Journal Of Nursing Education Research Articles

Global Trends and Hot-Spots in Research on Virtual Simulation in Nursing: A Bibliometric Analysis From 1999 to 2021.

BackgroundVirtual simulation has been widely used in nursing education and nursing training. This study aims to characterize the publications in terms of countries, institutions, journals, authors, collaboration relationships, and analyze the trends of virtual simulation in nursing research.MethodsPublications regarding virtual simulation in nursing were retrieved from Web of Science core collection. Microsoft Excel 2010, VOSviewer were used to characterize the contributions of the authors, journals, institutions, and countries. The trends, hot-spots and knowledge network were analyzed by Citespace and VOSviewer.ResultsWe identified 677 papers between 1999 and 2021. The number of publications grew slowly until 2019, after that, it got a sharp increase in 2020 and 2021. The USA, Canada and Australia were three key contributors to this field. Centennial College and University of San Paulo, University of Ottawa and Ryerson University were top major institutions with a larger number of publications. Verkuyl M was the most productive and highest cited author. Clinical Simulation in Nursing, Nurse Education Today, Journal of Nursing Education were the three productive journals. The foundational themes of virtual simulation research in nursing are “virtual learning during COVID-19, clinical nursing care, education in nurse practitioners, education technology”.ConclusionVirtual simulation in nursing field has attracted considerable attention during COVID-19 pandemic. The research hotspot is gradually shifting from clinical nursing care to studies of nursing education using different virtual simulation technologies

Situating Race in Cultural Competency Training: A Site of Self-Revelation

Indigenous cross-cultural training has been around since the 1980s. It is often seen as a way to increase the skills and competency of staff engaged in providing service to Indigenous clients and customers, teaching Indigenous students within universities and schools, or working with Indigenous communities (Fredericks and Bargallie, “Indigenous”; “Which Way”). In this article we demonstrate how such training often exposes power, whiteness, and concepts of an Indigenous “other”. We highlight how cross-cultural training programs can potentially provide a setting in which non-Indigenous participants can develop a deeper realisation of how their understandings of the “other” are formed and enacted within a “white” social setting. Revealing whiteness as a racial construct enables people to see race, and “know what racism is, what it is not and what it does” (Bargallie, 262). Training participants can use such revelations to develop their racial literacy and anti-racist praxis (Bargallie), which when implemented have the capacity to transform inequitable power differentials in their work with Indigenous peoples and organisations.

NCSBN Regulatory Guidelines and Evidence-Based Quality Indicators for Nursing Education Programs

NCSBN Regulatory Guidelines and Evidence-Based Quality Indicators for Nursing Education Programs

Relating Almutairi’s critical cultural competence model for healthcare providers transitioning to Qatar

Healthcare providers can be enticed to work in the Middle East due to fascinations with the culture, wealth, and opportunities for personal and professional development. Working in multicultural healthcare environments requires addressing complexities with cultural hierarchies, religion, class systems, and gender. It also requires understanding of the region’s history, as well as knowledge about cultural and social norms. The authors use qualitative accounts, from lived experiences to illuminate their transition to work in Qatar. Upon reflection of their experiences, the authors recommend using a Critical Cultural Competence model as a guide for healthcare providers undergoing transition and longer-term adaptation for promoting cultural safety for healthcare providers and their patients. Some authors of this article have previously published “Recommendations for healthcare providers preparing to work in the Middle East: A Campinha-Bacote cultural competence model approach” (Journal of Nursing Education and Practice, 2017). However, after reflecting upon their experiences as nurse educators living in the Middle East, the authors concluded that Almutairi, Dahinten, and Rodney’s (2015) Critical Cultural Competence Model is more suitable for health care providers transitioning to Qatar. This model addresses necessary elements needed to transition to a new culture, but also includes personal narratives and experiences, which maybe helpful to transitioning to work in another culture. Almutairi et al.’s model (2015) reconceptualises and enriches the concept of transitioning to Middle Eastern multicultural contexts. The aim of this paper is to provide recommendations using Almutairi et al.’s Cultural Competence Model to assist healthcare providers in transitioning to work in Qatar. Another aim is to provide guidance for healthcare professional development in multicultural contexts. Discussion as to how the model may foster a more relevant approach will ensue. Experiential knowledge and narratives are threaded throughout the paper to provide a lived account of the use of this Critical Cultural Competence model by healthcare workers, who have transitioned to the Middle East.

