Journal of Nursing Education (J NURS EDUC )

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.

  • Impact factor
    1.13
    Show impact factor history
     
    Impact factor
  • 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

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: For undergraduate nursing students to appreciate the underpinnings of research, it is essential to bring research to real-life clinical practice. This article reports on an innovative educational experience integrating qualitative research into the sophomore-level clinical setting. The elements of this pedagogical approach within the context of faculty-mentored and student-led community-based participatory research are described. [J Nurs Educ. 2014;53(x Suppl.):xx-xx.].
    Journal of Nursing Education 08/2014;
  • Journal of Nursing Education 11/2013; 52(11):663-4.
  • Journal of Nursing Education 11/2013; 52(11):664.
  • Journal of Nursing Education 11/2013; 52(11):603-4.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Although there have been several wars and conflicts since World War I, the escalating numbers of veterans since that time is now evident. Extraordinary survival results have evolved from effective triage, trauma treatment, and recovery maneuvers during Operation Iraqi Freedom and Operation New Dawn (OIF) in Iraq and Operation Enduring Freedom (OEF) in Afghanistan. Yet even with those results, the number of physical and mentally wounded individuals exceeded 32,000 from OIF and 16,000 from OEF. How will we help these service men and women meet the special challenges they may face after discharge from the military? This article presents a rationale for content integration, health concerns, and realistic educational suggestions for faculty as they prepare professional nurses to care for these veterans and their families. Future nurses need to be prepared to care for this patient population in community health care systems. [J Nurs Educ. 2013;52(x):xxx-xxx.].
    Journal of Nursing Education 10/2013;
  • [Show abstract] [Hide abstract]
    ABSTRACT: The purpose of this quasi-experimental pilot study was to explore the difference in sympathetic activity between groups of experienced nurses and nursing students during a clinical scenario. Eleven female, senior-level nursing students and 10 female nurses with more than 5 years of nursing experience participated in a computer-generated scenario, while simultaneously having their skin conductance recorded. Experienced nurses generated significantly more skin conductance responses than did the nursing students, and they had a higher score on the clinical scenario. The presence of a bodily signal was found to occur statistically more often in experienced nurses than in nursing students during clinical decision making, which has theoretical and practical implications for nurse educators who seek to aid students in developing sound decision making. [J Nurs Educ. 2013;52(xx):xxx-xxx.].
    Journal of Nursing Education 10/2013;
  • [Show abstract] [Hide abstract]
    ABSTRACT: Although previous studies have indicated an association between alexithymia and burnout, they have not controlled for well-established organizational factors, depression, and coping mechanisms that could confound the relationship. This study investigated the association between alexithymia and occupational burnout. One hundred eighty-three nursing students were assessed up to 3 months before graduating from their program. Alexithymia was measured with the Toronto Alexithymia Scale, occupational burnout was measured with the Maslach Burnout Inventory, work-related factors were measured with the Areas of Worklife Survey, depression was measured with Beck Depression Inventory-II, and coping strategies were measured with the COPE Dispositional Inventory. Hierarchical multiple regressions indicated that externally oriented thinking style was significantly associated with personal accomplishment and depersonalization after adjusting for depression, coping, and work-related factors. The results indicate that only a single aspect of the alexithymia construct serves as a possibly independent predisposing factor for specific burnout dimensions. [J Nurs Educ. 2013;52(xx):xxx-xxx.].
    Journal of Nursing Education 10/2013;
  • [Show abstract] [Hide abstract]
    ABSTRACT: Contemporary professional nursing requires competency in both oral and written communication. Outside of writing for publication, instructional methods to teach professional writing in baccalaureate nursing programs are not well documented in the literature. The need for professional writing, coupled with the need to diversify the workforce with students from varying ethnic and educational backgrounds, creates some additional challenges to meet programmatic requirements for scholarly, evidence-based writing outcomes. As two new prelicensure programs were initiated, a comprehensive assessment was conducted that included student focus groups and writing assessment tools to assess writing quality and student support needs. As a result of these data, faculty implemented curricular and instructional revisions and created a writing center that was staffed by older adult volunteers who had careers in writing. The processes, tools, and preliminary outcomes of these faculty-initiated changes to improve student support for writing are presented. [J Nurs Educ. 2013;52(xx):xxx-xxx.].
    Journal of Nursing Education 10/2013;
  • [Show abstract] [Hide abstract]
    ABSTRACT: Service-learning is an educational pedagogy that provides students with an opportunity to apply classroom learning to real-world situations, while meeting a specific community need. The purpose of this literature review is to identify what type of baccalaureate nursing courses utilize service-learning, to determine the level at which baccalaureate nursing students are being engaged in service-learning, and to evaluate the efficacy of service-learning to meet curricular objectives. Suggestions are made for instructors who are considering integrating service-learning into their curriculum. [J Nurs Educ. 2013;52(xx)-xxx-xxx.].
    Journal of Nursing Education 10/2013;
  • [Show abstract] [Hide abstract]
    ABSTRACT: Dedicated education units (DEUs) have emerged as an important clinical education innovation within academic practice partnerships. However, rigorous evaluation has not been conducted previously. This article presents findings from a randomized, controlled, multiyear, multisite study comparing the clinical education quality for students educated in either the DEU innovation or traditional clinical education model within the same nursing course. The evaluation occurred within a larger study focusing on teaching capacity, faculty work life, and educational quality at one large, urban university collaborating with three agency partners. To examine learning outcomes, the question posed was, "In what ways, if any, does the DEU intervention, when compared to traditional clinical education, enhance educational quality?" Results indicate that educational quality and learning gains are significantly more positive for students clinically instructed in DEUs. Findings will be of interest to education and practice leaders seeking to enhance the quality of clinical teaching, learning, and nursing practice. [J Nurs Educ. 2013;52(x):xxx-xxx.].
