phd in nursing mcgill

INGRAM SCHOOL OF NURSING

The McGill Ingram School of Nursing (ISoN), a professional School within the Faculty of Medicine, has demonstrated leadership in nursing education since 1920. 

For more information about the ISoN at McGill, please refer to their official website .

As presented on the ISoN official website, a Faculty and Student Handbook was developed to centralize information and to provide guidance regarding academic matters, processes and procedures. Please refer to the handbook attached below. For questions regarding academic matters, please contact our VPs Academic.

BScN Academic Affairs Coordinator

BNI Academic Affairs Coordinator

For students interested in learning more about the  McGill Nursing Graduate Student Association (NGSA)  please consult their website:

https://mcgillngsa.com/

Nursing Education at the MUHC

Professional development for MUHC nurses

At the MUHC, we understand that the professional growth of our nurses is essential in addressing the major challenges facing healthcare organizations.

That is why, under the Nursing Directorate, our Professional Practice, Education, Workforce Organization and Research Team focuses on transforming patient care through training, education and lifelong learning. 

Road map for a new nurse or licensed practical nurse (LPN)

The transition period for a new graduate into the workforce can be challenging and stressful.   

At the MUHC, we take pride in helping our new employees navigate this time and in supporting their professional development.

All newly hired nurses and LPNs will attend:

• an MUHC welcome day
• three Central Nursing Orientation days
• a theory day focused on their area of expertise

Unit managers automatically register new staff for Genesis sessions. These protected education days are offered 3-4 times a year.

The MUHC also offers many educational opportunities, such as:

• interactive workshops
• self-directed learning modules
• career path programs

Road map   (PDF)

Genesis is a valued educational program at the MUHC.  It was developed to support our new nursing staff once they finish their orientation period. Most Genesis groups are unit-based, but some are mission-based (for example: surgery, oncology, etc.). Groups meet three to four times a year.  

Genesis is a safe space where participants can share their experiences, concerns and knowledge with one another in a narrative community and spend time with their managers. The goal is to advance the learners’ practice in a fun and interactive way through simulations, games and case studies. The content of the day is based on the participants’ learning needs. 

Genesis   (PDF)

MUHC workshops

A variety of workshops for nurses and LPNs are offered at the MUHC during the year.They are open to all levels of experience.  

Situational workshops run simulations and debriefings on topics such as medical emergencies, patients with challenging behaviours and complex skills.  Other workshops prepare graduates to become in charge and prepare staff to become preceptors. We also offer CEPI and CEPIA prep examsandmany different certifications such as ACLS and wound care

MUHC workshops   (PDF)

This chart is a portrait of our nursing professional development activities, which address the needs of nurses in all career stages. Access to these activities helps nurses discover their strengths and supports them as they advance in their careers. Our mission is to equip all our healthcare professionals with the skills, knowledge and innovative experiences to have a positive impact on the patient and family experience.

Nursing professional development   (PDF)

NURSING EDUCATION AT MCGILL

The Ingram School of Nursing is recognized as a leader in nursing education, research and practice, and has gained international recognition for the excellence, creativity, and rigor of its academic programs. Nursing students benefit from the expertise of both research faculty and practitioners. Programs of study are offered at both the graduate and undergraduate levels.

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Ingram School of Nursing’s undergraduate programs receive seven-year accreditation

“These results reflect the great work happening every day at our School,” said Professor Anita Gagnon, Associate Dean and Director, Ingram School of Nursing.

McGill University’s Ingram School of Nursing (ISoN) is pleased to announce that the Canadian Association of Schools of Nursing (CASN) has renewed the accreditation of our undergraduate programs for a period of seven (7) years. Specifically, accreditation was granted to the following undergraduate programs: Ingram School of Nursing Educational Unit, Bachelor of Science in Nursing – 3-year path, Bachelor of Science in Nursing – 4-year path, Bachelor of Science in Nursing Integrated (BNI – on campus and online).

The decision was rendered by the CASN’s Accreditation Bureau (CAB) following an accreditation review of the School’s BScN and BNI programs that included a virtual site visit the week of March 18 th . The CAB lauded the School’s commitment to excellence in nursing education as well as its continued efforts to sustain, maintain and improve its programs.

As noted by Professor Anita Gagnon, Associate Dean of the Faculty of Medicine and Health Sciences (FMHS) and Director of the Ingram School of Nursing, “These results reflect the great work happening every day at our School. We are fortunate to rely on a team of exceptional educators who are committed to furthering the legacy of McGill as a place of excellence in nursing education, research and innovation.”

Dr. Lesley K. Fellows, Vice President of Health Affairs and FMHS Dean, congratulated Professor Gagnon and the ISoN team for these impressive results. “Characteristically, ISoN’s undergraduate programs were again recognized for their quality and many strengths. This is a testament to the high standards members of ISoN set for themselves–faculty, staff and students alike.”

About the Ingram School of Nursing

Through academic excellence and Strengths-Based Nursing and Health Care, McGill’s Ingram School of Nursing (ISoN) prepares nurses for lifelong learning and generates, shares, and transmits new knowledge that contributes to the advancement of nursing practice and to improved health for all. For more than a century, the ISoN has been committed to fostering excellence in scholarship, research and innovation, offering programs at the undergraduate, master’s and doctoral levels. Our faculty researchers and graduate students focus on seven key areas: childhood, maternal & family health; adult acute & chronic illness; focused populations (e.g., older adults, Indigenous peoples, international migrants); methodological innovations; implementation science; interventions across the health/illness trajectories; and health care services & quality improvement.

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Anita gagnon gives honorary address at convocation, building bridges with black communities in quebec, ingram school of nursing rated 4th best in canada , anita gagnon wins academic administrative excellence award , on this site.

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Health Sciences Calendar 2004 - 2005

