Cherie Lucas

1.1k total citations
54 papers, 689 citations indexed

About

Cherie Lucas is a scholar working on Public Health, Environmental and Occupational Health, Education and General Health Professions. According to data from OpenAlex, Cherie Lucas has authored 54 papers receiving a total of 689 indexed citations (citations by other indexed papers that have themselves been cited), including 30 papers in Public Health, Environmental and Occupational Health, 21 papers in Education and 19 papers in General Health Professions. Recurrent topics in Cherie Lucas's work include Innovations in Medical Education (25 papers), Reflective Practices in Education (15 papers) and Interprofessional Education and Collaboration (12 papers). Cherie Lucas is often cited by papers focused on Innovations in Medical Education (25 papers), Reflective Practices in Education (15 papers) and Interprofessional Education and Collaboration (12 papers). Cherie Lucas collaborates with scholars based in Australia, United States and United Kingdom. Cherie Lucas's co-authors include Lorraine Smith, Sinthia Bosnic‐Anticevich, Kylie A. Williams, Carl R. Schneider, Tamara Power, Simon Buckingham Shum, Andrew Gibson, Shalom I. Benrimoj, Carolyn Hayes and Efi Mantzourani and has published in prestigious journals such as SHILAP Revista de lepidopterología, Palliative Medicine and Nurse Education Today.

In The Last Decade

Cherie Lucas

50 papers receiving 657 citations

Peers

Cherie Lucas
Margarita V. DiVall United States
Jeanne E. Frenzel United States
Toyin Tofade United States
Scott K. Stolte United States
Michelle Honey New Zealand
Heidi Eukel United States
Therese I. Poirier United States
Janet Reed United States
Robert B. Supernaw United States
Hamid Reza Koohestani Iran
Margarita V. DiVall United States
Cherie Lucas
Citations per year, relative to Cherie Lucas Cherie Lucas (= 1×) peers Margarita V. DiVall

Countries citing papers authored by Cherie Lucas

Since Specialization
Citations

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

Fields of papers citing papers by Cherie Lucas

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Cherie Lucas

This figure shows the co-authorship network connecting the top 25 collaborators of Cherie Lucas. A scholar is included among the top collaborators of Cherie Lucas 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 Cherie Lucas. Cherie Lucas 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.
Lucas, Cherie, et al.. (2025). Utilization, application and effectiveness of metaverse in simulation-based nursing education: A systematic review. Clinical Simulation in Nursing. 108. 101807–101807.
2.
Arianpoor, Arash, Silas Taylor, Cherie Lucas, et al.. (2025). Development and Validation of a Tool for Evaluating Self-regulated and Self-directed Aptitudes of Learning (SELF-ReDiAL). Medical Science Educator. 35(5). 2429–2439.
3.
Lucas, Cherie & Shane P. Desselle. (2024). Considerations for conducting a scoping review in pharmacy education. SHILAP Revista de lepidopterología. 14. 100448–100448. 1 indexed citations
4.
Levett‐Jones, Tracy, et al.. (2024). Utilisation, Application and Effectiveness of Metaverse in Simulation-Based Nursing Education: Protocol for a Mixed Methods Systematic Review. Clinical Simulation in Nursing. 97. 101626–101626.
5.
Power, Tamara, et al.. (2024). Avoiding controversy: Considerations for point-of-view nursing simulations. Nurse Education Today. 137. 106166–106166. 2 indexed citations
6.
7.
Bryant, Lucy, Peter W. Stubbs, Benjamin Bailey, et al.. (2022). Collaborative co-design and evaluation of an immersive virtual reality application prototype for communication rehabilitation (DISCOVR prototype). Disability and Rehabilitation Assistive Technology. 19(1). 90–99. 15 indexed citations
8.
Welch, Susan, et al.. (2022). Clinical yarning with Aboriginal and/or Torres Strait Islander peoples—a systematic scoping review of its use and impacts. Systematic Reviews. 11(1). 129–129. 10 indexed citations
9.
Nguyen, Ky‐Anh, et al.. (2020). Student generation and peer review of examination questions in the dental curriculum: Enhancing student engagement and learning. European Journal Of Dental Education. 24(3). 548–558. 4 indexed citations
10.
11.
Schneider, Carl R., et al.. (2020). Exploration of health professional stakeholders’ views and experiences regarding minor ailments services’ education, training and assessment. International Journal of Clinical Pharmacy. 43(3). 654–665. 1 indexed citations
12.
Lucas, Cherie, Tamara Power, Carolyn Hayes, & Caleb Ferguson. (2019). “Two heads are better than one”- pharmacy and nursing students' perspectives on interprofessional collaboration utilizing the RIPE model of learning. Research in Social and Administrative Pharmacy. 16(1). 25–32. 19 indexed citations
13.
Lucas, Cherie, et al.. (2019). The development of a role description and competency map for pharmacists in an interprofessional care setting. International Journal of Clinical Pharmacy. 41(2). 391–407. 29 indexed citations
14.
15.
Lucas, Cherie, et al.. (2018). How do mental health first aid ™ interventions influence patient help-seeking behaviours? A dilemma for pharmacist mental health first aid responders. Research in Social and Administrative Pharmacy. 15(1). 106–108. 15 indexed citations
16.
Lucas, Cherie. (2018). More than I expected: Reflections on being observed and reviewed as a pharmacy teacher. Currents in Pharmacy Teaching and Learning. 10(6). 803–806. 2 indexed citations
17.
Lucas, Cherie, et al.. (2018). Pharmacists in general practice: a focus on drug-related problems. International Journal of Clinical Pharmacy. 40(3). 566–572. 31 indexed citations
18.
Lucas, Cherie, Sinthia Bosnic‐Anticevich, Carl R. Schneider, et al.. (2017). Inter-rater reliability of a reflective rubric to assess pharmacy students’ reflective thinking. Currents in Pharmacy Teaching and Learning. 9(6). 989–995. 29 indexed citations
19.
Lucas, Cherie, Sinthia Bosnic‐Anticevich, Carl R. Schneider, & Lorraine Smith. (2016). The Effect of Reflective Activities on Reflective Thinking Ability in an Undergraduate Pharmacy Curriculum. American Journal of Pharmaceutical Education. 80(4). 65–65. 57 indexed citations
20.
Lucas, Cherie, Sinthia Bosnic‐Anticevich, & Lorraine Smith. (2016). A Retrospective Study on Students’ and Teachers’ Perceptions of the Reflective Ability Clinical Assessment. American Journal of Pharmaceutical Education. 80(6). 101–101. 20 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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