Innovation Award 

The purpose of The Journal of Continuing Education in Nursing Innovation Award is to recognize excellence in writing and evidence of the expansion and/or dissemination of knowledge in the field of nursing continuing education and professional development related to:

  • Creativity and innovation in the design and delivery of professional development activities
  • Innovative educational strategies grounded on evidence-based nursing education
  • Evaluation methodologies used to assess effectiveness of the education
  • Documentation of changes in practice that have occurred as a result of an educational experience
  • Contribution to the development of new knowledge or best practices in nursing professional development

A juried panel will review all eligible manuscripts and make the selection. All decisions are final. Not being selected for this award does not preclude publication in the Journal. The winner will receive the Innovation Award, 12 months of free access to continuing education in the Journal, monetary recognition, and recognition in The Journal of Continuing Education in Nursing and on the Journal’s website.

Submissions are welcome January 1 to December 31. More information about manuscript submission is provided here.

Previous winners include:

2019  Educational Intervention Improves Communication Abilities of Nurses Encountering Workplace Incivility by Matthew S. Howard, DNP, RN, CEN, CPEN, CPN; and Jennifer L. Embree, DNP, RN, NE-BC, CCNS, FAAN; published in March 2020

2018  Five-Year Program Evaluation of an Evidence-Based Practice Scholars Program by Heather R. Royer, PhD, RN; Pamela Crary, PhD, RN, AHN-BC, VHA-CM; Elizabeth Fayram, PhD, RN; and Susan M. Heidrich, PhD, RN; published in December 2018

2017  Language Sensitivity, the RESPECT Model, and Continuing Education by Dawn M. Aycock, PhD, RN, ANP-BC; Traci T. Sims, DNS, RN, CNS/PMH-BC; Terri Florman, MSN, RN; Karis T. Casseus, MSN, RN; Paula M. Gordon, MS, RN; and Regena G. Spratling, PhD, RN, CPNP; published in November 2017

2016  Improving Rural Geriatric Care Through Education: A Scalable, Collaborative Project by Harleah G. Buck, PhD, RN, FPCN, FAAN; Ann Kolanowski, PhD, RN, FGSA, FAAN; Donna Fick, PhD, RN, GCNS-BC, FGSA, FAAN; Lawrence Baronner, MS, MEd; published in July 2016

2015 Qualitative Analysis of the Lived Experience of First-Time Nurse Responders in Disaster by Sallie J. Shipman, EdD, MSN, RN, CNL; Marietta P. Stanton, PhD, RN, BC, CNL, NEA-BC, CMAC, CCM, FAAN; Stephen Tomlinson, PhD; Linda Olivet, DSN, RN; Ann Graves, PhD, RN; Douglas McKnight, PhD; and Patricia M. Speck, DNSc, APN, FNP-BC, DF-IAFN, FAAFS, FAAN; published in February 2016

2014 – Strengthening New Graduate Nurse Residency Programs in Critical Care: Recommendations From Nurse Residents and Organizational Stakeholders by Jeffrey M. Adams, PhD, RN; Gail A. Alexander, MSN, RN, CHSE, CCRN; R. Gino Chisari, DNP, RN; Gaurdia Banister, PhD, RN, FAAN; Mary Elizabeth McAuley, MS, RN, NE-BC; Kevin B. Whitney, MA, RN, NEA-BC; and Jeanette Ives Erickson, DNP, RN, FAAN; published in January 2015

2013 – Immersion Scenarios Bridge the Education–Practice Gap for New Graduate Registered Nurses by Marianne J. Mowry, MSN, RN-BC; and Mark D. Crump, BSN, RN-BC; published in July 2013

2012 – Measuring Competence: Collaboration for Safety by Pamela K. Randolph, BSN, MS, Janine E. Hinton, PhD, Debra Hagler, PhD, Mary Z. Mays, PhD, Beatrice Kastenbaum, MSN, Ruth Brooks, MS, Nick DeFalco, MSN, Kathy Miller, MSN, and Dan Weberg, BSN, MHI; published in December 2012

2011Showcasing Differences Between Quality Improvement, Evidence-Based Practice, and Research by Maria R. Shirey, PhD, MBA, RN, NEA-BC, FACHE; Sheila L. Hauck, MSN, RN, OCN, NEA-BC; Jennifer L. Embree, RN, NE-BC, CCNS; Tracy J. Kinner, MSN, RN, FNP-BC, NP-C; Gina L. Schaar, MSN, RN; Lori A. Phillips, MSN, RN, NP-C; Shelley R. Ashby, MSN, RN, CNS, APN; Constance F. Swenty, MSN, RN; and Isabella A. McCool, MSN, RN, NE-BC; published in February 2011

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