Continued Growth
Through Ongoing
Research & Learning
Continued Growth
Through Ongoing
Research & Learning

Selected Publications

  • Cato, M. L., Lasater, K., and Peeples, A. I. (2009). Nursing Students' Self-Assessment of Their Simulation Experiences. Nursing Education Perspectives, 30(2), 105-108.
  • Driggers, B., & Shaver, K. S. (2005). Dreams to reality (almost): the Oregon Consortium for Nursing Education: statewide integration of high fidelity manikin based simulation. Communicating Nursing Research, 38, 127-127.
  • Eddy, L. L. (2005). Dreams to reality (almost): the Oregon Consortium for Nursing Education: mutuality and reciprocity: keys to decreasing the nursing faculty shortage. Communicating Nursing Research, 38, 128-128.
  • Gaines, B. C., & Harris, P. (2005). Dreams to reality (almost): the Oregon Consortium for Nursing Education: faculty development: new approaches for new pedagogies. Communicating Nursing Research, 38, 126-126.
  • Gaines, B. C., & Spencer, A. G. (2013). Developing the Oregon Consortium for Nursing Education: The back story. Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing, 29(4), 197-202. doi:10.1016/j.profnurs.2012.05.001 Read Abstract
    The Oregon Consortium for Nursing Education (OCNE) is a collaborative partnership between community colleges and a multicampus university in Oregon that developed in response to an emerging nursing shortage and changing health needs in the population. OCNE has created a redesigned curriculum with shared agreements for academic standards, admission, and seamless transition from associate to baccalaureate programs. Although the schools share pedagogical resources, curriculum, and standards, each partner school retains autonomy and accountability for its degree program. The creation and continued development of the consortium required the participation of people from multiple organizations with diverse concerns. Through a Robert Wood Johnson Foundation-funded evaluation of OCNE, this retrospective analysis was conducted to describe the process of consensus building that resulted in OCNE and to provide an explanatory framework for the benefit of others who are seeking to redesign nursing education in their communities.
  • Gubrud-Howe, P., & Schoessler, M. (2008). Guest editorial. From random access opportunity to a clinical education curriculum. Journal of Nursing Education, 47(1), 3-4.
    The purpose of the clinical education curriculum is to improve student achievement of course competencies through the creation of structured learning experiences that are scaffolded to the curriculum and the level of the student; to ease the strain of clinical education on the clinical agencies; and to ease the transition of the student role to that of the professional nurse. As educators, we realize that we can no longer rely on random access opportunity for the development of practice skills. We must structure our clinical education, like we structure our course content, to be appropriate to the learning outcomes and the developmental level of the student. Several of the OCNE learning models are currently being developed and evaluated as OCNE pilot projects. As the curriculum is implemented, OCNE will continue to evaluate the effectiveness of the learning models and the combined effect of the integrated curriculum of achievement of the goals of the program.
  • Gubrud, P. M. and Schoessler, M. (2009). OCNE Clinical Education Model. In Ard, N., & Valliga, T. M. (Eds.), Clinical Nursing Education: Current Reflections, (pp. 39-58),New York, NY: National League for Nursing.
  • Gubrud, P., Spencer, A. G., & Wagner, L. (2017). From Start-up to Sustainability: A Decade of Collaboration to Shape the Future of Nursing. Nursing Education Perspectives, 38(5), 225-232.
  • Herinckx, H., Munkvold, J. P., Winter, E., & Tanner, C. A. (2014). A measure to evaluate classroom teaching practices in nursing. Nursing Education Perspectives, 35(1), 30-36. Read Abstract
    AIM: The Oregon Consortium for Nursing Education (OCNE) Classroom Teaching Fidelity Scale was created to measure the implementation of the OCNE curriculum and its related pedagogy. BACKGROUND: OCNE is a partnership of eight community colleges and the five-campus state-supported university. OCNE developed a shared competency-based curriculum and pedagogical practices. An essential part of the OCNE evaluation was to measure the extent the curriculum and pedagogical model were implemented on each partner campus. METHOD: The scale was developed using a multistep methodology, including review of the literature and OCNE guidelines and materials, frequent consultation with local and national advisory boards, and multiple observations of OCNE classrooms over a two-year period. RESULTS: Fidelity scores are reported for 10 OCNE colleges observed in 2009. CONCLUSlON: The creation and use of this fidelity scale and similar measures may contribute to the emerging science of nursing education by more clearly documenting educational reform efforts.
