Earn a Pre-Licensure BSN
This Bachelor of Science in Nursing (BSN) Pre-Licensure Degree from Grand Canyon University readies graduates to practice as generalist registered nurses. They are able to work across all areas of healthcare and in a variety of health-related settings. The focus of the Pre-Licensure BSN at GCU is providing quality care through evidence-based, holistic practices to diverse communities and populations.
Build Your Skills Through Practice with a CCNE-Accredited Bachelor of Science in Nursing Program
The pre-licensure BS in nursing program at GCU includes clinical practice with hands-on experience. Students work across the continuum of care to experience real-life situations they may face during their careers. They also learn how to promote health for their patients and to use new technology in the quest for the best patient care. GCU BSN pre-licensure grads are prepared to assume leadership roles.
During the clinical program, pre-licensure BSN students work directly with clients and families. They complete a capstone project that requires research and evidence-based findings. These findings help them develop safety practices related to nursing and current literature that can be applied to their future careers.
Students who excel in the clinical program can apply for the Transition to Practice (TTP) Nurse Residency program before their last semester. This prestigious and competitive program will pair students in one-to-one mentorships at host healthcare locations. The TTP programs adds to the experience and readiness of newly licensed RNs.
This GCU program is accredited by the Commission on Collegiate Nursing Education (CCNE). It meets the standards set forth by numerous professional agencies, including the American Association of Colleges of Nurses, Quality and Safety Education in Nursing (QSEN) Project and the American Nursing Association.
Prepare to Pass the NCLEX-RN
Students in the Pre-Licensure BSN program at GCU learn the comprehensive information they need to take the NCLEX-RN licensing exam and become a nurse generalist. The exam requires critical thinking and an understanding of ethical nursing practices. GCU is dedicated to preparing nursing students for the NCLEX-RN as proven by our testing scores. GCU’s first quarter 2019 first time pass rate rests at 98.2%--higher than the Arizona’s Board of Nursing’s state-wide average at 95.16%.
The coursework required by the GCU Pre-Licensure BSN follows the NCLEX-RN test plan. It includes topics such as:
- Health assessment
- Adult Health
- Mental Health
- Pediatrics
- Obstetrics
- Pharmacology
- Informatics
- Research
- Ethics
- Policy
In addition, GCU students learn to care for people across their lifespan. This means that BSN (pre-licensure) graduates take courses about working with populations from newborn to the older client.
What Can You Do with a Pre-Licensure Bachelor’s in Nursing Degree?
Pre-Licensure Nursing degree grads are eligible to take the NCLEX_RN. With the successful completion of that exam, you can become a registered nurse (RN). Earning a BSN gives RNs additional training and leadership opportunities. These experiences enhance quality of care and can allow graduates to pursue more advanced leadership and career opportunities. Additionally, the BSN (pre-licensure) degree enables grads go on to earn a master’s degree in nursing.
If helping people through work as a nurse is your dream, it is time for you to learn more. Join us for the Bachelor of Science in Nursing (Pre-Licensure) degree at GCU today.
Simulation Lab
Immersive Simulation enables clearly constructed, well-considered, clinical scenarios that nurture and challenge student development. Students will learn to interact with clients in scenarios that are aligned with evidence-based national standards and best practices. The Pre-Licensure Nursing program has designed two fully equipped simulation suites. Each simulation suite is equipped with a control room, nurses’ station, four hospital rooms and debrief rooms.
Once enrolled into the pre-licensure program, you will have access to our up-to-date simulation lab during the third and fourth years of study to develop critical thinking and clinical reasoning in a simulated and safe environment that is immediately transferrable to a real life medical setting.
Mission and Vision
The Immersive Simulation Center at Grand Canyon University provides opportunities to the College of Nursing and Health Care Professions’ students to integrate client simulation technology into the values-based curricula based on our Christian heritage. The simulation experience enables students to develop critical thinking and clinical reasoning skills to become effective communicators and responsible leaders in health care.
