Fidelindo Lim headshot

Fidelindo Lim


Clinical Associate Professor

1 212 992 9078

433 First Avenue
Room 431
New York, NY 10010
United States

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Professional overview

Fidel Lim, DNP, CCRN, is a clinical associate professor at New York University Rory Meyers College of Nursing, He has worked as a critical care nurse for more than 18 years. As the faculty advisor to various student groups, including the Asian Pacific-Islander Nursing Students Association, Men Entering Nursing, and the LGBT-NSA group, he has, among other things, fostered salience in nursing education through high-quality extra-curricular programming. His work as a nurse educator in a magnet-designated hospital provides sustainable staff-focused educational support. He is particularly interested in bridging gaps in nurse engagement and practice excellence. Lim has published articles on an array of topics ranging from clinical practice, nursing education issues, LGBT health disparities, reflective practice, men in nursing, and Florence Nightingale among others.

Lim completed his DNP at Northeastern University, MA at New York University, and BSN at Far Eastern University, in Manila, Philippines.


DNP - Northeastern University
MA - New York University
BSN - Far Eastern University, Manila, Philippines


Acute care

Professional membership

American Nurses Association New York;
American Association of Critical Care Nurses;
American Association for Men in Nursing;
Gay and Lesbian Medical Association;
Honor Society of Nursing, Sigma Theta Tau International
National League for Nursing (NLN);
New York Academy of Medicine
New York City Men in Nursing;
Philippine Nurses Association of New York;

Honors and awards

Faculty Honors Awards

Fellow - New York Academy of Medicine (2019)
Member of the Year - American Association for Men in Nursing (2018)
Rose and George Doval Teaching Award - NYU Rory Meyers College of Nursing (2017)
Distinguished Clinical Nursing Faculty Award - NYU, College of Nursing - Undergraduate Nursing Students Association; (2015)
Baccalaureate Faculty Excellence Award - NYU, College of Nursing Students Association; (2014)
Nurse Educator of the Year, Philippine Nurses Association of New York, Inc. (2013)
Nursing Education Foundation Scholarship Award, National League for Nursing; (2013)



The CCRN® Certification: Why It Matters?

Lim, F., Chen, L., & Salinas,. (2020). Nursing Critical Care, 15(3), 38-41.

General surgical care of the older adult

Lim, F., & Slater, L. (2020). In , & , Evidence-based geriatric nursing protocols for best practice (pp. 721-753). Springer.

The Impact of Geriatric-Specific Triage Tools among Older Adults in the Emergency Department

Pham, K. D., & Lim, F. A. (2020). Critical Care Nursing Quarterly, 43(1), 39-57. 10.1097/CNQ.0000000000000290
As the aging population grows, emergency department (ED) service utilization among those 65 years and older is expected to rise. In 2017, it was estimated that approximately 49 million Americans were 65 years and older. Not surprisingly, the number of ED visits by older adults is also increasing, given that this population is more likely to have multiple comorbidities. Emergency department visits by older adults pose specific challenges in risk stratification and optimizing their care based on the use of geriatric-specific triage tools. The aim of this integrative review is to appraise the impact of geriatric-specific triage tolls used in the ED and offer meaningful discussion on how to best address older adults in the ED setting. Findings from this review will help inform the efforts of clinicians, educators, researchers, and public health policy stakeholders charged in the care and advocacy for vulnerable older adults.

Impact of the All of Us research program

Llanto, K., Lim, F., & Ea, E. (2020). Nursing, 50(3), 67-68. 10.1097/01.NURSE.0000654172.46117.18

Perioperative care of the older adult

Lim, F., & Slater, L. (2020). In , & , Evidence-based geriatric nursing protocols for best practice (pp. 697-720). Springer.

Transitional care

Lim, F., & Foust, J. (2020). In , & , Evidence-based geriatric nursing protocols for best practice (pp. 807-824). Springer.

Hepatorenal syndrome and large-volume paracentesis

Lim, F., & Raterman, J. (2019). The American Nurse.

Lifestyle modifications in adults and older adults with chronic gastroesophageal reflux disease (gerd)

Commisso, A., & Lim, F. (2019). Critical Care Nursing Quarterly, 42(1), 64-74. 10.1097/CNQ.0000000000000239
Gastroesophageal reflux disease (GERD) is a chronic disorder that causes the unwanted backflow of gastric contents into the esophagus, throat, and mouth.1 Gastroesophageal reflux disease affects roughly 20% of the US population. It is estimated that older adults experience GERD symptoms more commonly and with greater severity because of age-related physiologic changes. Comorbidities and polypharmacy, common in older adults, can also exacerbate GERD symptoms, which can allow the disease to progress. This integrative review aims to identify key lifestyle-associated risk factors and interventions appropriate for older adults with GERD. Findings can drive evidence-based collaborative best practices to care for patients in both acute and community settings with GERD. Recommendations for nursing education material that aims to address the gap of multilingual and culturally relevant GERD content will be discussed. It is likely that the prevalence of GERD will increase as the prevalence of obesity increases. It is here that registered nurses can play an instrumental role in the prevention and management of GERD in older adults by providing education, promoting health behaviors, and serving as patient advocates.

Trust me. I'm a nurse

Lim, F., & Salinas, A. (2019). The American Nurse.

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

Navarra, A. M., Stimpfel, A. W., Rodriguez, K., Lim, F., Nelson, N., & Slater, L. Z. (2018). Nurse Education Today, 61, 20-24. 10.1016/j.nedt.2017.10.009
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.