The philosophy of the College of Nursing is the education of nurses who become lifelong learners and critical thinkers.
The philosophy reflects beliefs that education is a continuous process, occurring in phases throughout an individual’s lifetime. 2. Evolution from novice professional to advanced nursing practice: As you progress from one course to the next, changes will be taking place on a professional and personal level, document these changes in reflective summaries after each graduate course. 3. Professional goal: family nurse practitioner(FNP)- Diabetic educator (Develop at least five professional goals and evaluate progress towards achievement near the time of graduation; update and/or revise overtime but at least annually throughout your career. The goals need to have a date of completion, must be measureable and you must state briefly how you will attain those goals.) 4.highlights of excellence in clinical practice : teamwork, leadership,task organization OR prioritizing (Showcase your graduate level skills used in graduate school, selected superior papers, projects or end-of-course faculty theory or clinical evaluations which highlights your excellence in practice, knowledge, skills, etc.) 2nd page: 5. BSN essentials competence : choose 3 exemplars from AACN guideline and describe 6. Achieving program leanring outcomes and MSN essentials competence : choose 3 exemplars from AACN guideline and describe. Essential I: Scientific Background for Practice o Recognizes that the master’s-prepared nurse integrates scientific findings fromnursing, biopsychosocial fields, genetics, public health, quality improvement, and organizational sciences for the continual improvementof nursing care across diverse settings. The Essentials of Master’s Education in Nursing Essential I: Scientific Background for Practice Rationale Master’s-prepared nurses build on the competencies gained in a baccalaureate nursing program by developing a deeper understanding of nursing and the related sciences needed to fully analyze, design, implement, and evaluate nursing care. These nurses are well prepared to provide care to diverse populations and cohorts of patients in clinical and community-based systems. The master’s-prepared nurse integrates scientific findings from nursing, biopsychosocial fields, genetics, public health, quality improvement, health economics, translational science, and organizational sciences for the continual improvement of nursing care at the unit, clinic, home, or program level. Master’sprepared nursing care reflects a more sophisticated understanding of assessment, problem identification, design of interventions, and evaluation of aggregate outcomes than does baccalaureate-prepared nursing care. Students being prepared for direct care roles will have graduate-level content that builds upon an undergraduate foundation in health assessment, pharmacology, and pathophysiology. Having master’s-prepared graduates with a strong background in these three areas is seen as imperative from the practice perspective. Although not required, it is recommended that the Master’s curriculum preparing individuals for direct care roles include three separate graduate-level courses in these three content areas. In addition, the inclusion of these three separate courses facilitates the transition of these master’s program graduates into the DNP advanced practice register nurse programs.

Master’s-prepared nurses understand the intersection between systems science and organizational science in order to serve as integrators within and across systems of care.Care coordination is based on systems science (Nelson et al., 2008). Care management incorporates an understanding of the clinical and community context, and the research relevant to the needs of the population. Nurses at this level use advanced clinical reasoning for ambiguous and uncertain clinical presentations, and incorporates concerns of family, significant others, and communities into the design and delivery of care. Master’s-prepared nurses use ethical theories in the analysis of clinical problems, illness prevention, and health promotion strategies. Knowledge from information sciences, health communication, and health literacy are used to provide care to multiple populations. These nurses are able to address complex cultural issues and design care that responds to the needs of multiple populations, who may have potentially conflicting cultural needs and preferences. As healthcare technology becomes more sophisticated and its use more widespread, master’s-prepared nurse are able to evaluate when its use is appropriate for diagnostic, educational, and therapeutic interventions. Master’s-prepared nurses use improvement science and quality processes to evaluate outcomes of the aggregate of patients, community members, or communities under their care, monitor trends in clinical data, and understand the implications of trends for changing nursing care. The master’s-degree program prepares the graduate to: 1. Integrate nursing and related sciences into the delivery of advanced nursing care to diverse populations. 2. Incorporate current and emerging genetic/genomic evidence in providing advanced nursing care to individuals, families, and communities, while accounting for patient values and clinical judgment. 3. Design nursing care for a clinical or community-focused population based on biopsychosocial, public health, nursing, and organizational sciences. 4. Apply ethical analysis and clinical reasoning to assess, intervene, and evaluate advanced nursing care delivery. 5. Synthesize evidence for practice to determine appropriate application of interventions across diverse populations. 6. Use quality processes and improvement science to evaluate care and ensure patient safety for individuals and communities. 7. Integrates organizational science and informatics to make changes in the care environment to improve health outcomes. Sample Content • Healthcare economics and finance models • Advanced nursing science, including the major streams of nursing scientific development • Scientific bases of illness prevention, health promotion, and wellness • Genetics, genomics, and pharmacogenomics • Public health science, such as basic epidemiology, surveillance, environmental science, and population health analysis and program planning • Organizational sciences

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