International Journal of Nursing Education Scholarship Impact Factor & Information

Publisher: Berkeley Electronic Press, De Gruyter

Journal description

A leading journal in its field, International Journal of Nursing Education Scholarship publishes significant peer-reviewed scholarship in the broad field of nursing education. The journal's mission is to present high quality papers that advance nursing education, to enhance and advance nursing education globally, and to provide a forum for the dissemination of international perspectives and scholarship in nursing education. Timely articles describe innovative methods and introduce novel approaches to all aspects of nursing education.

Current impact factor: 0.00

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 0.00
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.00
Website International Journal of Nursing Education Scholarship website
Other titles International journal of nursing education scholarship, IJNES
ISSN 1548-923X
OCLC 54522444
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

De Gruyter

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author cannot archive a post-print version
  • Restrictions
    • 12 months embargo
  • Conditions
    • Pre-print and abstract on author's personal website only
    • Author's post-print on funder's repository or funder's designated repository at the funding agencys request or as a result of legal obligation.
    • Publisher's version/PDF may be used, on author's personal website, editor's personal website or institutional repository
    • Authors cannot deposit in subject repositories
    • Published source must be acknowledged
    • Must link to publisher version and article’s DOI must be given
    • Set statement to accompany deposit (see policy)
  • Classification
    ​ yellow

