Jamesetta A Newland


Jamesetta A Newland headshot

Jamesetta A Newland

Clinical Professor Emerita

1 212 998 5319

NEW YORK, NY 10016
United States

Jamesetta A Newland's additional information

Jamesetta Newland is clinical professor emerita at NYU Rory Meyers College of Nursing. A strong proponent of faculty practice, she spent much of her clinical practice time in nurse-managed health centers (NMHCs), holding positions as direct care nurse practitioner (NP), administrative director, and consultant on NMHCs and faculty practice. She has taught graduate students, master's and doctoral, since 1993. Considered an expert in NP education and practice, her services have been sought internationally by schools of nursing in Botswana, China, Japan, and Lithuania, and she was instrumental in establishing new advanced nursing practice master's programs in several countries. At present, she has a five-year appointment to the Fulbright Specialist Roster.

Newland has numerous scholarly publications to her credit and serves as the editor-in-chief of The Nurse Practitioner journal. Diverse activities in professional organizations demand much of her time, but she remains committed to lifelong learning for adults, including nurses, and promotes building partnerships with patients to provide the best care.

Newland received her BA from Gustavus Adolphus College, MS from Pace University, and PhD and Post-Master’s Certificate in Teaching from the University of Pennsylvania.

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

Women's health
Primary care
Faculty practice
Nursing education

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
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 Conference for Nurse Practitioners, Planning Panel, Wolters Kluwer Health
National League for Nursing
National Nursing Advisory Board, Gustavus Adolphus College
National Nurse-Led Care Consortium
National Organization of Nurse Practitioner Faculties
New York Academy of Medicine: Fellow
New York State, Board of Nursing, Member (2017-2022)
Nurse Practitioners of New York
Penn Nursing Alumni Association
Sigma Theta Tau International – Zeta-Omega-at-Large and Xi Chapters

Faculty Honors Awards

Legacy Award, Estelle Osborne (2017)
Fellow, New York Academy of Medicine (2017)
Fellow, American Academy of Nursing (2017)
Specialist Roster, Fulbright (2016)
25 Top Nurse Practitioner Program Professors, NursePractitionerSchools.com (2014)
Outstanding Alumni Award, Nursing, Gustavus Adolphus College (2012)
Nurse Practitioner Award for Excellence, American Academy of Nurse Practitioners (2011)
Excellence in Social Justice Award, Pace University (2007)
Fellow, American Academy of Nurse Practitioners (2005)
Distinguished Practitioner, Nursing, National Academies of Practice (2005)
Emily Bissell Award, American Lung Association (2004)
National Role Model, Minority Access, Inc. (2002)
Nurse Scholar of the Year, Sigma Theta Tau, Zeta Omega-At-Large (2001)


Child and Adolescent Behavioral Health: A Resource for Advanced Practice Psychiatric and Primary Care Practitioners in Nursing

Yearwood, E. L., Pearson, G., … Newland, J. (Eds.). (2021). (second). Wiley-Blackwell.

Collaborative treatment with primary care

Lloyd, M. M., & Newland, J. A. (2021). In E. L. Yearwood, G. S. Pearson, & J. A. Newland (Eds.), Child and adolescent behavioral health (second, pp. 472-482).

Integration of physical and psychiatric assessment

Doran, V. C., & Newland, J. A. (2021). In E. L. Yearwood, G. S. Pearson, & J. A. Newland (Eds.), Child and adolescent behavioral health (second, pp. 58-89). John Wiley and Sons.

Attitudes of registered nurses about the end - Of - life care in multi-profile hospitals: A cross sectional survey

Blaževičienė, A., Laurs, L., & Newland, J. A. (2020). BMC Palliative Care, 19(1). 10.1186/s12904-020-00637-7
Background: End-of-life care is provided in a variety of healthcare settings, not just palliative care hospitals. This is one reason why it is very important to assess all barriers to end-of-life care and to provide safe and quality services to patients. This study was aimed at describing nurses' attitudes in providing end-of-life care and exploring barriers and facilitating behaviors of nurses in multi-profile hospitals in Eastern Europe. Methods: A descriptive, correlational design was applied in this study, using a cross-sectional survey of 1320 registered nurses within 7 hospitals in Lithuania. Results: Registered nurses working in the three different profiles emphasized safe and effective care and the importance of meeting the patient's spiritual needs at the end of life. The main barriers assigned by nurses caring for patients at the end of life were angry family members, inadequate understanding of nursing care by the patient's relatives; lack of time to talk to patients, lack of nursing knowledge to deal with the bereaved patient's family, lack of evaluation of nurses' opinions, and the evasion by physicians to talk about the diagnosis and their over-optimistic view of the situation. The main facilitating behaviors to improve nursing care were end-of-life training, volunteering, and family involvement. Conclusions: Spiritual needs were identified by nurses as the primary needs of patients at the end of life. Family-related barriers remain one of the main barriers to end-of-life care. Also, the behavior of physicians and their relationship with nurses remains one of the most sensitive issues in end-of-life care.

Highlighting the DNP degree

Newland, J. A. (2020). Nurse Practitioner, 45(4), 8. 10.1097/01.NPR.0000657336.51971.4a

Laughter is the best medicine

Newland, J. A. (2020). Nurse Practitioner, 45(7), 6. 10.1097/01.NPR.0000669148.02981.dc

Mentoring the novice writer to publication: An update from the INANE student papers work group

Owens, J. K., Cowell, J. M., Kennedy, M. S., Newland, J., & Pierson, C. A. (2020). Nurse Author & Editor, 30(3).

A path to leadership in nursing: Developing clinical scholars through effective mentoring relationships

Newland, J. (2020). Japanese Journal of Nursing and Health Sciences, 18(2), 40.
One method of developing clinical scholars in nursing who then become leaders is through effective mentorship relationships. The purpose of this paper is to define scholarship according to Boyer's Model, using as an example the roles of faculty and students in the Doctor of Nursing Practice program in the United States. The expectedcompetencies of graduates from this clinical doctoral nursing program are modifiable and can be applied to nurses at all levels of educational preparation. Productivity through clinical scholarship empowers nurses with the skills and confidence they need to become leaders who will engage in change based on scientific evidence to improve patient care and health care outcomes. Facilitating clinical scholarship is the responsibility of all nursing faculty, administrators, practicing nurses, and organizations in which nurses are employed. The culture within an organization is important in encouraging and providing opportunities for scholarship and mentorship. Research findings are used to define mentorship, and strategies are discussed to implement mentorship programs on different levels in various settings, from individual to institutional. Every nurse has the potential to be a mentor. Clinical scholars are leaders by the nature of the way they approach the work they do. Nurses can make a difference in practice, education, research, and policy if given the necessary tools and support.

The use of big data and data mining in nurse practitioner clinical education

Drayton-Brooks, S. M., Gray, P. A., Turner, N. P., & Newland, J. A. (2020). Journal of Professional Nursing, 36(6), 484-489. 10.1016/j.profnurs.2020.03.012
Nurse practitioner (NP) faculty have not fully used data collected in NP clinical education for data mining. With current advances in database technology including data storage and computing power, NP faculty have an opportunity to data mine enormous amounts of clinical data documented by NP students in electronic clinical management systems. The purpose of this project was to examine the use of big data and data mining from NP clinical education and to establish a foundation for competency-based education. Using a data mining knowledge discovery process, faculty are able to gain increased understanding of clinical practicum experiences to inform competency-based NP education and the use of entrusted professional activities for the future.

Will 2020 be a turning point?

Newland, J. A. (2020). Nurse Practitioner, 45(1), 6. 10.1097/01.NPR.0000615580.87141.1d