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: 0.67
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: January/February 2015

Beth Marks and Karen McCulloh, co-directors of the National Organization of Nurses with Disabilities (, present a "call to action" for nurse educators to implement best practices supporting the success of students with disabilities. This will require a fundamental shift from a medical perspective of disability, which views disability as personal characteristics that may impede a disabled person, to a social model of disability, which focuses on inhibiting qualities of the environment. A social view is important to fully accept and accommodate students with disabilities in nursing because their success depends on the availability of accommodations.

In our other lead article, Neal-Boylan and Smith describe barriers faced by nursing students with disabilities. They also correct misconceptions that faculty may have about students with disabilities and make the case that current technical standards may be obsolete. There is no "one size fits all" approach. Nurse educators are positioned to improve obesity-related attitudes and beliefs among nursing students.

Molloy et al present their bariatric sensitivity intervention that uses 6 trigger films with facilitated debriefing to improve students’ attitudes and beliefs. The educational intervention works, and the authors provide enough detail for you to adopt it in your own schools.

Another article in this issue describes a dedicated education unit (DEU) for student experiences in hospice and palliative care. This model provides the benefits of a DEU combined with preparing students for care of patients at end of life. Don’t start your next curriculum revision without first reading the paper by Hendricks et al on the process they used, which linked concepts, competencies, and the professional development of students. They also identify lessons learned for a positive and timely curricular change.

If you are thinking about adding global health in your curriculum, make sure you read Dawson et al’s article on how the faculty mapped global health competencies in their programs (prelicensure through graduate).

Other articles in this issue present innovative teaching strategies faculty have developed, some involving new technologies such as using online social media as a curation tool. We are starting 2016 with an entire issue of “must read” articles for nurse educators.

Marilyn Oermann, Editor-in-Chief

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Featured Videos

The reverse case study is different from a traditional unfolding case, in which a single scenario is presented. A reverse case study incorporates students into the development of the scenario and decisions about details of the case. Learn more about this teaching method and how Dr. Smallheer uses it in his teaching in his video and in the full article
This article describes barriers and facilitators faced by nursing students with disabilities (SWDs). The goal is to dispel myths and correct misconceptions, promote the utilization of the campus disability office, and make the case that current technical standards may be obsolete. While there is no "one size fits all" approach, there are resources and methods that are available to nurse educators that should be used to end discrimination against SWDs. This is an important paper for all nursing faculty to read.
This study compared the drinking patterns of 123 female nursing students with those of 185 female students of other majors enrolled beyond the freshman year at a large public university. High-risk drinking patterns did not vary significantly between the 2 groups, suggesting that students' drinking patterns reflected the norms of their institution. Prevention strategies geared at campus culture and that target students still enrolled in prerequisites may be needed to reduce alcohol abuse in nursing students.
Clinical research nursing is distinct from nursing research and includes the coordination and delivery of care for patients enrolled in clinical research trials. Watch this video to learn more about the authors’ innovative elective in clinical research nursing. It was developed collaboratively by stakeholders at a university, research institute, and national organization to provide experiential learning for undergraduate nursing students.
Many nurse educators would agree that curriculum development and revision can be stressful and take a long time. In this video (and accompanying article), you will learn how the authors used a series of retreats and consensus building to facilitate curriculum revision. They also describe the curriculum and how they integrated concepts, competencies, and professional development behaviors into the revised curriculum.



Special Report

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