The Value of a Master’s-Prepared Nurse : NR 500 Week 1

Sample Answer for The Value of a Master’s-Prepared Nurse : NR 500 Week 1 Included After Question

Thank you for the response. Yes, there is a financial incentive to become a graduate nurse. I live in Wyoming were the nurse pay is some of the lowest in the country. The average new-grad rate for an RN in Wyoming is roughly $27/hr. According to the US Bureau of labor statistics the mean wage in Wyoming for an RN is $35.16/hr. (USBLS, March 2022). This number can be misleading though because most hospitals in Wyoming are classified as Critical care access hospitals, who do not pay well. Wyoming does have a much lower cost of living compared to the rest of the country but it is still very low pay. Through my research and conversations that I have had NP’s that I work, I can expect over a 50% pay increase when I become an FNP. For my family and me, this incentive is huge. I am very excited to become a provider, but the financial gains have great impact as well.   

Preparing the Assignment 

This discussion will explore the value of a master’s education in nursing. Please provide an initial response to the discussion question by Wednesday at 11:59pm MT and two interactive dialogue responses no later than Sunday 11:59 PM MT at the end of WEEK 1. The discussion is worth 75 points. Please refer to the discussion grading rubric for additional criteria. 

Consider the current healthcare delivery models and practice settings. Reflect on how nursing practice is transforming in response to the current demands of the healthcare system and answer one of the following questions: 

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  1. What differentiates the practice of a master’s-prepared nurse compared to that of a baccalaureate-prepared nurse? 
  1. What is the value of a master’s degree in nursing? 
  1. What do you consider to be the most essential professional competency for a master’s-prepared nurse practicing in the 21st century? 

Refer to AACN Essentials, Chamberlain University Nursing Conceptual Framework and other scholarly sources. Use at least one outside scholarly article to support your position. Provide an example to illustrate an application to professional practice. 

A Sample Answer For the Assignment: The Value of a Master’s-Prepared Nurse : NR 500 Week 1

Title: The Value of a Master’s-Prepared Nurse : NR 500 Week 1

The healthcare industry has become dynamic and the nursing profession has consequently had to align with it. The shortage of nurses that has manifested in various healthcare areas as well as increasing costs makes it fundamental for the profession to advance. The leadership and management of healthcare facilities also require advanced knowledge and competencies, which makes it important for nurse managers and other healthcare professionals to acquire advanced competencies (Kelly, Watson, Watson, Needham, & Driscoll, 2017). Therefore, the complex nature of the contemporary nursing profession demands for nurses to advance their education by undertaking postgraduate degrees so as to gain the requisite competence and skills.

The value of a masters prepared nurse to the profession is unquestionable. Given their advanced knowledge and skills, such nurses enhance the quality of care offered to patients. Consequently, this leads to improved patient outcomes. Moreover, masters prepared nurses have superior decision-making and critical thinking skills. Postgraduate-prepared nurses similarly demonstrate leadership qualities that equips them with knowledge to challenge poor nursing practices (Wangensteen et al., 2018). The outcome of such an empowerment entails enhanced patient outcomes in healthcare settings. Similarly, advancing education to the master’s level empowers nurses with important clinical skills that makes them comfortable regarding advanced clinical undertakings.

Therefore, advancing the level of education of a nurse has innumerable benefits to one as an individual

The Value of a Master’s-Prepared Nurse  NR 500 Week 1
The Value of a Master’s-Prepared Nurse NR 500 Week 1

and healthcare settings. The clarity and effectiveness of communication gained from pursuing the postgraduate education ensures that such nurses possess superior clinical, leadership, and research skills (Massimi et al., 2017). These skills are necessary and important when it comes to providing safe healthcare to patients. The advanced clinical skills gained from the mastrs degree also ensures that nurses can comfortably handle complex issues in a health care setting. As such, it is advisable for nurses to increase their knowledge and competence by pursuing further studies.

The Value of a Master’s-Prepared Nurse : NR 500 Week 1 References

Kelly, J., Watson, R., Watson, J., Needham, M., & Driscoll, L. O. (2017). Studying the old masters of nursing: A critical student experience for developing nursing identity. Nurse education in practice, 26, 121-125.

