Fidelindo Lim

Faculty

Fidel Lim Headshot

Fidelindo Lim

DNP CCRN FAAN

Clinical Associate Professor
Program Director, Nursing Education

1 212 992 9078

433 First Ave
New York, NY 10010
United States

Fidelindo Lim's additional information

Fidelindo Lim, DNP, RN, FAAN, is a Clinical Associate Professor at NYU Rory Meyers College of Nursing. His teaching and scholarly interests include nursing education, LGBTQ+ health, reflective practice, men in nursing, and the nursing humanities. He is widely recognized for his work integrating inclusive health content into nursing curricula. Prof. Lim currently serves as a member of the American Nurses Association’s (ANA) Center for Ethics and Human Rights Advisory Board and was appointed to the ANA’s Code of Ethics for Nurses 2025 Re’Vision National Expert Panel. He also contributes monthly to the ANA’s American Nurse Journal as a designated “Nurse Influencer.” 

Lim led a national study examining faculty readiness to teach LGBTQ+ health content in prelicensure nursing programs, a first-of-its-kind investigation cited in numerous white papers and national policy statements. His scholarship has advanced faculty development in inclusive education and informed best practices in curriculum design across the country.

Prior to joining the faculty at NYU Meyers, Lim worked as a critical care nurse for 18 years while concurrently serving as a nursing educator since 1996. He has authored more than 250 publications on a range of topics, including active learning, nursing pedagogy, clinical practice, preceptorship, Florence Nightingale’s legacy, and student engagement. He has served as a long-standing faculty advisor to various student groups and has curated impactful extracurricular programming to enrich nursing education for three decades.

Among his many honors, Lim was named a Fellow of the American Academy of Nursing. In 2021, he was featured in the ANA-sponsored documentary American Nurse Heroes, a nationally televised tribute to frontline nurses during the Year of the Nurse. He is also a board member of the NYU Meyers Alumni Association.

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

Acute Care
Critical care
LGBTQ
Nursing education

American Nurses Association New York
American Association of Critical Care Nurses
American Association for Men in Nursing
Honor Society of Nursing, Sigma Theta Tau International
Philippine Nurses Association of New York
American Association of Critical Care Nurses' Diversity, Equity, and Inclusion Leadership Network
National League for Nursing

Faculty Honors Awards

Distinguished Teaching Award - New York University Meyers College of Nursing (2025)
Mentorship Award - American Nurse Association New York (2024)
Expert Panelist - American Nurses Association’s (ANA) Code of Ethics for Nurses 2025 Re’Vision (2023)
Faculty Trailblazer - New York University (2023)
Nurse Faculty Scholars Mentored Writing Award - American Journal of Nursing (2022)
Inducted as a Fellow - American Academy of Nursing (AAN) (2022)
Fellow - New York University Aging Incubator (2021)
Nursing Education Award - American Nurses Association New York (2021)
DAISY Foundation Award for Extraordinary Nursing Faculty – NYU Meyers (2020)
Nurse Influencer - American Nurses Association (2020)
National League of Nursing (NLN) Innovation Center, Honorable Mention for article "Nursing Humanities: Teaching for a Sense of Salience" (2019)
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)
Nursing Education Foundation Scholarship Award - National League for Nursing (2013)
Nurse Educator of the Year, Philippine Nurses Association of New York, Inc. (2013)

Publications

Standardized handoff report form in clinical nursing education : An educational tool for patient safety and quality of care

Lim, F., & Pajarillo, E. J. (2016). (Vols. 37, pp. 3-7). 10.1016/j.nedt.2015.10.026
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Student-Led Interest Groups: An Adjunct to Learner-Centered Nursing Education

Lim, F., Lim, F. A., & Nadeau, C. A. (2016). (Vols. 37, Issues 4, pp. 232-235).
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The current emphasis to make nurses full partners in health care dialogue, education, research, practice, and policy-making has made nursing education more challenging and exciting. Competing themes in an already saturated curriculum allow little room for adding more content to formal teaching-learning activities. Well-organized student-led interest groups are an excellent avenue for conducting focused extracurricular offerings that allow students to exercise their leadership and organizational skills, advocate for academic excellence, and add specialty topics missing in the generalist curriculum. As an adjunct to the formal curriculum, professional development events organized by student-led interest groups promote student engagement, lifelong learning, and learner-centered education.

Supporting LGBT nurses

Lim, F., Lim, F. A., & Borski, D. B. (2016). (Vols. 47, Issues 8, pp. 48-52).
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Find out how to respond appropriately when patients express bigotry at the bedside.

Synthetic cannabinoid poisoning: A growing health concern

Lim, F., Phillips, J., Lim, F., & Hsu, R. (2016). (Vols. 46, Issues 11, pp. 34-41).
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Cinéma vérité: Envisioning a nursing career

Lim, F., Macatangay, G., & Lim, F. (2015). (Vols. 45, Issues 12, pp. 63-4).
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Defusing bigotry at the bedside

Lim, F., & Borski, D. B. (2015). (Vols. 45, Issues 10, pp. 40-44). 10.1097/01.NURSE.0000469238.51105.20
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Find out how to respond appropriately when patients express bigotry at the bedside

Lim, F., & Borski, D. B. (2015). (Vols. 13, Issues 6, pp. 26-31). 10.1097/01.NME.0000471849.60754.a3
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Florence Nightingale: Interface Between Past and Present

Lim, F. (2015).
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A National Survey of Faculty Knowledge and Experience with Lesbian, Gay, Bisexual and Transgender (LGBT) Health and Readiness for Inclusion in Teaching: Curricular Implications for Baccalaureate Nursing Programs

Lim, F. (2015).
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A national survey of faculty knowledge, experience, and readiness for teaching lesbian, gay, bisexual, and transgender health in baccalaureate nursing programs

Lim, F., Johnson, M., & Eliason, M. (2015). (Vols. 36, Issues 3, pp. 144-152). 10.5480/14-1355
Abstract
Abstract
AIM This article assesses the knowledge of faculty in baccalaureate nursing programs and their readiness to teach about lesbian, gay, bisexual, and transgender (LGBT) health. BACKGROUND Although health disparities affecting the LGBT population are increasingly acknowledged in the literature, a dearth of information exists on how LGBT health is integrated in nursing programs. METHOD A survey was sent to a nonprobability purposive sample of nursing school administrative leaders (A/=739); they were asked to share the link with their faculty. More than 1, 000 faculty completed the survey. RESULTS The knowledge, experience, and readiness for teaching LGBT health among baccalaureate faculty are limited. LGBT faculty reported greater awareness, knowledge, and readiness compared with heterosexual faculty. The estimated median time devoted to teaching LGBT health was 2.12 hours. CONCLUSION Findings will help inform the design of faculty development programs and guide in aligning the curricula with current LGBT health priorities.

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