Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

‘Failure to fail’ in nursing – A catch phrase or a real issue? A systematic integrative literature review
Lynda Hughes, Marion Mitchell, Amy N.B. Johnston
Nurse Education in Practice (2016) Vol. 20, pp. 54-63
Closed Access | Times Cited: 64

Showing 1-25 of 64 citing articles:

Empowering energy citizenship: Exploring dimensions and drivers in citizen engagement during the energy transition
Mehmet Efe Biresselioğlu, Muhittin Hakan Demir, Berfu Solak, et al.
Energy Reports (2024) Vol. 11, pp. 1894-1909
Open Access | Times Cited: 6
Assessment of clinical competence in competency-based education.
Teresa La Chimea, Zul Kanji, Susan Schmitz
PubMed (2020) Vol. 54, Iss. 2, pp. 83-91
Closed Access | Times Cited: 29
A scoping review of clinical skill development of preregistration registered nurses in Australia and five other English‐speaking countries
Jane Currie, Cristina Thompson, Pam Grootemaat, et al.
Journal of Clinical Nursing (2022) Vol. 32, Iss. 1-2, pp. 283-297
Open Access | Times Cited: 18
Assessment methods and tools to evaluate postgraduate critical care nursing students' competence in clinical placement. An integrative review
Line J. Øvrebø, Dagrunn Nåden Dyrstad, Britt Sætre Hansen
Nurse Education in Practice (2021) Vol. 58, pp. 103258-103258
Open Access | Times Cited: 22
‘Thinking like a nurse’. Changing the culture of nursing students′ clinical learning: Implementing collaborative learning in practice
Graham R. Williamson, Adele Kane, Hayley Plowright, et al.
Nurse Education in Practice (2020) Vol. 43, pp. 102742-102742
Open Access | Times Cited: 23
The contribution of paid employment for students during their pre-registration nursing studies: An integrative review
Megan C. Wise, Christine Ossenberg, Amanda Henderson
Nurse Education Today (2022) Vol. 111, pp. 105296-105296
Closed Access | Times Cited: 13
Remediation in clinical practice for student nurses – A scoping review
Lynda Hughes, Julia Alcock, Rachel Wardrop, et al.
Nurse Education Today (2024) Vol. 137, pp. 106180-106180
Open Access | Times Cited: 2
Just how bad does it have to be? Industry and academic assessors' experiences of failing to fail – A descriptive study
Lynda Hughes, Marion Mitchell, Amy N.B. Johnston
Nurse Education Today (2019) Vol. 76, pp. 206-215
Closed Access | Times Cited: 21
Nursing, leadership and academia: Passing the baton
Philip Darbyshire, Catherine Hungerford, David R. Thompson, et al.
Nurse Education Today (2020) Vol. 89, pp. 104400-104400
Open Access | Times Cited: 18
Moving forward: Barriers and enablers to failure to fail – A mixed methods meta-integration
Lynda Hughes, Marion Mitchell, Amy N.B. Johnston
Nurse Education Today (2020) Vol. 98, pp. 104666-104666
Closed Access | Times Cited: 18
Failing to Fail nursing students among mentors: A confirmatory factor analysis of the Failing to Fail scale
Liv Bachmann, Cecilie Katrine Utheim Groenvik, Kari Westad Hauge, et al.
Nursing Open (2019) Vol. 6, Iss. 3, pp. 966-973
Open Access | Times Cited: 18
Challenges of objective structured clinical examination in undergraduate nursing curriculum: Experiences of faculties and students
Vahid Zamanzadeh, Reza Ghaffari, Leila Valizadeh, et al.
Nurse Education Today (2021) Vol. 103, pp. 104960-104960
Closed Access | Times Cited: 14
Objective Structured Clinical Examination: An Assessment Method for Academic-Practice Partnerships
M. Raurell-Torredà, Àngel Romero‐Collado, Anna Bonmatí-Tomàs, et al.
Clinical Simulation in Nursing (2018) Vol. 19, pp. 8-16
Closed Access | Times Cited: 16
Incivility behaviours exhibited by nursing students: clinical educators’ perspectives of challenging teaching and assessment events in clinical practice
Patrea Andersen, Margaret McAllister, Suzan Kardong‐Edgren, et al.
Contemporary Nurse (2019) Vol. 55, Iss. 4-5, pp. 303-316
Closed Access | Times Cited: 16
Failure to fail or fast tracking to failure: a critical exploration of social work placements
Jo Finch, Prospera Tedam
Social Work Education (2023) Vol. 43, Iss. 7, pp. 2024-2039
Open Access | Times Cited: 5
How organisational processes influence assessors’ experiences of marginal students’ performances in clinical assessments
Lynda Hughes, Amy N.B. Johnston, Marion Mitchell
Collegian Journal of the Royal College of Nursing Australia (2018) Vol. 26, Iss. 2, pp. 242-249
Closed Access | Times Cited: 14
Safety first: Factors affecting preceptor midwives experiences of competency assessment failure among midwifery students
Carmel Bradshaw, Judith Pettigrew, Mary Fitzpatrick
Midwifery (2019) Vol. 74, pp. 29-35
Open Access | Times Cited: 13
Assessment of clinical competence in competency-based education
Teresa La Chimea, Zul Kanji, Susan Schmitz
(2020) Vol. 54, Iss. 2, pp. 83-91
Closed Access | Times Cited: 12
Managing at risk nursing students: The clinical instructor experience
Kathleen Rodger, Karen Juckes
Nurse Education Today (2021) Vol. 105, pp. 105036-105036
Closed Access | Times Cited: 11
Human influences impacting assessors’ experiences of marginal student performances in clinical courses
Lynda Hughes, Amy N.B. Johnston, Marion Mitchell
Collegian Journal of the Royal College of Nursing Australia (2018) Vol. 25, Iss. 5, pp. 541-547
Closed Access | Times Cited: 12
Failing to Fail in Undergraduate Nursing: Understanding the Phenomenon
Angie Docherty
Nursing Education Perspectives (2018) Vol. 39, Iss. 6, pp. 335-342
Closed Access | Times Cited: 12
Who is failing who? A survey exploration of the barriers & enablers to accurate decision making when nursing students’ competence is below required standards
Orla Nugent, Christina Lydon, Siobhán Part, et al.
Nurse Education in Practice (2020) Vol. 45, pp. 102791-102791
Closed Access | Times Cited: 10
Are we there yet? Graduate readiness for practice, assessment and final examinations
Karen Missen, Lisa McKenna, Alison Beauchamp
Collegian Journal of the Royal College of Nursing Australia (2017) Vol. 25, Iss. 2, pp. 227-230
Closed Access | Times Cited: 10
Self-rated reflective capacity in post-registration specialist nursing education students
Sebastian Gabrielsson, Åsa Engström, Britt‐Marie Lindgren, et al.
Reflective Practice (2022) Vol. 23, Iss. 5, pp. 539-551
Open Access | Times Cited: 6
Undergraduate paramedic student competency assessment: A grounded theory study explaining how assessors in Australia and New Zealand determine student competency to practice
Anthony Clement Smith, Patrea Andersen, Michael Carey
Paramedicine (2023) Vol. 20, Iss. 4, pp. 94-106
Open Access | Times Cited: 3
Page 1 - Next Page

Scroll to top