Master's Degree Curriculum Research Articles

Comparative Comparison of the Curriculum of the Master's Degree in Emergency Nursing in Iran and Monash University in Australia

Introduction: Training emergency nurses plays a significant role in caring for critically ill patients. The comparison of emergency nursing curricula in Iran with those in prestigious universities is one of the ways to determine the strengths and weaknesses of each curriculum. This study aims to conduct a comparative analysis of the Master's degree curriculum in emergency nursing in Iran and Monash University in Australia. Methods: The current study is a comparative review that was conducted in 2024. First, Monash University was selected as a top-ranked institution based on the Quacquarelli Symonds rankings of nursing schools worldwide. Afterward, the required information was collected from the Monash University website, the Master of Emergency Nursing program, the curriculum file, and field information. The collected data were compared using the Bereday model, which includes 4 stages: description, interpretation, juxtaposition, and comparison. Results: The Master's program in emergency nursing in Iran and Monash University of Australia showed many similarities in content, general structure, and the role of graduates. However, there were some differences in the procedure of accepting students and educational units, philosophy, mission, and vision. One of the strengths of Iran's curriculum was the presence of general courses, whereas Monash University stood out for the prerequisite of English language proficiency for admission. There were no work experience requirements in either curriculum; nevertheless, a valid bachelor's degree was required. At Monash, there have been significant improvements by using new teaching techniques, such as simulation training. However, regular updates and reviews of the curriculum in Iran remain necessary. Conclusion: The present study can be one of the appropriate guides for policymakers in the field of nursing education in order to improve the quality and development of nurses' skills. It is recommended that policymakers incorporate new and important courses into the curriculum to promote clinical nursing skills.

Comparative study of master's degree curricula in nursing informatics at Tehran University of Medical Sciences and the University of Maryland

Comparative study of master's degree curricula in nursing informatics at Tehran University of Medical Sciences and the University of Maryland

Exploring hidden curriculum in responsible management education: A narrative inquiry of students' lived experience in management and leadership training programmes

The purpose of this article is to reflect on responsible management education by exploring possible disjunctions between formal and Hidden Curricula in a Business and Management Faculty in Northern Uganda. Using the United Nations (UN) initiated Principles of Responsible Management Education (PRME) as point of departure, we explore intertextual links between the PRME document and two formal master's degree curricula. To unpack Hidden Curricula, we analyse narratives by master's degree students in their final year of study. For this purpose, we apply narrative analysis combined with corpus-assisted genre analysis to identity frequently occurring themes. Our data consists of three documents (PRME, MBA and MPA curricula) and narrative essays from 10 students.While the keywords ‘ethical’, ‘sustainable’ and ‘responsible management’ were salient in the PRME document, themes such as ‘management’, ‘leadership’ and ‘business’ turned out to be more prominent in the formal Master's degree curricula, thus indicating some intertextuality. However, the intertextual relationship between the students' narratives and the PRME was weak.Based on our findings we argue a need for strengthening business and management education along the lines of PRME by paying more attention to the Hidden Curriculum for building ethical, sustainable and responsible competencies.

Training in the profile "Applied Informatics in the Humanities" at the Siberian Federal University: interdisciplinarity and project approach

The article considers the model of training specialists in applied informatics in the humanitarian field, developed at the Humanitarian Institute of the Siberian Federal University (Krasnoyarsk). The history of this training has been going on for almost a quarter of a century. Over the years, the program has changed its name more than once, and the curriculum has also changed in accordance with the requirements. The experience accumulated over a long enough period of time in training specialists of this profile is the subject of consideration in this article. The bachelor's and master's programs, education and activities of the Department of Information Technology in Creative and Cultural Industries, working as part of the Humanities Institute, are considered. Digital technologies continue to develop rapidly, and the number of people willing to master the difficult path of implementing applied informatics in the humanities is growing. Only in 2023, about 50 people have made final qualifying works for bachelors and masters degree at the Department of Information Technology in Creative and Cultural Industries. Each stage of the adjustment of the bachelor's and master's degree curriculum is dictated by a rapidly changing situation. At least two components remain indisputable: interdisciplinarity, which is the basis of educational programs, and a project approach, which assumes a clear statement of the problem and the use of adequate mechanisms for its solution using digital technologies.

