A Theoretical Framework for a Program of Graduate Education for Teachers and Administrators in Nursing Education

Abstract

The problem with which this investigation is concerned is the development of a theoretical framework for a program of graduate education for the preparation of teachers and administrators in nursing education. The theoretical framework for the program was developed after extensive research of the literature concerning graduate education generally and nursing specifically. Additional data were obtained from four different questionnaires sent to the presidents, chairmen, and faculty of all Texas colleges with programs for an Associate Degree in Nursing as well as to 100 students and 100 graduates representing all Texas programs for the Associate Degree in Nursing. The purpose of the study was to review the history of nursing, its development as a profession, and its system of education, including past, present, and future trends in each category of education. This survey gave a perspective to the graduate program proposed in this study. hen all fifty-seven accredited graduate nursing programs in the United States were analyzed to determine the current nature of graduate education in nursing and innovations initiated by specific graduate programs, as substantiated by the literature. The data from the questionnaires sent to all the Texas programs for the Associate Degree in Nursing paralleled the developments and facts revealed in the literature. From all of this information, a theoretical framework for a graduate program in nursing was developed. A description of the program follows. A master's degree received from an accredited university is considered the acceptable minimum preparation for positions of faculty and administrators of basic educational programs in nursing. The following graduate curriculum was developed in order to strengthen this preparation. The student in the master's degree curriculum is provided with the opportunity to capitalize on past knowledge, skill, and education acquired in any setting and to build on this foundation. A research, teaching/administration, and advanced clinical nursing interdisciplinary core of nine credits is required in the program. Then, with the help of the faculty in considering the student's learning needs and career goals, a minimum of twenty-seven additional modular units are incorporated into the program. The student is then assisted by the faculty in determining program behavioral objectives and specific modular unit behavioral objectives. Evaluation of the student's work and progress and successful completion of the program will be based on the developed objectives. These are recorded on the student's transcript in lieu of grades. The minimum criterion of acceptable behavior is a satisfactory completion of the broad expected behaviors established for the graduate program. Implementation, accountability, and demonstration of these objectives are determined by each student as guided by the faculty. When the objectives have been met, the student is eligible for a Master of Arts or Master of Science Degree in Nursing Education. It is recommended that an experimental program be established to test the proposed graduate program and the postulates underlying it. In addition, it is recommended that the findings be analyzed in order to determine the adaptability and applicability of this program to other professional graduate educational programs.