Angela Chlebowski

Faculty

Angela Chlebowski Headshot

Angela Chlebowski

DNP RN

1 212 992 7076

433 FIRST AVENUE
NEW YORK, NY 10010
United States

Angela Chlebowski is a clinical assistant professor. Her scholarly interests include family nursing care related to children with special healthcare needs, perinatal nursing, and transition to practice for graduate nurses. Her primary teaching interests are in women’s health/perinatal nursing. She currently sits on the Board of Trustees for the Pelizaeus-Merzbacher Disease Foundation.

Before joining the faculty at NYU Meyers, Chlebowski held both educational leadership and faculty positions which included assistant program director/clinical assistant professor of the second-degree accelerated (SDA) program at Sacred Heart University and director of nursing and allied health/associate professor at a community college in Connecticut. Her clinical expertise lies within numerous women’s healthcare settings including reproductive endocrinology, high-risk antepartum, labor and delivery, postpartum, and newborn nursing care.

Chlebowski earned her BSN and MSN from Fairfield University, a certificate in the Care of Children with Special Healthcare Needs from New York Medical College, and her DNP from Case Western Reserve University. In 2015 she completed the LEND (Leadership Education Neurodevelopmental Disability) fellowship at Westchester Institute of Human Development.

DNP, Educational Leadership - Case Western Reserve University (2021)
MSN, Integrated Nursing Leadership - Fairfield University (2015)
BSN, Fairfield University (2001)

International Family Nursing Association
Sigma Theta Tau

Sigma Theta Tau, Nursing Honor Society (2020)

Implementation of Just Culture Policy in Nursing Programs to Support Quality Safety Competency

Cole, M., Douville, C., Chlebowski, A., Cole, M., & Milner, K. A. (2022). Journal of Nursing Education, 61(12), 706-710. 10.3928/01484834-20221003-06
Abstract
Abstract
Background: Despite the shift to a just culture (JC) in health care systems more than a decade ago, many nursing programs continue to lack a JC environment, which may result in students entering the workforce without adequate preparation. This study evaluated prelicensure nursing students’ perceptions of JC at baseline and 4 months after policy implementation. Method: The JC Assessment Tool for Nursing Education (JCAT-NE) was used to measure nursing students’ perceptions of JC. Results: Nursing students had high JC at baseline. Senior nursing students had significantly lower scores for the JCAT-NE dimensions of feedback and communication (p < .001), openness of communication (p < .001), and trust (p < .015) compared with freshman, sophomore, and junior nursing students. A negative mean change was observed for senior nursing students in all JCAT-NE dimensions at 4 months. Conclusion: Nursing students with the lowest perception of JC were the closest to entering practice, which should raise concern among faculty and future employers.