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

Lifestyle Modifications in Adults and Older Adults With Chronic Gastroesophageal Reflux Disease (GERD)

Lim, F., Commisso, A., & Lim, F. (2019). (Vols. 42, Issue 1, pp. 64-74).
Abstract
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Gastroesophageal reflux disease (GERD) is a chronic disorder that causes the unwanted backflow of gastric contents into the esophagus, throat, and mouth. 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.

New York City Men in Nursing: Advancing Professional Development - E-Poster

Lim, F. (2019).
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Student interest groups: An adjunct to learner-centered education - E-poster

Lim, F. (2019).
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Trust me. I'm a nurse

Lim, F., & Salinas, A. (2019).
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Beliefs and perceptions of mentorship among nursing faculty and traditional and accelerated undergraduate nursing students

Lim, F., Navarra, A.- M., Stimpfel, A. W., Rodriguez, K., Lim, F., Nelson, N., & Slater, L. Z. (2018). (Vols. 61, pp. 20-24).
Abstract
Abstract
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.

Delivering LGBTQ-sensitive care

Lim, F., Paguirigan, M., & Cernivani, D. (2018). (Vols. 13, Issues 4, pp. 14-19). 10.1097/01.CCN.0000534918.70677.9c
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Abstract
Members of the lesbian, gay, bisexual, transgender, and queer (LGBTQ) community have historically faced prejudices, often resulting in significant health disparities. Critical care nurses have a duty to provide all patients, regardless of their sexual orientation or gender identity, with the best possible care. This article examines a framework for LGBTQ-sensitive care as well as best practices and additional resources.

Faculty and Student Perspectives on Mentorship in a Nursing Honors Program

Lim, F., Nelson, N., Lim, F., Navarra, A.- M., Rodriguez, K., Witkoski Stimpfel, A., & Slater, L. Z. (2018). (Vols. 39, Issue 1, pp. 29-31).
Abstract
Abstract
Honors programs in nursing can facilitate the professional development of high-achieving students, supporting their lifelong engagement in nursing practice, education, research, and health care policy issues. Strong mentoring relationships are commonly identified as essential to the success of nursing honors programs, but literature on mentoring relationships in an honors context is limited. The purpose of this study was to gain insight into faculty and student expectations for mentorship. Faculty and students shared similar expectations for both the mentor and mentee, highlighting key themes of engagement, facilitation, accountability, and collaboration as necessary for the success of an undergraduate nursing honors program.

Hepatic Failure

Chen, L., & Lim, F. (2018). In A Guide to Mastery in Clinical Nursing: The Comprehensive Reference (pp. 89-92). Springer.
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Hepatic Failure

Chen, L., & Lim, F. (2018). In Handbook of Clinical Nursing: Critical and Emergency Care Nursing (pp. 153-157). Springer.
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Nursing Humanities: Teaching for a Sense of Salience

Lim, F., Lim, F., & Marsaglia, M. J. (2018). (Vols. 39, Issues 2, pp. 121-122).
Abstract
Abstract
Reports have indicated that nursing programs in the United States are not generally effective in teaching nursing science, natural science, the social sciences, and the humanities. The value of the lifelong study of humanities for nurses is the invitation for contemplation on the human experience so we can make informed moral, spiritual, and intellectual sense of the world. In essence, when we understand, we become more empathetic. This article adds to the call for teaching for a sense of salience in nursing through the meaningful synthesis of humanities in baccalaureate education.

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