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: 0.91

Impact Factor Rankings

2015 Impact Factor Available summer 2016
2014 Impact Factor 0.91
2013 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

Additional details

5-year impact 1.17
Cited half-life 7.60
Immediacy index 0.05
Eigenfactor 0.00
Article influence 0.24
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


  • 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
    • Publisher last reviewed on 21/04/2015
  • Classification

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: BACKGROUND: Studies of evidence-based practice (EBP) among nurses often focus on attitudes and beliefs about EBP and self-reported EBP knowledge. Because knowledge self-assessments can be highly inaccurate, the authors developed and tested a new objective measure of EBP knowledge—the Evidence-Based Practice Knowledge Assessment in Nursing (EKAN). METHOD: Seven subject matter experts reviewed candidate items, resulting in a scale content validity index of 0.94. Rasch modeling was used to evaluate item–person performance on the proposed unidimensional trait of EBP knowledge. The candidate item pool was then tested among 200 undergraduate nursing students. RESULTS: Strong evidence of unidimensionality was confirmed by narrow item infit statistics centering on 1.0. The item separation index was 7.05, and the person separation index was 1.66. Item reliability was 0.98, and person reliability was 0.66. CONCLUSION: The 20-item EKAN showed strong psychometric properties for an instrument developed under the Rasch model and is available for use in research and educational contexts.
    Journal of Nursing Education 11/2015; 54(11):605-613. DOI:10.3928/01484834-20151016-01
  • [Show abstract] [Hide abstract]
    ABSTRACT: Background: Online and distance education is becoming increasingly common in higher education. As students explore graduate programs, they are often overwhelmed with the variety of program delivery options available. For graduate students pursuing a Doctor of Philosophy (PhD), a particular concern relates to building a community of scholars and how to do so through an online and distance learning program. Method: Through a review of literature and personal stories, this article will highlight innovative strategies utilized by a cohort of PhD students related to online and distance learning and developing a community of scholars. Results: PhD students developed a community of scholars using innovative strategies to communicate and collaborate. Conclusion: Building a community of scholars is possible through online and distance education using simple forms of technology to connect and collaborate.
    Journal of Nursing Education 11/2015; 54(11):650-654. DOI:10.3928/01484834-20151016-07
  • [Show abstract] [Hide abstract]
    ABSTRACT: BACKGROUND: Nursing clinical judgment (NCJ) is a core competency that must be developed in nursing education. The objective of this study is to explore the development of NCJ among undergraduate nursing students, according to teachers and preceptors. METHOD: The collaborative group, composed of three educators, three nurse preceptors, and one researcher, analyzed six situations in which students in the program were assessed for NCJ. RESULTS: Key learnings and development indicators were identified for each of the three levels of NCJ development. Reasoning process, type of relationships with patients and their families, perception of the nursing role, and reflection are parameters of NCJ that exert a mutual influence and evolve from one level to the next. CONCLUSION: Knowing this evolution can help educators to plan the curriculum, select effective teaching methods, and provide feedback that will support NCJ development. For students, these developmental markers support self-evaluation with a view to self-regulation.
    Journal of Nursing Education 11/2015; 54(11):625-632. DOI:10.3928/01484834-20151016-03
  • [Show abstract] [Hide abstract]
    ABSTRACT: Background: The adaptation and incorporation of photovoice—a qualitative research method—into the Community Health Nursing clinical course to foster students’ clinical reasoning in a community setting is presented. Method: Photovoice was used as a teaching strategy in the windshield survey and key informant interview activities that are part of the community health clinical experience. Students were provided with disposable cameras and were instructed to take photographs of the community. Results: Students shared the photographs with faculty and community members and explored ways of developing sustainable community-based interventions that promote and protect health. Conclusion: Photovoice can be used as a teaching strategy tool in any clinical course to foster experiential learning.
    Journal of Nursing Education 11/2015; 54(11):659-662. DOI:10.3928/01484834-20151016-09

