Description
This past week your reading assignments have covered Quantitative and Qualitative analysis. So, if I were to ask you what the difference, you would be able to provide me with an answer is?
Let’s review their differences below:
Qualitative Vs. Quantitative Research: Difference between them with examples & methods
Qualitative vs. Quantitative Research
Qualitative Research
Qualitative Research is primarily exploratory research. It is used to gain an understanding of underlying reasons, opinions, and motivations. It provides insights into the problem or helps to develop ideas or hypotheses for potential quantitative research. Qualitative Research is also used to uncover trends in thought and opinions and dive deeper into the problem. Qualitative data collection methods vary using unstructured or semi-structured techniques. Some conventional techniques include focus groups (group discussions), individual interviews, and participation/observations. The sample size is typically small, and respondents are selected to fulfill a given quota.
Quantitative Research
Quantitative Research is used to quantify the problem by way of generating numerical data or data that can be transformed into useful statistics. It is used to quantify attitudes, opinions, behaviors, and other defined variables – and generalize results from a larger sample population. Quantitative Research uses measurable data to formulate facts and uncover patterns in research. Quantitative data collection methods are much more structured than Qualitative data collection methods. Quantitative data collection methods include various forms of surveys – online surveys, paper surveys, mobile surveys and kiosk surveys, face-to-face interviews, telephone interviews, longitudinal studies, website interceptors, online polls, and systematic observations.
*** Many people, because of a fear of numbers, tend to gravitate towards qualitative research instead of quantitative. Both research methodologies have their advantages and disadvantages.
What is experimental research?
Experimental Research – is any research conducted with a scientific approach, where a set of variables are kept constant while the other set of variables are being measured as the subject of the experiment. Experimental research is one of the founding quantitative research methods.
Before moving on, please take a moment to review this link to ensure that you have an understanding regarding what types of research are needed and why for your problem that you will address in your papers.
Unformatted Attachment Preview
1
The Essentials of Master’s Education in Nursing by AACN
Student name
Affiliation
Professor’s name
Course name
Date
2
The Essentials of Master’s Education in Nursing by AACN
Abstract
A study by American Association of Colleges of Nursing (2011) (later reviewed in 2017)
stipulates the ten Vital Competencies for Masters’ Programs in Nursing. It underscores the
necessity for research foundation, leadership and clinical scholarship as well as education. The
paper explains that nurses should be taught on such issues as interprofessional collaboration,
information management, quality improvement and ethical decision-making. This is ended by
emphasizing on lifelong learning and continuous improvement through practice inquiry.
The AACN Essentials and Clinical Practice
Introduction
The AACN Essential of Master’s Education in Nursing provides a framework that
graduate nursing programs can use to create the core competencies for an individual who enters
an advanced practice role. These essentials provide a comprehensive range of knowledge,
abilities and attitudes which are necessary for one’s success in intricate clinical environments.
Here is a breakdown on each essential and its impact on clinical practice as well as my
understanding:
•
Essential I: Scholarship for Evidence-Based Practice: This means how to critique
research works done by others and translate results into nursing practice. For nurses
working in clinical settings, this means being updated with current evidence, using
best practices to always help improve patient outcomes. An aspect about this area of
3
care that I think will be useful in my future career as a nurse practitioner is high
quality evidence-based care (American Association of Colleges of Nursing, 2017).
•
Essential II: Leadership: Effective leadership is crucial in helping nurses navigate
complex healthcare systems. Masters programmes arm graduates with skills to lead
teams, manage resources and protect patient safety. In so doing they would enable me
as an individual to work together with health care professionals optimally deliver
patient services and support the development of healthy team relationships.
•
Essential III: Quality Improvement: The third essential focuses on the ability to
recognize and solve problems regarding quality. Data analysis, implementing
initiatives for improvement rather than just for its own sake are some of the areas
masters prepared nurses are equipped at this level of education. Knowing how quality
improvements occur will enable me to actively participate in changing patient care
processes aiming at maximizing results that benefit both our organization and patients
simultaneously (American Association of Colleges of Nursing, 2017).
