The RN to BSN program is designed for registered nurses with an associate's degree or diploma in nursing who are looking to further their education. With significant changes in the delivery of health care in the United States today, the need for lifelong learning and professional renewal has never been more important. As discussed in the 2010 IOM Future of Nursing report, nursing is at the forefront of new delivery methods to address complex needs along the continuum of care. In support of many of these changes, hospitals are now pursuing Magnet® status and seeking nurses prepared with a BSN.
The format and courses of the regionally accredited program are tailored to meet the needs of the adult learner RN, and to maximize the strengths that the working RN possesses. Courses are taught by practicing nurses and experts in their respective fields who share knowledge and experience in areas of clinical patient care, health care management, and professional nursing practice and leadership.
Students will apply concepts, theories, and research in the RN's clinical practice. Both the science and art of nursing are integral components of the program and are woven throughout. Graduates of the program are prepared to become leaders in the nursing profession, filling roles such as a charge nurse, nurse manager, unit supervisor, division nurse leader, director of nursing for a facility, or patient educator. Nurses with BSNs are found in a variety of settings including hospitals, ambulatory care centers, health service organizations, community care settings, long-term and rehabilitative settings, in case management as well as in the home.
GCU‛s RN to BSN program focuses on the application of clinical reasoning, research, evidence based practice, collaboration and leadership. Students in this program will explore effective communication strategies demonstrated through inter-professional practices, critical thinking, ethical decision making, spirituality in health care, nursing management and servant leadership. Students will have the opportunity to demonstrate mastery of concepts through relevant experiential learning and practice experiences that foster opportunities in disease prevention, quality improvement, information management and leadership development; all of which are aligned to the Baccalaureate Essentials requirements determined by the American Association of Colleges of Nursing (Expectations for Practice Experiences in the RN to Baccalaureate Curriculum, 2012).
General Education Requirements
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
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
9-12 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.
CWV-101, 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
11-12 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.
6-8 credits
Course List
Course #
Course Title
Course Description
Credits
NRS-430V
Professional Dynamics
This course is a bridge course for the RN who is returning to formal education for the baccalaureate degree in nursing. The course focuses on differentiated nursing practice competencies, nursing conceptual models, professional accountability, integrating spirituality into practice, group dynamics, and critical thinking. Emphasis is also placed on writing and oral presentation skills.
3
NRS-429V
Family-Centered Health Promotion
This course focuses on family theories, health promotion models, cultural diversity, and teaching learning principles. The course emphasizes the family as the client, family FHP health assessments, screenings across the lifespan, communication, community resources, and family education. Appropriate health promotion education is evaluated against evidence-based research and practice.
3
NRS-434V
Health Assessment
This course focuses on methods of health history taking, physical examination skills, documentation, and health screening. The course emphasizes the individual as the client, functional health patterns, community resources, and the teaching learning process.
3
NRS-427V
Concepts in Community and Public Health
This course focuses on the community as a large system of people of varying cultures, spiritual values, geographic norms, and economic conditions, all influenced by social-legal-political variables that impact individual and community health. Particular attention is paid to vulnerable subgroups in the community. Emphasis is placed on critical analysis, using epidemiological data and functional health pattern assessments to plan and intervene in areas of health promotion and disease prevention.
3
HLT-362V
Applied Statistics for Health Care Professionals
This introductory course on statistical concepts emphasizes applications to health care professions. The course is designed to prepare students to interpret and evaluate statistics and statistical methods used in published research papers and to make decisions about the appropriateness of specific statistical methods in a variety of settings. Areas of emphasis include introduction to analysis of variance, regression, and graphical presentation; experimental design; descriptive statistics; sampling methods; and z, t, and chi-square.
3
NRS-433V
Introduction to Nursing Research
This writing-intensive course promotes the use of research findings as a basis for improving clinical practice. Quantitative and qualitative research methodologies are presented. Emphasis is on the critical review of research studies and their applications to clinical practice. An overview of evidence-based practice is provided. Prerequisite: PSY 363, BIO 363, or HLT 362V.
3
NRS-437V
Ethical Decision Making in Health Care
This course is a general introduction to the field of biomedical ethics. Students study the application of ethics and moral theories to concepts and issues arising in the health care professions. The course provides students—both as consumers and providers—an opportunity to study ethical decision making, health care situations with implications for ethical decision making, and analysis of ethical behavior of individuals involved in health care. Topics include exploration of major ethical theories and principles, informed consent, confidentiality, and ethical implications of selected issues such as abortion, euthanasia, assisted suicide, and allocation of scarce resources.
