Trends in registered nurse education programs 1998-2008.

In 1999, the Connecticut Colleagues in Caring team conducted a pilot study to identify trends in RN education programs. The present study replicates the pilot study for a national sample. In 2003, a 15-page questionnaire, divided into six distinct areas of importance to nursing education, was mailed to the directors of 1,459 nursing programs; the response rate was 46.8 percent. Respondents were asked to comment on the extent to which they currently emphasized topics covered by 187 distinct items as compared to that item's emphasis in 1998 and its forecasted emphasis in 2008. Items were reported as significant when more than 50 percent of respondents agreed that the item was receiving more emphasis now than in the past and would continue to receive more emphasis in the future. The findings validate many of the trends found in the pilot work. Consistent across five of the six categories is the important role of technology in nursing education's future. Faculty will need ongoing development to meet the demands this trend will require. Further, faculty in the future will be required to employ more active learning strategies to effectively meet the changing expectations in the teaching/learning environment.

RN-MSN admission practices and curricula in the mid-Atlantic region.

Nurse educators are increasingly sensitive to the differences in learning needs of adult students in comparison to the traditional generic student and to the demand for advanced practice nurses. For these reasons, the number and type of accelerated programs has increased. There is very little in the literature related to RN-MSN programs. To determine the state of RN-MSN education, a descriptive exploratory study was conducted to examine admission and curricular requirements for RN-MSN nursing programs in the mid-Atlantic region. The findings reveal a wide variety of educational practices. Over 74 percent of responding programs indicated that challenge exams are used to accelerate students' progress; 59 percent reported participating in statewide articulation agreements. Credit requirements for core and major courses were found to vary dramatically, as do credits required to earn the BSN-MSN credential; the average number of credits for program completion was 127. GPA requirements for admission ranged from 2.5 to 3.5. Findings from this study can assist existing programs to assess their comparability and help developing programs understand emerging patterns in RN-MSN education.