•
Essential IV: Health Promotion and Maintenance: This serves to remind us how
important preventive measures are. The programs for masters’ level nursing enable
the nurses to help patients adopt healthy lifestyles and prevent diseases. I have been
trained enough to partner with patients in purpose of promoting their health and
taking care of their own health.
•
Essential V: Practice Inquiry: Masters’ education enhances research skills as well as
practices appraisal. Thus, it creates a culture of learning from experiences and basing
decision on evidence. With the aim to be ahead in this profession in times of changed
4
clinical information, I think continuous inquiry has become increasingly essential
((American Association of Colleges of Nursing, 2017).
•
Essential VI: Interprofessional Collaboration: For comprehensive patient care,
collaboration with other healthcare providers is critical. Communication and team
work skills are emphasized in masters’ programs. Through effective collaboration, I
can smoothly work with doctors, social workers among other professions thereby
ensuring a whole person approach to giving care for clients ((American Association
of Colleges of Nursing, 2017).
•
Essential VII: Cultural Competence: This focuses on culturally sensitive provision of
care. The nursing master’s program trains nurses on recognizing diverse backgrounds
and thus making specific interventions accordingly. As such, cultural competency
enables me to provide individualized patient-centered care that respects the values,
morals personal beliefs while taking into account different belief systems, worldviews
or cultures (American Association of Colleges of Nursing, 2017).
•
Essential VIII: Ethics and Legal Responsibilities: Understanding ethical principles
and legal implications is paramount for professional nurses. Master’s programs
provide a strong foundation in ethical decision-making and legal compliance. This
knowledge ensures I can navigate complex situations ethically and uphold my
professional responsibilities (American Association of Colleges of Nursing, 2017).
The Problem
It is clear from the article that this problem needs a standardized framework for masters’
education in nursing. This problem is practically important because it deals with the changing
healthcare setting where advanced nursing practitioners are important to it. The study aims at
5
identifying the core components and capabilities that must be included in master’s programs. The
article did not explicitly state a hypothesis but identifies essential definitions and parameters
necessary for understanding the suggested essentials.
Review of Literature
The sources cited in the article were relevant to this study and provided a comprehensive
coverage of masters’ education in nursing. This review managed to hit a balance between being
too broad or too narrow which ensured that one can have a better appreciation of what was
discussed herein. The references mentioned are new, showing how timely the information is.
There is no apparent manifestation of bias, which shows that this literature review was scholarly
and objective oriented.
Design and Procedures
The research methodology employed in the study involves a comprehensive review and
consensus-building process among experts in the field. It is an original study that consolidates
the perspectives of nursing professionals to delineate the essentials of master’s education. The
article does not explicitly mention specific measurement tools, but it outlines a structured
consensus-building process involving diverse stakeholders. The procedures are well-structured,
and although a pilot study is not mentioned, the collaboration with experts adds credibility.
Variables such as advanced nursing practice and leadership are key focal points, while the
sampling process involves the input of a broad range of nursing experts.
Data Analysis and Presentation
6
The article lacks explicit details regarding the data analysis process. However, it appears
that the findings support the overall purpose and objectives of the study. Weaknesses and
problems are not explicitly discussed in the article, leaving room for improvement in
transparency and critical self-reflection. The AACN Essentials offer a comprehensive framework
for Master’s education in nursing. These competencies ensure that graduates can function
effectively in complex healthcare settings. The research to practice skills, leading change,
patients’ advocate and improve quality of care are among the skills they have.
These Essentials have serious implications. They also affect the development of curricula
in nursing programs and readiness of graduate nurses before they begin practice, all ultimately
affecting patient care quality. They allow nurses to be at the helm of health care, thus shaping
future practice and policy.
