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: January/February 2017

Start the year by learning about augmented reality and virtual simulation technologies for use in nursing education. Foronda and her team selected 6 newly emerging products and systems to present to readers. The supplemental digital content with this article provides visuals, videos, and other examples of each of these technologies. How well are your students developing their communication skills? Researchers examined the communication strategies used by 343 undergraduate nursing students to express empathy during simulated health history interviews. Interacting with a virtual patient, students encountered up to 9 information disclosures that warranted the expression of empathy but recognized few (33.5%) of those. The authors present strategies for guiding students’ development of empathic communication skills. Many faculty struggle with decisions about students’ clinical schedules. A study reported in this issue compared opportunities for students to develop their psychomotor skills on the clinical unit and perceptions of clinical experiences across 6-hour day, 6-hour evening, and 12-hour day schedules. The main finding was that 12-hour schedules provided an overall significantly higher rate of skill opportunities than either of the other 6-hour schedules. While QSEN competencies are used widely as a framework for developing teaching strategies and tools, there are few studies available to support a QSEN-based clinical evaluation instrument. Altmiller tackled that issue by developing and validating a clinical evaluation instrument based on QSEN for use in a prelicensure nursing program. Make sure you also read the articles on a self-assessment tool that can be used by faculty advisors to determine individual academic needs of students, holistic preadmission assessment, and test anxiety of students (which differs based on the type of exam and program level). Two articles in this issue address faculty and the work environment. One paper is on a study that examined barriers to a civil work environment for nurse faculty. In the other article Heinrich shares 10 games that nurse educators sometimes play that result in “scholarly joy stealing.” Have you experienced any of these games yourself as an educator?

Marilyn Oermann, Editor-in-Chief

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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!


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