Larry Slater headshot

Larry Z Slater


Clinical Associate Professor
Director, Undergraduate Program

1 212 998 9013

433 First Avenue
Room 420
New York, NY 10010
United States

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Professional overview

Larry Z. Slater, PhD, RN-BC, CNE, is director of the Undergraduate Program and a clinical associate professor at NYU Rory Meyers College of Nursing. His nursing experience is in neurosurgical intensive care. In teaching, he is an expert in technology-enhanced education and alternative teaching strategies, including flipped-classroom and active learning strategies. Slater is a certified nurse educator and board-certified in gerontological nursing and has received awards from peers and students for his teaching. He is active in several professional nursing organizations, including the American Nurses Association (ANA) and ANA-New York, Sigma Theta Tau International, The Honor Society of Nursing, and also serves as a professional consultant for the Nursing Students Association of New York State and secretary for the Foundation of the National Student Nurses Association. 

Slater received his PhD from the University of Alabama at Birmingham School of Nursing, where he also completed his post-doctoral training, focusing on the psychosocial aspects of aging with HIV. He earned his BSN from the University of Alabama.


PhD - University of Alabama (2011)
BSN - University of Alabama (2008)
BSCHE - Auburn University (1991)


Nursing workforce
Nursing education
Adult health

Professional membership

American Assembly for Men in Nursing and NYC Men in Nursing; GLMA;
American Nurses Association and ANA-NY;
Eastern Nursing Research Society
National League for Nursing;
The Honor Society of Nursing, Sigma Theta Tau International;

Honors and awards

Faculty Honors Awards

Fellow Leadership in Academic Nursing Program, American Association of Colleges of Nursing (2019)
Nursing Education Award, American Nurses Association (2019)
Fellow Leadership in Academic Nursing Program, American Association of Colleges of Nursing (2018)
Scholar, Sigma Theta Tau International and The Elsevier Foundation (2015)
Scholar, Sigma Theta Tau International and The Elsevier Foundation (2014)
Teaching Excellence Award, NYU (2013)
Novice Faculty Excellence in Didactic Teaching Award, American Association of Colleges of Nursing (2013)
Doctoral Award for Student Excellence, UAB (2010)
Recognized Leader Award, Birmingham Alabama (2010)
New Member Pillar of Leadership and Pillar of Service Awards, Sigma Theta Tau International (2009)



General surgical care of the older adult

Lim, F., & Slater, L. (2020). In , & , Evidence-based geriatric nursing protocols for best practice (pp. 721-753). Springer.

Perioperative care of the older adult

Lim, F., & Slater, L. (2020). In , & , Evidence-based geriatric nursing protocols for best practice (pp. 697-720). Springer.

Beliefs and perceptions of mentorship among nursing faculty and traditional and accelerated undergraduate nursing students

Navarra, A. M., Stimpfel, A. W., Rodriguez, K., Lim, F., Nelson, N., & Slater, L. Z. (2018). Nurse Education Today, 61, 20-24. 10.1016/j.nedt.2017.10.009
Background 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. Purpose To describe undergraduate nursing student and faculty perceptions and beliefs of mentorship in the context of interprofessional honors education, and compare and contrast the perceptions and beliefs about mentorship in interprofessional honors education between undergraduate nursing students and faculty. Methods The study used a cross-sectional, descriptive design. Data were collected at an urban university in the northeast US, using a researcher-developed electronic survey. The sample included 24 full-time nursing faculty, and 142 undergraduate nursing students. Results Perceptions and beliefs regarding mentorship in the context of interprofessional honors education were similar for faculty and students, with both ranking mentorship among the most important components of a successful honors program. Conclusions Honors education with a dedicated mentorship component may be implemented to improve the undergraduate education experience, facilitate advanced degree attainment, and develop future nursing leaders.

Faculty and Student Perspectives on Mentorship in a Nursing Honors Program

Nelson, N., Lim, F., Navarra, A. M., Rodriguez, K., Witkoski, A., & Slater, L. Z. (2018). Nursing Education Perspectives, 39(1), 29-31. 10.1097/01.NEP.0000000000000197
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.

Honors programs: Current perspectives for implementation

Lim, F., Nelson, N., Stimpfel, A. W., Navarra, A. M., & Slater, L. Z. (2016). Nurse Educator, 41(2), 98-102. 10.1097/NNE.0000000000000211
The changing demographics of the nursing workforce, including large numbers of impending retirements, highlight the need for innovative programs to attract the next generation of nursing leaders, educators, and researchers. Nursing honors programs provide an enhanced educational experience for high-achieving and highly motivated students, developing them as future nursing leaders. This review describes the current perspectives, characteristics, and values of nursing honors programs, opportunities for implementation, and recommendations for integration within nursing education.