  • Journal of Nursing Education 11/2015; 54(11):603-604. DOI:10.3928/01484834-20151016-10
  • [Show abstract] [Hide abstract]
    ABSTRACT: BACKGROUND: In the United States, inadequate attention has been given to the mental health needs of chronically ill adults, and the attempts to integrate mental health in primary care have fallen short. METHOD: This article describes the beginning efforts of the faculty at Duke University School of Nursing to integrate mental health concepts into its adult–gerontological nurse practitioner and family nurse practitioner curricula. RESULTS: Competency and course content mapping activities revealed opportunities for mental health enhancement. Five mental health concepts were identified for module development: spectrum of emotions, validation skills, self-management, resilience, and diversity. Mental health modules will be integrated in the nurse practitioner Physical Assessment and Diagnostic Reasoning course, as well as in various clinical courses. CONCLUSION: Challenges and lessons learned, including efforts to foster active interprofessional learning among medical, physician assistant, and nurse practitioner students, are described.
    Journal of Nursing Education 11/2015; 54(11):645-649. DOI:10.3928/01484834-20151016-06
  • [Show abstract] [Hide abstract]
    ABSTRACT: Background: Assisting nursing students with the integration of theoretical knowledge in the practice setting can be a challenge for clinical instructors. Clinical instructors using planned questions to guide discussion among students during postconference is one method that can be used to achieve this goal. Open-ended guided questions that deliberately address and synthesize classroom knowledge during postconference discussions are advantageous to both students and clinical instructors. Method: The purpose of this article is to describe the process of standardizing the weekly postconference by deliberately integrating questions within a second-year nursing clinical course at a Canadian university. Results: In this course, the guided questions provided clinical instructors who facilitated the postconferences with an opportunity to enhance their own level of comprehension and currency in various subject areas, as well as evaluate students’ critical thinking and knowledge gaps. Conclusion: Understanding the nursing curriculum and providing clinical instructors with the appropriate skills to facilitate postconference discussions were paramount to the success of these standardized postconferences.
    Journal of Nursing Education 11/2015; 54(11):655-658. DOI:10.3928/01484834-20151016-08
  • [Show abstract] [Hide abstract]
    ABSTRACT: BACKGROUND: The aim of this study was to test the effectiveness of a case-based computer program, using an integrative ethical decision-making model, on the ethical decision-making competency of nursing students in South Korea. METHOD: This study used a pre- and posttest comparison design. Students in the intervention group used a computer program for case analysis assignments, whereas students in the standard group used a traditional paper assignment for case analysis. RESULT: The findings showed that using the case-based computer program as a complementary tool for the ethics courses offered at the university enhanced students’ ethical preparedness and satisfaction with the course. CONCLUSION: On the basis of the findings, it is recommended that nurse educators use a case-based computer program as a complementary self-study tool in ethics courses to supplement student learning without an increase in course hours, particularly in terms of analyzing ethics cases with dilemma scenarios and exercising ethical decision making.
    Journal of Nursing Education 11/2015; 54(11):633-640. DOI:10.3928/01484834-20151016-04
  • [Show abstract] [Hide abstract]
    ABSTRACT: BACKGROUND: Bolstered by the Institute of Medicine’s employment goal of 80% of baccalaureate (BSN)-prepared RNs by 2020, the number of RN-to-BSN programs has grown dramatically. This rapid growth has led to concerns about lack of standardization and significant variability in requirements related to content and expected competencies. METHOD: The Differentiated Essential Competencies (DECs) of Graduates of Texas Nursing Programs was reviewed to tease out the concepts, content, and competencies that are BSN-level specific and thereby appropriate for RN-to-BSN programs. RESULTS: The current review was a compilation of differentiated competencies based on education level. In this article, numerous examples are drawn from the DECs and are organized by the major content areas common to RN-to-BSN programs. CONCLUSION: Faculty should examine the DECs to consider how they may be used to enhance RN-to-BSN programs, to evaluate their congruence with traditional BSN programs, and to ensure that program graduates are educationally prepared for practice in today’s complex health care system.
    Journal of Nursing Education 11/2015; 54(11):615-623. DOI:10.3928/01484834-20151016-02

