PubMed Health⌕ Search
Home/Archive/PubMed

PubMed · 12792285

Nursing administration graduate programs: current status and future plans.

Betsy Frank·Jane Aroian·Priscilla Tashea
View original source ↗Export metadata ↓

Abstract

BACKGROUND: Much controversy has been reported in the literature regarding the value of graduate programs in nursing administration. Yet a rapidly changing healthcare delivery system requires that nurse administrators be well prepared to deal with a fiscally restrained environment that demands the delivery of high-quality care OBJECTIVE: The purpose of our study was to investigate the current status and future plans of graduate programs in nursing administration. We particularly focused on anticipated program reforms and relationships with external stakeholders. METHOD: A survey was mailed to 338 National League for Nursing Accrediting Commission and Commission on Collegiate Nursing Education accredited master's programs. Data from 105 completed surveys were analyzed descriptively. RESULTS AND CONCLUSIONS: Graduate programs in nursing administration are alive and well. Programs appear to be adding needed content as suggested by the American Association of Colleges of Nursing and American Organization of Nursing Executives and others to keep pace with a changing healthcare delivery system. Programs continue to explore creative ways to reach more students with fewer faculty resources.

Explore related subjects

AccreditationCurriculumEducation, Nursing, GraduateForecastingHumansNeeds AssessmentNurse AdministratorsNursing Administration ResearchNursing Education ResearchProgram DevelopmentSurveys and QuestionnairesTraining SupportUnited StatesJournal ArticleResearch Support, Non-U.S. Gov't

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

Betsy Frank, Jane Aroian, Priscilla Tashea. 2003. Nursing administration graduate programs: current status and future plans.. https://doi.org/10.1097/00005110-200305000-00006

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

PubMed2007

Teaching development in undergraduate and graduate medical education.

Faculty members from three different institutions, each with long-standing experience teaching development, present strategies for teaching normal development in undergraduate and graduate medical education. This article provides an overview of licensing body requirements, teaching methodology, audiovisual and textbook resources, goals and objectives (knowledge, skills, and attitudes), and sample curricula for teaching human development to medical students, general psychiatry residents, and child and adolescent psychiatry residents. The challenges of teaching development to various groups of trainees with different required course lengths and expected levels of competency, using lifespan and topical approaches, are reviewed.

Accreditation↗
PubMed2007

Developing a psychopathology curriculum during child and adolescent psychiatry residency training: general principles and a problem-based approach.

Psychopathology is one of the core elements in a curriculum on child and adolescent psychiatry. Because there is no best-evidence model described for teaching this topic, an approach must be developed in each program that meets the standards set out by the Residency Review Committee and fully prepares its graduates to be competent child and adolescent psychiatrists. Methods used for teaching psychopathology may vary widely among programs and should be based on a sound educational rationale and adult learning principles that emphasize life-long, self-directed learning. This article describes an overall approach to curriculum design and expands on the use of problem-based learning as an educational method for teaching psychopathology in a child and adolescent psychiatry residency program.

Accreditation↗
PubMed2007

Teaching evidence-based psychotherapies.

Currently our field is actively involved in developing new ways to characterize and treat children and adolescents with psychiatric disorders and in evaluating the effects of our therapies. We also are beginning to examine the effectiveness of our teaching methods. This article presents evidence for, ideas about, and a philosophy to guide individuals who are privileged to train child psychiatrists in psychotherapies. Specifically, it discusses the issues of the evidence base for diagnosis and for nonspecific and specific active elements of child psychotherapy. Evidence for methods of training is presented. The article addressed the need for supervising psychiatrists to keep abreast of developments in teaching methods so that we can best train competent, curious, and compassionate child psychiatrists.

Accreditation↗