The number of accelerated baccalaureate and direct-entry master's nursing programs being offered in the United States is increasing. These programs shorten the amount of time to educate entry-level nurses. This article describes one school's curriculum for a direct-entry master's nursing program. A faculty task force developed the curriculum and used the opportunity to change the educational paradigm from traditional pedagogical to a concept student-learning approach. The curriculum design, which integrates nursing content through a conceptual model, and an innovative clinical experience model are described. In addition, the article discusses the successes and challenges of the program encountered during the first 2 years of initiation of the curriculum.
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Schreier et al. (2009) studied this question.
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