  • Journal of Nursing Education 10/2015; 54(10):539-540. DOI:10.3928/01484834-20150916-10
  • [Show abstract] [Hide abstract]
    ABSTRACT: BACKGROUND: Standardized communication frameworks are believed to help students feel more confident and less anxious about handover reports. One of the handover communication frameworks being used in nursing programs was the ISBARR framework (Identify, Situation, Background, Assessment, Recommendation, and Repeat). The aim was to explore whether learning the ISBARR framework affected nursing students’ perceived anxiety and confidence levels associated with handover reports. METHOD: The study tested null hypotheses by analyzing pre- and posttest data collected with the Competitive State Anxiety Inventory-2 (CSAI-2) survey. Three qualitative questions were included in the posttest to compare with the quantitative data. Statistical significance was set at p = .02. RESULTS: The results revealed that learning the framework had a strong effect in reducing the perceived somatic anxiety levels, a medium effect on increasing perceived confidence levels, and a medium effect in reducing the perceived cognitive anxiety levels. CONCLUSION: Findings suggested that learning the standardized framework may help to address students’ perceived anxiety and confidence levels associated with handover reports and generate a mental picture of handover reports.
    Journal of Nursing Education 10/2015; 54(10):583-587. DOI:10.3928/01484834-20150916-07
  • [Show abstract] [Hide abstract]
    ABSTRACT: BACKGROUND: To address the shortage of Doctor of Philosophy (PhD)-prepared nursing faculty, universities in the United States offer direct-entry Bachelor of Science in Nursing (BSN)-to-PhD nursing programs. Little research has been conducted to explore students’ perceptions of these programs and to formally evaluate the successes and opportunities for growth of this academic track. METHOD: Focusing on the perceptions and experiential reflection of BSN-to-PhD education, a survey with open-ended questions was distributed among voluntary participants who are current BSN-to-PhD students or recent graduates (within 5 years) from various universities in the United States. Textual data were analyzed using a qualitative descriptive approach with thematic analysis. RESULTS: This article elaborates on opportunities, challenges, and suggestions related to this educational route, as recognized by 21 participants from seven universities. CONCLUSION: The study findings may facilitate discussion among nurse educators to revise programs to be congruent with the needs of current students while paving the way for future scholars.
    Journal of Nursing Education 10/2015; 54(10):542-549. DOI:10.3928/01484834-20150916-01
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    ABSTRACT: BACKGROUND: Nursing practice with families is essential because a family member’s illness affects the family and, reciprocally, the family influences health outcomes. Yet, nurses often report a lack of confidence in their ability to meet the needs of families, whereas family members often describe troubling experiences with nurses. These challenges may have beginning roots in nursing education. This article explores the use of simulation in the formation of family-focused generalist nurses. METHOD: Simulation pedagogy was used to guide students in developing an understanding of the importance of family nursing care, gaining confidence in family practices, and developing family competencies. RESULTS: Innovative simulation learning experiences in an undergraduate nursing curriculum helped students to learn how to develop nurse–family relationships and gain humanistic skills of family nursing practices. Students and faculty reported that simulation guides students to achieve meaningful outcomes. CONCLUSION: In this curriculum, faculty consistently directs attention to the family in simulation learning experiences, and students value this pedagogy.
    Journal of Nursing Education 10/2015; 54(10):588-593. DOI:10.3928/01484834-20150916-08
  • [Show abstract] [Hide abstract]
