MSN in Nursing Education
What Can You Do with an MSN in Nursing Education?
The Master of Science in Nursing with an Emphasis in Nursing Education (MSN-Ed) degree program prepares advanced professional nurses to address the ever-changing and expanding educational needs of the nursing profession. The emphasis is designed for BSN- prepared registered nurses interested in pursuing or advancing in a career in nursing education.
MSN-Ed graduates are prepared for a variety of roles in nursing education, either as a clinical educator or academic educator in both traditional and nontraditional settings in nursing education.
Why Get Your Master of Science in Nursing Education Online* at GCU?
The MSN nursing education program at Grand Canyon University gives students the opportunity to choose the focus of their practicum experience and provides direct clinical hours to ensure advanced skills in assessment. The MSN-Ed program also follows the National League for Nursing (NLN) competencies.
What Are Your MSN Nursing Education Qualifications?
The MSN nursing education program does not have special admission or program qualifications. The general admission requirements for all GCU graduate programs are housed in the University Policy Handbook and online through admissions.
Accredited Nursing Degree Online*
Graduate students learn clinical and organizational decision-making skills based on critical thinking, evidence-based research and diagnostic reasoning. The nursing education program teaches students advanced pathophysiology, pharmacology, and health assessment curriculum design and development, teaching methods, how to assess educational needs, program evaluation and understanding learner-centered theories.
There are six main focuses:
- Scientific Underpinnings for Practice
- Leadership, Policy and Advocacy
- Systems, Safety and Quality
- Health Promotion and Disease Prevention
- Analytic Foundations for Practice, Ethics and Professional Role
- Nursing Education
The MSN Nursing Education program at GCU includes clinical hours and a practicum capstone course to strengthen critical-thinking skills and place educational theories into practice in a supervised clinical-care environment.
*This program is not 100% online.
Program Core Courses
This course examines nursing theory and the role of ethics for advanced registered nurses within the Christian worldview and through a leadership perspective focused on improving health care outcomes. Students explore the moral/ethical responsibilities and legal and regulatory obligations of advanced registered nurses in health promotion and disease prevention. Students also review evidence-based practice (EBP) literature and the research process with application to their program of study and learn to navigate scholarly EBP literature, resources, and guidelines.
This course examines the role of leadership, organizational science, policy, and informatics in supporting safe, high quality, cost-effective patient care within interprofessional, dynamic health care environments. Students explore various organizational relationships within health care systems and prepare to participate in the design of cost-effective, innovative models of care delivery and practice change proposals. Professional leadership theories and how they shape the nurse leader in such things as collaboration, conflict resolution, decision making, and negotiation are introduced. Students discuss change management theories and evaluate the ethical, social, legal, economic, and political implications of practice change and health care informatics along with strategies for managing human, fiscal, and health care resources in a variety of organizational systems. Students also examine the uses of patient care, information system, and communication technologies and discuss the design, implementation, and evaluation of electronic health record systems and clinical decision support systems.
In this course, students examine the process of scientific inquiry, knowledge generation, utilization, and dissemination of evidence into advanced nursing practice in order to propose quality improvement initiatives that advance the delivery of safe, high-quality care for patient populations. Students critically evaluate evidence, including scientific findings from the biopsychosocial fields, epidemiology, biostatistics, genetics, and genomics, and apply levels of evidence and theoretical frameworks to design culturally appropriate clinical prevention interventions and population-based care that reduce risks, prevent disease, and promote health and well-being. Students also consider strategies to evaluate health policy and advocacy issues, the state of health care delivery, patient-centered care, and ethical principles related to health beliefs, health promotion, and risk reduction for diverse populations. Students apply these strategies to work towards recognizing gaps in nursing and health care knowledge, identifying potential solutions or innovations for those gaps, planning and implementing practice changes, and evaluating the outcomes in order to improve practice. Prerequisite: NUR-513.
This course provides an opportunity for students to complete their evidence-based practice (EBP) project proposal addressing a problem, issue, or concern in their specialty area of professional practice. Students previously identified a problem amenable to a research-based intervention and searched the literature. In this course, students propose a solution, explore implementation considerations and various evaluation methodologies, complete the project proposal by developing a plan to implement the solution into the intended practice area, and design an evaluation plan that assesses the EBP project proposal’s intended outcome(s). Prerequisite: NUR-550.
This course focuses on advanced physiology, pathophysiology, and pharmacologic principles. This course will guide the Nursing Education student in interpreting changes in normal function that result in symptoms indicative of illness and the effects of select pharmacologic substances on that process. Evidence-based research provides the basis for determining the safe and appropriate utilization of medications and herbal therapies on human function. Appropriate education for various prescribed pharmacologic agents is incorporated.
This course builds upon students’ previous health assessment knowledge offering advanced health assessment content to provide the foundation for the advanced professional nursing role of the nurse educator. This course emphasizes knowledge of health assessment, including physical, psychosocial, and spiritual health assessment; risk assessment; and functional assessment in diverse populations in the promotion of health and prevention of disease. Topics, such as effective communication and client teaching/counseling to elicit patients’ interpretation of their health status and perceived barriers, are incorporated throughout the course to maintain a nursing focus on patient responses to illness or the threat of illness. This course incorporates the completion and interpretation of a head-to-toe assessment along with emphasis on effective documentation and health recordkeeping. Prerequisite: NUR-641E.
This course prepares nurse educators to deliver instruction within clinical, professional, and academic settings with specific emphasis on effective methods of facilitating learning and fostering critical thinking skills in diverse student populations. Students apply instructional strategies and methods grounded in evidence-based practice and learning theory and engage in the selection of appropriate strategies to facilitate learning. Students also consider the effective integration of technology and simulation into teaching practice. Students complete 50 direct care practicum hours to integrate advanced nursing knowledge and skills into practice. Practicum/field experience hours: 50. Prerequisite: NUR-643E.
In this course, students learn to contribute to the development of nursing curricula, focusing on different phases of the curriculum creation and improvement processes. Students examine methods of curriculum design, assessment of learning outcomes, and best practices for curriculum development, including aligning curriculum to professional standards, writing learning objectives, creating formative and summative assessments, and using data to improve student learning outcomes. Prerequisite: NUR-646E.
This is a culminating practicum experience completed with a nurse educator preceptor in a selected setting. This clinical practicum affords students the opportunity to refine educational expertise in their selected areas of interest (e.g., assessment of learning needs, program/curriculum planning, implementation, and assessment/evaluation in either a traditional or nontraditional setting). This course offers opportunities for students to begin integrating the role of the nurse educator into their professional behaviors. Practicum/field experience hours: 150. Prerequisite: NUR-648E or NUR-649E. This course may be taken concurrently with NUR-699.