The Essentials of Masters Education in Nursing Graduates of masters degree programs in nursing are prepared with broad knowledge

and practice expertise that builds and expands on baccalaureate or entry-level nursing practice. This preparation provides graduates with a fuller understanding of the discipline of nursing in order to engage in higher level practice and leadership in a variety of settings and commit to lifelong learning. For those nurses seeking a terminal degree, the highest level of preparation within the discipline, the new conceptualization for masters education will allow for seamless movement into a research or practice-focused doctoral program (AACN, 2006, 2010). The nine Essentials addressed in this document delineate the knowledge and skills that all nurses prepared in masters nursing programs acquire. These Essentials guide the preparation of graduates for diverse areas of practice in any healthcare setting. Education at the University of Massachusetts in Worcester, MA in the Graduate School of Nursing complies with and encourages graduates to meet all nine Essentials. Essential I was met through Societal Forces, Genetics, and Epidemiology. In the Societal Forces course, instruction was given about the demographics, ethnicity, and culture impacts of health care of the global population. Knowledge from the genetics course work gave insight about the future of genomics in health care. During studies in the epidemiology course understanding about evidence based medicine and interpretation of research was achieved and encouraged cost effective and quality practice. Essential II also met by the course work of Societal Forces. A portion of the class projects encouraged nurse graduates to participate with the medical school residents both third year and first year to build relationships and demonstrate the success when collaboration and interdisciplinary approach of medicine gives the best care. Another project for Societal Forces, encouraged nursing graduates participation in year-long project were leadership skills were developed when research and application of change to practice of an organizational system to increase critical decision making, promote effective working relationships, and improving systems-perspective increased quality patient care. Essential III was accomplished during instruction in Health Assessment and Family Theory courses. Nursing graduate was able to learn and demonstrate skills and knowledge about the methods, tools, performance measures, and standards related to quality. The clinical portion of Family Theory course work allowed for the nursing graduate to apply quality principles within an organization and gain feedback about areas of improvement and success. Essential IV was achieved as part of an assignment that was built upon during Research and Theory course and carried out during the Family Theory course. Nursing graduates learned how to research practice problems and apply outcomes in the practice setting and disseminated results during presentation at clinical site and poster session. Essential V was attained during course work in Health Literacy were nursing graduate learned about better ways of using technologies and communications to educate, integrate and coordinate patients about their care. Essential VI was reached during Societal Forces; one of the course objectives was to be able to analyze reimbursement policies, health policies and political factors that require leadership to influence funding, legislation, regulatory and credentialing aspects of professional and graduate nursing practice, education, and research. To meet this objective nursing graduate was expected to listen on instructions from experts in the field and apply knowledge to develop scholarly paper about the role of the nurse practitioner thus demonstrating understanding of health policies. Essential VII was obtained during the year-long required meetings with third

year medical residents and pharmacist were the nursing graduate was understand and learn how to be a member and leader of interprofessional teams, communicates, collaborates, and consults with other health professionals to manage and coordinate care. Essential VIII was completed by using the knowledge gained during Research and Theory, Epidemiology, Societal Forces, Pharmaceuticals, Pathophysiology, Genetics, Health Assessment and Family Theory course work and applying the following principles in practice: broad, organizational, client-centered, and culturally appropriate concepts in the planning, delivery, management, and evaluation of evidence-based clinical prevention and population care and services to individuals, families, and aggregates/identified populations. Essential IX was fulfilled during the three courses of advanced nursing theoretical sciences were the nursing graduate is prepared as a family nurse practitioner. The focus of the course is on the refinement and synthesis of critical thinking skills used by the advanced practice nurse to articulate advanced practice nursing domain and core competencies. Grounded in theory and evidence-based practice, the course enhances the students knowledge and ability to analyze and manage the comprehensive care of the adult, older adult and family in ambulatory and community settings. The professional and environmental issues influencing the health and care of the adult, older adult and the role of the advanced practice nurse will be explored.