Even up to now, these AACN Essentials remain valid as a foundation for graduate-level
nursing education. They provide a basis for improvement as well as adaptation within an everchanging health care environment.
Overall Assessment
This is a must-read document if you are an educator or student in Masters Nursing
Programs provided by AACN. It provides an explicit and succinct framework about necessary
knowledge and skills that students should obtain on graduation. Lifelong learning orientation and
continuous quality improvement ensures nurses adapt to ever changing health care environment
ensuring high touch patient care records exist.
7
References
American Association of Colleges of Nursing. (2017). The essentials of master’s education in
nursing. March 21, 2011.
1
The Essentials of Master’s Education in Nursing by AACN
Student name
Affiliation
Professor’s name
Course name
Date
2
The Essentials of Master’s Education in Nursing by AACN
Abstract
A study by American Association of Colleges of Nursing (2011) (later reviewed in 2017)
stipulates the ten Vital Competencies for Masters’ Programs in Nursing. It underscores the
necessity for research foundation, leadership and clinical scholarship as well as education. The
paper explains that nurses should be taught on such issues as interprofessional collaboration,
information management, quality improvement and ethical decision-making. This is ended by
emphasizing on lifelong learning and continuous improvement through practice inquiry.
The AACN Essentials and Clinical Practice
Introduction
The AACN Essential of Master’s Education in Nursing provides a framework that
graduate nursing programs can use to create the core competencies for an individual who enters
an advanced practice role. These essentials provide a comprehensive range of knowledge,
abilities and attitudes which are necessary for one’s success in intricate clinical environments.
Here is a breakdown on each essential and its impact on clinical practice as well as my
understanding:
•
Essential I: Scholarship for Evidence-Based Practice: This means how to critique
research works done by others and translate results into nursing practice. For nurses
working in clinical settings, this means being updated with current evidence, using
best practices to always help improve patient outcomes. An aspect about this area of
3
care that I think will be useful in my future career as a nurse practitioner is high
quality evidence-based care (American Association of Colleges of Nursing, 2017).
•
Essential II: Leadership: Effective leadership is crucial in helping nurses navigate
complex healthcare systems. Masters programmes arm graduates with skills to lead
teams, manage resources and protect patient safety. In so doing they would enable me
as an individual to work together with health care professionals optimally deliver
patient services and support the development of healthy team relationships.
•
Essential III: Quality Improvement: The third essential focuses on the ability to
recognize and solve problems regarding quality. Data analysis, implementing
initiatives for improvement rather than just for its own sake are some of the areas
masters prepared nurses are equipped at this level of education. Knowing how quality
improvements occur will enable me to actively participate in changing patient care
processes aiming at maximizing results that benefit both our organization and patients
simultaneously (American Association of Colleges of Nursing, 2017).
•
Essential IV: Health Promotion and Maintenance: This serves to remind us how
important preventive measures are. The programs for masters’ level nursing enable
the nurses to help patients adopt healthy lifestyles and prevent diseases. I have been
trained enough to partner with patients in purpose of promoting their health and
taking care of their own health.
•
Essential V: Practice Inquiry: Masters’ education enhances research skills as well as
practices appraisal. Thus, it creates a culture of learning from experiences and basing
decision on evidence. With the aim to be ahead in this profession in times of changed
4
clinical information, I think continuous inquiry has become increasingly essential
((American Association of Colleges of Nursing, 2017).
•
Essential VI: Interprofessional Collaboration: For comprehensive patient care,
collaboration with other healthcare providers is critical. Communication and team
work skills are emphasized in masters’ programs. Through effective collaboration, I
can smoothly work with doctors, social workers among other professions thereby
ensuring a whole person approach to giving care for clients ((American Association
of Colleges of Nursing, 2017).
