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
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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? 

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About this Issue: July/August 2015

Education about patient safety in nursing has focused traditionally at the level of the individual nurse-patient. More recently, health care systems have adopted broader concepts of safety science that use a systems approach and focus on processes to reduce errors. In this issue faculty describe their comprehensive, learner-centered, online modules to increase beginning students’ knowledge, skills, and attitudes about medication safety. The authors provide an example of an interactive photograph with hot spots depicting common types of medication errors:  make sure you click the link to the Supplemental Digital Content. One of our goals in nursing education is to prepare students to be patient safety advocates. To be an advocate, nursing students need to recognize a patient concern and speak up on behalf of the patient. A barrier to speaking up in a clinical situation can be the authority gradient, which is a real or perceived difference in a health care team member’s expertise, status, or authority. Can prelicensure students recognize ineffective professional communication due to an authority gradient?  For the answer to this question and strategies for teaching students how to communicate effectively and become patient safety advocates, read the study by Walrath and colleagues. Many faculty use cases in their teaching. Cleveland et al created an online, case-based learning activity (CBLA) using e-learning authoring software. With this technology they engaged large cohorts of students in the CBLA. You can view screenshots of the case in the Supplemental Digital Content, and the authors provide the URL for accessing the online case. Many nursing programs use standardized exit examinations, but little is known about how faculty develop policies for using these tests, set benchmark scores, and implement remediation strategies with their students. If you want to know about testing policy processes, read the article by Stonecypher et al. I think you also will be interested in some of other articles in this issue. There are papers on the outcomes of collaborative learning, students' experiences with bullying and policies and interventions we can implement to prevent or minimize bullying, predictors of successful clinical performance among ADN students, using a disaster related simulation to prepare students for leadership roles in nursing, strategies to bring together DNP and PhD students, and interprofessional education activities that faculty are using in their nursing programs. One other article to mention:  if you are involved in finding clinical sites for graduate students, be sure to read the article on using student triads for practicum experiences for master’s students.

Marilyn Oermann, Editor-in-Chief

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Featured Videos

Safety education in nursing has traditionally focused at the level of individual nurse-patient interactions. Students and novice clinicians lack clinical experience to create context and understand the complexity of the health care system and safety science. Using the QSEN quality and safety competency as a framework, the objective of this education project was to design comprehensive, engaging, learner-centered, online modules that increase knowledge, skills and attitudes about medication safety.  Learn more in the video and read the full article in the July/August issue. 
In this video, authors discuss their clinical experience for students at a school of optometry’s pediatric clinic. Consistent with Barr’s IPE practice model, objectives were created for common, complementary, and collaborative competencies for the clinical experience. The common objectives, those areas both nurses and optometrists need to know, were to describe common pediatric vision problems and screening techniques and use developmentally appropriate communication. Examining nursing’s role in vision care was the complementary objective. Finally, the collaborative objective was to develop a common language for discussing vision care.  Read the full article in our July/August issue.
In this video, the authors describe the development of a Web-delivered, case-based learning activity focused on neonatal infection. The online case was created using e-learning authoring software and delivered through a learning management system. With this technology they were able to engage large cohorts of students in the case learning activity.  Read the full article in the July/August issue. 
Over the past decade, Qatar has invested heavily
in both health and educational infrastructure, leading to new education programs for health care providers, including nursing and pharmacy. As these curricula emerge, there is a unique opportunity to develop and incorporate interprofessional health education within this specific cultural context. In this video, the authors describe an interprofessional education initiative between the nursing and pharmacy education programs in Qatar.  The full article is available in the July/August issue. 
This study evaluated learning outcomes and student perceptions of collaborative learning in an undergraduate nursing program. Participants in this 3-phase action research study included students enrolled in a traditional and an accelerated nursing program. The number of students who passed the unit examination was not significantly different between the 3 phases. Students had positive and negative perceptions about the use of collaborative learning.  Learn more in the video and read the full article in our July/August issue. 



Nurse Educator's 40th Anniversary

Education about patient safety was not a consideration 40 years ago, but it is today. The July/ August issue includes articles on online modules faculty developed to increase beginning students’ knowledge about medication safety, and a study that evaluated students' ability to recognize ineffective professional communication due to an authority gradient and potential impact on patient safety. Gain some tips for your teaching by reading other articles in this issue.


As part of our 40th anniversary celebration, we are interviewing leaders in nursing education, many of whom have published articles in Nurse Educator over their careers. They share their perspectives of how nursing education has changed over the 40 years. Browse all of our interviews here, or listen to our latest podcast episodes now with:

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