Nursing - Pre-Licensure Nursing (BSN)

The pre-licensure baccalaureate nursing track is designed to prepare graduates to take the National Council Licensure Examination (NCLEX-RN) and to enter the nursing profession as a generalist in a variety of care settings, serving culturally diverse clients of all ages in an ever-changing, dynamic health care context. Learning takes place in a variety of settings including; the classroom, simulation laboratory, and supervised clinical practice experiences to ensure students have a solid foundation for practice. This program is approved by the Minnesota Board of Nursing.




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Nursing - Pre-Licensure Nursing (BSN) Curriculum Overview

The three-year Pre-Licensure BSN track aims to prepare students for baccalaureate generalist practice where they will advocate for high quality health outcomes for the diverse populations they will serve. The program will instill the value of ongoing professional education and life-long learning that will serve as the foundation for further academic progression towards graduate education and advanced roles. Students will gain an understanding of leadership, advocacy, collaboration, and evidence-based practice concepts that will allow them to impact patient outcomes positively.

Coursework will cover six to eight semesters (depending on previous college work) and will be a year round program. Students will be placed in a cohort based program that will provide students a network of colleagues throughout the program. Courses are offered on-campus and clinical experiences take place with affiliated clinical partners. We ask that students dedicate their studies full-time to this program to ensure success.

 

Required
Course ID Course Name Credit Hours
NUR - 230 Foundations of Professional Nursing 6
NUR - 231 Foundations of Professional Nursing Lab 3
NUR - 232 Nursing Approach to Nutritional Foundations 2
NUR - 240 Applied Pathophysiology and Health Assessment 4
NUR - 241 Pharmacology in Nursing 3
NUR - 242 Nursing Care in Adult I 5
NUR - 331 Evidence Based Practice for Nurses 3
NUR - 341 Palliative and End of Life Care 2
NUR - 342 Nursing Care in Adult II 6
NUR - 350 Nursing Care of the Childbearing Family 4
NUR - 351 Nursing Care of the Childrearing Family 4
NUR - 352 Behavioral Health in Nursing 4
NUR - 461 Leadership and Management in Nursing 5
NUR - 463 Care of the Complex Patient 3
NUR - 470 Community and Public Health 4
NUR - 471 Transition into Professional Nursing 7

Students are introduced to the role of the professional nurse with emphasis on the Christian ethic of social justice. Students examine the historical and theoretical foundations of professional nursing practice. Fundamental nursing concepts and the nursing process are introduced, building knowledge essential to the provision of holistic and culturally sensitive nursing care of individuals and families across the lifespan with a concentration on geriatric care. The use of information technology to support safe patient care is explored. A course focus is development of accountable and ethical decision-making. This course includes classroom instruction, clinical experiences, and simulation.

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This lab course focuses on creating a solid foundation for nursing care of the adult with an emphasis on the geriatric patient. Students apply the skills learned in the theory component of this course. Emphasis is placed on holistic basic health assessment, documentation of assessment, evidence based assessment tools, and the introduction of skills necessary to maintain wellness and promote the health of diverse adult and geriatric populations. Basic principles of medication administration are covered. Medication administration content focuses on client rights, safety, and methods of oral and non-parenteral medication administration of adults. Basic nursing concepts of safe patient handling and client assistance with activities of daily living are reviewed and reinforced.

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This course is an introduction to the nurse’s role in promoting optimal health through nutrition and supplementation. Focus is placed on wellness from a personal and public health perspective, increasing health literacy, and alternative nutritive methods. Using an interprofessional perspective, the learners analyze the role of nutrition in different cultural contexts, ensuring optimal nutrition across the lifespan. Students will analyze the use of technology to support wellness and health goals. This course includes classroom instruction.

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This course addresses the pathophysiology of illness and disease in adult and geriatric patients and identifies the role of the professional nurse in assessment and collaborative symptom management. Using case studies, students will explore maximizing patient quality of life and maintaining optimal function of patient outcomes. The use of simulation and skills lab enable the student to synthesize the knowledge of pathophysiology and symptom management in the care of patients with acute and chronic medical conditions. This course includes classroom instruction and skills lab.

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This course examines the role of the nurse in comprehensive care of patients that require pharmacological therapy, including the use of integrative therapies. Content focuses on client rights, safety, and methods of medication administration across the lifespan. Information technology including the electronic health record are utilized to support safe medication administration. This course includes classroom instruction, simulation, and skills lab.

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Utilizing evidence-based practice, students apply theoretical knowledge, scientific principles, and the teaching/learning processes to patient care while working with the interprofessional team to promote health for the adult and geriatric patient. The role of the nurse as provider and coordinator of care in planning, implementing, and evaluating evidence-based care is emphasized. The focus is on principles essential for acquiring and developing technical nursing skills in addition to effective use of resources such as databases, incorporating them into professional practice. This course includes classroom instruction, clinical experiences, simulation, and skills lab.

