Angela Frederick Amar

Faculty

Angela Amar headshot

Angela Frederick Amar

ANEF FAAN PhD RN

Erline Perkins McGriff Professor
Dean

1 212 998 5303

433 FIRST AVENUE
NEW YORK, NY 10010
United States

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

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)

Reducing firearm violence

Amar, A., Beeber, L., Laughon, K., & Rice, M. J. (2013). Nursing Outlook, 61(3), 184. 10.1016/j.outlook.2013.04.003

Screening and counseling for violence against women in primary care settings

Amar, A., Laughon, K., Sharps, P., & Campbell, J. (2013). Nursing Outlook, 61(3), 187-191. 10.1016/j.outlook.2013.04.005

Who sends the email? using Electronic surveys In violence research

Sutherland, M. A., Amar, A. F., & Laughon, K. (2013). Western Journal of Emergency Medicine, 14(4), 363-369. 10.5811/westjem.2013.2.15676
Abstract
Abstract
Introduction: Students aged 16-24 years are at greatest risk for interpersonal violence and the resulting short and long-term health consequences. Electronic survey methodology is well suited for research related to interpersonal violence. Yet methodological questions remain about best practices in using electronic surveys. While researchers often indicate that potential participants receive multiple emails as reminders to complete the survey, little mention is made of the sender of the recruitment email. The purpose of this analysis is to describe the response rates from three violence-focused research studies when the recruitment emails are sent from a campus office, researcher or survey sampling firm. Methods: Three violence-focused studies were conducted about interpersonal violence among college students in the United States. Seven universities and a survey sampling firm were used to recruit potential participants to complete an electronic survey. The sender of the recruitment emails varied within and across the each of the studies depending on institutional review boards and university protocols. Results: An overall response rate of 30% was noted for the 3 studies. Universities in which researcherinitiated recruitment emails were used had higher response rates compared to universities where campus officials sent the recruitment emails. Researchers found lower response rates to electronic surveys at Historically Black Colleges or Universities and that other methods were needed to improve response rates. Conclusion: The sender of recruitment emails for electronic surveys may be an important factor in response rates for violence-focused research. For researchers identification of best practices for survey methodology is needed to promote accurate disclosure and increase response rates.

Caring for the forensic population: Recognizing the educational needs of emergency department nurses and physicians

Henderson, E., Harada, N., & Amar, A. (2012). Journal of Forensic Nursing, 8(4), 170-177. 10.1111/j.1939-3938.2012.01144.x
Abstract
Abstract
The Emergency Department (ED) is a point of contact for victims of violence after an act of criminal activity has occurred. Hence, ED clinicians are in a key position to have a significant impact on both the medical and legal outcomes of the forensic patient population. The purpose of this study was to describe and compare forensic knowledge, practice, and experiences of ED nurses and physicians. Specific aims were to (1) describe experiences of nurses and physicians related to forensic practice; (2) compare clinical forensic knowledge and experience between nurses and physicians; and (3) describe forensic learning needs. This descriptive, correlational study utilized a survey questionnaire completed by 134 ED nurses and physicians. Results of the survey revealed no significant differences in the education, knowledge, and confidence with forensic patients between ED nurses and physicians. However, just over half of the sample reported feeling confident in managing forensic patients indicating a need for increased forensic education. Practice implications indicate that forensic education is needed and desired among ED nurses and physicians within the clinical setting. Further studies must be done to gain a more in depth understanding of existing forensic practices and protocols to elevate the level of care received by forensic patients within the ED setting.

Evaluation of a bystander education program

Amar, A. F., Sutherland, M., & Kesler, E. (2012). Issues in Mental Health Nursing, 33(12), 851-857. 10.3109/01612840.2012.709915
Abstract
Abstract
Sexual and partner violence are widespread problems on college campuses. By changing attitudes, beliefs, and behavior, bystander education programs have been found to prevent sexual and partner violence and improve the responses of peers to survivors. The purpose of this study is to evaluate the effectiveness and feasibility of a bystander education program that was adapted to a specific university setting. A convenience sample of 202, full-time undergraduate students aged 18-22 years participated in the bystander education program and completed pre- and post-test measures of attitudes related to sexual and partner violence and willingness to help. Paired sample t-tests were used to examine changes in scores between pre- and post-test conditions. After the program, participants' reported decreased rape myth acceptance and denial of interpersonal violence, and increased intention to act as a bystander and an increased sense of responsibility to intervene. Mental health nurses can use principles of bystander education in violence prevention programs and in providing support to survivors.

