Fidelindo Lim

Faculty

Fidel Lim Headshot

Fidelindo Lim

DNP CCRN FAAN

Clinical Associate Professor
Program Director, Nursing Education

1 212 992 9078

433 First Ave
New York, NY 10010
United States

Fidelindo Lim's additional information

Fidelindo Lim, DNP, RN, FAAN, is a Clinical Associate Professor at NYU Rory Meyers College of Nursing. His teaching and scholarly interests include nursing education, LGBTQ+ health, reflective practice, men in nursing, and the nursing humanities. He is widely recognized for his work integrating inclusive health content into nursing curricula. Prof. Lim currently serves as a member of the American Nurses Association’s (ANA) Center for Ethics and Human Rights Advisory Board and was appointed to the ANA’s Code of Ethics for Nurses 2025 Re’Vision National Expert Panel. He also contributes monthly to the ANA’s American Nurse Journal as a designated “Nurse Influencer.” 

Lim led a national study examining faculty readiness to teach LGBTQ+ health content in prelicensure nursing programs, a first-of-its-kind investigation cited in numerous white papers and national policy statements. His scholarship has advanced faculty development in inclusive education and informed best practices in curriculum design across the country.

Prior to joining the faculty at NYU Meyers, Lim worked as a critical care nurse for 18 years while concurrently serving as a nursing educator since 1996. He has authored more than 250 publications on a range of topics, including active learning, nursing pedagogy, clinical practice, preceptorship, Florence Nightingale’s legacy, and student engagement. He has served as a long-standing faculty advisor to various student groups and has curated impactful extracurricular programming to enrich nursing education for three decades.

Among his many honors, Lim was named a Fellow of the American Academy of Nursing. In 2021, he was featured in the ANA-sponsored documentary American Nurse Heroes, a nationally televised tribute to frontline nurses during the Year of the Nurse. He is also a board member of the NYU Meyers Alumni Association.

DNP, Northeastern University
MA, New York University
BSN, Far Eastern University, Manila, Philippines

Acute Care
Critical care
LGBTQ
Nursing education

American Nurses Association New York
American Association of Critical Care Nurses
American Association for Men in Nursing
Honor Society of Nursing, Sigma Theta Tau International
Philippine Nurses Association of New York
American Association of Critical Care Nurses' Diversity, Equity, and Inclusion Leadership Network
National League for Nursing

Faculty Honors Awards

Distinguished Teaching Award - New York University Meyers College of Nursing (2025)
Mentorship Award - American Nurse Association New York (2024)
Expert Panelist - American Nurses Association’s (ANA) Code of Ethics for Nurses 2025 Re’Vision (2023)
Faculty Trailblazer - New York University (2023)
Nurse Faculty Scholars Mentored Writing Award - American Journal of Nursing (2022)
Inducted as a Fellow - American Academy of Nursing (AAN) (2022)
Fellow - New York University Aging Incubator (2021)
Nursing Education Award - American Nurses Association New York (2021)
DAISY Foundation Award for Extraordinary Nursing Faculty – NYU Meyers (2020)
Nurse Influencer - American Nurses Association (2020)
National League of Nursing (NLN) Innovation Center, Honorable Mention for article "Nursing Humanities: Teaching for a Sense of Salience" (2019)
Fellow - New York Academy of Medicine (2019)
Member of the Year - American Association for Men in Nursing (2018)
Rose and George Doval Teaching Award - NYU Rory Meyers College of Nursing (2017)
Distinguished Clinical Nursing Faculty Award - NYU, College of Nursing - Undergraduate Nursing Students Association (2015)
Baccalaureate Faculty Excellence Award - NYU, College of Nursing Students Association (2014)
Nursing Education Foundation Scholarship Award - National League for Nursing (2013)
Nurse Educator of the Year, Philippine Nurses Association of New York, Inc. (2013)

Publications

Effect of Nurse Residency Programs on New Graduate Nurses Entering the Critical Care Setting : An Integrative Review

Chung, J., & Lim, F. (2025). (Vols. 48, Issues 2, pp. 120-142). 10.1097/CNQ.0000000000000543
Abstract
Abstract
The transition period from undergraduate nursing education to professional practice is a time of uncertainty and great difficulty for new graduate nurses (NGNs). Nurse residency programs (NRPs) provide structured education, simulation-based learning, and preceptorship to ease the transition. Although its effect on improving retention of NGNs is well established in the literature, the effect on clinical competency has not been documented as well. The purpose of this integrative review is to appraise the available literature and synthesize the evidence that demonstrates the effect of NRPs on clinical competency of NGNs entering the critical care setting. Inclusion criteria were quantitative and qualitative studies, peer-reviewed studies published after 2004 and in English, identified through a systematic literature search using the CINAHL database. Critical appraisal of the articles was completed using Law et al's Critical Review Form. Eight articles (4 quantitative, 3 mixed method, and 1 qualitative study) met the inclusion criteria. The themes identified were common tools used to assess the efficacy of NRPs, improved clinical competency of NGNs, improved self-confidence, improved retention rates, and peer support among NGNs. Implications for nursing education and practice include applying evidence-based NRPs, incorporating simulation, enhancing sustainability, and reducing NRP variability through accreditation.

