Emerson Ea

Faculty

Emerson E Ea headshot

Emerson Ea

APRN DNP FAAN PhD

Clinical Professor
Associate Dean, Clinical & Adjunct Faculty Affairs

1 212 998 5311

433 FIRST AVENUE
NEW YORK, NY 10010
United States

Prof. Emerson Ea is Associate Dean for Clinical and Adjunct Faculty Affairs and Clinical Professor at New York University Rory Meyers College of Nursing. His scholarship interest areas include nursing education and innovation, and immigrant health and well-being.

Prof. Ea, for more than a decade, has worked to advance the health and well-being of Filipino immigrants in the US. He has spearheaded and collaborated on several projects that explored health and well-being among immigrant populations in the US and globally. He is co- investigator of the Community Engagement Core of the recently funded NIH P50 Center, the Rutgers-NYU Center for Asian Health Promotion and Equity (CAHPE) focused on addressing health inequities in the AAPI community in the New York-New Jersey area. He is also Primary Investigator of 2 current projects: a mixed-methods study funded by NIH/NIA Rutgers’ Resource Center for Minority Aging Research (RCMAR) and a qualitative study funded by NYU to explore the relationship of acculturation, acculturative stress, and oral health and dental care service use among Filipino immigrants. In recognition of his clinical scholarship and community work, he received numerous recognition such as from the Office of the President of the Borough of Queens, NY, and as a Fellow of the New York Academy of Medicine and the American Academy of Nursing. Prof. Ea is also a Health and Aging Policy fellow for 2022-2023.

An enthusiastic leader in the Filipino community, Prof. Ea has served on multiple community boards to promote and advance the health of Filipino immigrants. He is Chair of the Kalusugan Coalition, a community-based organization that aims to enhance the cardiovascular health of Filipino Americans in the NY/NJ area. He is also a member of the American Academy of Nursing’s Diversity and Inclusivity Committee and was one of the inaugural American Academy of Nursing’s Jonas Policy Scholars working with the Health Equity and Cultural Competence Expert Panel from 2014-2016.


Prof. Ea received his BSN from the University of St. La Salle, Philippines, MS from Long Island University-Brooklyn, DNP from Case Western Reserve University, Certificate in Distance Learning from Thomas Edison State University, Certificate in Learning Design from NYU, and PhD from Duquesne University.

PhD, Nursing - Duquesne University (2016)
DNP, Nursing Practice - Case Western Reserve University (2007)
MS, Adult Health - Long Island University (1999)
BSN - University of St. La Salle, Philippines (1992)

Nursing education
Chronic disease
Immigrants
Non-communicable disease
Cardiology
Underserved populations

American Academy of Nursing
American Association of Colleges of Nursing
American Nurses Association
Asian-American Pacific Islander Nurses Association
National League for Nursing (NLN)
Philippine Nurses Association (PNA) - New York
Sigma Theta Tau Honor Society

Alumni Award of Excellence, Frances Payne Bolton School of Nursing, Case Western Reserve University (2018)
Fellow, American Academy of Nursing (2018)
Fellow, New York Academy of Medicine (2017)
Fellow, Leadership for Academic Nursing Program (LANP). American Association of Colleges of Nursing (AACN) (2016)
Citation of Honor, Philippine-American Friendship Day Celebration, presented by the president of the borough of Queens, New York (2016)
PhD Jonas Nurse Leader Scholar, Duquesne University School of Nursing (2016)
American Academy of Nursing Jonas Policy Scholar, Cultural Competence and Health Equity Expert Panel (2016)
Scholarship Award Recipient, Asian American Pacific Islander Nurses Association (2015)
PhD Jonas Nurse Leader Scholar, Duquesne University School of Nursing (2015)
American Academy of Nursing Jonas Policy Scholar, Cultural Competence and Health Equity Expert Panel (2015)
PhD Jonas Nurse Leader Scholar, Duquesne University School of Nursing (2014)
American Academy of Nursing Jonas Policy Scholar, Cultural Competence and Health Equity Expert Panel (2014)
Bachelor of Science in Nursing Alumnus Award, Most Outstanding Nursing Graduate (Nursing Research Category), University of Saint La Salle, Philippines (2014)
Award Winning Poster (Other Topics Category). Mauro, A.M.P., & Ea, E. (2014). The NCLEX Challenge: Unlocking the key to success. Robert Wood Johnson Foundation Annual Summit, Chicago, IL. (2014)
Nurse Excellence Award in Nursing Research, Philippine Nurses Association of New York (2012)
Nurse Service Award, Emergency Department, Metropolitan Hospital Center, New York City Health and Hospital Corporation (2007)
One of the 50 Notable School of Nursing Alumni, Long Island University School of Nursing, Brooklyn, NY (2006)

