Sean Clarke

Faculty

Sean Clarke Headshot

Sean Clarke

FAAN PhD RN

Ursula Springer Professor in Nursing Leadership
Executive Vice Dean

1 212 998 5264

433 First Ave
New York, NY 10010
United States

Sean Clarke's additional information

Sean Clarke, RN, PhD, FAAN, is the executive vice dean and a professor at NYU Rory Meyers College of Nursing. His research focuses on quality and safety issues in acute care hospitals, workforce issues, occupational safety of nurses, and the influences of economic and political factors on healthcare delivery and the nursing profession. He is perhaps best known for research on nurse staffing in hospitals and surveys of nurse working conditions. He has authored or co-authored over 100 peer-reviewed articles and 30 book chapters. Clarke has been a principal investigator on projects supported by the National Institute of Nursing Research, the Centers for Disease Control and Prevention, the Robert Wood Johnson Foundation, and the Ontario Ministry of Health and Long-Term Care and has served as a co-investigator on grants totaling over $10 million over the course of his career. In addition to teaching nursing, health policy, and research at the baccalaureate through doctoral levels, he also supervises PhD and postdoctoral research trainees and maintains a program of research with colleagues from a number of countries. 

Clarke has been a member of a variety of panels and boards related to health research and healthcare quality. He has had extensive involvement in peer review of research articles and grants and served on editorial boards of a number of scientific and professional journals in nursing and health services research. He is a fellow of the American Academy of Nursing and currently holds affiliate faculty appointments at the Université de Montréal and the University of Hong Kong.

Prior to joining the faculty at NYU Meyers, he was a professor and associate dean in the Undergraduate Program at the Connell School of Nursing, Boston College, from 20142018. He was also on faculty at the University of Pennsylvania School of Nursing for seven years, held an endowed chair in cardiovascular nursing at the University of Toronto, and was an endowed chair directing a special donor-funded set of projects intended to advance collaboration between the School of Nursing and its affiliated teaching hospitals at McGill University. He also co-directed nursing health services and workforce research groups in Philadelphia and Toronto and has been a consultant to clinicians, leaders, and professional associations on issues related to nursing and patient safety for almost two decades in Canada, the United States, and internationally. 

Clarke completed his basic clinical and research training in nursing at McGill University, in Montreal, Canada, and pursued a nurse practitioner education and a postdoctoral research fellowship at the University of Pennsylvania. He holds BA and BS degrees from the University of Ottawa and Carleton University, in his hometown of Ottawa, Canada.

PhD - McGill University School of Nursing
MS - McGill University School of Nursing
BA - Carleton University
BS - University of Ottawa

Nursing workforce
Adult health
Nursing administration
Health Policy

Faculty Honors Awards

Creative Teaching Award, Lawrence S. Bloomberg Faculty of Nursing, University of Toronto (2011)
Dean’s Award for Undergraduate Teaching, University of Pennsylvania School of Nursing (2007)
Junior Faculty Research Award, Biobehavioral and Health Sciences Division School of Nursing, University of Pennsylvania (2006)
Fellow, American Academy of Nursing (2006)
Class of 1965 25th Reunion Term Chair, University of Pennsylvania School of Nursing [for enduring contributions to undergraduate education] (2006)
American Academy of Nursing Media Award for coverage of Aiken, Clarke et al., JAMA, October 23/30, 2002 (2003)
Article of the Year, Academy Health [Academy for Health Services Research and Health Policy] for Aiken, Clarke et al., JAMA, October 23/30, 2002 (2003)
American Academy of Nursing Media Award for coverage of Aiken, Clarke, et al. Health Affairs, 2001 (2002)
Induction into Sigma Theta Tau, Xi Chapter (1999)

Publications

Research for academic credit in the healthcare workplace

Clarke, S. P. (2017). Nursing Management, 48(6), 18-20. 10.1097/01.NUMA.0000516489.58802.d4

