Jamesetta A Newland headshot

Jamesetta A Newland

Clinical Professor

1 212 998 5319

433 First Avenue
Room 534
New York, NY 10010
United States

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Professional overview

Dr. Newland, a strong proponent of faculty practice, has extensive experience with nurse-managed health centers as a practicing clinician, director, and consultant. She maintains an active primary care practice as a family nurse practitioner at NYU Nursing Faculty Practice and NYU Langone Ambulatory Care West Side. She has been teaching graduate students since 1993 and her expertise in nurse practitioner education and practice has been sought internationally in Botswana, Japan, and Lithuania. She is the current editor-in-chief of The Nurse Practitioners journal and has numerous scholarly publications to her credit. Dr. Newland believes in lifelong learning for adults (students or otherwise) and building partnerships in care with her patients.


PhD (2002) - University of Pennsylvania
Post-Master’s Certificate in Teaching (1999) - University of Pennsylvania
MS (1987) - Pace University
BA (1972) - Gustavus Adolphus College

Honors and awards

25 Top Nurse Practitioner Program Professors, NursePractitionerSchools.com (2014)
Nurse Practitioner New York State Award for Excellence, American Academy of Nurse Practitioners (2011)
Dr. Martin Luther King, Jr. Excellence in Social Justice Award, Pace University (2007)
Distinguished Practitioner in the National Academies of Practice, Nursing (2005)
Fellow of the American Academy of Nurse Practitioners (2005)
The Emily Bissell Award – The American Lung Association of Hudson Valley (2004)
National Role Model, Alumna – Minority Access, Inc., Hyattsville, MD (2002)
Nurse Scholar of the Year – Zeta Omega-at-Large Chapter, Sigma Theta Tau International Honor Society for Nursing (2001)
Fellow, American Academy of Nursing (2017)
Fellow, New York Academy of Medicine (2017)
Estelle Osborne Legacy Award (2017)
Fulbright Specialist Roster (2016)


Women's health
Primary care
Faculty practice

Professional membership

American Academy of Nursing: Fellow
American Association of Nurse Practitioners: Fellow
American Nurses Association
Black Alumni Society of NYC – University of Pennsylvania
Committee on Publication Ethics - COPE
Eastern Nursing Research Society
International Association of Sickle Cell Nurses and Professional Associates
International Society of Nurses in Genetics
Lienhard School of Nursing Alumni Association
National Academies of Practice: Distinguished Practitioner and Fellow
National League for Nursing
National Nurse-Led Care Consortium
National Organization of Nurse Practitioner Faculties
New York Academy of Medicine: Fellow
Nurse Practitioners of New York
Penn Nursing Alumni Association
Sigma Theta Tau International – Zeta-Omega-at-Large and Xi Chapters
National Conference for Nurse Practitioners, Planning Panel, Wolters Kluwer Health
National Nursing Advisory Board, Gustavus Adolphus College
New York State, Board of Nursing, Member (2017-2022)



Discussing the nuances of sexual health with patients

Newland, J. (2018). Nurse Practitioner, 43(9). 10.1097/01.NPR.0000544283.12633.b0

Alzheimer's disease: The loss of mind and spirit

Newland, J. (2016). The Nurse Practitioner, 41(2), 10. 10.1097/01.NPR.0000479908.56721.89

Building clinical education training capacity in nurse practitioner programs

Drayton-Brooks, S. M., Gray, P. A., Turner, N. P., & Newland, J. (2016). Journal of Professional Nursing. 10.1016/j.profnurs.2017.02.002
Building clinical education training capacity in nurse practitioner programs is critical to build the primary care workforce and to address the access to care problem in the country. Challenges related to obtaining clinical sites and qualified preceptors are well reported, but few practical solutions are presented. Clinical sites and qualified preceptors willing to serve can be found, but nurse practitioner faculty must remove obstacles and strengthen resources by discovering untapped capacity. Nurse practitioner faculty can design, implement, and test innovative clinical models to maximize clinical training capacity. Clinical capacity development in geriatrics and long-term care, convenience care, distance immersions, correctional nursing, occupational health, and through interprofessional collaborations and faculty practice partnerships can be expanded.

Findings From the INANE Survey on Student Papers Submitted to Nursing Journals

Kennedy, M. S., Newland, J., & Owens, J. K. (2016). Journal of Professional Nursing. 10.1016/j.profnurs.2016.09.001
Nursing students are often encouraged or required to submit scholarly work for consideration for publication but most manuscripts or course assignment papers do not meet journal standards and consume valuable resources from editors and peer reviewers. The International Academy of Nursing Editors (INANE) is a group of nurse editors and publishers dedicated to promoting best practices in publishing in the nursing literature. In August 2014, editors at INANE's annual meeting voiced frustrations over multiple queries, poorly written student papers, and lack of proper behavior in following through. This article describes the findings of a survey distributed to INANE members to seek feedback about submissions by students.Fifty-three (53) members responded to an online anonymous survey developed by the INANE Student Papers Work Group. Data were analyzed using descriptive statistics for Likert-type questions and content analysis of open-ended questions. Quantitative data revealed that most editors reported problems with student papers across all levels of graduate programs. Six themes emerged from the qualitative data: submissions fail to follow author guidelines; characteristics of student submissions; lack of professional behavior from students; lack of professional behavior from faculty; editor responses to student submissions; and faculty as mentors. These themes formed the basis for recommendations and strategies to improve student scholarly writing. Overall, editors endorsed supporting new scholars in the publication process but faculty engagement was integral to student success.

The lead crisis in Flint, Michigan

Newland, J. (2016). The Nurse Practitioner, 41(3), 12. 10.1097/01.NPR.0000480593.39784.9a

2015: The year of the APRN Consensus Model

Newland, J. (2015). The Nurse Practitioner, 40(6), 13. 10.1097/01.NPR.0000465123.27406.e3

Celebrating 50 years of NPs

Newland, J. (2015). The Nurse Practitioner, 40(5), 7. 10.1097/01.NPR.0000463788.67378.de

Change: The law of life

Newland, J. (2015). The Nurse Practitioner, 40(12), 12. 10.1097/01.NPR.0000473385.62874.2e

The Doctor of Nursing Practice: A focus on clinical leadership

Newland, J. (2015). The Nurse Practitioner, 40(4), 13. 10.1097/01.NPR.0000461957.53786.12

Editor's memo: Do not resuscitate

Newland, J. (2015). The Nurse Practitioner, 40(2), 12. 10.1097/01.NPR.0000459732.85027.c2