OpenAlex Citation Counts

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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:

Web-Based Training Modules for Nurse Practitioner Preceptors
Laura Kuensting, Carla Beckerle, Natalie Murphy, et al.
The Journal for Nurse Practitioners (2020) Vol. 16, Iss. 8, pp. e113-e115
Closed Access | Times Cited: 5

Showing 5 citing articles:

Nurse practitioner preceptor education to increase role preparedness
Ka'Shiris Walton Perryman
Journal of the American Association of Nurse Practitioners (2022) Vol. 34, Iss. 5, pp. 763-768
Closed Access | Times Cited: 8

Clinical Preceptor Development and the Benefit of Structured Teaching Techniques: A Scoping Review
Rachel Cushing
The Journal of Physician Assistant Education (2023) Vol. 35, Iss. 1, pp. 52-61
Closed Access | Times Cited: 2

Changing the trajectory of clinical precepting for nurse practitioner students with the development of a preceptor resource network
Kayla Videtich, Katherine J. Moran, Lisa Zajac, et al.
Journal of the American Association of Nurse Practitioners (2022) Vol. 34, Iss. 7, pp. 909-917
Closed Access | Times Cited: 3

A Scoping Review of Preceptor Training Programs for Physician Assistants: Curriculum and Design
Erin S. Schoenfuss
The Journal of Physician Assistant Education (2024)
Closed Access

The “Five Minute Preceptor Model”: Development and evaluation of a training course for preceptors in nursing practical education in Austria: A pilot study
Melanie Breznik, Karoline Schermann, Birgit Senft, et al.
Journal of Nursing Education and Practice (2023) Vol. 14, Iss. 3, pp. 21-21
Open Access | Times Cited: 1

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