There are four concentrations in the Master of Science in Nursing program. The Nursing Administration concentration, the Nursing Education concentration, and the Global Health Nursing concentration have 33 credits consisting of 6 core courses and 4 concentration courses. The Family Nurse Practitioner concentration has 45 credits consisting of 6 core courses and 8 concentration courses. This program is designed to provide registered nurses with advanced knowledge about nursing theory, research, professional development, scholarship, legal, ethical and professional standards of practice in the student’s area of concentration. The curriculum will highlight current trends in evidence based practice. The student will develop collaborative relationships with nurses and other discipline professionals and will acquire a foundation for doctoral study. The courses emphasize individual and group learning. The curriculum will highlight the current trends in evidence-based practice.
Students must complete the program prerequisite requirements, if applicable, before enrolling in a graduate-level course. A graduate who enters the proposed program with the prerequisites completed, should be able to complete the core and concentration courses in 18-24 months. Courses are offered as hybrid courses, a mix of in-class and online learning. The classroom instruction component will be offered in the evenings at the Beverly campus or designated off- site locations.
Students are required to maintain a cumulative grade average of 3.0 during their program of study. The minimum passing grade for each graduate nursing course is a B minus (2.7). Students will be required to successfully complete an internship in their selected field of choice. At the completion of the M.S. program, students must present and submit an electronic portfolio which will be used to access their achievement of each program learning outcome.
Nursing Administration Concentration
The Nursing Administration concentration is designed to prepare nurses to assume managerial roles in diverse settings: hospitals, long term care facilities, community service agencies, ambulatory care facilities, governmental agencies and corporations. The curriculum content and processes are consistent with the American Nurses Association (ANA) (2016) Scope and Standards of Practice for Nurse Administrators. The six core courses have content based on the Essentials of Master’s Education (AACN, 2011). The courses focus on developing core knowledge related to the domains of practice such as: delivery of care; legal, regulatory and ethical issues; healthcare economics; health care environment; and professional practice. Graduates will use organizational, analytic, strategic planning, financial, human resources, and evaluation skills in the role of a nurse leader in diverse nursing and healthcare settings. The nurse leadership/management concentration focuses on organizational and leadership theories, regulatory standards, risk management, quality assurance, strategic planning and concepts of human resource management. The component of a leadership and management internship course provides the experiential opportunity to integrate knowledge and experience with a single portfolio requirement. The internship placements are arranged collaboratively with the student and the School of Nursing. The students complete a research thesis and a capstone project which is an electronic portfolio requirement where students reflect on the essence, evidence and excellence of the ANA competencies drawing from the student’s completion of selected course materials accumulated in mastering the knowledge, skills, and abilities demonstrating the integration and synthesis of competencies in the domains required for the degree.
Nursing Education Concentration
The Nursing Education concentration is designed to prepare nurses to assume the advanced nursing role of educator in academic settings and in health care organizations, in staff development, continuing education, or community based education. The curriculum content and processes are consistent with the National League for Nursing (NLN) (2013) Core Competencies for Nurse Educators. The six core courses have content based on the Essentials of Master’s Education. The courses focus on evidence-based principles of the education process and accreditation issues, assessment of various learning styles, needs and characteristics of diverse learners, competency-based instruction, and inclusive of new trends innovative, creative instructional technology strategies and techniques. Emphasis is on designing dynamic curricula and programs that are relevant in a changing and challenging health care environment. The ethical, legal and leadership dimensions of the nurse educator are integrated in the curriculum. The component of an education internship course provides the teaching opportunity to integrate knowledge and experience with a single portfolio requirement. The internship placements are arranged collaboratively with the student and the School of Nursing. The students complete a research thesis and a capstone project which is an electronic portfolio requirement where students reflect on the essence, evidence, and excellence of the NLN competencies drawing from the student’s completion of selected course materials accumulated in mastering the knowledge, skills, and abilities demonstrating the integration and synthesis of competencies in the domains required for the degree.
Global Health Nursing Concentration
Global Health Nursing is an area of advanced practice that appeals to nurses as they experience the changing diversity of the patient population. Global Health Nursing bridges the disciplines of nursing, public health, international health and global health. This concentration will cover content from these areas with a particular emphasis on the role of the professional global health nurse as an advocate, leader, mentor, role model, collaborator, scholar, expert clinician, educator, interdisciplinary consultant, researcher, and entrepreneur. Social, political, and economic issues and the impact on health care delivery are explored. Students will use models for global health nursing to assess a selected community and develop strategies to overcome identified health problems. Students will have the opportunity to apply advanced knowledge about the multifaceted role of the global nurse across settings, countries, and continents. Students will participate in an internship experience that provides an opportunity to integrate theory and experience in the expanding health care environment globally and/or locally. Internship placements are arranged collaboratively with the student and the School of Nursing. The student completes a research thesis and a capstone project which is an electronic portfolio requirement where students reflect on the essence, evidence and excellence in achieving program objectives. Students provide evidence from selected student papers, presentations and discussions that demonstrate mastery of knowledge, skills, and abilities for the degree.
Family Nurse Practitioner Concentration
The Master of Science Program with a concentration in Family Nurse Practitioner is designed to provide students the knowledge and skills to deliver comprehensive primary care to patients from infancy to adulthood. The curriculum emphasis is on interdisciplinary collaboration and strategies for meeting patients’ primary care needs through a family- centered approach to health promotion and illness intervention. Upon completion of the Family Nurse Practitioner concentration, students are eligible for Family Nurse Practitioner Certification through the American Nurses Credentialing Center (ANCC) and the American Academy of Nurse Practitioners (AANP). Students complete specialty coursework in advanced health assessment, advanced pharmacology and advanced pathophysiology, health promotion, disease prevention, differential diagnosis and disease management. Students are required to complete a minimum of 600 faculty supervised clinical hours. The School of Nursing makes every effort to assist each student in securing an appropriate clinical placement, but ultimately it is the student’s responsibility to secure a site and preceptor.