- School of Nursing - 1 The School 1.1 Location School of Nursing Wilson Hall 3506 University Street Montreal, QC  H3A 2A7 Canada Telephone: (514) 398-4144 Fax: (514) 398-8455 E-mail: [email protected] Web site: www.nursing.mcgill.ca 1.2 Administrative Officers Abraham Fuks; B.Sc., M.D.,C.M.(McG.), F.R.C.P.(C) Dean, Faculty of Medicine Susan E. French; N., B.N.(McG.), M.S.(Boston), Ph.D.(Tor.) Associate Dean, Faculty of Medicine Director, School of Nursing Marcia Beaulieu; N., B.Sc., M.Sc.(A), Ph.D.(McG.) Assistant Director, B.N. Program Madeleine Buck; N., B.Sc.(N.), M.Sc.(A)(McG.) Assistant Director, B.Sc.(N.) Program Helene Ezer; N., B.Sc.(N.), M.Sc.(A.)(McG.), Ph.D.(Montr.) Assistant Director, Graduate Programs C. Celeste Johnston; N., B.N., M.S.(Boston), D.Ed.(McG.) Associate Director, Research Margaret Purden; N., B.Sc.(N.), Ph.D.(McG.) Academic Coordinator, Ph.D. Program 1.3 Academic Staff Emeritus Professor Elizabeth C. Logan; N., B.Sc.(Acad.), M.Sc.(Yale) Professors Nancy Frasure-Smith; B.A., Ph.D.(Johns H.) [part-time] Susan E. French; N., B.N.(McG.), M.S.(Boston), Ph.D.(Tor.) Laurie N. Gottlieb; N., B.N., M.Sc.(A.), Ph.D.(McG.) (Shaw Professor of Nursing) C. Celeste Johnston; N., M.S.(Boston), B.N., D.Ed.(McG.) (James McGill Professor) Associate Professors Hélène Ezer; N., B.Sc.(N.), M.Sc.(A.)(McG.), Ph.D.(Montr.) Omaima Mansi; N., B.Sc.N.(Alexandria), M.Sc.(A.)(McG.), Ph.D. candidate (Montr.)(on leave 2004-05) Assistant Professors Antonia Arnaert; N., M.P.H.(Catholic U. of Leuven, K.U.L.), M.P.A.(EHSAL), Ph.D.(K.U.L.) Marcia Beaulieu; N., B.Sc., M.Sc.(A.), Ph.D.(McG.) Nancy Feeley; N., B.Sc.(N.), M.Sc.(A.), Ph.D.(McG.) Anita J. Gagnon; N., B.Sc.N., M.P.H., Ph.D.(McG.) Carmen G. Loiselle; N., B.Sc.(N.)(Montr.), M.S., Ph.D.(Wis.-Madison) Margaret Purden; N., B.Sc.(N.), Ph.D.(McG.) Faculty Lecturers Cheryl Armistead; N., B.Sc.(N.), M.Sc.(N.)(Ott.) Madeleine M. Buck; N., B.Sc.(N.), M.Sc.(A.)(McG.) Kathryn Carnaghan-Sherrard; N., B.N., M.Sc.(A.)(McG.) Catherine P. Gros; N., B.Sc.(Mass.), M.Sc.(A.)(McG.) [part-time] Contracted Faculty [part-time] Franco Carnevale; N., B.Sc.(N.), M.Sc.(A.), M.Ed., Ph.D.(McG.) Lucie Caron; N., B.Sc.(N.), M.Sc.(A.)(McG.) Susan Drouin; N., B.N.(UNB), M.Sc.(A.)(McG.) Linda Edgar; N., B.N.Sc.(Queen's), M.Sc.(A.), Ph.D.(McG.) Valerie Frunchak; N., B.Sc.(N.)(Alta.), M.Sc.(A.)(McG.) Shari Patricia Gagné; N., B.Sc.(N.)(Ott.), M.Sc.(A.)(McG.) Bruce Gottlieb; B.Sc., M.Sc.(Imperial College), Ph.D.(McG.) Maria Hamakiotis; N., B.Sc.(N.), M.Sc.(A.)(McG.) Derek Jones; B.A.(Yale), Juris Doctor(Harv.) Anne Marie Lanctôt; N., B.A., M.Sc.(A.)(McG.) Beverly Rowat; N., B.Sc.(N.), M.Sc.(McG.) Lia Sanzone; N., B.Sc.(N.), M.Sc.(A.)(McG.) Carol Ann Sherman; N., B.Sc.(N.), M.Sc.(N.)(Calif. St.) McGILL UNIVERSITY HEALTH CENTRE (MUHC) Montreal General Site Montreal Children's Site Royal Victoria/Montreal Chest Site Montreal Neurological Site McGILL UNIVERSITY TEACHING HOSPITALS AND AFFILIATED CENTRES (MUTHC) Douglas Hospital St. Mary's Hospital Jewish General Hospital CLSC Côte-des-Neiges Maimonides Geriatric Centre   OTHER TEACHING CENTRES Chez Doris Griffith McConnell Residences CLSC Métro Jewish Rehabilitation Hospital CLSC NDG-Montreal West Mount Sinai CLSC Parc Extension Shriner's Hospital CLSC Rene Cassin Ste-Anne's Veteran Hospital CLSC St. Laurent CLSC Verdun/Côte St. Paul CLSC Plateau Mont Royal Catherine Booth Hospital Richardson Hospital Kateri Memorial Hospital DIRECTORS OF NURSING RESEARCH IN TEACHING HOSPITALS MUHC - Montreal General Site Judith Ritchie MUHC - Montreal Children's Site Janet Rennick MUHC - Royal Victoria Site Anita Gagnon Jewish General Hospital Margaret Purden Clinical Faculty Members: Associate Professors Franco Carnevale, Mona Kravitz, Judith Ritchie, Valerie J. Shannon, Edith Zorychta Assistant Professors Margaret Eades, Linda Edgar, Lucia Fabijan, Valerie Frunchak, Andrea Laizner, Gratienne Lamarche, Diane E. Lowden, Denise Malo, Lynne McVey, Patricia O'Connor, Janet Rennick, Linda Ward Faculty Lecturers Francine Amireault, Samar Assousa, Sophie Baillargeon, Denise Bédard, Gisèle Bélanger, Melanie Bérubé, Vasiliki Bitzas, Linda P. Boisvert, Diane Borisov, Aline Bourgon, Karen Bradley, Sharon Brissette, Marie-Hélène Carbonneau, Jane Chambers-Evans, Luisa Ciofani, Danielle Corbeil, Nicole Daigle, Danielle J. Drouin, Susan Drouin, Nancy Drummond, Geraldine Fitzgerald, Constance Forget Falcicchio, Linda Gloutney, Maryse Godin, Sharon Elizabeth Harvie, Rosalie Cecelia Johnson, Suzanne L. Kennedy, Robyne Kershaw-Bellemare, Anne Marie Lanctôt, Ann Lynch, Elaine Mary McAlister, Althea Hazel McBean, Emma Monaco, Lynne Morgan, Michelle Nadon, Elizabeth O'Connor, Catherine Oliver, Patricia Rose, Peggy Ann Sangster, Maryse Savoie, Valerie Joy Schneidman, Ellen Seguin, Melanie Sheridan, Caterina Staltari, Janice Karen Stephenson, Martha A. Stewart, Kim Tanguay, Gillian Taylor, Claire Thibault, Sarah Wendy-Lee Thirlwell, Lucie Tremblay, Carole White Adjunct Professor Bruce Gottlieb Associate Members Rhonda Amsel, S. Robin Cohen, Mary K. Decell, Ronald D. Gottesman, Katherine Gray-Donald, Richard Koestner, Celine Mercier, Claire Dominique Walker Clinical Instructors A list of nurses holding a McGill instructor appointment is available at the School of Nursing. 1.4 History The McGill School of Nursing has been educating nurses since 1920. The School is internationally recognized for its distinctive vision, leadership in nursing and the quality of its programs. McGill nursing graduates have earned a reputation as outstanding clinicians, educators, researchers, and leaders in the discipline. Over the years the faculty of the School at McGill has worked to formulate a philosophy about the responsibilities and practice of nursing. This philosophy, known as the McGill Model of Nursing, directs the curriculum of the programs at the School and emphasizes health, the family, learning and development, collaboration with clients and working with the resources of individuals, families and communities. Its intent is to actively promote health and well-being in people of all ages and across all situations. The McGill Model is also central to the Department of Nursing of the McGill University Health Centre. The first programs offered at the McGill School of Nursing in the 1920s were intended to develop knowledge and skill for nurses working in the field of community health. In those early years, education programs offered at McGill were directed at nurses holding diplomas from hospital schools. Since 1957 the School has offered a first level undergraduate degree in nursing to university students interested in health care. The increasing complexity of nursing practice, coupled with the rapid growth of knowledge about human behaviour during health and illness led to the development of the Master's program in nursing in 1961 and the joint Doctoral program in collaboration with the University of Montreal in 1994. The first doctoral degree in nursing in Canada was awarded at McGill in 1990. In addition the McGill School continues to publish the Canadian Journal of Nursing Research, Canada's first refereed journal of research and scholarly papers in nursing. The School is administered in the Faculty of Medicine and is located in Wilson Hall, which houses classrooms, learning labs, computer facilities, faculty offices, and lounges. Students registered in the School also take courses in other faculties within the University. Selected experience in nursing is provided in the McGill University Health Centre, and in a wide variety of other health and social agencies in Montreal. 1.5 Programs Offered The School offers the following programs which are outlined in the relevant section of this Calendar. 1. The School offers the following bachelor programs. A bachelor's program, B.Sc.(N.), for holders of a collegial (CEGEP) diploma in Health Sciences or Natural Sciences (or its equivalent). A bachelor program, B.N., for registered nurses who graduated from a college or diploma nursing program; and the B.N. (Integrated Nursing option) for holders of the DEC 180.A0 or students from a comparable program. 2. The School offers an M.Sc. (A) in Nursing. This clinically based program prepares nurses to assume advanced practice roles in nursing (CNS or NP) or to tailor a program of study that meets specific career goals. Applications to the Master's program are accepted from: Nurses holding a bachelor's degree in nursing equivalent to the B.Sc.(N.) or B.N. undergraduate degree offered at McGill. Graduates with a general B.A. or B.Sc. from programs comparable to the McGill undergraduate degrees and no previous nursing preparation. This route of entry to graduate studies in nursing is unique in Canada. 3. The School of Nursing of McGill University and the Faculté de Sciences Infirmières of the Université de Montréal offer a joint doctorate program leading to a Ph.D. in Nursing. Those with an M.Sc. in Nursing are eligible to apply. Selected students may be admitted after completion of their first year of master's study at McGill. The language of instruction at McGill is English. Every student has a right to write term papers, examinations and theses in English or in French except in courses where knowledge of a language is one of the objectives of the course. 2 Bachelor Programs 2.1 Bachelor of Science in Nursing Program - B.Sc.(N.) The curriculum for the B.Sc.(N.) extends over three years with general and professional courses in each year. Nursing courses continue in the summer sessions. Clinical experiences will be in community health centres, in hospitals and other agencies as well as in patients' homes. There is some flexibility in the sequence in which courses may be taken, but students are required to complete prerequisites as indicated. 2.1.1 B.Sc.(N.) Entrance Requirements Quebec Diploma of Collegial Studies (Health Sciences/ Sciences) Holders of the Diploma of Collegial Studies who have completed the following courses are considered for admission to to the 106 credit B.Sc.(N.) Programme: Biology - NYA, General Biology II (00UK, 00XU) Chemistry - NYA, NYB, Organic Chemistry I (00UL, 00UM, 00XV) Mathematics - NYA, NYB (00UN, 00UP) Physics - NYA, NYB, NYC (00UR, 00US, 00UT) Admission will be based on the côte de rendement au collégial (cote r ) ; overall cote r and cote r in prerequisite courses are considered. Mature Students Within the University provisions, candidates who are at least 23 years old, and are Canadian citizens or permanent residents, may be eligible for consideration as Mature Students. An applicant requesting entry as a Mature Student must have successfully completed a CEGEP course (or equivalent) in pre-calculus/functions and a CEGEP course (or equivalent) in two of the three following sciences (physics, chemistry, biology). These subjects must have been taken within the past three years and a passing grade of more than 75% in each course is required. Mature students are advised to meet with CEGEP representatives to determine what courses they should take based on high school science studies. Candidates with these prerequisites may then be admitted to the 139 credit B.Sc.(N.) Program program (four years, see U0 year in section 2.1.2 "B.Sc.(N.) Course of Study". Students will not repeat CEGEP level courses that are equivalent to U0 courses.) More detailed information regarding requirements as a mature student can be found at www.mcgill.ca/applying/undergrad. Applicants from Ontario must have completed the Ontario Secondary School Diploma (OSSD) by the time they commence their university studies. McGill reviews Ontario high school applications for admission based on its own calculation of the "top six" pre-university (OAC, 4U, 4M) course average. A minimum of six OAC, 4U and/or 4M courses are required for admission. At least four of the six required courses, as well as all prerequisite courses must be taken at the OAC or 4U level. All grades on OAC, 4U, and 4M courses are taken into consideration, including any grades for failed or repeated courses. In addition, depending on the program, certain prerequisite courses are included. The McGill average excludes most applied courses. However, all types of performing arts courses at the 4M level (allowing only a maximum of two) will be eligible for inclusion in the top-six average. This may vary from the calculation used at other institutions. If the applicant comes from a school where the language of instruction is English, then OAC English (ENGOA, EWCOA or ELIOA) or 4U level English must be included in the six courses. If the applicant comes from a school where the language of instruction is French, then OAC French (FRAOA or FLIOA) or 4U level French must be included in the six courses. English Second Language and French Second Language courses are not accepted as prerequisites. For information on McGill's admission minima for previous years, refer to web site: www.mcgill.ca/applying/undergrad . Prerequisites -OAC Calculus or OAC Algebra and Geometry or MCB4U or MGA4U Two different science subjects from the following list: -OAC Biology or SBI4U -OAC Chemistry or SCH4U -OAC Physics or SPH4U -OAC or 4U English or French (see note above explaining when English or French is required). Applicants from Alberta, British Columbia, Manitoba, New Brunswick, Newfoundland, Nova Scotia, Prince Edward Island, Saskatchewan, Nunavut, NWT and Yukon must hold a high school diploma giving access to university education in their province/territory. Consideration will be given to the results for Grade 11 and 12 level courses (regardless of the calendar year in which they were taken), with emphasis on grades obtained in courses most relevant to the intended program of study. Generally speaking, all marks are taken into consideration in determining admission, including those of failed or repeated courses. If the applicant comes from a school where the language of instruction is English, then Grade 12 English must be included in the academic record. If the applicant comes from a school where the language of instruction is French, then Grade 12 French is required. English and French Second Langugage courses are not accepted as prerequisites. Prerequisites -Grade 12 Mathematics (pre-calculus) -Two of: Grade 12 Biology, Chemistry or Physics -Grade 12 English or French (see note above explaining when English or French is required). Transfer Students (Other Universities) Students who wish to transfer from other universities and colleges are considered on the basis of both the pre-university and university studies. A minimum of 60 credits must be completed at McGill if a degree is to be granted. The student's admissibility and the number of credits which can be granted are determined only when a formal application and all the necessary supporting documents are received. The minimum for consideration as a transfer student is: -Two semesters of either biology or chemistry or physics (each with labs) -One semester of differential calculus -One semester of integral calculus Inter-faculty Transfer Students (McGill) The School of Nursing accepts applications from students currently enrolled in another program within McGill University. A cumulative GPA of 2.70 or above in the current faculty is normally required. These transfer students are considered for admission on the basis of both their university work and previous studies. Applicants should inquire at the School of Nursing for further information. Holders of a Bachelor's Degree Applicants who already have a general bachelor's degree in Science or Arts, or will have completed an undergraduate degree by August 1 of the entering year, should contact the School to determine whether they should apply for entrance to the B.Sc.(N.) program or to the Qualifying Year of the Master's program. Application to the B.Sc.(N.) program is made to the Admissions, Recruitment and Registrar's Office. Requests for information regarding applications to the Qualifying Year should be directed to the School of Nursing. Non-Canadian Applicants Students from other countries other than Canada with a strong mathematics and science preparation at a Senior High School level, who wish to be considered for entrance to the Bachelor of Science (Nursing) program, should contact the Admissions, Recruitment and Registrar's Office for information with respect to admissions requirements. Most students are considered to an eight-term program (four years, see U0 year in section 2.1.2 below). Students educated in different languages may be required to provide proof of proficiency in English. A TOEFL (Test of English as a Foreign Language) score of at least 233 (577 for the paper-based version) is required. Detailed information on these admission requirements are available at www.mcgill.ca/applying/undergrad . 2.1.2 B.Sc.(N.) Course of Study Total program credits: 106 First Year (U1) - Required Courses (36 credits) Fall Term NUR1 220 (3) Therapeutic Relationships NUR1 222 (1) McGill Model of Nursing NUR1 422 (3) Research in Nursing PHGY 201 (3) Human Physiology: Control Systems PSYC 215 (3) Social Psychology Winter Term NUR1 200 (4) Biology for Illness & Therapy NUR1 221 (3) Families and Health Behaviour NUR1 223 (3) Development over the Lifespan NUR1 234 (3) Nursing Elderly Families PHGY 202 (3) Human Physiology: Body Functions Summer Term NUR1 233 (3) Promoting Young Family Development NUR1 235 (4) Health and Physical Assessment Second Year (U2) - Required Courses (36 credits) Fall Term MIMM 211 (3) Introductory Microbiology NUR1 321 (2) Acute Stressors and Coping NUR1 323 (3) Illness Management 1 NUR1 331 (4) Nursing in Illness 1 PHAR 300 (3) Drug Action Winter Term NUR1 322 (3) Chronic Illness and Palliative Care NUR1 332 (4) Nursing in Illness 2 NUR1 324 (2) Illness Management 2 PATH 300 (3) Human Disease PHAR 301 (3) Drugs and Disease Summer Term NUR1 325 (2) Symptom Management NUR1 333 (4) Nursing in Illness 3 Third Year (U3) - Required Courses (28 credits) Fall Term NUR1 328 (3) Learning and Health Education NUR1 420 (3) Primary Health Care NUR1 431 (4) Community Nursing 1 PSYC 204 (3) Introduction to Psychological Statistics Winter Term NUR1 421 (3) Resources: Special Populations NUR1 424 (3) Legal and Ethical Issues: Nursing NUR1 432 (4) Community Nursing 2 Summer Term NUR1 530 (5) Clinical Internship Note: The order in which clinical courses are offered may vary with the availability of clinical placement facilities. Elective Courses (6 credits) 6 credits with 3 credits at the 300 level or above. (Full-time students normally take these courses in the third year.) The first year (U0) of the 139-credit program consists of the following courses: U0 Required Courses (30 credits) Fall Term BIOL 111 (3) Principles: Organismal Biology CHEM 110 (4) General Chemistry 1 PHYS 101 (4) Introductory Physics - Mechanics Winter Term BIOL 112 (3) Cell and Molecular Biology CHEM 120 (4) General Chemistry 2 MATH 141 (4) Calculus 2 PHYS 102 (4) Introductory Physics - Electromagnetism Summer Term CHEM 212 (4) Introductory Organic Chemistry 1 U0 Complementary Courses (3 or 4 credits) one of the following courses (to be taken in Fall term): MATH 139 (4) Calculus MATH 140 (3) Calculus 1 Following successful completion of the U0 courses, students enter First Year (U1). 2.2 Bachelor of Nursing Program (B.N.) This program is open to Registered Nurses from a college or other diploma nursing program. The program consists of a set of core courses and the option of a concentration in either acute care or community health. The core courses develop the student's knowledge in the biological, psychosocial and nursing domains. The acute care option focuses on care during acute episodes of illness in institutional settings while the community health option focuses on health and illness in homes and community based settings. The program offers: preparation for practice in a health care system influenced by the evolution of scientific knowledge and socio-political factors; development of critical thinking skills and the knowledge required for graduate studies in the discipline of nursing; a solid theoretical background and advancement of clinical skills that will allow nurses to function independently and interdependently in a variety of settings; flexibility with respect to the sequencing of courses and greater freedom to timetable courses to fit with work schedules and learning needs; the option of a concentration in acute care or community health; the option to complete the program on a full or part time basis. Full-time students may complete the program in three years. Part-time students have up to seven years to complete the program. The B.N. (Integrated Nursing Option) is part of a five-year program developed jointly by the Quebec universities and CEGEPs. The option is open to students who complete the 180.A0 Nursing Program at CEGEP or a comparable program elsewhere. It consists of two additional years at university in which students take more advanced nursing and science courses to meet the competencies expected of a nurse with a Baccalaureate degree. These competencies include working in multidisciplinary teams or more autonomously, in hospital and community settings, with individuals, families, and groups, planning health education programs and participating in research. 