Variation in Cesarean Birth Rates by Labor and Delivery Nurses

Edmonds, J. K., O’Hara, M., Clarke, S. P., & Shah, N. T. (2017). JOGNN - Journal of Obstetric, Gynecologic, and Neonatal Nursing, 46(4), 486-493. 10.1016/j.jogn.2017.03.009
Abstract
Abstract
Objective To examine variation in the cesarean birth rates of women cared for by labor and delivery nurses. Design Retrospective cohort study. Setting One high-volume labor and delivery unit at an academic medical center in a major metropolitan area. Participants Labor and delivery nurses who cared for nulliparous women who gave birth to term, singleton fetuses in vertex presentation. Methods Data were extracted from electronic hospital birth records from January 1, 2013 through June 30, 2015. Cesarean rates for individual nurses were calculated based on the number of women they attended who gave birth by cesarean. Nurses were grouped into quartiles by their cesarean rates, and the effect of these rates on the likelihood of cesarean birth was estimated by a logit regression model adjusting for patient-level characteristics and clustering of births within nurses. Results Seventy-two nurses attended 3,031 births. The mean nurse cesarean rate was 26% (95% confidence interval [23.9, 28.1]) and ranged from 8.3% to 48%. The adjusted odds of cesarean for births attended by nurses in the highest quartile was nearly 3 times (odds ratio = 2.73, 95% confidence interval [2.3, 3.3]) greater than for births attended by nurses in the lowest quartile. Conclusion The labor and delivery nurse assigned to a woman may influence the likelihood of cesarean birth. Nurse-level cesarean birth data could be used to design practice improvement initiatives to improve nurse performance. More precise measurement of the relative influence of nurses on mode of birth is needed.

What you need to know about the NCLEX-RN®

Clarke, S. P. (2017). Nursing Management, 48(10), 21-23. 10.1097/01.NUMA.0000524821.72029.0a

The BSN entry into practice debate

Clarke, S. P. (2016). Nursing Management, 47(11), 17-19. 10.1097/01.NUMA.0000502806.22177.c4

Canadian nursing supervisors' perceptions of monitoring discipline orders: Opportunities for regulator-employer collaboration

Ismail, F., & Clarke, S. P. (2016). Journal of Nursing Regulation, 6(4), 68-72. 10.1016/S2155-8256(16)31005-5
Abstract
Abstract
Employers are uniquely situated to assist regulators by monitoring nurses practicing with conditions and restrictions resulting from a discipline order by a regulator. However, attitudes, perceptions, and contextual factors may impact employers' participation, and their education and training needs must be considered. A quality-improvement study was conducted to target these areas and provide direction to regulators in developing education and outreach efforts for employers.

Current and long-range forecast

Clarke, S. P. (2016). Nursing Management, 47(11), 20-25. 10.1097/01.NUMA.0000502798.99305.10

Education and role title as predictors of enacted (actual) scope of practice in generalist nurses in a pediatric academic health sciences center

Déry, J., & Clarke, S. P. (2016). Journal of Nursing Administration, 46(5), 265-269. 10.1097/NNA.0000000000000341
Abstract
Abstract
OBJECTIVE: The aim of this study is to document the enacted (actual) scope of practice (SOP) of nurses in pediatric settings in relation to education level and position. BACKGROUND: Baccalaureate-prepared staff nurses routinely carry out only a fraction of the activities essential for quality of care and patient safety they have been educated for. A direct care nurse clinician role exists for nurses with bachelor’s degrees in Quebec, Canada. METHOD: Survey of 301 nurses in a pediatric university hospital in Quebec was conducted. RESULTS: Enacted (actual) SOP for baccalaureate-educated nurses was significantly broader than that of nurses with junior college diplomas and nurse clinicians (baccalaureate-educated) carried out complex activities more frequently. CONCLUSION: The creation of job titling and role descriptions that reflect the upper range of nursing competencies could be an important tool for promoting broadened SOP for baccalaureate nurses.

Ensuring positive capstone experiences for students and staff

Smith, A., & Clarke, S. P. (2016). Nursing Management, 47(3), 12-14. 10.1097/01.NUMA.0000480767.08955.61

Get your hands dirty! Improving student clinical experiences

Logan, P., & Clarke, S. P. (2016). Nursing Management, 47(5), 10-12. 10.1097/01.NUMA.0000482499.82817.f2

Navigating a research-focused doctoral program in nursing

Clarke, S. P. (2016). Nursing Management, 47(1), 19-21. 10.1097/01.NUMA.0000475634.98128.83