The Bachelor of Science in Nursing (BSN) Pre-Licensure program prepares students to function as professionals within the health care team by providing holistic, safe, and quality care for individuals, families, and communities in diverse settings. The BSN degree program includes an emphasis on spirituality, communication, health promotion, and disease prevention throughout the lifespan.
Bachelor of Science in Nursing students explore health care throughout the lifespan, including family, child bearing, pediatric, adult, and geriatrics. Various health care settings are utilized to plan and provide patient care, including community, acute care, home health, and ambulatory care.
Topics of focus in the BSN degree include: human anatomy/physiology, microbiology, psychology, pathophysiology, nutrition, gerontology, pharmacology, biomedical statistics, legal and ethical principals in health care, management concepts in nursing, research in nursing, nursing care of the childbearing family, home health nursing, community health nursing, family centered child health nursing, and community mental health nursing.
The program includes a capstone course which is a writing-intensive course that integrates theories and concepts from liberal arts education into nursing practice through the formation of a clinical change project. Emphasis is on applying evidence-based practice into the clinical setting.
As part of the educational experience, students will work extensively in a modern simulation lab in addition to participating in clinical rotations in area hospitals. Clinical rotations allow the student to further develop and refine their nursing, assessment and diagnosis skills. Nursing care areas are chosen according to student focus. A faculty member assists in planning, implementing and evaluating the learning experience with the student.
Bachelor of Science in nursing graduates are qualified to take the licensure exam once the BSN degree is posted and the application process is completed. In addition to academic/clinical courses, NCLEX preparation includes testing throughout the program and a four-day live NCLEX review prior to graduation.
The baccalaureate degree in nursing and master‛s degree in nursing at Grand Canyon University are accredited by the Commission on Collegiate Nursing Education (http://www.aacn.nche.edu/ccne-accreditation).
General Education coursework prepares Grand Canyon University graduates to think critically, communicate clearly, live responsibly in a diverse world, and thoughtfully integrate their faith and ethical convictions into all dimensions of life. These competencies, essential to an effective and satisfying life, are outlined in the General Education Learner Outcomes. General Education courses embody the breadth of human understanding and creativity contained in the liberal arts and sciences tradition. Students take an array of foundational knowledge courses that promote expanded knowledge, insight, and the outcomes identified in the University's General Education Competencies. The knowledge and skills students acquire through these courses serve as a foundation for successful careers and lifelong journeys of growing understanding and wisdom.
|Competency||Requirements||GCU Course Options||Total Credits|
|University Foundations||Upon completion of the Grand Canyon University's University Foundation experience, students will be able to demonstrate competency in the areas of academic skills and self-leadership. They will be able to articulate the range of resources available to assist them, explore career options related to their area of study, and have knowledge of Grand Canyon's community. Students will be able to demonstrate foundational academic success skills, explore GCU resources (CLA, Library, Career Center, ADA office, etc), articulate strategies of self-leadership and management and recognize opportunities to engage in the GCU community. Students with fewer than 24 credits will fulfill the University Foundations requirement with a specified lower-division course. An upper-division selection will be made available to students that enter the university with more than 24 credits.||UNV-103/303, University Success: 4 credits
UNV-108, University Success in the College of Education: 4 credits
|Effective Communication||Graduates of Grand Canyon University will be able to construct rhetorically effective communications appropriate to diverse audiences, purposes, and occasions (English composition, communication, critical reading, foreign language, sign language, etc.). Students are required to take 3 credits of English grammar or composition.||UNV-104, 21st Century Skills: Communication and Information Literacy: 4 credits
ENG-105, English Composition I: 4 credits
ENG-106, English Composition II: 4 credits
|Christian Worldview||Graduates of Grand Canyon University will be able to express aspects of Christian heritage and worldview. Students are required to take CWV-101/301.||CWV-101/301, Christian Worldview: 4 credits||4 credits|
|Critical Thinking||Graduates of Grand Canyon University will be able to use various analytic and problem-solving skills to examine, evaluate, and/or challenge ideas and arguments (mathematics, biology, chemistry, physics, geology, astronomy, physical geography, ecology, economics, theology, logic, philosophy, technology, statistics, accounting, etc.). Students are required to take 3 credits of intermediate algebra or higher.||PHI-105, 21st Century Skills: Critical Thinking and Problem Solving: 4 credits
MAT-134, Applications of Algebra: 4 credits
BIO-220, Environmental Science: 4 credits
|Global Awareness, Perspective and Ethics||Graduates of Grand Canyon University will be able to demonstrate awareness and appreciation of and empathy for differences in arts and culture, values, experiences, historical perspectives, and other aspects of life (psychology, sociology, government, Christian studies, Bible, geography, anthropology, economics, political science, child and family studies, law, ethics, crosscultural studies, history, art, music, dance, theater, applied arts, literature, health, etc.).||HIS-221, Themes in U. S. History: 4 credits
PSY-100, Psychology in Everyday Life: 4 credits
SOC-100, Everyday Sociology: 4 credits
If the predefined course is a part of the major, students need to take an additional course.