Massimi, A., Marzuillo, C., Muzio, M., Vaccio, M., D’Andrea, E., Villari, P., De Vito, C. (2017). Quality and relevance of master degree education for the professional development of nurses and midwives. Nurse Education Today53(2017), 54-60. doi:10.1016/j.nedt.2017.04.012

Wangensteen, S., Finnbakk, E., Adolfsson, A., Kristjansdottir, G., Roodbol, P., Ward, H., & Fagerström, L. (2018). Postgraduate nurses’ self-assessment of clinical competence and need for further training. A European cross-sectional survey. Nurse education today, 62, 101-106.

When discussing differentiating factors of a master’s-prepared nurse compared to that of a baccalaureate-prepared nurse, the most obvious difference is the level of formal education. However, the most important difference between these two nurses are evident within their practice, which sets them apart in the clinical field. Master’s-prepared nurses often practice as a nurse practitioner, where they practice with a higher level of autonomy than those with a baccalaureate degree (Clark, et al., 2015, p. 328). Nurse practitioners are required to have at least a master’s degree to “assess and manage patients with undifferentiated and undiagnosed problems†in their routine practice (Clark, et al., 2015, p. 328). The master’s degree of nursing programs reflects mastery of higher level of critical thinking than at the baccalaureate level, as well as the understanding of complete, holistic care (AACN, 2011, p. 7). Therefore, master’s-degree nurses are shown to not only have more formal education, but also a more expansive clinical skill set, more critical thinking skills, and the legal capability to diagnose and treat patients as providers, compared to that of a baccalaureate-prepared nurse.

There is a significant amount of literature supporting the value of a master’s degree in nursing. A common theme amongst this literature discusses improved delivery of care and patient outcomes with increased involvement of master’s-prepared nurses in the health care system (Clark, et al., 2015, p. 333). The evidence also suggests that master’s-prepared nurses positively influence nursing practice due to the higher level of critical thinking, leadership expertise, and leadership skills from the master’s-prepared nurses (Clark, et al., 2015, p. 333). Every nurse’s goal is to improve patient outcomes and delivery of care in the healthcare system, and this evidence suggests that master’s-prepared nurses are top performers amongst their nurse colleagues in these categories.

According to a concept analysis study, nurse competencies can be categorized into three different theories including behaviorism, trait theory, and holism (Fukada, 2018). Behaviorism includes performance of individual core skills, trait theory considers the competencies required to complete specific tasks, such as critical thinking skills, and holism views competency as a cluster of elements (Fukada, 2018). I believe that holism is the most essential professional competency for a master’s-prepared nurse practicing in the twenty-first century. Furthermore, holism requires applying skills, attitudes, knowledge and critical thinking to unique situations (Fakuda, 2018). I believe that holism is the most essential competency because approaching patient situations with a holistic perspective is what makes nurses unique amongst other providers in the interdisciplinary team. Nurses are specially trained to look at the patient as a whole human, not just for his or her medical diagnoses.

The Value of a Master’s-Prepared Nurse : NR 500 Week 1 References

American Association of Colleges of Nursing. (2011). The essentials of master’s education in nursing. https://www.aacnnursing.org/Portals/42/Publications/MastersEssentials11.pdfLinks to an external site.

Clark, L., Casey, D., & Morris, S. (2015). The value of master’s degrees for registered nursesLinks to an external siteLinks to an external site.. British Journal of Nursing, 24(6), 328-334. https://doi-org.chamberlainuniversity.idm.oclc.org/10.12968/bjon.2015.24.6.328Links to an external site.

Fukada M. (2018). Nursing Competency: Definition, Structure and Development. Yonago acta medica, 61(1), 1–7. https://doi.org/10.33160/yam.2018.03.001

Consider the current models of healthcare delivery and practice settings. Consider how nursing practice is changing in response to current healthcare system demands and respond to one of the following questions:

What distinguishes a master’s-prepared nurse’s practice from that of a baccalaureate-prepared nurse?
What is the worth of a nursing master’s degree?
What do you believe is the most important professional competency for a master’s-prepared nurse practicing in the twenty-first century?

