Ann-Margaret Navarra

Faculty

Ann-Margaret Navarra headshot

Ann-Margaret Navarra

CPNP FAAN PhD

Associate Professor

1 212 998 9009

433 FIRST AVENUE
NEW YORK, NY 10010
United States

Ann-Margaret Navarra is an associate professor at NYU Rory Meyers College of Nursing. Her current research interests include the design and implementation of technology-supported behavioral interventions for improved disease self-management among HIV-infected youth. As an NIH-funded researcher and board-certified pediatric nurse practitioner, her research training includes NIH-funded pre- and post-doctoral fellowships (T-90 & T-32) supported by Columbia University School of Nursing. Navarra has presented at regional and national meetings and published in the Journal of Pediatric Health Care and the Journal of the Association of Nurses in AIDS Care.

Navarra completed a PhD, MPhil, and MS at Columbia University and BS at the College of New Rochelle.

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

HIV/AIDS
Pediatric
Chronic disease
Technology
Underserved populations

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

Alpha Zeta Chapter Award, Sigma Theta Tau (2012)
Student Research Award, Sigma Theta Tau-Alpha Zeta Chapter (2010)
Sigma Theta Tau International Honor Society of Nursing, Alpha Zeta Chapter (2008)
Alumni Scholar, Columbia University (2008)
Scholarship Recipient, Vancouver (1996)
Sigma Theta Tau International Honor Society of Nursing, Zeta Omega Chapter (1988)

Faculty and Student Perspectives on Mentorship in a Nursing Honors Program

Nelson, N., Lim, F., Navarra, A. M., Rodriguez, K., Witkoski, A., & Slater, L. Z. (2018). Nursing Education Perspectives, 39(1), 29-31. 10.1097/01.NEP.0000000000000197
Abstract
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.

Honors programs: Current perspectives for implementation

Lim, F., Nelson, N., Stimpfel, A. W., Navarra, A. M., & Slater, L. Z. (2016). Nurse Educator, 41(2), 98-102. 10.1097/NNE.0000000000000211
Abstract
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.