Required General Education Courses
|Course #||Course Title||Credits|
|ENG-105||English Composition I||4|
|MAT-134||Applications of Algebra||4|
|BIO-201||Human Anatomy and Physiology I||3|
|BIO-201L||Human Anatomy and Physiology I: Lab||1|
|ENG-106||English Composition II||4|
|MAT-274||Probability and Statistics||4|
|SOC-102||Principles of Sociology||4|
|NSG-303||Therapeutic Communication and Informatics||4|
|Required General Education Course Total Credit:||40|
|Course #||Course Title||Course Description||Credits|
|BIO-202||Human Anatomy and Physiology II||This course is the second of a two-course sequence examining the structure and function of the human body and mechanisms for maintaining homeostasis within it. This portion includes the study of immunity; metabolism; energetics; fluid, electrolyte and acid-base balance; and the endocrine, hematologic, cardiovascular, lymphatic, respiratory, digestive, urinary, and reproductive systems. Prerequisites: BIO-201 and BIO-201L. Co-requisite: BIO-202L.||3|
|BIO-202L||Human Anatomy and Physiology II-Lab||This course is a study of the gross anatomy and functions of the endocrine, cardiovascular, respiratory, digestive, renal, and reproductive systems. The experiential lab involves an advanced exploration of concepts using human cadavers, animal demonstrations, and computer-assisted instruction. Prerequisites: BIO-201 and BIO-201L. Co-requisite: BIO-202.||1|
|CHM-101||Introduction to General, Organic, and Biochemistry||An introduction to the principles of chemistry; designed for students without a strong background in science. Topics covered include a survey of the chemical and physical properties of elements and compounds, chemical reactions, chemical energetics, acids and bases, and chemical bonding. An introduction to organic and biochemistry emphasizes the relationship between molecular structure and function. Co-requisite: CHM-101L.||3|
|CHM-101L||Introduction to General, Organic, and Biochemistry Lab||This lab course is designed to compliment and support the principles being addressed in CHM 101. Students learn basic lab techniques related to general and organic chemistry, building upon and strengthening foundational knowledge such as stoichiometry and reaction types. Additionally, some topics are addressed from a biochemical standpoint to highlight application to daily living. Co-requisite: CHM-101.||1|
|BIO-205||Microbiology||This course provides an introduction to the principles and applications of microbiology and a study of the general characteristics of microorganisms, their activities, and their relationship to humans. Students develop understanding of microbial cell structure and function, microbial genetics, related pathologies, immunity, and other selected applied areas. Co-requisite: BIO-205L.||3|
|BIO-205L||Microbiology - Lab||The laboratory section of BIO-205 supports further learning surrounding principles gained in the lecture course. Students develop fundamental skills in microbiological laboratory techniques, microscopy methodologies, and the isolation and identification of pathogenic microorganisms. Co-requisite: BIO-205.||1|
|BIO-483||Pathophysiology||This course is designed to bridge the gap between basic preclinical science courses and the clinical requirements of health care/life science professionals. Systematic studies focus on the etiology, pathogenesis, morphology, and clinical manifestations associated with various altered health states and diseases. Material is presented using clinically relevant terminology that increases accurate and effective communication through extensive vocabulary expansion. Upon completion of this course, students should be able to correctly discuss a variety of disease states with health care professionals and patients while addressing the following questions: What is actually happening at the physiological level that causes the signs and symptoms of a given condition or disease? How does a change in normal physiology cause the signs and symptoms of a given condition or disease? How do these physiological effects correlate to mechanisms of accurate diagnoses? Why is one treatment method chosen over another? How do different systems intricately interrelate to cause a clinical picture and complications? Prerequisites: One of the following combinations: 1) BIO 201, BIO-201L, BIO 202, and BIO-202L; or 2) BIO 360.||4|
|PSY-357||Lifespan Development||This is a course in developmental psychology with emphasis on the physical, social, cognitive, personality, and moral developments within an individual. The course is designed to provide an understanding of the transitions of life from conception to death. Prerequisite: PSY-102.||4|
