Journal of Nursing Education (J NURS EDUC)

Publisher: Slack

Journal description

The Journal of Nursing Education provides a forum for original articles and new ideas for nursing educators in various types and levels of nursing programs. The Journal enhances the teaching-learning process, promotes curriculum development, and stimulates creative innovation and research in nursing education.

Current impact factor: 0.76

Impact Factor Rankings

2015 Impact Factor Available summer 2015
2013 / 2014 Impact Factor 0.761
2012 Impact Factor 1.133
2011 Impact Factor 0.855
2010 Impact Factor 0.79
2009 Impact Factor 0.867
2008 Impact Factor 0.84
2007 Impact Factor 0.714
2006 Impact Factor 0.696
2005 Impact Factor 0.497
2004 Impact Factor 0.418
2003 Impact Factor 0.439
2002 Impact Factor 0.443

Impact factor over time

Impact factor
Year

Additional details

5-year impact 1.33
Cited half-life 6.40
Immediacy index 0.17
Eigenfactor 0.00
Article influence 0.27
Website Journal of Nursing Education website
Other titles The Journal of nursing education, JNE, J.N.E
ISSN 0148-4834
OCLC 1644709
Material type Periodical, Internet resource
Document type Journal / Magazine / Newspaper, Internet Resource

Publisher details

Slack

  • Pre-print
    • Author cannot archive a pre-print version
  • Post-print
    • Author cannot archive a post-print version
  • Restrictions
    • 12 months embargo
  • Conditions
    • On Institutional Repositories
    • Publisher's version/PDF cannot be used
    • NIH authors may deposit in PubMed Central after 12 months
    • Must link to publisher version
  • Classification
    ​ white

