llg

I can't say as to why any particular employer makes a particular decision ... but I do know that there has been a lot of questioning as to whether or not Charge Nurses are "staff" or "management" when it comes to labor laws. Labor laws talk a lot about people in supervisory positions and have different rules for supervisors vs. the people they supervisors. Charge nurses (particularly "permanent charge nurses") are in a gray area that is open to interpretation. Some employers may have made changes to keep everything clear.

While it varies from program to program ... most programs assume that your original RN program covered the physiology and individual patient care topics sufficiently for you to become a competent, practicing RN.   So they don't include much of that in the RN-BSN curricula.  Remember, they are not trying to prepare their students to be competent bedside nurses -- you should already be prepared for that.   They are also not trying to make you into an advanced practice nurse.   
The BSN is an "entry-level" degree and they are just trying to give you the broader education to better prepare you some of the more advanced functions of some of the more sophisticated jobs at the staff nurse level and slightly above.   Such roles include:   preceptor, charge nurse, staff educator, unit manager, discharge planner, patient educator, program coordinator, community health nurse, policy writer, research team member, evidence-based practice project team member or leader, etc.   Such roles are available to nurses without a Master's Degree, but not all ADN and diploma programs provide a lot of coursework focusing on the broader knowledge base that is helpful for such functions.
I teach online nursing courses in which half of my students are enrolled in an RN-BSN program (already practicing RNs) and the other half are pre-licensure students who already have Bachelor's Degrees in other fields enrolled in a "nursing as a second degree" program.   Both groups need some of the same content (community health, health policy, leadership, research and evidence-based practice, patient education, etc.) -- so there is some overlap in the courses they need and they take those classes together.   But their needs are not totally the same as the pre-licensure students need the clinical piece that the others got in their original RN program. 

It is very, very unlikely that you would be chosen for an executive level position (VP, CNO, etc. ) without any experience in management at the lower levels at all -- regardless of what education you get. To be a strong candidate for an upper-level administrative position, you will need administration/management experience. You have to climb the ladder: almost no one starts on the top rung.

It sounds to me as if you are not yet ready to go to graduate school. Get a little more experience with teaching to see how you like it before you either choose or reject that route. It sounds like you have some good experience "lined up" for this winter to help you make a decision about that.
Another aspect of the Nurse Educator tract ... Have you considered staff development? Teaching new orientees and other staff members in another branch of nursing education. It is not usually incorporated into the Nurse Educator MSN tracks (because college faculty don't usually know much about it, I think) ... but you can often supplement and MSN Nurse Educator program with some online courses or CE programs in Nursing Professional Development (NPD). Some MSN programs will even let you do your practicum in NPD. NPD is a good field for people who want to stay in the inpatient environment ... but who don't want to go into administration. If you plan your MSN well, you could end up qualified to do NPD as well as teach for a school of nursing. That would give you more options.
As for Nurse Practitioner programs, keep in mind that most (but certainly not all) Nurse Practitioners work in outpatient settings. Is that what you want? There is nothing wrong with that, but be sure your expectations match the types of NP jobs available in your area.
Have you considered CNL roles? That's another option that might be good for someone who is still new to nursing and unsure of his/her long-term career path. It gives a solid foundation at the MSN level that could be augmented with a few extra courses to go in just about any direction, once you get more experience and decide on a long term career path.

As someone who conducts interviews.
You have gotten some good advice here. And you have recognized the one piece of terrible advice you have received. The "I don't have any weaknesses" response will lose you the job if I interview you. I don't want people to lie to me, and I don't want to hire people not interested in learning and improving.
I also don't want to hire people who are feeding me answers that are insincere and over-reheorificed. So be prepared to give a few examples of how that weakness has played out in your life and how you are addressing it. I often ask follow-up questions after those common questions that most people prepare for -- to see if the candidate is left with nothing to say after feeding me their reheorificed script. If the candidate is sincere and discusses a natural weakness, they should be able to handle some follow-up discussions with spontaneous answers. If they can't talk about their response spontaneously, it makes me think it was just a reheorificed answer that might not be the truth. It makes me lose my trust in the candidate, which is terrible.
Good luck.

Everyone has a philosophy -- whether they take the time to think about it or not. We all have beliefs about what nursing is and what is not, values that important to us, etc. Those beliefs influence the choices we make.
Some people are more aware of the underlying beliefs and values that are influencing their actions than other. The previous poster, Caroladybelle, has a philosophy. Her philosophy emphasizes action over introspection and the "hands on" aspect of nursing over the "thinking" aspects. That's OK. A lot of nurses aren't introspective by nature -- and this type of assignment doesn't come naturally to them.
But as a student, your instructors want you to invest a little time identifying your beliefs about nursing and clarifying your values. The exercise will "work out" those "thinking muscles" and help you be more aware of your own beliefs. Examining them will help you be sure that those beliefs are ones you truly CHOOSE to hold and that you can make professional choices that are consciously consistent with your beliefs. Choosing jobs or taking actions that are inconsistent with our beliefs is one of causes of stress and burnout. So it is healthy to clarify your philosophy so that you can use it to guide your choices and life a life of integrity. That's actually what "having integrity" means -- it means living a life consistent with your philosophies and values.
I recommend beginning this assignment by simply making an informal list of the topics below?
1. What is nursing? What is nursing's role in society? What purpose to we fulfill?
2. What characteristics are most important for a nurse to have?
3. What values are most important to nursing? What does it mean to be "a great nurse?" What are the worst mistakes or weaknesses that a nurse should not do or have?
etc. etc. etc. As you make your list, you will be philosophizing -- clarifying your philosophy. Once you have made you rough list and thought about it, you just have to polish it up and write it in the proper format to suit the assignment.
My philosophy? It would be based on the relationships we have with our patients, families, communities, etc. ... and the commitments we make to them ... and to ourselves and our colleagues.
Good luck!

Consult with your manager and probably, your Occupational Health Nurse and see how they want you to handle it. That's what they are there for.

"Implications" are things you need to know about and take into consideration as you plan your care. They include things like the possible side effects of a drug, things you should be sure to assess or do, etc.
"Interventions" are actions, things you do to help the patient.
These words are general words in the Enlish languish -- and they are not mutually exclusive terms. They are conceptual categories that overlap. Some items can be in both categories -- but the words have slightly different meanings. That's what makes it confusing for someone who is not used to using those words.

As a practical matter, there is no real difference that will probably ever matter, but technically ...
Each school chooses what to call it's degrees. Historically, degrees in the "art" of something emphasized the practice of a profession. Degrees in the "science" of something emphasized the academics of a discipline. Over the decades, the lines have blurred and most people don't even remember what the distinction is supposed to be anymore.
In some cases, a school with choose to offer one degree over the other depending on the rules established within that particular university for qualifying for the degrees and the governance of the program. For example, some universities may require that anyone getting a graduate degree in the "science" of something has to complete a thesis -- but to get an MA, a thesis is not needed. Or maybe that was true at some point in the past and the titling has remained even if the requirement is no longer there. etc. etc. etc.