Mary Jo Vetter

Faculty

Mary Jo Vetter headshot

Mary Jo Vetter

AGPCNP-BC FAANP

Clinical Associate Professor
Program Director, DNP

1 212 998 5165

433 FIRST AVENUE
NEW YORK, NY 10010
United States

Mary Jo Vetter, DNP, AGPCNP-BC, is the director of the Doctorate of Nursing Practice Program and a clinical associate professor at the NYU Rory Meyers College of Nursing. She has extensive experience in the creation, deployment, clinical, and business oversight of new evidence-based models of care provided by interprofessional teams of physicians, nurse practitioners, rehabilitation therapists, and licensed clinical social workers with an emphasis on telehealth/telemedicine, integrated medical and behavioral health care, transitional care, and palliative care. She has functioned as an administrator and clinician in nurse-managed primary health care, specifically in ambulatory care and home-based settings. Vetter has demonstrated expertise in facilitating evidence-based practice improvement initiatives in a variety of settings and is currently an attending nurse with the Center for Innovation and Advancement of Care at NYU Health. In private practice, she is a geriatric primary care provider and care manager.

As a Lean Six Sigma greenbelt practitioner and a Lean Launchpad educator, she concentrates on integrating quality improvement, entrepreneurship, and business start-up expertise into nursing education. She has focused on care delivery to vulnerable populations in urban settings and consulted locally and internationally to promote the advanced practice nursing role in NP-led primary care. In addition, she has expertise in a variety of public health-related nursing areas, including occupational health, emergency preparedness, and grant management. 

Vetter received her DNP and MA from Rutgers University and BSN from New Jersey City University.

DNP - Rutgers University (2013)
MS - Rutgers University (1996)
BSN - New Jersey City University (1984)
Diploma - Christ Hospital School of Nursing (1979)

Home care
Primary care
Gerontology
Underserved populations

American Association of Ambulatory Care Nursing
American Association of Colleges of Nursing
American Association of Nurse Practitioners
American Nurses Association
Alliance of Nurses for Healthy Environments
American Telemedicine Association
Eastern Nursing Research Society
Gerontological Advanced Practice Nursing Association
International Council of Nurses
International Society for Telemedicine & eHealth
National Organization of Nurse Practitioner Faculty
Sigma Theta Tau International
Society of Nurse Scientists, Innovators, Entrepreneurs, and Leaders (SONSIEL)

2nd Place Team, 1st Annual HealthCare Makerthon Venture Support, VirtuCare Start-Up at NYU Entrepreneurial Institute (2016)
Academic Merit Award, Rutgers School of Nursing (2014)
Advance for Nurses, GEM Award Finalist in the Leading and Advancing the Profession category (2014)
Innovation in Servant Leadership Award for contributions to post Superstorm Sandy community relief efforts, VNSNY (2013)
Award for Advancing Evidence Based Practice and Quality Improvement, VNSNY (2012)
Innovator Award for success in spreading transitional care practice models, VNSNY (2011)
Grace E. Davidson Award for the Nurse Administrator, NYU Meyers (2008)
Sigma Theta Tau, Multi-Media Award, Community Based Primary Health Care Centers in Newark, NJ (1998)
Fellow of the American Association of Nurse Practitioners

Using Design Thinking to Thread the Social Determinants of Health in an Undergraduate Curriculum

Ea, E., Vetter, M. J., & Boyar, K. (2023). Nurse Educator, 48(2), 114-115. 10.1097/NNE.0000000000001293
Abstract
Abstract
The Future of Nursing Report 2020-20301 calls for nursing education to integrate the social determinants of health (SDoH) in the curriculum to prepare future nurses to take an active role in identifying and addressing health inequities. Nurse faculty and schools of nursing face multiple challenges that pose as barriers to meet this demand. These challenges include a crowded curriculum, lack of a coherent curricular framework, and a dearth of evidence-based teaching strategies to ensure that concepts on SDoH, health equity, and social justice are seamlessly integrated in the nursing curriculum.

Integrating Climate Change in the Curriculum: Using Instructional Design Methods to Create an Educational Innovation for Nurse Practitioners in a Doctor of Nursing Practice Program

Keating, S. A., Vetter, M. J., Klar, R. T., & Wright, F. (2022). Journal for Nurse Practitioners, 18(4), 424-428. 10.1016/j.nurpra.2021.11.009
Abstract
Abstract
An applied epidemiology course for doctor of nursing practice students was revised to include a module on the impact of climate change on population health. The Analyze, Design, Develop, Implement, and Evaluate (ADDIE) model of instructional design is a gold standard framework for creating course content and guided the module development. A nurse content expert discussed the environmental impacts of climate change on health using literature, actual clinical scenarios, and the application of epidemiologic data. Topics included safeguarding workers and vulnerable populations within the context of the coronavirus disease 2019 pandemic. Students posted reflections on their understanding of module content in response to structured prompts electronically in the learning management system for review by the faculty. Faculty evaluation of responses identified the need to further develop and integrate environmental epidemiology and climate change content more fully within the doctor of nursing practice curriculum.

Design and outcomes of a nurse practitioner preceptor development program

Hallas, D., Haber, J., Biesecker, B., Hartnett, E., Toft Klar, R., Djukic, M., Apold, S., Vetter, M. J., McMillan, A., Brilliant, M., Baldyga, J. A., Waingortin, R., & Fletcher, J. (2021). Journal of the American Association of Nurse Practitioners, 33(11), 1007-1016. 10.1097/JXX.0000000000000570
Abstract
Abstract
Nurse practitioners (NPs) are educated to provide high-quality patient- and family-centered care to underserved, culturally diverse, medically complex populations. Nurse practitioner faculty plan curricular activities that challenge NP students to critically assess individuals and populations with the goal of preparing NP students to be "practice-ready" upon graduation. Nurse practitioner clinical training occurs in practice settings with NP preceptors, with specific areas of clinical expertise. However, there is a lack of NP clinical preceptors educationally prepared to clinically teach and evaluate NP students. This article presents the design, implementation, evaluation, and outcomes from a 3-year grant funded by the United States Human Resources and Administration Services that featured a web-based Primary Care Nurse Practitioner Preceptor Development Program. Ninety percent of NPs who precepted NP students completed all web-based learning modules. Preceptors with educational preparation via online modules to guide NP student learning in clinical settings are a critical resource for faculty to prepare NP students to be practice-ready upon graduation. This web-based learning platform for online NP preceptor education may be a successful approach for expanding and improving the NP preceptor pool nationwide.

Primary Care in the Home

Vetter, M. J., & Latimer, B. (2020). In Clinical Simulation for the APRN (1–).
Abstract
Abstract
simulation for advanced practice nurses

Telemedicine: Admission visit

Vetter, M. J., & Latimer, B. (2020). In Clinical SImulation for the APRN (1–).
Abstract
Abstract
simulation of an initial telemedicine visit

Tactics for Teaching Evidence-Based Practice: Enhancing Active Learning Strategies With a Large Class of Graduate EBP Research in Nursing Students

Vetter, M. J., & Latimer, B. (2017). Worldviews on Evidence-Based Nursing, 14(5), 419-421. 10.1111/wvn.12227
Abstract
Abstract
This column shares the best evidence-based strategies and innovative ideas on how to facilitate the learning and implementation of EBP principles and processes by clinicians as well as nursing and interprofessional students. Guidelines for submission are available at http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1741-6787.