Peer influences within the campus environment on help seeking related to violence.

Amar, A. F., Sutherland, M., Laughon, K., Bess, R., & Stockbridge, J. (2012). Journal of National Black Nurses’ Association : JNBNA, 23(1), 1-7.
Abstract
Abstract
While partner violence and sexual assault are public health concerns affecting college women, most young women do not seek help after the experience. Limited research explores the interpersonal context of help seeking related to violence in young women. The overall purpose of this research was to understand peer factors within a campus culture associated with seeking help in response to violence within a campus environment. Eight focus groups were held with 64 participants representing a broad spectrum of diversity in race and ethnicity. Narrative analysis was the primary method of analysis. Three themes emerged from the data: victim blaming, fear of direct response, and the alcohol factor. The young women's stories demonstrate the effects of friends and campus culture on perceptions of violence and abuse and help seeking. Findings suggest that peers and the social norms of the campus environment influence help-seeking behavior. An understanding of interpersonal level determinants of help seeking is essential for clinically relevant and effective prevention efforts. Nurse practitioners in campus health settings can use this research to guide assessment, intervention, and prevention strategies.

Strengthening the Science of Forensic Nursing through Education and Research

Sekula, L. K., Colbert, A. M., Zoucha, R., Amar, A. F., & Williams, J. (2012). Journal of Forensic Nursing, 8(1), 1-2. 10.1111/j.1939-3938.2012.01136.x

Psychiatric forensic connections: 6 degrees of separation

Amar, A. F., & Clements, P. T. (2011). Journal of the American Psychiatric Nurses Association, 17(2), 110-111. 10.1177/1078390311402332

Coping with stalking

Amar, A. F., & Alexy, E. M. (2010). Issues in Mental Health Nursing, 31(1), 8-14. 10.3109/01612840903225602
Abstract
Abstract
Stalking is a serious public health and societal concern affecting the college population. Although numerous studies illustrate the physical and mental effects of stalking, literature addressing how individuals cope with this phenomenon is lacking. The purpose of this study was to describe stalking experiences of college students and the coping strategies used to manage stalking. In this descriptive study, 262 college students completed an online survey that included a stalking questionnaire and coping survey. Slightly more than one-fourth of the sample (n=69) reported experiencing stalking victimization. Results indicated that the most common coping strategies employed were: ignoring the problem, minimizing the problem, distancing, detaching or depersonalizing, using verbal escape tactics, attempting to end the relationship, controlling the interaction, and restricting accessibility. Implications for refining current practice and research on coping strategies and stalking are suggested.

Lessons from families and communities about interpersonal violence, victimization, and seeking help

Amar, A. F., Bess, R., & Stockbridge, J. (2010). Journal of Forensic Nursing, 6(3), 110-120. 10.1111/j.1939-3938.2010.01076.x
Abstract
Abstract
Despite significant incidence and physical and mental health consequences, most college-age women do not tell anyone about experiences of interpersonal violence. Limited research explores the sociocultural context of seeking help related to violence in young women. The overall purpose of this research was to understand socially and culturally relevant factors associated with violence help seeking in college women. Eight focus groups were held with 64 participants. Narrative analysis was the primary method of analysis. Four qualitative categories emerged from the data: " Learning from one's mother" ; " We're strong women; we fight" ; " We didn't talk about it" ; and " Where I'm from." Findings suggest that help seeking is influenced by the messages from and experiences of mothers and extended family members. An understanding of familial and cultural determinants of help seeking is essential for relevant and effective prevention efforts.