Consult the AACN Essentials, the NLN competencies, and the CCN Nursing Conceptual Framework. Use at least one outside scholarly article to back up your claim. Give an example of an application to professional practice.

I completely agree with your conclusion statement about the importance of master’s of science in nursing (MSN) degrees and the need for additional research. In my own research for this assignment, I discovered an underlying theme about a lack of research on the value of MSN significance. As nurses, it’s easy to see the value in a degree that not only advances our expertise and knowledge, but also our profession as a whole. It is necessary to increase the medical community’s, government’s, and public’s understanding of the importance of MSN. Positive changes can and do occur when a nurse is recognized as a valuable member of the healthcare community at the undergraduate and graduate levels, in my opinion.

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The ability of advanced practice nurses to function to the full scope of their educated and science-based practice is when the MSN’s value is revealed. According to Massimi et al. (2017), master’s prepared nurses have higher levels of confidence and cognitive abilities in their practice. Being able to attain advanced knowledge and critical thinking skills not only betters current practice but future practice as well. In my 20 years in the nursing profession, I know that my own confidence and ability to handle stressful situations at work has grown tremendously. The ability to problem solve, think outside of the box, and communicate clearly but effectively are valuable qualities that I believe an MSN can enhance for myself and nurses alike. MSN programs provide critical skill sets in education, administration, research, and advanced clinical practice for nurse practitioners, midwives, and anesthetists (Massimi et al. 2017). This, I believe, supports your discussion response that advanced-degreed nurses improve clinical judgment with decision making and the improvement of sometimes subpar current practices. Leadership skills taught at the advanced academic level in nursing will help the profession as a whole.

When examining the difference between practicing with a BSN degree versus a MSN degree, it appears that the BSN degree limits advancement in the nursing field.  The BSN degree allows the nurse to practice safely and competently,  using the obtained knowledge and critical thinking skills, while incorporating these skills with evidence-based practice.  However,  a BSN degree comes with limitations when seeking advanced nursing roles.  The mastered prepared nurse obtains essential leadership skills, which  are utilized in the clinical setting, education/teaching, administration, healthcare policies, and informatics. The knowledge base and use of leadership skill set differentiates the MSN prepared nurse from the BSN prepared nurse (Chamberlain College of Nursing, 2016).

The nurse with a master’s degree can have a positive impact in the delivery of patient care and outcomes.  Critical thinking skills are enhanced, and the essential leadership skill previously stated, clearly improve the delivery and outcomes for patients  in the ever changing healthcare system.  The MSN degree autonomizes and empowers the master’s prepared nurse to challenge the quality and delivery of care, and how it best can affect patient outcomes (American Associations of Colleges of Nursing 2011).

As I move forward in my FNP program I feel Informatics and Healthcare Technologies, Essential V, is forever changing and will impact my role as an FNP.  The value that I appreciate the most in my practicing is safely as a nurse, and incorporated into Essential V the use of electronic health records. The integration of health records will allow for optimum continuity of care for improving wellness, sickness, and overall health care for patients. Technology has a waited focus on data analysis, communication, health management/education, and health care records, which helps us as providers deliver the highest level of care. Technology is rapidly changing,  and it is necessary for the master’s prepared nurse to have the knowledge base to improve the safety and delivery of evidence-based practice to our patients Chamberlain College of Nursing. (2016).

The Value of a Master’s-Prepared Nurse : NR 500 Week 1 References :

American Associations of Colleges of Nursing. (2011). The essentials of master’s education in nursing. Retrieved from http://www.aacnnursing.org/Portals/42/Publications/MastersEssentials11.pdf (Links to an external site.)

Chamberlain College of Nursing. (2016). Chamberlain college of nursing masters of science in nursing conceptual framework. Retrieved from https://www.chamberlain.edu/docs/default-source/academics-admissions/catalog.pdf (Links to an external site.)

