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Read moreLeverage your experience in healthcare and passion for teaching to become a nurse educator with the MS in Nursing Education with a Clinical Focus.
Overview & Distinctions
Overview
Nurse educators work inside and outside of the classroom to train healthcare professionals, build community health education programs, and lead policy initiatives in industry and government agencies. In this program, you'll develop the communication, teaching, and technology skills needed to transform your clinical knowledge into rewarding, educational experiences.
As a graduate of this program, you'll be uniquely qualified to implement education programs in hospitals, educate a new generation of healthcare students in academic settings, or lead the continuing development of a healthcare staff.
Online, On Campus
D'Youville's MS in Nursing Education with a Clinical Focus program is designed to accommodate working nurses through program platforms that meet their needs. When you apply, you'll be able to choose either a program that is 90% online or an on-campus format requiring you to visit campus one day per week and complete the rest of your program in a hybrid format.
What You'll Learn
As a student in D’Youville’s Nursing Education with a Clinical Focus MS program, you will:
- Develop the skills needed to teach students to think critically and communicate accurately while helping them foster a desire for life-long learning.
- Become an expert in developing educational programs for patients, groups, communities, industries, insurance providers, and government agencies.
- Learn to better collaborate across healthcare disciplines and to work with information systems to assure your patients and their families have access to information and can understand it.
- Learn to apply your experiences and impart your healthcare knowledge to professionals working in hospitals, rehab facilities, and long-term care, outpatient, and home care settings.
Why Choose D'Youville?
A Tradition of Educating Nursing Leaders
As the oldest continuously enrolling nursing school in Western New York, D'Youville's Patricia H. Garman School of Nursing has a tradition for student-centered education and with faculty involved in private practice, research, and patient-advocacy the D'Youville nursing faculty is committed to keeping students current, relevant, and prepared for changing career environments.
An Accredited Nursing School and a Respected Credential
A degree from D'Youville's CCNE-accredited Patricia H. Garman School of Nursing is a sign to employers that you've received instruction under rigorous standards. Graduates of this program will be prepared to take the NLN Nurse Educator Certification Exam to further demonstrate their knowledge and experience to employers.
Learning Beyond the Classroom
The unique clinical focus of the MS in Nursing Education with a Clinical Focus program ensures you'll be given the opportunity to explore a healthcare subject through real-world, hands-on learning. You'll identify a subject, create a project, and put your skills to work to the benefit of a community.
Admission Requirements
Admission Requirements
In addition to the general admission requirements for graduate programs at D’Youville, applicants for the program must present the following:
- Official transcripts from all college/universities attended.
- Applicants to the MS program: a baccalaureate degree in nursing or an entry-level master's degree or entry-level doctoral degree from a program accredited by an organization recognized by the U. S Department of Education. Ontario-based programs must be recognized by CNO.
- An overall GPA of at least 3.0. Applicants with a baccalaureate degree in nursing earned more than five years ago, with an overall GPA less than 3.0 but more than or equal to 2.7 and who have achieved significant professional success as documented on curricula vitae, may submit an application for consideration. Preferential admissions will be given to applicants with a GPA of 3.0 or higher.
- Active unencumbered licensure as a registered nurse in New York for students completing their practicum in NYS and licensure in Ontario for students completing their practicum in Ontario.
- Students enrolling in the online program option must have an unencumbered license as a registered nurse in the state where the clinical practicum will take place.
- One year of practice as a registered nurse is recommended.
- An undergraduate course in statistics and computer science or its equivalent.
- Two references on clinical performance (supervisor, professor, or colleague with an advanced degree).
- Curriculum vitae for the last 5 years.
- A student who meets the entry requirements and is currently enrolled in a master of nursing program at another college or university must obtain a letter from that School of Nursing stating the student is in good standing, not on probation, and able to register for classes. Students who were dismissed from a graduate nursing program will not be considered for admission.
- Favorable interview with program director.