2.2.1 B.N. Entrance Requirements Admission from a CEGEP Nursing Program other than the DEC 180.A0 Applicants must have a Diplôme d'études collégiales (DEC) in a nursing program and have completed Biology 902, 903 and 904; OR 301 and 401 (00UK and 00XU or equivalents); OR 911 and 921; OR 921 and 931. Admission will be based on the cote de rendement au collégial (cote r); both the overall cote r and the cote r in prerequisite courses. A nursing license is required. Candidates who are registered in a CEGEP nursing program at the time of applying may be offered admission. These candidates must pass the licensing examination within the first year at McGill and furnish proof to the School. Candidates must submit a completed application form; an academic/employer reference form completed by the current or most recent employer; in the case of an individual currently in a nursing program, the form should be completed by a faculty member in the final year who knows the student; high school and CEGEP transcipts; and proof of licensure (except for students graduating the Spring before applying to McGill). Admission from other College or Diploma Nursing Programs Applicants must have a diploma from a Quebec hospital school or a college nursing program outside of Quebec. Candidates should have successfully completed two terms of Biology at the first year university level or the equivalent of CEGEP Biology 902, 903 and 904; OR 301 and 401; OR 911 and 921; OR 921 and 931. A nursing license is required. Candidates must submit a completed application form; an academic/employer reference form completed by the current or most recent employer, in the case of an individual currently in a nursing program, the form should be completed by a faculty member in the final year who knows the student; official transcripts from high school and the nursing program from which they graduated; and proof of licensure. Admission as a Mature Student Applicants who do not meet the minimum cote r for the year but who are Canadian citizens with a current nursing license, have been out of school for at least one year and who are at least 23 years old, may complete a package of five qualifying courses to be eligible for admission. These courses must be completed within a three-year period with an overall B average and a passing grade of C or above in each course. The package consists of three courses offered through McGill's Centre for Continuing Education and two General Chemistry courses from CEGEP. Interested candidates should contact the Assistant Director, B.N. Program for more information on Continuing Education courses approved by the School. Successful students will receive transfer credits and exemptions for two of the Continuing Education courses that are complementary courses of the program. The Chemistry courses are 202-101 and 202-201 (00UL, 00UM or equivalents) which are required for science courses in the program. Non-Canadian Applicants Students from countries other than Canada who wish to be considered for entrance to the Bachelor of Nursing program should contact the Admissions, Recruitment and Registrar's Office for information with respect to admissions requirements. Admission from the Nursing DEC 180.A0 Beginning in September 2004, students who are completing the collegial segment (DEC 180.A0) of the five-year integrated nursing program will be considered for admission to the university segment of the program. Applicants who do not meet the minimum requirements may complete three courses from the fourth year of the Integrated Program to be eligible for admission. Please contact the Assistant Director, BN Program for more information. 2.2.2 B.N. Course of Study The B.N. program consists of a minimum of 81 university credits (66 credits for the Integrated Nursing Option) distributed over courses in nursing, biological sciences, and social sciences. Students admitted to the B.N. program must complete the following three chemistry courses prior to or as soon as possible after admission: CHEM 110 General Chemistry 1 or CEGEP (00UL or equivalent) CHEM 120 General Chemistry 2 or CEGEP (00UM or equivalent) CHEM 212 Introductory Organic Chemistry 1 or CEGEP (00XV or equivalent) These three chemistry courses form the basic science foundation for more advanced science courses of the program (NUR1 201, PHGY 201, PHGY 202, PATH 300, and PHAR 300). Students will not be allowed to take these advanced science courses until they have successfully completed the chemistry requirements. The chemistry courses may be taken at CEGEP, McGill, or another university. (Credits for these courses are not applied towards the 81credits of the B.N. program). Students admitted to the B.N. (Integrated Nursing Option) will supplement the chemistry component of their DEC 180.A0 with appropriate courses within their 66-credit program. Students in all years of the B.N. program are strongly recommended to consult with the Assistant Director, BN Program for advising prior to registration or course changes. B.N. (81 credits) Required Nursing Courses (50 credits) Fall Term NUR1 222 (1) McGill Model of Nursing NUR1 224 (3) Advances in Therapeutic Skills NUR1 321 (2) Acute Stressors and Coping NUR1 323 (3) Illness Management 1 NUR1 331 (4) Nursing in Illness 1 NUR1 368 (3) Emergency Dynamics 2 NUR1 420 (3) Primary Health Care NUR1 422 (3) Research in Nursing NUR1 431 (4) Community Nursing 1 Winter Term NUR1 200 (4) Biology for Illness & Therapy NUR1 235 (4) Health and Physical Assessment NUR1 322 (3) Chronic Illness and Palliative Care NUR1 324 (2) Illness Management 2 NUR1 328 (3) Learning and Health Education NUR1 421 (3) Resources: Special Populations Summer Term NUR1 325 (2) Symptom Management NUR1 367 (3) Emergency Dynamics 1 Required Non-Nursing Courses (18 credits) Fall Term PHAR 300 (3) Drug Action PHGY 201 (3) Human Physiology: Control Systems PSYC 204 (3) Introduction to Psychological Statistics PSYC 215 (3) Social Psychology Winter Term PATH 300 (3) Human Disease PHGY 202 (3) Human Physiology: Body Functions Complementary Courses (10 credits) one of the following management courses: CHLC 500 (3) Health Care Systems MGCR 222 (3) Introduction to Organizational Behaviour one of the following nursing courses: HSEL 308 (3) Issues in Women's Health HSEL 309 (3) Women's Reproductive Health NUR1 221 (3) Families and Health Behaviour NUR1 223 (3) Development over the Lifespan one of the following clinical courses: NUR1 332 (4) Nursing in Illness 2 NUR1 432 (4) Community Nursing 2 Elective Course (3 credits) 3 credits at the 300 level or higher B.N. (Integrated Nursing Option) (66 credits) Required Nursing Courses (44 credits) Fall Term NUR1 219 (1) Transition to McGill Model NUR1 239 (2) Health & Phusical Assessment 2 NUR1 319 (3) Stress & Illness Management NUR1 420 (3) Primary Health Care NUR1 422 (3) Research in Nursing NUR1 431 (4) Community Nursing 1 Winter Term NUR1 200 (4) Biology for Illness & Therapy NUR1 221 (3) Families and Health Behaviour NUR1 322 (3) Chronic Illness & Palliative Care NUR1 324 (2) Illness Management 2 NUR1 328 (3) Learning and Health Education NUR1 421 (3) Resources: Special Populations NUR1 432 (4) Community Nursing 2 Summer Term NUR1 325 (2) Symptom Management NUR1 331 (4) Nursing in Illness 1 Required Non-Nursing Courses (22 credits) CHEM 232 (4) Organic Chemistry Principles PATH 300 (3) Human Disease PHAR 300 (3) Drug Action PHGY 201 (3) Human Physiology: Control Systems PHGY 202 (3) Human Physiology: Body Functions PSYC 204 (3) Introduction to Psychological Statistics PSYC 215 (3) Social Psychology 2.3 Application for Admission Application to the School of Nursing can be made using the McGill on-line application available at www.mcgill.ca/applying. Those without access to the Web may obtain the application kit by e-mailing, writing, or telephoning the Admissions, Recruitment and Registrar's Office. Please note that the same application is used for all undergraduate programs at McGill and two program choices can be entered. The deadlines for submission of applications for Fall admission are: January 15 (applicants studying outside of Canada), February 1 (applicants from Canadian high schools outside of Quebec), March 1 (all other applicants). For January admission to the Bachelor of Nursing program, the deadline for application is November 1. All applications must be accompanied by a $60 non-refundable fee, in Canadian or U.S. funds only, payable by credit card, certified cheque, or money order. McGill does not offer application fee waivers. Hard-copy applications should be sent to the Admissions, Recruitment and Registrar's Office, McGill University, James Administration Building, 845 Sherbrooke Street W., Montreal, QC  H3A 2T5. Telephone: (514) 398-3910. E-mail: [email protected]. 2.4 Scholarships, Bursaries and Prizes There are a number of entrance scholarships open to students from all parts of Canada registering in the University. Information can be found in the Undergraduate Scholarships and Awards Calendar available on the Web at www.mcgill.ca/courses . Isabel Clarke Dickson Woodrow Scholarships, established in 2000 by a generous bequest from Isabel Clarke Dickson Woodrow for Canadian students entering an undergraduate Nursing program. While academic standing is of primary importance, account may also be taken of financial need and/or qualities of leadership in community and school activities. Awarded by the University Committee on Scholarships and Student Aid and renewable provided the holder maintains an academic standing satisfactory to the Committee. Any unspent funds may be awarded by the Student Aid Office as bursaries to Canadian undergraduate students in Nursing. Value: minimum $2,000 each. Woman's General/Reddy Memorial and A.W. Lindsay Award, established in 2001 by joint gifts from alumnae of the Reddy Memorial Hospital (formerly the Woman's General Hospital) and Estelle Aspler, Cert. Nursing. 1947, whose gifts are in memory of Agnes Winonah Lindsay, B.N. 1950. Awarded by the School of Nursing to undergraduate students who have completed at least one year of their degree program. Preference shall be given to students who are returning to obtain a university degree after working in the nursing profession with a college diploma. Value: minimum $500. Grace Prescott Bursary, established in 1990 by Grace Harriet Prescott to assist students pursuing studies in Nursing. Awarded on the basis of academic standing and financial need. Nessa Leckie Memorial Award, established in 2001 through a generous bequest from Nessa Leckie, B.N. 1961. Awarded by the School of Nursing to an outstanding student enrolled in the Master's program in the School of Nursing whose major area of studies is mental health nursing, who is working or has previously worked in the nursing field in an area relating to mental health and who has demonstrated clinical expertise in this area. Value: minimum $2,500. Irma K. Riley Awards, established through a bequest from Irma K. Riley, Cert. Nurs. 1951. Awarded on the basis of scholarly achievement by the School of Nursing to outstanding non-nurse applicants entering the Qualifying program for a Master's degree in Nursing. Value: minimum $2,800 each. In-Course Awards Nursing Alumnae Scholarship, several scholarships of approximately $1,200 each. Awarded annually to undergraduate nursing students in the second and third year of their program and to students in the graduate program in Nursing. Three of these prizes are named: the Marion Lindeburgh Scholarship, the Irma Riley Award, and the Agnes Boisde Award. Application is made at the School early in the fall term. Blandy Prize, established in 2003 by the late June Blandy, B.N. (1971) to recognize academic excellence. Value: $50. Clifford C.F. Wong Scholarship, established in 1989 by the late Clifford C.F. Wong, B.Arch. (1960) to recognize distinguished academic standing. Awarded by the School to a continuing student having completed at least one year in the Bachelor of Science in Nursing Program. Value: $1,500. Note: The School of Nursing also awards Book Prizes and Canadian Journal of Nursing Research (CJNR) Prizes. Students are encouraged to inquire with the School of Nursing for additional fellowships and scholarships available within the current academic year. Prizes awarded at Convocation F. Moyra Allen Prize, established in honour of the distinguished career and international renown of F. Moyra Allen, B.N., Ph.D., Emeritus Professor of Nursing. Awarded by the School to a graduate of the Master's program who shows potential for a distinctive career in the study and practice of nursing. Value: $800. Lexy L. Fellowes Memorial Prize, established in 1969 by Miss Rae Fellowes in memory of her mother, this prize is awarded to the student with the highest academic and professional achievement in the Bachelor of Science Nursing program. Value: $800. Anne Marie Fong Hum Memorial Prize, awarded to the student who has demonstrated sensitivity and skill in helping patients and families cope with situations related to long-term illness. Value: $200. McGill Alumnae Society Prize, presented to a graduating student for excellence and high academic standing. Value: $150. A complete list of scholarships, bursaries, prizes and awards, and the regulations governing the various loan funds are given in the Undergraduate Scholarships and Awards Calendar and in the Graduate Fellowships and Awards section of the Graduate and Postdoctoral Studies Calendar. Both are available on the Web at www.mcgill.ca/courses. Candidates for the Graduate Program are advised to begin applications for such awards as early as possible in order to complete the process prior to entry into the program. 3 Registration and Regulations Students admitted to the B.Sc.(N.) and B.N. programs are advised to refer to the Welcome to McGill booklet for information on Discover McGill activities. New undergraduate nursing students may obtain information related to registration and/or academic advising on the Web at www.mcgill.ca/student-records . Official registration through Minerva must be completed by the Orientation Session in August. Students registering late for reasons unrelated to the admission procedure are subject to the late payment fee. All new students in Nursing should refer to the Vaccination Requirements outlined in the General University Information section "Vaccination/Immunization Requirements" . Annual flu vaccination is strongly recommended. Valid First Aid and CPR Certification is required no later than January 30th of the first year of the program. This Certification must be maintained throughout the program. Registration information for students in the Graduate Program will be provided by the School directly to the applicant. Regulations Concerning Withdrawal Faculty permission must be given to withdraw from a course. Tuition fees for individual course withdrawal as well as for complete withdrawal from the University are refundable if done prior to deadlines specified in the Calendar of Dates. Regulations Concerning Clinical Placements An effort is made to place students within reasonable traveling distance for clinical studies but this cannot be guaranteed. Therefore, each student must budget a sum of money to travel to and from a clinical agency during their clinical course experiences. The School of Nursing reserves the right to require the withdrawal of any student at any time if, in the opinion of the School, the student is incompetent in clinical studies. Note: The order in which clinical courses are offered may vary with the availability of clinical placement facilities. Criminal Reference Check: Clinical agencies may require students entering their facility to undergo a Criminal Reference Check prior to being granted permission to enter their facility. Inability of the student to gain access to clinical study settings can preclude their ability to meet the clinical course requirements within their program of study. 3.1 Registration with the Profession All students enrolled in a Nursing program must be registered with the Order of Nurses of Quebec by January 30th in order to have access to the clinical field. 3.2 Academic Integrity In submitting work in their courses, students should remember that plagiarism and cheating are considered to be extremely serious offences. Students who have any doubt as to what might be considered "plagiarism" in preparing an essay or term paper should consult the instructor of the course to obtain appropriate guidelines. The possession or use of unauthorized materials in any test or examination constitutes cheating. The Code of Student Conduct and Disciplinary Procedures includes sections on plagiarism and cheating. The Code is included in the "Student Rights and Responsibilities Handbook" (green book), distributed to new students at the Dean of Students' Orientation Session and accessible from www.mcgill.ca/stuserv. The Code may also be obtained from the Office of the Dean of Students in the Brown Student Services Building. McGill University values academic integrity, which is fundamental to achieving our mission of the advancement of learning. Therefore, all students must understand the issues associated with academic integrity (see www.mcgill.ca/integrity/ for more information. Plagiarism in a thesis or a Ph.D. Comprehensive Examination contravenes McGill University's academic goals and standards. Consequently, any student found guilty of plagiarism under the Code of Student Conduct and Disciplinary Procedures (see the Handbook on Students Rights and Responsibilities available at www.mcgill.ca/secretariat/documents/ ) in a thesis or a Ph.D. Comprehensive Examination may face very serious penalties, even expulsion from the University without the degree. 3.3 Evaluation System GRADING Courses can be graded either by letter grades or in percentages, but the official grade in each course is the letter grade.   Grades Grade Points Numerical Scale of Marks   A 4.0 85 - 100%   A- 3.7 80 - 84%   B+ 3.3 75 - 79%   B 3.0 70 - 74%   B- 2.7 65 - 69%   C+ 2.3 60 - 64%   C 2.0 55 - 59%   D* 1.0 50 - 54%   F (Fail) 0 0 - 49% * designated a failure. For students in the B.Sc.(N.) and B.N. programs, a passing grade in all courses is a C. In the Master's program the pass grade is B-. The earned grade point for each course is calculated by multiplying the credit rating of the course by the numerical equivalent of the letter grade earned. Standing will be determined on the basis of a grade point average (GPA) computed by dividing the sum of the grade points accumulated during the year by the total course credits attempted. The cumulative grade point average (CGPA) will be the grade point average calculated using the student's entire record in the program. A failed course will continue to be used in the calculation of the CGPA even after the course is repeated and passed, or if a supplemental examination is taken. OTHER LETTER GRADES IP In Progress. (Master's Thesis Courses Only) P Pass. Pass/Fail grading is restricted to certain seminars and examinations only. In such cases all grades in these courses are recorded as either Pass or Fail. Not included in GPA calculations. HH To be continued. The use of this grade is reserved for major research projects, monographs and comprehensive examinations as designated for graduate studies. J Absent: to be recorded for the student who did not write the final examination and had not been granted deferred status, or who did not complete an essential part of the course requirements without a valid reason. This is a failure and is calculated in the TGPA and CGPA as a failure. (Students may appeal the assignment of the grade of J, but circumstances such as appearing at the incorrect time for an examination would not be sufficient reason for this grade to be replaced by a deferral. Students who have earned sufficient marks to pass the course even though the final examination is not written, may opt to have their grade based on the record to date.) K Incomplete: deadline extended for submission of work in a course or for the completion of a program requirement such as a Ph.D. language examination (maximum four months). (Need a K contract signed.) KF Incomplete/failed: failed to meet the extended deadline for submission of work in a course or for the completion of a program requirement. This is a failure and is calculated in the TGPA and CGPA as a failure. KK Completion requirement waived. This is used in exceptional cases only, with the approval of the Director of the Graduate and Postdoctoral Studies Office. KE or K* Further extension granted with the approval of the Director of the Graduate and Postdoctoral Studies Office (maximum two years.) (Need a K contract signed.) L Deferred: for students whose final examinations or papers have been deferred, for reasons such as illness, at the time of the examination. The "L" grade must be cleared as soon as possible (maximum four months). A medical certificate or appropriate document must be submitted to the School of Nursing before or immediately after the examination. In particular, such recommendations will not be considered if medical reasons are brought forth after a grade is assigned. By commencing to write any examination, the student waives the right to plead medical causes for deferral or permission to write a supplemental examination, unless the medical problem occurs in the course of the examination and is documented by examination authorities. LE or L* Further deferral: permitted to defer examination for more than the normal period. NA or && Grade not yet available. NR No grade reported by the instructor (recorded by the Registrar). Q Course continued in next term. Satisfactory/Unsatisfactory - Not used for graduate students. W Withdrew with approval. A course dropped, with permission, after the change of course period. Not included in GPA calculations. WF Withdrew failing: a course dropped, with special permission in exceptional case, after faculty deadline for withdrawal from course, the student's performance in the course at that stage being on the level of an F; not included in GPA calculations. WL Withdraw from a deferred examination (approved by GPSO). W-- or -- No grade. Student withdrew from the University. Courses Taken Under the Satisfactory/Unsatisfactory Option In certain instances, students may designate elective courses to be graded under the Satisfactory/Unsatisfactory option. Only one course (3 credits) per term, to a maximum of 10% of a student's credits taken at McGill to fulfil the degree requirements, may be taken in this way. Grades will be reported in the normal fashion by the instructor and