Karen Ford

1.9k total citations
58 papers, 1.2k citations indexed

About

Karen Ford is a scholar working on General Health Professions, Pediatrics, Perinatology and Child Health and Education. According to data from OpenAlex, Karen Ford has authored 58 papers receiving a total of 1.2k indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in General Health Professions, 15 papers in Pediatrics, Perinatology and Child Health and 14 papers in Education. Recurrent topics in Karen Ford's work include Childhood Cancer Survivors' Quality of Life (8 papers), Interprofessional Education and Collaboration (8 papers) and Nursing Roles and Practices (6 papers). Karen Ford is often cited by papers focused on Childhood Cancer Survivors' Quality of Life (8 papers), Interprofessional Education and Collaboration (8 papers) and Nursing Roles and Practices (6 papers). Karen Ford collaborates with scholars based in Australia, United Kingdom and New Zealand. Karen Ford's co-authors include Bernie Carter, Helen Courtney‐Pratt, Annette Marlow, Mary FitzGerald, Lucy Bray, Tineke Water, Annette Dickinson, Steven Campbell, Jackie Crisp and Ron Mason and has published in prestigious journals such as SHILAP Revista de lepidopterología, PLoS ONE and Journal of Advanced Nursing.

In The Last Decade

Karen Ford

55 papers receiving 1.1k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Karen Ford Australia 22 411 324 282 216 205 58 1.2k
Kerstin Öhrling Sweden 19 307 0.7× 465 1.4× 135 0.5× 159 0.7× 317 1.5× 40 1.3k
Penny Curtis United Kingdom 19 391 1.0× 228 0.7× 254 0.9× 106 0.5× 249 1.2× 50 1.1k
Anna‐Maria Tuomikoski Finland 19 611 1.5× 97 0.3× 300 1.1× 206 1.0× 203 1.0× 59 1.4k
Margret Lepp Sweden 22 426 1.0× 92 0.3× 234 0.8× 145 0.7× 224 1.1× 74 1.3k
Ching‐Yu Cheng Taiwan 24 385 0.9× 209 0.6× 142 0.5× 160 0.7× 292 1.4× 44 1.4k
Kathleen Fahy Australia 23 466 1.1× 504 1.6× 131 0.5× 126 0.6× 261 1.3× 75 2.0k
Cathrine Fowler Australia 22 579 1.4× 536 1.7× 262 0.9× 205 0.9× 427 2.1× 109 1.7k
Wendy M. Nehring United States 15 279 0.7× 261 0.8× 102 0.4× 145 0.7× 119 0.6× 43 1.2k
Jill Bally Canada 16 296 0.7× 265 0.8× 141 0.5× 61 0.3× 197 1.0× 63 917
Coleen Saylor United States 14 310 0.8× 84 0.3× 68 0.2× 248 1.1× 160 0.8× 23 885

