NURSE EDUCATOR 是一本学术性的同行评审期刊，面向护理学校的教师和管理人员以及其他环境中的护士教育者，提供与护理教育相关的实用信息和研究。主题包括计划、课程、课程和教师发展；护理教学和学习；护理教育技术；模拟;临床教学与评价；测试和测量；趋势和问题；和护理教育研究。

Nurse Educator is a peer-reviewed academic journal aimed at educators and administrators in nursing schools, as well as other nursing educators. It provides practical information and research related to nursing education. Topics include program planning, curriculum development, faculty development, nursing teaching and learning, nursing education technology, simulation, clinical teaching and evaluation, testing and measurement, trends and issues, and nursing education research.

《Nurse Educator》是一本学术性同行评审期刊，专为护理学校的教师、管理人员及其他护理教育者提供与护理教育相关的实用信息和研究。期刊涵盖的主题包括课程规划、课程设计与教师发展、护理教学与学习、护理教育技术、模拟教学、临床教学与评估、测试与测量、当前趋势与问题，以及护理教育研究等。

Nurse Educator

Jennifer Marsh

Student Well-Being and Difficult Nursing Topics

学生福祉与护理难题

Michelle E. Neuman

Nurse Educ

Choose Your Case Study Ending

选择你的案例研究结局

Background: Interprofessional team training (IPTT) prepares students from health care professions for team-based care. Evaluating different learning environments to inform decisions about delivery format is timely and important. Purpose: To compare in-person and online IPTT learner outcomes. Method: Undergraduate and graduate students (n = 866) from 11 professions participated. Using retrospective pre-/post-methodology, 20 item Interprofessional Collaboration Competency Attainment Survey (ICCAS) scores were compared, and qualitative responses analyzed. Results: Mean ICCAS scores improved for in-person and online delivery ( P &lt; .0001) with large effect sizes (Cohen’s D = 0.94-1.86). In-person delivery resulted in greatest improvement ( P = .038), offset by online logistical benefits. Qualitative themes highlighted impact on learning, importance of facilitator competence, and setting expectations. Conclusion: IPTT achieved learning consistent with competency development. Advantages from in-person delivery should be weighed against online logistical advantages.

Allison Shorten

Peter Bosworth

Shelly Camp

David House

William Somerall

Penni Watts

Tera Webb

Brett Shorten

Interprofessional Team Training

跨专业团队培训

Background: Seventeen percent of individuals in the United States live with substance use disorder (SUD). Nursing curricula may not adequately address SUD, and stigma can impact care. Purpose: This project aimed to measure stigma toward people with SUD among nursing students. Methods: Surveys were administered to prelicensure nursing students. Stigma was measured using the Opening Minds Provider Attitudes Toward Opioid-Use Scale . Students were asked about personal experience with SUD and perceived adequacy of SUD-related curricula. Results: A total of 193 students participated. The mean stigma score was 31.35. Those with personal experience had lower stigma scores than those without ([95% CI 2.26-9.23]; P value = .0014). Most students (71.0%) desired to see content from individuals with lived experience incorporated into curriculum. Conclusion: Addressing stigma in SUD education is critical for improving future patient care. Nursing schools should consider incorporating stigma-reducing content, including perspectives from individuals with lived experiences, into SUD curricula.

Jennifer I. Crook

Nicholas A. Giordano

Joseph E. Mathias

Tatiana Getz

Sarah Febres-Cordero

Evaluating Stigma Toward Individuals With Substance Use Disorder Among Prelicensure Nursing Students

评估未注册护士学生对物质使用障碍个体的污名化程度

Kathleen M Horan

Julie Blumenfeld

Jennifer Short

Marisa Merrigan-Robertazzi

Laura Ramirez-Polo

Stephanie A Rodriguez

Building Competency in Caring for Patients With Limited English Proficiency

构建对英语能力有限患者的护理能力

Background: Advanced practice registered nurses (APRNs) are essential to care for the growing number of individuals with advanced illness given the shortage of palliative care clinicians. Problem: Graduate education for specialty practice palliative APRNs lacks consistency in structure, content, and standardization of specialty palliative APRN education. Approach: A workgroup of expert palliative APRNs and graduate faculty conducted focused discussions and a literature review to develop consensus recommendations based on national palliative APRN competencies and aligned with the 8 core concepts of the AACN Essentials. Outcome: Recommendations include: (a) definition of core concepts; (b) associated skills; (c) andragogical approaches; (d) evaluation methods; and (e) references for curricular development. Conclusion: The Recommendations for Specialty Palliative APRN Education is a first step toward the standardization of quality advanced practice specialty palliative nursing education. These recommendations provide the foundation for a comprehensive curriculum for palliative APRNs.

短名	Nurse Educ.
Journal Impact	2.49
国际分区	NURSING(Q1)
期刊索引	SCI Q1中科院 3 区

ISSN	0363-3624, 1538-9855
h-index	45
国内分区	医学(3区)医学护理(2区)

涉及主题	心理学医学医学教育政治学法学护理部生物计算机科学经济社会学化学数学经济增长生物化学教育学哲学
出版信息	出版商: Lippincott Williams and Wilkins Ltd.，出版周期: Bimonthly，期刊类型: journal，开源期刊: 否
基本数据	创刊年份: 1976，原创研究文献占比: 92.45%，自引率:12.50%， Gold OA占比: 4.15%
平均审稿周期	网友分享经验：>12周，或约稿
平均录用比例	网友分享经验：容易

Nurse Educator

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Student Well-Being and Difficult Nursing Topics

Choose Your Case Study Ending

Interprofessional Team Training

Evaluating Stigma Toward Individuals With Substance Use Disorder Among Prelicensure Nursing Students

Building Competency in Caring for Patients With Limited English Proficiency

Recommendations for Specialty Palliative APRN Graduate Education

Student Well-Being and Difficult Nursing Topics

Choose Your Case Study Ending

Interprofessional Team Training

Evaluating Stigma Toward Individuals With Substance Use Disorder Among Prelicensure Nursing Students