Writing for the Journal of Nursing Education : Key Questions for Authors

Writing for the <i>Journal of Nursing Education</i> : Key Questions for Authors

The effect of reflexotherapy on chemotherapy-induced vomiting of

AbstractBackground and aimVomiting as a side effect of chemotherapy causes to refuse or delay in treatment by most cases. Nowadays,for controlling these side effects researchers attempt to use noninvasive-, safe- and low cost methods, insteadof expensive drugs with various side effects. This study aimed to assess effect of reflexotherapy on vomitingreduction among patients under chemotherapy, in oncology-hematology ward of Zahedan's Ali Ebn AbitalebHospital in 2010.Materials and MethodsThis study was a before and after clinical trial (pre-test and post-test) with a group of 37 patients. Theparticipants were selected using purposeful sampling method and based on the results of a pilot study. Theywere also considered once in the control group (receiving anti-vomiting drug Granisetron) and after 15 to 20days in the interventional group (receiving reflexotherapy in a period of 10 minutes for each leg). TheSummary of Morrow Questionnaire and CTCv2.0 Y/WX FindingsThe mean age of samples was 44.73 ±13.38 (years). Majority of participants were married and women.Patients were in their second to 15th cycle of chemotherapy; receiving Cisplatin–Gemzar or Adriamycincyclophosphamideand were from breast cancer cases. Assessment of severity of vomiting during first 24hours showed more sever vomiting in the first 4 hours among control group than interventional group(p . [3 Dec 2009].-Hodgson H (2000) Does reflexology impact on cancer patient's quality of life? Nursing Standard. 14 (31) 33-38-Helms R Quan JD (2006). Textbook of Therapeutics: Drugs and Disease Management. 8thedition.Baltimore, LippincottWilliams and Wilkins.-Kohara H et al (2004). Combined modality treatment of aromatherapy, footsoak and reflexology relieves fatigue inpatients with cancer. Journal of Palliative Medicine. 7 (6) 791-796.-Kris MG (2003). Why do we need another antiemetic? Journal of Clinical Oncology. 21 (22) 4077-4080.-Lett A (2000). Reflex Zone Therapy for Health Professionals. 1th edition. London, Churehill Livingstone publishing.-Moosavizadeh K Ansari H (2008). [Alternative/complementary medicine and medical education]. Payesh, Journal ofthe Iranian Institute for Health Sciences Research. 7 (4) 329-336. 2009.-National Cancer Institute (A) 2009. [On line] http: // www. cancer.gov/cancertopics/treatment/druginfo. htm [7 Feb2009].-National Cancer Institute (B) 2009 .[on line] http: // www.cancer.gov/ProtocolDevelopment/electronic_applications/ctc.htm [7 Feb 2009].-Patient-Reported Outcome and Quality of Life Instruments Database 2009.[online]http://www.proqolid.org/instruments/morrow_assessment_of_nausea_and_emesis_mane [9 Feb 2009].-Rick S (2007). [The Reflexology Work out]. 2ndedition. Translated by: Yousefi.B .Tehran, Elm and Harekat Publishing.(Persian).-Rivaz M et al (2005). [Efficacy of transcutaneous electrical nerve stimulation in the control of nausea and vomiting inpatients undergoing chemotherapy]. Journal of Medical Research of Shiraz University of Medical Sciences. 3 (2) 47-55.(Persian).-Ross CS et al (2002). A pilot study to evaluate the effect of reflexology on mood and symptom rating of advancedcancer patients. Palliative Medicine. 16 (6) 544-545.-Sajadian A et al (2005). [The use of complementary medicine in cancer patients]. Payesh, Journal of the IranianInstitute for Health Sciences Research. 4 (3) 197-205. (Persian).-Smeltzer SC Brunner L Suddarth D (2008). Textbook of Medical-Surgical Nursing (cancer).R1st edition. Translated by:Hosseinzadeh.M . Tehran, Boshra Publishing. (Persian).-Sok SR Erlen JA Kim KB (2004). Complementary and alternative therapies in nursing curricula : A new directionfor nurse educators. Journal of Nursing Education. 43 (9) 401-405.-Weiss R (2006). [Massage Therapy]. 1stedition. Translated by: Golchin.M. Tehran, Shahrab and Ayandehsazanpublishing. (Persian).-Wesa K Gubili J Cassileth B (2008). Integrative oncology: complementary therapies for cancer survivors.Hematology/Oncology Clinics of North America. 22 (2) 343-353.-Won JS Jeong IS Kim JS (2002). Effect of foot reflexology on vital signs, fatigue and mood in cancer patientsreceiving chemotherapy. Journal of Korean Academy of Fundamentals of Nursing. 9 (1) 16-26.-World Health Organization (2009). [On line] http: // www. Who.int/features/qa/15/en/index.htm [5 Feb 2009].-Xavier R (2007) Facts on refexology (Foot Massage). Nursing Journal of India. 98 (1) 11-12.-Yahyavi SH Nazari L (2006). [Role of haloperidol in managing gynecologic-related postoperative nausea andvomiting]. Medical Science Journal of Islamic Azad University Tehran medical branch. 15 (1) 9-13. (Persian).-Yang JH (2009). The effects of foot reflexology on nausea, vomiting and fatigue of breast cancer patients undergoingchemotherapy". [Abstract]. Available at : http : // www.ncbi.nlm.nih.gov/pubmed/15778569.htm. Accessed: 7 Feb.-Zeighami Mohammadi Sh et al (2008). [Quality of life in cancer patients undergoing chemotherapy]. Scientific Journalof Hamadan Nursing and Midwifery Faculty. 16 (1) 5-10. (Persian).) was confirmed beforehand. Data was analyzed using central and dispersion indexes as well as Wilcoxon and Mann-Whitney tests and Marginalmodeling (generalized estimating equations GEE).(Common Toxicity Criteria Version 2) of National Cancer Institute of America were used for making a questionnaire to data collection. Face and content validity ofquestionnaire and its reliability (Chronbach alpha Coefficient =

