Learning Achievements: Master’s in Nursing Education Program

Subject: Nursing
Pages: 4
Words: 1256
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Upon successful completion of Master’s in Nursing Education Program (MSN), nursing education specialization, and in the course of being a professional in the same specialty, learning has been a continuous process. It is attributed to the fact that Nursing is a dynamic discipline that requires learners and practitioners to learn continuously (Greenberg, 2010). It ensures that the underlying current and future nursing trends are adequately addressed. The dynamism in this context includes redesigned healthcare system, changes in healthcare delivery, culture, new healthcare legislation, and healthcare diversity. For a nurse, educator-student having obtained Associated Degree Nursing (ADN) and Baccalaureate in Nursing (BCN) MSN program that is offered through online learning has greatly facilitated continuous learning.

This program prepares nurses to teach, utilize distance-learning nursing education and develop a nursing curriculum. The evident continuous learning, progress, work-life and successful completion of the MSN program forms the basis of the underlying learning achievements. These learning achievements conform to the set aims of the American Sentimental University for MSN program; the aims entail accountability, leadership, scholarship, and citizenship. Emphasis is put on the achievement of key competencies expected of a nursing practitioner, teacher, or learner.

Background information

As provided in The Future of Nursing: Leading Change, Advancing Health, it is notable that Nursing continues to advance with the establishment of a complex healthcare system and increasing demand for healthcare services by the population (Institute of Medicine, 2010). Notably, most fields of nursing are strategically emphasizing the provision of improved patient care services, improving safety and quality, and better outcomes (Benner, Sutphen, Leonard, & Day, 2010). There are key messages that are formulated by the committee providing a new direction for nursing practitioners and presentation of recommendations. The first key message is that nurses are supposed to practice to the maximum possible extent in terms of their education and training. In this context, it is provided that nurses can significantly improve the healthcare system, but they have been limited by various regulatory, historical, and policy barriers. Therefore, nurses face various challenges in their efforts to maximally initiate transformation in the healthcare system as well as the scope of practice (Benner et al., 2010).

The learning achievements attributed to MSN program significantly address these limitations in various aspects thus improving nursing in larger scope to a greater extent. The second key message deals with promoting academic progression as a way of improving an education system that will lead to higher education and training levels demonstrated by nurses (Benner et al., 2010). This has been achieved in the progression of being a nurse from being an Associated Degree Nursing (ADN) holder through Baccalaureate in Nursing (BCN) to completing the program. There are changes, dynamism, and transformation in the U.S. healthcare system and nursing practice environment as stated earlier. This requires changes in nursing education both before and after getting their practicing license. Morris and Faulk (2012) provide that an “improved education system is vital for nurses to ensure that it fully meets the population demands for improved patient-centered care in public health, community health, and primary care” (p. 24).

The third key message is that nurses should collaborate with their colleagues such as physicians and other health professionals to develop and promote strong partnership. Strong leadership skills are essential in this case and are aimed at transforming the healthcare system thus to achieve this vision nursing field should have leaders for successful implementation of the transformed healthcare system (Morris & Faulk 2012). A high level of collaboration and partnership with physicians and other healthcare professionals is required. MSN program offers nurses the opportunity to acquire leadership skills and competencies to be utilized in the practice as well as in collaboration and partnership with other healthcare professionals. The fourth key message is the establishment of effective workforce planning and policymaking that can be attained through improved information infrastructure and better data collection. There is a need for a balance of skills and perspectives among the nurses, physicians and other healthcare professionals to achieve the underlying goals of the transformed healthcare system (Greenberg, 2010). It is necessary to develop a system that allows the flow of information among health care professionals. Therefore, upon completion of the MSN program, the important key issues articulated in these messages are sufficiently addressed by the skills and competencies acquired and the learning achievements.

Analysis of learning achievements

Successful completion of the MSN program for nursing education from American Sentinel University comes along with core learning achievements that play an active role in the nursing profession and relationship with other health care professionals to achieve the vision of the transformed health care system collectively. As a prepared MSN program nursing education graduate, I can engage creatively in rational inquiry using nursing best practices, processes and current research, which is essential for the improvement of healthcare outcomes. Rich and Nugent (2010) assert that “engaging in rational inquiry using nursing best practices, processes and current research” (p. 114) shows a clear demonstration of comprehensive professional knowledge of the current research and effective utilization of mathematical and scientific research principles and nursing processes professional knowledge strategies to improve health care outcomes.

Nursing leadership skills useful for leadership roles in healthcare systems are gained in this education program. The underlying competency is the acquired knowledge of inter-professional healthcare leadership for improved quality care delivery (Rich & Nugent, 2010). It is also complemented with leadership skills for effective interpersonal collaborations and team-building in the transformed health care system. Another learning achievement is to be a culturally responsive communicator with the capability to lead interdisciplinary healthcare system teams. This is attributed to a clear demonstration of professional leadership knowledge utilizing culturally responsive communication and nursing processes goal-oriented for safe, quality and patient-centered care. MSN program for nursing education has fostered the understanding on the importance of advancing a culture of achievement and excellence through continuous learning. This learning achievement enhances dedication to professional excellence in professional nursing practice, clear comprehension of nursing standards and the need for the advanced nursing education of professional nursing practice (Morris & Faulk, 2012).

Another learning achievement is being ethically responsive with influence on key policy decisions underlying the improvement of the health care system. It is articulated through competency, ethical values and principles of nursing practice and is effectively integrated into the healthcare practice framework. It also facilitates the clear demonstration of understanding culturally relevant diversity in healthcare as well as the ethical standards of healthcare policy regarding nursing scholarship and practice. Finally, upon completion of this program, there is a clear demonstration of professional knowledge underlying health promotion, effective collaborations and nursing practices in specialized areas of disease prevention.


MNS program in nursing education is an important learning process for nursing professionals. MNS nursing prepares graduates to demonstrate underlying learning achievements in the various aspects of nursing practice thus contributing to transforming the healthcare system. MNS program in American Sentimental University also prepares nursing graduates to effectively utilize and apply various scientific theories in advanced nursing care practice and evidence-based nursing care. American Sentimental University for MSN program emphasizes comprehensive knowledge of leadership and management for effective planning, implementation, and evaluation of advanced nursing care delivery, collaborations, and interpersonal relationships with healthcare professionals such as a pharmacist, public health officers, patients, populations, and communities. It also brings a clear understanding on the importance of cultural diversity, ethical responsiveness, and integration of new technologies in nursing education, care delivery and the underlying legal and political determinants along with their impact on the transformation of the health care system.


Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical transformation. San Francisco: The Carnegie Foundation for the Advancement of Teaching, Jossey Bass.

Greenberg, S. (2010). Nurse practitioners: The evolution and future of advanced practice. New York: Springer Publishing Company.

Institute of Medicine. (2010). The Future of Nursing: Leading Change, Advancing Health. Report Recommendations. Web.

Morris, A. H., & Faulk, D. R. (2012). Transformative learning in nursing: A guide for nurse educators. New York: Springer Publishing Company.

Rich, K. L., & Nugent, K. E. (2010). A United States perspective on the challenges in nursing education. Nurse Education Today, 30(3), 228-232.