|BIO-319||Applied Nutrition||This course provides a foundation of basic nutrition theory, with a focus on assessment, food components, exercise, nutrition, weight control, community programs, and resources. Application of these aspects is used to promote health and prevent illness.||4|
|NSG-301||Nursing Foundations||This foundational course provides an understanding of the unique societal roles of the professional nurse both locally and globally. This course examines the historical roots of nursing along with current theories and the value of evidence-based practice to the future of health care. Focus is given to ethical and legal standards of the nursing profession. Also addressed are concepts of health, wellness, and human development across the lifespan. Current standards of nursing practice are introduced as a framework for the nursing program. Prerequisite: Admission into the nursing program.||4|
|NSG-305||Health Assessment||This course provides the systematic collection, validation, and communication framework for data that professional nurses use to make decisions about how to intervene, promote, maintain, or restore the health of clients. It emphasizes methods of data collection, clinical reasoning, and the nursing process, along with supervised laboratory practice and selected diagnostic and screening tests. Upon completion, students demonstrate beginning knowledge and competence in the performance of health history taking and physical assessment across the lifespan based on current standards of nursing practice. Prerequisite: Admission into the nursing program.||4|
|NSG-307||Introduction to Pharmacology||This course has a twofold purpose, the first of which is to explore pharmacokinetics and pharmacodynamics of common drug classifications and their prototypes within a physiological and pathophysiological base. Physiological, psychological, developmental, legal, and sociocultural concepts related to drug therapy are presented. The second purpose of the course is to provide the pharmacological foundation necessary for safe administration of drugs, including medication math and medication administration skills, monitoring the effects of therapy, and teaching clients about medications. Prerequisites: Admission into the nursing program.||4|
|NSG-321||Nursing Practice: Theory||This course emphasizes nursing interventions for the client experiencing a variety of alterations in health and comorbidities, using physiological concepts and functional health patterns. Students plan and prioritize nursing care based on assessments and diagnostic data for clients with various social and cultural backgrounds across the lifespan. The course continues to develop the professional role, clinical reasoning, the concept of caring, and competence in current standards of nursing practice as the holistic foundational framework. Health promotion, health risks, and safety issues are reinforced with emphasis on preventable complications. Prerequisite: NSG-301, NSG-303, NSG-305, and NSG-307. Co-requisite: NSG-321C.||5|
|NSG-321C||Nursing Practice: Clinical||This course incorporates current standards of nursing practice in the clinical and simulated settings. The student plans and prioritizes nursing care based on assessments and diagnostic data for clients with various social and cultural backgrounds across the lifespan. Prerequisite: NSG-301, NSG-303, NSG-305, and NSG-307. Co-requisite: NSG-321.||5|
|NSG-323||Psychiatric Mental Health Nursing: Theory||This course is focused on utilizing the nursing process in providing psychiatric mental health nursing care in various psychiatric settings with individuals, families, and community groups across the lifespan. Emphasis is placed on therapeutic communications and therapeutic use of self in providing safe nursing care. Concepts of environment, group process, family therapy, interdisciplinary collaboration, and affective skills are integrated with the biopsychosocial, spiritual, and cultural aspects of psychiatric mental health nursing practice. Prerequisite: NSG-301, NSG-303, NSG-305, and NSG-307. Co-requisite: NSG-323C.||2|
|NSG-323C||Psychiatric Mental Health Nursing: Clinical||This clinical experience applies theoretical psychiatric mental health concepts to the care of patients from various sociocultural backgrounds across the lifespan. Students develop skills of collaboration, accountability, and clinical judgment. Students develop and maintain a safe, therapeutic patient care environment. Prerequisite: NSG-301, NSG-303, NSG-305, and NSG-307. Co-requisite: NSG-323.||2|