Publications in this journal

  • Journal of Nursing Education 03/2015; 54(3, Suppl):S59-S60. DOI:10.3928/01484834-20150217-12
  • Journal of Nursing Education 03/2015; 54(3, Suppl):S3-S4. DOI:10.3928/01484834-20150217-10
  • Journal of Nursing Education 03/2015; 54(3):180. DOI:10.3928/01484834-20150217-11
  • Journal of Nursing Education 03/2015; 54(3):119-120. DOI:10.3928/01484834-20150217-13
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    ABSTRACT: Establishing the impact of the high-fidelity simulation environment on student performance, as well as identifying factors that could predict learning, would refine simulation outcome expectations among educators. The purpose of this quasi-experimental pilot study was to explore the impact of simulation on emotion and cognitive load among beginning nursing students. Forty baccalaureate nursing students participated in teaching simulations, rated their emotional state and cognitive load, and completed evaluation simulations. Two principal components of emotion were identified representing the pleasant activation and pleasant deactivation components of affect. Mean rating of cognitive load following simulation was high. Linear regression identified slight but statistically nonsignficant positive associations between principal components of emotion and cognitive load. Logistic regression identified a negative but statistically nonsignficant effect of cognitive load on assessment performance. Among lower ability students, a more pronounced effect of cognitive load on assessment performance was observed; this also was statistically non-signficant. [J Nurs Educ. 2015;54(x, Suppl.):xx-xx.]. Copyright 2015, SLACK Incorporated.
    Journal of Nursing Education 02/2015; DOI:10.3928/01484834-20150218-10
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    ABSTRACT: As patient advocates, nurses are responsible for speaking up against unsafe practices. Nursing students must develop the confidence to speak up for patient safety so that they can hold themselves, as well as their peers and coworkers, accountable for patients' well-being. The purpose of this study was to examine the effects of a senior practicum course on confidence for speaking up for patient safety in nursing students. Confidence in speaking up for patient safety was measured with the Health Professional Education in Patient Safety Survey. The study showed a significant increase in nursing students' confidence after the senior practicum course, but there was no significant change in students' confidence in questioning someone of authority. [J Nurs Educ. 2015;54(x, Suppl.):xx-xx.]. Copyright 2015, SLACK Incorporated.
    Journal of Nursing Education 02/2015; DOI:10.3928/01484834-20150218-04
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    ABSTRACT: This cross-sectional study examined accelerated second-degree (n = 117) and traditional (n = 71) baccalaureate nursing (BSN) graduates from a large, private, urban university in the mid-Atlantic United States regarding demographics, professional outcomes, and career satisfaction using an electronic survey. Results showed a statistically significant difference in two professional development variables: plans to return for an advanced nursing degree and membership in nursing professional organizations. There was no statistically significant difference in career satisfaction between accelerated second-degree and traditional BSN graduates. These findings indicated that both accelerated second-degree and traditional BSN graduates, despite matriculation in different nursing curricular models, have similar professional outcomes and career satisfaction. [J Nurs Educ. 2015;54(x, Suppl.):xx-xx.]. Copyright 2015, SLACK Incorporated.
    Journal of Nursing Education 02/2015; DOI:10.3928/01484834-20150218-11
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    ABSTRACT: Service-learning has long been regarded as a teaching strategy that promotes student learning while simultaneously contributing to the community. This article reports the service-learning experience of undergraduate nursing students who participated in a project with two nongovernmental organizations that enabled students to visit disadvantaged older adults on a regular basis. Fifty-two students were recruited to join the study. A content analysis of their reflective journals regarding their service-learning experience was performed. The texts were compared on the basis of their differences and similarities, sorted into categories, and then abstracted into themes. Four themes were identified: "I have learned a lot," "I have changed over time," "My perception of older people has changed," and "I have learned through experience." The students gained valuable experience from this project during a 2-year period. The main learning outcome was improved communication skills. The experience also promoted students' personal growth and professional development. [J Nurs Educ. 2015;54(x, Suppl.):xx-xx.]. Copyright 2015, SLACK Incorporated.
    Journal of Nursing Education 02/2015; DOI:10.3928/01484834-20150218-06
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    ABSTRACT: Nursing students face a variety of challenges to learning in clinical practice, from the theory-practice gap, to a lack of clinical supervision and the ad hoc nature of learning in clinical environments. Mobile technology is proposed as one way to address these challenges. This article comprehensively summarizes and critically reviews the available literature on mobile technology used in undergraduate clinical nursing education. It identifies the lack of clear definitions and theory in the current body of evidence; the variety of mobile devices and applications used; the benefits of mobile platforms in nursing education; and the complexity of sociotechnical factors, such as the cost, usability, portability, and quality of mobile tools, that affect their use in undergraduate clinical nursing education. Implications for nursing education and practice are outlined, and recommendations for future research are discussed. [J Nurs Educ. 2015;54(x):xxxx-xxx.]. Copyright 2015, SLACK Incorporated.
