Angela Frederick Amar


Angela Amar Headshot

Angela Frederick Amar


Erline Perkins McGriff Professor

1 212 998 5303

NEW YORK, NY 10010
United States

Angela Frederick Amar's additional information

Angela Frederick Amar, PhD, RN, ANEF, FAAN, is dean of New York University Rory Meyers College of Nursing and Erline Perkins McGriff Professor of Nursing. 

Prior to her appointment as dean in August 2023, Dr. Amar was a tenured faculty member at Emory University and Boston College. Most recently, she was the dean of the School of Nursing at the University of Nevada Las Vegas. While at UNLV, Dr. Amar’s innovative approach and focus on advancing strategic priorities have led to growth in student enrollment across academic programs, recruitment of quality and diverse faculty and staff, greater financial stability through revenue-generating activities, and increased ranking and stature of the school, faculty, and students.

Dr. Amar was named a fellow in the American Academy of Nursing in 2010 and is a fellow in the Academy of Nursing Education (2016), and a distinguished fellow in the International Association of Forensic Nursing (2010). She was in the inaugural cohort of the Robert Wood Johnson Foundation Nurse Faculty Scholar program (2008-2010) and the AACN Wharton Executive Leadership program. 

As a leading scholar in gender-based violence, Dr. Amar’s research has influenced the direction of campus policy nationally. Dr. Amar is also a leader in nursing education regarding violence and forensic nursing. Dr. Amar is also recognized for her efforts to advance diversity in nursing leadership across organizations and institutions and is a highly sought-after speaker and media guest.

Dr. Amar’s work has been widely recognized for the many contributions she has made. This includes the Nursing Leader Award from the Asian American group and the Las Vegas Indian Chamber of Commerce (2022) and the People’s Choice Outstanding Dean and Leader from the Nevada Nurses Association (2021). Her 2016 book on forensic nursing received gold and bronze awards from AJN. The Nursing Network on Violence Against Women International awarded her the Excellence in Practice and Policy award (2015).

Dr. Amar currently serves on the board of directors of the American Academy of Nursing, chairs the government affairs committee for the American Association of Colleges of Nursing, and is a member of the finance committee of the National League for Nursing. 

Dr. Amar holds a Ph.D. from the University at Pennsylvania School of Nursing and a master’s and bachelor’s degrees in nursing from Louisiana State University Health Sciences Center. 

Ph.D. University of Pennsylvania School of Nursing, Philadelphia, Pennsylvania (2003)
M.N. Louisiana State University Medical Center, School of Nursing, New Orleans, Louisiana (Psychiatric and Community Mental Health Nursing; Curriculum and Instruction) (1992)
B.S.N. Louisiana State University Medical Center, School of Nursing, New Orleans, Louisiana (1987)

American Academy of Nursing
American Association of Colleges of Nursing
National League for Nursing

Faculty Honors Awards

Nursing Leader Award, Asian American Group and Las Vegas India Chamber of Commerce (2022)
Phi Kappa Phi Honor Society membership (2021)
People’s Choice Outstanding Dean, Nevada Nurses Association (2021)
American Association of Colleges of Nursing Wharton Executive Leadership program. University of Pennsylvania (2018)
Lillian Sholtis Brunner Award for Innovative Practice in Nursing, Alumni Award, University of Pennsylvania, School of Nursing (2017)
AJN Book of the Year Awards -Gold and Bronze Award for: A Practical Guide to Forensic Nursing (2016)
Academy of Nursing Education Fellow, National League for Nursing (2016)
Excellence in Practice and Policy Award, Nursing Network on Violence Against Women International (2015)
Public Voices Fellow, Emory University & Op-Ed Project (2013) (2014)
Nurse of the Year, Behavioral Health, March of Dimes Georgia (2013)
Wye Faculty Seminar participant, The Aspen Institute (2011)
Writing Award for Excellence in Nursing Research, Journal of Forensic Nursing (2011)
Distinguished Fellow, International Association of Forensic Nurses (2010)
Fellow, American Academy of Nursing (2010)
Excellence in Nursing Award, New England Regional Black Nurses Association (2008)
Faculty Fellow, Community Research, and Learning Network. Washington, DC (2006)
Nurse Faculty Scholar, Inaugural Cohort, Robert Wood Johnson Foundation (2008-2011)


Gender-Based Violence and Women’s Health

Amar, A. F., & Leland, N. (2023). In Women’s Healthcare in (1–, pp. 787-796). Springer Publishing Company.

