Integrative Review of Graduate Entry Programs in Nursing

Pellico, Linda Honan; Terrill, E.; White, Patricia; Rico, Janet

doi:10.3928/01484834-20111130-01

Cited by 22 publications

(12 citation statements)

References 24 publications

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“…However, an increasing number of male students are electing to become APRNs, a finding noted nationally and historically in this population. [57,58] Although a challenge for the nursing profession writ large is increasing the diversity of our workforce, it should be noted that a previous integrative review of master's entry programs for non-nurse college graduates leading to advanced practice revealed students were between 78%-100% white, [58] whereas in this study the students were 67.9% white. Currently 30% of all baccalaureate, master's, doctoral, and doctor of nursing programs are students representing minority populations.…”

Section: Discussioncontrasting

confidence: 54%

Admission academic metrics and later success in an accelerated master’s entry program

Doyle

Fahs

Honan

2019

JNEP

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Background: Accelerated master’s entry programs for non-nurse college graduates leading to advanced practice, which are both rigorous and fast-paced, utilize academic metrics to evaluate prospective candidates, including GRE scores and GPA levels. Because this program saw an increased rate of failure from the program (with medical-surgical nursing being associated with > 93% of failures), the aim of this study was to examine if either of these metrics were associated with later success in the program.Methods: A retrospective, descriptive study analyzed admission metrics and first year academic performance to determine if any criteria were associated with academic success. Data collected included age, gender, race, ethnicity, GPA, GREs and scores on the seven required courses in the first 25 weeks. T-tests, correlations, ANOVAs and multiple regression were used to determine if any significant relationships existed.Results: Admission data from 333 students revealed no differences in the mean GPA related to academic success. Student who failed out of the program had significantly lower GRE quantitative, verbal, and writing scores. Additionally, quantitative and verbal scores correlated with exam scores on many didactic courses, and explained 25.4% of the variance in the first medical-surgical exam scores (p < .001), with GRE quantitative scores having the most effect.Conclusions: This study demonstrated verbal and quantitative scores were the only predictor of academic success suggesting admission offices should reconsider whether this current trend of omitting GREs is meeting the needs of students, faculty, universities and the public at large.

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Section: Discussioncontrasting

confidence: 54%

Admission academic metrics and later success in an accelerated master’s entry program

Doyle

Fahs

Honan

2019

JNEP

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“…Since then, numerous master's entry programs have been developed; some terminating in specialty practice, others in generalist practice. A recent review of the literature (Pellico, Terrill, White, & Rico, 2012) indicated that master's entry graduates successfully complete these rigorous programs and develop into registered and advanced practice nurses. Similar to bachelor of science in nursing (BSN) accelerated students, these students came from varied academic backgrounds, and many were secondcareer students.…”

Section: Setting the Stagementioning

confidence: 98%

Enacting a Vision for a Master's Entry Clinical Nurse Leader Program: Rethinking Nursing Education

Hicks

Rosenberg

2016

Journal of Professional Nursing

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“…IZato rezultati provedenih istraživanja imaju znatna ograničenja vezana uz poboljšanje stupnja kvalitete programa studija sestrinstva. Naime, ne iznalazi se dostatnih podataka o metodama i postupcima za poboljšanje prenošenja znanja i vještina na studente [1].…”

Section: Uvod / Introductionunclassified

The motives for enrollment and expectations of students after graduation at

Mrnjec

2014

SG/NJ

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Cilj: Cilj je istraživanja ispitati motive upisa i očekivanja studenata nakon završetka Sveučilišnog diplomskog studija sestrinstva pri Medicinskom fakultetu Sveučilišta u Zagrebu. Metoda: Za svrhe istraživanja konstruiran je originalni anketni upitnik, koji sadržava 15 pitanja, a odgovori se vrednuju prema Likertovoj bodovnoj skali. U istraživanje je uključeno 113 ispitanika. Svi ispitanici bili su studenti Sveučilišnog diplomskog studija sestrinstva pri Medicinskom fakultetu Sveučilišta u Zagrebu. Ukupni broj upisanih studenata u akademskoj godini 2011/12. bio je 63, a u istraživanje je uključeno 56 ispitanika [46 žena]. U akademskoj godini 2012/13. ukupni broj upisanih studenata bio je 62, a u istraživanje je uključeno 57 [51 žena] ispitanika. Od ukupnog broja upisanih studenata u dvije akademske godine, tj. od 125 studenata, u istraživanje je uključeno 113 ispitanika [90%]. Starosna dob ispitanika bila je od 23 do 59 godina. Rezultati: Iznalazi se da se ispitanici najviše djelomično slažu da je pronalazak boljeg posla bio motiv za upis na studij [46,4% ispitanika prve generacije; 40,4% druge generacije]. Poslije završetka studija iznalazi se da je ispitanicima najvažnije postignuće dobivanje akademskog zvanja [91,1% prva generacija; 93,0% ispitanika druge generacije]. Povećanje osobnog dohotka kao vodeći motiv upisa verificiran je kod 16,1% ispitanika generacije 2011/12. te kao važan, ali ne i vodeći motiv kod 35,7% ispitanika. Kod ispitanika generacije 2012/13. treće mjesto po važnosti povećanje je osobnog dohotka, a zabilježeno je kod 43,8% ispitanika. Znatna razlika iznalazi se između ispitanika obiju generacija studenata u stavu da će nakon završetka studija obavljati svakodnevne radne aktivnosti na mjestu rada za koje je predviđeno i potrebno imati sveučilišni stupanj obrazovanja. U generaciji 2011/2012 podjednako su zastupljeni stavovi potpuno se slažem, slažem se i djelomično se slažem [28,6%; 26,8%; 23,2%]. U generaciji 2012/2013. najzastupljeniji je odgovor djelomično se slažem [42,1%]. Poslije završetka studija u objema generacijama, iznalazi se različit stupanj interesa za obavljanje radnih zadataka u procesu nastave, struci, znanosti i mogućnostima rada u željenom području. Kod ispitanika generacije 2011/2012. verificira se najznačajnija mogućnost rada u nastavi. U ženskih ispitanika u generaciji 2012/2013. verificira se najviši stupanj zainteresiranosti za rad u nastavnom procesu, a kod muških ispitanika za radom u nastavi i struci. Poslije završetka studija iznalazi se da 87,5% ispitanika generacije 2011/2012. i svi ispitanici generacije 2012/2013. ne žele napustiti RH. Nastavak obrazovanja na doktorskom studiju iznalazi se u 69,6% ispitanika generacije 2011/2012. i 71,9% ispitanika generacije 2012/2013. Rasprava: Visok stupanj zainteresiranosti ispitanika za nastavak obrazovanja na doktorskom studiju važan je pokazatelj za potrebu i opravdanost osnivanja doktorskih-sestrinskih studijskih programa u Republici Hrvatskoj. Ključne riječi: Sveučilišni diplomski studij sestrinstva • motivi upisa • oč...

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Integrative Review of Graduate Entry Programs in Nursing

Cited by 22 publications

References 24 publications

Admission academic metrics and later success in an accelerated master’s entry program

Admission academic metrics and later success in an accelerated master’s entry program

Enacting a Vision for a Master's Entry Clinical Nurse Leader Program: Rethinking Nursing Education

The motives for enrollment and expectations of students after graduation at

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