Journal of Professional Nursing (J PROF NURS)

Publisher: American Association of Colleges of Nursing, WB Saunders

Journal description

The journal addresses the practice, research and policy roles of nurses with baccalaureate and graduate degrees, the educational and management concerns of the universities in which they are educated, and the settings in which they practice. Reports of original work, research, reviews, and policy papers focusing on professional nursing are published.

Current impact factor: 0.88

Impact Factor Rankings

2015 Impact Factor Available summer 2015
2013 / 2014 Impact Factor 0.883
2012 Impact Factor 0.684
2011 Impact Factor 0.888
2010 Impact Factor 0.97
2009 Impact Factor 0.755
2008 Impact Factor 0.667
2007 Impact Factor 1.021
2006 Impact Factor 0.878
2005 Impact Factor 0.352
2004 Impact Factor 0.386
2003 Impact Factor 0.616
2002 Impact Factor 0.68

Impact factor over time

Impact factor
Year

Additional details

5-year impact 1.01
Cited half-life 7.70
Immediacy index 0.17
Eigenfactor 0.00
Article influence 0.27
Website Journal of Professional Nursing website
Other titles Journal of professional nursing
ISSN 8755-7223
OCLC 11400859
Material type Periodical, Internet resource
Document type Journal / Magazine / Newspaper, Internet Resource

Publisher details

WB Saunders

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Pre-print allowed on any website or open access repository
    • Voluntary deposit by author of authors post-print allowed on institutions open scholarly website including Institutional Repository, without embargo, where there is not a policy or mandate
    • Deposit due to Funding Body, Institutional and Governmental policy or mandate only allowed where separate agreement between repository and the publisher exists.
    • Permitted deposit due to Funding Body, Institutional and Governmental policy or mandate, may be required to comply with embargo periods of 12 months to 48 months .
    • Set statement to accompany deposit
    • Published source must be acknowledged
    • Must link to journal home page or articles' DOI
    • Publisher's version/PDF cannot be used
    • Articles in some journals can be made Open Access on payment of additional charge
    • NIH Authors articles will be submitted to PubMed Central after 12 months
    • Authors who are required to deposit in subject-based repositories may also use Sponsorship Option
    • 'WB Saunders' is an imprint of 'Elsevier'
  • Classification
    ​ green

