Experiences of Master's Prepared Clinical Nurse Leaders at Three Years Post-Graduation

Shatto, Bobbi; L’Ecuyer, Kristine M.; Meyer, Geralyn; Shagavah, Anne; Mooney, Emily

doi:10.1016/j.profnurs.2018.06.001

Cited by 6 publications

(25 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…[18][19][20] Most of these CNL graduates were working at the bedside, but few were in identified CNL roles. This lack of CNL designated roles has been noted in other studies 8,9,[21][22][23] A large percentage of these respondents continued their education and were in advanced practice, nurse practitioner, and educator roles. These findings are similar to those of Clavo-Hall et al 22,23 We also noted low CNL certification rates among these survey respondents.…”

Section: Discussionmentioning

confidence: 56%

Master's Prepared Clinical Nurse Leaders

Drake

DeGennaro

Kuhn

2022

Journal of Nursing Care Quality

View full text Add to dashboard Cite

Background: Because the Clinical Nurse Leader (CNL) role is relatively new, little is known about the success of CNL graduates. Our aim was to describe the career path of CNL graduates and to measure satisfaction 2 to 10 years after graduation. Methods: A cross-sectional survey design was used to assess career trajectory and self-reported satisfaction with work, life, and educational preparation in a sample of 109 CNL graduates from one university. Online data collection was used, resulting in participants from across the United States. Results: Respondents were primarily Direct Entry CNL graduates. The majority (95%) were still working full- or part-time in nursing. Most (over 90%) were satisfied or extremely satisfied with their decision to become a nurse. Life satisfaction was high: the Satisfaction with Life Scale mean score was 24.9 (SD = 5.67). Conclusion: These results help describe CNL career trajectories and provide useful suggestions for education and practice. This information can help build the business case for the CNL.

show abstract

Section: Discussionmentioning

confidence: 56%

Master's Prepared Clinical Nurse Leaders

Drake

DeGennaro

Kuhn

2022

Journal of Nursing Care Quality

View full text Add to dashboard Cite

show abstract

“…13 Skogsaas and Valeberg, and Shatton et al confirm that RNs with master's degrees have more training in critical and analytical thinking. 23,30 Aiken et al identify the association between a higher level of education and patient safety. 3,4 Moreover, Teng et al assert that a higher accreditation level is a prerequisite for patient safety.…”

Section: Discussionmentioning

confidence: 99%

“…confirm that RNs with master’s degrees have more training in critical and analytical thinking. 23 , 30 Aiken et al. identify the association between a higher level of education and patient safety.…”

Section: Discussionmentioning

confidence: 99%

Registered nurses’ experiences with master’s degree competence in the specialist health service: A qualitative descriptive study

Kjellaas

Fredheim

Moen

2020

Nordic Journal of Nursing Research

View full text Add to dashboard Cite

The application of master’s degree competence in nursing practice has been a hot topic of debate in various forums in recent years. International findings suggest that nurses with master’s degrees can make a positive contribution to the quality of services and patient safety, and an association has been suggested between higher education in nursing and a reduced mortality rate in hospitals. Therefore, this study aimed to investigate registered nurses’ (RNs’) experiences with how a master’s level education affected their work in the specialist health service. An inductive qualitative study design was used. Data were collected through focus group interviews with 18 participants in five groups and analysed using content analysis. This study is reported in accordance with COREQ. The results showed an ‘expectation gap’ between the RNs with master’s degrees and their managers. Our findings also reflected the RNs’ ambivalent experiences of being both a threat and a resource. The application of the competence describes the desire to utilise and recognise the master’s qualification. Furthermore, expectations for the future in the specialist health service were focussed on more evidence-based practice. The results of this study highlight that enhanced competence is a priority area aimed at meeting current and future needs for evidence-based practice and effective services. Clinical master’s degrees place emphasis on both the RNs’ clinical skills and their ability to obtain and apply new knowledge.

show abstract

“…13 Students in second-degree cohorts come from fields as diverse as art, agriculture, marketing, photography, business, criminal justice, construction, and more. 6,11 These characteristics produce a distinct profile: with their professional experience, second-degree students fill specific niches at the intersections of nursing and countless other fields. Lived experience, and the human insight it affords, enables these students to make nursing care relevant (through cultural knowledge, empathy, tailored interventions, etc) to diverse populations and practice settings.…”

Section: Second-degree Students Offer Unique Valuementioning

confidence: 99%

“…The professionalism and emotional intelligence of second-degree students often make them well suited to clinical leadership roles. 6,10,11,15 Because second-degree programs do not typically require a humanities and science core, credit hours may be dedicated to leadership and management competencies instead. 1 (Although this opportunity is dependent on the credit hour requirements and curricular focus of the program at hand.)…”

Section: Second-degree Students Offer Unique Valuementioning

confidence: 99%

Strategies to Evaluate and Enhance Accelerated Second-Degree Nursing Pathways

2023

View full text Add to dashboard Cite

Background: Health systems are facing historic staffing crises, and they require efficient pipelines of qualified students into practice. Accelerated second-degree students are helping to address pressing health care market needs. Problem: Few publications have assessed the second-degree program landscape or offered comparisons of second-degree pathways. Approach: This article discusses the second-degree program landscape, including challenges in second-degree education; compares graduate-level second-degree entry against other pathway options; and presents strategies to optimize and sustain second-degree student pipelines based on these insights. Findings: The second-degree program landscape is characterized by variability. Challenges include inconsistent program nomenclature and limited national data collection. Graduate-level second-degree pathways offer financial and career advantages compared with other pathways. Conclusion: Nursing education should standardize second-degree nomenclature, refine national data capture mechanisms, standardize program scope and requirements, and encourage second-degree pathways at the graduate level or above.

show abstract

Experiences of Master's Prepared Clinical Nurse Leaders at Three Years Post-Graduation

Cited by 6 publications

References 12 publications

Master's Prepared Clinical Nurse Leaders

Master's Prepared Clinical Nurse Leaders

Registered nurses’ experiences with master’s degree competence in the specialist health service: A qualitative descriptive study

Strategies to Evaluate and Enhance Accelerated Second-Degree Nursing Pathways

Contact Info

Product

Resources

About