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Editor-in-Chief: Marilyn H. Oermann, PhD, RN, ANEF, FAAN (Editor-in-Chief) and Karen S. Hill, DNP, RN, NEA-BC, FACHE (Interim Editor)
ISSN: 0363-3624
Online ISSN: 1538-9855
Frequency: 6 issues / year
Impact Factor: 0.562
From the Publisher

Dear Nursing Educators and Researchers,

Please join me in welcoming  Marilyn H. Oermann, PhD, RN, ANEF, FAAN to the role of Editor-in-Chief of Nurse Educator.  As Director of Evaluation and Educational Research at Duke University School of Nursing, Dr. Oermann will bring her rich experience and voice to the Journal.   A prolific author, speaker and mentor, you may also recognize Dr. Oermann as the Editor of the Journal of Nursing Care Quality.  We are delighted to welcome her to Nurse Educator and look forward to the leadership and expertise that she brings to the Journal and to the nursing education community. 

At this time we would also like to offer our sincere thanks to Karen S. Hill, DNP, RN, NEA-BC, FACHE, FAAN and Editor-in-Chief of JONA for her enormous efforts as Interim Editor of Nurse Educator over the last few months, and for the seamless transition to Dr. Oermann this February.  Thank you, too,  to the many board members, column editors, reviewers and authors who stepped in to offer strong support and ensure the ongoing success of Nurse Educator after the unexpected loss of our Editor, mentor and friend Suzanne P. Smith, RN, PhD, FAAN last Fall. 

Please continue to share your ideas, contents and expertise with Nurse Educator.  We are looking forward to an exciting 2014 as Dr. Oermann takes the helm and works with the editorial board  to grow Nurse Educator, maintain relevance through outstanding evidence-based content and increase our reach in the education segment. 

Beth L. Guthy
Publisher, Nurse Educator

About this Issue: May/June 2014

The leadership style of the nursing department head has an impact on nursing faculty satisfaction and organizational commitment. Read more about this study and its implications for schools of nursing. Do you have experience with students making requests for academic considerations and disability-related accommodations?  An article in this issue presents contemporary examples of those requests and describes best practices associated with: (1) balancing commitment of faculty to assist students in need while maintaining equity among all students and academic standards; (2) the nuances of evolving legal guidelines for students with disabilities; (3) fostering collaborative relationships to address the wide range of student needs; and (4) avoiding the “slippery slope” of setting precedent, often associated with exceptions to academic policies and course requirements on a case-by-case basis. As nurse educators we need to collaborate and share teaching materials and ideas. To meet this need, faculty developed a learning repository, the Nursing Exemplar Strategies for Teaching, to collect and share exemplar teaching strategies. Read about this new repository and how you can develop one in your school to share materials and best practices. In many schools the use of electronic course evaluations has resulted in a decrease in completed evaluations. An author describes the use of gainsharing to provide a grade incentive for nursing students to submit electronic end-of-course evaluations. Other articles describe the findings of a study on the experiences of undergraduate nursing students with faculty bullying; a learning bundle with a didactic component, unfolding case study, and video-recorded family conference to prepare students for a simulation on care of the dying patient; use of problem-based learning in a DNP health policy course; the Backward Design process to guide curriculum decisions; and a classroom-to-clinical approach for teaching nursing students to use motivational interviewing techniques. This is a must-read issue of Nurse Educator.

Marilyn Oermann, Editor-in-Chief

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Coming in July/August
  • Interprofessional Dedicated Education Unit (IDEU): An Academic Practice Partnership
  • Technology Facilitated Remediation: Transforming Learning of At-Risk Students
  • Web Conferencing in Online Classrooms
  • Student Perceptions of Stress, Coping, Relationships, and Academic Civility: A Longitudinal Study  
  • Evaluating Use of Simulated Electronic Health Record and Online Drug Reference in Case Study to Enhance Nursing Students’ Understanding of Pharmacologic Concepts and Resources
  • Mobile Apps in Nursing Education and Practice 
  • Academic-Practice Collaboration in Nursing Education: Service-Learning for Injury Prevention
  • Campus Clinical: Simulation-based Curriculum Designed to Meet Clinical Course Learning Outcomes
  • Graduate Forensic Nursing Education: How to Better Educate Nurses to Care for this Patient Population
  • Developing an Academic and American Indian Tribal Partnership in Education: A Model of Community Health Nursing Clinical Education
  • A Comparative Study of Cultural Competence Curricula in Baccalaureate Nursing Programs  
  • Creative Classroom Strategies for Teaching Nursing Research
  • Effectiveness of the Clinical Teaching Associate Model to Improve Clinical Learning Outcomes: A randomized control trial