Understanding Academic Librarians' One-shot Instructional Design Process Via a Delphi Study

Academic librarians have long been responsible for teaching information literacy competencies on college campuses, even as many are hesitant to accept the title of teacher. With inadequate instructional design preparation and one-shot sessions serving as a popular, if limited, instructional medium, librarians' design processes are often developed on the job and infrequently explored in the literature. Previous research has examined specific design models and instructional strategies, but few studies were found that determined how academic librarians select and implement these design decisions within the context of a one-shot. This Delphi study described academic librarians' design processes in an effort to develop practical takeaways for training and design of one-shot sessions using expert consensus. This study found (1) academic librarians find their master's degree curriculum lacking in instructional preparation; (2) participants preferred professional development that allowed for observation and direct experience; (3) consensus centering objectives in design decisions; (4) backward design was a frequently used model due to its ease of use, flexibility, and emphasis on objectives; and (5) the one-shot environment significantly impacted participants' design processes leading to modifications in their teaching. This paper concludes with a discussion of the implications for practitioners and recommendations for future research directions.

Developing, Integrating, and Implementing Evidence-Informed Practice Curricula Throughout a Chinese Medicine Degree Program.

Objectives: To train faculty and develop curricula in evidence-informed practice (EIP) within a Chinese medicine degree program.Setting: Pacific College of Oriental Medicine (New York).Design: Faculty EIP training was undertaken through utilization of online EIP modules, and development and completion of a 3-credit (45 h) online Foundations of EIP course. This was supplemented by faculty meetings and one-on-one support from department chairs. Curriculum development was undertaken by an EIP Curriculum Committee. The committee followed a modified Delphi process to develop EIP course learning outcomes (CLOs), and to make changes to the College's clinic policies and procedures. EIP assignments were developed for each course in accordance with the CLO.Results: Ninety-one percent of the faculty and 97% of clinical supervisors received formal EIP training. Thirty-five percent of all didactic faculty, 38% of faculty teaching courses with EIP incorporated, and 30% of clinical supervisors completed 10 or more h of EIP training during this project. Faculty also received informal EIP training through participation in department and general faculty meetings. Seventy-three percent of the Master's degree curriculum, inclusive of 40 didactic courses and fifteen 60-h clinic shifts, were modified to incorporate EIP. EIP CLOs and corresponding assignments were developed. Clinic intake forms were modified to facilitate undertaking EIP in the College clinic. Issues related to how EIP is defined in conjunction with the nature of available scientific research in Chinese medicine required discussion and resolution.Conclusions: Training faculty and developing curricula in EIP within Chinese medicine colleges has unique challenges that must be factored into the strategies and processes. Factors that contributed to the success of this project were having faculty drive the process, integrating EIP content within existing curricula, gradual exposure, identifying champions, relating EIP to practice building, and openly discussing opposing perspectives.

Professional task-based curriculum development for distance education practitioners at master’s level: A design-based research

<p>Curriculum development for distance education (DE) practitioners is more and more focusing on practical requirements and competence development. Delphi and DACUM methods have been used at some universities. However, in the competency-based development area, these methods have been taken over by professional-task-based development in the last decade, which has not been applied in the open and distance education area so far. Is the professional-task-based curriculum development approach suitable for open and distance education? This study aims to develop a Master Degree curriculum for DE practitioners in China based on professional tasks. Design-based research (DBR) was used and two cycles of DBR were conducted. Interviews and observations were used to collect data. In the first round of DBR, the authors find that professional-task-based development is feasible and could direct more closely to practical requirements of competencies, and that meanwhile, this approach has some disadvantages and limitations. In the second round of DBR, the approach was revised and results showed that the revised approach was much more suitable and reasonable for DE practitioners. Results of this study include: 1) professional-task based curricula for DE practitioners in China; 2) a curriculum development approach for open and distance education revised from professional-task-based development.</p>

Analyse réflexive de pratiques et développement de nouvelles compétences

Reflexive approach, as training process has now gained most fields involving the issue of relationship. In the field of healthcare, official texts for the reference training schemes (July 29th, 2009) encourage associating a reflexive process dealing with ability « to analyze any situation of healthcare ». Within the master degree curricula « teacher training to functions of professional accompaniment » of which the authors are co-persons in charge at the University of Cergy Pontoise, they train head nurses, eager to be trained to this approach. In this context, the authors clarify, from their experience, the approach of accompaniment and training in reference to clinical social psychology. They analyze how the training group acquires professional skills in relation to reflexive capacity and identify the process involved in the professional posture transformation. After presenting the device of reflexive analysis of the practice, they highlight the symbolic force of the frame and show the effects of an accompaniment of the new posture with thanks to a meta-analysis process. At each step of the process ; new professional skills identified are put to work, accompanying and accelerating individual and group change process.

The Role of Research in Art Therapy Master's Degree Programs

Art therapy master's degree programs are required to provide instruction in research theory and methodology, in accordance with art therapy and professional counseling education standards. Although the art therapy standards outline broad, general principles regarding the study of research, the professional counseling standards are more comprehensive and focused on educating graduate students to be adept evaluators and consumers of research. This viewpoint discusses the role of research in the master's degree curriculum and whether it is pedagogically appropriate to require graduate students, who are in the early stages of mastering clinical skills, to conduct independent research. Recommendations are offered based on a review of existing practice and educational theory.

