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

2016 Impact Factor Available summer 2017
2014 / 2015 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: The care of patients with acute and chronic illnesses requires nurses to fully understand the underlying pathophysiology associated with disease processes. Although mastering a pathophysiology course is a strong predictor of student success in nursing programs, it is a course with which students and new nurses most often struggle. Method: The authors describe a teaching innovation-visual narrative illustration (VNI)-and demonstrate how VNIs are used to teach complex pathophysiology concepts to nursing students. Results: The consistent positive feedback regarding the VNIs that have already been implemented in the pathophysiology course prompted the authors to systematically and formally study the impact of this innovative approach on student learning and knowledge retention. Conclusion: Use of VNI is an innovative teaching strategy that has the potential to augment other course materials and bridge some of the knowledge gaps that challenge nursing students from fully understanding pathophysiologic concepts. [J Nurs Educ. 2016;55(2):109-112.].
    No preview · Article · Feb 2016 · Journal of Nursing Education
  • [Show abstract] [Hide abstract]
    ABSTRACT: Background: This study reports the validity and reliability of using unfolding case studies to measure the clinical decision-making abilities of nurse practitioner students. Method: Two unfolding case studies were developed to assess students' ability to collect, interpret, and evaluate data. Content validity was assessed through percent agreement from three expert clinicians. Reliability was measured using Cronbach's alpha, test-retest, and interrater reliability. Results: Fifty-two participants, primarily from family, acute care, and adult nurse practitioner programs, completed both unfolding cases. Content validation was nearly 100% for most items; other items were revised or deleted. A significant correlation was found between total mean scores at initial testing and at 1 month after both cases. High inter-rater reliability of the scored tool was noted, as measured with intraclass correlation coefficient. Conclusion: The use of case studies is a learner-centric method to measure the development and transition of clinical decision making. [J Nurs Educ. 2016;55(1):18-23.].
    No preview · Article · Jan 2016 · Journal of Nursing Education
  • [Show abstract] [Hide abstract]
    ABSTRACT: Background: Service-learning is a widely used teaching method that appears to be a good fit for graduate nurses, with essential outcomes of advocacy and culturally responsive health care in special populations. However, quantitative evidence to support its effectiveness is minimal. This study evaluated the impact of service-learning on graduate nursing students' cultural competence, civic engagement, and knowledge and understanding of the effects of poverty on health care. Students are required to serve 16 to 20 hours in a nurse-run free clinic as part of their clinical experience. Method: Students (N = 152) completed pre- and postservice surveys. Results: Statistically significant increases were noted in graduate students' civic engagement (p = .0001 to .0495), knowledge and understanding of health care issues (p < .0001), and in three of six statements related to cultural competence (p = .0001 to 9.662). Patient-reported outcomes and community impact is also positive. Conclusion: Service-learning appears to be an effective tool with graduate nurses. [J Nurs Educ. 2016;55(1):36-40.].
    No preview · Article · Jan 2016 · Journal of Nursing Education
  • Source

