Beth Cusatis Phillips

851 total citations
28 papers, 516 citations indexed

About

Beth Cusatis Phillips is a scholar working on General Health Professions, Research and Theory and Physiology. According to data from OpenAlex, Beth Cusatis Phillips has authored 28 papers receiving a total of 516 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in General Health Professions, 9 papers in Research and Theory and 9 papers in Physiology. Recurrent topics in Beth Cusatis Phillips's work include Simulation-Based Education in Healthcare (9 papers), Nursing education and management (9 papers) and Innovations in Medical Education (6 papers). Beth Cusatis Phillips is often cited by papers focused on Simulation-Based Education in Healthcare (9 papers), Nursing education and management (9 papers) and Innovations in Medical Education (6 papers). Beth Cusatis Phillips collaborates with scholars based in United States, Israel and Russia. Beth Cusatis Phillips's co-authors include Constance Johnson, Aimie F. Kachingwe, Scott W. Plunkett, Allison Vorderstrasse, Katherine Pereira, Pamela R. Jeffries, Carol L. Huston, Catherine Todero, Margory A. Molloy and Richard Sloane and has published in prestigious journals such as Nurse Education Today, Diabetes Technology & Therapeutics and Journal of Nursing Education.

In The Last Decade

Beth Cusatis Phillips

24 papers receiving 460 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Beth Cusatis Phillips United States 11 200 128 97 94 84 28 516
Ewa Pilhammar Sweden 11 189 0.9× 158 1.2× 149 1.5× 16 0.2× 44 0.5× 14 461
Mohammadreza Dinmohammadi Iran 9 87 0.4× 51 0.4× 57 0.6× 24 0.3× 21 0.3× 41 320
Ükke Karabacak Türkiye 10 126 0.6× 71 0.6× 38 0.4× 30 0.3× 72 0.9× 39 405
Thomas K S Wong Hong Kong 9 132 0.7× 71 0.6× 21 0.2× 33 0.4× 21 0.3× 17 502
Sally Stapley United Kingdom 6 96 0.5× 72 0.6× 15 0.2× 52 0.6× 31 0.4× 17 371
Dimitrios Theofanidis Greece 9 81 0.4× 51 0.4× 23 0.2× 25 0.3× 19 0.2× 58 335
Hilal Tüzer Türkiye 9 83 0.4× 58 0.5× 13 0.1× 33 0.4× 85 1.0× 26 292
Beth Rodgers United States 11 110 0.6× 135 1.1× 67 0.7× 33 0.4× 245 2.9× 20 504
Ramesh Venkatesaperumal Oman 11 110 0.6× 92 0.7× 85 0.9× 5 0.1× 71 0.8× 16 394
Gonzalo Duarte Clíments Spain 10 132 0.7× 57 0.4× 15 0.2× 30 0.3× 32 0.4× 37 337

Countries citing papers authored by Beth Cusatis Phillips

Since Specialization
Citations

This map shows the geographic impact of Beth Cusatis Phillips's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Beth Cusatis Phillips with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Beth Cusatis Phillips more than expected).

Fields of papers citing papers by Beth Cusatis Phillips

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Beth Cusatis Phillips. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Beth Cusatis Phillips. The network helps show where Beth Cusatis Phillips may publish in the future.

Co-authorship network of co-authors of Beth Cusatis Phillips

This figure shows the co-authorship network connecting the top 25 collaborators of Beth Cusatis Phillips. A scholar is included among the top collaborators of Beth Cusatis Phillips based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Beth Cusatis Phillips. Beth Cusatis Phillips is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Phillips, Beth Cusatis, et al.. (2025). Enhancing student retention in nursing education: strategies and interventions. Teaching and learning in nursing. 20(3). 248–252.
2.
3.
Phillips, Beth Cusatis, et al.. (2023). The Link Between Safety, Quality, and Professional Identity. Nurse Leader. 21(2). 158–162. 11 indexed citations
4.
Phillips, Beth Cusatis, et al.. (2023). Benefits of an Online Interactive Educational Program Over Traditional Textbooks. Nurse Educator. 48(5). 270–275. 8 indexed citations
5.
Phillips, Beth Cusatis, et al.. (2023). Theoretical underpinnings of technology-based interactive instruction. Teaching and learning in nursing. 19(1). e145–e149.
6.
Gazza, Elizabeth A., et al.. (2022). It Is Up to Faculty: An Exploration of Registered Nurse-to-Bachelor of Science in Nursing Student Intent for Faculty Role. Nursing Education Perspectives. 44(1). 24–29. 1 indexed citations
7.
Phillips, Beth Cusatis, et al.. (2022). Professional Identity in Nursing: Adopting a Systems Approach Regarding Diversity, Equity, and Inclusion. Nursing Education Perspectives. 44(1). 70–71. 5 indexed citations
8.
Godfrey, Nelda, et al.. (2021). National Study of Nursing Faculty and Administrators' Perceptions of Professional Identity in Nursing. Nurse Educator. 47(1). 13–18. 17 indexed citations
9.
Carter, Brigit & Beth Cusatis Phillips. (2021). Revolutionizing the Nursing Curriculum. Creative Nursing. 27(1). 25–30. 6 indexed citations
10.
Phillips, Beth Cusatis, Karen H. Morin, & Theresa M. Valiga. (2020). Clinical decision making in undergraduate nursing students: A mixed methods multisite study. Nurse Education Today. 97. 104676–104676. 18 indexed citations
11.
Phillips, Beth Cusatis, et al.. (2020). Integrating Mental Health Nursing in the Prelicensure Nursing Curriculum. Journal of Nursing Education. 59(7). 405–408. 4 indexed citations
12.
Gazza, Elizabeth A., et al.. (2019). RN-to-BSN Students' Intent to Become Faculty. Nurse Educator. 45(4). E31–E35. 3 indexed citations
13.
Huston, Carol L., et al.. (2017). The academic-practice gap: Strategies for an enduring problem. Nursing Forum. 53(1). 27–34. 126 indexed citations
14.
Phillips, Beth Cusatis, et al.. (2016). Effects of Meditation on Stress Levels of Physical Therapist Students. Journal of Physical Therapy Education. 30(3). 33–39. 19 indexed citations
15.
Phillips, Beth Cusatis. (2016). Clinical Excursions for Prelicensure Nursing Students. Teaching and learning in nursing. 12(1). 77–78. 3 indexed citations
16.
Phillips, Beth Cusatis. (2015). Clinical Decision Making in Last Semester Senior Baccalaureate Nursing Students. UWM Digital Commons (University of Wisconsin–Milwaukee). 10 indexed citations
17.
Pereira, Katherine, Beth Cusatis Phillips, Constance Johnson, & Allison Vorderstrasse. (2014). Internet Delivered Diabetes Self-Management Education: A Review. Diabetes Technology & Therapeutics. 17(1). 55–63. 88 indexed citations
18.
Phillips, Beth Cusatis, Ryan J. Shaw, Dori Taylor Sullivan, & Constance Johnson. (2010). Using Virtual Environments to Enhance Nursing Distance Education. Creative Nursing. 16(3). 132–135. 14 indexed citations
19.
Kachingwe, Aimie F., et al.. (2008). Comparison of Manual Therapy Techniques with Therapeutic Exercise in the Treatment of Shoulder Impingement: A Randomized Controlled Pilot Clinical Trial. Journal of Manual & Manipulative Therapy. 16(4). 238–247. 95 indexed citations
20.
Phillips, Beth Cusatis. (2007). An education-service collaboration to address a perceived graduate RN readiness gap. Nursing Outlook. 55(2). 112–113. 6 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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