The purpose of this article was to describe the process of how The University of Toledo College of Nursing developed the comprehensive examination as one capstone option to fulfill the requirements of a master's of science in nursing degree. Based on Keating's frame factors model, a review of existing literature, and an informal review of master's programs in nursing in the geographic area, an assessment was made of the viability of offering a comprehensive examination as a capstone experience. Increased student enrollment, need for flexible courses, faculty and student demographics, and institutional and national accreditation requirements were some of the factors that led to the decision to develop a comprehensive examination as a capstone option. The comprehensive examination has proven to be an educationally sound capstone option that was different from the traditional thesis or scholarly project. Benefits of the comprehensive examination have included increased faculty collegiality in writing and reading questions and answers, student satisfaction as evidenced by their evaluative written and verbal comments, and improved utilization of faculty related to workload and overall resources.
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