Nurse Educator

Editor-in-Chief: Marilyn H. Oermann, PhD, RN, ANEF, FAAN
ISSN: 0363-3624
Online ISSN: 1538-9855
Frequency: 6 issues / year
Impact Factor: 0.991
Consider Publishing Your Work in Nurse Educator

Continuing its rich tradition of disseminating relevant, timely, and practical articles, Nurse Educator is now also inviting manuscripts on research in nursing education. Have you completed a study about or implemented a theory-guided approach with nursing students, faculty, teaching and learning in nursing, curriculum or policy development, interprofessional collaboration, or another area of nursing education? 

Nurse Educator offers authors these unique advantages:

  • Publication in one of the top nursing education journals
  • Fast review turnaround time: A month for review of your manuscript
  • Fast publication time: A month from acceptance to online publication
  • A readership that includes nurse educators from around the world
  • Publication in one of the few nursing education journals with an impact factor
About this Issue: July/August 2016

Most online nursing courses include discussion forums for students to participate in discussions with each other and with the instructor. To what extent should nursing faculty engage in those discussions?  Claywell et al conducted a study to answer that question. They examined the relationship between the participation of nursing faculty in online discussions and student satisfaction and perceived learning. The study included 280 online course sections. Here are 2 of their findings:  RN-BSN students prefer a medium level of faculty participation, whereas MSN student satisfaction and perceived learning increase with higher levels of faculty participation. This is a must-read article if you are teaching online or plan to. Have you been involved in discussions with colleagues about whether to take class attendance?  In a study reported in this issue, class attendance was positively associated with final course grades. Many faculty have developed teaching strategies to prepare students for their role in improving quality and safety in health care. Lee et al describe a teaching method to help students gain competency in handoff. Many schools continue to have a faculty shortage. Three schools in rural Maryland collaborated to facilitate the transition of expert clinicians to clinical teachers in specialty areas with critical shortages. Other articles in this issue present guidelines to promote academic integrity during classroom examinations, lessons learned from multisite nursing education studies, RN students' perceptions of differences in practice between ADN- and BSN-prepared nurses, and a study on nursing faculty preparation for teaching autism spectrum disorders. A goal of Nurse Educator is to introduce new ideas you can use for your teaching. This issue meets that goal:  authors present teaching strategies on using standardized patients to enhance simulations of medication administration for beginning students, an innovative teaching strategy for learning about culture, collaborative testing for NCLEX enrichment, a team based learning initiative with medical and nursing students, how you can prepare students for assessing patients' spirituality, and more. Enjoy reading these articles and then try out these strategies in your own courses and schools of nursing.

Marilyn Oermann, Editor-in-Chief

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Featured Videos
Watch this video and read the article to learn how the faculty integrated a college bystander intervention service-learning project into an entry-level community clinical course. Two years of data showed that students helped improve campus safety. They also developed as professionals. Approximately one-third of the students described a specific incident in which they intervened in the situation.
NNE_Video_41.3_Waldrop.jpg​Twitter is a social networking application that has seen limited evaluation in nursing education. In this project students used Twitter to receive tweets on clinical and professional topics from the instructor throughout the semester: 75% demonstrated willingness to follow the links in the tweets to seek more information, and 87% expressed a desire to receive the tweets even after the semester was over. Watch this video and read the article to learn how you can use Twitter in your courses and get ideas about evaluating its outcomes.
NNE_Video_41.3_Ward.jpg​Empathy is at the heart of all nurse-patient interactions. Yet empathy often declines during the student’s nursing program. Julia Ward reports on her mixed-methods study to assess whether an educational intervention using standardized actors could prevent the decline of students’ empathy. Watch this video and be sure to read the full article: her educational intervention holds much potential for improving empathy in nursing students.

Let’s DU Lunch is a pilot program launched to explore the impact of a low-cost, student-faculty lunch program to increase mentoring and facilitate cross-program relationships. This program gave students the opportunity to go to lunch with a faculty member of their choice. A total of 71 students and 25 faculty participated. Learn more about Let’s DU Lunch and how you can implement a similar program in your school in the video and in the full article.

NNE_Video_41.3_Crowder.jpg​Doctor of Nursing Practice (DNP) students need to be effective health policy leaders and contribute their expertise to legislative discussions. As faculty, we need to prepare students with these competencies. Dr. Crowder describes a state legislative fellowship based on Kolb’s experiential learning theory. Watch this video and read the article to learn how to develop legislative experiential learning opportunities for your students.
NNE_Video_41.3_Burke.jpg​Communication skills are essential to providing quality care to patients and families and interacting with nurses and other health care professionals. Nurse educators are responsible for preparing students to appropriately engage in the communication process. The authors describe a simple approach for teaching nursing students the basics (ABCDs) of a professional introduction. You can use these guidelines in a simulation or clinical setting. Watch the video and learn more about the ABCDs of professional introductions by reading the article.


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