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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

Multiple reports document competence gaps among new RN graduates who are employed in nursing. Less is known about the competence of new graduates who have not yet found positions. As part of an academic/practice partnership model, 4 collaboratives provided transition-to-practice programs for newly graduated and licensed, but unemployed, RNs. Read about this study and implications for nursing education and practice. Many nurse educators are troubled by the growing use of standardized exit exams as a graduation requirement. In this issue an author provides an analysis of the concept of high stakes testing in nursing education. There is much emphasis on integrating quality and safety concepts in the curriculum. Authors provide innovative strategies to equip faculty to lead this change in nursing curricula. If you are planning a service learning or an international experience for students, read how faculty used the immersion process of an international short-term medical mission to promote interprofessional learning. Other papers in this issue describe gerontological education resources you can use in your teaching, a new lead faculty workload model, and other educational projects. This is a must-read issue of Nurse Educator.

Marilyn Oermann, Editor-in-Chief

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Coming in May/June
  • A Solution to the Shortage of Registered Nurses: Awareness and Understanding of the Leadership Style of the Nursing Department Head
  • Establishing a Learning Repository to Facilitate Collaboration and Communication of Academic Work
    Among Nursing Faculty
  • Using Problem Based Learning to Teach Health Policy at the DNP Level
  • Understanding Backward Design to Strengthen Curricular Design
  • Identifying at Risk Individuals for Drug and Alcohol Dependence: Teaching the Competency to Students in Classroom and Clinical Settings
  • Bundling the Death and Dying Learning Experience for Pre-licensure Nursing Students 
  • Guidelines for Response to Student Requests for Academic Considerations: Support vs Enabling
  • Undergraduate Nursing Student Experiences with Faculty Bullies
  • Using Gainsharing to Increase Electronic End of Course Evaluation Submissions