Nursing Education and Masters Degree Concept of Postgraduate Nursing Education
The quest for advanced education in nursing has long been driven by the desire to enhance the role of nurses in diverse areas such as consultation, research, and health services planning. Esther Lucille Brown’s 1948 observation encapsulated this aspiration, suggesting that nurses could significantly contribute to various domains of healthcare if provided with the appropriate advanced training. At the time, postgraduate education for nurses was primarily focused on specialized training through internships and practicums in fields like pediatrics, midwifery, anesthesia, and public health (Brown, 1948; Bullough, Bullough, & Soukup, 1983). This training often involved theoretical and practical components aimed at developing expertise in specific areas of nursing practice.
Before the 1950s, nurses who sought advanced education beyond the traditional diploma programs typically pursued degrees in unrelated fields such as sociology or psychology. This limitation underscored a gap in the education system, highlighting the need for formalized master’s degree programs specifically tailored to nursing. The formation of such programs would eventually address this gap, providing nurses with a structured path for advanced academic and professional development.
The History of Master’s Preparation in Nursing Education
The 1950s marked a pivotal moment in the evolution of nursing education with the introduction of the first master’s degree program in nursing at Rutgers University in New Jersey. This program, focused on psychiatric nursing, was a groundbreaking development that set a precedent for future advanced nursing programs. The success of this initial program spurred the creation of additional master’s programs across the country, reflecting the growing recognition of the need for specialized training in nursing (Bullough & Bullough, 1984).
These early master’s programs mirrored the specializations offered in postgraduate education, such as teaching, pediatrics, and administration. As the field of nursing continued to evolve, the need for more structured and comprehensive advanced education became increasingly apparent. The expansion of master’s programs in nursing provided a formal pathway for nurses to gain advanced knowledge and skills, contributing to the professionalization and specialization of nursing practice.
Advanced Concepts of Nursing Education
The 1960s and 1970s witnessed a concerted effort to advance nursing education, driven by the American Nurses Association (ANA) and societal demands for more competent nursing professionals. The ANA’s advocacy for advanced preparation in nursing theory and specialty roles aimed to enhance practice and address emerging healthcare needs (Murphy, 1981). This advocacy was rooted in the belief that nurses with advanced education would be better equipped to handle complex clinical situations and contribute to improvements in healthcare delivery.
During this period, the Council of Baccalaureate and Higher Degree Programs (1985) emphasized the necessity of master’s degrees in nursing to meet the evolving needs of society. The increasing complexity of healthcare environments and the growing demand for advanced expertise in areas such as research, teaching, and administration underscored the importance of advanced nursing education. This emphasis on higher education was a response to the shifting landscape of healthcare, which required nurses to possess advanced knowledge and skills to address contemporary challenges.
Reforming Master’s Preparation in Nursing Education
Despite the growing support for master’s education in nursing, the 1980s revealed some challenges associated with the proliferation of such programs. Starck (1987) criticized the increasing number of master’s programs, arguing that they contributed to confusion among the public and did not adequately address the need for standardized core preparation. By the late 1980s, there were 257 master’s degree programs in nursing, reflecting a lack of cohesion in the field (Starck, 1987).
Starck’s recommendations for reforming master’s programs included the establishment of core competencies in leadership, management, teaching, intellectual curiosity, creative inquiry, collaborative and consultative skills, and professionalism. These competencies were intended to provide a clearer understanding of what it means to be a master’s-prepared nurse and to prepare nurses for roles requiring autonomy and fiscal management. Starck’s insights highlighted the need for a more standardized approach to master’s education in nursing, ensuring that graduates were well-equipped to meet the demands of the healthcare system.
Understanding Master’s Preparation in Nursing Education Today
The evolution of master’s preparation in nursing has continued to address the changing needs of the healthcare system. Starck’s projections regarding the need for master’s-prepared nurses in diverse roles have proven accurate. Today, there are numerous master’s degree programs offering various specializations, and the demand for advanced practice roles remains high (Bureau of Labor Statistics, 2006b).
The variety of specializations available in master’s programs provides nurses with opportunities for personal and professional growth. However, it is crucial for current and future master’s-prepared nurses to “think outside the box” and adapt to emerging challenges in healthcare. The evolving landscape of nursing practice requires a forward-thinking approach, ensuring that master’s education remains relevant and effective in addressing contemporary and future healthcare needs.
New Model of Nursing Graduate
Recent trends in nursing education have introduced the Clinical Nurse Leader (CNL) model, which represents a shift towards generalist preparation rather than specialist training. The CNL role was developed in response to evidence indicating a need for nurses with advanced education to improve patient outcomes, coordinate evidence-based practice, and promote client self-care and decision-making (AACN, 2007b).
The CNL model emphasizes a broader understanding of the healthcare system and focuses on improving patient care through coordination and leadership. This role aims to bridge the gap between clinical practice and administrative functions, providing a comprehensive approach to healthcare delivery. The development of the CNL model reflects a growing recognition of the need for versatile nursing professionals who can navigate the complexities of modern healthcare.
Clinical Nurse Leader and Master’s in Nursing
The role of the Clinical Nurse Leader has sparked debate within the nursing community. The American Association of Colleges of Nursing (AACN) does not advocate for the CNL to replace other master’s-prepared roles but rather to complement existing roles by providing a broader perspective on healthcare systems (AACN, 2005). Despite this, some critics argue that the CNL role may add confusion to the already diverse landscape of graduate nursing education. Concerns have been raised about whether the CNL undermines the roles of other nursing specialists, such as nurse practitioners and clinical nurse specialists, or diminishes the leadership role of professional nurses (Erickson & Ditomassi, 2005).
The AACN has attempted to address these concerns by clarifying the differences between the CNL and other advanced practice roles. The goal is to highlight the unique contributions of the CNL and to ensure that its development enhances rather than detracts from the overall effectiveness of the nursing profession. Ongoing research and dialogue about the CNL role are essential to understanding its impact and ensuring that it meets the needs of the healthcare system effectively.
Conclusion
The journey to the master’s degree in nursing education has been marked by significant milestones and ongoing challenges. From the early efforts to provide advanced training through postgraduate education to the establishment of formal master’s degree programs, the evolution of nursing education reflects a commitment to enhancing the profession and addressing the needs of the healthcare system.
The development of advanced nursing roles, such as the Clinical Nurse Leader, highlights the ongoing need for innovation and adaptation in nursing education. As the healthcare environment continues to evolve, it is essential for nursing education to remain dynamic and responsive to emerging trends and challenges.
The need for master’s-prepared nurses remains strong, driven by the complexity of the healthcare system, the shortage of nurse educators, and the demand for advanced practice nurses. By supporting and refining master’s degree programs, the nursing profession can continue to provide high-quality care and leadership in an increasingly complex and demanding field.