Clark L, Casey D, Morris S.  The  (Links to an external site.)value (Links to an external site.) of Master’s  (Links to an external site.)degrees (Links to an external site.) for registered nurses.  The  (Links to an external site.)value (Links to an external site.) of Master’s  (Links to an external site.)degrees (Links to an external site.) for registered nurses. (Links to an external site.)

The Value of Master Prepared Nurse

Evidence demonstrates the relationship between a master’s degree in nursing (MSN) in advanced nurse practitioners (ANPs) and improved patient outcomes. The Master’s-prepared nurse contributes to developing and leading specialized nursing practice. MSN programs equip nurses with advanced academic knowledge and skills in applying theory to clinical practice, and students are usually required to carry out a research project (Wilkinson et al., 2018). The MSN nurses apply the specialized knowledge and skills to improve patient care delivery and support the achievement of organizational objectives, including delivering quality patient care.

MSN-prepared nurses employ their extensive expertise, networks, and knowledge in health care to create a pivotal role that fosters nursing practice. An MSN degree equips nurses with enhanced communication and nursing practice, enabling them to act as role models and facilitate quality patient care (Kjellaas et al., 2020). Thus, it is evident that an MSN degree has a role surpassing the defined nursing specialist or advanced practice skills. Furthermore, the MSN degree equips nurses with leadership skills empowering nurses to become more effective leaders and take leadership positions in organizations and healthcare systems. An MSN also supports nurses’ increased confidence and self-esteem in decision-making and implementing patient care interventions (Kjellaas et al., 2020). For instance, MSN nurses demonstrate increased confidence to question treatment decisions, positively impacting patient care.

Critical thinking is crucial for MSN nurses to engage in safe, competent, and autonomous practice. The MSN degree improves nurses’ critical thinking and decision-making in clinical practice. Nurses who have completed MSN programs demonstrate higher critical thinking scores in problem-solving, decision-making, inference, evaluative thinking, and reasoning (Wilkinson et al., 2018). This translates to patient benefits, including improved management of conditions, reduced length of stay, and improved patient satisfaction with the nurses’ knowledge, skills, and individual qualities.

The Value of a Master’s-Prepared Nurse : NR 500 Week 1  References

Kjellaas, S., Fredheim, G., & Moen, Ø. L. (2020). Registered nurses’ experiences with master’s degree competence in the specialist health service: A qualitative descriptive study. Nordic Journal of Nursing Research40(4), 221-228. https://doi.org/10.1177/2057158520946

Wilkinson, J., Carryer, J., & Budge, C. (2018). Impact of postgraduate education on advanced practice nurse activity–a national survey. International Nursing Review65(3), 417-424. https://doi.org/10.1111/inr.12437

Dr. White,

The American Association of Colleges of Nursing (AACN), the Institute of Medicine, the Robert Wood Johnson Foundation, the Tri-Council for Nursing, and the Carnegie Foundation for the Advancement of Teaching all agree: Nurses must strive for higher levels of education to enhance the quality of care available to our nation’s varied patient population groups and to make skilled healthcare services more accessible.

In as much as every competency is as important as the other, i found leadership competency as the most important. Leadership competency is able to assume advanced leadership roles, advocate for improved healthcare access and quality, and provide/demonstrate leadership. Leadership competency is useful in the identification of possible areas for growth. Aspiring nurse leaders can use them in planning personal preparation for their careers. Health care organizations may utilize them as a guideline for job descriptions, expectations and evaluations of nurse leaders. Nurse educators can utilize them as a curriculum guideline for the educational preparation of nurses seeking expertise and knowledge in executive practice. Effective nursing leadership competency, creates a positive work environment where others are motivated, inspired, and supported to achieve organizational goals.

New AACN Data Confirm that More Nurses Are Advancing Their Education – a Trend that Enhances Patient Safety and Healthcare Quality. (2013). Dakota Nurse Connection11(3), 28.

Schub, E. B., & Balderrama, D. M. (2017). Effective Nursing Leadership: Performing. CINAHL Nursing Guide,

A BSN prepared nurse I believe focuses on a more hand-on approach centered around patient care while and MSN prepared nurse has more education on the other aspects such as leadership, educational roles, and administration. MSN prepared nurses are trained in more specialized roles within the nursing community. Some of these specialties could be roles such as nurse administrators, nurse educators, and clinical nurse leaders among others.