Canadian RN students must submit two licensure items:
- A copy of original Certificate of Registration (issued upon passing of initial examination)
- A copy of Annual Registration Renewal (showing current unencumbered license)
Transfer Credit Policy
Students may transfer up to nine graduate credits with grades of B or better into their program at the discretion of the program director. Credits must be earned from an accredited institution in courses required by the program being pursued.
Curriculum
Curriculum
The 40-credit Master of Science in Nursing Education with a Clinical Focus curriculum is designed to provide students with the opportunity to combine their nursing experience with the teaching and leadership skills needed to become successful nurse educators.
Course requirements for the program include:
Course Requirements
Nursing Education with a Clinical Focus
Degree: M.S.
| Course Number | Course Name | Credits |
|---|---|---|
| NUR 600 |
Theory Development in Nursing ResearchThis course will present a critique of theories used in nursing practice and in nursing
research. Students will develop an understanding of the philosophical and historical
trends that shape theories that are applied to the discipline of nursing and impact
the delivery of health care services. Emphasis is placed on the process of concept
analysis and the application of theory to nursing practice. Prerequisite/Co-requisite:
undergraduate statistics course and student must be enrolled in a graduate program
or have the permission of the instructor. |
3.0 |
| NUR 601 |
Research Methods in NursingThis course will provide the foundational knowledge needed by masters' prepared nurses
in order to design and evaluate research methodologies used for investigating clinical
problems. The components of research design including settings, sampling frames, instrumentation,
subject selection, and validity threats will be presented. Computer programs used
for statistical analyses in nursing and health-related research will be reviewed.
Emphasis is placed on the masters prepared nurse as a producer and consumer of research.
Prerequisite/Co-requisite: undergraduate statistics course and student must be enrolled
in a graduate program or have the permission of the instructor. |
3.0 |
| NUR 610 |
Project Seminar Design & ProposalCritical discussion of current nursing practice,nursing education or nursing administration
challenges or other needs of the profession,as related to gaps representing project
opportunities. Students will identify and delineate a project concept,with subsequent
development of the project. |
3.0 |
| NUR 613 |
Nursing Leadership and CommunicationToday's climate demands nursing leaders to be flexible, creative, and able to empower
others. Strategies are drawn from both leadership and management theories. Nurses
lead and manage nursing care for a variety of populations. This course will discuss
the changed role of a nurse leader, general administration and management, decision-making,
entrepreneurship, cost-effective, and committed care. |
3.0 |
| NUR 616 |
Curriculum Development and EvaluationThis course is an overview of past and present curricular trends and development processes.
Principles and techniques of curriculum design, development, implementation, and evaluation
in educational programs are explored. |
3.0 |
| NUR 617 |
Teaching Strategies & Instructional TechSynthesis of learning acquired in clinical, field experience, education, and research
courses. The art, principles and strategies of teaching in higher education and other
healthcare organizations are explored.Emphasis is placed on class, clinical, and other
learning experiences and evaluation of students, course outcomes, and program outcomes. |
3.0 |
| NUR 618 |
Nurse Educator Role PracticumThis course involves observation, participation, and practice in teaching. Nursing
students and other healthcare students will be placed in appropriate teaching situations.
Weekly discussions enable students to synthesize previous learning and discuss teaching
strategies, clinical/field evaluation, and problems associated with college/healthcare
facilities teaching. A total of 150 hours is required. |
3.0 |
| NUR 619 |
Nurse Educator CapstoneThe Clinical capstone project will focus on the didactic specialty chosen by the student
(Adult,Women's health,pediatrics,psych-mental health, or population/community health).
