Nurse Education Today

Publication Venue For

• Experiences of registered nurses supporting nursing students during clinical placement using a facility-based model: A mixed methods study 2023
• Educational programs to improve nurses' knowledge, attitude, and practice in adolescent and young adult health: An integrative review 2022
• Effectiveness of nurse-targeted education interventions on clinical outcomes for patients with indwelling urinary catheters: A systematic review 2022
• Exploring the contribution of clinical placement to student learning: A sequential mixed methods study 2022
• How does geriatric nursing education program change the knowledge, attitude and working intention among undergraduate nursing students? A systematic literature review 2022
• Impact of exemplar education program on the professional commitment of nursing students: A quasi-experimental study 2021
• LGBTQ+ health education for nurses: An innovative approach to improving nursing curricula 2021
• Psychometric evaluation of the 11-item English language usage scale in commencing nursing students 2021
• Students' perceptions of belonging in the School of Nursing at a regional university in Australia 2021
• The negative impact of smartphone usage on nursing students: An integrative literature review 2021
• The use and effect of OSCES in post-registration nurses: An integrative review 2021
• “Connecting the dots” – The transfer of bioscience knowledge by new graduate nurses to the clinical setting: A qualitative study 2021
• Evaluation of the ���Empathic Care of a Vulnerable Older Person��� e-simulation 2020
• Examining mental health clinical placement quality using a self-determination theory approach 2020
• Factors contributing to undergraduate nursing students' satisfaction with a video assessment of clinical skills 2020
• Hofstede's cultural dimensions as the explanatory framework for performance issues during clinical placement: A mixed methods study 2020
• The type and amount of paid work while studying influence academic performance of first year nursing students: An inception cohort study 2020
• Corrigendum to ���Nurse interrupted: Development of a realistic medication administration simulation for undergraduate nurses��� [Nurse Educ. Today 35 (99), September 2015, 981���986] (Nurse interrupted: Development of a realistic medication administration simulation for undergraduate nurses (2015) 35(9) (981���986), (S0260691715002725), (10.1016/j.nedt.2015.07.002)) 2019
• Exploring the experiences of early career academic nurses as they shape their career journey: A qualitative study 2019
• Language support improves oral communication skills of undergraduate nursing students: A 6-month follow-up survey 2019
• Nursing students' experiences of repeating units in an undergraduate program: A qualitative study 2019
• A qualitative study of nurses��� perceptions of a behavioural strategies e-learning program to reduce interruptions during medication administration 2018
• Corrigendum to ���Acknowledging attributes that enable the career academic nurse to thrive in the tertiary education sector: A qualitative systematic review��� [Nurse Educ. Today 45, October 2016, 212���218] (S0260691716301575) (10.1016/j.nedt.2016.08.010)) 2018
• Exploring nursing students��� experiences of a drop-in support-centre: A mixed-methods study 2018
• Factors associated with final year nursing students' desire to work in the primary health care setting: Findings from a national cross-sectional survey 2018
• Improving evidence based practice in postgraduate nursing programs: A systematic review: Bridging the evidence practice gap (BRIDGE project) 2018
• Diabetes knowledge and perceptions among nursing students, and curriculum differences in Japan and Australia: A cross-sectional study 2017
• The integration and evaluation of a social-media facilitated journal club to enhance the student learning experience of evidence-based practice: A case study 2017
• Acknowleding attributes that enable the career academic nurse to thrive in the tertiary education sector: A qualitative systematic review 2016
• Retention and academic performance of undergraduate nursing students with advanced standing: A mixed-methods study 2016
• Nurse interrupted: Development of a realistic medication administration simulation for undergraduate nurses 2015
• Nursing students' perspectives of the health and healthcare issues of Australian Indigenous people 2015
• Predictive validity of the post-enrolment English language assessment tool for commencing undergraduate nursing students 2015
• The context, influences and challenges for undergraduate nurse clinical education: Continuing the dialogue 2015
• The experience of sessional teachers in nursing: A qualitative study 2015
• Identifying strategies to assist final semester nursing students to develop numeracy skills: A mixed methods study 2014
• Nursing as first choice predicts nursing program completion 2014
• Unravelling the differences in attrition and academic performance of international and domestic nursing students with English as an additional language 2014
• WITHDRAWN: Tools to reduce first year nursing students' anxiety levels prior to undergoing objective structured clinical assessment (OSCA) and how this impacts on the students' experience of their first clinical placement 2014
• Predictive validity of the Macleod Clark Professional Identity Scale for undergraduate nursing students 2013
• Learning preference as a predictor of academic performance in first year accelerated graduate entry nursing students: A prospective follow-up study 2011
• The development and psychometric testing of the Satisfaction with Simulation Experience Scale 2011
• Functional clinical placements: A driver for change 2010
• Nursing students' perception of a web-based intervention to support learning 2010
• Hate the course or hate to go: Semester differences in first year nursing attrition 2008
• Factors influencing nursing students' preference for a hybrid format delivery in a pathophysiology course 2005
• Palliative care for end-stage dementia: A discussion of the implications for education of health care professionals 2005