Faculty

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

Emerson Ea's additional information

Emerson Ea is the assistant dean and a clinical associate professor at NYU Rory Meyers College of Nursing. His scholarship interest areas include nursing education and innovation, immigrant health and well-being, and cardiovascular health. He has published several peer-reviewed articles and authored/co-authored a book and several book chapters on topics that relate to work and personal-related outcomes among internationally educated nurses, Filipino immigrant health, gerontologic nursing, and nursing education and practice. Ea was part of the inaugural cohort of the American Academy of Nursing Jonas Policy Scholars working with the Cultural Competence and Health Equity Expert Panel (2014–2016).

Ea is a Fellow of the American Association of Colleges of Nursing Leadership in Academic Nursing Program, the New York Academy of Medicine, and the American Academy of Nursing. Ea is also chair of the Kalusugan Coalition, a community organization that aims to promote cardiovascular health among Filipino Americans in the New York metropolitan area.

Ea's many honors include the Nursing Research Award from the Philippine Nurses Association of New York, the NYU Rory Meyers College of Nursing Undergraduate Student Nurses Organization Distinguished Faculty Award, the Most Outstanding Nursing Alumnus Award (Nursing Research Category) from the University of St. La Salle, Philippines, the 2015 Asian American Pacific Islander Nurses Association Scholarship Award, and the 2018 Alumni Excellence Award from Frances Payne Bolton School of Nursing, Case Western Reserve University. He also received a Citation of Honor from the president of the borough of Queens, NY, in recognition of his contribution to the Filipino-American community.

Ea earned a PhD in nursing from Duquesne University, DNP in nursing practice from Case Western Reserve University, MS in adult health from Long Island University, and BSN from the University of St. La Salle, Philippines.

PhD, Nursing - Duquesne University (2016)
DNP, Nursing Practice - Case Western Reserve University (2007)
MS, Adult Health - Long Island University (1999)
BSN - University of St. La Salle, Philippines (1992)

Nursing education
Chronic disease
Immigrants
Non-communicable disease
Cardiology
Underserved populations

American Academy of Nursing
American Association of Colleges of Nursing
American Nurses Association
Asian-American Pacific Islander Nurses Association
National League for Nursing (NLN)
Philippine Nurses Association (PNA) - New York
Sigma Theta Tau Honor Society

Faculty Honors Awards

Fellow, American Academy of Nursing (2018)
Alumni Award of Excellence, Frances Payne Bolton School of Nursing, Case Western Reserve University (2018)
Fellow, New York Academy of Medicine (2017)
Fellow, Leadership for Academic Nursing Program (LANP). American Association of Colleges of Nursing (AACN) (2016)
Citation of Honor, Philippine-American Friendship Day Celebration, presented by the president of the borough of Queens, New York (2016)
PhD Jonas Nurse Leader Scholar, Duquesne University School of Nursing (2016)
American Academy of Nursing Jonas Policy Scholar, Cultural Competence and Health Equity Expert Panel (2016)
American Academy of Nursing Jonas Policy Scholar, Cultural Competence and Health Equity Expert Panel (2015)
Scholarship Award Recipient, Asian American Pacific Islander Nurses Association (2015)
PhD Jonas Nurse Leader Scholar, Duquesne University School of Nursing (2015)
PhD Jonas Nurse Leader Scholar, Duquesne University School of Nursing (2014)
American Academy of Nursing Jonas Policy Scholar, Cultural Competence and Health Equity Expert Panel (2014)
Bachelor of Science in Nursing Alumnus Award, Most Outstanding Nursing Graduate (Nursing Research Category), University of Saint La Salle, Philippines (2014)
Award Winning Poster (Other Topics Category). Mauro, A.M.P., & Ea, E. (2014). The NCLEX Challenge: Unlocking the key to success. Robert Wood Johnson Foundation Annual Summit, Chicago, IL. (2014)
Nurse Excellence Award in Nursing Research, Philippine Nurses Association of New York (2012)
Nurse Service Award, Emergency Department, Metropolitan Hospital Center, New York City Health and Hospital Corporation (2007)
One of the 50 Notable School of Nursing Alumni, Long Island University School of Nursing, Brooklyn, NY (2006)

Publications

Innovative strategies in teaching nursing: Exemplars of optimal learning outcomes

Ea, E., … Alfes, C. (Eds.). (2020). Springer.

Innovative use of concept care planning in a large class

Rodriguez, K., Boyar, K., & Ea, E. (2020). In E. Ea & C. Alfes (Eds.), Innovative strategies in teaching nursing: Exemplars of optimal learning outcomes. Springer.

Unit Utilization of Internationally Educated Nurses and Collaboration in U.S. Hospitals.

Ma, C., Ghazal, L., Chou, S., Ea, E., & Squires, A. (2020). Nursing Economic$, 38(1), 33-40.
Abstract
Abstract
Employing internationally educated nurses (IENs) to address the nursing workforce shortage is common in many countries, including the United States. This study examined the relationship between unit utilization of IENs and collaboration in U.S. hospitals. Results indicated more IENs on a unit did not significantly affect the collaboration among nurses and between nurses and physicians. The presence of IENs significantly influenced unit nursing characteristics, such as education attainment and unit tenure.

Cultural competence and psychological empowerment among acute care nurses

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

An educational intervention to evaluate nurses’ knowledge of heart failure

Sundel, S., & Ea, E. E. (2018). Journal of Continuing Education in Nursing, 49(7), 315-321. 10.3928/00220124-20180613-07
Abstract
Abstract
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.

An overview of hypertension among Filipino Americans: Implications for research, practice, and health policy

Ea, E., Colbert, A., Turk, M., & Vaughan Dickson, V. (2018). The Journal of Nursing Practice Applications & Reviews of Research.

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

Ea, E. E., Colbert, A., Turk, M., & Dickson, V. V. (2018). Applied Nursing Research, 39, 71-76. 10.1016/j.apnr.2017.11.002
Abstract
Abstract
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

Fitzpatrick, J. J., Ea, E., … Bai, L. (Eds.). (2017). Springer.

Acculturation

Ea, E. (2017). In J. Fitzpatrick (Ed.), Encyclopedia of nursing research (4th ed.). 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
Abstract
Abstract
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.