Nancy L Van Devanter
PhD
Professor Emerita
nvd2@nyu.edu
1 212 998 5328
433 FIRST AVENUE
NEW YORK, NY 10010
United States
Nancy L Van Devanter's additional information
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Nancy L. Van Devanter, PhD, is a professor emerita at the Rory Meyers College of Nursing. Since the 1990s, she has conducted behavioral intervention research integrating a community-based participatory research approach into the development and testing of theory-driven interventions to promote health and reduce disease in populations with significant health disparities in HIV, STDs, and tobacco-related disease. She has also worked in close collaboration with state and local health departments to develop programs improve community-level health and public health practice. Since coming to NYU, she has been involved in numerous interdisciplinary collaborative studies with the NYU School of Medicine, Dentistry, and Public Health Program.
She received a PhD from Columbia University School of Public Health, MPH from Harvard School of Public Health, and EdM from Boston University.
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PhD - Columbia University School of Public Health (1992)MPH - Harvard School of Public Health (1985)EdM - Boston University (1975)BS - Boston University (1974)Diploma - St Agnes School of Nursing (1964)
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HIV/AIDS
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American Nurses AssociationAmerican Public Health AssociationAmerican Sociological AssociationCouncil for the Advancement of Nursing SciencePublic Health Association of New York City
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Faculty Honors Awards
Fellow, American Academy of Nursing (2011)Fellow, New York Academy of Medicine (2011)Fellowship in STD Prevention Association of Teachers of Preventive Medicine, Centers for Disease Control and Prevention (1999)Public Health Achievement Award, New York City Department of Health/ Mailman School of Public Health, Columbia University (1999)Commendation, Office the Secretary, US Department of Health and Human Services for contribution to the National AIDS Education Prevention Program (1998) -
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Publications
A narrative of the attending nurse model implementation
Failed generating bibliography.Obstetric Fistula: What About Gender Power?
AbstractRoush, K., Kurth, A., Hutchinson, M. K., & Van Devanter, N. (2012). Health Care for Women International, 33(9), 787-798. 10.1080/07399332.2011.645964AbstractDespite over 40 years of research there has been little progress in the prevention of obstetric fistula and women continue to suffer in unacceptable numbers. Gender power imbalance has consistently been shown to have serious implications for women's reproductive health and is known to persist in regions where obstetric fistula occurs. Yet, there is limited research about the role gender power imbalance plays in childbirth practices that put women at risk for obstetric fistula. This information is vital for developing effective maternal health interventions in regions affected by obstetric fistula.The attending nurse: An evolving model for integrating nursing education and practice
AbstractFulmer, T., Cathcart, E., Glassman, K., Budin, W., Naegle, M., & Van Devanter, N. (2011). Open Nursing Journal, 5, 9-13. 10.2174/1874434601105010009AbstractThe discipline of nursing continues to evolve in keeping with the dramatic expansion of scientific knowledge, technology, and a concomitant increase in complexity of patient care in all practice settings. Changing patient demographics require complex planning for co-morbidities associated with chronic diseases and life-saving advances that have altered mortality in ways never before imagined. These changes in practice, coupled with findings from sophisticated nursing research and the continuous development of new nursing knowledge, call for realignments of the relationships among academic faculty in schools of nursing, advanced practice nurse administrators, and staff nurses at the forefront of practice. This article offers a model designed to bridge the gaps among academic settings, administrative offices and the euphemistic "bedsides" where staff nurses practice. Here we describe the nurse attending model in place at the New York University Langone Medical Center (NYULMC) and provide qualitative data that support progress in our work. -