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
    ​ white

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Little has been written about using human patient simulation to teach primary care management to large groups of nurse practitioner (NP) students. This article describes an innovative design for simulated clinical experiences based on a game show format. This large-group design was conceived as a way to overcome several challenges, particularly limited faculty resources, to integrating simulation into NP education. Progressive variations evolved from this foundation, including the use of observer-participant groups; initial and follow-up visits on the same simulated patient; and mentor-mentee collaborations. Student comments, while consistently positive about the simulated clinical experiences, have been used to guide revisions to strengthen the simulation program. The innovative large-group design enabled faculty to use simulation to enhance students' skills in primary care management. Faculties with similar challenges might find these strategies useful to replicate or adapt. [J Nurs Educ. 2015;54(9):525-531.]. Copyright 2015, SLACK Incorporated.
    Journal of Nursing Education 09/2015; 54(9):525-531. DOI:10.3928/01484834-20150814-08
  • Source
    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, Suppl):S59-S60. DOI:10.3928/01484834-20150217-12
  • Source
    Journal of Nursing Education 03/2015; 54(3):119-120. DOI:10.3928/01484834-20150217-13
  • Journal of Nursing Education 03/2015; 54(3):180. DOI:10.3928/01484834-20150217-11
  • [Show abstract] [Hide abstract]
    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; 54(3):1-7. DOI:10.3928/01484834-20150218-10
  • [Show abstract] [Hide abstract]
    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; 54(3 Suppl):1-4. DOI:10.3928/01484834-20150218-04
  • [Show abstract] [Hide abstract]
    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; 54(3):1-8. DOI:10.3928/01484834-20150218-11
  • [Show abstract] [Hide abstract]
    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; 54(3):1-8. DOI:10.3928/01484834-20150218-01
  • [Show abstract] [Hide abstract]
    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; 54(3):1-5. DOI:10.3928/01484834-20150218-06
  • [Show abstract] [Hide abstract]
    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; 54(3):1-4. DOI:10.3928/01484834-20150218-17
  • [Show abstract] [Hide abstract]
    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; 54(3):1-4. DOI:10.3928/01484834-20150218-05
  • [Show abstract] [Hide abstract]
    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; 54(3):1-9. DOI:10.3928/01484834-20150218-15
  • [Show abstract] [Hide abstract]
    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; 54(3):1-5. DOI:10.3928/01484834-20150218-09
  • [Show abstract] [Hide abstract]
    ABSTRACT: Nursing faculty members in developing countries often teach large class sizes, with limited technology available. They face economic constraints and have few opportunities for professional development. A graduate course for Haitian nursing faculty was designed with the aim of addressing these challenges. Nurse educators in similar countries were queried about their challenges and effective strategies. Techniques and equipment currently used in Haiti were discussed and evaluated. The course focused on identifying methods to teach large classes effectively at low cost with minimal technology. Haitian faculty members were able to effectively demonstrate these new techniques as participants during the course. A survey conducted 1 year after course completion established that the Haitian faculty members had implemented new techniques in their classes, improving the quality of nursing education. Strategies taught may be effective in other developing countries where similar challenges exist. [J Nurs Educ. 2015;54(x):xxx-xxx.]. Copyright 2015, SLACK Incorporated.
    Journal of Nursing Education 02/2015; 54(3):1-7. DOI:10.3928/01484834-20150218-19
  • [Show abstract] [Hide abstract]
    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; 54(3):1-3. DOI:10.3928/01484834-20150218-20
  • [Show abstract] [Hide abstract]
    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; 54(3):1-5. DOI:10.3928/01484834-20150218-07