The Journal of Continuing Education in Nursing

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Print ISSN: 0022-0124
Online ISSN: 1938-2472

Nursing’s only journal of continuing competency for over 40 years

The Journal of Continuing Education in Nursing is a monthly peer-reviewed journal publishing original articles on continuing nursing education that are directed toward continuing education and staff development professionals, nurse administrators, and nurse educators in all health care settings, for over 40 years. Begin to explore the Journal and all of its great benefits such as:
• Features including “Teaching Tips,” “Administrative Angles,” “Clinical Updates,” and “Leadership and Development”
• The Annual Survey of State Boards of Nursing and Selected National Professional Certifying Boards/Associations
• Access to current articles, as well as several years of archived content
• Manuscripts posted online just 2 months after acceptance
• Continuing Nursing Education credits available each month

Cited in MEDLINE/PubMed 

  • Current Issue
  • September 2015
  • Volume 46 · Issue 9
Table of Contents
Editorial Free

The Continuously Learning Health System: Recommendations From the Josiah Macy Jr. Foundation

Patricia S. Yoder-Wise, RN, EdD, NEA-BC, ANEF, FAAN

Administrative Angles

How to Write an Outcome Statement

Pamela S. Dickerson, PhD, RN-BC, FAAN

Clinical Updates

Staff Nurses Eliminated Catheter-Associated Urinary Tract Infections in a Neurosurgical Intensive Care Unit

Sherley John, BSN, CCRN; Merin Thomas, BSN, CCRN; Meghan Cardona, BSN, CCRN; Sherry Ann Santarina, BSN, PCCN, CCRN; Laura Iacono, MSN, CCRN, CNRN, CNML; Kerri Scanlon, MSN, RN; Launette Woolforde, EdD, DNP

Leadership and Development

International Perspectives in Leadership Development: Part II

Michael R. Bleich, PhD, RN, FAAN

Teaching Tips

There’s an “App” for That: Tips for Preparing Nurses for Roles in Mobile Health

Diane M. Billings, EdD, RN, FAAN, ANEF

CNE Article Supplemental Data

Advanced Beginner to Competent Practitioner: New Graduate Nurses’ Perceptions of Strategies That Facilitate or Hinder Development

Lyne St-Martin, RN, BSc, MSc(A); Anastasia Harripaul, RN, BScN, MSc(A); Rosetta Antonacci, RN, BScN, MSc(Admin); Devon Laframboise, RN, BScN, MSN; Margaret Purden, RN, PhD

CNE Quiz Free

Advanced Beginner to Competent Practitioner: New Graduate Nurses’ Perceptions of Strategies That Facilitate or Hinder Development

Original Article

Dedicated Education Unit Model for a Transition Into Practice Course

Renee Y. Hill, MA, RN; Beverly Foster, PhD, RN; Marilyn Oermann, PhD, RN, ANEF, FAAN

Original Article

Supporting Graduate Nurse Transition: Collaboration Between Practice and University

Rosalind Bull, RN, BAppSc (Nursing), Grad Cert (QA), MN, PhD; Toniele Shearer, RN, BN, Grad Dip Crit Care, MCN, Grad Cert UL & T; Michelle Phillips, RN, BN, Grad Cert Orth, MEd (Ad Ed), Grad Dip Mgt; Anne Fallon, RN, DNA, GDipOrth, BNE, MEd (Ad Ed)

Original Article

Effectiveness of an Online Caring Curriculum in Enhancing Nurses’ Caring Behavior

Tzu-Chuan Hsu, RN, MSN; Lenny Chiang-Hanisko, RN, PhD; Jane Lee-Hsieh, RN, MSN; Gin-Ying Lee, RN; Michael A. Turton, MA; Yu-Ju Tseng, MA