Child and Adolescent Victims of Trauma

Bounds, D., Leland, N., & Amar, A. F. (2021). In Child and Adolescent Behavioral Health (1–, pp. 425-443). Wiley. 10.1002/9781119487593.ch24
Childhood and adolescence are times of continuous emotional, psychological, cognitive, and physical development. This chapter provides an overview of childhood and adolescent trauma and the resulting health effects. It outlines current and emerging developments in clinical and research findings among children and adolescents who have experienced trauma. The chapter discusses clinical parameters for the identification, assessment, and psychotherapeutic intervention with children and adolescents who have experienced trauma. The chapter describes practice, research, and education implications related to an advanced practice nursing approach to the treatment of traumatized children and adolescents. A variety of therapy options exist that can aid the advanced practice psychiatric nurse in helping children, adolescents, and their families to manage and recover from trauma.

A comparison of non-traditional online and traditional wet-lab experiences in human anatomy and physiology: An innovative approach for pre-licensure nursing education

Massey, A., Zhang, W., & Amar, A. (2021). Nurse Education Today, 107. 10.1016/j.nedt.2021.105149
Background: The contributions of student laboratory experiences to student learning in pre-licensure science classes are not well understood. Despite the generally accepted premise that traditional hands-on laboratory experiences are essential to knowledge construction and superior to non-traditional online experiences, the literature suggests that both experiences promote equal levels of student learning. Objectives: We compared academic performance of students enrolled in a Human Anatomy and Physiology II course with hands-on laboratory to that of students enrolled in the same course but with online laboratory by examining several measures of student learning. Design and participants: This was a quasi-experimental study of undergraduate students aged 18–22 years enrolled in equivalent human anatomy and physiology courses on two separate campuses of a private research university in the United States. One course was associated with hands-on laboratory while the other course was associated with online laboratory. Methods: The Human Anatomy and Physiology Society standardized exam was administered as a pre-test/post-test assessment at the beginning and end of the academic year. Lecture exam scores, laboratory exam scores, and overall course grades served as measures of student learning. Comparisons of student performance between hands-on and online laboratory groups were made using t-tests. Results: Student performance on the pre-test and overall course grades from Human Anatomy and Physiology (part I) were not different between groups. While students in the online lab group did earn significantly higher Human Anatomy and Physiology (part II) course grades, their performance on lecture exams, laboratory exams, and the post-test assessment was not different. Conclusions: Students in a pre-licensure prerequisite course with online laboratory demonstrated mastery of basic science concepts equal to or better than students in the same course with traditional hands-on laboratory. Online laboratory experiences may represent an appropriate, accessible and cost-effective teaching modality for pre-licensure coursework.

Conceptualizing an approach to secondary prevention of relationship violence among college students

Laughon, K., Bloom, T., Amar, A. F., & Debnam, K. (2021). Journal of American College Health, 69(7), 798-805. 10.1080/07448481.2019.1706535
College-age women represent the highest-risk age group for intimate partner violence (IPV) victimization. Bystander prevention approaches (primarily developed to address sexual assault risk on college campuses), have quickly become the mainstay of primary prevention education for gender-based violence in these settings and have been applied to all forms of gender violence in this setting, including IPV. The purpose of this paper is to critically examine the application of bystander approaches to prevention of IPV among college students. A brief overview of the current policy environment mandating prevention education will precede a summary of the conceptual framework underpinning bystander approaches to preventing and responding to sexual violence, followed by an analysis of how IPV does (and does not) fit within that same conceptual framework. The paper concludes with recommendations informal social network-informed approaches to dating violence that improve our theoretical understanding of IPV prevention on college campuses.