Impact of a Patient Safety Curriculum for Nurse Anesthesia Students

Patient safety has become an important aspect of national health care initiatives. The purpose of this evaluation was to measure the impact of a patient safety education series for students enrolled in a nurse anesthesia program. Baseline surveys that measured patient safety competencies across three domains, attitudes, skills and knowledge, were administered to the students. A patient safety education series was delivered to the cohort and the survey was then readministered. Mean scores were compared using independent samples t tests. Attitude scores did not change from baseline to posttest. Participants scored higher on posttest means for both the patient safety skills and knowledge domains. Incorporating patient safety content into the nurse anesthesia master's degree curriculum may enhance clinicians' skills and knowledge related to patient safety, and the addition of a patient safety curriculum is important during the formative education process.

Preparing Entry‐Level Counselors for Collaboration

Over a period of 5 years, faculty members from the North Carolina State University's Counselor Education Program have integrated a curriculum enhancement to promote collaboration behaviors among program graduates across the master's degree options for training school, college, and community counselors. The School–College–Community Collaboration (SC3) idea was integrated into a 48‐credit master's degree curriculum accredited by the Council for Accreditation of Counseling and Related Educational Programs. The authors present the rationale for the training program, historical background, program enhancement content, evaluation findings and faculty responses, and future plans for the SC3 enhancement program.

The Electric Endeavour: Engineering formation through SYNECTRIC electric race car development

The Erasmus University College Brussels (EHB) and its partner the Vrije Universiteit Brussel (VUB) constitute the University Association Brussels (UAB), developing a common integrated policy towards the creation of a university space within the capital of Europe. In this framework, the Master degree curricula at EHB, including the industrial engineering curriculum at the IWT department, are now in a phase of academization, which means the introduction of a research-based academic culture necessary to grant academic Master degrees. One of the main challenges with reforming the contemporary higher education landscape remains the transition from traditional ex-cathedra teaching to a more student-centered education sphere focused on the creation of competences. Although the acquisition of a sound theoretical knowledge will always remain the base foundation of the education of the intellectual, the introduction of projectoriented curriculum elements is a key factor in creating a learning environment allowing acquiring and exercising a wide array of skills and competences, including non-cognitive ones, to bene t the industrial and societal deployment of the engineer. The industrial engineer, as formed by EHB in a four year curriculum (three bachelor years and one master year), shall in fact be a polyvalent, operative intellectual, who is able to implement innovative solutions and to solve problems occurring in industrial practice. The involvement of master students in a multidisciplinary project is a premier occasion to create a learning environment enabling student personal development in such direction, including teamwork dynamics. The choice of an electrically propelled competition vehicle as pedagogical project presents several key bene ts. Not only concerns it a subject which greatly appeals to students and which has a large potential for dissemination and student attraction, but it also presents an occasion to enlighten students towards the philosophy of electric transportation which represents the key solution for future sustainable mobility. In urban traffic, due to their bene cial effect on environment, electric vehicles are an important factor for improvement of traffic and more particularly for a healthier living environment. But also when performance is what it is aimed for, electric traction presents substantial environmental and technical bene ts compared with legacy technologies. The introduction of this environmental consciousness enhances the curriculum and contributes to the formation of morally and socially responsible industrial engineers, which is a major bene t for their own personal development as well as for society as a whole. The current project is aimed at the realization of a hybrid electric formula-type vehicle, based on a "Predator" class car body. This type of vehicle is used for competitions in Italy, albeit with a legacy drive train, and presents a versatile platform to implement new drive train technologies.

The Group Experience

Knowledge of group dynamics and leadership activities is a component of the CORE Standards for the Master's degree curriculum in Rehabilitation Counseling. A group experience is often included as a learning activity in rehabilitation counselor education curricula as an instructional method of imparting knowledge of group dynamics. Group experience pedagogy may include process-observer methods, T-groups, demonstration groups, role-play groups, and activity groups. The choice of group experience method must balance the needs of the counselor-in-training with protection of the public and fellow trainees from harm. Harm can be reduced through the choice of a method congruent with the type of groups rehabilitation counselors are expected to lead.

