Quality and relevance of master degree education for the professional development of nurses and midwives

Massimi, Azzurra; Marzuillo, Carolina; M, Di Muzio; D’Andrea, Elvira; Vito, Corrado De

doi:10.1016/j.nedt.2017.04.012

Cited by 23 publications

(29 citation statements)

References 27 publications

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“…The most acquired skills during the degree course are educational (81.1%) and research skills (73.0%), followed by managerial (65.3%) and clinical skills (56.6%). These results are different from those observed in a previous multicentric study (Massimi et al, 2017), where educational and managerial skills are the most acquired skills in graduates of several Italian university (86.2% and 79.3%, respectively). Despite the didactic organization, the degree course in the Polytechnic University of Marche is comparable to that mostly represented in Italy, where managerial and educational domains are favored (Rega et al, 2015).…”

Section: Discussioncontrasting

confidence: 99%

“…Never the less disparities in the economic treatment is reported by younger graduates (Miconi et al, 2011). All the other acquired skills are implemented by ≤ 50% of responders, this is in agreement with reports of previous studies (Massimi et al, 2017).…”

Section: Discussionsupporting

confidence: 92%

“…The questionnaire was based according to that developed by Massimi et al (2017) Items were related to seven different aspect: demographic and educational characteristics; occupational status; judgment on the quality, relevance and attractiveness of the course; judgment on the quality and relevance of practical experience during the course; acquisition of knowledge and skills during the course (concerning clinical, educational, managerial and research study areas); working implementation of acquired skills (concerning each study area) and career advancement after the course.…”

Section: Data Collectionmentioning

confidence: 99%

“…Research skills can be used to implement EBP in the working place; educational skills to teaching activities and clinical competences to provide primary care in nursing managed care systems. MSN graduates' occupational profile has been monitored only by mono or multicentric ad hoc surveys (Dante, Miniussi, Margetic & Palese, 2013;Massimi et al, 2017;Miconi et al, 2011;).…”

Section: Introductionmentioning

confidence: 99%

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Impact of Nurses' Post-graduate Education on Placement

Pelusi

Antonella

Gatti

et al. 2020

Preprint

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Background Epidemiological changes led to review health services organization and nursing education, in order to train practitioners capable of effectively dealing with new healthcare needs. Master of Science in Nursing (MSN) degree is a post-graduation training curriculum aimed at providing nurses a method to approach complex and unconventional problems. This survey aims to assess if the skills acquired through MSN degree were implemented in the workplace and were useful for professional advancements. Methods This survey involved 257 MSN graduates of Polytechnic University of Marche, 196 of them completed the survey (response rate 76.3%). Logistic regression models were developed to test independent correlation between variables. Results A positive relation between acquisition of skills and their implementation in the workplace has been demonstrated in all training areas: clinical (OR=25.2; p<0.001), management (OR=7.4; p<0.001), educational (OR=14.2; p<0.001), research (OR=18.8; p<0.001). Only implementation of management skills resulted associated to hierarchical position (nurse managers: OR=11.8; p=0.006; service director nurses: OR=14.6; p=0.025) and age class (≥50 years old: OR=7.3; p=0.004). Economical progressions resulted to be only related to formal hierarchical advancements (OR=27.9; p<0.001), but acquisition of skills allows MSN graduated to increase collaboration in research or educative projects (OR=3.3; p=0.010) and publication of scientific papers (OR=8.7; p<0.001). Conclusions Although application of managerial skills requires the achievement of a higher hierarchical position, implementation of these skills can be realized by all MSN graduates, regardless of their age and hierarchical position. This contribute to improve areas of research and develop new models of nursing care necessary to manage chronic and complex patients.

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Section: Discussioncontrasting

confidence: 99%

Section: Discussionsupporting

confidence: 92%

Section: Data Collectionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Impact of Nurses' Post-graduate Education on Placement

Pelusi

Antonella

Gatti

et al. 2020

Preprint

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“…This recommendation acknowledges the significance of postgraduate education at master's level as a catalyst to the professionalization of nursing (Gerrish, Ashworth, & McManus, ). However, the role of master's level education to support the professionalization of nursing is still unclear (Clark, Casey, & Morris, ; Massimi et al, ; Watkins, ).…”

Section: Introductionmentioning

confidence: 99%

The technology implications of master’s level education in the professionalization of nursing: A narrative inquiry

Chow

Chiang

et al. 2019

Journal of Advanced Nursing

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Aims (a) To explore the meanings of master's education in the professionalization of nursing; and (b) to describe the core attributes that nurses gained through master's study. Design Narrative inquiry. Methods From June 2017 to June 2018, unstructured interviews were conducted with 12 master‐prepared nurses at advanced nursing position with minimum 5 years of postregistration experience. Collaborative thematic narrative analysis was conducted on verbatim transcripts. Members checking, peer validation and audience validation assured verisimilitude and utility. Results There was a need to fit one's own assertion for professional growth in nursing career structure. Master's study equipped nurses with specialty skills and knowledge with enhanced reflexivity, which nurtured morality, problem‐solving ability and capacity to collaborate inter‐professionally. Master‐prepared nurses demonstrated effective clinical leadership through acting as change agents. Conclusions Master's level education and master‐prepared nurses are instrumental to the professionalization of nursing by expanding the roles of nurses. Nursing career mentoring will maximize nurses’ agency in healthcare system. Developing innovative inter‐professional pedagogy will nurture the reflexivity of master‐prepared nurses.

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