An Antiracist Vision for Forensic Nursing

Amar, A. F. (2020). Journal of Forensic Nursing, 16(3), 127-128. 10.1097/JFN.0000000000000297

Gender Violence Prevention in Middle School Male Athletics Programs

Amar, A., & Laughon, K. (2020). JAMA Pediatrics, 174(3), 233-234. 10.1001/jamapediatrics.2019.5269

An introductory nursing class to engage undergraduate generation Z prenursing students

Owen, M. I., & Amar, A. F. (2020). Nurse Educator, 45(5), 233-235. 10.1097/NNE.0000000000000768

Ambulatory care education: Preparing nurses for the future of healthcare

Coburn, C. V., Gilland, D., Owen, M., & Amar, A. (2018). Nurse Education Today, 66, 79-81. 10.1016/j.nedt.2018.03.015
In the current healthcare environment, ambulatory care nursing is increasingly recognized as an efficient and effective way of collaborating with clients to improve health outcomes and to focus on prevention. Nursing skills in ambulatory care are both valuable and necessary. However, few undergraduate nursing programs provide content on ambulatory care or significant clinical experience outside the context of an acute care setting. To meet this gap in education, a baccalaureate undergraduate course in ambulatory care nursing was created to address the growing need for RNs in this field. In collaboration with affiliated healthcare systems, this course provides the knowledge and skills needed to enable new RNs to enter this challenging and rapidly changing specialty.

Review and application of the National Academies of Sciences, Engineering, and Medicine bullying or cyberbullying recommendations for screening and lesbian, gay, bisexual, and transgender youth

Gillespie, G. L., Willis, D. G., & Amar, A. F. (2018). Nursing Outlook, 66(4), 372-378. 10.1016/j.outlook.2018.03.003
Bullying has been long seen as a natural part of childhood and adolescence. However, a growing body of evidence suggests bullying and now cyberbullying may inflict harm or distress on targeted youth including physical, psychological, social, or educational harm. The purpose of this paper is to endorse the National Academies of Sciences, Engineering, and Medicine statement, summarize the report, and apply the recommendations to screening lesbian, gay, bisexual and transgender youth related to bullying and cyberbullying; line 11 change exemplified to discussed. Screening for bullying against youth; lesbian, gay, bisexual, and transgender youth as a high-risk group for bullying victimization; and implications to address bullying against youth are exemplified. Nurses need to promote policies that foster inclusive, supportive, safe, and healthy schools and environments for youth.

Bullying Prevention: a Summary of the Report of the National Academies of Sciences, Engineering, and Medicine: Committee on the Biological and Psychosocial Effects of Peer Victimization: Lessons for Bullying Prevention

Flannery, D. J., Todres, J., Bradshaw, C. P., Amar, A. F., Graham, S., Hatzenbuehler, M., Masiello, M., Moreno, M., Sullivan, R., Vaillancourt, T., Le Menestrel, S. M., & Rivara, F. (2016). Prevention Science, 17(8), 1044-1053. 10.1007/s11121-016-0722-8
Long tolerated as a rite of passage into adulthood, bullying is now recognized as a major and preventable public health problem. The consequences of bullying—for those who are bullied, the perpetrators of bullying, and the witnesses—include poor physical health, anxiety, depression, increased risk for suicide, poor school performance, and future delinquent and aggressive behavior. Despite ongoing efforts to address bullying at the law, policy, and programmatic levels, there is still much to learn about the consequences of bullying and the effectiveness of various responses. In 2016, the National Academies of Sciences, Engineering, and Medicine published a report entitled Preventing Bullying Through Science, Policy and Practice, which examined the evidence on bullying, its impact, and responses to date. This article summarizes the report’s key findings and recommendations related to bullying prevention.