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The NLN/Jonas Ten-Year Story: Perceptions of Nurse Educator Scholars.
Nurs Educ Perspect
February 2024
About the Authors Barbara Patterson, PhD, RN, ANEF, FAAN, is distinguished scholar, National League for Nursing/Chamberlain University College of Nursing Center for the Advancement of the Science of Nursing Education, and distinguished professor and associate dean for scholarship and inquiry, Widener University School of Nursing, Chester, Pennsylvania. Kristina Thomas Dreifuerst, PhD, RN, CNE, ANEF, FAAN, is director, PhD Program, and professor, Marquette University College of Nursing, Milwaukee, Wisconsin. Amy McGuire, BA, is program manager, National League for Nursing/Chamberlain University College of Nursing Center for the Advancement of the Science of Nursing Education. Dr. Patterson, editor of Nursing Education Perspectives, did not participate in the review or decision for this article. The authors wish to express thanks to all of the NLN/Jonas nurse scholars who participated in this study. Without their desire to develop as educators, leaders, and scientists to advance the science of nursing education, this study would not have been possible. We also want to acknowledge the generous support from Jonas Philanthropies and the National League for Nursing. For more information, contact Dr. Patterson at .
The aim of the NLN/Jonas Scholars Program is to support doctoral nursing students whose program of research focuses on research in nursing education. As a 10-year review, 23 nursing students pursuing a doctorate participated in focus groups with the goal of describing the influence of a year-long mentoring program on their career trajectory. Analysis of the data revealed two themes: having someone believe in me and my research topic and being mentored and learning to mentor others.
View Article and Find Full Text PDFUndergraduate Nursing Students and Management of Interruptions: Preparation of Students for Future Workplace Realities.
Nurs Educ Perspect
October 2021
About the Author Ginger Schroers, PhD, RNC, CNE, is an assistant professor, Loyola University Chicago School of Nursing, Chicago, Illinois. Jennifer Gunberg Ross, PhD, RN, CNE, is an associate professor, M. Louise Fitzpatrick College of Nursing, Villanova University, Villanova, Pennsylvania. Helene Moriarty, PhD, RN, FAAN, is a professor, Diane and Robert Moritz Jr. Endowed Chair in Nursing Research, M. Louise Fitzpatrick College of Nursing, Villanova University, and nurse scientist, Corporal Michael J. Crescenz Veterans Affairs Medical Center, Philadelphia, Pennsylvania. This work was supported by the International Nursing Association for Clinical Simulation in Nursing (2020 Debra Spunt/Laerdal Medical Grant), Jonas Philanthropies (2019-2020 NLN Jonas Scholar), and the National League for Nursing (2020 Mary Anne Rizzolo Doctoral Research Award). This article is based on the first author's dissertation, completed while she was a doctoral student at the M. Louise Fitzpatrick College of Nursing, Villanova University. For more information, contact Ginger Schroers at
Aim: The aim of this study was to investigate interruption management strategies and associative cues used by nursing students when interrupted during simulated medication administration.
Background: Interruptions occur with high frequency in health care settings and are associated with increased medication errors and decreased task efficiency. The Altmann and Trafton memory for goals model, a cognitive-science model, proposes use of associative cues during an interruption to mitigate these negative effects.
Simulating the Role of the Parent: Promoting Family-Centered Nursing Care.
Nurs Educ Perspect
September 2019
About the Authors Elizabeth Zimmermann, DNP, RN, CHSE, an instructor at the Frances Payne Bolton School of Nursing, Case Western Reserve University, Cleveland, Ohio, was an NLN Jonas Scholar 2013-2014. Celeste M. Alfes, DNP, RN, CNE, CHSE-A, is an associate professor and director, Center for Nursing Education, Simulation, & Innovation, Frances Payne Bolton School of Nursing, Case Western Reserve University. For more information, contact Dr. Zimmermann at
Parents of hospitalized children need support to diminish their own fear and anxiety and provide safe and loving care for the child. Baccalaureate nursing students, who are rarely parents themselves, often find it difficult to understand the needs of parents. An innovative simulation strategy was created to enhance students' understanding of the parent's role and its effect on family-centered care.
View Article and Find Full Text PDFThe Lived Experience in the Clinical Setting of Nursing Students With Disabilities.
Nurs Educ Perspect
June 2019
Amy Luckowski, PhD, RN, CCRN, CNE, is a 2013-2014 NLN Jonas Scholar and an assistant professor at Neumann University School of Nursing, Aston, Pennsylvania. The author would like to acknowledge her dissertation chair, Dr. Anne Krouse, for her assistance with this article. For more information, write to Dr. Luckowski at
Aim: This qualitative study utilizes Moustakas's psychological phenomenology to explore the lived experiences in the clinical setting of nursing students with disabilities.
Background: Overall, the numbers of college students with disabilities are increasing, and more students with disabilities are being admitted into nursing programs.
Method: A purposive sample of 13 junior and senior baccalaureate nursing students with self-declared disabilities from two Northeastern baccalaureate nursing programs were interviewed.
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