The current technological and humanistic changes happening in the health care sector demand that registered nurses and nursing students expand their knowledge to keep up with such changes. Besides, the hitches present in health and nursing care at present make advanced nursing knowledge a requirement in a modern hospice environment. These developments require a new perception of the nursing profession, hence the need for master’s education. Master’s training prepares graduates to lead change to enhance quality results. Besides. A master’s -prepared nurse leader can inspire a culture of brilliance within the care setting. Moreover, they should use their skills to develop and maintain interdisciplinary cooperation to help improve quality of care. That said, the essentials of master’s education in nursing delimit the collective knowledge and practice expertise imparted in graduates.

Essential Elements of Master’s Education in Nursing

Firstly, a masters-prepared nurse leader must have a background for practice from the sciences and humanities to influence change. This quality helps them to integrate scientific findings from different medical fields, including nursing, public health, quality improvement (QI), and eugenics to improve the quality of care provided in different hospice milieus. Besides, a nurse leader with a master’s degree must exhibit managerial and systems headship. Even so, leadership skills are a necessity in making moral and vital decisions, promoting teamwork, and enhancing the functionality of systems. Additionally, a master’s prepared nurse leader must be coherent in the tactics, tools, productivity measures, and ethics concerning quality.

As well, he or she must be equipped with the necessary knowledge to apply QI measures within the care setting.  Also, a nurse leader should have the experience needed to translate and incorporate study outcomes into practice, mitigate glitches present in care provision, initiate developments, and communicate findings. He or she should have the aptitude to embrace policy advocacy to influence change within the health care environment. Lastly, a master’s-prepared nurse leader should have the capacity to communicate, collaborate, and consult with other medical experts and key stakeholders in nursing to manage and coordinate care.

Areas of Practice in Nursing that Need Change

Masters’-prepared nurses can fill many gaps within care practice areas. More so, graduates with masters’ degree in nursing can partake new and inventive duties generated by reforms and changes in health care provision. Besides, they can pursue direct care practice obligations in different environments, including clinical nurse leader and chief advocacy planner.  Also, the skills and knowledge that master’s-prepared nurses have can be utilized in indirect care practice areas like informatics, medical research coordinator, human resource management, public health, and systems management among others.

Moreover, master’s-prepared nurses can work as nurse educators. They have the competency to apply learning principles during care provision or when teaching students. Furthermore, they can help in designing appropriate educational framework, preparing teaching methodologies, and establishing QI policies. Besides, the teaching skills developed by graduates of master’s in nursing programs is essential in creating awareness among patients, their families, students, and health care providers about proper sanitation, infection control, and prevention, or environmental management. That said, from the illustration above, the lack of adequate nurse educators is the key gap existing in various care practice settings.

Change Model for Filling the Existing Gap

The existing models of medical nursing learning offer a slapdash methodology to education dependent on the type of health center and a population of patients. Therefore, comprehensive and innovative framework for teaching nurses is necessary to acclimatize them with the current health care setting. Even so, the need for more nurse educators necessitates the redesigning of the present and future nursing practice milieu. The remodel encompasses increasing nursing student’s community-based experiences and exposing them to complex health care issues like the ones found in acute care units.

Besides, as a nurse leader, it is necessary to create a guiding team to help in initiating change. One can recruit dedicated team members during medical conferences, seminars, and individual presentations. Such meetings will entail discussing and assessing the existing models of clinical education for nursing students and proposing changes. Furthermore, it is essential to apply a community-based hands-on method to identify gaps in knowledge and recommend alternate resolutions for clinical nursing education in a variety of practice settings. Consequently, the guiding team must develop a strategic plan for implementing future nursing education model. Besides, this vision to redesign and implement a viable framework of nursing education can only be achieved through effective communication. Proper communication ensures interdisciplinary cooperation in change implementation.

Proposed Plan for Initiating Change

The plan for initiating change must take into account the element of time. Firstly, reevaluate the significance of summits, conferences and individual presentations one week after the event(s). Secondly, foster learners’ endurance of care provision duration, coaches, and pressure from workload one month after reevaluating change options and selecting the best action. The third step involves concentrating nursing students’ hospice period with minimal supervision while proceeding from simple to complex expertise and repeatedly assessing gaps in knowledge. Another step involves assessing the readiness of hospice units to accommodate nurse graduates and nursing students. Also, another procedure involves communicating reforms clearly and regularly between practice area and nursing program. That said, the final step is to facilitate nursing learners’ expertise mastery in the lab and mockup settings before undertaking direct care practice.

Strategies for Initiating Change

A masters’-prepared nurse leader can adopt various policies to implement change, depending on the urgency of the situation. The proposed plan can be executed through three primary strategies. The empirical-rational approach is one of those strategies. This strategy is based on the supposition that nurses are sensible and their behaviors are influenced by the nursing code of conduct. In many health care settings, nurses are always prepared to embrace a change if it is warranted and its significance delineated. Thus, applying this methodology to convince nurses to accept a particular development is systematic and can last for about 30 days.

Secondly, the normative re-educative strategy is another tactic rooted in the hypothesis that nurses act according to their obligation to social and cultural values. Therefore, before implementing a change, it is important that nurse educators consider the impact of the switch on the existing work culture. Embracing this strategy calls for the redefinition and reinterpretation of current principles and committing to new values. However, this strategy is time-consuming because it takes a long time to influence cultural shift. Therefore, it can take about three to five years to achieve full implementation of change by applying this approach.

The final strategy is known as a power-coercive strategy which involves nursing educators using nursing managerial influence or authority to impose a change on nurses. Even though this approach is vulnerable to opposition from nurses, it is time-efficient and does not underrate the nurses’ job principles. Conversely, some registered nurse educators are certain that this tactic is less useful in the long-term. The reason for this is because nurses who do not comply with the vicissitudes in nursing programmes are subject to penalties such as suspensions. Research shows that nurses to not work best under duress.

Conclusion

Masters’-prepared nurse leader is required to design a change model which provides a base for assessing strategies that can help to incorporate inventiveness into nursing education framework.  Infusing nursing academics and nursing practice can be achieved in different care practice areas such as the laboratories. Moreover, innovative learning frameworks are key to maximizing resources while optimizing care. Even so, improving clinical learning outcomes necessitates enhancing the capacity of registered nurses in health care milieus to provide contemporary education to nursing students. Hence, it is fundamental for nursing educators to pursue master’s nursing degree program to increase their knowledge base.

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