Publications in this journal

  • Journal of Professional Nursing 06/2015; 31(3). DOI:10.1016/j.profnurs.2015.04.001
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    ABSTRACT: Service learning is recognized as a valuable pedagogy involving experiential learning, reflection, and reciprocal learning. Students develop critical thinking and social awareness by using the crucial activity of reflecting upon their experiential learning with community partners. The purpose of this paper is to demystify the process of reflection by identifying best practices to enhance reflection and offering suggestions for grading. By understanding “the what” and “the how” of reflection, educators can implement service learning experiences designed to include the essential component of reflection. Strategies for facilitating meaningful reflection are described including descriptions of what students should reflect upon and how to initiate reflection through writing, reading, doing, and telling. Grading rubrics are suggested to facilitate evaluation of student reflection. When properly implemented, service learning encourages students to be good citizens of the world. By using best practices associated with reflection, students can be challenged to think critically about the world and how their service can achieve community goals.
    Journal of Professional Nursing 06/2015; DOI:10.1016/j.profnurs.2015.06.006
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    ABSTRACT: Interprofessional educational experiences for baccalaureate nursing students are essential to prepare them for interprofessional communication, collaboration, and team work. Nurse educators are ideally positioned to develop and lead such initiatives. The purpose of this article is to describe the development and implementation of an interprofessional education (IPE) project involving students in nursing, medicine, social work, and chaplaincy. The Interdisciplinary Curriculum for Oncology Palliative Care Education project uses team-based palliative oncology education as the framework for teaching students interprofessional practice skills. The need for IPE is apparent, but there are very few comprehensive, successful projects for nurse educators to use as models. This article describes the development of the curriculum by the interprofessional faculty team. Issues encountered by nursing faculty members as they implemented the IPE experience are discussed. Solutions developed to address the issues and ongoing challenges are presented. This project can serve as a model of a successful IPE initiative involving nursing students.
    Journal of Professional Nursing 06/2015; DOI:10.1016/j.profnurs.2015.06.001
  • Journal of Professional Nursing 06/2015; 31(4). DOI:10.1016/j.profnurs.2015.06.008
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    ABSTRACT: There is a critical need for leadership in quality and safety to reform today’s disparate spectrum of health services to serve patients in complex health care environments. Nurse graduates of degree completion programs (RN-BSN) are poised for leadership due to their recent education and nursing practice experience. The authors propose that integration of systems thinking into RN-BSN curricula is essential for developing these much needed leadership skills. The purpose of this article is to introduce progressive teaching strategies to help nurse educators achieve the student competencies described in the second essential of the BSN Essentials document (AACN, 2009), linking them with the competencies in Quality and Safety Education for Nurses (QSEN) (Cronenwett, Sherwood, Barnsteiner, Disch, Johnson, Mitchell,…Warren, 2007) using an author-created model for curricular design, the Systems-level Awareness Model. The Systems Thinking Tool (Dolansky & Moore, 2013) can be used to evaluate systems thinking in the RN-BSN curriculum.
    Journal of Professional Nursing 06/2015; DOI:10.1016/j.profnurs.2015.06.003
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    ABSTRACT: The need to educate nurses at the graduate level and provide them with a different skill set that broadens their view of health and nursing is clearly articulated by the American Association of Colleges of Nursing. Consequently, the role of the Clinical Nurse Leader (CNL) was born. Responding to the need for providing a highly educated and credentialed professional at the bedside, Rush University College of Nursing made the bold move to phase out baccalaureate education and enact a pre-licensure, master’s entry CNL program. Though there is a clear need for this type of graduate, there is little in the literature to provide guidance to institutions that wish to develop this type of program. This paper describes the factors that came into play in making that decision, the process of curriculum development and implementation, the challenges encountered in implementing this type of program, and the outcomes that the program has evidenced since its inception.
    Journal of Professional Nursing 06/2015; DOI:10.1016/j.profnurs.2015.06.002
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    ABSTRACT: The purpose of this study was to understand changes in knowledge and opinions of underserved American Indian and Hispanic high school students after attending a 2-week summer pipeline program using and testing a pre/post survey. The research aims were to: a) psychometrically analyze the survey to determine if scale items could be summed to create a total scale score or subscale scores; b) assess change in scores pre/post program; and c) examine the survey to make suggestions for modifications and further testing to develop a valid tool to measure changes in student perceptions about going to college and nursing as a result of pipeline programs. Psychometric analysis indicated poor model fit for a 1-factor model for the total scale and majority of subscales. Non-parametric tests indicated statistically significant increases in 13 items and decreases in 2 items. Therefore, while total scores or sub-scale scores cannot be used to assess changes in perceptions from pre- to post-program, the survey can be used to examine changes over time in each item. Student did not have an accurate view of nursing and college, and underestimated support needed to attend college. However students realized that nursing was a profession with autonomy, respect, and honor.
    Journal of Professional Nursing 05/2015; DOI:10.1016/j.profnurs.2015.05.003
