Fidelindo Lim

Faculty

Fidel Lim Headshot

Fidelindo Lim

CCRN DNP FAAN

Clinical Associate Professor
Program Director, Nursing Education

1 212 992 9078

433 First Ave
New York, NY 10010
United States

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. 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.

Lim earned his Bachelor of Science in Nursing from Far Eastern University in Manila, Philippines, a Master of Arts in Nursing Education from New York University, and a Doctor of Nursing Practice from Northeastern University in Boston.

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

LGBTQ
Acute care
Gerontology
Critical care

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

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)

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

Chung, J., & Lim, F. (2025). Critical Care Nursing Quarterly, 48(2), 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.

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

Ito, V., & Lim, F. (2025). Nursing Education Perspectives, 46(3), 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.

Nursing and Playwriting Students Collaborative: Elevating Reflective Practice

Lim, F., Topol, D., & Cram, C. (2025). Creative Nursing, 31(1), 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.

Simulation-Based Learning about Care of People with Disabilities: An Integrative Review

Carman, L., & Lim, F. (2025). Nurse Educator, 50(3), E146-E151. 10.1097/NNE.0000000000001788
Abstract
Abstract
Background: An estimated 44.1 million US citizens are living with disabilities. People with disabilities are at higher risk for health problems, affecting their overall quality of life and care experience. Simulation-based learning (SBL) enables students to apply cognitive, affective, and psychomotor competencies through simulated experiential activities in realistic environments. Research is limited on the integration of disability into SBL nursing education. Aim: To appraise and synthesize extant literature on the integration of disability in SBL in prelicensure nursing programs. Methods: This review identified and synthesized 18 research articles describing the implementation of disability SBL in prelicensure nursing programs. Results: Four themes were identified substantiating the importance of integrating disability into SBL: knowledge and understanding, communication confidence, empathy, and enlightened attitudes. Conclusions: Disability SBL strategies are integral to achieving learning outcomes related to patient-centered care. Large well-designed studies are needed to measure its effectiveness.

Methods of Teaching Transgender Health in Undergraduate Nursing Programs: A Narrative Review

Lim, F., & Eda, O. S. (2024). Nurse Educator, 49(3), 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.

Best Practices in Pediatric Oncology Pain Management

Taam, B., & Lim, F. (2023). American Journal of Nursing, 123(5), 52-58. 10.1097/01.NAJ.0000933948.84251.f3
Abstract
Abstract
Pediatric oncology patients are vulnerable to pain that may be caused by the disease or its treatment, and this symptom can be challenging to manage. This article focuses on the importance of pain control, pain assessment and treatment, and special considerations in pediatric oncology pain management, including preparing children for painful procedures and the family's role in managing pain.

Food, glorious food… wasted

Lim, F. (2023). The American Nurse.

Humanism in nursing

Lim, F. (2023). The American Nurse.

If Florence Nightingale gave a graduation speech

Lim, F. (2023). The American Nurse.

The Inclusion of LGBTQ+ Health across the Lifespan in Pre-Registration Nursing Programmes: Qualitative Findings from a Mixed-Methods Study

Brown, M., McCann, E., Webster-Henderson, B., Lim, F., & McCormick, F. (2023). Healthcare (Switzerland), 11(2). 10.3390/healthcare11020198
Abstract
Abstract
Poor physical and mental ill-health is experienced by many LGBTQ+ people, compounded by a reluctance to access healthcare services. This reluctance is attributed to experiences of heteronormative assumptions and negative attitudes encountered. Despite increasing recognition of the need to include LGBTQ+ health in undergraduate healthcare programmes, inconsistencies and gaps in content, skills development, and assessment are still apparent. The aim of the study was to identify LGBTQ+ health content within nursing and midwifery pre-registration programmes and identify education best practice and innovation. A mixed-methods study involving a quantitative and qualitative design was undertaken. The qualitative findings from a nursing perspective were extracted from the dataset for further detailed analysis and are reported in this paper. Information about the study and an online survey were distributed to 135 Schools of Nursing and Midwifery in the UK and Ireland. Individual semi-structured online interviews took place with academics. Qualitative data from 29 survey responses and 12 follow-up interviews were thematically analysed. Eight of the 12 follow-up interviews were held with nursing academics and following data analysis three themes emerged: (i) LGBTQ+ health across the lifespan; (ii) taking the initiative for LGBTQ+ health inclusion; and (iii) identifying and overcoming challenges. The findings highlight the endeavours by nursing academics to integrate LGBTQ+ health within pre-registration programmes to meet the education needs of students and the opportunity to develop curriculum content to address the needs and concerns of LGBTQ+ people across the lifespan.