Mary Donnelly, DBe, HCEC-C, JD, RN
Title/s: Assistant Professor
Specialty Area: Bioethics, maternal-child health, legal and regulatory environment of health care
Office #: Health Sciences Campus, Room 125-4537
CV Link: 2021 Mary Donnelly CV
Mary Broderick Donnelly, DBe, JD, RN, is an Assistant Professor in the Marcella Niehoff School of Nursing (MNSON) at Loyola University of Chicago. She also serves as a Clinical Ethics Consultant at Loyola University Medical Center. She earned a BSN degree from Saint Mary’s College, Notre Dame, IN; a Master’s in Nursing degree from the University of Illinois at Chicago; and Juris Doctor, Master’s in Healthcare Policy and Bioethics and Doctorate in Bioethics degrees from Loyola University of Chicago.
Dr. Donnelly served on the MNSON Executive Committee from 2014 to 2020, and served as Chair of it and of the Academic Council during a time of notable growth in the university and in the MNSON. She was the inaugural faculty member for an MNSON collaboration with Australian Catholic University (ACU), teaching Loyola students and ACU students Ethics at ACU’s Rome campus. She has been selected on more than one occasion by the Accelerated Bachelor of Science graduates as a faculty member to emulate, and to confer their nursing pin during the Honors and Pinning ceremony. Outside of Loyola, Dr. Donnelly currently serves as a community member on the Advocate Health System’s Pediatric Ethics committee, has volunteered at mass Covid19 vaccination sites, and regularly supports the soup kitchen at a parish that serves the Loyola community.
Dr. Donnelly is married to Vincent, a full-time faculty member at the Quinlan School of Business at Loyola University of Chicago, and they have two adult daughters and a son-in-law. They enjoy travelling with their children and on their own, the exploration of meditation and contemplation in the Christian tradition, and their large extended family.
Dr. Donnelly's research interests include the effect of simulation participation on nursing students’ knowledge of ethics principles, students' experiences with the "flipped classroom", characteristics of ethical dilemmas in Intensive Care Unit patients, and the effect of the health disparity caused by a lack of access to advance healthcare directives.