    Journal of Nursing Education 02/2015; DOI:10.3928/01484834-20150218-01
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    ABSTRACT: On the basis of increasing complexity of the health care environment and recommended changes in how nurses are educated to meet these challenges, the University of Nevada Las Vegas, School of Nursing established an academic-practice partnership with Summerlin Hospital Medical Center to develop a dedicated education unit (DEU). When the DEU model was implemented, variables that were not discussed in the literature needed to be addressed. One such challenge was how to impart pedagogy related to clinical teaching to the DEU nursing staff who would be acting as clinical dedicated unit instructors (CDIs). Of chief concern was the evaluation and monitoring of the quality of CDI-student interactions to ensure optimal student learning outcomes. This article addresses the development of a deliberate, systematic approach to the orientation and continued education of CDIs in the DEU. This information will assist other nursing programs as they begin to implement DEUs. [J Nurs Educ. 2015;54(x):xxxx-xxx.]. Copyright 2015, SLACK Incorporated.
    Journal of Nursing Education 02/2015; DOI:10.3928/01484834-20150218-17
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    ABSTRACT: This study evaluated 175 senior-level undergraduate nursing students' perceptions and comfort level regarding safety principles and practices before and after participating in a safety-focused clinical simulation-based experience during their nursing leadership course. The Healthcare Professionals Patient Safety Assessment (HPPSA) was used to measure students' perceptions and comfort level regarding patient safety practices. Respondents rated their level of agreement about statements related to errors and safety in health care, their comfort level in reporting and disclosing an error, and whether they had seen, disclosed, or reported an error. The t test for the HPPSA Part 2 was statistically significant (n = 153, t = 2.78, p = 0.006) with mean pretest and posttest scores of 16.95 (SD = 3.44) and 17.69 (SD = 3.25), respectively. The findings suggest simulation is a teaching strategy that may contribute to increasing undergraduate nursing students' comfort with reporting or investigating errors. [J Nurs Educ. 2015;54(x, Suppl.):xx-xx.]. Copyright 2015, SLACK Incorporated.
    Journal of Nursing Education 02/2015; DOI:10.3928/01484834-20150218-05
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    ABSTRACT: Primary care is a growing area, and nurse practitioners (NPs) hold promise for meeting the need for additional providers. This article reports on the future plans of more than 300 primary care NP students in family, adult, and adult gerontology programs. The sample was obtained through NP faculty, and data were collected via an online survey. Results indicated that although these students chose primary care, only 48% anticipated working in primary care; 26% planned to practice in rural areas, and 16% planned to work in an inner city. Reasons cited as important for pursuing a primary care position included the long-term patient relationship, faculty and preceptor mentors from the NP program, and clinical experiences as a student. Implications include providing more intensive faculty mentoring to increase the number of individuals seeking primary care positions after graduation and help with future career planning to meet personal career and nursing profession needs. [J Nurs Educ. 2015;54(x):xxx-xxx.]. Copyright 2015, SLACK Incorporated.
    Journal of Nursing Education 02/2015; DOI:10.3928/01484834-20150218-21
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    ABSTRACT: Aggressive recruitment strategies used in Canadian undergraduate nursing programs have enjoyed only moderate success, given that male students represent a small percentage of the student population. To determine whether there were gender differences in their sense of belonging, undergraduate nursing students (n = 462) in southern Alberta were surveyed using the Belonging-ness Scale-Clinical Placement Experience questionnaire. No significant gender differences were found on two of the subscales. However, male students demonstrated significantly lower scores on the efficacy subscale (p = 0.02). This finding suggests that some men experience feelings of marginalization and discrimination. Nurse educators and students are encouraged to explore their worldviews related to gendered performances and teaching practices that create bias. Practice environments are encouraged to deinstitutionalize policies and procedures that accentuate femininities of care. Finally, men entering into the nursing profession are encouraged to reflect on how their gender performance may facilitate or detract from their feelings of belonging. [J Nurs Educ. 2015;54(x):xxx-xxx.]. Copyright 2015, SLACK Incorporated.
    Journal of Nursing Education 02/2015; DOI:10.3928/01484834-20150218-15
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    ABSTRACT: Maintaining evidence-based nursing practice requires information literacy (IL) skills that should be established prior to completing an undergraduate nursing degree. Based on Bandura's social cognitive theory, this cross-sectional descriptive correlational study assessed the perceived and applied IL skills of graduate nursing students from two family nurse practitioner (FNP) programs in the midwestern United States. Results showed that although the 26 newly admitted FNP students demonstrated a high level of confidence in their IL skills, the students did not perform well in the actual IL skills test. According to Bandura, the students' confidence in their IL knowledge should allow students to be engaged in course activities requiring IL skills. Nurse educators teaching in undergraduate or graduate programs are in key positions to incorporate IL experiences into class activities to allow for skill assessment and further practice. Further research is needed on nursing students' IL self-efficacy and performance. [J Nurs Educ. 2015;54(x, Suppl.):xx-xx.]. Copyright 2015, SLACK Incorporated.