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Abstract Background: To evaluate the effectiveness of a curriculum for achieving high levels of cultural competence, we need to be able to assess education intended to enhance cultural competency skills. We therefore translated the Cultural Awareness Scale (CAS) into Korean (CAS-K). The purpose of this study was to evaluate the cross-cultural applicability and psychometric properties of the CAS-K, specifically its reliability and validity. A cross-sectional descriptive design was used to conduct the evaluation. A convenience sample of 495 nursing students was recruited from four levels of nursing education within four universities in the city of Daejeon, South Korea. This study provided beginning evidence of the validity and reliability of the CAS-K and the cross-cultural applicability of the concepts underlying this instrument. Cronbach's alpha ranged between 0.59 and 0.86 (overall 0.89) in the tests of internal consistency. Cultural competency score prediction of the experience of travel abroad (r=0.084) and the perceived need for cultural education (r=0.223) suggested reasonable criterion validity. Five factors with eigenvalues >1.0 were extracted, accounting for 55.58% of the variance; two retained the same items previously identified for the CAS. The CAS-K demonstrated satisfactory validity and reliability in measuring cultural awareness in this sample of Korean nursing students. The revised CAS-K should be tested for its usability in curriculum evaluation and its applicability as a guide for teaching cultural awareness among groups of Korean nursing students.
    International Journal of Nursing Education Scholarship 01/2015; 12(1). DOI:10.1515/ijnes-2014-0067
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    ABSTRACT: Research has revealed the effectiveness of simulation for facilitating student development of self-efficacy, knowledge, clinical judgment, and proficiency in technical skills. This grounded theory study was conducted to describe the experience of nursing students in high-fidelity simulation and develop a model which explicates the experience of nursing students in simulation. Focus group interviews were conducted with three cohorts of students enrolled in a baccalaureate nursing program who experienced simulation four to twelve times per academic year. Five prominent themes emerged during analysis Emotional Processing; Anxiety; Making Connections; Fidelity; and Learning. The Simulation Learning Model - Student Experience (SLM-SE) was developed to illustrate the student's multi-dimensional experience of learning through high-fidelity simulation. Findings from this study suggest that students are better equipped to learn through increasing confidence and experience, continued reflection-on action and enhanced peer-to-peer interaction. Recommendations for future research include developing strategies to optimize students' experiences for learning in simulation.
    International Journal of Nursing Education Scholarship 01/2015; 12(1). DOI:10.1515/ijnes-2015-0010
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    ABSTRACT: Recognizing and responding to a cardiac arrest in the hospital setting is a high stress, high anxiety event for all healthcare providers. It requires the performance of several basic, but extremely important cardiopulmonary resuscitation (CPR) skills and response priorities. If not executed correctly and in a timely manner, a bad outcome may result. Poor retention of cardiopulmonary resuscitation skills and priorities is well documented in the literature. An integrative review of the evidence was conducted to answer the question, "Is there a more effective training method to improve nurses' retention of CPR priorities during an in hospital cardiac arrest as compared to traditional American Heart Association training? "This review evaluated high fidelity and low fidelity simulation training, online or computer-based training and video instruction as potential teaching strategies focusing on CPR priorities. The role of deliberate practice is discussed. The strongest evidence suggests that a teaching plan employing brief, frequent, repetitive or deliberate practice used in collaboration with low fidelity or high fidelity simulation may be a potential strategy to improve nurses' retention of CPR priorities over time.
    International Journal of Nursing Education Scholarship 01/2015; 12(1). DOI:10.1515/ijnes-2014-0012
  • International Journal of Nursing Education Scholarship 07/2014; 6(2):231-233. DOI:10.5958/0974-9357.2014.00640.0
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    ABSTRACT: Abstract Nurse educators are required to routinely evaluate students. While there is a plethora of information in the educational literature about how to write exams, develop rubrics, or evaluate clinical performance, there is a paucity of research related to teachers' experiences of evaluation. Using a Heideggerian hermeneutical approach, this study sought to answer: (1) what are the experiences of nurse educators evaluating nursing students? and (2) what do these evaluative experiences mean to the nurse educator? Thirty nurse educators from 19 undergraduate programs were interviewed for this study. Implications for nurse educators are discussed.
    International Journal of Nursing Education Scholarship 04/2014; DOI:10.1515/ijnes-2013-0081
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    ABSTRACT: Introduction The teacher student relationship is very important for a good learning environment. There should be an excellent relationship between a student and teacher in order to facilitate the learning and gain positive attitude. This relationship between teacher and student has vast influence on the learning process of the students. Method The literature review was conducted using multimodal search of different databases such as CINAHL, Pub Med, Medline, Psych Info, and Hands on searching. Results Although there is still limited empirical research about student teacher relationship on learning process, the available studies showed that literature regarding teacher-students’ relationship confirms that, positive teacher-student relationships influence students’ learning. Conclusion The essence emerged from a connected relationship (caring, support, trust and respect) which support students self confidence, fosters students’ self-trust and increases students motivation to learn, influencing their professional development towards future career pathway
    International Journal of Nursing Education Scholarship 02/2014; 6(1):167-172.
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    ABSTRACT: Abstract Engaging nursing students in the classroom environment positively influences their ability to learn and apply course content to clinical practice. Students are motivated to engage in learning if their learning preferences are being met. The methods nurse educators have used with previous students in the classroom may not address the educational needs of Millennials. This manuscript presents the findings of a pilot study that used the Critical Incident Technique. The purpose of this study was to gain insight into the teaching methods that help the Millennial generation of nursing students feel engaged in the learning process. Students' perceptions of effective instructional approaches are presented in three themes. Implications for nurse educators are discussed.
    International Journal of Nursing Education Scholarship 01/2014; 10(1):301-6. DOI:10.1515/ijnes-2013-0024
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    ABSTRACT: Abstract Erratum to
    International Journal of Nursing Education Scholarship 01/2014; 10(1):323-5. DOI:10.1515/ijnes-2013-0094