  • Lasater, K., and Nielsen, A. (2009). The Influence of Concept-Based Learning Activities on Students' Clinical Judgment Development. Journal of Nursing Education, 48(8), 441-446.
  • Lasater, K., & Nielsen, A. (2009). Reflective Journaling for Clinical Judgment Development and Evaluation. Journal of Nursing Education, 48(1), 40-44.
  • Magnussen, L., Niederhauser, V., Ono, C., Johnson, N., Vogler, J., & Ceria-Ulep, C. (2013). Developing a Statewide Nursing Consortium, Island Style. Journal of Nursing Education, 52(2), 77-84. doi:10.3928/01484834-20130114-01. Read Abstract
    This article describes the transformational changes in the scope and pedagogy of nursing education within a state university system through the development of the Hawaii Statewide Nursing Consortium (HSNC) curriculum. Modeled after the Oregon Consortium for Nursing Education, the HSNC used a community-based participatory approach to develop the curriculum to support all students within the state who are eligible to earn a baccalaureate degree. The curriculum was designed as a long-term solution to the anticipated shortage of nurses to care for Hawaii's diverse population. It is also an effort to increase capacity in schools of nursing by making the best use of resources in the delivery of a baccalaureate curriculum that offers exit opportunities after the completion of an associate degree. Finally, it provides new ways of educating students who will be better prepared to meet Hawaii's health needs.
  • Munkvold, J., Tanner, C. A., & Herinckx, H. (2012). Factors affecting the academic progression of associate degree graduates. The Journal of Nursing Education, 51(4), 232-235. doi:10.3928/01484834-20120224-04 [doi]. Read Abstract
    The Oregon Consortium for Nursing Education (OCNE) is a coalition of community colleges and the campuses of the Oregon Health & Sciences University (OHSU), created to share a competency-based curriculum by which associate degree graduates from an OCNE campus are eligible to complete requirements for the bachelor's degree after 1 year of additional full-time study. Since 2006, three graduating classes from consortium community college programs have graduated 760 students eligible for direct transfer to OHSU; however, only 228 (30%) have actually transferred. This study aimed to explore the factors that influenced the 208 graduates in the class of 2010 not to transfer. The primary reasons for discontinuing their nursing education, in ranked order, were financial concerns, conflict with time and energy for work, and conflict with time and energy for family. This study has implications for achieving the academic progression goals recommended in the Institute of Medicine's The Future of Nursing report.
  • Nielsen, A. E., Noone, J., Voss, H., & Mathews, L. R. (2013). Preparing nursing students for the future: an innovative approach to clinical education. Nurse Education in Practice, 13(4), 301-309. doi:10.1016/j.nepr.2013.03.015 [doi]. Read Abstract
    A clinical education model was developed and implemented by nursing faculty in the Oregon Consortium for Nursing Education undergraduate curriculum to improve clinical learning for preparation of nurses to practice in the 21st century. This clinical education model, developed though collaborative work by nursing practice and education representatives throughout the state, moves away from a "random access opportunity" model of clinical education reliant on "total patient care" experiences to an intentional design of clinical learning activities based on course competencies appropriate to student level. Five elements of the model were proposed: case-based, concept-based, intervention skill-based, focused direct client care and integrative experiences. Different elements are dominant in early, middle and late clinical experiences to best support the developmental level of the student. Expectations for faculty, students and clinical staff were also developed to enhance best practices in clinical learning. Preparation of clinical partners for a change in clinical learning and student accountability are essential for optimal learning. This paper provides an overview of the model with clinical application examples for each element with a particular emphasis on case-based, concept-based and integrative clinical experiences.
