A STUDY OF AMERICAN NURSES' ASSOCIATION-ACCREDITED FOUR-YEAR COLLEGE AND UNIVERSITY PROVIDERS OF CONTINUING NURSING EDUCATION.
Contributors: Peabody College For Teachers Of Vanderbilt University.
Published: 1988
Number of pages: 142
Subjects: Health Sciences, Nursing.; Health Sciences, Education.; Education, Higher.
Description: Registered nurses, the largest group of health professionals in the United States, must keep abreast of changes in nursing and in health care in order to maintain their competency in clinical practice. They can accomplish this goal through continuing nursing education (CNE). Rapid advancement of CNE coupled with limited resources and scant information about CNE has created a need for providers to have current information about what is happening in the field. In 1986, the American Nurses' Association (ANA), the accrediting body for providers of CNE, listed 51 accredited providers of CNE in 4-year colleges and universities. These providers have achieved standards of excellence, and information about their programs needs to be shared. Hence, the primary purpose of this study was to describe what is occurring in these programs.

Utilizing the ANA (1984) Standards for Continuing Education in Nursing as the organizing framework, I developed a questionnaire which investigated the following areas of CNE programs: (a) organization and administration, (b) human resources, (c) the learner, (d) educational design, (e) material resources and facilities, (f) records and reports, and (g) evaluation.

It was found that most CNE programs studied reside in large, public universities offering baccalaureate and master of science degrees in nursing. The CNE program is a section within the school of nursing, and the administrator reports to the dean of the nursing school. CNE administrators designate curriculum development and fiscal management as their two most important administrative functions. All CNE administrators in this study are educated at the master's level; 16 are educated at the doctoral level. Generally, CNE faculty are from local or regional health-care institutions.

Most respondents identify learner evaluations, outside advisory committees, and planning committees as being very important in establishing learning needs of participants in their programs. The majority of respondents do not use a conceptual model or a theoretical framework to guide their curriculum design. Also, the majority of respondents indicate that material resources and facilities in their institutions are adequate for them. Most administrators in this study evaluate impact of CNE offerings on the learner; however, few measure impact of CNE offerings on their parent institutions or on health care.
Notes: Source: Dissertation Abstracts International, Volume: 49-11, Section: B, page: 4753.

Thesis (ED.D.)--PEABODY COLLEGE FOR TEACHERS OF VANDERBILT UNIVERSITY, 1988.

School code: 0074.