Jennie C. De Gagne, PhD, DNP, RN, NPD-BC, CNE, ANEF, FAAN, is a Professor of Nursing and Director of the Nursing Education Specialty at Duke University School of Nursing. With extensive experience in nursing education, she has provided consultation to nursing schools worldwide, including in South Korea, Ghana, India, Tanzania, Saudi Arabia, Oman, and Lebanon, focusing on curriculum and faculty development. Dr. De Gagne is an expert in educational technology and online education, particularly in the effective use of instructional technology and cybercivility across the curriculum. She has authored or coauthored over 200 publications, including more than 120 peer-reviewed journal articles, and has presented at nearly 150 national and international conferences, establishing herself as a thought leader in the nursing education community.Marilyn H. Oermann, PhD, RN, ANEF, FAAN, is the Thelma M. Ingles Professor of Nursing at Duke University School of Nursing, Durham, North Carolina. She is the author or coauthor of 35 books and many articles on evaluation, teaching in nursing, and studies of the nursing literature. She is the Editor-in-Chief of Nurse Educator. Dr. Oermann received the National League for Nursing (NLN) Award for Excellence in Nursing Education Research, the Sigma Theta Tau International Elizabeth Russell Belford Award for Excellence in Education, the American Association of Colleges of Nursing Scholarship of Teaching and Learning Excellence Award, the Margaret Comerford Freda Award for Editorial Leadership in Nursing from the International Academy of Nursing Editors, and the NLN President’s Award. The NLN established an award in her honor, the Marilyn H. Oermann Award for Distinguished Research in Nursing Education, to recognize an individual or team who has generated an evidentiary base for the science of nursing education.

• ContributorsContributors to Earlier EditionsPrefaceMapping Grids of Chapters with Certified Nurse Educator Examinations Instructor ResourcesSECTION I: NURSING EDUCATION: ROLES OF TEACHERChapter 1. Role of the Nurse EducatorChapter 2. The Transition from Clinician to EducatorChapter 3. Contemporary Learning TheoriesChapter 4. Understanding the Diverse LearnerSECTION II: TEACHING IN NURSINGChapter 5. Teaching MethodsChapter 6. Ethical, Legal, and Social Challenges in Academic NursingChapter 7. Integrating Technology in EducationChapter 8. Teaching in Online Learning EnvironmentsChapter 9. Simulation in Nursing Education: Overview, Essentials, and the EvidenceSECTION III: TEACHING IN A CLINICAL AND INTERPROFESSIONAL EDUCATION SETTINGChapter 10. Clinical Teaching in NursingChapter 11. Interprofessional EducationChapter 12. Academic-Practice PartnershipsSECTION IV: CURRICULUM DEVELOPMENTChapter 13. Competency-Based Education in NursingChapter 14. Curriculum Development and Course Design in Nursing EducationSECTION V: EVALUATION OF LEARNER AND PROGRAMChapter 15. Assessment MethodsChapter 16. Developing and Using TestsChapter 17. Clinical EvaluationChapter 18. Program Evaluation and AccreditationSECTION VI: SCHOLARSHIP, SERVICE, AND LEADERSHIPChapter 19. Evidence-Based Teaching in NursingChapter 20. Becoming a Scholar in Nursing EducationChapter 21. Mentorship, Service, Leading, and Learner SuccessChapter 22. Nursing Professional Development Practitioner in a Clinical Practice SettingAppendix A: Nursing and Higher Education OrganizationsAppendix B: Worksheets to Align End-of-Program and Course Outcomes to AACN EssentialsAppendix C: Selected Organizations, Journals, and Educational Conferences of Interest for Nursing Professional Development Practitioners

Jennie C. De Gagne, PhD, DNP, RN, NPD-BC, CNE, ANEF, FAAN, is a Professor of Nursing and Director of the Nursing Education Specialty at Duke University School of Nursing. With extensive experience in nursing education, she has provided consultation to nursing schools worldwide, including in South Korea, Ghana, India, Tanzania, Saudi Arabia, Oman, and Lebanon, focusing on curriculum and faculty development. Dr. De Gagne is an expert in educational technology and online education, particularly in the effective use of instructional technology and cybercivility across the curriculum. She has authored or coauthored over 200 publications, including more than 120 peer-reviewed journal articles, and has presented at nearly 150 national and international conferences, establishing herself as a thought leader in the nursing education community.Marilyn H. Oermann, PhD, RN, ANEF, FAAN, is the Thelma M. Ingles Professor of Nursing at Duke University School of Nursing, Durham, North Carolina. She is the author or coauthor of 35 books and many articles on evaluation, teaching in nursing, and studies of the nursing literature. She is the Editor-in-Chief of Nurse Educator. Dr. Oermann received the National League for Nursing (NLN) Award for Excellence in Nursing Education Research, the Sigma Theta Tau International Elizabeth Russell Belford Award for Excellence in Education, the American Association of Colleges of Nursing Scholarship of Teaching and Learning Excellence Award, the Margaret Comerford Freda Award for Editorial Leadership in Nursing from the International Academy of Nursing Editors, and the NLN President’s Award. The NLN established an award in her honor, the Marilyn H. Oermann Award for Distinguished Research in Nursing Education, to recognize an individual or team who has generated an evidentiary base for the science of nursing education.