those of A through C will be converted to "Satisfactory" (S), and grades of D and F will become "Unsatisfactory" (U). The decision to have an elective course graded as Satisfactory/Unsatisfactory must be made by the student before the end of the Drop/Add period, and no change can be made thereafter. The courses taken under the Satisfactory/Unsatisfactory option will be excluded from the grade point average calculations, but they will be included in the number of credits attempted and completed. Note: As this option has very limited application in the School of Nursing, students considering it should seek guidance from the faculty advisor. To be considered for in-course awards and/or the renewal of entrance scholarships, students must complete at least 27 graded credits in the regular academic session exclusive of courses completed under the Satisfactory/Unsatisfactory option. STANDING Students will be informed early in each course regarding the evaluation methods to be used. All issues pertaining to student performance in the program are reviewed by the Student Standing and Promotions Committee which makes decisions about failures, supplemental examinations, withdrawals, repeats and continuing in the program. UNDERGRADUATE PROGRAM Satisfactory Standing: The student who has a cumulative GPA of 2.0 and above, has received no more than two failures in the non-nursing courses of the program, and failed no more than four credits in non-clinical nursing courses is considered in satisfactory standing. Full-time students in satisfactory standing take between 12 and 18 credits per term. Probationary Standing: Note: U0 students are in satisfactory standing when all required courses are passed at a C level or higher and have a CGPA of 2.0 or above. U0 students can have no more than 2 failures in the Freshman year. Any student with GPA below 2.0 and who has been allowed to continue the program or repeat a year of the program is on probationary standing. Any student who has exceeded the number of allowable supplemental examinations and has been given permission to stay in the program is on probationary standing. A student in probationary standing must return to satisfactory standing at the end of the next academic year by completing the requirements set out by the Student Standing and Promotions Committee and obtaining a term GPA of 2.5 and a Cumulative GPA of 2.0 and above. Unsatisfactory Standing: Any student who has a CGPA below 2.0, a term GPA below 1.5 and has a "D" or "F" in more than two non-nursing courses in the program or a "D" or "F" in four credits of nursing or has failed a clinical nursing course is in unsatisfactory standing (see Examination section). Note: Any U0 student who has obtained a "D" or an "F" in more than two courses or has a CGPA below 2.0 is in unsatisfactory standing. Evaluation In Nursing Courses The student's final grade is based on written work, oral presentations, examinations and clinical performance. Students will be informed at the beginning of each course of the methods of evaluation in the course. A student may have no more than two failures in the non-nursing courses of the program and failures in no more than four credits in non-clinical nursing courses to be considered in satisfactory standing. The student must have a cumulative GPA at or above 2.0 to be in satisfactory standing. A student must obtain a "satisfactory" standing in his/her clinical evaluation to pass a clinical nursing course. Failure in a clinical course puts the student in unsatisfactory standing in the program. This results in a student being asked to withdraw from the program. Note: Only under very exceptional circumstances will a student be allowed to repeat a clinical nursing course. Permission for the exception can only be granted by the Student Standing and Promotions Committee. GRADUATE PROGRAM Regulations regarding standing fall under the Graduate and Postdoctoral Studies Office. These regulations also apply to students in the Qualifying Year of the Master's program. The regulations state that: "The candidate is required to pass, with a mark of B- or better, all those courses which have been designated by the department as forming a part of the program. These are the courses which have been entered on the registration form." "Students who have failed one course (non-nursing) in their program of study may write one supplemental examination if the departmental policy permits or retake the course or substitute an equivalent course. A student with any further failures in that course, or a failure in any other courses, will be required to withdraw from their program of study." (Policies in Graduate and Postdoctoral Studies Office) A student who has failed in any course required for the degree and has not received permission to attempt a supplemental examination from the School of Nursing Student Standing and Promotions Committee will be required to withdraw. Only under very special circumstances will a student be allowed to write a supplemental examination in a nursing course. Permission for that exception is granted by the School of Nursing Student Standing and Promotions Committee. A student must obtain a "satisfactory" standing in his/her clinical evaluation to pass a clinical nursing course. Failure in a clinical course puts the student in unsatisfactory standing in the program. This results in a student being asked to withdraw from the program. EXAMINATIONS Supplemental Examinations Students in either the B.Sc.(N.) or B.N. program who have failed in required examinations are permitted to write supplemental examinations only on the recommendation of the Student Standing and Promotions Committee. Only under very special circumstances will a student be permitted to write more than two supplemental examinations throughout the program. Students in the Baccalaureate programs must have a CGPA of 2.0 or above in first year and 2.3 in subsequent years to be eligible for consideration for supplemental examinations. Each student will be given a copy of the Regulations Governing Baccalaureate and Graduate students in the School of Nursing upon admission to the program. Deferred Examinations For reasons such as illness or family afflictions for which the student presents verification, an examination may be "deferred" by permission of the Chair of the Student Standing and Promotions Committee. This verification must be supplied within three (3) days of the scheduled examination. Note: This stipulation refers to any course taken in the program of study, i.e., nursing and non-nursing courses. Reassessments and Re-reads Papers are marked and grades calculated and handled with considerable care. However, if a student wishes the calculation of marks checked (reassessment) or a formal final examination re-read, whether in a nursing course or in other university courses, he/she should initially contact the course Coordinator. Depending on the outcome, the student may apply in writing to the Student Standing and Promotions Committee with reasons for the request. Procedures Governing Reassessment/Re-Reads Reassessment is done free of charge. Computer marked examinations can be reassessed but not re-read. There is a fee for the re-read of a final examination or term paper. From this process the final mark for the course can be raised or lowered depending on the result. Application Deadlines: - March 31 for courses ending in the fall term - July 31 for courses ending in the winter term - August 31 for courses ending in May. Requests for reassessments or re-reads in more than one course per term are not permitted. Reassessments or re-reads are not available for supplemental examinations. Re-reads - Graduate Program See the General Information section of the Graduate and Postdoctoral Studies Calendar for policies and regulations relating to rereads of 600- or 700-level courses. Appeals If the student is not satisfied with the outcome of the re-read, the student may appeal. The student makes a written appeal to the Student Standing and Promotions Committee stating the reason for the appeal. See "Regulations for School of Nursing" concerning the appeal process. 3.4 Requirements for Licensure The licensing body for the Province of Quebec is the Order of Nurses of Quebec 4200 Dorchester Boulevard West, Westmount  H3Z 1V4 Telephone: (514) 935-2501 In order to practice nursing in Quebec after graduation from the School of Nursing, a candidate MUST pass the Licensure Examination administered by this body. Quebec Law requires that candidates seeking licensure in nursing must demonstrate a verbal and written working knowledge of the French language. Further information is given in the General University Information section of this Calendar. Generally, licensure is required in the jurisdiction in which the nursing program is completed. Once this has been received, reciprocal arrangements for licensure in other jurisdictions may be made. Graduates may have to write more than one licensure examination. Therefore, it is recommended that graduates contact the jurisdiction in which they plan to practice nursing early in the program. International students are strongly urged to contact the licensing body of the country in which they intend to practice as early as possible in order to have complete information on the requirements for licence. 3.5 Uniforms B.Sc.(N.) students are required to comply with the uniform policy of the School. Details will be given at registration or shortly thereafter. 4 Undergraduate Courses Students preparing to register should consult the Web at www.mcgill.ca/minerva (click on Class Schedule) for the most up-to-date list of courses available; courses may have been added, rescheduled or cancelled after this Calendar went to press. Class Schedule lists courses by term and includes days, times, locations, and names of instructors. The course credit weight is given in parentheses after the title. Denotes courses not offered in 2004-05. HSEL 308 Issues in Women's Health. (3) (Fall) (Prerequisite: Introductory Psychology or Sociology or permission of the instructor) (Complementary course for the Women's Studies and Social Studies of Medicine Concentrations) Exploration of a wide range of topics on the health of women. Topics include use of health care system, poverty, roles, immigration, body image, lesbian health, and violence against women. Additional topics vary by year. A Health Science elective open to students in the Faculties of Arts, Science, and Medicine. HSEL 309 Women's Reproductive Health. (3) (Winter) (Prerequisite: Introductory Psychology or Sociology or permission of the instructor) (Restriction: not open for credit to students who have taken HSEL 308 prior to September 1997) (Complementary course for the Women's Studies and Social Studies of Medicine Concentrations) Concepts of health and medicalization. Canadian and international perspectives. Topics include contraception, abortion, infertility, menstruation, menopause, new reproductive technologies, prenatal care, childbirth. Additional topics vary by year. A Health Science elective open to students in the Faculties of Arts, Science, and Medicine. NUR1 200 (4) A biological base for pharmacology and pathology. Topics include: cell types, structure and function. Movement across cell membranes, cell movement, transportation, and intercellular communication. Cell life-cycle, normal, abnormal cell growth, repair, and death. Cell metabolism, energy production, storage, release, vitamins, enzymes, DNA structure, nucleic acid replication, transcription and translation. NUR1 219 Transition to the McGill Model. (1) This course introduces students to the McGill Model of Nursing. NUR1 220 Therapeutic Relationships. (3) The course introduces the principles, theories, and basic skills of a collaborative relationship with individuals and families. Students will learn about the phases of the relationship (i.e., engagement, working, and termination) and the clinical skills involved in establishing, maintaining, and terminating a relationship in promoting health. NUR1 221 Families and Health Behaviour. (3) This course introduces theoretical perspectives of family, and the role of the family in health and illness. Characteristics of healthy families, family environments that promote health, family influences on health practices, and family roles during illness are examined. Students will be introduced to family assessment tools and nursing research. NUR1 222 McGill Model of Nursing. (1) This introductory course provides an overview of the history and the philosophical and theoretical tenets underlying the core concepts of the Model. Students are introduced to McGill's perspective on health, family, learning, and collaborative nursing through a study of selected theoretical and research papers. NUR1 223 Development over the Lifespan. (3) Study of biological, psychological, and social perspectives of human development from infancy through old age within an ecological framework. Developmental processes of learning, coping, and social relationships will be linked to biological development and be discussed as major determinants of health. NUR1 224 Advances in Therapeutic Skills. (3) (Open to B.N. students only.) The development of collaborative practice with individuals and families during health or illness; a focus on engagement, working and termination phases of long-term, family-centred relationships. Concepts include personal values, cultural issues, disclosure, boundaries, timing, cognitive interventions, dealing with emotions, and identifying strengths. Concurrent clinical work with a community dwelling family. NUR1 233 Promoting Young Family Development. (3) (Prequisite: NUR1 223) This clinical course focuses on identifying indicators of healthy development in individuals and families during two phases of development, the birth of a baby and the young preschooler. Students will develop skill in the assessment of these individuals and families and explore nursing approaches that promote their health. NUR1 234 Nursing Elderly Families. (3) (Prerequisite: NUR1 223) A clinical course providing basic knowledge and skills in promoting and maintaining biological, psychological, and social processes of health in the aged. Students will acquire skill in gerontological nursing assessment and intervention with the elderly living in the community. NUR1 235 Health and Physical Assessment. (4) This course will develop basic knowledge and skills required to do a health history and to carry out basic physical assessment in infants, children, and adults. NUR1 239 Health & Physical Assessment 2. (2) (College introduction to health and physical assessment.) An integrated approach to physical assessment and a comprehensive health assessment for the purpose of primary care screening and triage. NUR1 266 Health Assessment in Emergency. (3) (Restriction: Limited to registered nurses with a DEC or a Bachelor degree in Nursing and to students in nursing programs at McGill.) Basic and emergency health and physical assessment of children, adults and the elderly. NUR1 319 Stress & Illness Management. (3) (Corequisites: NUR1 219, PHGY 201.) The psychological, behavioural and biological responses to stress and acute illness and the interrelationship between personal and contextual resources in determining health outcomes. NUR1 321 Acute Stressors and Coping. (2) Physiological, psychological, and social perspectives are used to examine stress associated with illness, injury, and developmental events. Theories of stress and coping are examined; research findings highlighting the links between stressors, coping responses and health outcomes in individuals and families are reviewed. NUR1 322 Chronic Illness and Palliative Care. (3) The biological, psychological and social factors which influence living with chronic illness are examined. Empirical findings linking different chronic stressors to coping responses and to health outcomes are reviewed. Issues in palliative care, the care of the dying, and the nature of bereavement are reviewed. NUR1 323 Illness Management 1. (3) (Pre-/co-requisite: NUR1 321. Corequisite: NUR1 331) The focus of this course is the medical, surgical and nursing management of the major illnesses in adults and children. Topics will include diagnostic tests, drug therapies, dietary management, exercise, relaxation techniques, pain management approaches, patient education, and strategies for maintaining physical and emotional well-being. NUR1 324 Illness Management 2. (2) (Prerequisite: NUR1 323) (Continuation of NUR1 323) This course will focus on the medical, surgical and nursing and nursing management of the major illnesses in adults and children. Topics will include diagnostic tests, drug therapies, dietary management, exercise, relaxation techniques, pain management approaches, patient education, and strategies for maintaining physical health and emotional well-being. NUR1 325 Symptom Management. (2) (Prerequisites: NUR1 323, NUR1 324) This course focuses on recognizing when symptoms require referral for medical treatment and when they can be managed safely at home. Approaches to illness-related symptoms and minor medical problems including diarrhea, fever, dysmenorrhea, anorexia, cellulitis, infections, common cold, ear infections, urinary tract infections, minor injuries, headaches, pain, rashes are presented. NUR1 328 Learning and Health Education. (3) This course examines how cognitive, behaviorist, and social learning theories may be used to enhance individual and family health behaviors, coping and development. Topics include: learning theories; principles of teaching and learning, support groups, issues around clients' use of information technology for health information. NUR1 331 Nursing in Illness 1. (4) (Prerequisite: NUR1 235; Pre-/co-requisite: NUR1 321, NUR1 323 or permission of the instructor.) This clinical course integrates knowledge of normal physiological and psychological processes, disease and illness management in the assessment and care of the acutely ill. Students will develop interventions that conserve patient energy, alleviate physical and emotional pain, promote healing, and help families cope and deal with the health care system. NUR1 332 Nursing in Illness 2. (4) (Pre-/co-requisite: NUR1 235, NUR1 322, NUR1 331 or permission of the instructor.) This clinical course integrates knowledge related to individuals and families coping with acute, chronic and terminal illnesses, and illness management in nursing practice. Assessment skills will focus on changes in physiological functioning, emotions, behavior, and family processes. NUR1 333 Nursing in Illness 3. (4) (Prerequisite: NUR1 332) Focus is on the integration of knowledge and skills acquired over the first two years of the program. Students and faculty will conjointly determine the student's clinical placement on the basis of the student's learning needs and their previous clinical experiences. NUR1 349 Emergency Clinical Integration. (3) (Prerequisite: NUR1 266 or permission of the instructor; NUR1 367 and NUR1 368.) (Restriction: Limited to registered nurses with a DEC or a Bachelor degree in Nursing and to students in nursing programs at McGill.) Clinical integration of the theory, knowledge, and experiences relevant to emergency nursing. NUR1 367 Emergency Nursing Dynamics 1. (3) (Restriction: Limited to registered nurses with a DEC or a Bachelor degree in Nursing and to students in nursing programs at McGill.) Analysis of and responses to adult and paediatric emergency situations involving the respiratory, cardiovascular, and neurological systems and shock/trauma. NUR1 368 Emergency Nursing Dynamics 2. (3) (Restriction: Limited to registered nurses with a DEC or a Bachelor degree in Nursing and to students in nursing programs at McGill.) Analysis of and responses to paediatric and adult emergency situations in oncology, obstetrics/gynaecology, endocrine disorders, pain management, psychiatric and social problems. NUR1 420 Primary Health Care. (3) Principles of accessibility, public participation, intersectorial and interdisciplinary collaboration, appropriate technology, and health promotion and illness prevention are discussed in relation to the planning and delivery of local, regional, and international health delivery systems. Topics include the infrastructure that supports health, and socio-economic, political and cultural contexts of health. NUR1 421 Resources: Special Populations. (3) The concept of social support is explored and links between social networks and health are examined. Groups at health risk including the homeless, poor, and new immigrants are identified. Types and functions of community groups available as social resources for these groups will be discussed. NUR1 422 Research in Nursing. (3) (3 hours class weekly) (Corequisite: PSYC 204) (Not open to students who have taken NUR1 303) This course explores the knowledge required to understand the relationship between research endeavours and the development of the practice or nursing. Content includes: the processes of transforming clinical data into nursing research questions; critical analysis of research studies; and an evaluation of feasibility and applicability of research findings. NUR1 424 Legal and Ethical Issues: Nursing. (3) This course covers ethical and legal aspects related to caring for patients and their families, and principles in ethical decision-making. Issues of professional accountability, liability, and advocacy are addressed in such contexts as withholding treatment, organ harvesting, abortion, involuntary commitment, etc. NUR1 431 Community Nursing 1. (4) (Pre-/co-requisite: NUR1 420) In this clinical course students will apply their knowledge and increase their skills in assisting families and special groups in the community to deal more effectively with normal developmental events, on going social problems and illness or other crisis events. NUR1 432 Community Nursing 2. (4) (Prerequisite: NUR1 431) In this clinical course students will apply their knowledge and increase their skills in assisting families and special groups in the community to deal more effectively with normal developmental events, on going social problems and illness or other crisis events. NUR1 530 Clinical Internship. (5) (Restriction: Only B.Sc.