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    ABSTRACT: Forces that have produced national reform of a fragmented, inefficient, and expensive health care services sector have also set the stage for reform of a fragmented, inefficient and expensive system for nursing education. Changes in health care, health policy, education policy, and funding for public higher education have led to the development of new nursing education models designed to increase the number of baccalaureate-prepared nurses entering the workforce. This article describes the development and implementation of one such model that features a common concept-based curriculum and university-community college partnerships at its core. This plan increases access for nursing students across the state to earn a prelicensure bachelor of science in nursing degree and preserves the integrity and accessibility of associate degree nursing education.
    Journal of Professional Nursing 05/2015; DOI:10.1016/j.profnurs.2015.05.002
  • [Show abstract] [Hide abstract]
    ABSTRACT: Service learning is recognized as a valuable pedagogy that involves experiential learning, reflection, and reciprocal learning. Reflection is a critical component because it assists students to develop critical thinking and social awareness as they reflect upon their experiential learning with community partners. While there is a proliferation of literature about service learning, upon closer examination it is apparent that some authors do not place emphasis on reflection when reporting on service learning projects. This begs the question, “Where is the reflection?” The purpose of this paper is to provide an overview and describe misrepresentations and exemplars of service learning. After providing an overview of service learning, examples of how service learning is misrepresented in the literature are discussed. Exemplars of service learning are also cited. Calling attention to how service learning is reported in the literature will increase awareness about the need to critically evaluate articles for evidence of reflection.
    Journal of Professional Nursing 05/2015; DOI:10.1016/j.profnurs.2015.05.001
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    ABSTRACT: The Future of Nursing report identified the shortage of nursing faculty as one of the barriers to nursing education. In light of this, it is becoming increasingly important to understand the work-life of nursing faculty. The current research focused on job satisfaction of nursing faculty from four theoretical perspectives: human capital theory, which emphasizes the expected monetary and nonmonetary returns for any career choices; structural theory, which emphasizes the impact of institutional features on job satisfaction; positive extrinsic environment by self-determination theory, which asserts that a positive extrinsic environment promotes competency and effective outcomes at work; and psychological theory, which emphasizes the proposed relationship between job performance and satisfaction. In addition to the measures for human capital theory, institutional variables (from structural theory and self-determination theory), and productivity measures (from psychological theory), the authors also selected sets of variables for personal characteristics to investigate their effects on job satisfaction. The results indicated that variables related to human capital theory, especially salary, contributed the most to job satisfaction, followed by those related to institutional variables. Personal variables and productivity variables as a whole contributed as well. The only other variable with marginal significance was faculty’s perception of institutional support for teaching.
    Journal of Professional Nursing 05/2015; DOI:10.1016/j.profnurs.2015.04.010
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    ABSTRACT: New educational pathways are needed to increase the number of PhD prepared nurses. To address this need, an Early-Entry PhD option designed to engage students in PhD coursework and research during the undergraduate nursing major was developed at the University of X-X. An evaluation comparing the Early-Entry option with two more conventional entry points was conducted. Three groups (N=84) comprised the sample: (1) Early-Entry students admitted as undergraduates or immediately upon graduation (N=29), (2) Mid-Entry students with baccalaureate degrees and at least one year of work experience (N=27), and (3) Delayed-Entry students with master’s degrees and one or more years of work experience (N=28). Qualitative and quantitative data were collected from the three groups of students who were admitted from 2002 to 2011. The sources of data were transcriptions of individual interviews and reviews of existing data. Seventy-seven percent of the sample participated in the individual interviews. The database review included all students who matriculated into the PhD program. Common themes among the three groups included: a need for educational funding, the importance of a faculty mentor, and concern about preparation for the teaching role and the academic work environment. The groups were also comparable in terms of research productivity during doctoral study and post-graduation employment. Differences were found on measures of diversity, program progression, and perceptions of clinical competence. The findings provide needed data for the development and expansion of educational pathways to the PhD in nursing.
    Journal of Professional Nursing 04/2015; DOI:10.1016/j.profnurs.2015.04.006
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    ABSTRACT: The Institute of Medicine report, The Future of Nursing: Leading Change, Advancing Health, recommends increasing the proportion of registered nurses (RNs) with a baccalaureate in nursing (BSN) to 80% by 2020. Kansas lacks a central mechanism to collect current data on the RN workforce; therefore detailed information about the RN workforce, including current educational level, is unknown. The purposes of the survey were to: 1) describe Kansas RN workforce; 2) examine the relationship between nursing education and employment; 3) compare and contrast the workforce to other states and national data and 4) discuss implications of strategic planning and policy making for nursing education. The online Kansas RN Workforce Survey link was sent to 44,568 RNs by email and the response rate was 15.6% (n = 6,948). The survey consisted of 34 questions on demographics, education, licensing, and employment. Kansas RNs were predominately female (92%) and Caucasian with an average age of 47.7 years. Approximately 46.3% of RNs obtained a BSN as their initial education. Analysis of highest level of nursing education showed that 60.5% of Kansas RNs were at least baccalaureate prepared with 14.9% obtaining a master’s degree or higher. Over 50% of RNs worked in hospitals as staff nurses. RNs with advanced education were more likely to be employed, tended to work in academic settings or ambulatory clinics, and were more likely to be faculty or in management/leadership positions. Overall, the Kansas RN workforce is closer to reaching the 80% baccalaureate prepared goal recommended by the FoN report, than has been previously reported. Educational level was closely related to RNs’ choices of work settings and positions. Additional work such as promoting academic progression needs to continue to build a more highly educated RN workforce.
