Jeff Day

Faculty

Jeff Day Headshot

Jeff Day

AGPCNP-BC DNP

Adjunct Clinical Professor

1 212 998 9566

Jeff Day, DNP, AGPCNP-BC (he/him/his) is an Adjunct Clinical Professor at NYU Rory Meyers College of Nursing. He is also a Nurse Practitioner at Callen-Lorde Community Health Center. He is board-certified by the American Nurses Credentialing Center as an Adult-Gerontology Primary Care Nurse Practitioner. He is an active member and Chair of the Nursing Section of the Gay and Lesbian Medical Association, dedicated to ensuring equality for LGBTQ+ individuals and healthcare professionals. Dr. Day sat on the American Association of Colleges of Nursing/Johnson & Johnson advisory committee dedicated to creating a faculty tool kit based on the themes and teachable moments captured in the documentary, 5B. Dr. Day is regularly called upon as a subject matter expert in LGBTQ+ care and lectures throughout the United States. In 2022, Dr. Day created and launched one of the first LGBTQ+ Health elective courses in the country. He earned his DNP from Hunter College, where he was designated a National League for Nursing Jonas-Blaustein Nurse Leader Scholar. Prof. Day earned his MS from New York University and BA from Hunter College.

DNP - Hunter College (2016)
MS - New York University (2013)
BA - Hunter College (2009)
ADN - Midlands Technical College (1990)

Nursing education
LGBTQ

American Association of Colleges of Nursing
Gay & Lesbian Medical Association
National League for Nursing

Sigma Theta Tau Induction, Nursing Honor Society (2016)
Jonas-Blaustein Nurse Leader Scholar, Hunter College (2015)
Erline Perkins McGriff Scholarship, New York University (2010)
Jacqueline and Walter Freedman Graduate Scholarship, Hunter College (2009)
Sylvia Greenfield Scholarship, Hunter College (2008)

Hidden No More: Addressing the Health and Wellness of LGBTQIA+ Individuals in Nursing School Curricula

Day, J., Snyder, M., & Flores, D. D. (2023). Journal of Nursing Education, 62(5), 307-311. 10.3928/01484834-20230306-01
Abstract
Abstract
Background: Lesbian, gay, bisexual, transgender, queer or questioning, intersex, asexual (LGBTQIA+) individuals face barriers to equitable health care access. During clinical encounters, LGBTQIA+ individuals interact with nurses and health care providers who often lack a thorough understanding of LGBTQIA+ cultures, terminology, and strategies for culturally affirming care. This article details the process undertaken to include LGBTQIA+ health elective courses. Method: To outline LGBTQIA+ health education, a curriculum crosswalk was conducted. Course descriptions, objectives, and outcomes were crafted with faculty input. Priority LGBTQIA+ areas were analyzed, and textbook content was cross-referenced to identify topics for inclusion. Results: In Spring 2022, two LGBTQIA+ courses were launched. Undergraduate students at New York University Meyers (n = 27) and undergraduate and graduate students at the University of Pennsylvania (n = 18) comprised the inaugural classes. Conclusion: LGBTQIA+ individuals experience poorer health outcomes due to longstanding health inequities. These disparities are partly fueled by the minimal exposure nursing students receive in their undergraduate education. Guidelines on the development of courses designed to highlight needs may address disparities, leading to better health outcomes.

Addressing the Health and Wellness of LGBTQI+ Individuals in Nursing School Curricula

Day, J., Snyder, M., & Flores, D. (2022). Journal of Nursing Education.

Buenos Aires

Day, J. (2019). The Ideas Issue, 26.

End of Life

Day, J., & Mitty, E. (2017). (4th eds., 1–). Springer Publishing Company.