Introduction to the Special Issue: CORE Standards for the Master's Degree Curriculum in Rehabilitation Counseling

Introduction to the Special Issue: CORE Standards for the Master's Degree Curriculum in Rehabilitation Counseling

Introduction to the Special Issue: CORE Standards for the Master's Degree Curriculum in Rehabilitation Counseling

Introduction to the Special Issue: CORE Standards for the Master's Degree Curriculum in Rehabilitation Counseling

Physician Assistant Education in the United States

As physician assistant (PA) programs developed in the 1960s, curriculum models emerged around the central themes of physician-dependent practice and competency-based education. By 2007, there were 136 accredited programs in the United States, with 108 (79%) offering a master-degree curriculum. PA program preclinical and clinical curricula are typically evenly divided in length, and the typical U.S. PA program has a full-time attendance curriculum of 26.5 continuous months. In academic year 2005-2006, the typical PA student was a 27-year-old white woman with a 3.4 overall grade point average and 29 months of prior health care experience who matriculated with a baccalaureate degree into a master-degree PA program. In the 2005 application cycle, the number of applicants per available seat was 2.25 for both allopathic medical schools and PA programs. The transition to a predominately master-degree curriculum resulted in new challenges for PA faculty development, and the number of PA educators with terminal academic degrees continues to lag behind the educational needs of training programs. The topic of PA specialty training and recognition remains controversial. Although the PA profession has prospered since inception, concerns exist regarding workforce issues such as the appropriate balance of autonomy and supervision, role delineation, and the continuing trend toward specialization. The omission or inaccurate classification of PAs within U.S. health care access and workforce literature projects an incomplete picture, and it is important to consider the contributions PAs have made and will continue to make in addressing the nation's health care needs.

The development of nurse practitioners via flexible learning: Toward an innovative Master’s degree curriculum in Thailand

The changing health system in Thailand has provided Thai people with more equitable opportunities in accessing health care services. As a result of medical practitioner shortages and a strong desire for nurses to expand their scope of practice, the Thailand Nursing and Midwifery Council (TNC) plans to increase the number of nurse practitioners at master degree level to staff primary care units (PCUs) and Health Centres around the country. Nursing master degree curricula in Thailand are currently offered using the traditional on-campus face-to-face mode of delivery and have low numbers of student enrolments. Furthermore, research indicates that many graduate nurses in Thailand are seeking entry to Master’s degree curricula, but accessibility, convenience and availability of curricula locally are limiting enrolments.Nursing education globally is a dynamic and iterative process. Educational curricula are based on the principles of adult learning, continuing professional education and life-long learning, which advocate flexible and learner-oriented education. Flexible learning, which has the ability to closely match the professional and academic needs of the learner, has the potential to lead nursing education toward meeting the TNC policy and health system reform in Thailand. It is essential that nursing education in Thailand be revolutionised, embracing flexible delivery modes by traditional higher education providers.This paper presents a new model of health care service delivery and the mechanism used to integrate the principles of flexible learning into a new master degree curriculum for nurse practitioners (NPs) in Thailand.

Physician Assistant Education: Will We Meet the Need?

Recent findings projecting an increased demand for PAs in the US workforce, coupled with a looming shortage of adequately prepared PA faculty and an already high faculty turnover rate, justify a discussion on how to approach these issues from the perspective of faculty preparation and development. Taking into consideration the current and projected growth rate of PA training programs, the increasing demand for PA faculty will result in an average of approximately one doctorally prepared PA faculty member per US program, at a time when most programs have either converted to or commenced with a master's degree curriculum. Until we have a better understanding of clinical PA roles and relationships, our curricular approach to educating PAs will remain based on anecdotal and empirical experiences derived from the medical school model. Doctoral programs in PA education would help define, clarify, and advance the PA profession by codifying the body of attributes, roles, and knowledge unique to the profession.

History in the Library and Information Science Curriculum: Outline of a Debate

Only a small minority of Library and Information Science (LIS) schools now schedule courses with a historical focus, and LIS faculty whose research specialty is seem to be a vanishing breed. Yet some educators are committed to finding ways to preserve historical perspectives in the master's degree curriculum. At the 2004 conference of the Association for Library and Information Science Education (ALISE) the Historical Perspectives Special Interest Group (SIG) discussed strategies and subsequently carried on the debate in an online forum. Theoretical justifications for including in the curriculum appealed to both generalist and specific rationales that argued for history as story as well as history as process, while practical suggestions included focusing on the preservation of documents, adopting the principles and methods of public history, and creating stronger avenues for collaboration among all historians of libraries and information science, no matter what their disciplinary affiliation. Overall, participants felt that in the current economic climate modestly scaled efforts stood the best chance of success.

Ultrasound Practitioner Master's Degree Curriculum and Questionnaire Response by the SDMS Membership

Following publication of the ultrasound practitioner (UP) master's degree educational proposal in August 1999, the UP Commission published a questionnaire to obtain feedback from SDMS membership to the UP concept. This article contains the results of that data collection. Additionally, as progress has been made in the development of UP programs around the country, refinement of the curriculum, as originally proposed, has begun. This article contains a breakdown of required didactic and clinical education for the midlevel provider in diagnostic ultrasound.