•
Essential VII: Cultural Competence: This focuses on culturally sensitive provision of
care. The nursing master’s program trains nurses on recognizing diverse backgrounds
and thus making specific interventions accordingly. As such, cultural competency
enables me to provide individualized patient-centered care that respects the values,
morals personal beliefs while taking into account different belief systems, worldviews
or cultures (American Association of Colleges of Nursing, 2017).
•
Essential VIII: Ethics and Legal Responsibilities: Understanding ethical principles
and legal implications is paramount for professional nurses. Master’s programs
provide a strong foundation in ethical decision-making and legal compliance. This
knowledge ensures I can navigate complex situations ethically and uphold my
professional responsibilities (American Association of Colleges of Nursing, 2017).
The Problem
It is clear from the article that this problem needs a standardized framework for masters’
education in nursing. This problem is practically important because it deals with the changing
healthcare setting where advanced nursing practitioners are important to it. The study aims at
5
identifying the core components and capabilities that must be included in master’s programs. The
article did not explicitly state a hypothesis but identifies essential definitions and parameters
necessary for understanding the suggested essentials.
Review of Literature
The sources cited in the article were relevant to this study and provided a comprehensive
coverage of masters’ education in nursing. This review managed to hit a balance between being
too broad or too narrow which ensured that one can have a better appreciation of what was
discussed herein. The references mentioned are new, showing how timely the information is.
There is no apparent manifestation of bias, which shows that this literature review was scholarly
and objective oriented.
Design and Procedures
The research methodology employed in the study involves a comprehensive review and
consensus-building process among experts in the field. It is an original study that consolidates
the perspectives of nursing professionals to delineate the essentials of master’s education. The
article does not explicitly mention specific measurement tools, but it outlines a structured
consensus-building process involving diverse stakeholders. The procedures are well-structured,
and although a pilot study is not mentioned, the collaboration with experts adds credibility.
Variables such as advanced nursing practice and leadership are key focal points, while the
sampling process involves the input of a broad range of nursing experts.
Data Analysis and Presentation
6
The article lacks explicit details regarding the data analysis process. However, it appears
that the findings support the overall purpose and objectives of the study. Weaknesses and
problems are not explicitly discussed in the article, leaving room for improvement in
transparency and critical self-reflection. The AACN Essentials offer a comprehensive framework
for Master’s education in nursing. These competencies ensure that graduates can function
effectively in complex healthcare settings. The research to practice skills, leading change,
patients’ advocate and improve quality of care are among the skills they have.
These Essentials have serious implications. They also affect the development of curricula
in nursing programs and readiness of graduate nurses before they begin practice, all ultimately
affecting patient care quality. They allow nurses to be at the helm of health care, thus shaping
future practice and policy.
Even up to now, these AACN Essentials remain valid as a foundation for graduate-level
nursing education. They provide a basis for improvement as well as adaptation within an everchanging health care environment.
Overall Assessment
This is a must-read document if you are an educator or student in Masters Nursing
Programs provided by AACN. It provides an explicit and succinct framework about necessary
knowledge and skills that students should obtain on graduation. Lifelong learning orientation and
continuous quality improvement ensures nurses adapt to ever changing health care environment
ensuring high touch patient care records exist.
7
References
American Association of Colleges of Nursing. (2017). The essentials of master’s education in
nursing. March 21, 2011.
1
The Essentials of Master’s Education in Nursing by AACN
Student name
Affiliation
Professor’s name
Course name
Date
2
The Essentials of Master’s Education in Nursing by AACN
Abstract
A study by American Association of Colleges of Nursing (2011) (later reviewed in 2017)
stipulates the ten Vital Competencies for Masters’ Programs in Nursing. It underscores the
necessity for research foundation, leadership and clinical scholarship as well as education. The
paper explains that nurses should be taught on such issues as interprofessional collaboration,
information management, quality improvement and ethical decision-making. This is ended by
emphasizing on lifelong learning and continuous improvement through practice inquiry.
