Faculty

Ann-Margaret Navarra headshot

Ann-Margaret Navarra

Assistant Professor

1 212 998 9009

433 First Avenue
Room 410
New York, NY 10010
United States

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Professional overview

Dr. Navarra is a NIH funded researcher and board certified pediatric nurse practitioner, earning a PhD after a 19 year trajectory as an academic clinician. Her research training includes NIH funded pre and post-doctoral fellowships (T-90 & T-32) supported by Columbia University School of Nursing. Dr. Navarra has presented at regional and national meetings with recent publications in the Journal of Pediatric Health Care and the Journal of the Association of Nurses in AIDS Care. Current research interests include design and implementation of technology supported behavioral interventions for improved disease self-management among HIV-infected youth.

Education

College of New Rochelle, BS
Columbia University, MS
Columbia University, MPhil
Columbia University, PhD

Honors and awards

Alpha Zeta Chapter of Sigma Theta Tau Award (2012)
Student Research Award, Sigma Theta Tau-Alpha Zeta Chapter (2010)
Alumni Scholar, Columbia University, New York, NY (2008)
Sigma Theta Tau International Honor Society of Nursing, Alpha Zeta Chapter (2008)
Scholarship Recipient, Glaxo SmithKline, Funding for Poster Presentation at the XI International Conference on AIDS, Vancouver, BC (1996)
Sigma Theta Tau International Honor Society of Nursing, Zeta Omega Chapter (1988)

Specialties

HIV/AIDS
Pediatric
Chronic disease
Technology
Underserved populations

Professional membership

American Association of Nurses (ANA)
Eastern Nursing Research Society (ENRS)
Fellow, National Association of Pediatric Nurse Practitioners (NAPNAP)
Sigma Theta Tau International Nursing Honor Society, Alpha Zeta Chapter
Sigma Theta Tau International Nursing Honor Society, Zeta Omega Chapter
National Certification Board of Pediatric Nurse Practitioners and Nurses

Publications

Publications

Faculty and Student Perspectives on Mentorship in a Nursing Honors Program

Nelson, N., Lim, F., Margaret-Navarra, A., Rodriguez, K., Witkoski, A., & Slater, L. Z. (2018). Nursing Education Perspectives, 39(1), 29-31. 10.1097/01.NEP.0000000000000197
Abstract
Honors programs in nursing can facilitate the professional development of high-achieving students, supporting their lifelong engagement in nursing practice, education, research, and health care policy issues. Strong mentoring relationships are commonly identified as essential to the success of nursing honors programs, but literature on mentoring relationships in an honors context is limited. The purpose of this study was to gain insight into faculty and student expectations for mentorship. Faculty and students shared similar expectations for both the mentor and mentee, highlighting key themes of engagement, facilitation, accountability, and collaboration as necessary for the success of an undergraduate nursing honors program.

Music Therapy and Pain Management in Patients with End-Stage Liver Disease: An Evidence-Based Practice Quality Improvement Project

Pathania, S., Slater, L., Vose, C., & -Dunn-Navarra, A.-M. (2018). Pain Management Nursing. 10.1016/j.pmn.2018.07.004
Abstract
Background: Pain can negatively affect the inpatient hospitalization experience; however, in patients with compromised metabolic pathways who are more vulnerable to medication side effects, pain control becomes even more challenging. Aims: This evidence-based practice quality improvement project explored the feasibility of implementing a music therapy intervention for improved pain management (pain intensity, analgesic volume) and patient satisfaction among patients with a diagnosis of cirrhotic end-stage liver disease in the acute care setting. Design: The plan–do–check–act cycle served as the implementation framework. Four nurse champions were trained to implement a 30-minute music intervention. Self-selected musical selections were delivered via unit-based iPads with earbud headphones during 3 consecutive days. Methods: Data collection was performed using unit-based measures for pain and patient satisfaction and an investigator-developed audit tool. Bivariate analyses and descriptive statistics were used to assess the effect of the intervention on the three outcomes of interest. Results: Overall results from data collected with eight participants during a 6-week period indicated a 10% reduction in pain intensity and a 30% improvement in patient satisfaction with pain management care. Conclusions: Findings from this evidence-based practice quality improvement project provide support for the effectiveness of music therapy as an adjunct to traditional pharmacologic modalities for pain management of the end-stage liver disease patient population.

Beliefs and perceptions of mentorship among nursing faculty and traditional and accelerated undergraduate nursing students

-Dunn-Navarra, A.-M., Stimpfel, A., Rodriguez, K., Lim, F., Nelson, N., & Slater, L. (2017). Nurse Education Today, 61, 20-24. 10.1016/j.nedt.2017.10.009
Abstract
Background In order to meet the demands of a dynamic and complex health care landscape, nursing education must develop and implement programming to produce a highly educated nursing workforce. Interprofessional honors education in nursing with targeted mentorship is one such model. Purpose To describe undergraduate nursing student and faculty perceptions and beliefs of mentorship in the context of interprofessional honors education, and compare and contrast the perceptions and beliefs about mentorship in interprofessional honors education between undergraduate nursing students and faculty. Methods The study used a cross-sectional, descriptive design. Data were collected at an urban university in the northeast US, using a researcher-developed electronic survey. The sample included 24 full-time nursing faculty, and 142 undergraduate nursing students. Results Perceptions and beliefs regarding mentorship in the context of interprofessional honors education were similar for faculty and students, with both ranking mentorship among the most important components of a successful honors program. Conclusions Honors education with a dedicated mentorship component may be implemented to improve the undergraduate education experience, facilitate advanced degree attainment, and develop future nursing leaders.

Honors Programs: Current Perspectives for Implementation

Lim, F., Nelson, N., Stimpfel, A. W., Margaret-Navarra, A., & Slater, L. Z. (2015). Nurse Educator. 10.1097/NNE.0000000000000211
Abstract
The changing demographics of the nursing workforce, including large numbers of impending retirements, highlight the need for innovative programs to attract the next generation of nursing leaders, educators, and researchers. Nursing honors programs provide an enhanced educational experience for high-achieving and highly motivated students, developing them as future nursing leaders. This review describes the current perspectives, characteristics, and values of nursing honors programs, opportunities for implementation, and recommendations for integration within nursing education.