Emerson E Ea headshot

Emerson Ea

Assistant Dean, Clinical & Adjunct Affairs
Clinical Associate Professor

1 212 998 5311

433 First Avenue
Room 608
New York, NY 10010
United States

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Professional overview

Dr. Emerson Ea is currently Clinical Associate Professor and Assistant Dean for Clinical and Adjunct Faculty Affairs at Meyers. He obtained his Doctor of Nursing Practice degree from Case Western Reserve University and PhD in Nursing from Duquesne University. He completed his Master of Science in Nursing from Long Island University and his Bachelor of Science in Nursing from University of St. La Salle, Philippines. His scholarship interests include immigrant health especially among Filipino Americans, global health, health equity, and nursing education. He is an active member of the Philippine Nurses Association, the Asian American and Pacific Island Nurses Association, and the Sigma Theta Tau and Phi Kappa Phi Honor Societies. He was Senior Manager for Evidence-Based Practice and Nursing Research at Mount Sinai Hospital from 2011-2013, a Jonas Policy Scholar for the American Academy of Nursing Cultural Competence and Health Equity Expert Panel from 2014-2016, and he is currently a Fellow of the American Association of Colleges of Nursing Leadership in Academic Nursing Program (LANP). He is board certified in nursing education by the National League for Nursing.

He has published on topics that relate to work and personal-related outcomes among internationally-educated nurses, Filipino immigrant health, gerontologic nursing, and nursing education and practice.  He received the Nursing Research Award from the Philippine Nurses Association of New York in 2012, the NYU Rory Meyers College of Nursing Distinguished Faculty Award in 2011, the Most Outstanding Nursing Alumnus Award (Nursing Research Category) from the University of St. La Salle, Philippines, and the 2015 Asian American Pacific Islander Nurses Association Scholarship Award. He was recently recognized by the President of the Borough of Queens, New York for his contribution to the Filipino American community. 


PhD, 2016, Duquesne University
DNP, 2007, Case Western Reserve University
MS, 1999, Long Island University-Brooklyn Campus
BSN, 1992, University of St La Salle-Bacolod, Philippines

Honors and awards

PhD Jonas Nurse Leader Scholar (2014)
American Academy of Nursing Jonas Policy Fellow (2014)
Distinguished Faculty Award, Undergraduate Student Nurses Association, New York University College of Nursing (2011)
Selected Participant, QSEN Consortium Institute, American Association of Colleges of Nursing (AACN) (2010)
Grant Participant and Scholarship Recipient, Certificate in Distance Education Program (CDEP), Thomas Edison State College (2008)
Selected as one of the 25 Nurse Scientist Researcher Mentee, National Council of Ethnic Minority Nurses Associations (NCEMNA) (2007)
Nurse Service Award, Emergency Department, Metropolitan Hospital Center, New York City Health and Hospital Corporation (2007)
Chosen as one of the 50 notable alumni of Long Island University School of Nursing, Brooklyn, NY (2000)
Fellow, New York Academy of Medicine (2017)
Citation of Honor, Philippine-American Friendship Day Celebration, Queens, New Yor (2016)
American Association of Colleges of Nursing (AACN) Leadership for Academic Nursing Program (LANP) Fellow (2016)


Nursing education
Chronic disease
Non-communicable disease

Professional membership

American Nurses Association
National Coalition of Ethnic Minority Nurses Association (NCEMNA)
National League for Nursing (NLN)
Philippine Nurses Association (PNA)
Sigma Theta Tau Honor Society Alpha Mu (CWRU) and Upsilon (NYU)
Transcultural Nursing Society (TCNS)



Cultural competence and psychological empowerment among acute care nurses

Ea, E., & Gilles, S. (2018). In Nursing research critique: A model for excellence. Springer.

An educational intervention to evaluate nurses’ knowledge of heart failure

Sundel, S., & Ea, E. (2018). Journal of Continuing Education in Nursing, 49(7), 315-321. 10.3928/00220124-20180613-07
Background: Nurses are the main providers of patient education in inpatient and outpatient settings. Unfortunately, nurses may lack knowledge of chronic medical conditions, such as heart failure. Method: The purpose of this one-group pretest– posttest intervention was to determine the effectiveness of teaching intervention on nurses’ knowledge of heart failure self-care principles in an ambulatory care setting. The sample consisted of 40 staff nurses in ambulatory care. Nurse participants received a focused education intervention based on knowledge deficits revealed in the pretest and were then resurveyed within 30 days. Nurses were evaluated using the valid and reliable 20-item Nurses Knowledge of Heart Failure Education Principles Survey tool. Results: The results of this project demonstrated that an education intervention on heart failure self-care principles improved nurses’ knowledge of heart failure in an ambulatory care setting, which was statistically significant (p, .05). Conclusion: Results suggest that a teaching intervention could improve knowledge of heart failure, which could lead to better patient education and could reduce patient readmission for heart failure.