|NSG-325||Evidence-Based Practice||This writing-intensive course provides the use of research findings as a basis for improving clinical practice. The student is introduced to the research process and various research methodologies using qualitative and quantitative data. This course builds on the foundation and steps of evidence-based practice. The PICOT format is used to promote a spirit of inquiry in guiding students when formulating clinical questions. To answer a clinical question, the focus is on differentiating kinds/levels of evidence and identifying appropriate databases to obtain the best evidence for practice. Evidence is critically appraised to determine application to clinical practice. Ethical implications in regards to patients‛ rights, preferences, and values are considered. Strategies for implementation, methods of evaluation, and dissemination of evidenced outcomes are discussed to ensure integration of best nursing practice. Prerequisite: NSG-301 and NSG-303.||3|
|NSG-401||Family-Centered Nursing: Theory||This course examines a variety of theoretical perspectives with an emphasis on family theory from conception through childbearing. Students gain a broader understanding of health promotion and screening, client education, illness and injury prevention, cultural practices, and holistic care in specific populations such as newborns, children, adolescents, childbearing women, and families. Topics include nursing care of the childbearing family and the well child, as well as the acute and chronically ill pediatric and adolescent population and family. Students acquire an understanding of socioeconomic status, educational level, culture, environmental factors, epidemiological issues, and the impact on various populations. This course enhances critical analysis and uses current standards of nursing practice as a framework for assessment to plan nursing care. Prerequisite: NSG-321, NSG-321C, NSG-323, NSG-323C. Co-requisite: NSG-401C.||3|
|NSG-401C||Family-Centered Nursing: Clinical||This course focuses on application of nursing principles related to health promotion and screening, client education, illness and injury prevention, cultural practices, and holistic care in specific populations such as newborns, children, adolescents, childbearing women, and families. Family theory content, pertinent to the clinical site, is applied in a variety of acute care, community, and simulated settings. Using a holistic approach, students implement nursing care including wellness, acute, and chronic care for the above populations in a variety of settings. Prerequisite: NSG-321, NSG-321C, NSG-323, NSG-323C. Co-requisite: NSG-401.||3|
|NSG-403||Community Nursing: Theory||Students examine public health theory, community-oriented concepts, and community-based principles to provide nursing care for individuals, families, specific aggregates, and communities. The students gain a broader understanding of health promotion and disease prevention, client education, advocacy, ethical issues, environmental impact, safety concerns, holistic care, socioeconomic factors, and cultural sensitivity. This course addresses health coaching, chronic disease management, transitional care, rehabilitation, caregiver role strain, care coordination, and palliative/end-of-life care across the lifespan in a variety of community and home settings. Topics also include disaster management and public and private health policy. This course uses current standards of nursing practice to enhance critical analysis and use of epidemiological data. Prerequisite: NSG-321, NSG-321C, NSG-323, NSG-323C. Co-requisite: NSG-403C.||3|
|NSG-403C||Community Nursing: Clinical||This course focuses on application of nursing principles related to health promotion and disease prevention, client education, advocacy, ethical issues, environmental impact, safety concerns, holistic care, socioeconomic factors, and cultural sensitivity for individuals, families, specific aggregates, and communities. Community theory content, pertinent to the clinical site, is applied across the lifespan in a variety of community, home, and simulated settings. Using a holistic approach, students implement wellness, acute, chronic, and end-of-life nursing care in a variety of settings. Prerequisite: NSG-321, NSG-321C, NSG-323, NSG-323C. Co-requisite: NSG-403.||3|
