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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Increasing nursing faculty preparation through innovation in graduate and doctoral education
Carolyn J Kerns1, Monika Wedgeworth1
1The University of Alabama Capstone College of Nursing, Box 870358, Tuscaloosa, AL, 35487, United States of America.
Background:
The nursing faculty shortage is an ongoing problem, partly due to a lack of doctoral-prepared nurses.
Purpose:
This article explains innovative approaches to better prepare nursing faculty for an academic nurse educator role.
Methods:
A Doctor of Education (EdD) in Instructional Leadership with a Nursing Education concentration prepares academic nurse educators to engage in the full scope of their role and advance the science of nursing education. The EdD equips nurses to critically assess complex educational challenges, design multifactorial solutions, and contribute to the advancement of nursing education. A Master of Science in Nursing (MSN) in Nursing Education and a Doctor of Nursing Practice (DNP) Nursing Education micro-credential provide options for nurses to obtain foundational education competencies.
Results:
The EdD program currently enrolls the most active students among the three programs. Many students earn the Certified Nurse Educator (CNE) credential through the National League for Nursing. Graduates serve as nursing faculty, administrators, researchers, clinical nurse educators, and consultants.
Conclusion:
The EdD, MSN in Nursing Education, and DNP Nursing Education micro-credential provide feasible solutions to better prepare nursing faculty and help alleviate the nursing faculty shortage.
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