    Journal of Professional Nursing 04/2015; DOI:10.1016/j.profnurs.2015.04.003
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    ABSTRACT: The health needs of the lesbian, gay, bisexual and transgender (LGBT) population are traditionally overlooked by the health care community and are rendered invisible by most nursing school curricula. Initial contact with a nurse during a health history and assessment can have an impact on whether the person will feel comfortable disclosing his or her identity, returning for services, or following plans of care. Because the first interaction with a nurse can be critical, the health assessment course is an appropriate place in the curriculum to discuss the needs of the LGBT community. This paper includes a discussion of unique health risks to the LGBT population, benefits and challenges of incorporating these issues into the classroom, and recommendations for including the care of this population into a health assessment nursing course. Specific communication techniques are provided that may be helpful during history taking and physical examination with a patient who is LGBT. Guidance regarding physical examination of the transgender patient is also included. These suggestions will be helpful to nurse faculty who teach health assessment, nursing students, educators who design and implement professional development and continuing education for established nurses, preceptors in the clinical setting, and any nurse who is unfamiliar with the needs and concerns specific to the LGBT population.
    Journal of Professional Nursing 04/2015; DOI:10.1016/j.profnurs.2015.04.007
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    ABSTRACT: Most schools of nursing are engaged in some form of program evaluation and recognize the potential benefits in using program evaluation outcomes to influence continuous improvement in program quality. A number of factors exist that may negatively influence program evaluation quality and adversely affect the ability to make sound decisions based on program evaluation outcomes. The potential limitations that threaten program evaluation quality underscore the importance of evaluating the evaluation process itself; also known as meta-evaluation. However, there is an absence of discussion in the nursing literature of the importance of program meta-evaluation. This article seeks to address this gap in the nursing literature and illuminate the need for more schools of nursing to engage in the meta-evaluation process. By introducing one model of program meta-evaluation and describing our own endeavors in the program meta-evaluation process, we hope to inspire other schools of nursing to consider using a systematic and formalized process to evaluate their own program evaluation processes to ensure data obtained from program evaluation are of optimal quality to influence sound, data-driven decisions to promote continued quality and excellence in nursing education programs.
    Journal of Professional Nursing 04/2015; DOI:10.1016/j.profnurs.2015.04.009
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    ABSTRACT: Beginning nursing students enter a rapidly moving and changing healthcare climate. Multiple stimulation can frighten and overwhelm the student’s ability to find order of essential patient information. Students need to know how to collect, process and manage important health data accurately and efficiently in the clinical setting. An integrative method for teaching nursing students to walk into the patient’s room and construct a patterned sequence of focused assessments assists students in creating an organized plan for health assessment. The Mental Snapshots Method includes three components for health assessment: (1) sequential assessment steps of the patient; (2) color-coded visual images of the patient representing a bodily condition; and (3) focused assessment questions of primary health complaint(s) with a plan for nursing care. This mental snapshots strategy employs an information processing model of sensory, memory and motor functioning which enable students to maintain patient quality and safety.
    Journal of Professional Nursing 04/2015; DOI:10.1016/j.profnurs.2015.04.004
  • Journal of Professional Nursing 04/2015; 31(3). DOI:10.1016/j.profnurs.2015.04.002
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    ABSTRACT: Transitioning from a department to a school of nursing creates an environment that is more conducive to attracting qualified faculty and enhancing program growth to meet the projected nursing workforce needs. A comprehensive review of the literature revealed limited research to guide nursing programs considering this transition. This qualitative study explored the conditions and outcomes associated with successful or unsuccessful attempts to transition from a department to school of nursing from the perspective of ten deans affiliated with the American Association of Colleges of Nursing (AACN). Meleis’ Transitions Theory (2010) guided this study in its exploration of facilitating and inhibiting conditions. With IRB approval and participant permission, interviews were conducted in-person or by telephone, audio-recorded, and transcribed verbatim. Transcripts were independently reviewed and coded for emerging themes. Content analysis revealed the following themes: titles matter, support is essential, voice at the table, buy-in or dissension, it just brings nursing to totally different level, think differently, and legitimizing your position. For these deans, consideration of the facilitating and inhibiting conditions is critical in determining whether decisions are favorable and in support of the transition. Developing an understanding from the experiences of these ten deans offers guidance to nursing academic administrators who are contemplating transitioning from a department to a school of nursing. Future research is needed to explore conditions relative to faculty governance and infrastructure, examine the experiences of those undergoing transitions, and expand study findings to develop a self-study guide for programs in assessing their readiness for such a transition.
    Journal of Professional Nursing 04/2015; DOI:10.1016/j.profnurs.2015.04.008