    Preview · Article · Jan 2016 · Journal of Nursing Education
  • [Show abstract] [Hide abstract]
    ABSTRACT: Background: Many articles describe how service-learning has been implemented, but few studies have demonstrated its effectiveness. Method: A service-learning component was added to a course in a registered nurse-to-baccalaureate degree (RN-to-BSN) completion program. The service-learning component included a 5-hour service requirement and class discussions. The purpose of this study was to evaluate service-learning's impact on postlicensure RN-to-BSN students' self-evaluation of their leadership skills and their interest in social justice. This study used a quantitative, pretest-posttest control group design and a Likert scale survey. Results: Variations in precourse and postcourse responses of the control group did not demonstrate a measurable effect; responses of the service-learning group revealed a small effect size for both the leadership construct and the social justice construct. Conclusion: This study was unique in that it addressed nontraditional RN-to-BSN students in an accelerated program, 70% of whom were taking the course in an online format. [J Nurs Educ. 2016;55(1):24-30.].
    No preview · Article · Jan 2016 · Journal of Nursing Education
  • [Show abstract] [Hide abstract]
    ABSTRACT: Background: Genomic nursing education requires an assessment to capture understanding of genetic-genomic concepts that are critical to competent nursing practice. The Genomic Nursing Concept Inventory (GNCI) was designed for that purpose. Advanced psychometric analyses were applied to GNCI responses to assess dimensionality and item and scale functioning and to inform inventory refinement. Method: The 31-item GNCI was administered to baccalaureate nursing students (N = 758), and exploratory factor analysis (EFA) was applied to explore scale dimensionality and construct validity. Item response theory was applied to explore individual item and overall scale functioning. Results: Unidimensionality of the GNCI was supported. Internal consistency reliability was sufficient for the intended use of the scale. Although a few items were identified for review and potential revision, evidence supports GNCI score accuracy across a wide range of genomic knowledge ability. Conclusion: Validity evidence provided support for the use of GNCI scores for the intended purposes. [J Nurs Educ. 2016;55(1):9-17.].
    No preview · Article · Jan 2016 · Journal of Nursing Education
  • [Show abstract] [Hide abstract]
    ABSTRACT: Background: Research shows that preclass activities introducing new material can increase student performance. In an effort to engage students in an active learning, preclass activity, the authors developed a mobile application. Method: Eighty-four nursing students were assigned a preclass reading exercise, whereas 32 students completed the preclass simulation scenario on their mobile device. All students completed the same electronic fetal monitoring (EFM) quiz 1 week following the lecture. The effects of reading or simulation on student quiz performance was evaluated with a student's paired t test, using an alpha of .05. Results: Students completing the preclass simulation scored higher on the EFM quiz, compared with students assigned the preclass reading (85% versus 70% correct answers, p = .01). Student survey data indicated that the mobile device simulation was perceived as an engaging and desirable instructional tool. Conclusion: Nursing students completing the mobile device EFM preclass simulation outperformed the students who were given the traditional reading assignment. [J Nurs Educ. 2016;55(1):56-59.].
    No preview · Article · Jan 2016 · Journal of Nursing Education
  • [Show abstract] [Hide abstract]
    ABSTRACT: Background: A simulation on end-of-life home care was developed for senior nursing students to address cultural components, communication skills, and common concerns at the end of life. Evidence-based clinical guidelines were provided beforehand on the treatment of pain, dyspnea, and depression, as well as culture, which affects attitudes and beliefs around end-of-life care. Method: The simulation of end-of-life care in a Chinese-American home was scripted with student actors to familiarize students with the concepts of death and dying, as well as integrating cultural considerations in providing such care. The scenario included recognizing traditions from the Chinese culture, including view's on dying in the home, spiritual beliefs, and the use of Eastern treatment remedies. Results: After the simulation, many students reported that they had never reflected on death and dying before, and the majority of student and clinical faculty participants found that the simulation increased students' comfort level around end-of-life care. Conclusions: Students appreciated the family members' response, the importance of one's cultural views on death and dying, and the emotional impact of nursing care in these situations. [J Nurs Educ. 2016;55(1):49-52.].
    No preview · Article · Jan 2016 · Journal of Nursing Education
  • [Show abstract] [Hide abstract]
    ABSTRACT: Background: Study abroad (SA) experiences for health professions students may be used to heighten cultural sensitivity to future patients and incorporate interprofessional education (IPE). Method: Two groups of nursing and pharmacy students participated in an SA elective over a 2-year period, traveling to China and India. Results: Both groups improved significantly in knowledge, awareness, and skills following the travel experiences. Student reflections indicate that the SA experience was transformative, changing their views of travel, other cultures, personal environment, collaboration with other health professionals, and themselves. Conclusion: Use of SA programs is a novel method to encourage IPE, with a focus on enhancing the acquisition of cultural competency skills. [J Nurs Educ. 2016;55(1):45-48.].
    No preview · Article · Jan 2016 · Journal of Nursing Education
  • [Show abstract] [Hide abstract]
    ABSTRACT: Background: The majority of the estimated 400,000 or more patient deaths per year in the United States are from preventable medical errors due to poor communication. Team training programs have been established to teach teamwork skills to health professions students. However, it is often challenging to provide this training at a physical site. A brief intervention using a virtual learning environment with TeamSTEPPS(®)-based scenarios is described. Method: Using a pretest-posttest design, the effects on teamwork attitudes in 109 health professional students from two institutions and multiple disciplines were measured using the TeamSTEPPS Teamwork Attitudes questionnaire. Results: Participants showed significant attitude changes in the categories of leadership, situation monitoring, mutual support, and communication (p ⩽ .05), with significance in four of the six indicator attitudes in the communication section at the p ⩽ .001 level. Conclusion: These findings indicate the potential impact that virtual learning experiences may have on teamwork attitudes in learners across professions on multiple campuses. [J Nurs Educ. 2016;55(1):31-35.].
    No preview · Article · Jan 2016 · Journal of Nursing Education
  • Source