The Effectiveness of Problem-based Learning on Nursing Students' Critical Thinking: A systematic review.

Review question/objective The review question: Is Problem-based learning an evidence-based teaching and learning strategy to promote nursing students' critical thinking? The review objective is to synthesize the best available evidence related to the effectiveness of Problem-based learning on nursing students' critical thinking. Inclusion criteria Types of participants This review will consider studies that include nursing students. Types of intervention(s)/phenomena of interest This review will consider studies that used problem-based learning as intervention. Types of outcomes This review will consider studies that evaluated critical thinking skills as the study outcome, measured by using California Critical Thinking Disposition inventory (CCTDI) Types of studies This review will consider experimental studies. In the first instance, randomized controlled trials (RCTs) will be sought. In the absence of RCTs, other research designs such as non-randomized controlled trials and before and after studies will be considered for inclusion. Observational, cohort, case control and qualitative studies will be excluded.

Concept Mapping: An Easy Teaching Strategy that Contributes to Understanding and May Improve Critical Thinking

&lt;h4&gt;EXCERPT&lt;/h4&gt; &lt;P&gt;As the articles in this issue of the &lt;cite&gt;Journal of Nursing Education&lt;/cite&gt; demonstrate, nursing faculty continue to strive to develop and evaluate innovative teaching strategies for improving students’ understanding and comprehension of course concepts and materials. A unique pedagogy described by authors in this issue is the use of concept mapping. This technique, sometimes referred to as mind mapping or care mapping, has been defined in the literature as a visual representation of one’s thoughts and ideas (Abel &amp; Freeze, 2006; Hill, 2006), a diagram showing relationships among variables (Ferrario, 2004), and a graphic representation of interrelated information (Cahill &amp; Fonteyn, 2000). &lt;/P&gt; &lt;h4&gt;AUTHOR&lt;/h4&gt; &lt;P&gt;Marsha Fonteyn, PhD, RN, OCN is Nurse Scientist, The Phyllis F. Cantor Center for Research in Nursing and Patient Care Services, Dana Farber Cancer Institute, Boston, Massachusetts.&lt;/P&gt;

Internationalizing Nursing: Valuing the Multiple Places and Spaces of Nursing Education

Effective internationalization of nursing education means looking outside one's comfort zone. As Heinrich (1997, 2001) has shown, nurses can reflect on the risks related to maintenance of the status quo and perceptions of nurses' ways of being, and also become heroic in their educational approaches. If nurses are willing to learn from each other, regardless of where they received their nursing education, it is possible to enhance the rich tapestry of nursing actions, experiences, and expertise. The articles in this issue focusing on international nursing education provide greater insights into current research in this discourse and provide nurse educators with further knowledge that will enhance curriculum development and implementation, as well as professional nursing relationships.

What Ever Happened to Faculty Governance?

