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National Nursing Organizations II

National Nursing Organizations II

Nursing organizations play a vital role in representing nurses working in specialized clinical settings, such as the American Association of Critical-Care Nurses (AACN).
The AACN emphasizes a healthy work environment through six standards to achieve an optimal patient outcome. The standards are appropriate staffing, meaningful recognition, collaboration, authentic leadership, effective communication, and decision-making. In addition, AACN provides certification programs, webinars, journals, and...

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data from the...

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about insulin...

The Professional Nurse

The Professional Nurse

Professional nurses are not limited to bedside care and are taking roles of greater responsibility. A nurse should have a knowledge-based practice, including personal, theoretical, procedural, cultural, and reflexive knowledge. Additionally, nurses must be competent in cognitive, technical, interpersonal, and ethical/legal skills. Some of the best attributes of successful nurses include the following:
Communication skills: These are critical characteristics, especially speaking and listening.

Fundamentals of Nursing Process I

Fundamentals of Nursing Process I

The nursing process is the core of practice for every registered nurse to deliver holistic, patient-focused care. The following are the five steps in the nursing process.

Fundamentals of Nursing Process II

Fundamentals of Nursing Process II

There are several characteristics related to delivering nursing care. One vital characteristic of the nursing process is that it can be used to protect nurses and justify the provided care. Productive use of the nursing process requires the knowledge and skills of nurses to assess and solve issues. Nurses should develop and strengthen their critical thinking skills and evidence-based nursing interventions to improve their skills in formulating nursing care plans. A well-defined approach to...

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Updated: May 25, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Doctoral preparation of nursing faculty.

M N Bremner, A D Crutchfield, M M Kosowski

|March 1, 1990

Summary

The doctorate is not universally required for nurse educators. A survey examined the prevalence of doctorally prepared nursing faculty and institutional requirements for terminal degrees in nursing education.

Area of Science:

Nursing Education
Academic Requirements

Background:

The terminal degree for nurse educators is a topic of ongoing discussion in academia.
There is a need to understand current practices regarding doctoral preparation for nursing faculty.

Purpose of the Study:

To investigate the necessity of a doctorate for all nurse educators.
To determine if a non-nursing doctorate is acceptable for nurse educators.
To gather data on the number of doctorally prepared nursing faculty and institutional degree requirements.

Main Methods:

A survey was conducted to collect data.
The survey focused on institutional requirements for terminal degrees in nursing.
Information on the number of doctorally prepared nursing faculty was gathered.

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Main Results:

The study surveyed current practices regarding doctoral degrees for nursing faculty.
Findings address the prevalence of doctorally prepared faculty and institutional policies.
Data provides insights into the acceptance of non-nursing doctorates.

Conclusions:

The necessity of a doctorate for all nurse educators requires further examination.
Institutional policies on terminal degrees for nursing faculty vary.
The study contributes to the understanding of doctoral requirements in nursing education.