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    ABSTRACT: Abstract Interprofessional simulation can provide health profession program educators with an effective means to prepare future practitioners to engage in meaningful collaboration. This systematic review was conducted to identify best practice recommendations to enhance collaborative healthcare using interprofessional simulation education innovations for learners in pre-licensure nursing programs. Using a systematic review methodology, 375 articles were reviewed and 17 studies met the inclusion criteria. Based on the methodological strength of the research and the impact of the simulation innovations, the following simulation techniques were recommended: high-fidelity human patient simulators, role play, and didactic lecture and audience response didactic lecture, both followed by role play with a standardized patient. Instructor modeling was related to achievement of interprofessional competencies when compared to no modeling. Future research is needed to identify optimal timing for implementing interprofessional education innovations, for development of appropriate evaluation tools, and to determine the effects of collaborative practice on patient care.
    International Journal of Nursing Education Scholarship 01/2014; DOI:10.1515/ijnes-2013-0027
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    ABSTRACT: Abstract Strategic planning for nursing education, when seen through a faculty lens creates a deeper, more meaningful critical analysis of effective program development. New strategies are required for academic institutions to transform their curricula to meet the needs of a dynamic healthcare and changing global environment to provide quality education for students. In this article, an evidence-informed process is presented that was progressively co-created by the faculty and facilitators. Seminal business frameworks, leadership development philosophies, and innovative interventions enabled faculty to become engaged and developed as they created a strategic plan for a future-driven nursing program. Phase One presents the process of developing a strategic plan for excellence in nursing education by leveraging faculty potential and preparing for an upcoming accreditation. In Phase Two, four team members from Phase One continue as part of Phase Two team serving as the collective memory for this initial work. This method of strategic planning encouraged faculty engagement and leadership and laid the groundwork for a positive culture change among nursing faculty.
    International Journal of Nursing Education Scholarship 01/2014; 11(1). DOI:10.1515/ijnes-2013-0066
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    ABSTRACT: Abstract After their initial training, preceptors report a lack of ongoing support specifically in dealing with preceptor-identified areas of unsafe practice: the inability to demonstrate knowledge and skills, attitude problems, unprofessional behavior, and poor communication skills. The purpose of this staff development study was to test the use of educational technology in the form of podcasts, demonstrating how a preceptor could constructively approach difficult situations using caring behaviors to engage novice nurses and to examine the relationship between preceptor support and role commitment. A correlational research design was used to examine the effects of the podcasts, continuously available through common web sites. Findings include a significant increase in the preceptor's perception of support especially among participants who had less training or experience with precepting. A strong correlation between the preceptor's perception of support and commitment to their role was also demonstrated. Preceptors suggest development of additional podcasts for ongoing educational support.
    International Journal of Nursing Education Scholarship 01/2014; 11(1). DOI:10.1515/ijnes-2013-0037
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    ABSTRACT: Abstract The purpose of this paper is to examine the advantages and challenges of co-supervision of doctoral students, as found in the literature and from our experiences. We define co-supervision and then discuss the process in detail. Examples are based on experiences of co-supervision from faculty perspectives as well as from the point of view of a former doctoral student. We propose that the advantages of co-supervision far outweigh the challenges and should be regularly considered by seasoned academics to enhance student learning. In addition, we suggest that co-supervision is intellectually stimulating for academics.
    International Journal of Nursing Education Scholarship 01/2014; 11(1). DOI:10.1515/ijnes-2012-0004
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    ABSTRACT: Abstract Nursing programs encounter barriers to clinical education, which may include limited clinical capacity for nursing students. Congestion of clinical placements compounded by multiple external influences prompted a need to develop an alternative approach for meeting program standards pertaining to clinical education. A curriculum improvement project was implemented within a school of nursing with the primary goal of expanding clinical learning opportunities while maintaining program quality. The unique aspect of this project was a comprehensive evaluative design, including qualitative responses from students, faculty, and clinical site stakeholders, as well as standardized student test scores. Augmenting the tools and processes for evaluation of clinical learning required collaboration from the faculty. Project outcomes include expanded clinical capacity, increased variety of clinical learning experiences, and improved quality of the clinical experiences. Collaborative partnerships yielded valuable lessons, which have implications for other nursing programs challenged with clinical placements.
    International Journal of Nursing Education Scholarship 01/2014; 11(11). DOI:10.1515/ijnes-2013-0053
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    ABSTRACT: Abstract Nursing programs are increasingly offering international clinical experiences as part of nursing curricula. The purpose of this study was to understand what motivates student nurses to take part in these experiences. Related to motivation, student awareness of emerging nursing discourses on global citizenship was also examined. As part of a qualitative study, nine undergraduate nursing students were interviewed about their motivations for choosing a clinical placement to a low-income country. While students appeared to have a sincere desire to make a difference, closer examination of the data revealed that the majority approached their international clinical placement in ways that could be construed as paternalistic to some degree, rather than reflective of broader professional imperatives such as social justice. This finding suggests that additional education preparation may be needed prior to these experiences; global citizenship frameworks may be helpful in shifting perspectives towards a more critical enquiry of global issues.
    International Journal of Nursing Education Scholarship 01/2014; 11(1). DOI:10.1515/ijnes-2013-0056
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    ABSTRACT: Abstract In 2011, there was an expected shortage of 200 full-time faculty. While there are an estimated 322 graduate students in Nurse Practitioner and Masters/PhD programs in Canada today, the supply of potential new faculty falls short of the anticipated demand in the years ahead (Canadian Association of Schools of Nursing). This mixed method study explored how organizational culture and the perceived level of psychological and structural empowerment are associated with one's work environment among Canadian nursing faculty and to explore the state of mentorship in schools of nursing.
    International Journal of Nursing Education Scholarship 01/2014; 11(1). DOI:10.1515/ijnes-2013-0070