The AACN Essentials and Clinical Practice
Introduction
The AACN Essential of Master’s Education in Nursing provides a framework that
graduate nursing programs can use to create the core competencies for an individual who enters
an advanced practice role. These essentials provide a comprehensive range of knowledge,
abilities and attitudes which are necessary for one’s success in intricate clinical environments.
Here is a breakdown on each essential and its impact on clinical practice as well as my
understanding:
•
Essential I: Scholarship for Evidence-Based Practice: This means how to critique
research works done by others and translate results into nursing practice. For nurses
working in clinical settings, this means being updated with current evidence, using
best practices to always help improve patient outcomes. An aspect about this area of
3
care that I think will be useful in my future career as a nurse practitioner is high
quality evidence-based care (American Association of Colleges of Nursing, 2017).
•
Essential II: Leadership: Effective leadership is crucial in helping nurses navigate
complex healthcare systems. Masters programmes arm graduates with skills to lead
teams, manage resources and protect patient safety. In so doing they would enable me
as an individual to work together with health care professionals optimally deliver
patient services and support the development of healthy team relationships.
•
Essential III: Quality Improvement: The third essential focuses on the ability to
recognize and solve problems regarding quality. Data analysis, implementing
initiatives for improvement rather than just for its own sake are some of the areas
masters prepared nurses are equipped at this level of education. Knowing how quality
improvements occur will enable me to actively participate in changing patient care
processes aiming at maximizing results that benefit both our organization and patients
simultaneously (American Association of Colleges of Nursing, 2017).
•
Essential IV: Health Promotion and Maintenance: This serves to remind us how
important preventive measures are. The programs for masters’ level nursing enable
the nurses to help patients adopt healthy lifestyles and prevent diseases. I have been
trained enough to partner with patients in purpose of promoting their health and
taking care of their own health.
•
Essential V: Practice Inquiry: Masters’ education enhances research skills as well as
practices appraisal. Thus, it creates a culture of learning from experiences and basing
decision on evidence. With the aim to be ahead in this profession in times of changed
4
clinical information, I think continuous inquiry has become increasingly essential
((American Association of Colleges of Nursing, 2017).
•
Essential VI: Interprofessional Collaboration: For comprehensive patient care,
collaboration with other healthcare providers is critical. Communication and team
work skills are emphasized in masters’ programs. Through effective collaboration, I
can smoothly work with doctors, social workers among other professions thereby
ensuring a whole person approach to giving care for clients ((American Association
of Colleges of Nursing, 2017).
•
Essential VII: Cultural Competence: This focuses on culturally sensitive provision of
care. The nursing master’s program trains nurses on recognizing diverse backgrounds
and thus making specific interventions accordingly. As such, cultural competency
enables me to provide individualized patient-centered care that respects the values,
morals personal beliefs while taking into account different belief systems, worldviews
or cultures (American Association of Colleges of Nursing, 2017).
•
Essential VIII: Ethics and Legal Responsibilities: Understanding ethical principles
and legal implications is paramount for professional nurses. Master’s programs
provide a strong foundation in ethical decision-making and legal compliance. This
knowledge ensures I can navigate complex situations ethically and uphold my
professional responsibilities (American Association of Colleges of Nursing, 2017).
The Problem
It is clear from the article that this problem needs a standardized framework for masters’
education in nursing. This problem is practically important because it deals with the changing
healthcare setting where advanced nursing practitioners are important to it. The study aims at
5
identifying the core components and capabilities that must be included in master’s programs. The
article did not explicitly state a hypothesis but identifies essential definitions and parameters
necessary for understanding the suggested essentials.
Review of Literature
The sources cited in the article were relevant to this study and provided a comprehensive
coverage of masters’ education in nursing. This review managed to hit a balance between being
too broad or too narrow which ensured that one can have a better appreciation of what was
discussed herein. The references mentioned are new, showing how timely the information is.
There is no apparent manifestation of bias, which shows that this literature review was scholarly
and objective oriented.