*The baccalaureate degree in nursing, master’s degree in nursing and Doctor of Nursing Practice at GCU are accredited by the Commission on Collegiate Nursing Education (http://www.aacn.nche.edu/ccne-accreditation). GCU’s College of Nursing and Health Care Professions is also approved by the Arizona State Board of Nursing.
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.
Requirements
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.
Course Options
- UNV-112, Success in Science, Engineering and Technology & Lab: 4
- UNV-103, University Success: 4
- UNV-303, University Success: 4
- UNV-108, University Success in the College of Education: 4
Requirements
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.
Course Options
- UNV-104, 21st Century Skills: Communication and Information Literacy: 4
- ENG-105, English Composition I: 4
- ENG-106, English Composition II: 4
Requirements
Graduates of Grand Canyon University will be able to express aspects of Christian heritage and worldview. Students are required to take CWV-101/CWV-301.
Course Options
- CWV-101, Christian Worldview: 4
- CWV-301, Christian Worldview: 4
Requirements
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.
Course Options
- MAT-154, Applications of College Algebra: 4
- MAT-144, College Mathematics: 4
- PHI-105, 21st Century Skills: Critical Thinking and Problem Solving: 4
- BIO-220, Environmental Science: 4
Requirements
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.). If the predefined course is a part of the major, students need to take an additional course.
Course Options
- HIS-144, U.S. History Themes: 4
- PSY-102, General Psychology: 4
- SOC-100, Everyday Sociology: 4
Required General Education Courses
Course Description
This course is designed to provide students opportunities to develop and strengthen skills necessary to enhance the undergraduate experience. It provides positive reinforcement of successful learning strategies and assistance with adaptation to the GCU academic environment.
Course Description
This is a writing-intensive course in writing academic prose, including various types of essays, arguments, and constructions.
Course Description
The course covers mathematics that matter in modern society. Key areas of focus include financial literacy, numerically-based decision making, growth, scale, and numerical applications. The course applies basic college-level mathematics to real-life problems and is appropriate for students whose majors do not require college algebra or higher.
Course Description
This course is the first 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 cells; tissues; genetics; and the integumentary, skeletal, muscular, and nervous systems. Co-requisite: BIO-201L.
Course Description
This course is a systematic study of human gross anatomy and function. Topics include the integumentary, skeletal, muscular, and nervous systems. Co-Requisite: BIO-201.
Course Description
This course explores various types of research writing, with a focus on constructing essays, arguments, and research reports based on primary and secondary sources. A writing intensive course. Prerequisite: ENG-105.
Course Description
This foundation course in the science of behavior includes an overview of the history of psychology, the brain, motivation, emotion, sensory functions, perception, intelligence, gender and sexuality, social psychology, human development, learning psychopathology, and therapy.
Course Description
This course provides an introduction to the study of basic probability, descriptive and inferential statistics, and decision making. Emphasis is placed on measures of central tendency and dispersion, correlation, regression, discrete and continuous probability distributions, quality control population parameter estimation, and hypothesis testing. Prerequisite: Grade of C or better in MAT-134, MAT-144 or MAT-154.
Course Description
A worldview acts like glasses through which one views the world. In this course, students explore the big questions that make up a worldview, questions like “Why are we here?” and “What is my purpose?” Students examine how Christians answer these questions and work on exploring their own worldviews, as well as learning how worldview influences one’s perceptions, decision making, and everyday life.
Course Description
This course presents a survey of the concepts, theories, and methods used by sociologists to describe and explain the effects of social structure on human behavior. It emphasizes the understanding and use of the sociological perspective in everyday life.
Course Description
This course introduces the professional standards, regulations, and ethical code that inform the field of nursing. Students learn about scope and standards of practice with particular emphasis on the nurse's role in providing client-centered care as a member of an interdisciplinary health care team. Students also learn skills in therapeutic, interpersonal, and interprofessional communication and examine the relationship of communication and technology to safety and positive client outcomes. Prerequisite: Admission into the nursing program.
Program Core Courses
Course Description
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.
Course Description
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.
Course Description
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.
Course Description
This course is a systematic study of human gross anatomy and function. Topics include the endocrine, cardiovascular, respiratory, digestive, renal, and reproductive systems. Prerequisites: BIO-201 and BIO-201L. Co-Requisite: BIO-202.
