Faculty preparation: is clinical specialization a benefit or a deterrent to quality nursing education?

This article presents a point of view regarding the impact of specialty preparation at the master's level on performance as a faculty member in an entry-level program. Essentially, the focus in depth on a particular branch of nursing practice restricts the perception of the individual to the role and demands of the beginning generalist nurse. Continued attention to the development of expertise in the specialty reduces the effectiveness of the faculty member to develop a comprehensive view of the knowledge required by the beginning generalist nurse. Because faculty prepared in this manner also frequently lack formal knowledge regarding teaching and curriculum, they continue to teach in the same manner as they were taught, often with an eye toward teaching the extensive content taught in the specialty program. More broadly based master's degree programs that couple advanced nursing knowledge with nursing education content and skill can foster in new nurse faculty a more comprehensive picture of the learning needs of beginning generalist nurses.