Application of education nursing theory,core competencies,and educaion outcomes are
emphasized. |
3.0 |
| NUR 627 |
Assessment and EvaluationThe ultimate goal of nursing education is to prepare the student to think critically,communicate
accurately,and prepare the student for life-long learning. This course looks at student
assessment,test blue prints,student outcomes,and student evaluations in relation to
critical thinking of a student. |
2.0 |
| NUR 629 |
Project Advisement: Implement and EvaluationThis course provides continuing systematic development of a clinically-based project
that addresses a problem important to nursing. The problem may be related to health
policy,health education,health administration,community-based initiatives or patient-population
problems. During this course,the student will meet with their project director to
complete the design,and implement and evaluate his or her project according to School
of Nursing guidelines. |
1.0 |
| NUR 631 |
Advanced Health AssessmentThis course is designed for the graduate nursing student preparing for the family
nurse practitioner role, or the community health nursing advanced clinical track.
Students learn how to competently perform and document a complete history and physical
for people of all ages. Opportunities to practice their developing health assessment
skills are provided in the on-campus lab. |
3.0 |
| NUR 631L |
Advanced Health Assessment LabThis course is designed for the graduate nursing student preparing for the family
nurse practitioner role, or the community health nursing advanced clinical track.
Students learn how to competently perform and document a complete history and physical
for people of all ages. Opportunities to practice their developing health assessment
skills are provided in the on-campus lab. |
1.0 |
| NUR 632 |
Advanced PharmacologyDesigned for the graduate nursing student preparing for family nurse practitioner
practice, or the community health nursing clinical track, this course provides advanced
concepts of pharmacology. These include the actions, usual dosages, absorptions, distributions
and side effects of commonly prescribed drugs. Legal and ethical issues related to
prescription writing are included. This course meets the requirements of New York
state for nurse practitioner licensure. |
3.0 |
| NUR 633 |
Advanced Physiology & PathophysiologyDesigned for the graduate nursing student preparing for family nurse practitioner
practice, or the community health nursing advanced clinical track, this course utilizes
a systems approach to the study of normal human physiology. Variations of normal physiology
are explored in relation to adults and children experiencing a wide range of health
concerns. |
3.0 |
| NUR 706 |
Co-MGT for Medical Disorders for APN'sThis course was developed for advanced practice nursing students preparing to work
families, some of whom may be experiencing mental health crises. The course provides
the theoretical background necessary to make sound treatment decisions when patients
have comorbid acute or chronic health problems. Advanced practice nurses must be
prepared to provide access to comprehensive care across the lifespan for persons with
co-existing mental and medical illness. Health promotion strategies and evidence-based
clinical guidelines will be stressed in order to improve outcomes for persons with
dual diagnoses. The role of culture and the influence of socioeconomic status are
explored in relation to patients' achieving optimum health outcomes. |
1.0 |
| NUR 714 |
Clin Practicum in Comm-Based Family CareThis course was developed to provide an opportunity for advanced practice nursing
students to work in a primary health setting with patients across the lifespan. Students
will complete 120 hours of guided clinical experience with specific focus on client
assessment and management skills, Health promotion will be accomplished through patient
education and collaboration with other health professionals. |
2.0 |
| Total | 40 | |
Careers
Careers
Healthcare professionals are in demand and a new group of experienced and educated professionals is needed to educate and lead. An aging population, an increase in preventive care, and an increasing number of nurse educators reaching retirement age, add to the growing demand for nurse educators.
A Nursing Educator's Role
Nurse educators are leaders in academic, hospital, community, and organizational settings. They provide valuable education to communities and groups from all areas of the healthcare field. The demand for nurse educators provides them the flexibility to work in all parts of the world and in a wide array of healthcare positions.
Nurse educators perform a wide range of roles, including:
- Work as nursing faculty in higher education.
- Educate patients in hospitals or other healthcare fields.
- Develop community health programs for non-profits or industries.
- Work as a consult with healthcare or pharmaceutical companies.
- Oversee the staff development of a healthcare team.
Career Outlook
Demand for nurse educators is expected to mirror a strong demand for registered nurses as an aging and active population, a rise in chronic conditions, and a new emphasis on preventive care increases healthcare needs.
The demand for nurse educators is further boosted by a projected increase in post-secondary teaching positions and their flexibility to work across the healthcare career fields.
For more information about careers in nursing, visit: www.DiscoverNursing.com and www.nln.org.
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