(N) Program) This clinical nursing experience offers students an opportunity to consolidate their knowledge and assessment skills in either community nursing or critical care. NUR2 511D1 (3), NUR2 511D2 (3) Practice of Nursing Part 1. (Students must register for both NUR2 511D1 and NUR2 511D2.) (No credit will be given for this course unless both NUR2 511D1 and NUR2 511D2 are successfully completed in consecutive terms) A study of selected concepts related to the practice of nursing including health, family, normative life transitions and interpersonal interaction. The major focus is on developing an understanding of human behaviour using the process of scientific inquiry. Special emphasis is placed on the observation of people in their physical and social environments and on the analysis of clinical data as the basis for the development of innovative nursing approaches. NUR2 512 Practice and Theory in Nursing. (8) Learning to nurse patients in acute care settings, who are experiencing a variety of common illness-related problems. NUR2 514D1 (5), NUR2 514D2 (5) Clinical Laboratory in Nursing. (Students must register for both NUR2 514D1 and NUR2 514D2.) (No credit will be given for this course unless both NUR2 514D1 and NUR2 514D2 are successfully completed in consecutive terms) Learning to nurse through field experiences with individuals and families in the community and in acute care settings. The focus is on the application of knowledge and theory in practice and includes the testing and analysis of nursing approaches. Students work with clients and families experiencing a variety of life events including aging, birth and parenting as well as acute illness and hospitalization. 4.1 Note to all Students It is expected that students will attend Nursing Explorations. A student fee applies. 5 Graduate Programs See also section "Registration and Regulations" . 5.1 Programs Offered Master's Program Master of Science (Applied) The objective of this program is to prepare specialists in nursing able to participate in the development, implementation and management of services in all domains of health care. Opportunity is provided for the advanced clinical study of nursing, and for incorporating research and evaluation methods in the investigation of nursing problems. Program revisions under consideration for September 2004 consist of an increasing emphasis on specialization in areas including family health care, cancer nursing, neuroscience nursing and critical care nursing. Selected nurse practitioner options are also being considered. Doctoral Studies in Nursing The School of Nursing of McGill University and the Faculté des Sciences Infirmières of the Université de Montréal offer a joint doctorate program leading to a Ph.D. in Nursing. This program is offered in English at McGill. The program is designed to train researchers who will make a contribution to the advancement of knowledge in the field of nursing and assume a leadership role both in the profession and in the health care system. 5.2 Admission Requirements Master's Programs Applicants should make arrangements to obtain C.P.R. (Cardio-Pulmonary Resuscitation) certification prior to entry into the Qualifying year (Nurse-applicants may already have C.P.R. certification, if not they must obtain one prior to entry as well). Applicants will be asked to provide proof of certification once registered in the program. Proficiency in English: The language of instruction at McGill University is English. Students must write term papers, examinations and theses in English or in French. Non-Canadian applicants whose mother tongue is not English and who have not completed an undergraduate degree from a recognized institution where English is the language of instruction are required to submit documented proof of competency in oral and written English prior to submitting an application : the Test of English as a Foreign Language (TOEFL) with a minimum score of 600 (paper-based) or 260 (computer-based), or the International English Language Testing System (IELTS) with a minimum overall band score of 7.5 GRE (Graduate Record Examination) general test results may be required in individual circumstances. Nurse applicants (Nursing Bachelor's entry - NBE) Applicants for the Master's degree must have completed a bachelor's degree in nursing with a minimum GPA of 3.0 on a scale of 4.0. This preparation should be comparable to that offered in the bachelor's program at McGill. Experience in nursing is suggested. An introductory statistics course (3 credits) is required prior to entry. Nurse applicants to the Master's program may complete their studies on a part-time basis, i.e., minimum of 6 credits per term to a maximum of four years. Nurses with a general B.Sc. or B.A. (comparable to the McGill undergraduate degrees) may be considered on an individual basis. All nurse applicants are expected to hold current registration in the province or country from which they come. Nurses who are not licensed in Quebec must obtain a special authorization for graduate nurse students from the Ordre des infirmières et infirmiers du Québec ( www.oiiq.org ). B.A./B.Sc. applicants (Direct-Entry - DE) Applicants holding a general B.Sc. or B.A., including a number of prerequisite courses, may be admitted to a Qualifying Year. A minimum G.P.A. (Grade Point Average) of 3.0 on a scale of 4.0 is required for entry. Upon successful completion of the Qualifying Year, candidates apply to the Master's program. Direct-Entry applicants must complete their Qualifying Year and the Master's program of study on a full-time basis, i.e., total of three years. Persons prepared in another professional discipline or in nursing are not eligible for this program. Ph.D. Program Applicants admitted to the Doctoral program through McGill University must satisfy the following conditions. Selected applicants may be considered for entry to the doctoral program upon completion of the first year of the M. Sc. (A) program at McGill. 1. hold a Master of Science in Nursing or equivalent; 2. GPA of 3.3 or high B standing; 3. demonstrated research ability; 4. be accepted by a faculty member who has agreed to serve as the thesis adviser; 5. submit a 5-page outline of proposed research including literature review and abbreviated methods sections; 6. submit letters of references from two professors who are familiar with the candidate's work and research aptitude; 7. submit a curriculum vitae; 8. submit two official copies of academic transcripts of undergraduate and graduate records, 9. be eligible to hold nursing registration in Quebec; 10. submit results of the Graduate Record Examination General Test, taken within the past 5 years. 11.) Non-Canadian applicants: the language of instruction at McGill University is English. Students must write term papers, examinations and theses in English or in French. Non-Canadian applicants whose mother tongue is not English and who have not completed an undergraduate degree from a recognized institution where English is the language of instruction are required to submit documented proof of competency in oral and written English prior to submitting an application : the Test of English as a Foreign Language (TOEFL) with a minimum score of 600 (paper-based) or 260 (computer-based), or the International English Language Testing System (IELTS) with a minimum overall band score of 7.5 5.3 Application Procedures McGill's on-line application form for graduate program candidates is available at www.mcgill.ca/applying/graduate . Instructions on submitting applications are available on-line. Applications for Fall (September) 2004: On-line applications open as of September 14, 2003. "M.Sc.(A) Program (Nurse Bachelor entry candidates) (Direct-entry applicants apply to the M.Sc.(A) program on-line and if admitted these candidates will be entering the Qualifying Year) International deadline: March 1, 2004 Canadian deadline: March 31, 2004 Ph.D. Program: International deadline: March 1, 2004 Canadian deadline: April 15, 2004 Applications for Winter (January 2005): On-line applications open as of March 15, 2004 - Ph.D Program ONLY: International deadline: August 1, 2004 Canadian deadline: September 15, 2004 5.4 Program Requirements MASTER'S PROGRAMS The general rules concerning higher degrees apply. (See the Graduate and Postdoctoral Studies Office General Information and Regulations.) A minimum of two years of study is required for the Masters programs. M.Sc. (thesis) (50 credits) (not offered 2004-05) M.Sc. (Applied) Program (48 to 60 credits) Required Courses (33 credits) NUR2 611D1/D2 (6) Seminar in Nursing NUR2 612 (3) Research Methods in Nursing 1 NUR2 614D1/D2 (6) Clinical Laboratory - Nursing 1 NUR2 626 (3) Professional Issues in Nursing NUR2 630 (3) Clinical Project 1 NUR2 631 (3) Clinical Project 2 NUR2 642 (3) Ethics in Advanced Practice NUR2 643 (3) Role Development one 3-credit upper-level statistics course Complementary Courses (15 to 27 credits) 20 credits - Direct Entry students (clinical) 16 credits - Nursing Bachelors Entry students (clinical) 27 credits - Nursing Bachelors Entry students (Nurse Practitioner) 15 credits - Nursing Bachelors Entry students (adjunct) Students take the appropriate number of credits from the following list of courses: NUR2 615 (3) Health Care Evaluation NUR2 616 (4) Advanced Clinical Skills NUR2 624 (4) Clinical Laboratory in Nursing 2 NUR2 627 (3) Nursing Practicum NUR2 628 (4) Advanced Assessment NUR2 640 (4) Clinical Reasoning 1 NUR2 641 (4) Clinical Reasoning 2 NUR2 644 (3) Special Topics 1 or NUR2 645 (3) Special Topics 2 or NUR2 646 (3) Special Topics 3 or NUR2 647 (3) Special Topics 4 NUR2 650 (8) Practicioner Internship or other graduate level courses in consultation with faculty advisor. QUALIFYING YEAR (41 credits) (non-nurse applicants entering with B.A. or B.Sc.) Fall Term NUR1 222 (1) McGill Model of Nursing NUR2 511D1 (3) Practice of Nursing Part 1 NUR2 514D1 (5) Clinical Laboratory in Nursing 2 complementary courses* Winter Term NUR1 235 (4) Health and Physical Assessment NUR2 511D2 (3) Practice of Nursing Part 1 NUR2 514D2 (5) Clinical Laboratory in Nursing 2 complementary courses* Summer Term NUR2 512 (8) Practice and Theory in Nursing *Complementary Courses: a total of 12 credits from the physical sciences, social sciences and nursing, are chosen in consultation with faculty to complement the student's previous academic background. Students must successfully complete the Qualifying Year with a minimum of B- in all courses and be recommended by the Standing and Promotions Committee for entry to the Master of Science (Applied) Program. Students in the Qualifying Year will be required to submit an on-line application to the Master's of Science (Applied) by the application deadline. Ph.D. PROGRAM Each student's program is designed with the thesis supervisor, taking into account the student's previous academic preparation, needs and research interests. The requirements for the doctoral degree are: 1. A minimum of 18 credits beyond the Master's level. Courses and seminars in research design, issues of measurement, advanced nursing, development of theory in nursing, advanced statistics and complementary course(s) in the student's major field of study are compulsory. The student's program is decided in consultation with the faculty advisor. 2. Successful completion of the Ph.D. comprehensive examination. 3. Oral defense of the thesis proposal. 4. Dissertation and oral examination. 5. Two years of full-time residence. A student who has obtained a Master's degree at McGill University or at an approved institution elsewhere, and is proceeding in the same subject to a Ph.D. degree, may on the recommendation of the School, be registered in the second year of the Ph.D. program. 5.5 Courses Students preparing to register should consult the Web at www.mcgill.ca/minerva (click on Class Schedule) for the most up-to-date list of courses available; courses may have been added, rescheduled or cancelled after this Calendar went to press. Class Schedule lists courses by term and includes days, times, locations, and names of instructors. Details of the courses to be offered in the current year are also available from the School. Courses with numbers ending D1 and D2 are taught in two consecutive terms (most commonly Fall and Winter). Students must register for both the D1 and D2 components. No credit will be given unless both components (D1 and D2) are successfully completed in consecutive terms. The course credit weight is given in parentheses after the title. l Denotes courses not offered in 2004-05 QUALIFYING PROGRAM NUR1 222 McGill Model of Nursing. (1) This introductory course provides an overview of the history and the philosophical and theoretical tenets underlying the core concepts of the Model. Students are introduced to McGill's perspective on health, family, learning, and collaborative nursing through a study of selected theoretical and research papers. NUR1 235 Health and Physical Assessment. (4) This course will develop basic knowledge and skills required to do a health history and to carry out basic physical assessment in infants, children, and adults. NUR2 511D1 (3), NUR2 511D2 (3) Practice of Nursing Part 1. (Students must register for both NUR2 511D1 and NUR2 511D2.) (No credit will be given for this course unless both NUR2 511D1 and NUR2 511D2 are successfully completed in consecutive terms) A study of selected concepts related to the practice of nursing including health, family, normative life transitions and interpersonal interaction. The major focus is on developing an understanding of human behaviour using the process of scientific inquiry. Special emphasis is placed on the observation of people in their physical and social environments and on the analysis of clinical data as the basis for the development of innovative nursing approaches. NUR2 512 Practice and Theory in Nursing. (8) Learning to nurse patients in acute care settings, who are experiencing a variety of common illness-related problems. NUR2 514D1 (5), NUR2 514D2 (5) Clinical Laboratory in Nursing. (Students must register for both NUR2 514D1 and NUR2 514D2.) (No credit will be given for this course unless both NUR2 514D1 and NUR2 514D2 are successfully completed in consecutive terms) Learning to nurse through field experiences with individuals and families in the community and in acute care settings. The focus is on the application of knowledge and theory in practice and includes the testing and analysis of nursing approaches. Students work with clients and families experiencing a variety of life events including aging, birth and parenting as well as acute illness and hospitalization. GRADUATE PROGRAM NUR2 611D1 (3), NUR2 611D2 (3) Seminar in Nursing. (Students must register for both NUR2 611D1 and NUR2 611D2) (No credit will be given for this course unless both NUR2 611D1 and NUR2 611D2 are successfully completed in consecutive terms) A critical study of selected concepts in nursing and health related to individuals and families. An introduction to the study of concepts and theories relevant to nursing. NUR2 612 Research Methods in Nursing 1. (3) Basic knowledge and skills needed to conduct research. The philosophy and principles of scientific inquiry, research design, sampling, techniques of data collection, ethics, and incorporating research into practice are discussed with emphasis for nursing. NUR2 614D1 (3), NUR2 614D2 (3) Clinical Laboratory - Nursing 1. (Students must register for both NUR2 614D1 and NUR2 614D2) (No credit will be given for this course unless both NUR2 614D1 and NUR2 614D2 are successfully completed in consecutive terms) Field experience in nursing to test and develop concepts critical to the health of individuals and families. The examination of theories relevant to nursing practice in the clinical field. NUR2 615 Health Care Evaluation. (3) An evaluation of educational and health care systems with particular reference to the nursing input in problems of health, health care and health care delivery. Evaluative research includes qualitative and quantitative approaches to assessing health status and quality of care. NUR2 616 Advanced Clinical Skills. (4) Supervised clinical experiences in health care agencies are aimed at developing competence in technical and family nursing skills at an advanced level. Experience is determined on an individual basis according to learning needs and the student's area of interest. NUR2 620 Current Theories of Nursing. (2) (Prerequisites: NUR2 611, NUR2 614 or equivalent) Current theories of nursing e.g. Orem, Roy, King, Rogers are examined along with their implications for practice, curriculum, administration, and research. The internal and external adequacy of these theories will be evaluated using selected schema. Critical analysis of issues and problems of theories in a practice discipline will be undertaken. NUR2 621D1 (3), NUR2 621D2 (3) Seminar in Nursing 2. (Students must register for both NUR2 621D1 and NUR2 621D2) (No credit will be given for this course unless both NUR2 621D1 and NUR2 621D2 are successfully completed in consecutive terms) An opportunity for investigation of some of the critical problems in nursing as related to the student's area of inquiry. Particular emphasis is placed on theory development in nursing. NUR2 623 Clinical Assessment and Therapeutics. (3) (Prerequisites: PATH 300; PHGY 201, PHGY 202 or equivalent.) Development of skills in the medical-nursing assessment and management of patients and families dealing with chronic and life-threatening illnesses. Includes instruction in history-taking and physical assessment. NUR2 624 Clinical Laboratory in Nursing 2. (4) Field experience in nursing, incorporating extensive assessment, experimentation and evaluation of differing nursing approaches. NUR2 625 Clinical Laboratory in Nursing 3. (6) Field experience in nursing, incorporating extensive assessment, experimentation and evaluation of differing nursing approaches. NUR2 626 Professional Issues in Nursing. (3) An examination of theories of learning and organizational behaviour as related to the preparation of nurses for the delivery of health care services. Implications of these theories for the assessment, development, and evaluation of nursing programs will be investigated. l NUR2 627 Nursing Practicum. (3) NUR2 628 Advanced Assessment. (4) (Prerequisite: NUR1 235 or permission of instructor.) Development of advanced skills in health assessment and physical examination of clients across the life span, including diagnostic tests and interventions, documentation and follow-up. NUR2 630 Clinical Project 1. (3) Identification of a clinical problem and development of a project to test or implement best-practice approaches. l NUR2 631 Clinical Project 2. (3) (Prerequisite: NUR2 630.) NUR2 635 Pain Measurement in Children. (3) (Prerequisite: Graduate-level course in inferential statistics and graduate or undergraduate course in child development, or permission of the instructor.) (Restriction: Health Sciences or Psychology graduate students or permission of the instructor.) Research issues surrounding the measurement of pain throughout childhood. Topics include measurement theory, theoretical and conceptual definitions of pain in children, scale construction, format and scaling issues, reliability, validity, clinical unity, developmental considerations, self-report formats, observational formats, physiological indicators of pain. l NUR2 640 Clinical Reasoning 1. (4) (Prerequisites: PHGY 201, PHGY 202 or PHGY 209, PHGY 210; PATH 300; PHAR 300; or permission of instructor.) l NUR2 641 Clinical Reasoning 2. (4) (Prerequisite: NUR2 640.) l NUR2 642 (3) l NUR2 643 (3) l NUR2 644 (3) NUR2 701 Comprehensive Examination. (1) NUR2 702 Quantitative Research. (3) Examination of various experimental, quasi-experimental, correlational, and survey designs with particular focus on the use of these designs in nursing research. NUR2 703 Issues of Measurement. (3) An examination of the underlying theories of measurement and techniques for assessing the validity and reliability of data collection instruments. Issues related to the development and/or utilization of instruments to measure target variables in nursing and health research are addressed. NUR2 706 Qualitative Nursing Research. (3) (Corequisite: NUR2 702) (Restriction: Enrolled in Ph.D. in Nursing or permission of instructor) Advanced examination of the utilization of qualitative research in nursing. NUR2 720 Nursing Workforce Determinants. (3) Factors affecting the planning and management of the nursing workforce in the context of forecasting models, demographic changes, public organizational response, models of organizational behavior and determinants of nursing sensitive outcomes, and productivity. NUR2 730 Theory Development in Nursing. (3) (Prerequisite: NUR2 620 or equivalent) This course surveys the history of nursing theory development with special emphasis placed on the approaches theory development and the factors affecting these approaches. Issues such as the level of theory, where theory derives are examined in light of the needs of a practice discipline. Future directions for theory development in nursing are explored. NUR2 780 Advanced Nursing. (3) (3 hours seminar weekly) (Prerequisite: NUR2 621, NUR2 624, NUR2 625 or equivalent and permission of instructor) An in-depth analysis of selected issues and developments within nursing and health care. Included will be topics relevant to the areas of research and clinical expertise of the student and faculty.