    Preview · Article · Dec 2015 · Journal of Nursing Education

  • No preview · Article · Dec 2015 · Journal of Nursing Education
  • [Show abstract] [Hide abstract]
    ABSTRACT: Background: The shared curriculum model is one of four successful models of academic progression identified through a consensus-building process facilitated by The Future of Nursing: Campaign for Action, with support from the Robert Wood Johnson Foundation, AARP, and the AARP Foundation. Method: Seamless academic progression from the associate degree in nursing (ADN) to the baccalaureate degree in nursing (BSN) is achieved either by simultaneously revising both ADN and BSN curricula or by making targeted adjustments in ADN or BSN curricula to create a unified academic progression. Systematic vetting and definitive agreement on nursing prerequisites and corequisites, general education courses, nursing major content, and general degree requirements are necessary to ensure coordinated degree progression. A standardized set of expectations for beginning professional practice and for unique baccalaureate nursing knowledge ensures vital nursing content across the ADN-to-BSN continuum. Results: Examples of state and regional ADN-to-BSN progression programs using the shared curriculum model are highlighted. Conclusion: The shared curriculum model is a promising practical and sustainable approach to seamless ADN-to-BSN academic progression. [J Nurs Educ. 2015;54(12):677-682.].
    No preview · Article · Dec 2015 · Journal of Nursing Education
  • [Show abstract] [Hide abstract]
    ABSTRACT: Background: Interprofessional education and global health are priorities in health professions education. Health organizations such as the Institute of Medicine and the World Health Organization recommend that education of health care providers be interdisciplinary and use technology. Method: A webinar took place between adult gerontology nurse practitioner (AGNP) students in the United States and the providers of a clinic in the Dominican Republic. The providers from the Dominican Republic presented a case typical of their practices but one with which AGNP students were not familiar. Similarly, the AGNP students presented a case representing new information for the Dominican providers. Results: All participants responded positively to the webinar, primarily because of the technological and case-based approach to learning; they benefitted from disease review and interprofessional collaboration. Conclusion: A webinar format across clinical settings and countries is a novel interprofessional way to disseminate information in a mutually beneficial way. [J Nurs Educ. 2015;54(12):716-718.].
    No preview · Article · Dec 2015 · Journal of Nursing Education

  • No preview · Article · Dec 2015 · Journal of Nursing Education
  • [Show abstract] [Hide abstract]
    ABSTRACT: Background: Nursing education is experiencing rapid changes, as nurses are expected to transform and lead health care delivery within the United States. The ability to produce exceptional graduates requires faculty who are empowered to achieve goals. Method: The Sieloff-King Assessment of Group Empowerment Within Organizations (SKAGEO) was adapted and administered online to a stratified sample of administrators and faculty in American Association of Colleges of Nursing-member schools. Results: Participants' scores were within high ranges in both empowerment capacity and capability; however, administrator group scores were higher. Data analyses indicated that administrator leadership competencies were associated with group empowerment. Conclusion: This study suggests that empowered faculty and administrator groups anticipate changing health care trends and effect student outcomes and competencies by their interventions. Also, it can be inferred that as a result of administrators' competencies, participants teach in empowered work environments where they can model ideal behaviors. [J Nurs Educ. 2015;54(12):689-695.].
    No preview · Article · Dec 2015 · Journal of Nursing Education