title: Transforming graduate nursing education in the context of complex adaptive systems: implications for master's and DNP curricula.
abstract: The purpose of this article is to describe the evolution and implementation of a graduate nursing program's curricular framework. A number of factors contributed to the realization that the curricular framework needed revision. These factors included the rapid changes occurring in the U.S. health care system, the publication of the 2011 edition of the Essentials of Master's Education in Nursing, and the publication of the Institute of Medicine's report entitled The Future of Nursing: Leading Change, Advancing Health (2010). A careful analysis of key guiding documents resulted in the development of three central, interrelated concepts to guide this revision, namely, relationship-based care, creative inquiry, and leadership.
authors.affiliation: Associate Professor, Madonna University, College of Nursing and Health 36600 Schoolcraft Road, Livonia, MI 48150.. Electronic address: glis@madonna.edu.
authors.forename: Gail A
authors.initials: GA
authors.lastname: Lis
authors.affiliation: Professor, Madonna University, College of Nursing and Health, 36600 Schoolcraft Road, Livonia, MI 48150.. Electronic address: phanson@madonna.edu.
authors.forename: Patricia
authors.initials: P
authors.lastname: Hanson
authors.affiliation: Professor, Madonna University, College of Nursing and Health, 36600 Schoolcraft Road, Livonia, MI 48150.. Electronic address: dburgermeister@madonna.edu.
authors.forename: Diane
authors.initials: D
authors.lastname: Burgermeister
authors.affiliation: Assistant Professor, Madonna University, College of Nursing and Health, 36600 Schoolcraft Road, Livonia, MI 48150.. Electronic address: bbanfield@madonna.edu.
authors.forename: Barbara
authors.initials: B
authors.lastname: Banfield
mesh_terms: D003405:Creativity; D003479:Curriculum; D004511:Education, Nursing, Graduate / Q000458:organization & administration*
keywords: Complex adaptive systems; Creative inquiry; Graduate nursing education; Leadership; Relationship-based care