Graduate and Master Program In Nursing Education Curriculum Models for Graduate Programs in Nursing Education
Graduate nursing education is undergoing a significant transformation in response to evolving healthcare demands and societal needs. There is a critical shortage of nurses prepared with advanced degrees to assume roles in administration, education, research, and advanced clinical practice. National initiatives aim to increase the number of nurses with advanced practice and doctoral degrees (American Association of Colleges of Nursing [AACN], 2006; Institute of Medicine [IOM], 2010; National League for Nursing [NLN], 2013). This shift is driving a reevaluation of curriculum models used in graduate nursing programs.
This section explores the evolving nature of graduate nursing education, including curriculum models for master’s and doctoral programs, faculty preparation for teaching in these programs, and anticipated future trends influencing the development of graduate nursing education.
Historical Development of Graduate Nursing Education
Understanding the historical context of graduate nursing education provides a foundation for current developments. The inception of graduate education in nursing dates back to the early 20th century, initially focused on supervisory and administrative roles. Over time, the scope of graduate education expanded to include advanced practice roles such as nurse practitioners (NPs), clinical nurse specialists (CNSs), nurse anesthetists, and nurse-midwives.
Today’s graduate programs aim to prepare nurses for advanced clinical roles, as well as specialized fields such as informatics, education, and administration. These programs are designed to equip nurses with the advanced knowledge and skills needed to improve healthcare systems and patient care.
History of Master’s Programs in Nursing Education
The history of master’s programs in nursing reveals significant growth and evolution. In 1960, there were only 14 graduate nursing programs, with Rutgers University pioneering the first nursing master’s degree focusing on psychiatric clinical specialization (Egenes, 2009). The demand for advanced nursing education grew rapidly, expanding into research, teaching, administration, and clinical practice areas.
The Nurse Training Act of 1964, which recommended federal funding for graduate nursing programs, led to a proliferation of such programs by 1970. Initially, the focus was on roles such as CNS, educator, researcher, and administrator. However, as the CNS role gained prominence, fewer nurses pursued research, education, or administration roles. NP programs, initially developed at the University of Colorado in 1965, also evolved from continuing education to formal graduate programs, emphasizing political advocacy to expand NP practice (Egenes, 2009; Fairman, 2014).
Development of a New Master’s Program in Nursing Education: The Clinical Nurse Leader
The Clinical Nurse Leader (CNL) role emerged as a master’s level generalist designed to enhance patient outcomes through evidence-based practice and quality improvement strategies (American Association of Colleges of Nursing [AACN], 2013). CNLs are tasked with improving care coordination, promoting client self-care, and managing patient care within specific populations.
One of the early adopters of the CNL role was the Veterans Administration, which utilized CNLs to provide safe, cost-effective care (AACN, 2013; Keating, 2011b). Despite initial skepticism regarding the need for a new role, the differentiation between CNLs and CNSs has become more distinct. While CNSs are specialized clinicians in particular areas, CNLs focus on managing and coordinating care at the microsystem level, working collaboratively with CNSs to deliver comprehensive, high-quality patient care.