https://sciedupress.com/journal/index.php/jnep/issue/feedJournal of Nursing Education and Practice2024-03-25T03:40:47-07:00Jacque Mercierjnep@sciedupress.comOpen Journal Systems<p><img style="float: right; padding-left: 20px; padding-right: 20px;" src="/journal/public/site/images/jnep/JNEP-61.jpg" alt="" width="300" />Journal of Nursing Education and Practice (PRINT ISSN 1925-4040, ONLINE ISSN 1925-4059) is a peer-reviewed international scientific journal providing a forum for original research, case reports, experience exchange and reviews to the fields of nursing on clinical nursing, nursing administration, nursing practice, nursing education and other relevant nursing issues.</p><p>The primary aim of the JNEP is to promote a high standard of clinically related scholarship that supports the practice and education of nursing. These aims are achieved through promoting the international exchange of ideas and experience that draw from the different cultures in which practice takes place. Manuscripts on evidence-based nursing and nursing education are preferred.</p><p><strong>JNEP is included in:</strong></p><ul><li><a href="https://www.arc.gov.au/evaluating-research/excellence-research-australia">ERA</a></li><li><a href="https://scholar.google.com/citations?hl=en&pli=1&user=g98Eo0cAAAAJ">Google Scholar</a></li><li><a href="https://hollis.harvard.edu/primo-explore/search?query=any,contains,Journal%20of%20Nursing%20Education%20and%20Practice&tab=everything&search_scope=everything&vid=HVD2&offset=0">HOLLIS (Harvard Library)</a></li><li>Library and Archives Canada</li><li>LOCKSS</li><li>PKP Open Archives Harvester</li><li>SHERPA/RoMEO</li><li>The Standard Periodical Directory</li><li>The World Journal Clout Index (WJCI) Report (2020 STM)</li></ul><p>To facilitate rapid publication and to minimize administrative costs, the journal accepts <a href="/journal/index.php/jnep/about/submissions"><strong>Online submission</strong></a> and <strong><a href="mailto:jnep@sciedupress.com">Email submission</a></strong>. All manuscripts and any supplementary material can be submitted via the journal’s Online Submission or email to jnep@sciedupress.com. For online submission, please create a new account and then follow the instructions given on the screen.</p><p><strong>JNEP’s Sections:</strong></p><p>Original Research, Clinical Practice, Conference Report, Experience Exchange, Review.</p>https://sciedupress.com/journal/index.php/jnep/article/view/25208What’s going on in the clinical examination room?-An exploratory and comparative study of two types of clinical exams and their meaning for nursing students in the final year of the nursing education2024-03-25T03:40:47-07:00Christina Jensenchristina.jensen.03@regionh.dkTanja E. Bertelsentanja.egeriis.bertelsen@regionh.dkFrederik L. Kuipersfrederik.lund.kuipers.01@regionh.dkSofie R. Jessimansofie.riis.jessiman@regionh.dkLene R. Andersenlene.rostgaard.andersen@regionh.dkAstrid G. Sørensenastrid.grith.soerensen.01@regionh.dkNiels S. Larsennela@kp.dkCamilla Bernildcamilla.bernild@regionh.dkThis study is an education experiment based on a comparative approach, where two clinical exams – a bedside exam and a written case study exam – are investigated simultaneously. The article explores what’s going on in the two exams and how nursing students assess and experience them. Based on these findings, we discuss the types of logics, knowledge, and competencies the two exams enhance and limit, respectively. Data consists of a questionnaire survey with 104 students (56/48), observations of twelve exams (6/6), followed by two focus group interviews with nurse students. The analysis shows that the bedside exam enhances ‘knowing-in-action’, ‘reflection-in-action’, ‘shows how’ and ‘does’ by its focus on nursing actions. It is unpredictable and promotes ‘logics of relational care, care production and care education'. The written case study exam enhances ‘reflection-on-action’, ‘knows’ and ‘knows-how’ by its focus on theoretically based reflections on nursing practice. It is predictable and enhances ‘logic of care education’.2024-03-23T00:00:00-07:00Copyright (c) 2024 Journal of Nursing Education and Practicehttps://sciedupress.com/journal/index.php/jnep/article/view/24108Impact of pressure injury education on nurses’ knowledge in an acute care setting2024-03-25T03:40:47-07:00Jane Mathewsjmregn@yahoo.comThis research study investigated the profound physical, social, and psychological effects of pressure injuries on individuals. Despite ongoing efforts, hospital-acquired pressure injuries remain prevalent, with up to seventy percent deemed preventable. The study, which involved 40 nurses, employed the Pressure Ulcer Knowledge Assessment Tool (PUKAT) 2.0 to assess the impact of an educational workshop on nurses' knowledge. Statistical analysis revealed a statistically significant improvement in PUKAT 2.0 scores post-education (<em>p</em> < .001, <em>r </em>= .61), aligning with existing literature emphasizing the positive effect of education on nurses' knowledge of pressure injuries.2024-03-25T00:00:00-07:00Copyright (c) 2024 Journal of Nursing Education and Practicehttps://sciedupress.com/journal/index.php/jnep/article/view/25425An innovative learning strategy for improving clinical judgment among undergraduate nursing students: A reflection2024-03-25T03:40:47-07:00Suja P. Davisdavissp@email.unc.eduBethany L. Davisbdavis3@unc.eduThe National Council of State Boards of Nursing developed next generation (NextGen) NCLEX questions to improve the clinical judgment of pre-licensure nursing students. In an innovative group assignment in a public university, second-semester ABSN students used case scenarios to write NextGen questions in various styles. Students were prepared for this project in the first semester. Each student group completed the group assignments every week. After the faculty review, the completed assignments were shared with the entire class every week. A six-item Qualtrics survey evaluated the project learning outcomes with two open-text questions. The combined response rates for the agree and strongly agree responses ranged from 76% to 94%, indicating that the students had a positive perception of this assignment. In open-text analysis, the students reported improvement in critical thinking skills, teamwork, collaboration, positive experiences, group dynamics, and exam preparation.2024-03-23T00:00:00-07:00Copyright (c) 2024 Journal of Nursing Education and Practice