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: September/October 2016
Nurse educators are known for their innovations in teaching and commitment to meeting students' needs. Read the article by Ballman et al as evidence of that statement. For their online nurse practitioner program, they developed virtual interactive case studies (ICSs) that are comparable with being in an examination room interviewing and assessing a standardized patient (SP). The experience allows students to engage with a SP in a step-by-step Web-based format. Doherty and colleagues in her associate degree nursing program developed a communication competency educational program to develop students' self-advocacy skills. The program is based on the TeamSTEPPS curriculum. TeamSTEPPS also was used as an educational intervention in an interprofessional simulation for nursing and medical students. Every student participates in that experience. For other examples of innovative teaching methods, read the article by Hand and Seibert: students conduct a mock root cause analysis based on an actual medical error reported in the media or literature. Coleman and Dick struggled with how best to teach ethics in their nursing program and developed a collaboration with the theater department; nursing students perform as actors, directors, and discussion leaders in a series of simulated ethical scenarios. Are students in your DNP program overwhelmed? They are not alone. In a study reported in this issue, DNP students and graduates from across the US identified barriers to completing their programs and strategies for successful progression in a DNP program. Most students reported being overwhelmed (and most work full time). Kathleen Heinrich is committed to promoting scholarly caring in nursing education. She shares 12 acts of scholarly caring in her article for faculty to keep their scholarly interactions prolific, respectful, and kind. You also will learn how to assess a "right relationship" to your own and others' scholarship before asking colleagues to partner with you on educational projects. This is an article to read and share with all faculty in your school.

Marilyn Oermann, Editor-in-Chief

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Featured Videos
Watch this video and read the article to learn how the faculty integrated a college bystander intervention service-learning project into an entry-level community clinical course. Two years of data showed that students helped improve campus safety. They also developed as professionals. Approximately one-third of the students described a specific incident in which they intervened in the situation.
NNE_Video_41.3_Waldrop.jpg​Twitter is a social networking application that has seen limited evaluation in nursing education. In this project students used Twitter to receive tweets on clinical and professional topics from the instructor throughout the semester: 75% demonstrated willingness to follow the links in the tweets to seek more information, and 87% expressed a desire to receive the tweets even after the semester was over. Watch this video and read the article to learn how you can use Twitter in your courses and get ideas about evaluating its outcomes.
NNE_Video_41.3_Ward.jpg​Empathy is at the heart of all nurse-patient interactions. Yet empathy often declines during the student’s nursing program. Julia Ward reports on her mixed-methods study to assess whether an educational intervention using standardized actors could prevent the decline of students’ empathy. Watch this video and be sure to read the full article: her educational intervention holds much potential for improving empathy in nursing students.

Let’s DU Lunch is a pilot program launched to explore the impact of a low-cost, student-faculty lunch program to increase mentoring and facilitate cross-program relationships. This program gave students the opportunity to go to lunch with a faculty member of their choice. A total of 71 students and 25 faculty participated. Learn more about Let’s DU Lunch and how you can implement a similar program in your school in the video and in the full article.

NNE_Video_41.3_Crowder.jpg​Doctor of Nursing Practice (DNP) students need to be effective health policy leaders and contribute their expertise to legislative discussions. As faculty, we need to prepare students with these competencies. Dr. Crowder describes a state legislative fellowship based on Kolb’s experiential learning theory. Watch this video and read the article to learn how to develop legislative experiential learning opportunities for your students.
NNE_Video_41.3_Burke.jpg​Communication skills are essential to providing quality care to patients and families and interacting with nurses and other health care professionals. Nurse educators are responsible for preparing students to appropriately engage in the communication process. The authors describe a simple approach for teaching nursing students the basics (ABCDs) of a professional introduction. You can use these guidelines in a simulation or clinical setting. Watch the video and learn more about the ABCDs of professional introductions by reading the article.


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