Self-care among Filipinos in the United States who have hypertension

Ea, E., Colbert, A., Turk, M., & Vaughan Dickson, V. (2018). Applied Nursing Research, 39, 71-76. 10.1016/j.apnr.2017.11.002
Background Despite the strong literature on the influence of self-care on hypertension (HTN) diagnosis, there is a notable lack of studies that explore self-care among Filipino immigrants in the United States (US) who have HTN. Aim To determine the levels of and relationships between and among acculturation, acculturative stress, HTN self-efficacy, patient activation, and HTN self-care among first generation Filipino immigrants in the US who have HTN. Design A cross-sectional correlational design was used to determine the relationships between and among acculturation, acculturative stress, HTN self-efficacy, patient activation, and HTN self-care using the Transactional Model of Stress and Coping. One hundred and sixty-three community-dwelling first-generation Filipino immigrants participated in the study. Methods Data on HTN self-care, acculturation, acculturative stress, HTN self-efficacy, and patient activation were collected. Results The study results revealed that HTN self-efficacy and patient activation significantly contributed to the regression model that accounted for 29.5% of the variance in HTN self-care for this sample. Further analysis revealed that patient activation had a mediating role between HTN self-efficacy and HTN self-care. Conclusions Findings from this study revealed that HTN self-efficacy and patient activation were associated with self-care behaviors associated with HTN management for this sample. Clinical relevance Findings from this study highlight the importance of addressing HTN self-efficacy and patient activation in improving HTN self-care for this population.

301 Careers in Nursing

Ea, E., & Bai, L. (2017). (J. J. Fitzpatrick, Ed.). Springer.


Ea, E. (2017). In Encyclopedia of nursing research. Springer.

Evaluating the Need for Organ Donation and Transplant-Related Education in Nursing Curricula

Cerrato, A., Flom, P., & Ea, E. (2017). Nursing Education Perspectives, 38(4), 209-211. 10.1097/01.NEP.0000000000000134
Transplant education has been historically unstructured and inconsistent. The purpose of this study was to measure nursing students' knowledge and attitudes toward organ donation, allocation, and preparation for practice using a modified version of the Organ Donation Attitude Questionnaire II-Student Version. Scores were low, particularly regarding brain death and organ allocation. Preparedness for practice was related to knowledge of brain death (z = 2.05, p = .04); knowledge (t = 2.24, p = .03) and attitude (t = 7.55, p < .0001) were related to signing a driver's license. Results support including organ donation and transplant education in nursing curricula.

Enhancing medication safety teaching through remediation and reflection

McCabe, D., & Ea, E. (2016). QSEN Institute Teaching Strategy (online).

Making QSEN visible in the classroom: Innovative use of in-class care mapping activity

Rodriguez, K., Boyar, K., Weidel, J., & Ea, E. (2016). QSEN Institute Teaching Strategy (online).

A nurse practitioner-led heart failure education program for certified nursing assistants in a long-term care facility

Kim, J., Ea, E., Parish, A. L., & Levin, R. F. (2016). Annals of Long-Term Care, 24(5), 27-34.
Approximately one quarter of all Medicare beneficiaries hospitalized for heart failure (HF) are discharged to long-term care (LTC) for skilled nursing care, and, of those, 25% are readmitted to the hospital within 30 days. We implemented a 3-month pilot quality improvement project using a pre-post design that included an educational intervention for certified nursing assistants (CNAs) conducted by a nurse practitioner (NP). The three aims of the project were to: (1) improve CNAs' knowledge of heart failure (HF) management strategies; (2) improve CNAs' reporting of acute changes in the condition of residents with HF; and (3) reduce rehospitalizations of the facility's skilled unit residents with HF. The percentage of HF resident 30-day hospital readmission rates fell 7.8% during the project's 3-month implementation period. The results of this project support future NP-led clinical education for CNAs working in this facility.


Ea, E. (2015). In Encyclopedia of nursing education. Springer.