    Journal of Nursing Education 02/2015; DOI:10.3928/01484834-20150218-03
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    ABSTRACT: Faculty in a 4-year baccalaureate nursing program were concerned with students' failure to retain the patient care skills of vital signs, breath sounds, and heart sounds learned in freshman and sophomore courses and consequent inability to transfer these high-frequency skills into the clinical setting. Because nursing is a practice profession, new graduates must be prepared to demonstrate specific competencies that are designed to improve practice. To address faculty concerns, support more positive learning outcomes, and engage in evidence-based nursing education, faculty developed and implemented an assignment that incorporated deliberate practice and peer mentoring into a sophomore course on the essentials of nursing practice. The purpose of this article is to describe the rationale, development and implementation, and feedback for a deliberate practice and peer mentoring assignment designed to enhance skill mastery and retention. [J Nurs Educ. 2015;54(x, Suppl.):xx-xx.]. Copyright 2015, SLACK Incorporated.
    Journal of Nursing Education 02/2015; DOI:10.3928/01484834-20150218-20
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    ABSTRACT: Traditionally, psychomotor skills training for nursing students involves didactic instruction followed by procedural review and practice with a task trainer, manikin, or classmates. This article describes a novel method of teaching psychomotor skills to associate degree and baccalaureate nursing students, Cooperative Learning Simulation Skills Training (CLSST), in the context of nasogastric tube insertion using a deliberate practice-to-mastery learning model. Student dyads served as operator and student learner. Automatic scoring was recorded in the debriefing log. Student pairs alternated roles until they achieved mastery, after which they were assessed individually. Median checklist scores of 100% were achieved by students in both programs after one practice session and through evaluation. Students and faculty provided positive feedback regarding this educational innovation. CLSST in a deliberate practice-to-mastery learning paradigm offers a novel way to teach psychomo-tor skills in nursing curricula and decreases the instructor to student ratio. [J Nurs Educ. 2015;54(x, Suppl.):xx-xx.]. Copyright 2015, SLACK Incorporated.
    Journal of Nursing Education 02/2015; DOI:10.3928/01484834-20150218-09
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    ABSTRACT: The purpose of this study was to describe how students identify and interpret multiple embedded clinical cues in a case study, and then reflect these using SBAR (Situation, Background, Assessment, and Recommendation). Using Tanner's model of clinical judgment, a descriptive design was used to examine SBAR assignments completed by second-semester nursing students (n = 80). The majority of students (n = 62, 77.5%) in the study were unable to successfully follow all of the clinical judgment phases of the model: noticing, interpreting, responding, and reflecting. Although SBAR is an important tool for communicating clinical information, gaps exist between noticing and interpreting clinical cues, and forming an appropriate course of action. [J Nurs Educ. 2015;54(x, Suppl.):xx-xx.]. Copyright 2015, SLACK Incorporated.
    Journal of Nursing Education 02/2015; DOI:10.3928/01484834-20150218-08
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    ABSTRACT: It is imperative that nursing education addresses the issues arising from globalization. The adjustment challenges faced by international nursing students globally highlight the need to understand how nursing faculty experience and teach nursing classes with a mix of domestic and foreign students. This article reports on a participatory action research (PAR) study to examine and enhance the scholarly teaching of international nursing students. The overarching research question for this PAR was: How did participation in a PAR study contribute to shared learning and professional development of nursing faculty teaching international students? Five major themes were identified across the PAR: creating sharing spaces, recognizing and respecting diversity, developing and acknowledging teaching capabilities, utilizing precious time, and valuing the research. In summary, PAR was a useful approach to engage faculty in research by providing a process and a space to address concerns about the teaching and learning of international students. [J Nurs Educ. 2015;54(x):xxx-xxx.]. Copyright 2015, SLACK Incorporated.
    Journal of Nursing Education 02/2015; DOI:10.3928/01484834-20150218-12
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    ABSTRACT: The purpose of this study was to compare selected baccalaureate program outcomes for a traditional, specialty-based curriculum (TC) to a concept-based curriculum (CBC). Outcomes included NCLEX-RN licensure pass rates, graduation rates, national assessment of critical thinking, and program satisfaction. Student self-efficacy for performing nursing activities also was measured to assess the impact of the curriculum change on student confidence. The sample included 240 students enrolled in the two curricula during the last semester of the two baccalaureate nursing curricula. The TC sample (n = 104) included three cohort graduating classes, and the CBC sample (n = 136) included two cohort graduating classes. Findings indicated few differences on outcomes between the two curricula. Lack of a negative impact on program outcomes observed in this study may encourage other nursing colleges to implement newer curriculum models. Further study is needed on ways to evaluate the impact of curriculum change. [J Nurs Educ. 2015;54(x, Suppl.):xx-xx.]. Copyright 2015, SLACK Incorporated.
    Journal of Nursing Education 02/2015; DOI:10.3928/01484834-20150218-07