May/June 2017 - Volume 42 - Issue 3

  • Marilyn H. Oermann, PhD, RN, ANEF, FAAN
  • 0363-3624
  • 1538-9855
  • 6 issues / year
  • 0.991
We begin this issue with a tribute to Dr. Kathleen T. Heinrich, one of our Editorial Board members, who passed away late December 2016. Kathy was a gifted author who was passionate about treating each other with respect and kindness. In the January February 2017 issue, we published the last article that Kathy wrote: “Scholarly Joy-Stealing: 10 Mean Games Educators Play and How to Imagine Something Different Together.” Take time to read the lovely tribute to Kathy written by a Board member, Dr. Cynthia M. Clark.

The effect of educational interventions on the transition experiences of new graduates of prelicensure programs is unclear. Meyer and colleagues investigated the impact of their curriculum revision on graduates’ transition to practice. Graduates who had a poor transition to practice at 3 months were more likely to leave their first positions by 12 months. Another article presents an evidence-based approach to integrating civility, professionalism, and ethical practice into nursing curricula and strategies you can use in your own school of nursing. How can we prepare students to respond to lateral violence as students and when they graduate? An article provides guidelines for integrating lateral violence response training into simulations. If you are thinking of developing a concept-based curriculum, or you are getting ready to implement one, be sure to read the article in this issue on barriers you might encounter and practical strategies for success in curriculum change. Do you hire part-time and adjunct faculty in your school? If so read the article by Slade et al on how faculty used their learning management system to develop and implement a faculty support site to provide orientation and ongoing instruction for adjunct faculty. Not many articles have been written on student advising. We have an article on advising in this issue, and I think you will find it interesting. Although it describes advising for DNP students, the principles can be used in any nursing program. I have highlighted a few of the articles in this issue, but there are many more: be sure to read all of our articles and share them with your colleagues.


Marilyn Oermann, Editor-in-Chief