    ABSTRACT: Background: Many articles written about the PICOT method for developing research questions focus on searching the existing evidence-base to review the impact of interventions. PICOT evolved to craft questions that yield operative search terms. Presently that PICOT falls short in its utility for healthcare and doctoral education. For example, the Doctor of Nursing Practice (DNP) scholarly practice projects evaluate the existing evidence-base and compare the current real-world state to the evidence-base, for which the current conceptualization of PICOT has limited applicability. Method: Such an endeavor requires access to patient and organizational data sources that may or may not be up to this task. This can only meaningfully be done by evolving the PICOT format to include the identification of data measures, digital data sources, source format and extract format. Result: An evolved PICOT, the PICOT-D is proposed. Conclusion: This paper makes the case for the evolution of PICOT to PICOT-D.
    Journal of Nursing Education 10/2015; 54(10-10):5. DOI:10.3928/01484834-20150916-09
  • [Show abstract] [Hide abstract]
    ABSTRACT: BACKGROUND: The study aim was to develop and psychometrically assess an instrument to measure baccalaureate nursing students’ self-efficacy for practice competence. Social cognitive theory includes the construct of self-efficacy and supports this study. METHOD: Before the Nursing Competence Self-Efficacy Scale (NCSES) was administered to senior nursing students (N = 252), nursing experts in research, practice, instrument development, and psychometrics participated in a two-step validation process consisting of two reviews. Construct validity assessments included content, face, contrasting groups, criterion, and exploratory factor analysis (EFA). The chosen EFA solution consisted of 22 items, each moderately or highly loaded by one of four factors deemed to be interpretable and parsimonious. RESULTS: The initial psychometric assessment of the NCSES supported construct validity, internal consistency reliability (.919), and test–retest stability reliability (r = .831). CONCLUSION: With further psychometric assessment, the NCSES can be useful to evaluate new curriculum interventions aimed at increasing students’ self-efficacy for comprehensive practice competence.
    Journal of Nursing Education 10/2015; 54(10):550-558. DOI:10.3928/01484834-20150916-02
  • [Show abstract] [Hide abstract]
    ABSTRACT: BACKGROUND: To engage in evidence-based practice (EBP), baccalaureate nursing graduates’ competencies must include locating, interpreting, appraising, and applying research findings. Faculty are challenged to find effective ways to incorporate this content in large online courses. METHOD: Faculty in a thriving college of nursing used interactive debates to teach EBP skills in a large (200+ students) online undergraduate course. RESULTS: Students remain highly engaged while practicing critical thinking, team-work, leadership, delegation, communication skills, and peer evaluation through participation in a series of faculty-facilitated online debates. CONCLUSION: Meticulous course organization and use of structured debates allows one instructor to teach skills for EBP, while keeping students engaged with each other, the instructor, and the material. Use of debates and the amount of engagement among students and faculty achieved could not be accomplished in a large face-to-face course.
    Journal of Nursing Education 10/2015; 54(10):578-582. DOI:10.3928/01484834-20150916-06
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    ABSTRACT: BACKGROUND: Although effective self-directed learning (SDL) has been shown to improve clinical performance, little is known about its role between communication competence and communication self-efficacy in nursing students. This study aimed to identify whether SDL mediates the relationship between communication competence and communication self-efficacy. METHOD: A cross-sectional survey was conducted with a sample of 213 nursing students taking a basic fundamentals of nursing course. A path diagram, using structural equation modeling, was used to estimate the direct and indirect effects of communication competence on communication self-efficacy, controlling for SDL as a mediator. RESULTS: A structural equation model confirmed direct and indirect effects of communication competence on communication self-efficacy when SDL was controlled as a mediator. An appropriate fit to the data was identified in this mediation model of SDL. CONCLUSIONS: For enhancing self-efficacy regarding communication skill, the specified SDL program based on the level of communication competence will yield more effective results.
    Journal of Nursing Education 10/2015; 54(10):559-564. DOI:10.3928/01484834-20150916-03