Judith M. Scanlan

907 total citations
28 papers, 661 citations indexed

About

Judith M. Scanlan is a scholar working on Research and Theory, General Health Professions and Education. According to data from OpenAlex, Judith M. Scanlan has authored 28 papers receiving a total of 661 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Research and Theory, 11 papers in General Health Professions and 8 papers in Education. Recurrent topics in Judith M. Scanlan's work include Nursing education and management (15 papers), Innovations in Medical Education (5 papers) and Healthcare professionals’ stress and burnout (4 papers). Judith M. Scanlan is often cited by papers focused on Nursing education and management (15 papers), Innovations in Medical Education (5 papers) and Healthcare professionals’ stress and burnout (4 papers). Judith M. Scanlan collaborates with scholars based in Canada, United States and Cuba. Judith M. Scanlan's co-authors include Wanda M. Chernomas, W. Dean Care, Linda J. Kristjanson, Sonia Udod, Beverley Temple, Donna Martin, Diana J. Mason, Peter P. Vitaliano, M. V. Savage and John C. Barefoot and has published in prestigious journals such as Psychosomatic Medicine, Journal of Advanced Nursing and Nurse Education Today.

In The Last Decade

Judith M. Scanlan

28 papers receiving 578 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Judith M. Scanlan Canada	16	235	231	203	163	54	28	661
Di Marks‐Maran United Kingdom	15	199 0.8×	248 1.1×	245 1.2×	214 1.3×	91 1.7×	47	741
Sally Glen United Kingdom	14	231 1.0×	297 1.3×	109 0.5×	182 1.1×	28 0.5×	35	553
Mary‐Anne Andrusyszyn Canada	13	189 0.8×	224 1.0×	99 0.5×	140 0.9×	115 2.1×	23	606
Barbara J. Patterson United States	15	177 0.8×	259 1.1×	158 0.8×	110 0.7×	53 1.0×	69	714
Sue Atkins United Kingdom	9	376 1.6×	267 1.2×	189 0.9×	217 1.3×	35 0.6×	16	762
Annette Jinks United Kingdom	14	131 0.6×	311 1.3×	159 0.8×	168 1.0×	46 0.9×	54	709
Glenice Ives Australia	8	188 0.8×	363 1.6×	94 0.5×	134 0.8×	31 0.6×	10	557
Elizabeth Girot United Kingdom	11	205 0.9×	222 1.0×	140 0.7×	190 1.2×	91 1.7×	24	610
Claire Hamshire United Kingdom	10	138 0.6×	179 0.8×	189 0.9×	119 0.7×	35 0.6×	36	495
Monique Sedgwick Canada	13	116 0.5×	240 1.0×	182 0.9×	131 0.8×	57 1.1×	32	595

Countries citing papers authored by Judith M. Scanlan

Since Specialization

Citations

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

Fields of papers citing papers by Judith M. Scanlan

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Judith M. Scanlan. 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 Judith M. Scanlan. The network helps show where Judith M. Scanlan may publish in the future.

Co-authorship network of co-authors of Judith M. Scanlan

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

All Works

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20 of 20 papers shown

Scanlan, Judith M., et al.. (2024). Mood states and academic performance in the objective structured clinical examination. The mediating effect of self-efficacy. Nurse Education Today. 135. 106116–106116. 2 indexed citations

Scanlan, Judith M., et al.. (2023). Understanding the impostor phenomenon in graduate nursing students. International Journal of Nursing Education Scholarship. 20(1). 3 indexed citations

Scanlan, Judith M., et al.. (2022). Integrating Nurse Practitioners Into Long-term Care: A Call for Action. The Journal for Nurse Practitioners. 18(5). 488–492. 2 indexed citations

Chernomas, Wanda M., et al.. (2020). Nursing students’ perceptions of and experiences coping with stress in clinical practice. International Journal of Nursing Education Scholarship. 17(1). 18 indexed citations

Scanlan, Judith M., et al.. (2018). Graduate Students’ Experiences: Developing Self-efficacy. International Journal of Nursing Education Scholarship. 15(1). 16 indexed citations

Martin, Donna, et al.. (2018). Learner-centred teaching in a non-learner-centred world: An interpretive phenomenological study of the lived experience of clinical nursing faculty. Nurse Education Today. 67. 118–123. 21 indexed citations

Scanlan, Judith M. & Wanda M. Chernomas. (2016). Failing Clinical Practice & the Unsafe Student: A New Perspective. International Journal of Nursing Education Scholarship. 13(1). 109–116. 15 indexed citations

Scanlan, Judith M., et al.. (2016). The meaning of being a nurse educator and nurse educators' attraction to academia: A phenomenological study. Nurse Education Today. 39. 135–140. 32 indexed citations

Scanlan, Judith M., et al.. (2014). Challenges of implementating a doctoral program in an international exchange in Cuba through the lens of Kanter's empowerment theory. Nurse Education in Practice. 14(4). 357–362. 1 indexed citations

10.

Scanlan, Judith M., et al.. (2014). Job Satisfaction in Nursing: A Concept Analysis. Nursing Forum. 49(2). 130–138. 70 indexed citations

11.

Scanlan, Judith M., et al.. (2013). A Concept Analysis of Mentoring in Nursing Leadership. Open Journal of Nursing. 3(5). 389–394. 18 indexed citations

12.

Scanlan, Judith M. & W. Dean Care. (2004). Grade Inflation: Should We Be Concerned?. Journal of Nursing Education. 43(10). 475–478. 29 indexed citations

13.

Scanlan, Judith M., et al.. (2004). Low Vision Rehabilitation: A Comparison of Traditional and Extended Teaching Programs. Journal of Visual Impairment & Blindness. 98(10). 601–611. 29 indexed citations

14.

Scanlan, Judith M., W. Dean Care, & Sonia Udod. (2002). Unravelling the unknowns of reflection in classroom teaching. Journal of Advanced Nursing. 38(2). 136–143. 50 indexed citations

15.

Care, W. Dean & Judith M. Scanlan. (2001). Planning and Managing the Development of Courses for Distance Delivery: Results From Qualitative Study. Online journal of distance learning administration. 4(2). 29 indexed citations

16.

Scanlan, Judith M., et al.. (2001). Dealing with the Unsafe Student in Clinical Practice. Nurse Educator. 26(1). 23–27. 60 indexed citations

17.

Care, W. Dean & Judith M. Scanlan. (2000). Meeting the Challenge of Developing Courses for Distance Delivery: Two Different Models for Course Development. The Journal of Continuing Education in Nursing. 31(3). 121–128. 14 indexed citations

18.

Scanlan, Judith M. & Wanda M. Chernomas. (1997). Developing the reflective teacher. Journal of Advanced Nursing. 25(6). 1138–1143. 96 indexed citations

19.

Kristjanson, Linda J. & Judith M. Scanlan. (1992). Assessment of Continuing Nursing Education Needs: A Literature Review. The Journal of Continuing Education in Nursing. 23(4). 156–160. 12 indexed citations

20.

Kristjanson, Linda J. & Judith M. Scanlan. (1989). Assessment of Continuing Nursing Education Needs: A Literature Review. The Journal of Continuing Education in Nursing. 20(3). 118–123. 39 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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