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: November/December 2016

This issue features innovations for teaching in online learning environments and clinical practice. Faculty teaching in nurse practitioner (NP) programs should start with the article by Benbenek and her team. They describe the development and testing of a capstone objective structured clinical examination for evaluating the practice readiness of students enrolled in multiple NP tracks in their graduate program. They share lessons learned and practical ideas you can use in your own programs at all levels. If teaching in online courses and programs, don't miss reading Hampton and Pearce's article on the level of engagement of nursing students in online courses. The authors report their research findings and how generational differences affect student engagement, and they also describe what you can do as a teacher to better engage students in your online courses. Many faculty are seeking innovative models for clinical teaching: if you are one of those faculty members, read the article by Wise et al. They have developed an innovative coaching model for providing clinical experience in their prelicensure program and share the model and details with readers. After reading that, take time to learn about a study on beginning students' perceptions of the nurse's role when shadowing a nurse in practice. Other articles share innovations using tablets in the classroom, e-portfolios for demonstrating student competency, and another "twist" on using edible cookies in the classroom. Do you know about metacognitive wrappers?  Do not miss the article by Poorman and Mastorovich. I want to highlight 2 other articles in this issue. In the Teaching Strategies department, Ross and Bruderle describe strategies for integrating QSEN in nursing courses. These are adaptable for any nursing curriculum. Also read the article on genomic literacy among nursing students for content to include in your curriculum. These are but a few of our articles on innovative teaching in this issue of Nurse Educator.

Marilyn Oermann, Editor-in-Chief

  • Open Access
  • Free Access
  • Purchase Access
  • Partial Access
Featured Videos
NNE_Video_Quinn.jpgIn this video abstract and article, the author describes an innovative, yet low-technology approach, to using edible curriculum aids to engage students in active learning during a lesson related to foundational pharmacological concepts. The specific concept taught through the use of food as a curriculum aid was drug half-life.
NNE_Video_Sargent.jpgIdentifying the most effective models for integrating new technology into the classroom and understanding its effects on learning outcomes are essential for nurse educators. In this video and article, the authors describe how they integrated iPads into the nursing program using an innovative case-based learning model. Students reported positive outcomes when using tablet technology for learning course content.
NNE_Video_Schuler.jpgNursing students often experience a discrepancy between their ideal views of nursing learned in their nursing program and the realities of practice. Dr. Schuler describes her study in which sophomore-level students reflected on their perceptions of the professional nursing role before and after shadowing a nurse. Students' perceptions changed from a focus of the nurse as the primary caregiver in a hierarchy to a broader understanding of the complexity of nursing care. Watch the video and read the article to understand the benefits of beginning students shadowing a nurse.
NNE_Video_Poorman.jpgMetacognitive wrappers help students examine how they think. Wrappers are brief metacognitive activities that guide students’ learning from lectures, online classes, and readings. Students can use these wrappers to prepare for tests including the NCLEX. Watch this video from the experts in this teaching strategy and follow up by reading the article.
NNE_Video_Bigbee.jpg​ A needs assessment was conducted regarding an interprofessional faculty development program. Nursing and medical faculty and administrators (N = 156) were surveyed. The results indicated strong support for the program, particularly related to teaching/learning strategies, leadership, and scholarship. Nursing faculty rated some topical areas significantly higher than did the medical faculty, including innovative classroom teaching, educational technology, interprofessional education, diversity/inclusion, and mentoring graduate students. After watching this video make sure you read the article to learn more about this interprofessonal faculty development program.


Call for Papers

​Call for Manuscripts:

The Power, Potential, and Pitfalls of Technology in Nursing Education.

Due March 1st, 2017

Special Report

Click here to read Health Professions Education Research and the Institutional Review Board!


Listen to our most recent interviews below:

You can also browse our complete archive of Interviews with our Authors