The value of a master’s degree in nursing is immeasurable. I say this because of all the opportunities this degree opens for the holder. Opportunities for employment but also the opportunity to be a change agent within the nursing world. Many of the employment opportunities only become available once one has reached the master’s level. An ADN or BSN nurse can still build a fulfilling career however an MSN allows for flexibility, advancement, and leadership roles. Another value that this degree presents is the hospital or clinic where you will potentially work is likely to see you at a higher value because of your increased skill. I believe that postgraduate nurses have better critical thinking, decision-making skills, and more leadership qualities that would help the nurse with making changes within their organization. I found a great section on the American Association of Colleges of Nursing website that states, “More education brings more opportunity, and many doors are open to nurses with master’s degrees. Nurses with graduate preparation provide direct patient care at an advanced level, conduct research, teach online and in the classroom, impact public policy, lead health systems, consult with corporations, and implement evidence-based solutions that revolutionize health care.” (AACN, 2022)

Honestly, for me I cannot narrow down what I feel the most essential professional competency for a master’s prepared nursing practicing in the 21st century. To me it is all important, all competencies need to be present to be well-rounded and effective. If I had to choose the two competencies that I have been thinking about at work, I would say Health Policy and Advocacy. I believe it is vital that nurses are aware of the process for making health policy and how to change it. I’m sure we can all relate to the frustrations that come with patient care and “following the policy”, or from my experience the lack of policy which is very problematic. Being master’s prepared, we will be better equipped to look at the bigger picture when it comes to patient care and make more informed decisions based off those observations. This can include thinking outside of the box when assisting a patient in locating resources. Their ability to follow their health plans might be compromised because of current policy, being able to find workarounds for these patients is vital to their health. In addition to finding these workarounds MSN prepared nurses will be better prepared to join the process to change these policies which can make patient care more difficult.

American Association of Colleges of Nursing. (2022). Master’s Education. https://www.aacnnursing.org/Nursing-Education-Programs/Masters-Education

DeNisco, S.M., & Barker, A. M. (2015). Advanced practice nursing: Essential knowledge for the profession (3rd ed.). Jones & Bartlett Learning.

What differentiates the practice of a master’s-prepared nurse compared to that of a baccalaureate-prepared nurse?  

A baccalaureate-prepared nurse obtains a four-year degree. This four-year degree is known as a BSN. These nurses have completed about four years of college education before gaining employment in any nursing specialty they desire. These nurses could have obtained their associate degree in nursing before receiving their bachelor’s degree or their license in practical nursing before obtaining their bachelor’s degree. Many nurses like myself decided to skip these two routes and go straight for their BSN. I decided to go straight for my BSN because I knew that being a nurse practitioner was always my goal in life. Nurses with their BSN can change specialties anytime if they train with the facility that hires them. A master’s-prepared nurse must have completed their BSN already and must complete about another two to three years to obtain an MSN (Master of Science in Nursing). There are diverse types of master’s degrees in nursing. Whichever career choice a nurse decides to follow is usually based on where they specialize as a baccalaureate-prepared nurse. However, baccalaureate-prepared nurses can go into different master’s prepared specialties based on their experiences, skills, and personal desires. According to Gleason (2022), the different nursing programs for master’s in nursing include advanced practice registered nurse programs such as nurse practitioner, clinical nurse specialist, certified registered nurse anesthetist, nursing research, certified nurse midwife, and nursing education. Master’s-prepared nurses can prescribe medications, diagnose, practice independently in some states, and so much more.   

What is the value of a master’s degree in nursing? 

The value of a master’s degree allows a nurse to become more confident about how to care for a patient due to their advancement in education. Nurses who engage in postgraduate studies are able to build their skills. According to Clark, Casey, and Morris (2015), evidence suggests that nurses who’ve engaged in postgraduate study may have skills such as effective leadership, complex problem-solving, change management, and relationship building, making them a good fit for today’s complex healthcare environment. Being a good fit for today’s complex healthcare environment is essential because the added value of nurse practitioners leads to great teamwork, which will then lead to great patient outcomes. According to Savard I, Al Hakim G, and Kilpatrick K (2022), Nurse practitioners’ added value includes: skills and competencies, activities performed, positive outcomes, and positive role perceptions.

