Catherine Redmond

450 total citations
17 papers, 231 citations indexed

About

Catherine Redmond is a scholar working on General Health Professions, Public Health, Environmental and Occupational Health and Physiology. According to data from OpenAlex, Catherine Redmond has authored 17 papers receiving a total of 231 indexed citations (citations by other indexed papers that have themselves been cited), including 9 papers in General Health Professions, 6 papers in Public Health, Environmental and Occupational Health and 6 papers in Physiology. Recurrent topics in Catherine Redmond's work include Simulation-Based Education in Healthcare (6 papers), Innovations in Medical Education (6 papers) and Nursing education and management (5 papers). Catherine Redmond is often cited by papers focused on Simulation-Based Education in Healthcare (6 papers), Innovations in Medical Education (6 papers) and Nursing education and management (5 papers). Catherine Redmond collaborates with scholars based in Ireland, United Kingdom and Australia. Catherine Redmond's co-authors include Philip Hardie, Suzanne Jarvis, Andrew Darley, Carmel Davies, Róisín O’Donovan, Abraham G. Campbell, Attracta Lafferty, Cliona O’Sullivan, Ian Hart and Phil Halligan and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Advanced Nursing and Journal of Clinical Nursing.

In The Last Decade

Catherine Redmond

15 papers receiving 226 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Catherine Redmond Ireland 9 65 55 50 47 25 17 231
Siriwan Lim Singapore 10 65 1.0× 43 0.8× 58 1.2× 65 1.4× 36 1.4× 16 301
Hilde Strømme Norway 10 113 1.7× 36 0.7× 75 1.5× 100 2.1× 19 0.8× 27 379
Carman Turkelson United States 10 135 2.1× 25 0.5× 87 1.7× 88 1.9× 14 0.6× 25 271
Natália D. Aredes Brazil 14 128 2.0× 141 2.6× 53 1.1× 113 2.4× 26 1.0× 43 389
Hege Mari Johnsen Norway 7 116 1.8× 105 1.9× 49 1.0× 33 0.7× 13 0.5× 15 283
Briyana L. M. Morrell United States 9 112 1.7× 133 2.4× 73 1.5× 47 1.0× 23 0.9× 14 338
Modi Al‐Moteri Saudi Arabia 8 37 0.6× 28 0.5× 60 1.2× 40 0.9× 15 0.6× 33 267
Nuala Walshe Ireland 10 147 2.3× 76 1.4× 94 1.9× 96 2.0× 49 2.0× 18 386
Lai Fun Wong Singapore 9 186 2.9× 63 1.1× 117 2.3× 92 2.0× 42 1.7× 12 349
Kristen Graham Australia 9 86 1.3× 44 0.8× 86 1.7× 60 1.3× 57 2.3× 26 300

Countries citing papers authored by Catherine Redmond

Since Specialization
Citations

This map shows the geographic impact of Catherine Redmond'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 Catherine Redmond with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Catherine Redmond more than expected).

Fields of papers citing papers by Catherine Redmond

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Catherine Redmond. 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 Catherine Redmond. The network helps show where Catherine Redmond may publish in the future.

Co-authorship network of co-authors of Catherine Redmond

This figure shows the co-authorship network connecting the top 25 collaborators of Catherine Redmond. A scholar is included among the top collaborators of Catherine Redmond 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 Catherine Redmond. Catherine Redmond is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

17 of 17 papers shown
1.
Frazer, Kate, et al.. (2024). Inclusive pedagogy in online simulation‐based learning in undergraduate nursing education: A scoping review. Journal of Advanced Nursing. 81(2). 591–606. 1 indexed citations
2.
Redmond, Catherine, Caitríona Cunningham, Shane Foley, et al.. (2024). Development of the EVIBEC Learning Outcomes Framework to support the delivery of evidence-based practice curricula in health care professional programmes: a codesign approach. BMC Medical Education. 24(1). 3–3. 1 indexed citations
3.
4.
Hardie, Philip, et al.. (2022). Interpersonal and communication skills development in general nursing preceptorship education and training programmes: A scoping review. Nurse Education in Practice. 65. 103482–103482. 23 indexed citations
5.
Halligan, Phil, et al.. (2022). Inclusive pedagogy in online simulation-based learning in undergraduate nursing education: A scoping review protocol. SHILAP Revista de lepidopterología. 5. 39–39. 1 indexed citations
6.
Hardie, Philip, Róisín O’Donovan, Suzanne Jarvis, & Catherine Redmond. (2022). Key tips to providing a psychologically safe learning environment in the clinical setting. BMC Medical Education. 22(1). 816–816. 36 indexed citations
7.
Hardie, Philip, Andrew Darley, Catherine Redmond, Attracta Lafferty, & Suzanne Jarvis. (2021). Interpersonal and communication skills development in nursing preceptorship education and training programmes: a scoping review protocol. SHILAP Revista de lepidopterología. 4. 9–9. 8 indexed citations
8.
Hardie, Philip, Andrew Darley, Catherine Redmond, Attracta Lafferty, & Suzanne Jarvis. (2021). Interpersonal and communication skills development in nursing preceptorship education and training programmes: a scoping review protocol. SHILAP Revista de lepidopterología. 4. 9–9. 1 indexed citations
9.
Hardie, Philip, et al.. (2020). Nursing & Midwifery students’ experience of immersive virtual reality storytelling: an evaluative study. BMC Nursing. 19(1). 78–78. 52 indexed citations
10.
Redmond, Catherine, et al.. (2020). Increasing competence in wound care: A cross-sectional study to evaluate use of a virtual patient by undergraduate student nurses. Nurse Education in Practice. 44. 102774–102774. 23 indexed citations
11.
Wood, Alison, Colin Chandler, Gabrielle M. Finn, et al.. (2020). Designing and developing core physiology learning outcomes for pre-registration nursing education curriculum. AJP Advances in Physiology Education. 44(3). 464–474. 10 indexed citations
12.
Casey, Mary, et al.. (2019). Evaluation of a national training programme to support engagement in mental health services: Learning enablers and learning gains. Journal of Psychiatric and Mental Health Nursing. 26(9-10). 323–336. 7 indexed citations
13.
Redmond, Catherine, et al.. (2018). Nursing and midwifery students' perception of learning enablers and gains in the first semester of their BSc programmes: A cross sectional study. Nurse Education Today. 65. 242–249. 7 indexed citations
14.
Redmond, Catherine, et al.. (2017). Using reusable learning objects (RLOs) in wound care education: Undergraduate student nurse's evaluation of their learning gain. Nurse Education Today. 60. 3–10. 31 indexed citations
15.
Davies, Carmel, et al.. (2015). Has bioscience reconciled mind and body?. Journal of Clinical Nursing. 25(17-18). 2713–2722. 1 indexed citations
16.
17.
Hopkins, Mark, Catherine Redmond, Janet M. Shaw, et al.. (2008). Detection and characterisation of human metapneumovirus from children with acute respiratory symptoms in north-west England, UK. Journal of Clinical Virology. 42(3). 273–279. 12 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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