Running Head: MSN NURSING ADMINISTRATOR ROLE 1

MSN Prepared Nursing Administrator Role

Nicky Reed

Ferris State University

Abstract

Nursing knowledge is developed through self-discipline, nursing theory and philosophies, and

clinical guidance. The integration of nursing knowledge and practice takes avid critical thinking

and motivation by nurses. Nursing leadership devotes educational opportunity and guidance into

the future of nursing practice The Master’s prepared nurse prepares and refines skills to afford

nursing with best practice for healthcare and optimal satisfaction for clients. The transition into a

nurse administrator role from the bedside is complex and essential in the outlook of the nursing

discipline in impending healthcare system.

Master’s Prepared Nursing Administrator Role

For many nurses there comes a time when advancement into a leadership role becomes

apparent. Identifying the desire to contribute to healthcare from an administrative level supports

the future approach and advancement of the nursing role. The purpose of this paper is to provide

an understanding of development of nursing knowledge, the significance of utilizing that nursing

knowledge in current practice, and a comprehension of the nursing administrative role.

Nursing Knowledge

According to the American Nurses Association (ANA) the registered nurse attains

knowledge and competence by participating in ongoing educational activities related to

appropriate knowledge bases and professionals (ANA, 2010). Nurses also demonstrate a

commitment to lifelong learning through self-reflection and inquiry to address learning and

personal growth. The American Nurses Association (2010) also notes that the registered nurse

acquires knowledge and skills appropriate to the role, population, specialty, setting, or situation.

Nursing knowledge is obtained and distributed in different forms.

Barbara Carper identifies four fundamental patterns of knowing as: (1) empirics, the

science of nursing, (2) esthetics, the art of nursing, (3) the component of personal knowledge in

nursing; and (4) ethics, the component of moral knowledge in nursing (Carper, 1978). Empiric

knowledge is systemically organized into general laws and theories for the purpose of describing,

explaining, and predicting phenomena of special concern to discipline of nursing (Carper, 1978).

The conceptual structure of empirics is found to be one of the most important component to

nursing knowledge because it is verifiable. Unlike empirical knowledge, esthetic knowledge is

derived from genuine knowledge and understanding. Orem describes the art of nursing

(esthetics) as being “expressed by the individual nurse through her creativity and style in
MSN NURSING ADMINISTRATOR 4

designing and providing nursing that is effective and satisfying” (Carper, 1978, p. 17). The most

challenging component in nursing knowledge is personal knowledge. The therapeutic

relationship that is conveyed between the nurse and the client. Personal knowledge is difficult to

teach leading to debate on the concreteness of impact. Carper (1978) notes that the nurse in the

therapeutic use of self rejects approaching the patient-client as an object and strives instead to

actualize an authentic personal relationship between two persons. The final component of

nursing knowledge is ethics. Knowledge of morality goes beyond simply knowing the norms or

ethical codes of discipline (Carper, 1978). Acknowledgement for nurses to identify what is right,

desired, and/or good. Nursing administrators are vital resources in maintaining, respecting, and

upholding the provisions of the code of ethics for nursing (ANA, 2009).

The art and science of nursing are based on a framework of caring and respect for human

dignity (Masters, 2012). The Nurse of the Future: Nursing Core Competencies provides a

framework for the provision of competent nursing care with ten core competencies: patient-

centered care, professionalism, leadership, systems-based practice, informatics and technology,

communication, teamwork and collaboration, safety, and quality improvement (Masters, 2012).

The philosophies of core competencies is to aid in standardizing the learning process for nurses.

This standardized process coordinated by nursing administrators and leaders provides consistent

education for nurses across the system.

Significance of unique knowledge

A nurse’s ability to process nursing knowledge through the different means of

development is individual. Many learn by practicing, others learn by watching, and some just

need to read it to understand the knowledge. Professional competence in nursing practice is what

is expected from the public. Nursing knowledge is integrated into practice through nursing
MSN NURSING ADMINISTRATOR 5

theories and the nursing metaparadigm. The central concepts of the discipline of nursing are

person, environment, health, and nursing (Masters, 2012). Authors Flaskerud & Holloran

explain the nursing metaparadigm as, “The person receiving the nursing, the environment within

which the person exits, the health-illness continuum within which the person falls at the time of

the interaction with the nurse, and finally, nursing actions themselves”(Flaskerud & Holloran,

1980, cited in Masters, 2012, p. 2).

The ANA states that a graduate level prepare nurse contributes 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). The role of the nursing administrator is to provide a work environment

that creates opportunity for improved knowledge and professional growth. The empowerment

theory suggests that power must be given away or shared with others in the organization (Yoder-

Wise, 2011). One way of applying this theory is shared governance. This innovative

organizational model gives staff nurses control over their practice and can extend their influence

into administrative areas previously controlled by managers (Hess, 2004). Nurse administrators

participate in these types of committees and address concerns pertaining to practice,

management, quality, and education.

Another way nurses utilize nursing knowledge into practice is through applying nursing

theories such Patricia Benner’s Clinical Wisdom in Nursing Practice. Benner describes six

aspects of clinical judgement and skilled comportment as reasoning-in-transition, skilled know-

how, response-based practice, agency, perceptual acuity and the skill involvement, and links

between clinical and ethical reasoning (Masters, 2012). Applying Benner’s philosophy to the

metaparadigm links the nurse to a caring relationship and the study of the lived experience of
MSN NURSING ADMINISTRATOR 6

health, illness, and disease. Nursing Administrators adapt to the changes within healthcare and

alter practice to meet the needs and expectations of the patient and their families.

