Evaluating a New Master's Entry Program in Nursing Using the CIPP Model
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| Publicat a: | ProQuest Dissertations and Theses (2025) |
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| 100 | 1 | |a Rossman, Kirstyn | |
| 245 | 1 | |a Evaluating a New Master's Entry Program in Nursing Using the CIPP Model | |
| 260 | |b ProQuest Dissertations & Theses |c 2025 | ||
| 513 | |a Dissertation/Thesis | ||
| 520 | 3 | |a Master’s Entry in Nursing Practice (MEPN) programs are an emerging model in pre-licensure nursing education, requiring evaluation of institutional readiness, stakeholder needs, and alignment with national standards before implementation. At the University of North Carolina at Chapel Hill (UNC– CH) School of Nursing, this Doctor of Nursing Practice project used the Context, Input, Process, Product (CIPP) evaluation framework to assess readiness for a proposed MEPN program. Faculty surveys (n=10), faculty focus groups (n=8), current ABSN student focus group (n=6), ABSN alumni survey (n=4), and semi-structured interviews with MEPN graduates from peer institutions (n=5) were conducted. Data were analyzed using qualitative content analysis in ATLAS.ti guided by a nine-subcode coding framework, supplemented by benchmarking of five peer MEPN programs and validation of proposed terminal program outcomes using a Content Validity Index rubric. Findings indicated that faculty expressed enthusiasm for program innovation and graduate-level teaching but identified workload management, instructional design support, and protected time for curriculum development as critical needs. ABSN students emphasized communication challenges, curriculum rigor, and the importance of balancing adult learner responsibilities, while alumni highlighted delivery format, program cost, and institutional prestige as influential factors. MEPN graduates described advantages and pressures associated with being perceived as “advanced,” while also noting uncertainties in role clarity and preparedness for leadership. Benchmarking confirmed that the proposed UNC–CH MEPN program is consistent with peer institutions, and faculty validation confirmed that terminal program outcomes are fully aligned with national standards and institutional mission. Based on these findings, recommendations include prioritizing faculty development and workload transparency, establishing clear communication strategies, supporting adult learner needs, and clarifying the professional role of MEPN graduates. Collectively, this project confirmed institutional readiness for MEPN program implementation and identified targeted resource gaps that must be addressed to ensure program success. | |
| 653 | |a Educational administration | ||
| 653 | |a Health education | ||
| 653 | |a Nursing | ||
| 653 | |a Curriculum development | ||
| 773 | 0 | |t ProQuest Dissertations and Theses |g (2025) | |
| 786 | 0 | |d ProQuest |t ProQuest Dissertations & Theses Global | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3290570889/abstract/embedded/75I98GEZK8WCJMPQ?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3290570889/fulltextPDF/embedded/75I98GEZK8WCJMPQ?source=fedsrch |