&lt;h4&gt;EXCERPT&lt;/h4&gt; &lt;table align="center" border="1" cellpadding="8" cellspacing="0" width="550"&gt; &lt;tbody&gt;&lt;tr&gt; &lt;td&gt; &lt;p&gt;&lt;/p&gt; &lt;P&gt;&lt;b&gt;Editor’s Note:&lt;/b&gt; This editorial grew out of a discussion among members of the National League for Nursing Blue Ribbon Panel on Nursing Education Research Priorities. It is being published simultaneously in both the Journal of Nursing Education and Nursing Education Perspectives, the official publication of the National League for Nursing. &lt;/P&gt; &lt;P align="right"&gt;&lt;b&gt;~ Christine A. Tanner, PhD, RN, Editor&lt;/b&gt;&lt;/P&gt; &lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; &lt;P&gt;Since 1916, the American Association of University Professors (AAUP) has been concerned with the meaningful participation of faculty in the governance of academic institutions. Forty years ago, in 1966, the AAUP issued a &lt;cite&gt;Statement on Government of Colleges and Universities&lt;/cite&gt;, to delineate the&lt;/P&gt; &lt;blockquote&gt;primary responsibility [of faculty] for such fundamental areas as curriculum, subject matter and methods of instruction, research, faculty status, and those aspects of student life which relate to the educational process (AAUP, 1966/1990, Section V, ¶1).&lt;/blockquote&gt;

Critical Thinking: A Tool in Search of a Job

&lt;H4&gt;EXCERPT&lt;/H4&gt; &lt;P&gt;Almost a decade has passed since we completed our Delphi study to define the habits of the mind and skills for critical thinking in nursing. When we sent that manuscript off to the &lt;CITE&gt;Journal of Nursing Education&lt;/CITE&gt; (Scheffer &amp;amp; Rubenfeld, 2000), we had visions of its publication heralding a period of improved health care and patient outcomes; nurses would be stronger thinkers and, consequently, better providers, once the dimensions of critical thinking were defined. We had found that the lack of a consensus definition for critical thinking in nursing interfered with teaching and practicing this essential process. That dilemma became the impetus for our five-round Delphi study. The study captured the thinking of 55 nurse experts from nine countries. Those experts, representatives from nursing practice, education, administration, and research, agreed on and defined 10 habits of mind and 7 skills of critical thinking in nursing. &lt;/P&gt; &lt;H4&gt;AUTHORS&lt;/H4&gt; &lt;P&gt;Barbara K. Scheffer, EdD, RN is the Professor and M. Gaie Rubenfeld, MS, RN is the Associate Professor at Eastern Michigan University School of Nursing, Ypsilanti, Michigan. &lt;/P&gt;

Faculty Q&amp;A

&lt;h4&gt;EXCERPT&lt;/h4&gt; &lt;p&gt;Column Editor&amp;rsquo;s Note: Welcome to Faculty Q&amp;amp;A, a new feature in the Journal of Nursing Education! This department provides a great opportunity for both new and established faculty to ask questions about issues important to their working lives&amp;mdash;not only issues related to how to teach and instructional strategies, but also other issues faced by faculty, such as dealing with students, grading practices, plagiarism, communicating and resolving conflicts, and employment and tenure. It also offers a forum for faculty to share their knowledge and experience with colleagues by responding to questions. Each monthly issue will address several questions that have been submitted by JNE Editorial Board and Review Panel members, faculty colleagues, and other readers interested in nursing education. So, enjoy, learn, and ask!&lt;br /&gt; ~ Karen H. Morin, DSN, RN&lt;br /&gt; Column Editor&lt;/p&gt; &lt;p&gt;Given the acute nursing faculty shortage, are there strategies that can be used to help students view the faculty role as a career option?&lt;/p&gt; &lt;p&gt;How should I respond if a student&amp;rsquo;s parent or spouse calls asking me about a grade or the student&amp;rsquo;s progress? What if the student is under age 21? Over 21?&lt;/p&gt; &lt;p&gt;Last semester was the last time I taught a large class (85 students). I lectured the whole time and felt it was not a good class. What teaching strategies, other than lecture, are available for such large classes?&lt;/p&gt;