What do you consider to be the most essential professional competency for a master’s- prepared nurse practicing in the 21st century? 

I consider the most essential professional competency for a master’s-prepared nurse is the ability to collaborate. There is not a substantial job that can be done alone. I believe when master’s prepared nurses know their role well, then the possibilities of extraordinary outcomes are limitless. Successful collaboration is also positively correlated with continuity and adherence to care, patient satisfaction, employee, and employer satisfaction.. (Jadotte, et al., 2019). Collaborating with others in healthcare is vital because one healthcare professional can notice something that the other person has not. For instance, a psychiatric mental health nurse practitioner is thinking about starting a schizophrenic patient on Seroquel. However, a nurse practitioner in cardiology notifies the psychiatric mental health nurse practitioner that the patient already has a prolonged QT interval. The mental health nurse practitioner will then think of using alternative antipsychotics to prevent potentially inducing torsade de pointes. Master’s-prepared nurses have improved critical thinking skills that can be utilized in leadership roles and used to challenge poor practices (Clark, Casey, & Morris, 2015) and influence positive change. Healthcare is a collaborative effort that incorporates proficient and communicative perspectives, diagnoses, plans, assessments, and treatments. 

REFERENCES: 

Clark, L., Casey, D. & Morris S. (2015). The value of Master’s degrees for registered nurses. British Journal of Nursing. 24(6). 328-334.  https://doi-Links to an external site. org.chamberlainuniversity.idm.oclc.org/10.12968/bjon.2015.24.6.328 

Jadotte, Y. T., Gayen, S., Chase, S. M., Passannante, M., & Holly, C. (2019). Interprofessional Collaboration and Patient Health Outcomes in Urban Disadvantaged Settings: A grounded Theory Study. Health and Interprofessional Practice and Education, 3(4), eP1185. https://doi.org/10.7710/1185Links to an external site. 

Gleason, B. (2022). Types of Master’s Degrees in Nursing. NurseJournal. Retrieved August 30, 2023, from https://nursejournal.org/degrees/msn/types-of-masters-degrees-in-nursing/#msnLinks to an external site. 

Savard, I., Al Hakim, G., & Kilpatrick, K. (2023). The Added Value of The Nurse Practitioner: An Evolutionary Concept Analysis. Nursing Open10(4), 2540–2551. https://doi.org/10.1002/nop2.1512

What differentiates the practice of a master’s-prepared nurse compared to that of a baccalaureate-prepared nurse? 

 A master’s degree in nursing allows the nurse to use the knowledge and experience gained from a baccalaureate degree and expand beyond that framework. The knowledge gained from a master’s degree allows the nurse to immerse themselves into the profession with advanced critical thinking and decision-making skills, further aiding in positive patient outcomes. “The master’s-prepared nurse examines policies and seeks evidence for every aspect of practice, thereby translating current evidence and identifying gaps where evidence is lacking” (AACN,2011). Health care is non-linear and with the knowledge gained from a master’s education, comes the added responsibility of the practitioner to question current policies and procedures.  

What is the value of a master’s degree in nursing? 

 There are many values in obtaining a master’s degree in nursing. To me, the one that stands out the most is the opportunities for personal and professional growth. There is a significant range of job opportunities with an MSN degree. By becoming more knowledgeable in your field, comes more responsibilities in your career as well. It is exciting to me to think of a future job where I will be able to make a positive difference in patients’ lives, all while learning more and growing as a person/provider. Going back to school as a full-time nurse is a huge commitment; to advance your career from a BSN to MSN means that you feel strongly about the nursing community enough that you want to become more knowledgeable, with the end goal of helping your patients in your community.  

 What do you consider to be the most essential professional competency for a master’s-prepared nurse practicing in the 21st century? 

