The Christine A. Tanner Scholarly Writing Award
This award was established in 2012 by SLACK Incorporated, publisher of the Journal of Nursing Education, in recognition of the contributions of Christine A. Tanner, PhD, RN, FAAN, who served as Editor of the Journal from 1991-2012 and is now Editor Emeritus. One of the most influential voices in the field, Dr. Tanner had, and continues to have, a profound impact on a generation of nurse educators through her work as a writer, teacher, researcher-scholar, and mentor and friend to faculty, students, and colleagues across the United States and around the world.
The purpose of this award is to recognize excellence in writing and the impact of outstanding research or other scholarly works on advancing knowledge in the field of nursing education. All major articles published in the Journal of Nursing Education each year (June 1 through May 31) are considered for the award.
Criteria for judging include:
- Well-written and engaging
- Unique, innovative and forward-thinking
- Sound conceptual or theoretical framework/underpinnings
- Well-supported by the literature (current, classic, and/or evidence based)
- Advances knowledge in the field of nursing education
- Potential to contribute to future improvements or advances in nursing education
The Journal’s Editors select the top 5 to 7 articles, which are then independently reviewed and rated by a panel of Editorial Board members. The article selected to receive the award is presented to the article’s author(s) at the annual Journal of Nursing Education Editorial Board meeting, held during the National League for Nursing’s annual Education Summit each September. The award recipient(s) are invited to attend the Editorial Board meeting to receive the award, which includes a plaque, a cash prize, and a 1-year subscription to the Journal of Nursing Education. The winning article is announced in the September print issue of the Journal.
Previous winners include:
2018 — Pursuing Improvement in Clinical Reasoning: The Integrated Clinical Education Theory
by Mary Ann Jessee, PhD, RN; published in January 2018
2017 — Summative Simulated-Based Assessment in Nursing Programs
by Marilyn H. Oermann, PhD, RN, ANEF, FAAN; Suzan Kardong-Edgren, PhD, RN, CHSE, ANEF, FAAN; and Mary Anne Rizzolo, EdD, RN, ANEF, FAAN; published in June 2016
2016 — Validity and Reliability Evidence for a New Measure: The Evidence-Based Practice Knowledge Assessment in Nursing
by Darrell Spurlock, Jr., PhD, RN, NEA-BC, ANEF; and Amy Hagedorn Wonder, PhD, RN; published in November 2015
2015 — Systematic Review of Clinical Judgment and Reasoning in Nursing
by Adriana Cappelletti, BHSc(Hons); Joyce K. Engel, PhD, RN; and Dawn Prentice, PhD, RN; published in August 2014
2014 — Advancing the Science of Research in Nursing Education: Contributions of the Critical Decision Method
by Angela M. McNelis, PhD, RN, ANEF, CNE; Pamela M. Ironside, PhD, RN, ANEF, FAAN; Sarah E. Zvonar, BSN, RN; and Patricia R. Ebright, PhD, RN, FAAN; published in February 2014
2013 — Exploring and Addressing Faculty-to-Faculty Incivility: A National Perspective and Literature Review
by Cynthia M. Clark, PhD, RN, ANEF, FAAN; Lynda Olender, MS, RN, ANP, NEA-BC; Diane Kenski, BSN, RN; and Cari Cardoni, BSN, RN; published in April 2013