Marie Marino, EdD, RN


Contact Information

Education


Post Doctoral Fellowship - The Children's Hospital/Harvard Medical School (1993)

EdD - Columbia University (1992)

MS - Stony Brook University (1989)

BSN - Molloy College (1985)

Biography

My scholarly interests are in utilization of team-based models of healthcare that directly impact policy and improve outcomes in multiple populations. As Associate Dean for Academic Affairs and Strategic Partnerships, I utilize multidisciplinary teamwork and innovative partnerships to develop, implement and evaluate team-based models that decrease disparities, improve access to care and directly address determinants of health. I advocate for the essential and principal role nurses play in leading multidisciplinary teams. Over the past decade, I have developed and disseminated toolkits that validate the importance of nurse-led teams in improving healthcare outcomes for vulnerable individuals, families and populations across settings. At Stony Brook University, I have facilitated several academic-service partnerships, across disciplines that call for deliberate, outcome-oriented relationships and realignment of resources across academic institutions, healthcare systems and community-based organizations. These include the development of a robust Dedicated Education Unit program implemented across partner institutions, a model that increases access of nurses to higher levels of education and employability, and implementation and evaluation of a program that prevents readmissions among high-risk, medically-complex patients, among others. The toolkit for these multidisciplinary partnerships was nationally recognized by AACN’s Exemplary Academic-Practice Partnership Award in 2015.My program of research focuses on determinants of health affecting community-dwelling elders. I serve as PI on a HRSA-funded grant and developed and implemented a novel, nurse-led, multidisciplinary team-based model that increases access to preventive healthcare for vulnerable populations. This front-line, interprofessionally-disseminated model has improved outcomes for more than 200 seniors and has educated more than 200 multidisciplinary faculty and students and has been internationally disseminated across disciplines. I am interested in the utilization of technology to promote health and prevent disease. Currently, I am collaborating with investigators from medicine/epidemiology, computer science and engineering to explore utilization of novel technologies to improve select outcomes in community-dwelling elders.My expertise in multidisciplinary teamwork originates from my clinical work in forensic nursing and violence. Over the past 26 years, I have conducted more than 3000 forensic medical evaluations of infants, children, adolescents and young adults and provided expert testimony in more than 300 proceedings nationally. I was the first nurse appointed to the Board of Directors of the Consortium of Forensic Science Organizations and have served as President and Director-at-Large of the International Association of Forensic Nurses. Also, as the sole nurse appointee to the Binational Technical Expert Commission PACEMD/Family Violence and Sexual Response Team Pilot Project in San Miguel De Allende, Guanajuato, Mexico I shaped the forensic nursing role on the first multidisciplinary sexual response team in this region. Most recently, I contributed as an expert writer on the US Department of Justice, Office on Violence Against Women publication A National Protocol for Sexual Abuse Medical Forensic Examinations: Pediatric which is used nationwide as the standard of care by multidisciplinary agencies and health care professionals who coordinate and implement care for sexually-abused children.

A significant part of my role is dedicated to motivating faculty and students toward scholarly inquiry and lifelong learning. I achieve this by shifting the teaching-learning paradigm from an emphasis on teaching to one in which student learning is the central focus. I innovate pedagogical approaches to teaching and learning to create an environment that stimulates individualized student learning via active strategies. In addition, I work individually and in groups with faculty at all academic levels and across disciplines to develop agendas for professional development. This work is operationalized in a program I developed entitled FLC-BEST, Faculty Learning Community – Building Expertise in Scholarly Teaching. This forum provides opportunities for faculty to engage in ongoing dialogue, facilitated activities and reflective practice related to scholarly teaching and inquiry. Working with faculty to achieve professional goals and to identify strategies and resources to build an academic career in nursing is a significant component of my mentoring role. I also serve as an Applied Learning Expert in the Corps of SUNY Applied Learning Experts, a group of expert faculty who are called upon to share their ideas and experience in developing, implementing, tracking and teaching various types of applied learning. Lastly, I mentor doctoral students individually and in teams to develop, implement and evaluate areas of scholarly inquiry that improve population health.

Publications

  • Stevens, K.R., Marino, M.A. et al (2017). Operational failures detected by
    frontline acute care nurses. Research in Nursing & Health, xx, pp-pp. doi:
    10.1002/nur.21791
  • Bruckenthal, P., Marino, M.A., & Snelling, L. (2016). Complementary and
    Integrative Therapies for Persistent Pain Management in Older Adults: A
    Review. Journal of Gerontological Nursing, 42(12), 40-48. PMID: 27898135 doi:
    10.3928/00989134-20161110-08
    US Department of Justice. Office on Violence Against Women. (2016). A National
    Protocol for Sexual Abuse Medical Forensic Examinations: Pediatric. [Expert
    Contributor]. NCJ: 846856
  • Eckardt, P., Janotha, B., Marino, M.A., Erlanger, D.P., & Cannella, D. (2016).
    Equipping Advanced Practice Nurses with Real-World Skills. In Y. Rosen (Ed),
    Handbook of Research on Technology Tools for Real-World Skill Development.
    Hershey, PA: Information Science Reference. doi: 10.4018/978-1-4666-9441-5
    Marino, M.A. (2015). Multidisciplinary Approaches to Children’s Oral Health
    (MATCH): Pediatric Nurse Practitioner (Module 4). (Web-based Module).
    https://match.ccnmtl.columbia.edu [HRSA-funded]
  • Zaslav, A.L., Marino, M.A., Jurgens, C.Y., & Mercado, T. (2013). Cytogenetic
    evaluation: A primer for pediatric nurse practitioners. Journal of Pediatric
    Health Care, 27(6), 426-433. PMID: 22595375 doi: 10.1016/j.pedhc.2012.04.006
  • Xippolitos, L.A., Marino, M.A., & Edelman, N.H. (2011). Leveraging
    academic-service partnerships: Implications for implementing the RWJ/IOM’s
    recommendations to improve quality, access, and value in academic medical
    centers,” ISRN Nursing, 2011: 731902. PMID: 22191053 doi:10.5402/2011/731902
  • Marino, M.A. & Sansoucie, D. (2005). The scholarship of teaching. In S. Chase,
    M.A. Dumas and M. Jansen (Eds.), Scholarship and career development: Strategies
    for success. Washington, D.C.: NONPF Publications
  • Marino, M.A. (2002). Abdominal pain. In J. Fox (Ed.), Primary Health Care of
    Infants, Children and Adolescents (2nd ed.), St. Louis: Mosby. ISBN-13:
    978-0323013352