Effect of Nurse Residency Programs on New Graduate Nurses Entering the Critical Care Setting: An Integrative Review - E-Poster

Lim, F. (2025).
Abstract
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The Impact of Team Teaching in Nursing Education : An Integrative Review

Ito, V., & Lim, F. (2025). (Vols. 46, Issues 3, pp. E22-E26). 10.1097/01.NEP.0000000000001401
Abstract
Abstract
Aim This integrative review examines the impact of team teaching in undergraduate and master's degree nursing programs. Background Increasing workloads for faculty are a challenge in nursing education. Team teaching allows shared responsibilities; work between two or more educators can help redistribute workloads and mitigate burnout. Method A systematic search of peer-reviewed articles in Cumulative Index to Nursing and Allied Health Literature, Education Resource Information Center, and PubMed yielded 12 relevant studies. Results Four key themes emerged: modeling behaviors, applying theoretical knowledge to practice, exposure to diverse perspectives, and faculty perspectives. Effective team teaching requires trust, communication, and collaboration among educators, requiring ongoing professional development. Team teaching can enhance diversity efforts in nursing education. Conclusion Team teaching is a viable approach to optimizing the scholarship of teaching. Future research should explore educators' perspectives on team-teaching methods and measurable impacts on achieving learning outcomes.

The Impact of Team Teaching in Nursing Education: An Integrative Review - E-Poster

Lim, F. (2025).
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Nursing and Playwriting Students Collaborative : Elevating Reflective Practice

Lim, F., Topol, D., & Cram, C. (2025). (Vols. 31, Issue 1, pp. 47-50). 10.1177/10784535241256663
Abstract
Abstract
Reflection is essential in the formation and ethical comportment of nurses. The COVID-19 pandemic brought extraordinary challenges to nursing practice and education of nurses. A pilot collaboration between a college of nursing and a department of dramatic writing at a research-intensive urban university aimed to promote the esthetic pattern of knowing through the dramatic presentation of the experiences of nursing students and frontline nurses during the height of the COVID-19 pandemic. The playwrights wrote two short plays based on interviews with two nursing students and three experienced nurses. The project sought to enhance narrative competence and empathy development of nurses and playwrights, and to promote reflection-on-action.

General surgical care of the older adult

Lim, F. (2024). In Evidence-based geriatric nursing protocols for best practice (7th ed., pp. 500-529). Springer.
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Methods of Teaching Transgender Health in Undergraduate Nursing Programs : A Narrative Review

Lim, F., & Eda, O. S. (2024). (Vols. 49, Issues 3, pp. 130-136). 10.1097/NNE.0000000000001558
Abstract
Abstract
Background: Transgender populations experience disproportionately higher rates of mental and physical health issues such as suicidality and heart disease than their cisgender counterparts. Education of health professions students and providers is recognized as an effective method in mitigating transgender health disparities. Purpose: This narrative review investigated the methods in which transgender health is taught in undergraduate nursing programs. Suggestions for optimizing transgender health education are presented. Method: This review critically appraised and synthesized 28 articles that met these inclusion criteria: articles in English describing teaching strategies used in transgender health education with samples that include undergraduate nursing students. Results: Didactic lecture is the most widely used method, followed by role-play simulation, use of film and video, guest presentation, and high-fidelity and standardized patient simulation. Conclusion: Lectures remain the dominant method of delivering transgender health content. Improvements in students' knowledge and attitude related to transgender care were noted posteducation.

A nurse’s nudge for a better year, more or less

Lim, F. (2024).
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Nursing and Playwriting Students Collaborative: Elevating Reflective Practice

Lim, F., Lim, F., Topol, D., & Cram, C. (2024). (p. 10784535241256663).
Abstract
Abstract
Reflection is essential in the formation and ethical comportment of nurses. The COVID-19 pandemic brought extraordinary challenges to nursing practice and education of nurses. A pilot collaboration between a college of nursing and a department of dramatic writing at a research-intensive urban university aimed to promote the esthetic pattern of knowing through the dramatic presentation of the experiences of nursing students and frontline nurses during the height of the COVID-19 pandemic. The playwrights wrote two short plays based on interviews with two nursing students and three experienced nurses. The project sought to enhance narrative competence and empathy development of nurses and playwrights, and to promote reflection-on-action.

Perioperative care of the older adult

Lim, F. (2024). In Evidence-based geriatric nursing protocols for best practice (7th ed., pp. 484-499). Springer.
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Media