Nursing education component in master's programs.

The purposes of this study were to: a) describe the outcomes, content, and structure of master's programs in nursing in the functional area of teaching; b) describe related learning experiences of students; and c) identify trends in graduate nursing education in preparing students for the role of teacher. A self-administered questionnaire developed by the investigators was mailed to all NLN accredited master's programs (N = 139). The instrument collected data on the nursing education component of the master's program. Ninety-two questionnaires were completed and returned, resulting in a response rate of 66.2%. Only 10 (10.9%) master's programs offered a major in nursing education. More common were minors, elective courses, and tracks in nursing education, as well as other similar curriculum patterns (N = 66). Fifteen (16.3%) master's programs offered no courses in nursing education. There was a statistically significant difference between the mean number of credits of nursing education courses required in programs offering a major (M = 11.4) compared with a minor (M = 8.8). More than half of the master's programs required nursing education courses in learning theory, curriculum development, instructional design, teaching methods, clinical teaching, various aspects of evaluation, and grading. Learning experiences in which students participated to prepare themselves for teaching roles included in the majority of programs: classroom teaching, clinical teaching (generally involving a practicum), clinical evaluation of students, development of a course/curriculum, and test construction. The research documents the continued emphasis on advanced nursing practice as the primary area of graduate study with preparation for teaching occurring through minors in the program.(ABSTRACT TRUNCATED AT 250 WORDS)

Duke Scholars

Author Marilyn Haag Oermann School of Nursing