Patient engagement or patient centered care has been the focus for the past few years.

Frontline nursing plays a key role in delivering educational opportunities to patients to improve

their health. Florence Nightingale published in 1860, Notes of Nursing, advocating the role of

the nurse was to help the patient attain the best possible condition so that nature could act and

self-healing could occur (Kreitzer & Joyner, 2016). This integration into practice has been

analyzed and utilized by nurses across the healthcare system. Nursing leaders have supported

this initiative by becoming voices in policy making and involvement with the Affordable Care

Act. The United States Department of Health and Human Services implemented regulations in

2011 that focused on providing better care for individuals and promoting better health for

populations. Nursing leadership involvement demonstrates the utilization of knowledge acquired

within practice and continued improvement to the profession of nursing.

It is a nurse’s responsibility to maintain competence and education within their roles.

Nursing administrators are strong mentors for professional growth and nursing knowledge.

Providing means for comprehension of nursing theory and nursing metaparadigm integration into

nursing practice aids in improving patient engagement and satisfaction. By no means is it

expected that a new graduate nurse will have the comprehension to apply theory but an

understanding how nursing philosophy and theories play a key role in nursing practice.

Professional development is a crucial role of a nursing administrator. Providing a learning

environment that is open, respectful, and promotes the sharing of expertise to promote the

benefits of health outcomes will facilitate recruitment and retention of registered nurses and

encourage professional growth (ANA, 2011).

Role Development

Transition into the Master’s from a Bachelor’s prepared nurse is a strategic process.

Comprehension of vital characteristics of the Master’s Degree Nurse (MSN) is complex in

understanding the alteration of bedside nursing versus boardroom nursing. Nursing

administrators emerge as representatives of the nursing profession and advocate for nursing and

health care systems that provide excellence in care and improve health, patient safety, and

quality (ANA, 2009).

Preparing for the transition into MSN role takes motivation, positivity, and problem

solving abilities. According to a 2008 Health Resources and Services Administration national

sample survey of registered nurses, only 61.4% of nurse’s function as a staff or charge nurse,

12.4% function as management/administration, the other fourth practice in various settings from

school nurse, consultants, and other various roles. A miserable 1.6% of practicing nurses are

educators, and a tiny 0.3% are nurse informatics (Wilson, 2010). Provided with the results of

this study it is apparent that the nursing administrator performs multiple duties that includes

educator, mentor, nursing informatics, and manager. Smaller rural organizations depend on

collaboration amongst units to aid in this process. A significant characteristic of the MSN

prepared nurse is mentor and educator. The ability to refine skills in mentoring nurses is

monumental to the profession of nursing. Another component that enhances the nursing

administrator role is the participation in the development of clinical, operational, and financial

processes from which key outcome indicators can be derived, reported, and used for

improvement (ANA, 2009). This is a difficult practice to conquer when first transitioning into an

administrator role.
MSN NURSING ADMINISTRATOR 8

Performance appraisal is one of the most important goals a nurse administrator should

strive to improve. According to the ANA (2009), the nurse administrator evaluates personal

performance based on professional practice standards, relevant statutes, rules, and regulations,

and organizational criteria. Not only is self-assessment important but evaluation and feedback to

subordinate nursing staff. Providing guidance and evaluation of current nursing practice will

enhance health care delivery.

Conclusion

Nursing knowledge is developed in many ways. Contributions of nursing knowledge are

provided by clinical experience, nursing theories and philosophies, and self-initiated learning by

nurses. A nursing administrator can provide mentoring and guidance to the future of nursing by

participating in evidence based practice and involvement at an executive level. The transition

from a bachelor’s to a master’s prepared nurse is complex because of the scope and standards of

practice. Nurse administrators must develop optimal skills of communication, collaboration,

research, and professional knowledge.

References

American Nurses Association, (2009). Nursing administrator: Scope and standards of practice.

Silver Spring, MD: Nursebooks.org.

American Nurses Association, (2010). Scope and standards of practice, (2nd Ed). Silver Spring,

MD: Nursebooks.org.

Carper, B. A. (1978). Fundamental patterns of knowing in nursing. Advances in nursing science,

1(1), 13-23.Retrieved from http://ferris.libguides.com/ld.php?er_attachment_id=199674.

Hess, R. G. (2004, January 31). From bedside to boardroom-Nursing shared governance. The

Online Journal of Issues in Nursing, 9(1). Retrieved from

http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/

OJIN/TableofContents/Volume92004/No1Jan04/FromBedsidetoBoardroom.aspx

Kreitzer, M. J. & Joyner, J. C. (7th Ed.). (2016). Patient engagement and public policy: Emerging

new paradigms and roles. In D. J. Mason,D. B. Gardner,F. Outlaw-Hopkins, & E.T.

O’Grady (Eds.), Rural health care: Workforce challenges and opportunities (pp. 207-

213). St. Louis: Elsevier.

Masters, K. (2013). Framework for professional nursing practice. In K. Masters (Ed.), Role

development in professional nursing practice (3rd ed.), Burlington, MD: Jones and

Bartlett Publishers.

Wilson, B. (2010, November 17). The transition from bedside to administration in nursing [Web

blog post]. Retrieved from http://thenerdynurse.com/2010/11/transition-from-bedside-

care-to.html

Yoder-Wise, P. S. (2011). (5th Ed.). Leading and managing in nursing. St. Louis, MO: Elsevier