Nursing Graduate Student Association

Ingram School of Nursing, McGill University

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Kait pinder, assistant professor.

Kait Pinder graduated with a PhD in English in 2015 with a focus on Canadian literature. She is now an Assistant Professor in the English Department at Acadia University in Wolfville, Nova Scotia. 

Q: What made you interested in doing a PhD in the first place?

I always wanted to be a writer and I always loved literature, but I’m not a very good creative writer. Once I realized that there was the option of having a life that would really engage with literature and that included a lot of writing, but not creative writing, I knew that was what I wanted to do.

Q: How  did you end up in your current position as an assistant professor in the English Department at Acadia University? 

Before I even finished my dissertation, I got a position at the University of King’s College in Halifax as a tutor in their Foundation Year Program, which is a Great Books program. So, I was working full-time in a three-year position. I finished my PhD and defended during those three years and then I had a bit of teaching time. From there, I got a two-year postdoc at Mount Allison in Canadian Studies and I only did one year in that position because I got this tenure track position starting in the summer of 2018. 

Q:  How many jobs would you say you applied for? 

I applied for fewer jobs than people in other fields. I probably only applied for ten tenure-track positions because there are not a lot of jobs in Canadian literature. There’s not an international pool of jobs to apply to. 

Q:  Did you ever consider a career path outside of academia?

It was always in the back of my mind, but I never got to the point of considering it seriously or taking extra training steps to apply for other jobs. I had done a lot of union work at McGill and other institutions, and I saw that as a way of pivoting my skills and developing other skills if necessary. I think that’s the best way of pivoting from academia to other careers: use the work you’ve been doing in your graduate school life, whether it’s in your research, teaching, or service.

Q:  Would you say that funding had any impact on your research or on your career path? 

Yes, definitely. At the beginning, I was a fully-funded student and had TAships and RAships. But the reason I took a job before I finished my PhD was because I needed money and I was anxious about finding employment. That definitely worked out really well for me, but it changed the nature of my research because when you’re working full time, you just can’t do the same amount of research. 

Q:  What do you value most about your time in graduate school?

I value the commitment to research at McGill and the group of people that I got to know, both professors and students, who really valued researching Canadian literature. Now I am the only Canadianist in my department, and I miss regularly chatting about research with my professors and friends.

Q:  Are there any experiences that you had during graduate school, either inside or outside the program that have been particularly valuable to you since you graduated?

Working as a TA for my supervisor who is a really rigorous scholar and an exceptional teacher. He transformed the way I teach. I still use the advice that he gave me on how to mark a paper; I still grade every paper like he does.

Q:  What would you say were the biggest challenges for you during the PhD? How did you overcome them? 

The biggest challenge was that I was working full-time and I overcame that by writing for two hours every morning before work, which is difficult. I just had to get through that year of finding my way in a new job and finishing my dissertation. In retrospect, I should have taken a leave of absence for a semester, just to give myself more time. Another challenge was the PhD can be insular and even your friendships can take on a competitive aspect. You start to measure your progress against someone else’s. And I think that can be a real psychological challenge.

Q:  What have been your biggest challenges since you graduated?

It’s a combination of things. Not having a tenure-track position was challenging until I got one. I’m very thankful for that. Another challenge I have now is that I wish my research profile was better than it is. The combination of working full-time as a teacher and instructor and trying to maintain a research profile is a real challenge. 

Q: What advice would you give someone who is currently working on their PhD?

Try to balance knowing who you are and being strategic with how you’re spending your time. The work gets really hard if you’re trying to do something that you’re not interested in. On the other hand, if you don’t have some awareness of what is required or needed in your field that can cause anxiety and make it more difficult to find a job after you’re done. Find that balance by pursuing a project that you care about and that you can undertake in a way that is positive for you as a whole. Frame it in a strategic way so that people in your wider field can easily recognize its merits.

Q:  If there was something you wish you knew before you started, what would that be? 

I wish I would have known to make the most of that research community I was talking about. I would have gotten involved in more of McGill’s research groups and institutions and expanded my network even more.

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Nursing, Ph.D.

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The Trudy Busch Valentine School of Nursing's Doctor of Philosophy in Nursing program prepares nurses as scholars and beginning nurse scientists who will contribute to the continued knowledge development of the discipline and profession of nursing.

The Doctor of Philosophy in Nursing program takes place in both a traditional classroom format and distance learning with live, real-time digital teleconferencing. 

The Valentine School of Nursing is renowned for excellence in nursing education. U.S. News and World Report consistently ranks our graduate program as a top program in their Best Graduate Schools survey.

Program Highlights

SLU's Doctor of Philosophy in Nursing features:

• Full- and part-time curriculum plans
• Bachelor of Science in Nursing (B.S.N.) and Master of Science in Nursing (M.S.N.) entry options
• Responsive faculty who are nationally recognized for teaching excellence, nursing leadership, scholarly research and student mentorship
• Faculty advisors who are individually assigned to mentor each student throughout the program
• An online library
• An online writing center
• State-of-the-art teaching facilities

Curriculum Overview

Students can enter the Doctor of Philosophy in Nursing program through one of two programs: the post-baccalaureate to Ph.D. track (BSN to Ph.D.), or the post-master's to Ph.D. track (MSN to Ph.D.).

Both options offer the choice of taking classes on campus or at a distance. Distance students interact live with students on campus through online conferencing software.

Most doctoral-level nursing classes are offered on Friday mornings and afternoons during fall and spring semesters. The scheduled time for the class takes into consideration students in different time zones. The academic year also includes two shorter, intensive courses, taken over the summer on Fridays.

The Doctor of Philosophy in Nursing includes doctoral coursework (plus a maximum of 18 credits accepted from a master's program) and 12 credits of dissertation research.

Graduates with a Ph.D. in nursing are prepared for careers as nurse scientists, nurse researchers and nurse educators.