Course Description
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.
Course Description
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.
Course Description
This course is designed to bridge the gap between basic preclinical science courses and the clinical requirements of health care professionals. Critical thinking skills are enhanced with case studies that integrate nutritional and pharmacological concepts. Systematic studies focus on the etiology, pathogenesis, and clinical manifestations associated with various altered health states and diseases. Upon completion of this course, students should be able to correctly discuss a variety of disease states with health care professionals while addressing the following questions: 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? This course does not substitute for BIO-483 or fulfill the Biology major requirement for pathophysiology. Prerequisites: BIO-201 and BIO-202.
Course Description
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.
Course Description
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.
Course Description
This course introduces the nursing process and focuses on the development of critical thinking and clinical reasoning skills in the application of the nursing process in planning safe, culturally sensitive, client-centered care. Students are introduced to concepts of health and physiologic and psychosocial alterations. The underlying theoretical concepts related to fundamental nursing skills are introduced. Prerequisite: Admission into the nursing program. Co-Requisite: NSG-300C.
Course Description
In this clinical course, students use the nursing process to identify clinical data and assessment findings to plan, prioritize, and implement direct client care in assigned health care settings related to the care of the adult population. Students are expected to integrate principles of cultural awareness, quality and safety, and evidence-based practice in providing holistic, client-centered care. Fundamental nursing skills necessary for providing care are introduced and practiced in laboratory and simulated settings. Clinical hours: 52. Prerequisite: Admission into the nursing program. Co-Requisite: NSG-300.
Course Description
In this course, students use the nursing process to systematically collect, validate, and communicate the physiological, psychological, sociocultural, spiritual, lifestyle, and functional assessment data for diverse adult clients. Students demonstrate client-centered interviewing skills and obtaining a health history, along with hands-on assessment techniques through supervised laboratory practice. Prerequisite: Admission into the nursing program.
Course Description
This course introduces basic principles of pharmacotherapy used in health promotion/maintenance and disease prevention for diverse populations across the life span. Students learn principles of pharmacokinetics, pharmacodynamics, and pharmacogenetics/genomics, and study drug classifications and corresponding mechanisms of action, including pathophysiological effects. Use of the nursing process in developing a comprehensive approach to the clinical application of drug therapy is also discussed. Prerequisite: Admission into the nursing program.
Course Description
This course focuses on nursing care of adult clients. Students demonstrate competency in the advancing role of the professional registered nurse and clinical reasoning to improve client outcomes. Students begin to integrate knowledge of clinical data, pharmacologic concepts, and assessment findings to plan, prioritize, and implement nursing care. Prerequisites: NSG-300, NSG-300C, NSG-310, NSG-316, and NSG-318. Co-Requisite: NSG-320C.
Course Description
In this clinical course, through use of the nursing process, students begin to integrate knowledge of clinical data, pharmacologic concepts, and assessment findings to plan, prioritize, and implement direct care for adults experiencing acute and chronic health disruptions in a variety of health care settings. Students are expected to integrate the principles of cultural awareness, quality and safety, and evidence-based practice in providing holistic, client-centered care. Medical-surgical nursing skills necessary to providing care are introduced and practiced in laboratory and simulated settings. Clinical hours: 132. Prerequisites: NSG-300, NSG-300C, NSG-310, NSG-316, and NSG-318. Co-Requisite: NSG-320.
Course Description
In this course, students utilize the nursing process to provide behavioral health care in community and acute inpatient settings for individuals, families, and community groups. Emphasis is placed on primary, secondary, and tertiary levels of behavioral health care, including pharmacotherapy and nursing interventions for clients in crisis and clients with serious and persistent mental illness. Concepts including therapeutic communication, interdisciplinary collaboration, client-centered coping-skills, and affective skills of critical thinking are integrated with biopsychosocial, spiritual, and cultural aspects of behavioral health nursing practice. Prerequisites: NSG-300, NSG-300C, NSG-310, NSG-316, and NSG-318. Co-Requisite: NSG-322C.
