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, 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

Critical care
Nursing education
LGBTQ
Acute 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)

Managing hypocalcemia in massive blood transfusion

Lim, F., Chen, L. L., & Borski, D. (2017). Nursing, 47(5), 27-32. 10.1097/01.NURSE.0000515501.72414.e3

The discriminatory patient and family: Strategies to address discrimination towards trainees

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Abstract
Abstract
Purpose Trainee mistreatment remains an important and serious medical education issue. Mistreatment toward trainees by the medical team has been described; mistreatment by patients and families has not. Motivated by discrimination towards a resident by a family in their emergency department, the authors sought to identify strategies for trainees and physicians to respond effectively to mistreatment by patients and families. Method A purposeful sample of pediatric faculty educational leaders was recruited from April-June 2014 at Stanford University. Using a constructivist grounded theory approach, semistructured one-on-one interviews were conducted. Participants were asked to describe how they would respond to clinical scenarios of families discriminating against trainees (involving race, gender, and religion). Interviews were audio-recorded, transcribed, and anonymized. The authors analyzed interview transcripts using constant comparative analysis and performed post hoc member checking. This project was IRB approved. Results Four themes emerged from interviews with 13 faculty: assess illness acuity, cultivate a therapeutic alliance, depersonalize the event, and ensure a safe learning environment. Participants wanted trainees to feel empowered to remove themselves from care when necessary but acknowledged that removal was not always possible or easy. Nearly all participants agreed that trainee and faculty development was needed. Suggested educational strategies included team debriefng and critical reffection. Conclusions Discrimination towards trainees by patients and families is an important issue. As this type of mistreatment cannot be fully prevented, effective preparation is essential. Effective response strategies exist and can be taught to trainees to empower responses that protect learners and preserve patient care.

Find out how to respond appropriately when patients express bigotry at the bedside

Lim, F. A., & Borski, D. B. (2016). Nursing Management, 47(8), 48-52. 10.1097/01.NUMA.0000473515.84420.ad

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
Abstract
Abstract
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 Students' Attitudes Toward Lesbian, Gay, Bisexual, and Transgender Persons: An Integrative Review

Lim, F. A., & Hsu, R. (2016). Nursing Education Perspectives, 37(3), 144-152. 10.1097/01.NEP.0000000000000004
Abstract
Abstract
AIM The aim of this study was to critically appraise and synthesize findings from studies on the attitudes of nursing students toward lesbian, gay, bisexual, and transgender (LGBT) persons. BACKGROUND There is paucity of research to assess the attitudes of nursing students toward LGBT persons. METHOD An electronic search was conducted using PubMed, Medline, Web of Science, EbscoHost, PsycInfo, and the Cumulative Index to Nursing and Allied Health Literature using medical subject headings terminologies. Search terms used included gay, lesbian, transgender, bisexual, LGBT, nursing students, baccalaureate nursing, undergraduate nursing, homophobia, homosexuality, sexual minority, attitudes, discrimination, and prejudice RESULTS Less than 50 percent of the studies (5 out of 12) suggested positively leaning attitudes of nursing students toward LGBT persons; six studies reported negative attitudes, and one study reported neutral attitudes. CONCLUSION There are some indications that student attitudes may be moving toward positively leaning. Studies published before 2000 reported a preponderance of negative attitudes.

Recognizing and treating vasospastic angina

Chen, L., & Lim, F. (2016). Nurse Practitioner, 41(11). 10.1097/01.NPR.0000502795.96478.bb

Standardized handoff report form in clinical nursing education: An educational tool for patient safety and quality of care

Lim, F., & Pajarillo, E. J. (2016). Nurse Education Today, 37, 3-7. 10.1016/j.nedt.2015.10.026

Student-Led Interest Groups: An Adjunct to Learner-Centered Nursing Education

Lim, F. A., & Nadeau, C. A. (2016). Nursing Education Perspectives, 37(4), 232-235. 10.5480/14-1495
Abstract
Abstract
The current emphasis to make nurses full partners in health care dialogue, education, research, practice, and policy-making has made nursing education more challenging and exciting. Competing themes in an already saturated curriculum allow little room for adding more content to formal teaching-learning activities. Well-organized student-led interest groups are an excellent avenue for conducting focused extracurricular offerings that allow students to exercise their leadership and organizational skills, advocate for academic excellence, and add specialty topics missing in the generalist curriculum. As an adjunct to the formal curriculum, professional development events organized by student-led interest groups promote student engagement, lifelong learning, and learner-centered education.

Synthetic cannabinoid poisoning: A growing health concern

Phillips, J., Lim, F., & Hsu, R. (2016). Nursing, 46(11), 35-41. 10.1097/01.NURSE.0000502753.33570.52

Defusing bigotry at the bedside

Lim, F. A., & Borski, D. B. (2015). Nursing, 45(10), 40-44. 10.1097/01.NURSE.0000469238.51105.20