|HLT-411||Global Health Issues||This course introduces global health and health-related challenges of developing and resource-limited nations and explores the social, behavioral, economic, biomedical and environmental determinants of health. This course will examine the global epidemiology of major diseases and threats to the populations of the world, and the current organizational structures that have been established to respond. Topics include communicable diseases, non-communicable diseases, unintentional injury and violence, health romotion, reproductive health, maternal and child health, and disaster preparedness. Students will gain an understanding of the diverse determinants associated with these diseases and issues, such as poverty, education, gender imbalance, culture, and poor environmental conditions. Global health involves many disciplines within and beyond the health sciences and promotes inter-disciplinary collaboration. This course will use a wide variety of perspectives from disciplines such as epidemiology, biology, environment, human rights, nursing, psychology, public policy, technology and economics. Students will acquire an understanding of the nter-relationships between socio-cultural-economic development and health, and the impact of policy and health care delivery systems.||4|
|NSG-421||Transition to Professional Nursing Practice: Theory||This course is designed as a culminating experience in the professional role development of the student nurse. Emphasis is on integrating qualities of accountability, advocacy, integrity, lifelong learning, clinical reasoning, competence, caring, and compassion, towards building confidence as the student transitions into the role of the novice nurse. The interdisciplinary approach to the safe and ethical management of quality patient-centered care across the lifespan is stressed while other topics include economic, legal, political, and social issues impacting health care. Opportunities are provided to synthesize theory, clinical practice, leadership, and management concepts. This course continues to develop the professional role, clinical reasoning, concept of caring, and competence in nursing skills using current standards of nursing practice as the holistic foundational framework. Health promotion/disease prevention, health risks, and safety concepts are mastered with emphasis on complex health issues. Clients with complex health problems and multiple comorbidities are managed using a case study approach. Prerequisite: NSG-401, NSG-401C, NSG-403, and NSG-403C. Co-requisite: NSG-421C.||6|
|NSG-421C||Transition to Professional Nursing Practice: Clinical||This course is designed as a culminating experience in the professional clinical development of the student nurse incorporating current standards of nursing practice. Emphasis is on applying evidenced-based practice in the clinical setting. The student assumes responsibility for delegating, evaluating, planning, and supervising culturally sensitive nursing care in diverse environments. Clients with complex health issues and multiple comorbidities are assessed and cared for in simulated and actual clinical settings. The student builds confidence and develops competence while practicing safe, quality, patient-centered holistic care across the lifespan. Students analyze the assessment findings for management of patient care outcomes. Students use increasingly higher levels of clinical reasoning in patient-centered care. Prerequisite: NSG-401, NSG-401C, NSG-403, and NSG-403C. Co-requisite: NSG-421.||6|
|NSG-423||Evidence-Based Capstone Project||This course provides the learner with a means to synthesize skills and resources gained while in the nursing program. The use of evidence-based practice to improve clinical practice is discussed and a change project is proposed. Creating a capstone change project provides the student with opportunities to master the skills to assess, implement, evaluate, and integrate evidence-based practice to be an effective change agent in nursing practice. Prerequisite: NSG-325, NSG-401, NSG-401C, NSG-403 and NSG-403C.||2|
|Required Course Total Credit:||83|
|General Education Requirements:||34 - 40 credits|
|Open Elective Credits:||0 - 6 credits|
|Total Degree Requirements:||123 credits|
This program is offered in the following formats or locations:
Enjoy Grand Canyon University's traditional campus experience. As of fall 2014, our 179-acre campus serves a growing student population of approximately 11,000. New modern classrooms, suite-style residence halls, popular dining options, resort-style swimming pools and a focus on creating a rich student life make GCU a top choice for high school graduates and transfer students.
* Please refer to the Academic Catalog for more information. Program subject to change.