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Updated: Jan 1, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Graduate-Entry Education for Nonnurses: Preparation, Pathways, and Progress
1About the Authors Molly Jackson, DNP, AGNP-C, ACHPN, is director, Master of Nursing Program, Case Western Reserve University Frances Payne Bolton School of Nursing, Cleveland, Ohio. Nadine Marchi, DNP, RN, CRRN, CNE, is a Clinical Assistant Professor, The George Washington School of Nursing, Washington, DC. For more information, contact Dr. Jackson at mjj22@case.edu.
Aim:
The aim of the study was to review education and role preparation in US direct-entry graduate nursing programs.
Background:
In the last 15 years, there has been an increase in nursing programs targeting college graduates with nonnurse degrees. Educational pathways, role preparation, and doctoral study options vary.
Method:
A literature search was conducted. A secondary search of direct-entry graduate nursing programs was performed using electronic databases, including academic nursing sources and university websites.
Results:
Forty-three journal articles were located. The secondary search identified 42 direct-entry graduate nursing programs. The majority of programs emphasize role preparation for clinical nurse leadership and advanced practice registered nursing (APRN) certification; 62 percent require doctoral preparation for entry to APRN practice.
Conclusion:
The growth of direct-entry graduate nursing programs will require educators to prepare and evaluate student outcomes to ensure competent entry to practice.
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