Course Description
In this clinical course, students use the nursing process to apply clinical data, knowledge of pharmacology, pathophysiology, evidence-based practice, and assessment findings to collaboratively plan, prioritize, assess, and implement direct client care in assigned behavioral health care settings. Students have the opportunity to practice therapeutic communication skills. Students are expected to integrate the principles of cultural awareness, quality and safety, and evidence-based practice in providing holistic, client-centered care. Clinical hours: 36. Prerequisites: NSG-300, NSG-300C, NSG-310, NSG-316, and NSG-318. Co-Requisite: NSG-322.
Course Description
In this writing-intensive course, students are introduced to the research process and methodologies using qualitative and quantitative data. Students examine the processes required to integrate evidence into nursing practice. Emphasis is on evaluation and application of scientific evidence affecting nurse-sensitive quality indicators. Students differentiate types and levels of evidence and identify appropriate sources that inform nursing practice. Strategies for implementation, methods of evaluation, and dissemination of research findings are discussed. This course also expands on informatics technology used to support data, information, and knowledge needs in the delivery of nursing and health care. Prerequisites: NSG-300, NSG-300C, NSG-310, NSG-316, and NSG-318.
Course Description
In this course, students synthesize advanced medical-surgical and pharmacologic concepts. Students use the nursing process to manage clients with higher levels of acuity and complex health needs. Prerequisites: NSG-320, NSG-320C, NSG-322, NSG-322C, and NSG-324. Co-Requisite: NSG-430C.
Course Description
In this clinical course, students utilize the nursing process to independently plan, prioritize, implement, and evaluate direct client care for adults with complex health needs. Students are expected to integrate the principles of cultural awareness, quality and safety, and evidence-based practice in providing holistic, client-centered care. Advanced medical-surgical nursing skills necessary for providing care are introduced and practiced in laboratory and simulated settings. Clinical hours: 60. Prerequisites: NSG-320, NSG-320C, NSG-322, NSG-322C, and NSG-324. Co-Requisite: NSG-430.
Course Description
This course introduces nursing concepts related to women’s health, pregnancy, and newborn care. Focus is on health promotion and disease prevention, pharmacologic concepts, ethical and legal aspects, and decision making for childbearing families. Nursing care of the normal and high-risk childbearing family from preconception through the postpartum period is addressed. Emphasis is on promoting positive outcomes during the childbearing phase of family development. Prerequisites: NSG-320, NSG-320C, NSG-322, NSG-322C, and NSG-324. Co-Requisite: NSG-432C.
Course Description
In this clinical course, students use the nursing process to analyze clinical data, knowledge of pharmacology, pathophysiology, evidence-based practice, and assessment findings to collaboratively plan, prioritize, and implement client care in assigned health care settings related to the childbearing family. Students are expected to integrate the principles of cultural awareness, quality and safety, and evidence-based practice in providing holistic, client-centered care. Obstetric nursing skills necessary for providing care are introduced and practiced in laboratory and simulated settings. Clinical hours: 36. Prerequisites: NSG-320, NSG-320C, NSG-322, NSG-322C, and NSG-324. Co-Requisite: NSG-432.
Course Description
This course focuses on theories and concepts of growth and development, cultural influences, ethical issues, and physiological responses related to the nursing care of both the sick and well child. Emphasis is placed on teaching and community resources related to the childrearing family from infancy through adolescence. Prerequisites: NSG-320, NSG-320C, NSG-322, NSG-322C, and NSG-324. Co-Requisite: NSG-434C.
Course Description
In this clinical course, students use the nursing process to analyze clinical data, knowledge of pharmacology, pathophysiology, evidence-based practice, and assessment findings to collaboratively plan, prioritize, and implement client care in assigned health care settings related to the childrearing family. Students are expected to integrate the principles of cultural awareness, quality and safety, and evidence-based practice in providing holistic, client-centered care. Pediatric nursing skills necessary for providing care are introduced and practiced in laboratory and simulated settings. Clinical hours: 48. Prerequisites: NSG-320, NSG-320C, NSG-322, NSG-322C, and NSG-324. Co-Requisite: NSG-434.
