Abstract
Recent trends in healthcare and an ever-increasing nursing shortage provide clear rationale for examining a broad array of issues related to comprehensive educational methodologies associated with professional nursing. Graduate nursing education at the master's level is no exception. Master of Science in Nursing (MSN) programs prepare nurse educators, clinical nurse specialists, nurse practitioners, nurse anesthetists, nurse midwives, and administrators. Focused inquiry in regards to the student's lived experience within an alternative MSN program is necessary in order to determine why students select such programs over traditional options, factors they deem critical to their success, key descriptors of the learning, experience, and the essence of meaning. Four research questions were posed in order to examine each of these areas.
Sigma Membership
Omicron Psi
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Phenomenology
Research Approach
Qualitative Research
Keywords:
Graduate Education, Nursing Education, Nursing Students, Educational Methodologies, Alternative Master of Science Programs
Advisor
Lois Blackmore
Second Advisor
Randy M. Caine
Third Advisor
Suzette Cardin
Degree
Doctoral-Other
Degree Grantor
Pepperdine University
Degree Year
2006
Recommended Citation
Hand, Mikel W., "Lived experiences of student learning in alternative Master of Science in nursing programs" (2022). Dissertations. 519.
https://www.sigmarepository.org/dissertations/519
Rights Holder
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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
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2022-02-09
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3224156; ProQuest document ID: 304908822. The author still retains copyright.