Sean Clarke
FAAN PhD RN
Ursula Springer Professor in Nursing Leadership
sean.clarke@nyu.edu
1 212 998 5264
433 First Ave
New York, NY 10010
United States
Sean Clarke's additional information
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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 2014–2018. 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.
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PhD - McGill University School of NursingMS - McGill University School of NursingBA - Carleton UniversityBS - University of Ottawa
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Nursing workforceAdult healthNursing administrationHealth Policy
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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) -
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Publications
Disability, Inclusion, and the Future of the Nursing Profession
Clarke, S. (2024). Nursing Outlook, 72(2). 10.1016/j.outlook.2024.102155Improving Compliance With Evidence-Based Laboratory Testing Recommendations and Monitoring Associated Patient Outcomes
AbstractHawkins, A., Moynihan, A. M., Glassman, K., & Clarke, S. (2024). AORN Journal, 120(2), e1-e10. 10.1002/aorn.14188AbstractA team comprising nursing, medical staff, and administrative leaders at an urban academic orthopedic hospital in the northeastern United States sought to revise a preoperative laboratory testing protocol based on evidence and practice guidelines. The goal was to decrease unnecessary tests by 20% without negatively affecting patient outcomes. After adding the revised protocol to the electronic health record, audits revealed that the target goal was not met and additional strategies were implemented, including educational webinars for surgeon office personnel who ordered tests, additional webinars for advanced practice professionals, and the creation of scorecards to track surgeons’ progress. Overall, a downward trend in the ordering of unnecessary laboratory tests for patients without identified risks was observed, but a 20% reduction was not achieved. Surgical complications during the project were not associated with laboratory tests. Clinicians continue to use the revised preoperative laboratory testing protocol at the facility.The PhD in nursing—Questions about a credential at a crossroads
Clarke, S. (2024). Nursing Outlook, 72(3). 10.1016/j.outlook.2024.102203Year One: Recollections and Reflections from Further Down the River
Clarke, S. (2024). Nursing Outlook, 72(1). 10.1016/j.outlook.2024.102108Discontent in Nurse Academics: An Emerging High-Stakes Problem
Clarke, S. (2023). Nursing Outlook, 71(5). 10.1016/j.outlook.2023.102065Greetings from the middle of a fast-moving river
Clarke, S. (2023). Nursing Outlook, 71(2). 10.1016/j.outlook.2023.101968The number one challenge facing the nursing profession—A need for a fresh look
Clarke, S. (2023). Nursing Outlook, 71(3). 10.1016/j.outlook.2023.102005Nurses and Health Policy: Time for a Look Inward and a Deeper Dive?
Clarke, S. (2023). Nursing Outlook, 71(4). 10.1016/j.outlook.2023.102034Toward a Stronger Post-Pandemic Nursing Workforce
Buerhaus, P., Fraher, E., Frogner, B., Buntin, M., O’reilly-Jacob, M., & Clarke, S. (2023). New England Journal of Medicine, 389(3), 200-202. 10.1056/NEJMp2303652Educators’ Perceptions of the Development of Clinical Judgment of Direct-Entry Students and Experienced RNs Enrolled in NP Programs
AbstractLavoie, P., & Clarke, S. P. (2022). Journal of Nursing Regulation, 12(4), 4-15. 10.1016/S2155-8256(22)00011-4AbstractBackground: Nurse practitioner (NP) education was originally reserved for experienced nurses, but it has gradually opened to nurses with little to no clinical experience at the registered nurse (RN) level as well as to non-nurses. The existence of multiple paths to NP training and practice raises questions about the role of generalist RN experience in learning clinical decision-making and other aspects of the NP role. Purpose: To describe educators’ perceptions of the role of prior nursing experience in the development of clinical judgment during NP graduate education. Methods: In this qualitative descriptive study, 27 NP faculty from four universities participated in individual interviews. Transcripts were analyzed using a thematic approach. Results: According to participants, previous nursing experience—or any relevant experience—can either be helpful or detrimental in the development of NP students’ clinical judgment. Three themes were generated: variations in students’ baseline knowledge and skills, different frames of reference to grasp new content and skills, and challenges related to professional identity. In addition, participants described factors that they believe can affect the impact of different types of experience. Conclusion: Students with and without prior nursing experience face distinct challenges in learning NP-level clinical decision-making and judgment, but they reach similar end-of-program competence. Educators are confronted with contradictions between generally held wisdom, their professional socialization, and first-hand observations regarding the role of experience (inside and outside nursing) in preparing students to become NPs.