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This course provides tools for understanding how research in nursing improves patient outcomes and the health of populations. Topics include research design and methodologies, ethical guidelines, beginning research writing and the role of the nurse as a collaborator in research. The student acquires the skills needed to utilize databases to search for and identify scientific resources, synthesizing data to determine best practice in the care of individuals, families, and populations. This course includes classroom instruction.

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This course examines complex issues unique to end of life, such as life support and patient self-determination. Emphasis is placed on holistic patient care, focusing on the role of the nurse in advocating and caring for the physical, emotional, cultural and spiritual needs of the patient and their family at the end of life. Additionally the role of the palliative interventions for patients with chronic illness and alterations in comfort is explored. The role of the hospice nurse and care of the dying patient is examined. This course includes classroom instruction, clinical experiences, simulation, and skills lab.

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This course expands upon Nursing Care in Adult I with a focus on disease etiology, clinical manifestations of illness, and management of holistic nursing care for acute and chronic abnormalities of the adult population. Students synthesize data and prioritize care for multiple complex adult and geriatric patients, making adaptations to plans of care based on the nursing process. Students expand their nursing role as effective communicators and collaborators in interprofessional healthcare teams, emphasizing continuity and quality of care with concepts of case management and health informatics. The course expands upon the role of the nurse as teacher and advocate for patient well-being as well as the legal and ethical professional values of the nurse. Students use self-reflection and self-evaluation processes to enhance their growth in professional roles. This course includes classroom instruction, clinical experiences, simulation, and skills lab.

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Utilizing the nursing process, this course prepares the student to meet the developmental, biological and psychosocial health and illness needs of the childbearing family within the context of family-centered care. Students analyze theories, concepts, research, issues and trends as well as genetic and environmental factors that affect the health of the childbearing family. This course includes classroom instruction, clinical experiences, simulation, and skills lab.

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Utilizing the nursing process, this course prepares the student to meet the developmental, biological and psychosocial health and illness needs of the childrearing family within the context of family-centered care. Students analyze theories, concepts, research, issues and trends as well as genetic and environmental factors that affect the health of the childrearing family. This course includes classroom instruction, clinical experiences, simulation, and skills lab.

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Students apply evidence-based practice in the care and management of individuals experiencing alterations in mental health. Students investigate implications of living with an altered pattern of behavior, thought, or mood. The impact of these alterations on the family and community are also discussed. The professional values of the nurse are explored through study of ethical issues and the therapeutic use of self in establishing nurse-patient relationships. The course emphasizes analysis of coping mechanisms and other treatment modalities along with the nurse’s role in interprofessional collaboration. This course includes classroom instruction, clinical experiences, simulation, and skills lab.

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This synthesis course focuses on nursing leadership and professional role development. Students consider principles of management, leadership, conflict resolution, negotiation, and group process skills as they evaluate the role of the nurse as a designer, manager, and coordinator of interprofessional care. The course addresses methods to evaluate and improve the quality of nursing care and analyze cost-effective healthcare delivery systems. Students are required to complete and present a quality improvement project as part of their clinical experience. This course includes classroom instruction, clinical experiences, simulation, and skills lab.

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This course provides tools for understanding how research in nursing improves patient outcomes and the health of populations. Topics include research design and methodologies, ethical guidelines, beginning research writing and the role of the nurse as a collaborator in research. The student acquires the skills needed to utilize databases to search for and identify scientific resources, synthesizing data to determine best practice in the care of individuals, families, and populations. This course includes classroom instruction.

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Concepts of health promotion, disease prevention, epidemiology, environmental health, urban and rural healthcare, health disparities, and community needs assessment, social determinants of health, health theories, and emergency/disaster preparedness are explored and related to the Christian ethic of social justice. Students explore the role of the nurse as a change agent in influencing public health policy, and the nurse’s role in the prevention of disease. The course includes a clinical experience designed to meet the requirements for the Minnesota Board of Nursing Public Health Nursing Registration, which involves completion of a community health assessment. This course includes classroom instruction, clinical experiences, simulation, and skills lab.

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This capstone course prepares students for entry into professional nursing practice as a lifelong learner. Utilizing self-reflection, students will identify goals that demonstrate responsibility for continued personal and professional development. Students complete an internship experience focused on transition to practice. As part of processing the accumulation of baccalaureate nursing knowledge, NCLEX-RN exam preparedness is also a course focus. This course includes classroom instruction and clinical experiences.

