Integrative review of graduate entry programs in nursing

In this integrative review, the authors report on, summarize, and analyze research conducted on non-nurse college graduates enrolled in master's degree programs in nursing in the United States and Canada, leading to preparation for advanced practice nurse roles. This review demonstrated that no...

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Bibliographic Details
Published in:The Journal of nursing education 2012-01, Vol.51 (1), p.29-37
Main Authors: Pellico, Linda Honan, Terrill, Eileen, White, Patricia, Rico, Janet
Format: Article
Language:English
Subjects:
Academic Achievement
Adult
Andragogy
Canada
Career Choice
College Graduates
Curricula
Curriculum
Doctoral Dissertations
Education, Nursing, Graduate - organization & administration
Education, Professional, Retraining
Female
Graduate studies
Humans
Indexing
Male
Masters Degrees
Middle Aged
Nontraditional Students
Nurses
Nursing
Nursing education
Program Development
School Admission Criteria
Student Characteristics
Teaching Methods
United States
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Summary:In this integrative review, the authors report on, summarize, and analyze research conducted on non-nurse college graduates enrolled in master's degree programs in nursing in the United States and Canada, leading to preparation for advanced practice nurse roles. This review demonstrated that non-nurse college graduates successfully develop into registered nurses and advanced practice registered nurses (APRNs) or certified nurse-midwives (CNMs). What is conspicuously absent in the literature is articulation of the process whereby college graduates become nurses and APRNs or CNMs. Given the expansion of graduate entry programs for non-nurse college graduates, along with the recent clarion call to move advanced practice nursing to the postgraduate level, it is time to examine the process. Understanding the process will help faculty refine pedagogy and curricula to support students' transition from non-nurse to both nurse and APRN or CNM.
ISSN:0148-4834
1938-2421
DOI:10.3928/01484834-20111130-01