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A university based model of a nurse anesthesia educational program is described, with emphasis on its development in a graduate degree framework. Steps in developing a university based program are outlined.
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Explore the source record for details and available documents.
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The purpose of this article is to describe the evolution and implementation of the Northern New Jersey Nursing Education consortium--a consortium of seven member institutions established in 1992. Details regarding the specific functions of the consortium relative to cross-registration of students in graduate courses, financial disbursement of revenue, faculty development activities, student services, library privileges, and institutional research review board mechanisms are described. The authors also review the administrative organizational structure through which the work conducted by the consortium occurs. Both the advantages and disadvantages of such a graduate consortium are explored, and specific examples of recent potential and real conflicts are fully discussed. The authors detail governance and structure of the consortium as a potential model for replication in other environments.
Historically, graduate education in nursing has been primarily concerned with the clinical role. In recent years it has been suggested that graduate education needs to consider alternate programs of study that prepare nurses for clinical leadership that are distinct from management and advanced practice roles. Graduate education is needed that focuses on the skills required to coordinate care and implement outcome-based practice and quality improvement strategies. Two models are currently being proposed that meet these objectives. The first is the population health nurse expert that functions on the macrosystems approach and the second is the clinical nurse leader which is based on a microsystems framework. The two models are compared and a combined model where the clinical nurse leader is based on the population health framework is proposed.
The problem of predicting success in graduate education in nursing was addressed through a five-year study of students enrolled in four majors at the University of Iowa. Data from a sample of 198 graduates of the majors-medical-surgical nursing, nursing of children, psychiatric nursing, and nursing service administration-were analyzed to determine the efficiency of the traditional predictors, undergraduate grade point average (GPA) and Graduate Record Examination scores-verbal and quantitative-in predicting success in graduate education as measured by the masters GPA. Findings included support for the use of these predictor variables in the selection of graduate students in nursing and evidence that interprogram differences existed, indicating a need for different selection practices for the different majors.
Webcasting is a new instructional technology used to deliver audio and video presentations via the Internet, enabling learners to participate in a live class via a personal computer. In this article, we describe the workflow involved in producing a Webcast class and provide a detailed account of the process of adopting Webcasting as a medium to provide distance education at a state university in a rural setting. This article addresses the team members required to seamlessly integrate Webcasting into the curriculum: information technology specialists, faculty, students, and administrators. We also identify problems encountered with implementation of Webcasting and methods used to resolve them.
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To determine if there are admission criteria that predict success in graduate nursing education, an investigation was conducted of 193 graduates who had successfully completed the masters nursing program at a private eastern university. Admission criteria and other variables chosen were nursing, nonnursing, and cumulative undergraduate grade point averages (GPAs); verbal, quantitative, and combined Graduate Record Examination (GRE) scores; age at entrance; number of years intervening between attainment of the bachelors and completion of the masters degree; and, number of years intervening between the basic nursing education and the completion of the masters degree. Each variable was correlated with masters GPA for degree of association. Pearson's coefficient of correlation was used to analyze the data. Subgroups were analyzed in relation to the chosen area of clinical concentration: community health, psychiatric, medical-surgical, and maternal-child nursing; basic nursing education: diploma or generic baccalaureate; and, marital status: single or married. Nursing, nonnursing, and cumulative undergraduate GPAs were found to be weakly associated with the masters GPA except for the psychiatric subgroup which showed a moderate correlation between the cumulative under-graduate and the masters GPAs. Weak associations were found between verbal, quantitative, and total GRE scores and the masters GPA, with two exceptions: for psychiatric and community health subgroups there were moderate degrees of association between verbal GRE scores and the masters GPA. Age was not an effective criterion for predicting degree of success in the program. Both measures of intervening years were found to be weakly associated with the masters GPA.
Community engagement through service-learning was introduced into a graduate program in nursing education to develop student leadership skills, interest in learning, and social responsibility. With faculty expertise and guidance, students worked in partnership with underserved community agencies. The goal of sustainability was accomplished by developing faculty expertise in service-learning as a method of instruction and integrating community engagement into academic assignments within existing courses. Opportunities to reflect on the benefits of the experiences were considered crucial to bridging service to learning in the community. Evaluation findings indicate that students gained insight into community needs and resources as they moved outside traditional health care settings. Graduates increased their understanding of their role as a resource to the community, and community agencies saw the value of a nurse educated at an advanced practice level.
Friendship Bridge Nurses and Vietnamese nurses developed a partnership based on the concepts of collaboration, sustainability, critical mass, and shared vision. This article explores the process of development and issues of implementation of a graduate nursing education program in Vietnam.
As part of a system-wide initiative to advance evidence-based practice among clinicians, graduate students, and educators, the New York University Division of Nursing embarked on a curricular initiative to integrate components of information literacy in all core courses of the master's program. Increasing competency in information literacy is the foundation for evidence-based practice and provides nursing professionals with the skills to be literate consumers of information in an electronic environment. Competency in information literacy includes an understanding of the architecture of information and the scholarly process; the ability to navigate among a variety of print and electronic tools to effectively access, search, and critically evaluate appropriate resources; synthesize accumulated information into an existing body of knowledge; communicate research results clearly and effectively; and appreciate the social issues and ethical concerns related to the provision, dissemination, and sharing of information. In collaboration with the New York University Division of Libraries' Health Sciences Librarian, instructional modules in information literacy relevant to each of the 5 core nursing master's courses were developed, complemented by a Web-based tutorial: http://library.nyu.edu/research/health/tutorial. The Web site is multifaceted, with fundamentals for the beginner, as well as more complex content for the advanced user. Course assignments were designed to promote specific competencies in information literacy and strategies for evaluating the strength of the evidence found. A survey of information literacy competencies, which assessed students' knowledge, misconceptions, and use of electronic information resources, was administered when students entered the program and at 1-year intervals thereafter.
In an effort to develop meaningful program evaluation data, this exploratory study examined hardiness and stress among a select group of graduate nursing administration students at The University of Texas at Arlington in Arlington, TX. Students completed a questionnaire, which included the Hardiness Scale and Perceived Stress Scale, at both beginning and end of their program. Six to 12 months after graduation, each participant completed a telephone survey with items related to hardiness and American Association of Colleges of Nursing and American Organization of Nurse Executives core competencies. Mean scores for both hardiness and stress did improve from beginning to end of program; however, alpha coefficient reliabilities were disappointing, so no further quantitative analyses were completed. Most enlightening were the telephone interviews, which revealed that graduates were engaged in behaviors indicative of high hardiness. Use of hardiness as a guiding construct may prove useful to nursing administration program faculty in developing and refining a quality program; use of both quantitative and qualitative methods are recommended for obtaining meaningful program evaluation data.
The author discusses her participation in the development of a graduate nursing program in the southwestern area of the island community of Puerto Rico and the importance of ensuring that local cultural beliefs and values are included throughout the development and implementation of the program.
The authors report the perceptions of students and faculty who participated in a computer conferenced (CC) graduate course in nursing. Ten graduate students and three faculty members completed a course evaluation form, which included items about learning, interaction, environment, technical support, and satisfaction with CC. Responses indicated the CC medium offered a creative and flexible alternative for learning. Course participants perceived benefits such as enriched learning, meaningful interactions, opportunities for reflection, satisfaction with the technology, and the convenience of learning from a distance. These results have implications for facilitating continuing education.