Countries citing papers authored by Karen Ford

Since Specialization
Citations

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

Fields of papers citing papers by Karen Ford

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Karen Ford

This figure shows the co-authorship network connecting the top 25 collaborators of Karen Ford. A scholar is included among the top collaborators of Karen Ford 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 Karen Ford. Karen Ford 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.
Carter, Bernie, et al.. (2024). The Concept of Child-Centred Care in Healthcare: A Scoping Review. Pediatric Reports. 16(1). 114–134. 9 indexed citations
2.
Carter, Bernie, et al.. (2023). The Concept of Child-Centered Care in Healthcare: A Scoping Review. Preprints.org. 1 indexed citations
3.
4.
McSherry, Robert, et al.. (2019). Are you measuring the impacts and outcomes of your professional doctorate programme?. Studies in Continuing Education. 41(2). 207–225. 9 indexed citations
5.
Padley, Wendy, et al.. (2019). Development of a tool to support managers in planning and evaluating staff training. Nursing Standard. 34(9). 36–41. 1 indexed citations
6.
Ford, Karen, et al.. (2018). Art, music, story: The evaluation of a person‐centred arts in health programme in an acute care older persons’ unit. International Journal of Older People Nursing. 13(2). e12186–e12186. 20 indexed citations
7.
Miller, Charne, et al.. (2018). Patient reported experience of blood glucose management when undergoing hyperbaric oxygen treatment. Collegian Journal of the Royal College of Nursing Australia. 26(4). 428–434. 1 indexed citations
8.
Ford, Karen, Annette Dickinson, Tineke Water, et al.. (2018). Child Centred Care: Challenging Assumptions and Repositioning Children and Young People. Journal of Pediatric Nursing. 43. e39–e43. 56 indexed citations
9.
Walsh, Kenneth, et al.. (2018). "Just Imagine That…": A Solution Focused Approach to Doctoral Research Supervision in Health and Social Care". eCite Digital Repository (University of Tasmania). 3 indexed citations
10.
Ford, Karen, et al.. (2018). Healthcare Professionals’ Views of the Experiences of Children With Cancer and Their Families Living in Tasmania: An Interpretive-Descriptive Study. Comprehensive Child and Adolescent Nursing. 41(3). 181–198. 1 indexed citations
11.
Cummings, Elizabeth, et al.. (2017). A qualitative study of new graduates’ readiness to use nursing informatics in acute care settings: clinical nurse educators’ perspectives. Contemporary Nurse. 54(1). 64–76. 38 indexed citations
12.
Ford, Karen, Helen Courtney‐Pratt, & Mary FitzGerald. (2013). The development and evaluation of a preceptorship program using a practice development approach. Australian journal of advanced nursing. 30(3). 13 indexed citations
13.
Ford, Karen, et al.. (2013). Clinical facilitator learning and development needs: Exploring the why, what and how. Nurse Education in Practice. 13(5). 413–417. 29 indexed citations
14.
Ford, Karen, et al.. (2013). More than just clowns – Clown Doctor rounds and their impact for children, families and staff. Journal of Child Health Care. 18(3). 286–296. 39 indexed citations
15.
Putman, S. Michael, et al.. (2012). Redefining Online Discussions: Using Participant Stances to Promote Collaboration and Cognitive Engagement. International journal on teaching and learning in higher education. 24(2). 151–167. 31 indexed citations
16.
Courtney‐Pratt, Helen, et al.. (2011). Quality clinical placements for undergraduate nursing students: a cross‐sectional survey of undergraduates and supervising nurses. Journal of Advanced Nursing. 68(6). 1380–1390. 115 indexed citations
17.
Huang, Francis L., Karen Ford, & Marcia Invernizzi. (2011). Using Early Literacy Profiles of Hispanic English Language Learners to Predict Later Reading Achievement.. Society for Research on Educational Effectiveness. 2 indexed citations
18.
Ford, Karen, et al.. (2001). Stories seldom told: paediatric nurses’ experiences of caring for hospitalized children with special needs and their families. Journal of Advanced Nursing. 33(3). 288–295. 46 indexed citations
19.
Ford, Karen, et al.. (1998). In Search of Content Area Reading Instruction: The Role of Science Classrooms. Educational research quarterly. 21(3). 3–19.
20.
Ford, Karen, et al.. (1996). Facilitating reflective thinking: technology-based portfolios in teacher education. 4(3). 281–295. 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.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Kerstin Öhrling Breakdown of academic impact, for papers by Penny Curtis Breakdown of academic impact, for papers by Anna‐Maria Tuomikoski Breakdown of academic impact, for papers by Margret Lepp Breakdown of academic impact, for papers by Ching‐Yu Cheng Breakdown of academic impact, for papers by Kathleen Fahy Breakdown of academic impact, for papers by Cathrine Fowler Breakdown of academic impact, for papers by Wendy M. Nehring Breakdown of academic impact, for papers by Jill Bally Breakdown of academic impact, for papers by Coleen Saylor
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