Design and Procedures
The research methodology employed in the study involves a comprehensive review and
consensus-building process among experts in the field. It is an original study that consolidates
the perspectives of nursing professionals to delineate the essentials of master’s education. The
article does not explicitly mention specific measurement tools, but it outlines a structured
consensus-building process involving diverse stakeholders. The procedures are well-structured,
and although a pilot study is not mentioned, the collaboration with experts adds credibility.
Variables such as advanced nursing practice and leadership are key focal points, while the
sampling process involves the input of a broad range of nursing experts.
Data Analysis and Presentation
6
The article lacks explicit details regarding the data analysis process. However, it appears
that the findings support the overall purpose and objectives of the study. Weaknesses and
problems are not explicitly discussed in the article, leaving room for improvement in
transparency and critical self-reflection. The AACN Essentials offer a comprehensive framework
for Master’s education in nursing. These competencies ensure that graduates can function
effectively in complex healthcare settings. The research to practice skills, leading change,
patients’ advocate and improve quality of care are among the skills they have.
These Essentials have serious implications. They also affect the development of curricula
in nursing programs and readiness of graduate nurses before they begin practice, all ultimately
affecting patient care quality. They allow nurses to be at the helm of health care, thus shaping
future practice and policy.
Even up to now, these AACN Essentials remain valid as a foundation for graduate-level
nursing education. They provide a basis for improvement as well as adaptation within an everchanging health care environment.
Overall Assessment
This is a must-read document if you are an educator or student in Masters Nursing
Programs provided by AACN. It provides an explicit and succinct framework about necessary
knowledge and skills that students should obtain on graduation. Lifelong learning orientation and
continuous quality improvement ensures nurses adapt to ever changing health care environment
ensuring high touch patient care records exist.
7
References
American Association of Colleges of Nursing. (2017). The essentials of master’s education in
nursing. March 21, 2011.
1
The Essentials of Master’s Education in Nursing by AACN
Student name
Affiliation
Professor’s name
Course name
Date
2
The Essentials of Master’s Education in Nursing by AACN
Abstract
A study by American Association of Colleges of Nursing (2011) (later reviewed in 2017)
stipulates the ten Vital Competencies for Masters’ Programs in Nursing. It underscores the
necessity for research foundation, leadership and clinical scholarship as well as education. The
paper explains that nurses should be taught on such issues as interprofessional collaboration,
information management, quality improvement and ethical decision-making. This is ended by
emphasizing on lifelong learning and continuous improvement through practice inquiry.
The AACN Essentials and Clinical Practice
Introduction
The AACN Essential of Master’s Education in Nursing provides a framework that
graduate nursing programs can use to create the core competencies for an individual who enters
an advanced practice role. These essentials provide a comprehensive range of knowledge,
abilities and attitudes which are necessary for one’s success in intricate clinical environments.
Here is a breakdown on each essential and its impact on clinical practice as well as my
understanding:
•
Essential I: Scholarship for Evidence-Based Practice: This means how to critique
research works done by others and translate results into nursing practice. For nurses
working in clinical settings, this means being updated with current evidence, using
best practices to always help improve patient outcomes. An aspect about this area of
3
care that I think will be useful in my future career as a nurse practitioner is high
quality evidence-based care (American Association of Colleges of Nursing, 2017).
•
Essential II: Leadership: Effective leadership is crucial in helping nurses navigate
complex healthcare systems. Masters programmes arm graduates with skills to lead
teams, manage resources and protect patient safety. In so doing they would enable me
as an individual to work together with health care professionals optimally deliver
patient services and support the development of healthy team relationships.
•
Essential III: Quality Improvement: The third essential focuses on the ability to
recognize and solve problems regarding quality. Data analysis, implementing
initiatives for improvement rather than just for its own sake are some of the areas
masters prepared nurses are equipped at this level of education. Knowing how quality
improvements occur will enable me to actively participate in changing patient care
processes aiming at maximizing results that benefit both our organization and patients
simultaneously (American Association of Colleges of Nursing, 2017).
