Running head: ADVANCED DEGREE NURSE INTERVIEW
Advanced Degree Nurse Interview
Rachel Peltier
Ferris State University
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Abstract
The motivation for a registered nurse to pursue an advanced degree is often not
understood by peers or subordinates. Nurses who make the decision to pursue an advanced
degree are often faced with the bias of co-workers. These biases were explored through
qualitative data collection and reflection on not only the results of the interview, but a reflection
of personal thoughts and feelings. Research clearly states that nurses whom possess an advanced
degree can promote professionalism, quality outcomes and patient outcomes.
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Advanced Degree Nurse Interview
The decision for a Bachelor’s prepared registered nurse to pursue a Master’s degree in
nursing is one that must be made with much forethought. The registered nurse who begins the
pursuit of a Master’s of Science in Nursing (MSN) degree must wholly understand what an
advanced degree means to the nursing profession; “…beyond the value of continuing education
to maintain competency and skills for patient safety and quality patient care, clinical nurses
should also consider how pursuing further education fits into their long-term career plan”
(Chichester, 2011, p. 171). The profession of nursing embodies several career opportunities for
the registered nurse whom returns to academia for a graduate degree. “Many nurses with an
advanced graduate nursing education practice in specialties, such as informatics, public health,
education, or administration, that are essential to advancing the public health but do not focus on
direct care to individuals” (American Nurses Association [ANA], 2010, p. 18).
Understanding of Role
It is important for a MSN student to have a clear understanding of the career track that is
to be obtained through education; “…advanced practice registered nurses acquire specialized
knowledge and skills through graduate-level education in their selected specialty areas” (ANA,
2010, p. 18). Knowledge to make this decision can be achieved through the review of evidencebased practice in the form of scholarly literature and personal interviews. Evidence-based
practice (EBP) is a scholarly and systematic problem-solving paradigm that results in the
delivery of high-quality health care” (ANA, 2010, p. 16). Once this research is completed, a
registered nurse should possess the knowledge to make an informed decision about a future
career track.
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After I completed the RN to BSN program at Ferris State University in 2010, I possessed
a renewed passion for the profession of nursing. I knew that I would return to academia in the
future to pursue a MSN degree; I just did not know exactly when this plan would begin to
unfold. At that point in my career, I only knew of a handful of nurses who had a MSN degree. I
really did not understand the true value of a MSN degree nor did I fully understand the
difference between a BSN prepared nurse and a MSN prepared nurse.
I joined the health system’s Education Services and Development department in 2013. I
was eligible for a position within this department partly due to the fact that I possessed a BSN
degree. When I joined this department, it became evident to me the cerebral difference between
the two nursing degrees. The ability of the MSN prepared educator to research, develop,
produce and present information was markedly different than that of the BSN educator. The
MSN prepared educator was able to fully understand the value of evidence-based research and
the benefit of a scholarly conversation. It was not until I joined this team that I was truly
motivated to return to school to begin the journey of obtaining a MSN degree.
Methodology
The design used in this interview was qualitative data collection. Qualitative data
collection was the choice for this interview as this method allows the interviewer to observe the
subject while ascertaining the information that is sought for the research (Kearney Nunnery,
2005).
Two MSN prepared nurses were interviewed separately in a one to one session. Two
subjects were interviewed for the diversity of their practice and time out of school. Both
sessions were conducted in a private office. Both interviews were started in a conversational
approach to their advanced practice degree. Both subjects were asked similar questions during
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the interview to keep the conversation flowing and to move the conversation towards the basis of
the interview; a description of their experience being a practicing specialty nurse.
Results
Interview Results
MSN prepared nurse #1 (NS) completed her MSN degree in December 2014. She holds
a position in the Quality Department that requires a MSN; she was awarded this position prior to
December 2014. Prior to her quality position, NS worked in critical care units for 10+ years. NS
stated that most of her bedside peers were happy for her when she made the decision to return to
college to pursue her MSN degree; however, others did not understand why she wanted to pursue
an advanced degree. When asked why she wanted to pursue her MSN degree, NS stated that
“great ideas have to be supported” and this is done through research. While she felt that she had
keen critical thinking skills before obtaining her MSN degree, she believes that these skills now
have more “depth”. NS is excited for the professional growth and career opportunities that her
MSN degree will offer her in the future.
MSN prepared nurse #2 (TT) completed her MSN degree in 2013. She is the Director of
the Intensive/Progressive/Emergency Department units for the Midland subsidiary. Prior to this
position, she was the Director of Nursing in the Alma subsidiary. TT stated that she felt that
while she had worked at the Alma subsidiary for 20+ years, her peers and subordinates did not
fully understand her desire to return to school for her MSN degree. She discussed that after she
joined the Midland subsidiary, she “felt more respect in her MSN role”. During her MSN
program, TT was motivated by what she was learning and the research that she was able to
complete. She was enthusiastic to share this with her subordinates while in Alma; however, the
staff did not understand her pursuit for knowledge. TT stated that she most appreciates the
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collegial relationships and “the ability to have scholarly conversations” that her MSN degree
affords. TT feels that by holding an advanced degree she has a social responsibility for research
based outcomes and this solidifies the passion she has for health advocacy.
