RuthAnne Kuiper

830 total citations
22 papers, 601 citations indexed

About

RuthAnne Kuiper is a scholar working on Education, Physiology and Public Health, Environmental and Occupational Health. According to data from OpenAlex, RuthAnne Kuiper has authored 22 papers receiving a total of 601 indexed citations (citations by other indexed papers that have themselves been cited), including 9 papers in Education, 5 papers in Physiology and 4 papers in Public Health, Environmental and Occupational Health. Recurrent topics in RuthAnne Kuiper's work include Education and Critical Thinking Development (8 papers), Simulation-Based Education in Healthcare (5 papers) and Innovations in Medical Education (3 papers). RuthAnne Kuiper is often cited by papers focused on Education and Critical Thinking Development (8 papers), Simulation-Based Education in Healthcare (5 papers) and Innovations in Medical Education (3 papers). RuthAnne Kuiper collaborates with scholars based in United States. RuthAnne Kuiper's co-authors include Daniel J. Pesut, Donald D. Kautz, Adeline Nyamathi, Nancy L. Murdock, Randy Lee Williams, Stephanie Turrise and Dargan M. W. Frierson and has published in prestigious journals such as Journal of Advanced Nursing, Journal of Nursing Education and The Journal of Cardiovascular Nursing.

In The Last Decade

RuthAnne Kuiper

22 papers receiving 522 citations

Peers

RuthAnne Kuiper

EDUCA

PHYSI

PHEOH

GHP

IELA

Jane Lee‐Hsieh Taiwan

Noelene Hickey Australia

Mary E. Kiersma United States

Carol Norton Australia

Lisa A. Seldomridge United States

Karin Hallin Sweden

Joanna Kaakinen United States

Florence Luhanga Canada

Louise Boyer Canada

Danielle Noble Australia

Jane Lee‐Hsieh Taiwan

RuthAnne Kuiper

233 ×1.0

EDUCA

107 ×0.6

PHYSI

137 ×0.8

PHEOH

160 ×1.1

GHP

35 ×0.4

IELA

Citations per year, relative to RuthAnne Kuiper RuthAnne Kuiper (= 1×) peers Jane Lee‐Hsieh

Countries citing papers authored by RuthAnne Kuiper

Since Specialization

Citations

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

Fields of papers citing papers by RuthAnne Kuiper

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of RuthAnne Kuiper

This figure shows the co-authorship network connecting the top 25 collaborators of RuthAnne Kuiper. A scholar is included among the top collaborators of RuthAnne Kuiper 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 RuthAnne Kuiper. RuthAnne Kuiper 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

Kuiper, RuthAnne, et al.. (2017). The Essentials of Clinical Reasoning for Nurses: Using the Outcome-Present State Test Model for Reflective Practice. 9 indexed citations

Kuiper, RuthAnne, et al.. (2015). Gray Matters: Teaching Geriatric Assessment for Family Nurse Practitioners Using Standardized Patients. Clinical Simulation in Nursing. 11(2). 120–125. 1 indexed citations

Frierson, Dargan M. W., et al.. (2012). Are certified nurses better professionals?. Nursing Management. 43(6). 30–35. 4 indexed citations

Kuiper, RuthAnne. (2012). EXPANDINGtheRepertoireofTeachingandLearning StrategiesforFuture Nurse Educators:Introducing Interpretive Pedagogies in an Online Graduate Nurse Education Course. Nursing Education Perspectives. 33(5). 342–345. 3 indexed citations

Kuiper, RuthAnne. (2010). Metacognitive Factors that Impact Student Nurse Use of Point of Care Technology in Clinical Settings. International Journal of Nursing Education Scholarship. 7(1). Article5–Article5. 29 indexed citations

Kuiper, RuthAnne, et al.. (2010). Thinking Strategies of Baccalaureate Nursing Students Prompted by Self-Regulated Learning Strategies. Journal of Nursing Education. 49(8). 429–436. 53 indexed citations

Kuiper, RuthAnne, Daniel J. Pesut, & Donald D. Kautz. (2009). Promoting the Self-Regulation of Clinical Reasoning Skills in Nursing Students. The Open Nursing Journal. 3(1). 76–85. 57 indexed citations

Kuiper, RuthAnne, et al.. (2009). Camp BONES: A Partnership Initiative to Engage Underrepresented Adolescents in a Career in Nursing at the Baccalaureate Level. Journal of Nursing Education. 49(2). 108–115. 6 indexed citations

Kuiper, RuthAnne. (2008). PDA Use in Clinical Practice: A Resource to Support Undergraduate Baccalaureate Nursing Student Clinical Reasoning. CIN Computers Informatics Nursing. 26(2). 1 indexed citations

10.

Kuiper, RuthAnne. (2008). Use of Personal Digital Assistants to Support Clinical Reasoning in Undergraduate Baccalaureate Nursing Students. CIN Computers Informatics Nursing. 26(2). 90–98. 19 indexed citations

11.

Kuiper, RuthAnne, et al.. (2008). Debriefing with the OPT Model of Clinical Reasoning during High Fidelity Patient Simulation. International Journal of Nursing Education Scholarship. 5(1). Article17–Article17. 82 indexed citations

12.

Kuiper, RuthAnne, et al.. (2007). Effectiveness of Nutrition Education on Fast Food Choices in Adolescents. The Journal of School Nursing. 23(6). 337–341. 24 indexed citations

13.

Kuiper, RuthAnne, et al.. (2007). Effectiveness of Nutrition Education on Fast Food Choices in Adolescents. The Journal of School Nursing. 23(6). 337–337. 3 indexed citations

14.

Kautz, Donald D., RuthAnne Kuiper, Daniel J. Pesut, & Randy Lee Williams. (2006). Using NANDA, NIC, and NOC (NNN) Language for Clinical Reasoning With the Outcome‐Present State‐Test (OPT) Model. International Journal of Nursing Terminologies and Classifications. 17(3). 129–138. 29 indexed citations

15.

Kautz, Donald D., et al.. (2005). Promoting Clinical Reasoning in Undergraduate Nursing Students: Application and Evaluation of the Outcome Present State Test (OPT) Model of Clinical Reasoning. International Journal of Nursing Education Scholarship. 2(1). 120 indexed citations

16.

Kuiper, RuthAnne. (2002). Enhancing Metacognition Through the Reflective Use of Self-Regulated Learning Strategies. The Journal of Continuing Education in Nursing. 33(2). 78–87. 88 indexed citations

17.

Kuiper, RuthAnne. (2000). A new direction for cognitive development in nursing to prepare the practitioners of the future.. PubMed. 4(4). 116–24. 3 indexed citations

18.

Kuiper, RuthAnne, et al.. (1995). Planning nursing education for the 21st century. Journal of Advanced Nursing. 21(4). 772–777. 1 indexed citations

19.

Kuiper, RuthAnne, et al.. (1995). The Use of a Homeless Shelter as a Clinical Rotation for Nursing Students. Journal of Nursing Education. 34(8). 375–377. 3 indexed citations

20.

Kuiper, RuthAnne & Adeline Nyamathi. (1991). Stressors and coping strategies of patients with automatic implantable cardioverter defibrillators. The Journal of Cardiovascular Nursing. 5(3). 65–76. 38 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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