There is constant nursing education which has demonstrated benefits to the development of nursing as a profession. However, more training is required to establish patient benefit (Cotterill-Walker, 2012). Masters-prepared nurses gain the competencies to address the gaps that constantly result from the increasing healthcare needs. The value of masters-prepared nurse is that they have an advanced knowledge as well as higher level of leadership competencies for enhancing health outcomes since they know current and emerging roles in delivery and design of healthcare.
Leadership skills ensure the improvement of high-quality safety care of patients while emphasizing ethical and critical verdict, systems-perspective and effective working relations (Bender, 2016). Knowledge and skills regarding human features and fundamental safety planning principles that impact unsafe practices are essential. Therefore, they can analyze systems and work to develop a just safety culture where they feel comfortable disclosing their errors and upholding professional accountability. Further, the value of masters-prepared nurses is their ability to integrate scientific outcomes from nursing, genetics, bio-psychosocial fields, organizational sciences, quality improvement and public health for the constant enhancement of nursing care throughout different backgrounds. Also, there is articulation in the methods, performance standards, and tools.
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Masters-prepared nurses have the skill to use technologies of patient-care to deliver and improve care as well as use communication technologies to mainstream and harmonized care. The value of masters-prepared nurses is also seen in health policy and advocacy where a nurse can get involved at the policy level through the development process of administration and use advocacy approaches to impact both health and healthcare (American Association of Colleges of Nursing, 2011). Besides, the value of inter-professional collaboration focused on promoting patient alongside patient population health results is achieved. Nurses can apply and integrate large, organizational patient-focused, and culturally applicable models in design, delivery, management, and assessment of evidence-based population care, clinical prevention, and services to persons, identified populations and relatives.
References
American Association of Colleges of Nursing. (2011). The essentials of master’s education in nursing . Retrieved on 27 February 2018, from https://www.bc.edu/content/dam/files/schools/son/pdf2/MastersEssentials11.pdf.
Bender, M. (2016). Conceptualizing clinical nurse leader practice: an interpretive synthesis. Journal of nursing management , 24 (1).
Cotterill-Walker, S. M. (2012). Where is the evidence that master's level nursing education makes a difference to patient care? A literature review. Nurse Education Today , 32 (1), 57-64.
