders: Results of a Pilot Study

Gilmartin, M. J., & Nokes, K. (2015). Nursing Economic$, 33(3), 133-143.
Introduced in 2003, the Clinical Nurse Leader (CNL) role is the first new nursing role introduced in more than 30 years. The hallmark of CNL practice is the management of client-centered care and clinical excellence at the point of care. As part of multifaceted efforts to implement the CNL role, understanding how an individual's self-efficacy with the identified role competencies changes over time has important implications for individuals, educational programs preparing CNLs, and health care organizations employing CNLs. In this study, preliminary psychometric analyses assessing the construct validity, reliability, and discriminant validity for a new state-specific scale (CNL Self-Efficacy Scale) that assesses nurses' perceptions of their ability to function effectively as a CNL are reported. Because self-confidence is a key predictor of successful role transition, job satisfaction, and job performance, measuring individuals' self-confidence with the core competencies associated with the CNL role over time will be important to gain the full benefit of this innovative, unit-based advanced generalist role.

Increasing faculty capacity: Findings from an evaluation of simulation clinical teaching

Richardson, H., Goldsamt, L. A., Simmons, J., Gilmartin, M., & Jeffries, P. R. (2014). Nursing Education Perspectives, 35(5), 308-314. 10.5480/14-1384
AIM: To compare how the use of different "doses" of simulation in undergraduate clinical teaching affect faculty capacity. BACKGROUND: Since 2008, the NYU College of Nursing has used a "high dose" of simulation to substitute for 50 percent of the clinical hours in core medical-surgical courses to address a shortage of faculty and clinical sites. Johns Hopkins University School of Nursing has used limited, "low-dose" simulation hours to supplement clinical hours. METHOD: The evaluation included program data and surveys and qualitative interviews with faculty and students in each program. RESULTS: Implementing "high-dose" clinical simulation resulted in a nearly 50 percent increase in faculty capacity at NYU, expanding undergraduate enrollment from 613 students in 2007 to 900 in 2012, with no negative impacts on faculty work life or student outcomes. CONCLUSION: Substituting simulation for traditional clinical hours can be a sustainable and educationally sound option to increase faculty capacity.

Variations in clinical nurse leaders' confidence with performing the core role functions

Gilmartin, M. J. (2014). Journal of Professional Nursing, 30(4), 307-316. 10.1016/j.profnurs.2013.11.002
Clinical nurse leader (CNL) practice, by definition, requires individuals to make career transitions. CNLs must adjust to their new work role and responsibilities and doing so also entails individual adjustment. Prior work has not examined the role of individual-level factors in effective CNL role transition. This study contributes to CNL implementation efforts by developing understanding of personal and contextual factors that explain variation in individuals' levels of self-confidence with performing the key functions of the CNL role. Data were gathered using a cross-sectional survey from a national sample of registered nurses (RNs) certified as CNLs. Respondents' perceptions of their confidence in performing CNL role competencies were measured with the Clinical Nurse Leader Self-Efficacy Scale (CNLSES; Gilmartin MJ, Nokes, K. (in press). The Clinical Nurse Leader Self Efficacy Scale: Results of a pilot study. Nursing Economic$). The CNLSES is a 35-item state-specific self-efficacy scale with established measurement properties that assesses nurses' perceptions of their ability to function effectively as a CNL. Demographic data were also collected. Data were analyzed using a general linear regression model. One hundred forty-seven certified CNLs participated in the survey. Results indicate that respondents vary in their confidence with performing the nine role competencies associated with CNL practice. Results from regression analyses also show that respondents' confidence in their abilities to carry out the core functions associated with the CNL role varied significantly across geographic region, organizational type, and by CNL graduate program model. The results of this study show important differences in CNLs' levels of self-confidence with the core competencies of their role. As a result, it may be important to develop targeted career transition interventions to gain the full benefit of CNL practice.

Principles and practices of social entrepreneurship for nursing

Gilmartin, M. J. (2013). Journal of Nursing Education, 52(11), 641-644. 10.3928/01484834-20131014-03
Although social justice and action for change are among the nursing profession's core values, curricular content on social entrepreneurship for nurses is not as well developed as it is in the educational programs for students in business, engineering, or public policy. This article describes an undergraduate honors elective course in social entrepreneurship offered at New York University College of Nursing. The course uses a seminar format and incorporates content from the humanities, business, and service-learning, with the goal of promoting participants' understanding of the sources of inequality in the United States and providing the requisite skills to promote effective nursing action for social change.

Thirty years of nursing turnover research: Looking back to move forward

Gilmartin, M. J. (2013). Medical Care Research and Review, 70(1), 3-28. 10.1177/1077558712449056
Despite the substantial amount of useful prior work on turnover among nurses, our understanding of the causal mechanisms explaining why nurses voluntarily leave their jobs is limited. The purpose of this article is to promote the development of stronger conceptual models of the causes of voluntary turnover among nurses. The author compares the nursing-specific literature to research on voluntary turnover from the general management field over the past 30 years and examines the evolution of key theories used in the nursing literature. Results of this review comparing nursing research with that in the broader field suggest that, over time, nursing research has not kept pace with conceptualizations from general management explaining why people either remain at or quit their jobs. The author argues that conceptual models of turnover among nurses can benefit significantly from drawing more effectively on particular models and concepts available in general management studies of turnover.

Time for realistic job previews in nursing as a recruitment and retention tool

Gilmartin, M. J., Aponte, P. C., & Nokes, K. (2013). Journal for Nurses in Professional Development, 29(5), 220-227. 10.1097/01.NND.0000433146.51557.b7

Shifting the clinical teaching paradigm in undergraduate nursing education to address the nursing faculty shortage

Richardson, H., Gilmartin, M. J., & Fulmer, T. (2012). Journal of Nursing Education, 51(4), 226-231. 10.3928/01484834-20120210-04
To address the faculty shortage problem, schools of nursing are reexamining how they provide clinical education to undergraduate students to find ways to use faculty resources more efficiently and to maintain student enrollment. We describe a unique clinical teaching model implemented at the New York University College of Nursing. The new model currently being evaluated shifts from the traditional clinical education model, in which all clinical education is in a hospital or agency setting, to a model that substitutes highfidelity human patient simulation for up to half of the clinical education experience. This article describes the clinical teaching model and its effects on nurse faculty capacity.

Leadership competencies for implementing planned organizational change

Battilana, J., Gilmartin, M., Sengul, M., Pache, A. C., & Alexander, J. A. (2010). The Leadership Quarterly, 21(3), 422-438. 10.1016/j.leaqua.2010.03.007
This paper bridges the leadership and organizational change literatures by exploring the relationship between managers' leadership competencies (namely, their effectiveness at person-oriented and task-oriented behaviors) and the likelihood that they will emphasize the different activities involved in planned organizational change implementation (namely, communicating the need for change, mobilizing others to support the change, and evaluating the change implementation). We examine this relationship using data from 89 clinical managers at the United Kingdom National Health Service who implemented change projects between 2003 and 2004. Our results lend overall support to the proposed theory. This finding suggests that treating planned organizational change as a generic phenomenon might mask important idiosyncrasies associated both with the different activities involved in the change implementation process and with the unique functions that leadership competencies might play in the execution of these activities.