Emerson Ea

Faculty

Emerson E Ea headshot

Emerson Ea

APRN DNP FAAN PhD

Clinical Professor
Associate Dean, Clinical & Adjunct Faculty Affairs

1 212 998 5311

433 First Avenue
New York, NY 10010
United States

Prof. Emerson Ea is Associate Dean for Clinical and Adjunct Faculty Affairs and Clinical Professor at New York University Rory Meyers College of Nursing. His scholarship interest areas include nursing education and innovation, and immigrant health and well-being.

Prof. Ea, for more than a decade, has worked to advance the health and well-being of Filipino immigrants in the US. He has spearheaded and collaborated on several projects that explored health and well-being among immigrant populations in the US and globally. He is co- investigator of the Community Engagement Core of the recently funded NIH P50 Center, the Rutgers-NYU Center for Asian Health Promotion and Equity (CAHPE) focused on addressing health inequities in the AAPI community in the New York-New Jersey area. He is also Primary Investigator of 2 current projects: a mixed-methods study funded by NIH/NIA Rutgers’ Resource Center for Minority Aging Research (RCMAR) and a qualitative study funded by NYU to explore the relationship of acculturation, acculturative stress, and oral health and dental care service use among Filipino immigrants. In recognition of his clinical scholarship and community work, he received numerous recognition such as from the Office of the President of the Borough of Queens, NY, and as a Fellow of the New York Academy of Medicine and the American Academy of Nursing. Prof. Ea is also a Health and Aging Policy fellow for 2022-2023.

An enthusiastic leader in the Filipino community, Prof. Ea has served on multiple community boards to promote and advance the health of Filipino immigrants. He is Chair of the Kalusugan Coalition, a community-based organization that aims to enhance the cardiovascular health of Filipino Americans in the NY/NJ area. He is also a member of the American Academy of Nursing’s Diversity and Inclusivity Committee and was one of the inaugural American Academy of Nursing’s Jonas Policy Scholars working with the Health Equity and Cultural Competence Expert Panel from 2014-2016.


Prof. Ea received his BSN from the University of St. La Salle, Philippines, MS from Long Island University-Brooklyn, DNP from Case Western Reserve University, Certificate in Distance Learning from Thomas Edison State University, Certificate in Learning Design from NYU, and PhD from Duquesne University.

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

Alumni Award of Excellence, Frances Payne Bolton School of Nursing, Case Western Reserve University (2018)
Fellow, American Academy of Nursing (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)
Scholarship Award Recipient, Asian American Pacific Islander Nurses Association (2015)
PhD Jonas Nurse Leader Scholar, Duquesne University School of Nursing (2015)
American Academy of Nursing Jonas Policy Scholar, Cultural Competence and Health Equity Expert Panel (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)

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 (1–). 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). (1–). Springer.

Acculturation

Ea, E. (2017). In J. Fitzpatrick (Ed.), Encyclopedia of nursing research (4th eds., 1–). 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.

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.
Abstract
Abstract
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.