• ContributorsContributors to Earlier EditionsPrefaceMapping Grids of Chapters with Certified Nurse Educator Examinations Instructor ResourcesSECTION I: NURSING EDUCATION: ROLES OF TEACHERChapter 1. Role of the Nurse EducatorChapter 2. The Transition from Clinician to EducatorChapter 3. Contemporary Learning TheoriesChapter 4. Understanding the Diverse LearnerSECTION II: TEACHING IN NURSINGChapter 5. Teaching MethodsChapter 6. Ethical, Legal, and Social Challenges in Academic NursingChapter 7. Integrating Technology in EducationChapter 8. Teaching in Online Learning EnvironmentsChapter 9. Simulation in Nursing Education: Overview, Essentials, and the EvidenceSECTION III: TEACHING IN A CLINICAL AND INTERPROFESSIONAL EDUCATION SETTINGChapter 10. Clinical Teaching in NursingChapter 11. Interprofessional EducationChapter 12. Academic-Practice PartnershipsSECTION IV: CURRICULUM DEVELOPMENTChapter 13. Competency-Based Education in NursingChapter 14. Curriculum Development and Course Design in Nursing EducationSECTION V: EVALUATION OF LEARNER AND PROGRAMChapter 15. Assessment MethodsChapter 16. Developing and Using TestsChapter 17. Clinical EvaluationChapter 18. Program Evaluation and AccreditationSECTION VI: SCHOLARSHIP, SERVICE, AND LEADERSHIPChapter 19. Evidence-Based Teaching in NursingChapter 20. Becoming a Scholar in Nursing EducationChapter 21. Mentorship, Service, Leading, and Learner SuccessChapter 22. Nursing Professional Development Practitioner in a Clinical Practice SettingAppendix A: Nursing and Higher Education OrganizationsAppendix B: Worksheets to Align End-of-Program and Course Outcomes to AACN EssentialsAppendix C: Selected Organizations, Journals, and Educational Conferences of Interest for Nursing Professional Development Practitioners

Jennie C. De Gagne, PhD, DNP, RN, NPD-BC, CNE, ANEF, FAAN, is a Professor of Nursing and Director of the Nursing Education Specialty at Duke University School of Nursing. With extensive experience in nursing education, she has provided consultation to nursing schools worldwide, including in South Korea, Ghana, India, Tanzania, Saudi Arabia, Oman, and Lebanon, focusing on curriculum and faculty development. Dr. De Gagne is an expert in educational technology and online education, particularly in the effective use of instructional technology and cybercivility across the curriculum. She has authored or coauthored over 200 publications, including more than 120 peer-reviewed journal articles, and has presented at nearly 150 national and international conferences, establishing herself as a thought leader in the nursing education community.Marilyn H. Oermann, PhD, RN, ANEF, FAAN, is the Thelma M. Ingles Professor of Nursing at Duke University School of Nursing, Durham, North Carolina. She is the author or coauthor of 35 books and many articles on evaluation, teaching in nursing, and studies of the nursing literature. She is the Editor-in-Chief of Nurse Educator. Dr. Oermann received the National League for Nursing (NLN) Award for Excellence in Nursing Education Research, the Sigma Theta Tau International Elizabeth Russell Belford Award for Excellence in Education, the American Association of Colleges of Nursing Scholarship of Teaching and Learning Excellence Award, the Margaret Comerford Freda Award for Editorial Leadership in Nursing from the International Academy of Nursing Editors, and the NLN President’s Award. The NLN established an award in her honor, the Marilyn H. Oermann Award for Distinguished Research in Nursing Education, to recognize an individual or team who has generated an evidentiary base for the science of nursing education.

• ContributorsContributors to Earlier EditionsPrefaceMapping Grids of Chapters with Certified Nurse Educator Examinations Instructor ResourcesSECTION I: NURSING EDUCATION: ROLES OF TEACHERChapter 1. Role of the Nurse EducatorChapter 2. The Transition from Clinician to EducatorChapter 3. Contemporary Learning TheoriesChapter 4. Understanding the Diverse LearnerSECTION II: TEACHING IN NURSINGChapter 5. Teaching MethodsChapter 6. Ethical, Legal, and Social Challenges in Academic NursingChapter 7. Integrating Technology in EducationChapter 8. Teaching in Online Learning EnvironmentsChapter 9. Simulation in Nursing Education: Overview, Essentials, and the EvidenceSECTION III: TEACHING IN A CLINICAL AND INTERPROFESSIONAL EDUCATION SETTINGChapter 10. Clinical Teaching in NursingChapter 11. Interprofessional EducationChapter 12. Academic-Practice PartnershipsSECTION IV: CURRICULUM DEVELOPMENTChapter 13. Competency-Based Education in NursingChapter 14. Curriculum Development and Course Design in Nursing EducationSECTION V: EVALUATION OF LEARNER AND PROGRAMChapter 15. Assessment MethodsChapter 16. Developing and Using TestsChapter 17. Clinical EvaluationChapter 18. Program Evaluation and AccreditationSECTION VI: SCHOLARSHIP, SERVICE, AND LEADERSHIPChapter 19. Evidence-Based Teaching in NursingChapter 20. Becoming a Scholar in Nursing EducationChapter 21. Mentorship, Service, Leading, and Learner SuccessChapter 22. Nursing Professional Development Practitioner in a Clinical Practice SettingAppendix A: Nursing and Higher Education OrganizationsAppendix B: Worksheets to Align End-of-Program and Course Outcomes to AACN EssentialsAppendix C: Selected Organizations, Journals, and Educational Conferences of Interest for Nursing Professional Development Practitioners