  • Noone, J. (2009). Innovative Learning Activity. Evidence-Based Practice to Outcomes Management: Spiraled Learning Activities, Part II. Journal of Nursing Education, 48(8), 472.
  • Noone, J. (2009). Teaching to the Three Apprenticeships: Designing Learning Activities for Professional Practice in an Undergraduate Curriculum. Journal of Nursing Education, 48(8), 468-471.
  • Noone, J., Bromley, T., McKenzie, G., Naumes, S., Sideras, S., & Voss, H. (2013). Implementing cultural learning activities through community and academic partnerships. In L. Caputi (Ed.) Innovations in nursing education: Building the future of nursing (pp.61-73). Philadelphia: Lippincott, Williams, & Wilkins.
  • Noone, J., Sideras S., Gubrud-Howe, P., Voss, H. & Mathews, L.R. (2012). Influence of a poverty simulation on nursing student attitudes towards poverty. Journal of Nursing Education, 51(11), 617-622. DOI: 10.3928/01484834-20120914-01
  • Noone, J., Sideras, S. A., & Ross, A. M. (2009). Evidence-Based Practice to Outcomes Management: Spiraled Learning Activities, Part I. Journal of Nursing Education, 48(7), 416.
  • OCNE strives to increase number of nurses. (2007). Oregon State Board of Nursing Sentinel, 26(1), 2-2.
  • Northrup-Snyder, K., Menkens, R. M. & Dean, M. (2017). Student competency perceptions from Associate degree to Bachelor degree completion.  Journal of Nursing Education, 56(10), 581-590.
  • Ostrogorsky, T. L., & Raber, A. M. (2014). Experiences of first-year nursing students during an education redesign: findings from the Oregon Consortium for Nursing Education. Nursing Education Perspectives, 35(2), 115-121. Read Abstract
    AIM: The aim of this article is to summarize first-year students' (n = 908) experience during a nursing education redesign. BACKGROUND: Oregon Consortium for Nursing Education (OCNE) began its redesign of nursing education in 2000, long before the current national calls for nursing education reform. As OCNE moved from planning to implementation, a comprehensive evaluation of the students, the program, and curriculum ensued. METHOD: Data were collected from first-year nursing students each spring from 2007-2010 using a standardized survey instrument that included demographic, attitudinal, and opinion-based survey items. RESULTS: Results indicated fellow students, course lectures and interaction, and faculty and courses were rated areas of satisfaction. CONCLUSION: Areas needing improvement included advising and facilities, administration, quality of instruction and curriculum, and overall program effectiveness. Mean scaled and open-ended responses from each area are reported.
  • Ross, A. M., Noone, J., Luce, L. L., & Sideras, S. A. (2009). Spiraling Evidence-Based Practice and Outcomes Management Concepts in an Undergraduate Curriculum: A Systematic Approach. Journal of Nursing Education, 48(6), 319-326.
  • Ross, A. M., McKenzie, G., & Noone, J. (2010). Overview: spiraling evidence-based practice in the OCNE curriculum. Communicating Nursing Research, 43, 160-160.
  • Ross, A. N., & Salveson, C. (2009). Building RN/BS bridge/transition courses to the OCNE curriculum. Communicating Nursing Research, 42, 236-236.
  • Sideras, S., McKenzie, G., Noone. J., Markle, D., Frazier, M. & Sullivan, M. (2013). Making simulation come alive: Standardized patient in undergraduate education. Nursing Education Perspectives, 34(6), 421-425.
  • Shores, L., & Gabrud-Howe, P. (2005). Dreams to reality (almost): the Oregon Consortium for Nursing Education: transforming nursing education in Oregon. Communicating Nursing Research, 38, 125-125.
  • Tanner, C. (2005). Dreams to reality (almost): the Oregon Consortium for Nursing Education: overview. Communicating Nursing Research, 38, 124-124.