Admission Requirements

The Trudy Busch Valentine School of Nursing adheres to the principles of a holistic admission process in which selection criteria are broad-based and linked to our University’s and school’s mission and goals. While we do consider academic metrics, we also look at applicant experiences, attributes, potential for success, and how applicants may contribute to the school’s learning environment and to the profession.

Ph.D. admissions faculty at the Trudy Busch Valentine School of Nursing evaluate all applications and may request interviews with applicants who meet the following criteria:

• Post-M.S.N. to Ph.D. - Master's degree in nursing from a program accredited by a nationally recognized accrediting agency
• Post-B.S.N. to Ph.D. - Baccalaureate degree in nursing from a program accredited by a nationally recognized accrediting agency.
• Cumulative grade point average of 3.25 on a 4.0 system
• Current, unencumbered registered professional nurse licensure in the state/country of residence/employment or eligibility for licensure in the State of Missouri
• Evidence of high potential for scholarship and leadership in nursing

Application Requirements

• Application form and fee
• Transcript(s)
• Three letters of recommendation
• Professional goal statement
• To apply for the Ph.D. program at the Valentine School of Nursing, go to https://nursingcas.org .

Requirements for International Students

All admission policies and requirements for domestic students apply to international students. International students must also meet the following additional requirements:

• Demonstrate  English Language Proficiency
• Courses taken and/or lectures attended
• Practical laboratory work
• The maximum and minimum grades attainable
• The grades earned or the results of all end-of-term examinations
• Any honors or degrees received.
• WES and ECE transcripts are accepted.
• A letter of financial support from the person(s) or sponsoring agency funding the student's time at Saint Louis University
• A letter from the sponsor's bank verifying that the funds are available and will be so for the duration of the student's study at the University

Application Deadlines

The priority deadline is February 1st for international students and June 1st for domestic students.  

Review Process

Applicants are considered on a rolling basis. An application answer may be expected after two weeks. There is a deadline to accept an offer of admission.

Additional charges may apply. Other resources are listed below:

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Information on Summer Tuition

Scholarships and Financial Aid

Financing for this program may be available through grants, scholarships, loans (federal and private) and institutional financing plans. For price estimates, please review the SLU Cost Calculator .

The Saint Louis University Trudy Busch Valentine School of Nursing offers scholarship and graduate research assistantship opportunities to eligible graduate students. Additionally, most nursing students will participate in a tuition assistance program provided through their employer.

For more information, visit the Office of Student Financial Services .

Accreditation

The Trudy Busch Valentine School of Nursing is fully approved by the Missouri State Board of Nursing.

The Bachelor of Science in Nursing, Master of Science in Nursing and Doctor of Nursing Practice at the Valentine School of Nursing are accredited by the Commission on Collegiate Nursing Education and approved by the Missouri State Board of Nursing . To achieve its educational objectives, the school uses the hospitals within SSM Health and many health care organizations in the greater St. Louis area.

• Graduates will be able to articulate multiple perspectives on knowledge development and a broad understanding of research methods.
• Graduates will be able to critique and synthesize nursing and interdisciplinary knowledge in a substantive area of inquiry.
• Graduates will be able to generate and disseminate nursing knowledge through research that is innovative, rigorously conducted, ethically sound and culturally sensitive.
• Graduates will be able to demonstrate leadership by disseminating scientific findings and implications for future research practice and policy.

Post-Master of Science in Nursing Requirements

Continuation Standards

Students must maintain a cumulative grade point average (GPA) of 3.00 in all graduate/professional courses.

Roadmaps are recommended semester-by-semester plans of study for programs and assume full-time enrollment unless otherwise noted.  

Courses and milestones designated as critical (marked with !) must be completed in the semester listed to ensure a timely graduation. Transfer credit may change the roadmap.

This roadmap should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor/mentor each semester. Requirements, course availability and sequencing are subject to change.

Apply for Admission

For additional admission questions, please contact the School of Nursing's recruitment and enrollment staff:

Undergraduate Inquiries 314-977-8995  [email protected]  

Graduate Inquiries 314-977-8976  [email protected]

Intima Alrimawi, PhD, MSN, MPH, BSN

• Associate Professor

Dr. Intima Alrimawi holds the position of Associate Professor at Georgetown University's School of Nursing. She possesses over nine years of professional experience in the field of nursing education, with a specific emphasis on teaching public health and research-related subjects. Additionally, she possesses a significant amount of knowledge and experience over a period of 17 years in the fields of children's health and community health.

The primary area of her research revolves around improving the quality of care provided to underserved families and children who are affected by chronic or complex health conditions, critical illnesses, and health inequities within the community. Furthermore, her research endeavors aim to promote the protection and holistic well-being of children, with a specific focus on children who live in low- and middle-income countries. In addition, she is actively involved in research that aims to advance nursing education.

Dr. Alrimawi holds several board memberships across numerous organizations dedicated to advancing the well-being of children and families, as well as the nursing discipline. This includes holding a position as a member of the Nursing Research Advisory Committee (NRAC) at Children's National Hospital. Furthermore, she currently serves as the president of the Epsilon Zeta Chapter of Sigma Theta Tau International (STTI). In addition, she demonstrates strong engagement in the research and nominating committees within the International Family Nursing Association (IFNA). She is also the co-chair of the Health Services Research Interest Group and a board member serving on the communications committee of the Eastern Nursing Research Society (ENRS).

Dr. Alrimawi has received numerous awards for her work, including the 2018 Virginia Nurses Foundation 40 Under 40 Award for the Outstanding Emerging Nurse. In 2022, she received the Highly Recommended Designation-Pittu Laungani Award for one of her papers that was published in the International Journal of Health Promotion and Education . She also received the Excellence in Education Award from Sigma Epsilon Zeta Chapter in 2023. 

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Master of Science in Nursing in Psychiatric Mental Health Nurse Practitioner

The Master of Science in Nursing – Psychiatric Mental Health Nurse Practitioner online  from Ohio State prepares nurses to become psychiatric mental health nurse practitioners. Graduates can provide mental health and addiction services in various settings. The program focuses on evidence-based knowledge and skills necessary for their roles and accommodates part-time and full-time students. It meets the nurse practitioner curriculum guidelines and offers access to research and interdisciplinary collaboration.

Ohio State is dedicated to fostering diversity and inclusion, ensuring that its programs and resources are accessible and supportive to students from all backgrounds.

Frequently Asked Questions

How long will it take me to finish my program.

Each Ohio State Online Program is unique and have their own timelines for completion. This also varies based on how many credits you choose to take each semester. For more information or to estimate how long it will take to complete your degree, contact an enrollment advisor   https://online.osu.edu/request-information

What is state authorization?

State authorization refers to regulations that impact online and on-ground education offered across state lines and programs that lead to state licenses or certifications. Compliance with these regulations ensures that an Ohio State degree will be recognized and that a student will be eligible to sit for licensure in states other than Ohio. Each state has unique authorization requirements, so Ohio State must review each state’s laws to ensure that the university is in compliance. At Ohio State, we have a team dedicated to researching regulations, seeking and maintaining compliance, communicating changes in authorization status, and disclosing state licensure and certification information.

FAQ Topic: 

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Academic Calendar

Ohio State’s MSN program admits online students once-per-year for the Autumn semester.

Autumn 2025

Application Deadline October 15, 2024

Term Start Date August 26, 2025

Autumn 2026

Application Deadline TBD

Term Start Date August 25, 2026

Admission Criteria

Students must have a  Bachelor  of Science in Nursing ( BSN) degree from an ACEN/CCNE/CNEA-accredited institution to be eligible to apply . Applicants must also have an active RN license and a minimum of a 3.0 cumulative GPA on a 4.0 scale in the last degree earned relevant to the program of study.

Who We Are Looking For

Your application will be reviewed comprehensively, considering all aspects of your qualifications. The list below outlines the attributes and experiences we consider:

• Understanding of the advanced practice nurse role
• Experience with your chosen population – Leadership, teamwork, and collaboration
• Community engagement
• Diversity of thought and experiences
• Resilience, growth, critical thinking
• Emotional intelligence, communication skills
• Personal attributes like humility, professionalism, compassion
• Commitment to the nursing profession

How to Apply

To apply for the online Master of Science in Nursing program applicants must complete the following prior to the application deadline:

Failure to complete all required steps of this application process by 11:59 pm EST on the day of the posted deadline will result in your application not being considered for admission, with no exceptions. 

Admission Timeline and Deferrals

Please ensure all the required materials listed above are submitted by the application deadline to be considered for admission. It may take up to five business days for the status of materials to be updated on your application status webpage.

*Please note that deferring admittance is not an option. If you are unable to start your studies in the term for which you applied, you will need to reapply in the future.

In accordance with the non-discrimination policy of The Ohio State University and the College of Nursing, we strictly prohibit any discrimination based upon age, color, ethnicity, race, sexual orientation, gender, gender identity, national origin, religion, pregnancy, or veteran status in its application, admission, or enrollment practices.

Ohio State is committed to treating applicants fairly and with dignity and respect. Please review Ohio State’s new  post-admissions policy .

The State Authorization Reciprocity Agreement, also known as  SARA , establishes uniform standards for distance education for all participating states and institutions. Ohio State joined SARA in 2015, which means Ohio State can offer most online and on-ground courses and programs in  SARA member states, districts and territories without seeking authorization in each state.

Career Outlook

The Master of Science in Nursing – Psychiatric Mental Health Nurse Practitioner at Ohio State prepares graduates for a robust and growing field. As mental health needs continue to rise, there is increasing demand for The Master of Science in Nursing Psychiatric Mental Health Nurse Practitioners who can provide specialized care and support. Graduates are well-positioned for roles in various settings, including hospitals, private practices, mental health clinics, and community health organizations. With their advanced skills in diagnosing and treating mental health conditions, Psychiatric Mental Health Nurse Practitioners are essential in improving patient outcomes and addressing mental health disparities. The program’s comprehensive training ensures graduates are ready to lead in the field and make a significant impact on mental health care.

Whether you’re looking to grow in your current career or make a career change altogether, Ohio State’s online programs can help you achieve your goals. Learn what the outlook is for your current or next career move using O*Net’s My Next Move tool.

NURSING 7410 – Advanced Health Assessment

Development of advanced health assessment skills. Emphasis on acquisition of pertinent assessment data across the life span for advanced nursing care for multiple specialties.

NURSING 7403 – Innovation Leadership in Advanced Nursing Practice

Analysis of organizational leadership and ethical essentials necessary to deliver high quality patient care in diverse settings.

NURSING 7483 – Quality Improvement and Informatics

Explores advanced concepts of collaboration, design, leadership, implementation and evaluation of quality improvement initiatives in health care utilizing information technology strategies.

Program Faculty

Kristine Browning PhD, APRN-CNP, FAANP

Dr. Kristine Browning’s national program of research includes the examination of underlying determinants of tobacco use in order to further understand tobacco use behavior. Her work has examined socioeconomic disparities among the delivery of smoking cessation assistance by healthcare providers. Evidence-based smoking cessation interventions, including assistance, should be systematically delivered to all patients who are current smokers. Dr. Browning’s other work in tobacco control includes examining how principles of acculturation contribute to how Hispanic men and women misclassify their smoking status and state of the science papers that summarize salient tobacco control topics in special populations such as HIV-positive, low socioeconomic, and immigrants. Continued smoking after a lung cancer diagnosis remains a significant problem as it contributes to poor disease and treatment-related outcomes. Although lung cancer is the leading cause of cancer mortality for both men and women, there is a paucity of smoking cessation intervention research with lung cancer patients. Dr. Browning’s research has examined smoking behaviors of lung cancer patients from the perspective of the Self-Regulation of Illness Representation and found that understanding the context in which a patient perceives their disease and smoking behavior may contribute to influencing behavior change. In addition, Dr. Browning has combined her clinical experience as an adult nurse practitioner in oncology care with examining salient patient related topics in cancer survivorship care.

Shannon Linder

Samantha Ault PhD, APRN-CNOP, PMHNP-BC

Brandy McKinney DNP, APRN-BC, PMHNP-BC, FNP-C

Allison Brauch DNP, APRN-CNP, PMHNP-BC, AGNP-BC, CARN-AP

Testimonials

Learn how online learning has helped Ohio State students exceed in their personal and professional lives.

“Ohio State is a large institution with a lot of possibilities and opportunities. You will meet people who you can connect with and who will connect you with others.”

“Being able to apply everything I was working on for school immediately to my work was my favorite part of the program.”

“I could not have faced so many obstacles without the support, strength and guidance from the faculty and staff. Even when times were tough, they believed in me, so I believed in me.”

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Why Get a Master's in Nursing? 12 Ways It Can Change Your Life

By Alex Sher on 08/29/2024

My life was forever changed when I went from a registered nurse with an undergraduate degree to a master's in nursing, and I will tell you why.

I was working as a registered nurse (RN) when I started looking into more in-depth education. Spending years on the same floor, doing the same jobs started to feel like a rut. Even more than that, I worried that the pressure of a stressful work environment would wear me down over time. First, I asked myself okay, why get a masters in nursing? (MSN) Will it really change anything significant?

I didn't want to enroll in a master's degree program until I had a good idea of what the advanced degree would bring to my nursing career. After that research, I took the leap and earned my MSN, and I can tell you that program has given me the best return on my investment in my whole nursing career.

If you are looking for some concrete details on why this nursing degree is worth pursuing, read on. Here's what I've learned.

1. A master's degree could mean higher salary potential

Your MSN degree will most likely be a reason to ask for a raise. Nothing is guaranteed of course, but in my own career experience, the MSN made a huge difference in what I could earn.

Another great thing for your wallet is a lot of MSN programs allow you to continue working full-time as a registered nurse while you're studying for your MSN degree online or in person.

It's definitely extra work to balance both of those commitments at once. But since many MSN students are in the same boat, lots of programs are designed to accommodate a working nurse's schedule. This amounts to no lost income as you pursue your degree.

2. It opens the door to less back-breaking work

Some of my earliest memories as a new RN were of the other nurses telling me about their aching backs and knees from years of hard work on the nursing floor.

In nursing, as we become more educated and specialized, we are afforded more job opportunities and advanced positions that rely more on specialized skills and less on physical labor.

Standing on your feet for 12- to 14-hour shifts is hard on your body over time. And that's not even to mention the toll stress can take on your physical and mental health.

Education leading to more intellectual work and less physical work is true for nursing careers, but also for most industries as well. For example, someone just starting their construction career compared to a general contractor; one role is a lot more physically demanding than the other.

3. You'll gain more control of your schedule

One of the most challenging aspects of nursing is the schedule. If you are working as an RN in a hospital or a long-term care facility, your days are sometimes nights, and your weekends are sometimes non-existent.

