Abstract
Entry level Master of Science programs for second degree students have seen a rise in popularity. Pursuing a Direct Entry Master of Science in Nursing is an excellent option for second degree students, allowing them to fast-track their education by bypassing the traditional BSN and moving directly into a masters program. Initially direct entry programs focused on preparing nurses to practice in advanced specialties, such as Nurse Practitioners. Now, many programs are offering a general MSN degree, rather than an advanced practice degree. Some programs incorporate Clinical Nurse Leader (CNL) courses into the program, allowing students to sit for the CNL certification after passing the NCLEX. Regardless of whether the CNL role courses are included, both types of programs produce nurses who are considered advanced generalists.
Accelerated DEMSN programs may go by several different names; however, all are designed for individuals who hold a bachelor's degree in a field other than nursing but desire to pursue a career in nursing. Designed to transition students from other disciplines into the nursing workforce, DEMSN programs build on previous skills and life experience, such as communication and critical thinking. These programs offer a fast-track route to becoming a registered nurse (RN) and earning a master's degree in nursing. DEMSN programs are designed to streamline the educational process by integrating foundational nursing coursework with advanced practice training. By combining theory and clinical experiences, direct entry MSN programs enable students to acquire the necessary knowledge, skills, and competencies to become registered nurses (RNs) and earn their Master of Science in Nursing (MSN) in a shorter time frame compared to traditional educational routes. This efficient entry into nursing allows graduates to quickly transition into the workforce and begin making meaningful contributions to patient care and healthcare delivery. This pathway can also lead to higher earning potential and greater job flexibility.
This presentation will include background, curriculum challenges, transition to practice, and assessment of outcomes.
Notes
References:
American Association of Colleges of Nursing. (n.d.). Clinical Nurse Leader (CNL). AACN. Retrieved September 5, 2024, from https://www.aacnnursing.org/cnl
ATI Testing. (n.d.). NCLEX preparedness. https://www.atitesting.com/educator/outcomes/nclex-preparedness
Burke, K. & Craig, C. (2011). The dedicated education unit: innovating within the regulatory framework. Journal of Nursing Regulation, 1 (4), 9-12. https://doi.org/10.1016/S2155-8256(15)30318-5.
George, L.E., Locasto, L.W., Pyo, K.A., Cline, T.W. (2017). Effect of the dedicated education unit on nursing student self-efficacy: A quasi-experimental research study, Nurse Education in Practice, 23, 48-53. https://doi.org/10.1016/j.nepr.2017.02.007.
Gwynedd Mercy University. (n.d.). Direct entry Master of Science in Nursing degree. GMercyU. Retrieved September 5, 2024, from https://www.gmercyu.edu/academics/programs/direct-entry-master-of-science-in-nursing-degree
Mark, H. D., Twigg, R. D., Barber, L., & Warren, N. (2019). Entry-Level Master’s Programs in Nursing: Review of Programmatic Features. Journal of Nursing Education, 58(9), 525–529. https://doi.org/10.3928/01484834-20190819-05
Jones, K. D., Hayes, R., & McCauley, L. (2023). Strategies to Evaluate and Enhance Accelerated Second-Degree Nursing Pathways. Nurse Educator, 48(2), 59–64. https://doi.org/10.1097/NNE.0000000000001344
Papp, I., Markkanen, M., & von Bonsdorff, M. (2003). Clinical education environment and supervision: experiences of students and supervisors. International Journal of Nursing Studies, 40(3), 259-267. doi:10.1016/s0020-7489(02)00079-8
Thompson, C.W., Lutter, S., Pucino, C., Buckland, S.T. (2023). Faculty coaching to support NCLEX-RN success, Teaching and Learning in Nursing,18 (3), 442-445.https://doi.org/10.1016/j.teln.2023.02.008.
Sigma Membership
Iota Kappa
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Curriculum Development, Academic-clinical Partnership, Nursing Education, Advances in Nursing Education, Direct Entry MSN
Recommended Citation
Razzi, Catherine C., "Answering the Call for Nurse Leaders: The Direct Entry MSN Program" (2025). Biennial Convention (CONV). 16.
https://www.sigmarepository.org/convention/2025/presentations_2025/16
Conference Name
48th Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2025-11-17
Answering the Call for Nurse Leaders: The Direct Entry MSN Program
Indianapolis, Indiana, USA
Entry level Master of Science programs for second degree students have seen a rise in popularity. Pursuing a Direct Entry Master of Science in Nursing is an excellent option for second degree students, allowing them to fast-track their education by bypassing the traditional BSN and moving directly into a masters program. Initially direct entry programs focused on preparing nurses to practice in advanced specialties, such as Nurse Practitioners. Now, many programs are offering a general MSN degree, rather than an advanced practice degree. Some programs incorporate Clinical Nurse Leader (CNL) courses into the program, allowing students to sit for the CNL certification after passing the NCLEX. Regardless of whether the CNL role courses are included, both types of programs produce nurses who are considered advanced generalists.
Accelerated DEMSN programs may go by several different names; however, all are designed for individuals who hold a bachelor's degree in a field other than nursing but desire to pursue a career in nursing. Designed to transition students from other disciplines into the nursing workforce, DEMSN programs build on previous skills and life experience, such as communication and critical thinking. These programs offer a fast-track route to becoming a registered nurse (RN) and earning a master's degree in nursing. DEMSN programs are designed to streamline the educational process by integrating foundational nursing coursework with advanced practice training. By combining theory and clinical experiences, direct entry MSN programs enable students to acquire the necessary knowledge, skills, and competencies to become registered nurses (RNs) and earn their Master of Science in Nursing (MSN) in a shorter time frame compared to traditional educational routes. This efficient entry into nursing allows graduates to quickly transition into the workforce and begin making meaningful contributions to patient care and healthcare delivery. This pathway can also lead to higher earning potential and greater job flexibility.
This presentation will include background, curriculum challenges, transition to practice, and assessment of outcomes.
Description
DEMSN programs build on previous skills and life experience. Students acquire the knowledge, skills, and competencies to become registered nurses and earn their MSN in a shorter time frame compared to traditional routes. This efficient entry into nursing allows graduates to quickly transition into the workforce and begin making meaningful contributions to patient care and healthcare delivery. This presentation will include background, curriculum challenges, transition to practice, and outcomes.