Jamesetta A Newland

Faculty

Jamesetta A Newland headshot

Jamesetta A Newland

PhD DPNAP FNP-BC FAAN FAANP

Clinical Professor Emerita

1 212 998 5319

433 FIRST AVENUE
NEW YORK, NY 10010
United States

Prof. Jamesetta (Jamie) 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 in nurse-managed health centers (NMHCs), holding positions as direct care nurse practitioner (NP), administrative director, and consultant to other academic nursing schools on NMHCs and faculty practice. She has taught master's and doctoral students 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 the first advanced nursing practice master's programs in Japan and Lithuania. She is a Certified Global Nurse Consultant with the International Council of Nurses (ICN) and the Commission on Graduates of Foreign Nursing Schools (CFGSN).

Newland has numerous scholarly publications to her credit and has been the editor-in- chief of The Nurse Practitioner journal for many years. She spends most of her time participating in professional organizations and remains committed to lifelong learning. She promotes building partnerships with patients to provide the best care. Social justice is central to her work, which she instills in the next generation of nurses through ongoing mentorship, developing future leaders who are driven to address inequity and disparities in health and all areas of the human experience.

PhD, University of Pennsylvania
Post-Master’s Certificate in Teaching, University of Pennsylvania
MS, Pace University
BA, Gustavus Adolphus College

Faculty practice
Families
Global
Health Equity
Nursing education
Primary care
Women's health

American Academy of Nursing: Fellow
American Association of Nurse Practitioners: Fellow
American Nurses Association
ANA NY
Association for the Advancement of Baltic Studies
Black Alumni Society of NYC – University of Pennsylvania
Committee on Publication Ethics - COPE
Eastern Nursing Research Society
Fulbright Alumni Association (Fulbright Specialist Roster, 2016-2023)
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 Black Nurses Association: Fellow, Academy of Diversity Leaders in Nursing
National Conference for Nurse Practitioners, Planning Panel, Wolters Kluwer Health
National League for Nursing
National Nursing Leadership Board, Gustavus Adolphus College
National Organization of Nurse Practitioner Faculties
New York Academy of Medicine: Fellow
New York State, Board of Nursing, Member (2017-2022) (2022-2027)
Nurse Practitioners of New York
Penn Nursing Alumni Association
Sigma Theta Tau International – Zeta-Omega-at-Large and Xi Chapters

Lifetime Achievement Award, National Organization of Nurse Practitioner Faculties (2025)
Distinguished Alumni Citation, Gustavus Adolphus College (2024)
Luminary Fellow [inaugural], Academy of Diversity Leaders in Nursing, National Black Nurses Association (2024)
Fellow, American Academy of Nursing (2017)
Legacy Award, Estelle Osborne, NYU Meyers (2017)
Fellow, New York Academy of Medicine (2017)
Fulbright Specialist Roster (2016)
25 Top Nurse Practitioner Program Professors, NursePractitionerSchools.com (2014)
Outstanding Alumni Award, Department of Nursing, Gustavus Adolphus College (2012)
Nurse Practitioner Award for Excellence, New York State, American Academy of Nurse Practitioners (2011)
Excellence in Social Justice Award, Pace University (2007)
Distinguished Practitioner and Fellow, Nursing, National Academies of Practice (2005)
Fellow, American Academy (Association) of Nurse Practitioners (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)

Nurses' Day is every day!

Newland, J. (2013). In Nurse Practitioner (Vols. 38, Issues 5, p. 6). 10.1097/01.NPR.0000428821.02998.e1
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Preface

Yearwood, E. L., Pearson, G. S., & Newland, J. (2013). In Child Adolescent and Behavioral Health : A Resource for Advanced Practice Psychiatric and Primary Care Practitioners in Nursing (p. xvi-xvii). John Wiley and Sons. 10.1002/9781118704660
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Sustaining excellence

Newland, J. (2013). In Nurse Practitioner (Vols. 38, Issues 12, p. 6). 10.1097/01.NPR.0000437579.98895.46
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Celebrating medical librarians

Newland, J. (2012). In Nurse Practitioner (Vols. 37, Issues 10, p. 5). 10.1097/01.NPR.0000419301.77137.1a
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Creating awareness and change in 2012

Newland, J. (2012). In Nurse Practitioner (Vols. 37, Issue 1, p. 6). 10.1097/01.NPR.0000409908.14709.91
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Editorial : Reflecting on evidence-based practice: International Nurses Day

Newland, J. (2012). In Nurse Practitioner (Vols. 37, Issues 5). 10.1097/01.NPR.0000413487.74874.9a
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Editorial : Standardizing and improving the payment process

Newland, J. (2012). In Nurse Practitioner (Vols. 37, Issues 6). 10.1097/01.NPR.0000414597.17024.41
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Evaluation of the clinical hour requirement and attainment of core clinical competencies by nurse practitioner students

Hallas, D. M., Biesecker, B., Brennan, M., Newland, J., & Haber, J. (2012). In Journal of the American Academy of Nurse Practitioners (Vols. 24, Issues 9, pp. 544-553). 10.1111/j.1745-7599.2012.00730.x
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Purpose: The purpose of this study was to analyze the national practice of fulfilling 500 clinical hours as a requirement for graduation from nurse practitioner (NP) programs at the master's level and to compare this standard to a comprehensive approach of evaluating attainment of clinical competencies. Data sources: The National Organization of NP Faculties (NONPF) and specialty accreditation bodies publications were used for references to clinical hour and core competency requirements for graduation from NP programs. Data from one university from student documentation on a commercial electronic tracking system were also analyzed. Conclusions: Data analysis revealed that the 500 clinical hours correlated to populations, skills performed, required levels of decision making, and expected diagnoses. However, assurance that these clinical hour requirements translated to exposure to all core competencies for entry into practice could not be established. Implications for practice: A more comprehensive approach to the evaluation of student core competencies by implementing one or more performance-based assessments, such as case-based evaluations, simulations, or objective structured clinical examinations (OSCEs), as a strategic part of NP evaluation prior to graduation is proposed. This change is viewed as critical to the continued success of NP programs as master's level education transitions to direct BS to DNP educational preparation for advanced nursing practice.

Implementing the Future of Nursing into daily practice

Newland, J. (2012). In Nurse Practitioner (Vols. 37, Issues 3). 10.1097/01.NPR.0000411107.04993.3f
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Mental disorders in children and adolescents

Newland, J. (2012). In Nurse Practitioner (Vols. 37, Issues 9, p. 5). 10.1097/01.NPR.0000418385.91358.1e
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