Self-Reflection
The common theme that resonated throughout both interviews was the fact that peers
who did not have an advanced practice degree did not understand the passion that is felt for
scholarly conversation and the pursuit for evidence to support ideas or initiatives. I am fortunate
in that I work in a department where the pursuit of education, in any form, is encouraged. Most
of my peers have completed a master’s program, and are in full support of my decision to return
to school.
I have had many similar encounters with nurses who do not feel that there is any benefit
to returning to school to complete an undergraduate or graduate degree. When I have discussed
the world of nursing that is opened up through research, these nurses often look at me like I am
just crazy. Many of the nurses to whom I have spoken with state that they have no desire to be a
“manager” so why would they return to school? What many of these nurses do not understand is
that it is a responsibility of the registered nurse to further their education in an effort to maintain
skills and competence (Chichester, 2011).
After the interviews I had the opportunity to review my notes and to ruminate on the
conversations that were shared. Ultimately, I am not surprised by the responses that I received
from either NS or TT. I feel that I faced comparable bias when I completed my undergraduate
degree. Peers and co-workers who have not returned to school for degree advancement do not
understand the professional and personal gain that is achieved with this accomplishment. I
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decided that I was fortunate to work with individuals who appreciate what an advanced degree
means to the nursing profession as a whole.
Significance to Nursing
Nurses must understand the scope of influence that they possess with an advanced
degree. Evidence based research is the foundation for quality of care; “nursing research and EBP
contribute to the body of knowledge and enhance outcomes” (ANA, 2010, p. 17). The
application and implementation of using EBP to effect quality care is essential; nurses must be
motivated to do the research and then apply the nursing process to the findings to optimize
results (Chichester, 2011).
The nurse with an advanced degree has duties beyond that of other nurses per the
American Nurses Association’s Standards of Professional Nursing Practice. An example of this
is Standard 9; Evidence-Based Practice and Research. Standard 9 states “the registered nurse
integrates evidence and research findings into practice” (ANA, 2010, p. 51). The additional
competencies for graduate level prepared nurses expands on the basic standard as stated above.
The additional competency reads that the graduate level prepared nurse will “contribute to
nursing knowledge by conducting or synthesizing research and other evidence that discovers,
examines, and evaluates current practice, knowledge, theories, criteria, and creative approaches
to improve healthcare outcomes” (ANA, 2010, p. 51).
The nurse with an advanced degree also has the ability to effect patient outcomes through
leadership. The American Nurses Association states “a nurse administrator should have a
graduate-level degree in a relevant field of management, nursing, policy, or administration
(American Nurses Association [ANA], 2009, p. 19). Managers with education and
administrative skills are able to have an irrefutable effect on the staff that they manage
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(Thompson & Fairchild, 2013). The goal of quality care is a responsibility of the nurse leader.
The American Nurses Association clearly outlines the Standards of Professional Performance for
the Nurse Administrator in Standard 7, Quality of Practice. Standard 7 reads “the nurse
administrator systematically enhances the quality and effectiveness of nursing practice, nursing
services administration, and the delivery of services” (ANA, 2009, p. 35). Standard 13,
Research, is measured by four measurement criteria which includes “utilizes the best available
evidence, including research findings, to guide practice decisions” (ANA, 2009, p. 41). Nurse
managers must understand that engaged staff promote patient outcomes; “oversight and
management skills are crucial to provide effective leadership to staff to achieve desired patient or
unit goals (ANA, 2009, p. 16).u
Conclusion
Qualitative data collection and reflection allowed for a further understanding of the
experience of the practicing nurse with an advanced degree. Personal and professional bias were
present at the start of the assignment, however; personal and professional reflection helped to
soften the bias and provide a clear understanding of the real life experiences that were discussed
during the interview. It is apparent that the nurses that were interviewed have a passion for
knowledge as well as their profession. “A master of science is nursing (MSN) degree can open
the door to a more advantageous working schedule, professional growth in knowledge and skills
and an increased level of autonomy…” (Chichester, 2011, p. 172).
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References
American Nurses Association. (2009). Scope & standards of practice; nursing administration.
Silver Spring, MD: Nursebooks.org.
American Nurses Association. (2010). Scope and standards of practice; nursing (2nd ed.). Silver
Spring, MD: Nursesbooks.org.
Chichester, M. (2011, April/May). Lifelong learning, part 2. Nursing for Women’s Health, 15,
171-175. Retrieved from http://nwh.awhonn.org
Kearney Nunnery, R. (2005). Advancing Your Career; Concepts of Professional Nursing (3rd
ed.). Philadelphia, PA: F.A. Davis Company.
Thompson, J. A., & Fairchild, R. (2013, September 2013). Does nurse manager education really
matter? Nursing Management, 10-14. Retrieved from www.nursingmanagement.com