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Using Learning Outcome Measures to assess Doctoral Nursing Education

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Graduate-Entry Education for Nonnurses: Preparation, Pathways, and Progress.

Molly Jackson¹, Nadine Marchi

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.

Nursing Education Perspectives

|December 21, 2019

Summary

Direct-entry graduate nursing programs are growing, preparing nurses for leadership and advanced practice. Educators must ensure these programs equip graduates with competent skills for practice.

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Area of Science:

Nursing Education
Graduate Nursing Programs

Background:

Increasing number of nursing programs targeting college graduates with non-nursing degrees.
Variability in educational pathways, role preparation, and doctoral study options.

Purpose of the Study:

To review education and role preparation in US direct-entry graduate nursing programs.

Main Methods:

Conducted a literature search.
Performed a secondary search of direct-entry graduate nursing programs using electronic databases and university websites.

Main Results:

Identified 43 journal articles and 42 direct-entry graduate nursing programs.
Most programs focus on preparing nurses for clinical leadership and advanced practice registered nursing (APRN) certification.
62% of programs require doctoral preparation for entry into APRN practice.

Conclusions:

The expansion of direct-entry graduate nursing programs necessitates educator focus on preparing and evaluating student outcomes.
Ensuring competent entry to practice is crucial for direct-entry graduate nursing programs.