Using Design Thinking to Thread the Social Determinants of Health in an Undergraduate Curriculum

Ea, E., Vetter, M. J., & Boyar, K. (2023). Nurse Educator, 48(2), 114-115. 10.1097/NNE.0000000000001293
Abstract
Abstract
The Future of Nursing Report 2020-20301 calls for nursing education to integrate the social determinants of health (SDoH) in the curriculum to prepare future nurses to take an active role in identifying and addressing health inequities. Nurse faculty and schools of nursing face multiple challenges that pose as barriers to meet this demand. These challenges include a crowded curriculum, lack of a coherent curricular framework, and a dearth of evidence-based teaching strategies to ensure that concepts on SDoH, health equity, and social justice are seamlessly integrated in the nursing curriculum.

Innovative use of concept care planning in a large class

Rodriguez, K., Boyar, K., & Ea, E. (2020). In E. Ea & C. Alfes (Eds.), Innovative strategies in teaching nursing: Exemplars of optimal learning outcomes (1–). Springer.

Unit Utilization of Internationally Educated Nurses and Collaboration in U.S. Hospitals.

Ma, C., Ghazal, L., Chou, S., Ea, E., & Squires, A. (2020). Nursing Economic$, 38(1), 33-40.
Abstract
Abstract
Employing internationally educated nurses (IENs) to address the nursing workforce shortage is common in many countries, including the United States. This study examined the relationship between unit utilization of IENs and collaboration in U.S. hospitals. Results indicated more IENs on a unit did not significantly affect the collaboration among nurses and between nurses and physicians. The presence of IENs significantly influenced unit nursing characteristics, such as education attainment and unit tenure.

Unit Utilization of Internationally Educated Nurses and Collaboration in US Hospitals

Ma, C., Ghazal, L., Chou, S., Ea, E., & Squires, A. (2020). Nursing Economics, 38(1), 33-+.

Cultural competence and psychological empowerment among acute care nurses

Ea, E., & Gilles, S. (2018). In K. Bauce & J. Fitzpatrick (Eds.), Nursing research critique: A model for excellence (1–). Springer.

An overview of hypertension among Filipino Americans: Implications for research, practice, and health policy

Ea, E., Colbert, A., Turk, M., & Vaughan Dickson, V. (2018). The Journal of Nursing Practice Applications & Reviews of Research.

Self-care among Filipinos in the United States who have hypertension

Ea, E. E., Colbert, A., Turk, M., & Dickson, V. V. (2018). Applied Nursing Research, 39, 71-76. 10.1016/j.apnr.2017.11.002
Abstract
Abstract
Background Despite the strong literature on the influence of self-care on hypertension (HTN) diagnosis, there is a notable lack of studies that explore self-care among Filipino immigrants in the United States (US) who have HTN. Aim To determine the levels of and relationships between and among acculturation, acculturative stress, HTN self-efficacy, patient activation, and HTN self-care among first generation Filipino immigrants in the US who have HTN. Design A cross-sectional correlational design was used to determine the relationships between and among acculturation, acculturative stress, HTN self-efficacy, patient activation, and HTN self-care using the Transactional Model of Stress and Coping. One hundred and sixty-three community-dwelling first-generation Filipino immigrants participated in the study. Methods Data on HTN self-care, acculturation, acculturative stress, HTN self-efficacy, and patient activation were collected. Results The study results revealed that HTN self-efficacy and patient activation significantly contributed to the regression model that accounted for 29.5% of the variance in HTN self-care for this sample. Further analysis revealed that patient activation had a mediating role between HTN self-efficacy and HTN self-care. Conclusions Findings from this study revealed that HTN self-efficacy and patient activation were associated with self-care behaviors associated with HTN management for this sample. Clinical relevance Findings from this study highlight the importance of addressing HTN self-efficacy and patient activation in improving HTN self-care for this population.

Enhancing medication safety teaching through remediation and reflection

McCabe, D., & Ea, E. (2016). QSEN Institute Teaching Strategy (online).

Making QSEN visible in the classroom: Innovative use of in-class care mapping activity

Rodriguez, K., Boyar, K., Weidel, J., & Ea, E. (2016). QSEN Institute Teaching Strategy (online).

Attaining baccalaureate competencies for nursing care of older adults through curriculum innovation

Mauro, A. M. P., Hickey, M. T., McCabe, D. E., & Ea, E. (2012). Nursing Education Perspectives, 33(3), 187-190. 10.5480/1536-5026-33.3.187