引用からみた看護教育分野における雑誌利用調査：教育分野と臨床分野の比較をとおして

Nursing education can be divided into various types of training and practical education. Training facilities can be divided into universities and many types of nursing schools. Most medical universities have various types of multiple branch libraries that serve these different types of facilities.The core journals at each facility should differ according to the types of users. The author investigated these differences.The first author's affiliation was used to identify the type of education facility responsible for each article. Articles that cited journal papers, that were written by Japanese author (s), and that were published in three major journals (Kango-Kyoiku, The Japanese Journal of Nursing Education; Nihon Kango Kyoikugaku Kaishi, Journal of Japan Academy of Nursing Education; and Nihon Kangogaku Ronbunshu: Kango Kyouiku, ) were included in the analysis. Journals issued between 1998 and 2005 were surveyed, and 1235 articles with references were selected from amongst the 1496 articles in total.When compared according to the authors' groups, the percentage of articles citing journal papers was about the same (90%). Ninety percent of the papers were by Japanese authors. Ten percent of the citations were for articles in the same journal, and about half were for articles that had been published within five years.The ten most-cited journals were the same at universities and junior colleges, but one journal differed at nursing schools. At nursing schools and hospitals, seven of the top ten journals were the same. When all of the training facilities and hospitals were compared, 51 journals were common to all facilities and 18 journals were among the 50 most-cited journals for all groups. So, these 18 journals form the core journals in nursing education.

What Works? A Personal Account of Clinical Teaching Strategies in Nursing

Few definitive lists of simple but effective strategies that could be applied to a variety of practicum settings are available to nurse educators. Although clinical education textbooks (Gaberson & Oermann, 1999; O’Connor, 2001; Diekelmann, 2003) and research oriented journals such as The Journal of Nursing Education and Nurse Educator provide academic direction, practical suggestions are also valuable. This brief communication provides a synthesis of instructional strategies that are easy to implement and that both students and teachers value.

The Journal of Nursing Education: Past, Present, and Future

The Journal of Nursing Education: Past, Present, and Future

The Significance of Cultural Concepts in Nursing

This article was originally published in Minnesota League for Nursing, Vol. 10, No. 3, 3-12, in 1966, and in the Journal of Nursing Education (1967). It was reprinted in Transcultural nursing: Concepts, theories, and practices (1978) p. 121-134. It is one of the first transcultural nursing articles. It is held as a historical classic in transcultural nursing, and is frequently requested by nurses and other readers. The article has been slightly edited to improve readability.

An Investigation of Decision Theory: What are the Effects of Teaching Cue Recognition? Thiele JE, Baldwin JH, Hyde RS, et al, Journal of Nursing Education 25: 319-324, 1986.

An Investigation of Decision Theory: What are the Effects of Teaching Cue Recognition? Thiele JE, Baldwin JH, Hyde RS, et al, Journal of Nursing Education 25: 319-324, 1986.

Preoperative group sessions part of nursing process

AORN JournalVolume 26, Issue 2 p. 257-262 Guest EditorialFree Access Preoperative group sessions part of nursing process Barbara J Gruendemann RN, Barbara J Gruendemann RNSearch for more papers by this author Barbara J Gruendemann RN, Barbara J Gruendemann RNSearch for more papers by this author First published: August 1977 https://doi.org/10.1016/S0001-2092(07)68027-2Citations: 4AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Notes Update: OR Nursing, film produced by Association of Operating Room Nurses, Denver. Distributed by Davis + Geck Surgical Film Library, Danbury, Conn, 1977. References “A better way to calm the patient who fears the worst.”. RN. Apirl 1977; 40: 47– 54. Ann Marriner. The Nursing Process, A Scientific Approach to Nursing Care. St Louis: C V Mosby Co. 1975. William N Morris. “Collective coping with stress:”. Journal of Personality and Social Psychology. 1976; 33: 674– 679. Marion E Nicholls, Virginia G Wessells, eds. Nursing Standards and Nursing Process. Wakefield, Mass: Contemporary Publishing Co. 1977. Ben Strickland. “Group dynamics—a point of view.”. Journal of the American Dietetic Association. October 1976; 69: 373– 376. Bernadette Sweeney. “Learning groups: Survival level, growth level.”. Journal of Nursing Education. August 1975; 14: 20– 26. Citing Literature Volume26, Issue2August 1977Pages 257-262 ReferencesRelatedInformation

Guidance in nursing education, by Mary Ann C. Iafolla, The Journal of Nursing Education, New York, Volume Eight, 01, 1969, No. 1.

Guidance in nursing education, by Mary Ann C. Iafolla, <i>The Journal of Nursing Education</i>, New York, Volume Eight, 01, 1969, No. 1.