•
Essential IV: Health Promotion and Maintenance: This serves to remind us how
important preventive measures are. The programs for masters’ level nursing enable
the nurses to help patients adopt healthy lifestyles and prevent diseases. I have been
trained enough to partner with patients in purpose of promoting their health and
taking care of their own health.
•
Essential V: Practice Inquiry: Masters’ education enhances research skills as well as
practices appraisal. Thus, it creates a culture of learning from experiences and basing
decision on evidence. With the aim to be ahead in this profession in times of changed
4
clinical information, I think continuous inquiry has become increasingly essential
((American Association of Colleges of Nursing, 2017).
•
Essential VI: Interprofessional Collaboration: For comprehensive patient care,
collaboration with other healthcare providers is critical. Communication and team
work skills are emphasized in masters’ programs. Through effective collaboration, I
can smoothly work with doctors, social workers among other professions thereby
ensuring a whole person approach to giving care for clients ((American Association
of Colleges of Nursing, 2017).
•
Essential VII: Cultural Competence: This focuses on culturally sensitive provision of
care. The nursing master’s program trains nurses on recognizing diverse backgrounds
and thus making specific interventions accordingly. As such, cultural competency
enables me to provide individualized patient-centered care that respects the values,
morals personal beliefs while taking into account different belief systems, worldviews
or cultures (American Association of Colleges of Nursing, 2017).
•
Essential VIII: Ethics and Legal Responsibilities: Understanding ethical principles
and legal implications is paramount for professional nurses. Master’s programs
provide a strong foundation in ethical decision-making and legal compliance. This
knowledge ensures I can navigate complex situations ethically and uphold my
professional responsibilities (American Association of Colleges of Nursing, 2017).
The Problem
It is clear from the article that this problem needs a standardized framework for masters’
education in nursing. This problem is practically important because it deals with the changing
healthcare setting where advanced nursing practitioners are important to it. The study aims at
5
identifying the core components and capabilities that must be included in master’s programs. The
article did not explicitly state a hypothesis but identifies essential definitions and parameters
necessary for understanding the suggested essentials.
Review of Literature
The sources cited in the article were relevant to this study and provided a comprehensive
coverage of masters’ education in nursing. This review managed to hit a balance between being
too broad or too narrow which ensured that one can have a better appreciation of what was
discussed herein. The references mentioned are new, showing how timely the information is.
There is no apparent manifestation of bias, which shows that this literature review was scholarly
and objective oriented.
Design and Procedures
The research methodology employed in the study involves a comprehensive review and
consensus-building process among experts in the field. It is an original study that consolidates
the perspectives of nursing professionals to delineate the essentials of master’s education. The
article does not explicitly mention specific measurement tools, but it outlines a structured
consensus-building process involving diverse stakeholders. The procedures are well-structured,
and although a pilot study is not mentioned, the collaboration with experts adds credibility.
Variables such as advanced nursing practice and leadership are key focal points, while the
sampling process involves the input of a broad range of nursing experts.
Data Analysis and Presentation
6
The article lacks explicit details regarding the data analysis process. However, it appears
that the findings support the overall purpose and objectives of the study. Weaknesses and
problems are not explicitly discussed in the article, leaving room for improvement in
transparency and critical self-reflection. The AACN Essentials offer a comprehensive framework
for Master’s education in nursing. These competencies ensure that graduates can function
effectively in complex healthcare settings. The research to practice skills, leading change,
patients’ advocate and improve quality of care are among the skills they have.
These Essentials have serious implications. They also affect the development of curricula
in nursing programs and readiness of graduate nurses before they begin practice, all ultimately
affecting patient care quality. They allow nurses to be at the helm of health care, thus shaping
future practice and policy.
Even up to now, these AACN Essen
