Noreen Nelson


Noreen Nelson headshot

Noreen Nelson


Clinical Assistant Professor

1 212 992 7058

433 First Ave
New York, NY 10010
United States

Noreen Nelson's additional information

Noreen Nelson, PhD, RN, is a clinical assistant professor at New York University Rory Meyers College of Nursing. For over eleven years, her work has focused on improving systems and processes to better support the care of vulnerable populations with chronic illness through coaching and quality improvement projects. Passionate about facilitating learners to be critical thinkers, she publishes and presents on active learning, simulation learning, and mentorship in nursing, with a particular focus on simulation learning in community health and adult and elder nursing. She strives to develop a future nursing workforce of caring competent nurses prepared to improve geriatric and palliative care through systems change. She is a certified nurse educator through the National League of Nursing.

Nelson has extensive clinical expertise in population health, including quality management in community nursing. She is a consulting associate at Duke University as part of a team teaching population care coordination, both locally and nationally. In this role, she has coached all levels of healthcare providers and management in the integration of population health concepts into their workforce practice, with a special emphasis on motivational interviewing, transtheoretical model of change, and transformational leadership.

Following on her involvement with the Visiting Nurse Service of New York, it created a Population Health Program to support the delivery of quality care to clients in both acute- and long-term care programs. As a passionate advocate and previous chair of the Continuous Quality Improvement Committee and board member of Care for the Homeless (NYC), Nelson works to improve the healthcare of the homeless population and address the system issues involving chronic care management of vulnerable populations. 

Among her honors, she received the Outstanding Performance & Lasting Contribution Learning Collaborative Award from the Visiting Nurse Service of New York.

Nelson received a BS in nursing from Hunter College, an MS in nursing from Lehman College, and PhD in Adult Learning and Secondary Education from Capella University.

PhD, Adult Learning and Secondary Educations - Capella University (2011)
MS, Nursing - Lehman College (1989)
BS, Nursing - Hunter College (1979)

Community/population health
Vulnerable & marginalized populations
Chronic disease
Nursing education
Transcultural care

American Association of Colleges of Nursing
National League of Nursing
Sigma Theta Tau International Honor Society

Faculty Honors Awards

Certificate of Appreciation, New York University (2015)
Hall of Fame, Christ the King Regional High School (2015)
Letter of Appreciation, Nassau Health Care Corporation (2008)
Letter of Appreciation, New York Institute of Technology (2006)
Outstanding performance & lasting contribution: Learning Collaborative, Visiting Nurse Service of New York (2003)


Facilitating Active Learning and Critical Thinking in Large Classrooms Utilizing Collaborative Learning and Technology

Nelson, N. (2020). In E. Ea & C. Alfes (Eds.), Innovative strategies in teaching nursing: Exemplars of optimal learning outcomes (1–). Springer.

Advanced Care Planning

Nelson, N. (2018). In M. Smith, J. Fitzpatrick, & R. Carpenter (Eds.), Encyclopedia of nursing research (1–). Springer.

Beliefs and perceptions of mentorship among nursing faculty and traditional and accelerated undergraduate nursing students

Navarra, A. M., Stimpfel, A. W., Rodriguez, K., Lim, F., Nelson, N., & Slater, L. Z. (2018). Nurse Education Today, 61, 20-24. 10.1016/j.nedt.2017.10.009
Background In order to meet the demands of a dynamic and complex health care landscape, nursing education must develop and implement programming to produce a highly educated nursing workforce. Interprofessional honors education in nursing with targeted mentorship is one such model. Purpose To describe undergraduate nursing student and faculty perceptions and beliefs of mentorship in the context of interprofessional honors education, and compare and contrast the perceptions and beliefs about mentorship in interprofessional honors education between undergraduate nursing students and faculty. Methods The study used a cross-sectional, descriptive design. Data were collected at an urban university in the northeast US, using a researcher-developed electronic survey. The sample included 24 full-time nursing faculty, and 142 undergraduate nursing students. Results Perceptions and beliefs regarding mentorship in the context of interprofessional honors education were similar for faculty and students, with both ranking mentorship among the most important components of a successful honors program. Conclusions Honors education with a dedicated mentorship component may be implemented to improve the undergraduate education experience, facilitate advanced degree attainment, and develop future nursing leaders.

Continuing Care Retirement Communities

Nelson, N. (2018). In M. Smith, J. Fitzpatrick, & R. Carpenter (Eds.), Encyclopedia of nursing research (1–). Springer.

Faculty and Student Perspectives on Mentorship in a Nursing Honors Program

Nelson, N., Lim, F., Navarra, A. M., Rodriguez, K., Witkoski, A., & Slater, L. Z. (2018). Nursing Education Perspectives, 39(1), 29-31. 10.1097/01.NEP.0000000000000197
Honors programs in nursing can facilitate the professional development of high-achieving students, supporting their lifelong engagement in nursing practice, education, research, and health care policy issues. Strong mentoring relationships are commonly identified as essential to the success of nursing honors programs, but literature on mentoring relationships in an honors context is limited. The purpose of this study was to gain insight into faculty and student expectations for mentorship. Faculty and students shared similar expectations for both the mentor and mentee, highlighting key themes of engagement, facilitation, accountability, and collaboration as necessary for the success of an undergraduate nursing honors program.

Honors programs: Current perspectives for implementation

Lim, F., Nelson, N., Stimpfel, A. W., Navarra, A. M., & Slater, L. Z. (2016). Nurse Educator, 41(2), 98-102. 10.1097/NNE.0000000000000211
The changing demographics of the nursing workforce, including large numbers of impending retirements, highlight the need for innovative programs to attract the next generation of nursing leaders, educators, and researchers. Nursing honors programs provide an enhanced educational experience for high-achieving and highly motivated students, developing them as future nursing leaders. This review describes the current perspectives, characteristics, and values of nursing honors programs, opportunities for implementation, and recommendations for integration within nursing education.

A death with dignity: A nurse's story of the end of life of her mother

Nelson, N. (2013). Nursing Forum, 48(2), 134-138. 10.1111/nuf.12021
Purpose: Recognizing and accepting when someone is within the palliative care trajectory is often a challenge, particularly for nursing students. In sharing this story of a nurse's experience of caring for her mother, it is hoped that the reader will gain insight into ways to enhance comfort and improve the quality of life of family members, friends, and patients. Through the lens of this lived experience, the challenges associated with honoring the wishes of a loved one during the palliative care trajectory through the end of life are shared. Practice Implications: Exploring a person's perceptions about their quality of life is an important component of a nursing assessment. Nurses need to be prepared to maximize opportunities with patients and provide resources and information about options on their quality of life issues. Understanding and respecting another's choice develops with awareness and utilization of evidence-based knowledge in planning interventions. This article provides information on evidence-based resources and standards of practice in the context of a lived experience. Conclusion: Experiencing the death of loved ones is always difficult. Accepting their wish to not seek medical treatment and the provision of end-of-life care is a challenge. Nurses who become comfortable and knowledgeable about the palliative care trajectory and the end of life experience will be able to provide a higher level of support and thus improve the quality of life for those they encounter.