I would consider critical thinking to be the most essential professional competency for a master’s prepared nurse in the 21st century. Critical thinking is an essential skill learned as a nurse, and with it we increase the quality and safety of our patients’ care. Critical thinking allows us to analyze a situation and provide an action in response. “Generally, critical thinking encompasses the concepts of problem-solving, decision-making, inference, divergent thinking, evaluative thinking and reasoning” (Kjellaas S, Fredheim G, Moen ØL,2020). An example of critical thinking in my workplace (OR) is when an emergency surgery takes place. Often these patients are already intubated and sedated, so we must use our critical thinking skills to determine what decisions to make to perform a safe surgery. Critical thinking is an important skill for all nurses, but especially important for the Master’s prepared nurse as they have more responsibility within their role.  

American Association of Colleges of Nursing. (2011). The essentials of master’s education in nursing.https://www.aacnnursing.org/Portals/42/Publications/MastersEssentials11.pdf 

Kjellaas S, Fredheim G, Moen ØL. Registered nurses’ experiences with master’s degree competence in the specialist health service: A qualitative descriptive study. Nordic Journal of Nursing Research. 2020;40(4):221-228. doi:10.1177/2057158520946028Links to an external site. 

Participation –replies to your classmates or instructor

  • A minimum of 6 responses per week, on at least 3 days of the week.
  • Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
  • Each response needs to be at least 75 words in length (does not include your list of references)
  • Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
  • Follow APA 7th edition
  • Points will be deducted if the above is not followed

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

What differentiates a master’s prepared nurse compared to a baccalaureate-prepared nurse or BSN is the accountability. The BSN represents an entry-level nursing education that provides a foundation for clinical practice. The MSN degree or master prepared nurse requires a more advanced education that includes an in-depth understanding of health assessment, understanding of pharmacology and pathophysiology (DeNisco & Barker, 2015). MSN nurses have greater autonomy and are capable of providing complex problem-solving and leadership skills within healthcare settings. “The application of critical thinking in the nursing process enables nurses to meet the complex and diverse requirements of clinical nursing practice”. (Ali-Abadi, Babamohamadi, & Nobahar, 2020). MSN-educated nurses provide more comprehensive care to patients due to their advanced knowledge and skills.

The nursing profession emphasizes a holistic approach to medicine and the importance providing compassionate care to patients. A MSN-prepared nurses have a deep understanding of care plans, medication management, and medical interventions, allowing them to provide comprehensive care. With an aging population, there is an increasing demand for healthcare providers, particularly MSN nurses (DeNisco & Barker, 2015). The current demands of the healthcare system having more providers will help contribute relief to the community. More graduate nurses in the workforce showed mortality rates of patients decreased substantively. (Clark, Casey, & Morris, 2015). Increasing the number of MSN providers in the healthcare system can result in patients receiving more comprehensive care in a timely manner, ultimately contributing to a healthier society.

Ali-Abadi, T., Babamohamadi, H., & Nobahar, M. (2020). Critical thinking skills in intensive care and medical-surgical nurses and their explaining factors. Nurse Education in Practice, 45.

htpps://doi.org/10.1016/j/nepr.2020.102783

Clark, L., Casey, D., & Morris, S. (2015). The value of master’s degrees for registered nurses. British Journal of Nursing, 24(6), 328-334.

https://doi-org.chamberlainuniversity.idm.oclc.org/10.12968/bjon.2015.24.6.328

DeNisco, S. M. & Barker, A. M. (2015). Advanced practice nursing: Essential knowledge for the profession (3rd ed.). Jones & Bartlett Learning.

The Value of a Master’s-Prepared Nurse : NR 500 Week 1 Grading Rubric Guidelines

Performance Category 10 9 8 4 0

Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.

  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0

Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations

  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0

Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)

  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.

  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
  0 points lost       -5 points lost

Total Participation Requirements

per discussion thread

The student answers the threaded discussion question or topic on one day and posts a second response on another day.       The student does not meet the minimum requirement of two postings on two different days

Early Participation Requirement

per discussion thread

The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.       The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.

What is the value of a master’s degree in nursing?

