March/April 2017 - Volume 42 - Issue 2

  • Marilyn H. Oermann, PhD, RN, ANEF, FAAN
  • 0363-3624
  • 1538-9855
  • 6 issues / year
  • 0.991

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

Readers have told us that they look forward to our articles on technology and innovative teaching strategies. If you are one of those readers, this issue was “made for you.” Start with the article on infographics. The authors explain why they are using infographics in their courses and describe how to develop infographics. Make sure you access the supplemental digital content with this article and look through the author’s infographic gallery. Articles describe how faculty integrated technology throughout their nursing program (iPads in the prelicensure program and Apple technology school-wide) and using telepresence robots in simulations for distance education students. Don’t stop there: Dunn and colleagues designed simulations for care of complex patients using integrative learning strategies and complexity theory. They also report on the outcomes of these simulations. Another article presents innovative strategies for teaching spiritual care and ensuring students’ development of competence in providing this care to patients. To serve as effective patient advocates, nurses need to recognize ethical issues in their everyday practice, but limited opportunities exist for prelicensure students to observe the process for resolving complex ethical cases in practice. To meet that need, faculty developed an interprofessional mock hospital ethics committee. Looking for new ideas for interprofessional education? Be sure to read the article by Rossler et al: they share the components and outcomes of an interprofessional team learning experience consisting of students from multiple health professions and programs. Few articles have been written about advising in nursing education; in this issue authors explain appreciative advising and how they implemented it in their school of nursing. These are a few of our articles but be sure to read this issue from front to back.


Marilyn Oermann, Editor-in-Chief