Nursing is a discipline that is grounded in its practice origins - nurse educators utilise research-based evidence to promote good practice in education in all its fields. A strength of this journal is that it seeks to promote the development of a body of evidence to underpin the foundation of nurse education practice, as well as promoting and publishing education focused papers from other health care professions which have the same underpinning philosophy.
Case studies and innovative developments that demonstrate how nursing and health care educators teach and facilitate learning, together with reflection and action that seeks to transform their professional practice will be promoted.
The opportunity to stimulate debate is encouraged as is the promotion of evidence-based nursing education internationally.
New sections:
Clinical education
Papers which focus on nursing education in the clinical practice environment, from clinical staff involved in the education of student
nurses in practice, as well as educators involved in the development of the workforce through post-qualifying education and training
initiatives, are welcomed. It is essential that, as in other areas of nursing education, the evidence-base to education in the clinical
environment is developed, where student nurses learn to become nurses; and professional caring practitioners develop and maintain their
own knowledge and skills in order to transform the way they develop and deliver quality care to their patients and clients. One field
that this is especially visible is known as Practice Development.
Midwifery Education
In keeping with the overall aims
and scope of the journal
• Innovation and
development of education;
• Creativity in teaching and learning strategies;
• Advancement of practice-based education;
• Collaborative education initiatives between women and midwives;
• Delivery of education within the maternity services.
Doctorate Studies Research
The journal receives a large number of articles from doctoral students worldwide. These are, at best, very innovative and demonstrate originality and new evidence underpinning education in nursing and midwifery. We also receive such papers from other health care professions. Some of these papers, focus on the actual overarching study/project itself, whilst some may focus on the actual findings and others on the literature reviews that underpin the research question and discussion of findings. We very rarely receive papers from PhD studies which describe the methodology of the study and the justification of the choice of methods used in pedagogical research because, to date, this has not been a focus of the journal.
We have decided to launch a new section
- Doctorate Studies Research - which looks at all three of these areas specifically.
These papers will focus on (i) articles
that present the whole research study, (ii) systematic or literature reviews which commensurate with the nature of the doctorate study;
and (iii) critical reviews of the research design which describe, the chosen research design of doctoral studies, to include methodologies,
methods, and data analyses used in pedagogical research.
We hope the section will also provide a more focused approach to highlighting doctorate studies in general.
The articles submitted to this section of the journal MUST only be from a doctorate study and will enable doctoral students, and those in the immediate post–doctoral stage of their study, to be able to justify choice of their methodology in particular, and must be underpinned by sound theoretical concepts for the use of their chosen methodology in that particular pedagogical research. Evidence must be provided in the submitted paper of the nature of the educational research that led to the choice of the methodology. Methodology papers submitted for clinical research will not be considered. By introducing this new section we hope to be able to begin to develop a body of evidence on the nature of methodologies being used in educational research.
Submit your paper online at
From 2016 all articles published in
