120 Total Credits Required
To receive a bachelor’s degree from Concordia University, St. Paul, all undergraduate students must complete the general education requirements. The RN to BSN online program curriculum also requires 36 credit hours of coursework covering ethics and decision making, professional practice and development in nursing, transcultural nursing, advanced health assessment, evidence-based practice, leadership and management in nursing, and more. CSP’s pre-licensure nursing programs prepare students to take the National Council Licensure Exam (NCLEX-RN®).
The RN to BSN online program curriculum can be completed in just over two years, although general education and transfer credits can vary the time it takes you to complete the degree. Only general education credits can be transferred to this degree program.
This course examines the fundamental ethical theories, principles, Christian virtues, and models of decision-making designed, to support the complex issues nurses face today. At the completion of this course students will have a greater understanding of the ethical principles applied to nursing practice and health care delivery settings. Basic ethical principles relating to research with human subjects will be explored. The Christian ethic of social justice is explored with the emphasis upon reducing health disparities. Students will begin to develop a personal model of decision making that is consistent with core personal values, legal and regulatory requirements, standards of care and the ANA Code of Ethics for Nurses.
This course explores the historical, current, and future outlook of nursing practice. Students will critically examine the current and emerging trends for the nurse’s role in health care delivery. Professional accountability is emphasized through reinforcement of the profession’s Code of Ethics for Nurses and the Nursing Scope and Standards of Practice, and Nursing’s Social Policy Statement. Emphasis will be placed on how social policy may influence nursing practice and healthcare delivery. Nursing theory is introduced. Students will draft a personal philosophy of nursing, to include his/her beliefs regarding the four major concepts of nursing (nurse, client, health, and environment) and their interface to the interprofessional team, and the evolving context of healthcare.
The content of this course is designed to advance skills in health assessment, including physical, behavioral, psychological, spiritual, family history, socioeconomic, and environmental, and will further broaden and advance the student’s knowledge of human diversity and global awareness. Frameworks that support culturally aware care will be analyzed. The student will gain understanding of specific cultural phenomena and apply knowledge of the phenomena to assessment and intervention techniques to diverse groups. The student will further explore ethnocentrism and reflect on his/her own biases, prejudices, and stereotypes and the impact they may have on providing culturally competent care that supports Christian acts of service and justice.
This course provides a basis for analysis and application of current nursing qualitative and quantitative research to the practice of nursing. The research process is examined and utilized to provide a foundation for students to critically examine published research articles and guidelines. Barriers to integrating evidence to practice will be analyzed with potential solutions explored within the course.
This course is focused on development of leadership and management skills necessary for effective nursing practice. Theories of leadership and management are introduced, and management roles and functions reviewed. An overview of finance and healthcare reimbursement will be provided along with nursing’s contribution to organizational finance explored. Collaboration and communication with interdisciplinary teams will be analyzed, and students will practice strategies for negotiation and conflict resolution. The role of the nurse within micro and macro systems of healthcare organizations will be explored. The purpose of the mission, vision, philosophy and values in relation to organizational structure and nursing’s role will be examined. The contributions of nursing and the nurse leader in creating and supporting a culture of safety and caring will be analyzed. Quality improvement models and structure, process, and outcome measures are explored with a focus on patient safety principles and care standards.
This course introduces students to healthcare information systems and basic informatics concepts. The impact of technology to safeguard nursing practice and patient outcomes will be examined. Emphasis is placed on the management of information, knowledge, and technology to support efficiency, encourage effective communication, enhance the quality and safety of patient care, and ensure accurate documentation and revenue capture. Efficiency and accuracy of data collection for regulatory purposes will be explored via extracted or abstracted methods. The use of data to influence changes in clinical practice aimed at the improvement of patient outcomes will be examined. Students will explore informatics concepts and continuous improvement models to support improved workflow and efficiency, encourage effective communication, drive decision support, and ensure accurate documentation. Resource stewardship and patient safety considerations will guide students throughout the course.
This course will compare health reform goals and the role of care coordination and case management in supporting improved quality and safety of care for individuals and populations, and controlling cost through the efficient and effective use of resources that mitigates fragmentation of communication of health information and delivery of services. The nurse’s role in patient-centered care coordination is explored with emphasis on care transitions and care coordination models for the different levels of care. Risk stratification tools will be examined with contrast to the public health prevention levels. Formulation of a collaborative, personalized, and proactive care plan to address the client’s needs and health risks based on their prevention level of risk will be explored. Ongoing evaluation methods with measurable outcomes will be identified with discussion of care plan revision based on the outcomes.
This course focuses on the role of the nurse providing population focused nursing care supporting clinical prevention and health promotion. The history of community health will be reviewed and contrasted with the current roles in community health nursing. Concepts of health promotion, disease prevention, epidemiology, social determinants of health, environmental health, and emergency/disaster preparedness are explored. Health policy will be analyzed within and outside the United States as to its impact on health disparities, health, and the healthcare experience. The unique cultural makeup of a community will be assessed with application to delivery of a population-focused intervention. A practice experience designed to meet the requirements for the Minnesota Board of Nursing Public Health Nursing Registration is included, which involves completion of a community health assessment.
This capstone course emphasizes reflective practice and integration of learning obtained during student’s liberal arts and fundamental nursing course journey. An e-professional portfolio will be created and compiled by each student. The specific Action Plan for a population-focused health promotion activity, created during the NUR 460 Population Health course will be completed as the practice experience during this course. In addition, principles of health teaching for populations will be explored and a Teaching Module created for a specific health topic that demonstrates the application of these principles.
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