SIMILARITIES AND DIFFERENCES IN CURRICULUM DESIGN CHARACTERISTICS OF MASTER'S NURSING ADMINISTRATION CURRICULUM.
Contributors: University of Alabama at Birmingham.
Published: 1990
Number of pages: 148
Subjects: Education, Curriculum and Instruction.; Health Sciences, Nursing.; Health Sciences, Health Care Management.; Health Sciences, Education.
Description: The purpose of this study was to describe the similarities and differences in curriculum design characteristics in master's nursing curricula preparing nurse administrators, using a conceptual framework based on Beauchamp's (1981) curriculum design theory. The sample consisted of 67 master's programs.

Findings indicated that master's nursing curricula are similar in: (a) not requiring a clinical specialization; (b) the number of hours required for graduation; and (c) the percentage of credit hours allocated to clinical, research, administrative, and elective curricula components.

These curricula contain the 116 content items, but differ in the emphasis placed on this content. Master's curricula preparing graduates for first level nurse administrator positions are different from curricula preparing graduates for middle,, executive, or all levels of positions in requiring more credit hours within the clinical component and a fewer number of hours in the administrative component. Master's nursing curricula requiring clinical specialization place similar emphasis on content, but require a greater number of hours in the clinical component and a fewer number of hours in the administrative component, as compared to curricula that do not require a clinical specialization.

Conclusions were that there were more similarities than differences in master's curricula which prepare nurse administrators. A core of content is identifiable and theoretical frameworks are not consistently used to guide master's level nursing administration curricula. Concepts from Beauchamp's (1981) curriculum design theory are useful to guide nursing administration education research.

Further research into the essential components of graduate education for nursing administrators is suggested, as well as research intended to meet the need for theory development in nursing administration. It is also recommended that educators and administrators use these findings as part of a continuing dialogue in developing appropriate curricula to prepare nurse administrators. Replication of the study is recommended with a revised or expanded instrument to include other curricula components such as depth and scope.
Notes: Source: Dissertation Abstracts International, Volume: 51-08, Section: A, page: 2620.

Thesis (D.S.N.)--UNIVERSITY OF ALABAMA AT BIRMINGHAM, 1990.

School code: 0005.