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Pre-requisites
Course ID Course Name Credit Hours
BIO - 315 Human Anatomy and Physiology I
BIO - 316 Human Anatomy & Physiology II 4
BIO - 120 Biology I: The Unity of Life 4
CHE - 115 General Chemistry I 4
PSY - 101 Introduction to Psychology 4

This course is part one of a study of the structure and function of the human body. Major topics include the introduction to the human body, cells, tissues and skeletal, muscle, nervous and cardiovascular systems. Three lectures and one three hour lab period per week. (Prerequisite: BIO120)

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This course is part two of a study of the structure and function of the human body. Major topics include the autonomic nerves and special senses and endocrine, respiratory, digestive, immune, metabolism, reproductive and urinary systems. Three lectures and one three hour lab period per week. (Prerequisite: BIO120 or instructor consent)

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Emphasizing inquiry and investigation, this course introduces students to the discoveries, both historical and contemporary, that support the unifying theories of modern biological science. Topics considered include the nature and methods of modern biological science; the basis of life in terms of matter, energy, cells, genetics, and reproduction; and the impact of evolution on the unity of life. The course is comprised of lectures, readings, discussions, written assignments, films, and an inquiry-based laboratory component. (Recommended prerequisites: one year of high school biology and chemistry and four years of high school mathematics)

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Systematic introduction to the conceptual and symbolic aspects of chemistry. Critical and quantitative thought as applied to the topics of measurement, formula and equation writing, stoichiometry, atomic structure and periodicity, bonding and molecular geometry, gases, phases and phase changes. Brief introduction to Organic Chemistry. Three lectures and one two-hour laboratory period per week. (Prerequisites: High School chemistry and one year of algebra or consent of instructor)

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This course introduces the scientific study of behavior and mental processes. Psychological, behavioral, cognitive, humanistic, psychodynamic and social-cultural perspectives are explored. Topics such as scientific method, statistical reasoning, neuroscience, learning, cognitive processes, development, psychological adjustment, therapy, social psychology, diversity and community are studied.

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  1. Apply Online
  2. Cumulative GPA of 2.75 or higher in previous coursework
  3. Final and official transcripts from all previous institutions attended
    • If you have attended a MNSCU college or university we also ask that you provide an official accompanying DARS or MnTC goal area worksheet. Concordia accepts completed goal areas.
    • If you have less than 20 college credits completed, you will need to submit your official high school transcript, any college-level courses you have taken, and official ACT or SAT scores.
  4. Two Letters of Recommendation
    • Letter should state the relationship to the applicant
    • Letter should state how or why the applicant will be successful in the Pre-Licensure BSN track
  5. Assessment Technologies Institute (ATI) Test of Essential Academic Skills (TEAS) with a score of 62% or greater – https://www.atitesting.com/Solutions/pre-program/TEAS.aspx
    • If TEAS Math score is below 63.3%, MAT 095 will be required to take prior to MAT 165.
  6. Personal Statement
    • The statement should fall between 400 and 700 words.
    • Statement must include a beginning (introduction), middle (body), and end (summary/conclusion), as well as transitional statements between topics. The statement should be original and reflective of you individually. Do not incorporate any other work requiring citation or referencing. Please address items a-c below in your statement and review for spelling and grammar to ensure that you have met the requirements.
      • Explain what has led you to desire to become a nurse. Provide specific detail to support your explanation.
      • Identify professional values that you possess that will enable you to contribute as a professional nurse.
      • Share how you feel Concordia University, St. Paul (CSP) will help you meet those goals.
  7. Must have completed a General Chemistry with Lab (3-4 semester credits) and Introductory Biology (3-4 semester credits). Course grade must meet a minimum of a “C” and combined GPA of both courses must be 2.75 or greater.
  8. Nursing Assistant Registry document or evidence of completion of a Nursing Assistant course.

Technology Requirements

Students enrolling in the proposed pre-licensure BSN program must have or purchase a laptop that meets Concordia University’s technology requirements. Contact Concordia’s Help Desk at helpdesk@csp.edu or (651) 641-8866 with any questions regarding these requirements.

Concordia University Technology Requirements (PDF)

Meet Your Professors

Josanne Christian - DNP, RN, PHN Assistant Professor of Nursing

Josanne has been a registered nurse for 24 years and has previous academic experience as a clinical instructor and an online RN to BSN instructor.

Kendra Saal - MSN, RN Nursing Faculty

Kendra has over 12 years experience in women’s health, obstetrics, pediatrics, neonatal intensive care, and school nursing.

Claire Keller - MN, RN, CPNP, OCN Nursing Faculty

Claire has extensive clinical and leadership experience in adult and pediatric hematology and oncology including stem cell transplantation.

Megan Wentz - MSN, RN, PHN, OCN  Nursing Faculty

Megan has eight years of clinical expertise in medical-surgical nursing, adult oncology, electronic health records, and unit-based leadership roles.

Janet Rounsville - MSN, RN Nursing Faculty

Janet has been a nurse for 24 years and has worked in the emergency department for 18 years.

Janiel Preuss - MSN, RN Nursing Faculty

Janiel has served in a variety of clinical, teaching, leadership, and management roles as a professional nurse.

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