    Journal of Nursing Education 10/2013;
  • [Show abstract] [Hide abstract]
    ABSTRACT: Second-degree undergraduate nursing programs are proliferating throughout Canada. Although these shorter programs are attracting students from a variety of disciplines and professions, a sense of belonging and the meaning or implications of belongingness have not been examined for this unique nursing student cohort. A survey design, using the Belongingness Scale-Clinical Placement Experience questionnaire, explores second-degree nursing students' sense of belonging, compared with that of 4-year undergraduate nursing students. Overall, second-degree nursing students experienced a sense of belonging during clinical placements to a lesser degree than their counterparts in a traditional nursing program. Providing second-degree students with opportunities to know and create partnerships with nurse educators and staff while on placements, as well as providing them with feedback presented in positive terms, will help these students flourish and engender a greater sense of belonging. [J Nurs Educ. 2013;52(x):xxx-xxx.].
    Journal of Nursing Education 10/2013;
  • [Show abstract] [Hide abstract]
    ABSTRACT: Although social justice and action for change are among the nursing profession's core values, curricular content on social entrepreneurship for nurses is not as well developed as it is in the educational programs for students in business, engineering, or public policy. This article describes an undergraduate honors elective course in social entrepreneurship offered at New York University College of Nursing. The course uses a seminar format and incorporates content from the humanities, business, and service-learning, with the goal of promoting participants' understanding of the sources of inequality in the United States and providing the requisite skills to promote effective nursing action for social change. [J Nurs Educ. 2013;52(xx):xxx-xxx.].
    Journal of Nursing Education 10/2013;
  • [Show abstract] [Hide abstract]
    ABSTRACT: In nursing education, the inclusion of pedagogical tools is necessary to transform Millennial classrooms. One such pedagogical tool currently offered is classroom response systems (CRS). The purpose of this study was to evaluate the effectiveness of CRS as a pedagogical tool in improving nursing students' examination performance within an active learning environment. A pretest-posttest design was used to determine whether there was a relationship between the use of CRS (independent variable) and nursing students' examination performance in a first-year Professional Practice course (dependent variable). Paired t tests revealed no greater improvement in posttest scores. Therefore, the use of CRS technology was not effective in increasing nursing students' examination scores in the Professional Practice course. Additional research is needed to provide adequate understanding of the effectiveness of CRS within the nursing education classroom. [J Nurs Educ. 2013;52(xx):xxx-xxx.].
    Journal of Nursing Education 10/2013;
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article describes an assignment designed to incorporate the Quality and Safety Education for Nurses (QSEN) competency of patient-centered care into a simulation activity aimed to improve therapeutic communication skills in psychiatric nursing. During this pilot activity, students engaged in an interaction with an actor trained to portray an individual with mental illness. Students viewed their video-recorded interaction to identify communication techniques used and completed a self-evaluation examining their strengths and areas for improvement. Faculty and actors provided feedback to students during a faculty-led debriefing held to discuss the use of therapeutic communication and care focused on the knowledge, skills, and attitudes necessary to provide quality patient-centered care. Desired learning outcomes included the demonstration of therapeutic communication and assessment skills, empathy and caring, and addressing patient values, preferences, and beliefs. [J Nurs Educ. 2013;52(x):xxx-xxx.].
    Journal of Nursing Education 10/2013;
  • Journal of Nursing Education 10/2013; 52(10):547-548.
  • Journal of Nursing Education 10/2013; 52(10):600.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Critical thinking (CT) is important to nursing education and practice. Although there is evidence that active learning approaches, such as problem-based learning (PBL), are effective in developing CT dispositions, the findings are inconclusive. This study examines the effect of PBL on the development of CT dispositions in nursing students using a crossover-experimental study in a course offered to nursing students in China. All students were randomly assigned to two parallel groups, with one group receiving PBL and the other receiving lecture-based learning (LBL) as a control. The CT Dispositions Inventory-Chinese Version was administered before and after the semester-long course. Data were collected at three time points. No significant differences between groups were noted in overall and sub-scale scores at baseline; however, pronounced differences in overall posttest scores existed between the PBL and LBL groups. Thus, PBL learning significantly enhanced the CT dispositions of nursing students enrolled in Medical-Surgical Nursing II. [J Nurs Educ. 2013;52(xx):xxx-xxx.].
    Journal of Nursing Education 09/2013;
  • [Show abstract] [Hide abstract]
    ABSTRACT: The wide disparities in health by race and ethnicity across the nation underscore the continuing need to increase the number of racial and ethnic minorities in the nursing workforce. In their roles as educators and researchers, minority nursing faculty help to alleviate the current disconnect between health care providers and the population that nurses serve. The authors have developed a program to increase the number of minority students in the baccalaureate nursing program at their university and to prepare them to enroll in doctoral programs within 1 year of graduation. The Careers Beyond the Bedside program offers undergraduates preentry, academic enrichment, and graduate school preparation activities designed to facilitate careers as nursing faculty educators and researchers. [J Nurs Educ. 2013;52(xx):xxx-xxx.].
    Journal of Nursing Education 09/2013;