Academic progression models in nursing: Design decisions faced by administrators in four case studies

Patricia M. Pittman, Ellen T. Kurtzman, Jean E. Johnson

    Research output: Contribution to journalArticlepeer-review

    Abstract

    Although nursing education pathways have expanded access to the profession, fragmentation accompanying these entry points has created uncertainty among students about the desired end point, questionable effi ciency and eff ectiveness of reaching career goals, and unclear merging mechanisms to enable seamless, linear progression. In response to these challenges and in anticipation of greater demands on nurses due to health reform, the Institute of Medicine (IOM) examined the capacity of the nursing workforce and proposed a transformative blueprint for change that relies on an education system to promote seamless academic progression. Despite support for this recommendation, little research exists regarding the best way to achieve the IOM's vision. This study examined the most promising practices in design and implementation of alternative pathways for academic progression in nursing. Four case studies are presented that explore the challenges of designing alternative pathways and identify performance measures to assist with developing such programs.

    Original languageEnglish (US)
    Pages (from-to)329-335
    Number of pages7
    JournalJournal of Nursing Education
    Volume53
    Issue number6
    DOIs
    StatePublished - Jan 1 2014

    ASJC Scopus subject areas

    • Nursing(all)
    • Education

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