  • Tanner, C. A. (2007). Nursing education: current themes, puzzles and paradoxes. Communicating Nursing Research, 40, 3-14. Read Abstract
    It would be tempting to declare that transformation of nursing education in the current context of faculty shortages and other scarce resources as Mission Impossible. But I believe that the opposite is true. It is my sense that the rapid changes in healthcare, the shifting population needs and the acute nursing shortage have catalyzed fundamental change, perhaps the most profound in the 50 year history of WIN. The first steps of that transformation are becoming increasingly apparent as nursing faculty begin to challenge their long-standing, taken-for-granted assumptions; as they set aside differences and their internecine warfare of the entry-into-practice debates; as they begin stronger and deeper collaborations with their clinical partners. We won't see the evidence of these changes in the literature for a while, because they are just getting started. There's not a lot to report yet. Here are some examples of the changes afoot: The Oregon Consortium for Nursing Education has resulted from unprecedented collaboration between community college and university faculty, with an eye to develop a standard, competency-based curriculum to prepare the "new" nurse, and to improve access to a seamless baccalaureate curriculum. The first students were enrolled in nursing courses in fall, 2006 on 8 campuses--the four campuses of OHSU and 4 community colleges, with additional community college campuses admitting students in '07 and '08. In this curriculum, fundamentals of nursing have been redefined as evidence-based practice, culturally sensitive and relationship-centered care, leadership and clinical judgment, with these concepts and others introduced early and spiraled throughout the curriculum. Through a 2-year faculty development program, faculty leaders in the OCNE partner programs have taken to heart the many lessons about learning, intentionally attending to content selection that will help reduce the volume while focusing on the most prevalent. Instructional approaches have been tremendously changed, with an emphasis on case-based instruction, integrating distance delivery technologies, and using simulation, drawing on best practices in the development of these approaches (Billings, et al., 2001; Issenberg, et al .2005; Jeffries, 2005). OCNE leaders obtained funding from Kaiser Permanente Northwest to begin the long, collaborative, consensus building process to transform clinical education. Evaluation has and will continue to be an integral part of this work, with an eye to adding to our collective knowledge of best practices in nursing education. We see evidence of similar efforts, mostly state or regional, in order to build on prior alliances, acknowledge geographic particularities, and respond to local needs in many other parts of the country, from Hawaii to New Jersey, Texas to Montana. The nursing shortage has been a primary catalyst. It has captured the interest of potential funders, individual donors, foundations to the Federal government. The keys are collaboration and a collective voice for nursing, a willingness to work through long-standing and divisive issues, and most importantly, a moral commitment to the populations we serve.
  • Tanner, C. A., Gubrud-Howe, P., & Shores, L. (2008). The Oregon Consortium for Nursing Education: A Response to the Nursing Shortage. Policy, Politics, & Nursing Practice, 9(3), 203-209.
    Read Abstract
    The Oregon Consortium for Nursing Education (OCNE) is a statewide coalition designed as a long-term solution to the nursing shortage and in response to the need for a new kind of nurse to care for Oregon's aging and increasingly diverse population. It is an effort to increase capacity in schools of nursing by making the best use of scarce faculty, classrooms, and clinical training resources in the delivery of a standard curriculum on 13 campuses, including 8 community colleges and the 5 campuses of the OHSU School of Nursing. This article describes the development of OCNE, including infrastructure development, creation of the shared curriculum, redesign of clinical education, faculty development, and plans for evaluation. If OCNE is successful in achieving its goals, it holds substantial policy implications for the development of nursing education systems, design of curricula, use of simulation as a component of clinical education, and delivery of clinical education.
  • Tanner, C. A. (2010). Transforming Prelicensure Nursing Education: Preparing the New Nurse to Meet Emerging Health Care Needs. Nursing Education Perspectives, 31(6), 347-353.


Tanner, C.A. (2010). The Education Consortium Model. The Robert Wood Johnson Foundation (RWJF) Initiative on the Future of Nursing, at the Institute of Medicine (IOM), February 22, 2010, University of Texas MD Anderson Cancer Center, Houston. Proceedings available at