Course Description
This course explores nursing leadership, nursing's role in policy advocacy and development, and ethical and legal principles that impact nursing and the provision of health care within a complex health care delivery system. Students examine the influence of the nursing profession on policy and regulation, the financial structure of health care systems, and issues related to improving quality and client outcomes within health care organizations using leadership and management concepts. Students apply ethical and legal principles while evaluating the relationship between law and ethics and its impact on diverse individuals, families, and communities. Prerequisites: NSG-320, NSG-320C, NSG-322, NSG-322C, and NSG-324.
Course Description
This course focuses on the role of the nurse in population-focused health, examining population-based systems, and community, individual, and family-focused population health practice. Emphasis is on addressing issues of overall health improvement, the broad determinants of health, and the elimination of health disparities among vulnerable populations. Students apply epidemiologic concepts and evidence-based research to the study of disease and develop strategies to promote health and prevent disease in diverse communities and populations with an emphasis on community-based assessment and partnership as well as broader population-focused interventions. Prerequisites: NSG-430, NSG-430C, NSG-432, NSG-432C, NSG-434, NSG-434C, and NSG-436. Co-Requisite: NSG-440C.
Course Description
In this clinical course, students apply nursing principles in public and population health related to health promotion and disease prevention for diverse populations in a variety of community settings. Students are expected to integrate the principles of cultural awareness, quality and safety, and evidence-based practice in providing holistic, client-centered care for diverse populations. Clinical hours: 40. Prerequisites: NSG-430, NSG-430C, NSG-432, NSG-432C, NSG-434, NSG-434C, and NSG-436. Co-Requisite: NSG-440.
Course Description
This course focuses on the reinforcement of medical-surgical concepts and career readiness preparation to support students as they transition into the role of the professional registered nurse. Prerequisites: NSG-430, NSG-430C, NSG-432, NSG-432C, NSG-434, NSG-434C, and NSG-436. Co-Requisite: NSG-444C.
Course Description
In this clinical course, students delegate care and integrate the principles of cultural awareness, quality and safety, and evidence-based practice in providing holistic, client-centered care for multiple clients. Advanced medical-surgical nursing skills necessary for providing care are reinforced and practiced in simulated settings. Clinical hours: 120. Prerequisites: NSG-430, NSG-430C, NSG-432, NSG-432C, NSG-434, NSG-434C, and NSG-436. Co-Requisite: NSG-444.
Course Description
This writing-intensive capstone provides students a culminating professional experience synthesizing a clinical change project as a means of improving clinical practice and quality of care. This course assists students as they develop into effective change agents and advocates for improvements and quality care. Theories and concepts from liberal arts education, nursing practice, and PICOT principles are included as students progress through the final development and presentation of a clinical change project. Emphasis is placed on applying evidence-based practice in the clinical setting. Prerequisites: NSG-430, NSG-430C, NSG-432, NSG-432C, NSG-434, NSG-434C, and NSG-436.
Campus
Join Grand Canyon University’s vibrant and growing campus community, with daytime classes designed for traditional students. Immerse yourself in a full undergraduate experience, complete with curriculum designed within the context of our Christian worldview. New modern classrooms, suite-style residence halls, popular dining options, resort-style swimming pools and a focus on creating a dynamic student life make GCU a top choice for high school graduates and transfer students. Exciting events, well-known guest speakers and Division I athletics round out the traditional student experience. Our welcoming campus community is the perfect place to find your purpose.
* Please note that this list may contain programs that are not presently offered as program availability may vary depending on class size, enrollment and other contributing factors. If you are interested in a program listed herein please first contact your University Counselor for the most current information regarding availability of the program.
* The Department of Education defines how an institution must calculate a program's On-Time Completion rate for federal disclosure purposes. The On-Time Completion rate is based on a program's published required number of months to complete all degree requirements as provided in the institution's catalog. Completion statistics are updated every January and are based on the cohort of students who started the program in the same year and then graduated within the published program length .
On-campus program disclosures (48 months) Additional Disclosures* Please refer to the Academic Catalog for more information. Program subject to change.