Holidays? Schedule your family plans after you get your working schedule.

Some MSN careers will allow you a better schedule that can consist of no weekends, 8-9 hour workdays and holidays off. To each their own, but I really liked having holidays and weekends off. It was a better arrangement for my family.

For example, when I worked as a family nurse practitioner at a primary care clinic, I had the option of working Monday through Friday 8-hour days or Monday through Thursday 10-hour days. I had weekends and holidays off with plenty of PTO.

I later worked at an urgent care and had the opportunity to work three 12-hour shifts a week, with the rest of the week off. A friend of mine got her MSN degree to become a nurse educator and works Monday through Friday, teaching for a nursing program at a graduate school. She no longer dreads having to work a “forced” weekend shift on the floor and missing birthdays and holidays.

Work hours and schedules are set by employers of course, so be sure to ask about these elements of the job before you apply.

4. You can teach!

Speaking of nurse educators--every nursing school needs them. But a nurse educator position requires, a minimum of a master's in nursing. When I earned my master's in nursing, I started teaching adult students and worked as a clinical preceptor.

This is another income stream, as training a nursing student does come with extra pay in most situations. And if you don't want to teach in the clinical setting, you can teach in the classroom.

If you've never considered teaching work, check out Would I Be a Good Nurse Educator? 7 Qualities You’ll Need to Succeed to see if you might be suited for it.

My current role gives me the best of both worlds. I teach a simulation lab class at Rasmussen University on weekends. The simulation lab program is a great mixture of both clinical and academic work.

Money is one motivator, but another reason I took students was to pay it forward. I wanted to give back to nursing, since it has given so much to me. Let's be honest, most of us are in this profession in the first place because we want to help people. Training the next generation of nurses is a satisfying way to make an impact.

Plus, educating students in the clinical arena qualifies you for continuing education credits towards your state license and national certification in my home state of Florida. It's a bit of a win-win-win.

Continuing education requirements do vary by state, so check with your state’s board of nursing to find out what qualifies.

5. You might find employers who will help pay your MSN tuition

You've probably already heard of hospitals and healthcare systems that incentivize their nurses to earn a BSN degree by offering to help pay the tuition. This is becoming more common at the Master's degree level as well!

A lot of hospitals will pay a part of the tuition for certain MSN programs, as long as you stay with them for a certain amount of time after your complete your MSN degree. Many places are experiencing a shortage of advanced practice registered nurses (APRNs), and offering to help fund their tuition is one way they try to attract and retain highly-educated nurses.

6. There are scholarship and funding options

If you don't have an employer who will help pay your MSN tuition, you may still have cost-effective options. For example, HRSA (Health Resources and Services Administration) is a federal agency that provides scholarships and loan repayment programs. Usually, these loan repayment programs require you to work in an area of need, and with the current shortage, these areas are vast.

7. You can earn an MSN online

Accessibility for master's in nursing programs is at an all-time high. Many nursing schools offer online programs. This saves you the potential commuting time and allows you to work around your schedule a bit more.

In my program, we used a hybrid schedule. I was able to complete some course work and didactics online and went to in-person class one time a week. Then, of course, we completed our clinical hours in-person.

Again, this allows you to continue working part-time or full-time as a registered nurse, while completing your education.

Rasmussen University’s Master of Science in Nursing—Nurse Practitioner degree programs are offered online with practicum experiences in your own community. These programs and their specializations are not available to residents of all states. Please speak with an admissions advisor to determine your eligibility for enrollment.

8. Nurse practitioners have so many workplace options

If you take the nurse practitioner route of the MSN, you can choose your credentials based on where you want to work and who you want to work with.

If you want to get out of the hospital environment, you could aim your career at a clinic and become a primary health care provider. This is why one of the most popular master's degrees in nursing is the FNP, specializing as a family nurse practitioner.

This MSN degree allowed me to wear a white coat with the credentials MSN, APRN- BC. That means that I held a master's degree in the science of nursing, and I was a board-certified advanced practice registered nurse.

My patients listed me as their primary care provider, and I worked alongside different types of primary care providers, such as family doctors, internal medicine doctors and other healthcare professionals.

In this role, I provided primary care needs. I was writing my patient's prescriptions for their chronic and acute illnesses, ordering diagnostic exams, and scheduling follow-ups, and referrals.

You could also specialize in mental health and become a PMHNP (psychiatric mental health nurse practitioner). Or you could specialize to work with children or infants or the elderly--there are plenty of options. For a look at them, check out Nurse Practitioner Specializations: A Newcomer’s Guide .

A clinical nurse specialist is a type of MSN-trained nurse who works in a more supervisory role, which can be an appealing career choice for RNs who like their current workplace but want to advance into higher roles.

MSN nurses who don't choose the NP route can also go into nursing leadership and administration, public health and policy making, and even work as a consultant for non-healthcare organizations like insurance companies, corporations and law firms.

9. Help solve the current shortage

We have all heard about the nursing shortage, and this also extends to master's level nurses. By becoming an MSN nurse, you can help solve the shortage by becoming a family nurse practitioner, certified nurse midwife, nurse anesthetist, a nurse administrator or adult/geriatric nurse practitioner.

There is a dire need for nursing educators as well, and with an MSN, you can fill this gap as well.

As a family nurse practitioner and a resident physician in psychiatry, I can attest to the fact that we have an urgent need for mental health providers. Psychiatric advanced practice registered nurses can help fill these voids. A large swath of the US does not have adequate primary and mental health care coverage.

10. Travel with more options

You can say MSN means career opportunities.

With your MSN degree and acquired nursing skills, you are considered a highly specialized and sought-after nurse with unique leadership skills. You are in high demand with many companies and healthcare facilities around the US.

If you want to take a travel assignment to Alaska and work alone or with other certified nurse midwives for six to twelve weeks, there are contracts for that. If you are ready for some sunshine, you can then head to Hawaii to thaw out and pick up an eight-week assignment.

Not only do these travel assignments pay you more than your local jobs, but many also cover your travel and lodging expenses. If you're somebody who wants to get out and try new places, getting into advanced practice will broaden your options.

11. Reinvigorate instead of burning out

Sometimes getting out of a stressful work environment and into a new, calmer, one can exhilarate one's passion for life and the nursing field. Nursing burnout is a real problem, and when you are burning out, you can't imagine taking on new responsibilities or diving into a whole new thing. But then, the problem only grows worse. If nursing has started to feel heavy or monotonous, you might want to make a change.

Nursing is demanding—but for many, the hardest part is the beginning, getting yourself through nursing school and earning your RN license. If you've already done that, you might be surprised at how well you adapt to an MSN program.

If you are looking into direct entry msn programs, (where you complete requirements to become an RN and earn an MSN in one go) you are definitely in for a learning curve. But the upside will be the chance to walk right into these benefits that take many nurses a longer time to enjoy.

12. You will meet the best people

By the time you hit the graduate level, you are likely to interact with nurses who excited about expanding their potential and deeply passionate about patient care, public health, nursing policy and administration and more.

One of the best things about education is the way it expands your circles and networks. I've made lifelong friends and met some of the best people I know while attending my MSN program. And that trend only continued in my career as a nurse practitioner.

What could a master's degree in nursing mean for your life?

If you feel you have the ability and energy to further your education in the nursing field, I recommend you make the jump from your bachelor's degree and go for the MSN degree. Think it over, research and imagine what opportunities an MSN degree might open for you.

What would you specialize in? What aspects of nursing do you love most or want to do more of? What would you change about your career as it is now?

When all of these benefits stack up, you can really see how an MSN can offer a better quality of life for yourself and your loved ones.

At the end of the day, we all work so we can create a life that we are proud of. An MSN degree can help you achieve your dreams inside and outside of nursing. Go for it! Maybe I'll get to see you in the nursing simulation lab.

Get more details on program start dates, tuition costs, specialization options, schedule and more at Rasmussen's Master of Science in Nursing - Nurse Practitioner page .

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About the author

Dr. Alex Sher, DO, MSN, MBA, APRN-BC, began his early career in the business, accounting and insurance industry. He then transitioned into healthcare as a registered nurse. He continued his education by receiving a Master's in nursing and worked as a Family Nurse Practitioner in various specialties. After a successful career in nursing, he completed medical school and is currently a resident physician in Psychiatry.

Posted in Master of Science in Nursing

• nursing careers
• master of science in nursing
• nursing education

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This piece of ad content was created by Rasmussen University to support its educational programs. Rasmussen University may not prepare students for all positions featured within this content. Please visit www.rasmussen.edu/degrees for a list of programs offered. External links provided on rasmussen.edu are for reference only. Rasmussen University does not guarantee, approve, control, or specifically endorse the information or products available on websites linked to, and is not endorsed by website owners, authors and/or organizations referenced. Rasmussen University is accredited by the Higher Learning Commission, an institutional accreditation agency recognized by the U.S. Department of Education.

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• The University of Oklahoma

OU Nursing Students Join Hospitals in Norman, Duncan

Brady Trantham

Media Contact

Bonnie Rucker [email protected]

NORMAN, OKLA. – Students at the University of Oklahoma have continued to answer the call to fill the statewide nurse shortage.

The Fran and Earl Ziegler College of Nursing is Oklahoma’s largest nursing program. It spans five sites: the University of Oklahoma’s Tulsa Schusterman Center; Lawton, housed on the Cameron University campus; Oklahoma City’s Health Sciences; and two sites that hold the special designation of being embedded within two regional hospitals – Duncan Regional Hospital and Norman Regional Health System.

The strategy has paid off. In just three cycles of the expanded enrollment program implemented in 2022 , each hospital has helped educate, train and retain a portion of each class's cohorts.

“The partnership has been mutually beneficial,” said Brittni McGill, chief nursing officer at Norman Regional Health System. “We have collaborated on ways to smoothly transition students from the academic experience to the professional setting.”

Recently, Norman Regional has added seven nursing graduates to its staff. Claire LaReau and Samantha Stevenson are two examples of the success story of this initiative to retain home-grown talent within the College of Nursing’s program.

LaReau, who is from Norman, knew early on during her college career at OU that nursing was the route she needed to follow. She desired to have more of a day-to-day approach with her patients. Once she became entrenched within the Norman Regional Health System as a nursing student, she experienced first-hand what was to be her calling.

“The program prepared me through exposure to different clinical experiences and the amazing professors the College of Nursing has at its disposal,” said LaReau. “I got to see a lot of variety and teamwork at Norman Regional, which ultimately helped me decide to apply there for further employment (following graduation).”

LaReau’s experience shows the benefits of easing the inevitable hurdle many college graduates face. LaReau’s experience is also shared by Stevenson, who came to OU from Eufaula, Oklahoma and has since adopted Norman as her home after completing her clinicals with the Norman Regional Health System, where she will begin her career.

Stevenson’s career in nursing seemed certain early on. As a child, she watched both her grandmother and aunt go through nursing school together, an experience she describes as inspiring. Once she got to nursing school, she knew she was in the place she needed to be.

“The College of Nursing program prepared me for the rewarding and challenging role of nursing,” said Stevenson. “Between the rigorous curriculum and the hands-on learning, I felt fully prepared graduating as a registered nurse.

“Norman has become my home,” Stevenson added. “Learning within the community has provided me firsthand knowledge of the prevalent health issues and the needs of the population I now serve.”

These testimonials are at the heart of the mission of the College of Nursing and the communities it hopes to serve within its five sites.

“The culture, the opportunity to learn and grow, the facilities are state-of-the-art, and nurses are well supported,” said McGill. “This is an innovative collaboration that could be replicated in other colleges and disciplines.”

Success has been synonymous with the College of Nursing’s partnership with the Norman hospital. The program in Norman has only 32 spots available. This year resulted in a waiting list.

“Our next opportunity is [address] how to expand,” McGill said.

Southwestern Oklahoma has also been a focal point of this collaborative effort to address in-state nursing needs. The College of Nursing’s site at Duncan Regional Hospital has also seen positive trends in the education and retention of nursing students.

“Duncan Regional Hospital has benefited from this partnership in so many ways,” said Kristen Webb, chief nursing officer for the hospital. “We have increased our ability to recruit graduate nurses to work in Duncan.”

OU has been present in Duncan since 2007. Thanks to the relationship and collaboration, the hospital has eliminated the use of contract (temporary) registered nurses they had previously used to fill vacancies since 2021.

Gavin Kizarr, a recent graduate from OU’s program in Duncan, grew up in the area. Kizarr says his mom, a nurse at the local cancer center, likes to say he is following in her footsteps.

“But truly, I liked science and math and loved helping people,” said Kizarr. “I think that’s why I chose nursing school.”

Kizarr also acknowledges that participating in a nursing program onsite where he could complete his clinicals was a huge jumpstart for his career.

“I think the ability to serve a community that raised me up feels great,” he said. “I’m happy that my education allows me to help people in my community.”

According to Webb, Duncan's employed nurses have had invaluable access to professional growth and engagement between the new staff and the College of Nursing community. This culture has led to more recently graduated registered nurses (RNs) mentoring nursing students at the hospital, developing a pipeline to sustain the continued growth of highly qualified nurses.

Eight of the 13 nursing school graduates in Duncan were hired by the hospital. 2025’s outlook is equally promising, with eight more students pledging their commitment to Duncan Regional Hospital upon graduation.

“This is very exciting and a much-needed infusion of well-qualified nursing workforce for the Duncan community,” said Webb. “Those who live in southwest Oklahoma and desire to become a registered nurse can attend a top-notch nursing program without having to relocate to another community or drive hours to attend school.”

 As time goes on, the OU College of Nursing’s relationship with its five sites, and specifically with the regional hospitals embedded in the program in Norman and Duncan, are serving the needs of the state, training the next generation of nurses and helping ensure Oklahomans have quality healthcare close to home.  

“The Fran and Earl Ziegler College of Nursing embraces the strategic goal of the University of Oklahoma Health Sciences to be a leader in the development of the healthcare workforce,” said Melissa Craft, Ph.D., interim dean for the college. “Collaborations with our community partners, such as Norman Regional Health System and Duncan Regional Hospital, provide a catalyst for building the workforce not only specific to Oklahoma but also specific for those communities. The opportunity for students to attend an OU College of Nursing extended site in the region they want to work and live post-graduation is an asset for the student and the community.”

About the University of Oklahoma

Founded in 1890, the University of Oklahoma is a public research university located in Norman, Oklahoma. As the state’s flagship university, OU serves the educational, cultural, economic and health care needs of the state, region and nation. OU was named the state’s highest-ranking university in  U.S. News & World Report’s  most recent Best Colleges list .  For more information about the university, visit  ou.edu .

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