Nursing Student Perceptions of Standardized Patient Use in Health Assessment

Slater, L. Z., Bryant, K. D., & Ng, V. (2016). Clinical Simulation in Nursing, 12(9), 368-376. 10.1016/j.ecns.2016.04.007
Background: Peer physical examinations (PPEs) are often used to teach health assessment (HA) skills in undergraduate nursing education; however, the use of standardized patients (SPs) has been shown to have a greater impact on cognitive, affective, and psychomotor learning. Method: Survey results from students who completed their HA final head-to-toe assessment evaluation using PPEs versus SPs were compared in this mixed-method descriptive study. Results: Students who used SPs indicated their assessment required more critical thinking and less memorization compared with those who used PPEs for their HA final head-to-toe assessment evaluation (p < .05). Conclusion: The use of SPs and case-based scenarios is an innovative teaching modality that can improve undergraduate nursing students' critical thinking and assessment skills.

The Multiple Stigma Experience and Quality of Life in Older Gay Men With HIV

Slater, L. Z., Moneyham, L., Vance, D. E., Raper, J. L., Mugavero, M. J., & Childs, G. (2015). Journal of the Association of Nurses in AIDS Care, 26(1), 24-35. 10.1016/j.jana.2014.06.007
Older HIV-infected gay men may experience multiple forms of stigma related to sexual orientation (homonegativity), HIV (HIV stigma), and age (ageism), all of which can negatively impact quality of life (QOL). Our purpose was to determine predictors of homonegativity, internalized HIV stigma, and ageism, and stigma experiences that were predictive of QOL. Sixty HIV-infected gay men, ages 50-65 years, participated. Younger age and emotion-focused coping were significantly predictive of homonegativity, accounting for 28% of variance. Younger age, support group participation, medications per day, social support, and emotion-focused coping predicted internalized HIV stigma, accounting for 35% of variance. Problem-focused coping predicted ageism, accounting for 7% of variance. In regression analysis, the three types of stigma accounted for 39% of variance in QOL (homonegativity 19%, internalized HIV stigma 19%, ageism 0.5%). Study findings may help researchers develop interventions to alleviate multiple stigma experiences of HIV-infected older gay men, thus improving QOL.

Church attendance in men who have sex with men diagnosed with HIV is associated with later presentation for HIV care

Van Wagoner, N., Mugavero, M., Westfall, A., Hollimon, J., Slater, L. Z., Burkholder, G., Raper, J. L., & Hook, E. W. (2014). Clinical Infectious Diseases, 58(2), 295-299. 10.1093/cid/cit689
We demonstrate an interdependent relationship between sexual behavior and church attendance on timing of human immunodeficiency virus (HIV) diagnosis and presentation for care. Men who have sex with men (MSM) and who attend church are more likely to present with lower CD4+ T-lymphocyte counts than MSM who do not attend church.

Cognitive Functioning and Driving Simulator Performance in Middle-aged and Older Adults With HIV

Vance, D. E., Fazeli, P. L., Ball, D. A., Slater, L. Z., & Ross, L. A. (2014). Journal of the Association of Nurses in AIDS Care, 25(2), e11-e26. 10.1016/j.jana.2013.12.001
Nearly half of people living with HIV experience cognitive deficits that may impact instrumental activities of daily living. As the number of people aging with HIV increases, concerns mount that disease-related cognitive deficits may be compounded by age-related deficits, which may further compromise everyday functions such as driving. In this cross-sectional pilot study, during a 2.5-hour visit, 26 middle-aged and older adults (40 + years) were administered demographic, health, psychosocial, and driving habits questionnaires; cognitive assessments; and driving simulator tests. Although CD4+ T lymphocyte count and viral load were unrelated to driving performance, older age was related to poorer driving. Furthermore, poorer visual speed of processing performance (i.e., useful field of view) was related to poorer driving performance (e.g., average gross reaction time). Mixed findings were observed between driving performance and cognitive function on self-reported driving habits of participants. Implications for these findings on nursing practice and research are posited.

An Overview of the Biological and Psychosocial Context Surrounding Neurocognition in HIV

Vance, D. E., Randazza, J., Fogger, S., Slater, L. Z., Humphrey, S. C., & Keltner, N. L. (2014). Journal of the American Psychiatric Nurses Association, 20(2), 117-124. 10.1177/1078390314527549
The presence of a psychiatric illness increases the risk of exposure to HIV and disease complications; however, effective treatments have substantially reduced mortality in adults with HIV. Despite such effective treatments, nearly half of adults with HIV experience neurocognitive deficits that can affect job-related and everyday tasks, thus reducing their quality of life. This article provides an overview of the context in which neurocognitive deficits occur in adults with HIV; it also includes implications for treatment and mitigation of such neurocognitive deficits. Understanding the underlying neurocognitive changes related to HIV can help psychiatric nurses provide better care to patients that may improve medication compliance and everyday functioning.