3
HLT-310V
Spirituality in Health Care
This course explores the concept of spirituality as it relates to the person who is involved in the health care system. Since illness and stress can amplify spiritual concerns and needs, health care professionals are in a unique position to assist the patient/client in meeting those needs. This course explores the relationship between health care professionals and those they serve. Topics include performing spiritual assessment, identifying those experiencing spiritual well-being as well as those experiencing a threat to spiritual well-being, and planning and evaluating care related to spiritual wellness. A spiritual care framework is used to apply these concepts to a variety of populations in diverse clinical settings.
3
NRS-451V
Nursing Leadership and Management
Registered nurses with current licensure have a basic understanding of the role of the professional nurse. This course emphasizes further development of the professional nurse role. Critical management and leadership values, styles, and skills are a major focus. Particular attention is given to the identification of personal leadership styles and values. Importance is placed on development of effective management and leadership skills, with emphasis on effective communication.
3
NRS-410V
Pathophysiology and Nursing Management of Clients' Health
This course is designed to enhance the working RN‛s existing understanding of the pathophysiological processes of disease as they affect clients across the lifespan. The interrelationship of structural and functional reactions of cells and tissues to genetic alterations and injurious agents provide the foundation for comprehending clinical manifestations and treatment protocols. Critical thinking and nursing management are enhanced through the use of case studies that integrate nutritional and pharmacological concepts. The understanding of environmental and biological risk factors provides the nurse with the knowledge to provide health promotion and prevention education.
3
NRS-440V
Trends and Issues in Health Care
This course explores the impact of numerous professional and societal forces on health care policy and practice. Content includes an analysis of current studies; nursing care policy and position statements; political, environmental, and cultural issues; and changing nursing roles. The study of these issues examines the impact on health care delivery systems in today‛s society.
3
NRS-441V
Professional Capstone Project
The capstone project is a culmination of the learning experiences while a student in the nursing program at Grand Canyon University‛s College of Nursing. The student will prepare a written proposal for a project whose focus in the resolution of an issue or problem significant to professional nursing practice. The proposal includes a problem description, resolution, implementation, plans, evaluation plans, and proposed dissemination of findings. The professional capstone project proposal needs to reflect synthesis and integration of course content and professional practice. The capstone project is guided by the baccalaureate program student learner outcomes.
3
Required Course Total Credit:
36
Courses:
36 credits
Open Elective Credits:
84 credits
Total Degree Requirements:
120 credits
This program is offered in the following formats or locations:
Online
An online education allows you the flexibility to fulfill your educational goals without distracting you from your career. Full-time faculty members support our online students while our dynamic tools allow for engaging and challenging discussions with classmates. Classes start every month.
Evening
To meet the demands of today's working adults, this degree is offered through our convenient evening program. Classes meet one evening per week and allow you to interact directly with instructors and peers face-to-face. Locations vary - speak with an enrollment counselor to learn more.
It is the policy of the University to collect and remit sales, use, excise and/or gross receipts taxes in compliance with state and local taxing jurisdiction regulations which require the University to remit tax where applicable. These regulations vary by location. Please note: It is also the policy of the University to require payment of sales, use, excise, and/or gross receipts tax. Payment of tax is ultimately the student's financial responsibility to the University regardless of financing arrangements. Per Hawaii requirements: It is hereby stated that students residing in the State of Hawaii will be charged Hawaii General Excise Tax on all transactions. Students living in the District of Oahu will be charged 4.5%. Students residing in other Hawaii districts will be charged 4.0%.
Book costs are based on an average. Costs may increase or decrease depending on electronic availability or publisher's book costs.
Room and board costs may be higher or lower depending on housing and meal plan choice. This number is based on an average for students on campus.
Some Non-Traditional programs may be offered on the ground campus or on-line.
N/A identifies that a program is not offered in that modality or that fewer than 10 students graduated within the reported timeframe.
Tuition and Fees for each program are based on current rates. Future Tuition and Fee Rates may vary. Tuition was calculated using the number of credit hours in the program times the current tuition rate and includes the Graduation Fee. Full time students enrolled at a program taken at the main campus include a Student Activity Fee, charged every semester. Online programs include a one time Learning Management Fee. Some programs may also include additional fees based on course materials.
On-time graduation rates and median loan debt are based on students who graduated in the 2011-2012 award year.
Not all GCU programs are available in all states and in all learning modalities.
Program availability is contingent on student enrollment.