Nursing practice is transforming in response to the current demands of the healthcare system with shortage of healthcare providers. With high cost of healthcare, advance nursing is reducing the cost of healthcare, nurse practitioners are managing some clinics and urgent care centers.  (Bisognano (2010). Leadership and management have also witness these transformation.

This question is so important and mind searching, it helps to know and understand where a master’s degree in nursing is all about and leading the student. I do believe the every nurse going for MSN degree should and must know where the are heading.

There is evidence that nurses who acquire more nursing degree are more likely to improve in clinical judgement, better ability to make decisions, challenge poor practice with good leadership skills with advancement in clinical practice role. Clark et la (2015)

According to Clark et la (2015) the article stated that “there is increasing evidence that nurses who undertake degrees are more likely to have greater competence than non-graduates, and that learning experiences further develop these enhanced competencies” ( Clark, L., Casey, D., & Morris, S.  page 328 (2015)

The article further stated that the value of master’s degree in nursing includes but not limited to

■ Economic

■ Changing organisation of health service delivery

■ Consumer demand and approval for nursing role development

■ Better educated workforce

■ Patients have increasingly complex healthcare needs

( Clark, L., Casey, D., & Morris, S.  page 330 (2015)

In conclusion,   There is some evidence that master’s degree improves patient outcomes but further research is still required. Evidence exists suggesting that critical thinking development, empowerment to challenge poor practice and improved decision making are outcomes of Master’s in nurses. Further work is needed to develop measurable criteria that demonstrate the value of master’s degree in nursing clinical outcomes.

References

Clark, L., Casey, D., & Morris, S. (2015). The value of Master’s                  degrees for registered nurses. British Journal Of Nursing,                24(6), 328-334. doi:10.12968/bjon.2015.24.6.328.

Bisognano, M. (2010). Nursing’s role in transforming healthcare.                Nurses are rucial to   closingquality-of-care gaps. Healthcare            Executive25(2), 84.

I also agree that a master’s prepared nurse is a great asset, not only to the profession but also in-order achieve excellent patient outcomes as a master’s degree nurse will not only utilize evidence-based practice more, thus, a master’s prepared nurse tends to lead with increased empowerment and confidence within their scope of practice. As evidence suggests there is a strong relationship between postgraduate nurses and improved patient outcomes  (Clark et al., 2015). The increasing number of nurses with master’s qualifications is pivotal to developing future nursing practice as it may have significant benefits for patients, employers, and the community (Clark et al., 2015). 

In preparing for today’s 21st century involving health care needs in lieu of many epidemics such as COVID and Monkey Pox along with other reoccurring historical epidemics such as measles and that such as facing the yearly Flu rise, Advance Practice Nurses entering the workforce greatly need to be prepared for these future demands through a curriculum that addresses the practice, teaches empowerment and leadership skills that promote advanced practice nurses knowledge into strengthening healthcare systems, thus by providing their expert care, especially where it is needed the most in chronic illnesses whether stemming from pediatrics to geriatrics and even in mental health patient’s with new onsets within their disease transitioning (Schwendimann et al., 2019). 

  

References 

Clark, L., Casey, D., & Morris, S. (2015). The value of master’s degrees for registered nurses. British Journal of Nursing (Mark Allen Publishing), 24(6), 328–334. https://doi.org/10.12968/bjon.2015.24.6.328Links to an external site. 

https://chamberlain.primo.exlibrisgroup.com/permalink/01CUCON_INST/f6kb8f/cdi_proquest_miscellaneous_1702645909Links to an external site. 

  

Schwendimann, R., Fierz, K., Spichiger, E., Marcus, B., & De Geest, S. (2019). A master of nursing science curriculum revision for the 21st century – a progress report. BMC Medical Education, 19(1), 135–135. https://doi.org/10.1186/s12909-019-1588-9Links to an external site. 

https://chamberlain.primo.exlibrisgroup.com/permalink/01CUCON_INST/f6kb8f/cdi_doaj_primary_oai_doaj_org_article_1a76727eca2c473085f444d772f30d69Links to an external site. 

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