RN-BSN Online program at Nova Southeastern University

Hello!

I am almost done with my RN-BSN program at FIU, and I was just wondering what made you decide on NSU?

NUR 3000 – Transition to Baccalaureate Nursing Education

This course is designed to assist the adult learner make the transition to the university setting and the role of the nursing student. During this course, students will be introduced to skills that facilitate success in achieving their educational goals at NSU. Opportunities for writing and library searches will be provided. Use of technology as a tool for learning and time management are additional skills that will be emphasized. This class will involve active participation in cooperative group activities as well as individualized activities. (3 credits)

• Discuss the role of the nursing student in the university setting
  
• Demonstrate the ability to write a scholarly paper that meets the APA guidelines.
  
• Identify tools used by professional nurses to access guidelines for evidence-based practice.
  
• Identify a system for prioritizing the responsibilities of a nursing student.
  
• Apply technology tools to enhance learning, increase productivity, and promote creativity.
  
• Discuss the techniques by which nurses may educate clients and colleagues.
  

NUR 3013 – Transition to Professional Nursing

This course focuses on the role transition to professional nurse as provider of care, manager of care, and member of the profession. The students will explore the history of nursing and how society views the nursing profession. Ethical and legal principles guiding the nursing profession are introduced. The concepts of the Neuman Systems Model as a conceptual framework of nursing practice are investigated. (3 credits)

• Examine the evolution of professional nursing practice.
  
• Identify the role of the professional nurse within the global healthcare delivery system.
  
• Describe the impact historic nursing leaders have on the practice of nursing today.
  
• Discuss the role of the professional nurse in implementing the Neuman Systems Model in delivering nursing care.
  
• Summarize the role expectations of the professional nurse.
  
• Examine the ethical and legal principles guiding professional nursing practice.
  
• Identify evidence-based guidelines for professional nursing practice.
  

NUR 3030 – Health Assessment

This course focuses on health assessment skills emphasizing data collection among the five variables of Neuman’s Systems Model. Students will be expected to utilize assessment skills in identifying pertinent data as it relates to physiological, psychological, sociocultural, spiritual and developmental variables. Students will use this data to identify stressors in assigned clients and develop appropriate primary, secondary and tertiary nursing prevention/interventions to attain, maintain, or retain lines of defense in these clients. (3 credits)

• Conduct a complete client health history interview.
  
• Perform a comprehensive holistic client health assessment addressing the developmental stage, educational level and culture of a client.
  
• Correlate abnormal assessment findings to a health concern in a specific body system.
  
• Formulate appropriate primary, secondary and tertiary nursing interventions for an identified health concern in the client system based on evidence-based practice guidelines.
  
• Document the findings of the holistic client assessment in a clear, concise manner.
  
• Communicate pertinent findings to other members of the interdisciplinary health care team
  
• Incorporate evidence-based practice guidelines and current nursing research based on scientific principles when conducting an organized comprehensive assessment of the client system.
  

NUR 3031 - Pathophysiology

This course emphasizes the physiological variable and incorporates the psychological, sociocultural, spiritual and developmental variables included in the Neuman's Systems Model. The student will integrate and apply pathophysiological concepts to client care in the development of primary, secondary, and tertiary interventions to attain, maintain and retain the health state. The focus will be on maintaining lines of defense and stressors that penetrate the lines of resistance that cause instability in the client system. Contemporary trends, legal and ethical issues and health promotion concepts pertaining to pathophysiological stressors will be explored. (3 credits)

• Assume individual responsibility and accountability in the role of provider of care and manager of care in the application of pathophysiological mechanisms of disease to client care.
  
• Synthesize knowledge from nursing and other disciplines in developing primary, secondary and tertiary interventions for culturally diverse individuals.
  
• Evaluate nursing research using physiological measurements as a basis for evidenced-based practice.
  
• Enhance professional nursing practice in the roles of advocate, provider, teacher, manager, researcher and leader in the application of pathophysiological principles to nursing care.
  
• Use nursing theory and biological science theory as a basis for understanding the impact of physiological stressors on the lines of defense and resistance.
  
• Facilitate health care delivery to clients of diverse cultures utilizing effective communication, problem solving, and collaboration through application of physiological concepts.
  
• Evaluate the professional nurse role in predicting the legal/ethical socioeconomic and political implications of various pathophysiological disorders.
  
• Identify contemporary nursing trends for the treatment of pathophysiological disorders.
  
• Identify health promotion/disease prevention strategies for selected pathophysiological disorders.
  

NUR 3050 – Theoretical Applications in Nursing Research

Introduces concepts of critical analysis and outcomes research. Students will analyze the scientific merit of quantitative and qualitative research reports with an emphasis on application to and implication for evidence based nursing practice in as it relates to primary, secondary and tertiary preventions. 3 credits)

• Discuss the importance of nursing research for the professional nurse in the role of provider of care, manager of care, and member of the profession.
  
• Explore potential research problems pertinent to cultural diverse individuals, families, groups and communities in a variety of settings.
  
• Recognize research designs for both qualitative and quantitative research.
  
• Evaluate the professional nurse’s role in the critiquing of research as it relates to situations impacting the current health care environment.
  
• Identify nursing research, which could be used to support EBP and enhance the professional nursing practice roles of advocate, provider, teacher, manager, researcher, and leader.
  
• Identify potential conflicts between ethics and research.
  
• Explore areas of research collaboration with other health care disciplines.
  

NUR 3175 – Nursing in Today’s Healthcare Environment

This course explores contemporary trends in health care delivery system and professional nursing practice. Students will integrate knowledge from previous courses further exploring health care system quality and safety, evidenced-based practice, technology, informatics, and the nurse’s role in today’s healthcare delivery system. This course examines the relationships between quality of care, cost of care, and safety as well as the regulatory effects on patient care and cost. Students will develop skills to address relevant issues within today’s health care delivery system. Trends in healthcare informatics are explored and the effects of nursing informatics on communication and safety will be analyzed. (3 credits)

• Analyze historical, social, and political trends impacting the nursing profession and the contemporary healthcare delivery system.
  
• Identify forces driving change in the contemporary healthcare environment.
  
• Examine factors contributing to medical errors and evidence-based methods for the prevention of medical errors.
  
• Value the need for evidence-based practice and continuous improvement in clinical practice.
  
• Explain the importance of quality improvement to the nurse, patient, organization, and healthcare delivery system.
  
• Analyze the effects of communication on patient-centered care, interdisciplinary collaboration, and safety.
  
• Explain the use of technology to enhance and promote safe patient care, educate patients and consumers, evaluate healthcare delivery, and enhance the nurse’s knowledge base.
  
• Promote the role of the nurse in the contemporary healthcare environment
  

NUR 3200 – Statistical Applications in Nursing Research and Evidence-based Practice

This course introduces biostatistical methodology and applications that can be used to draw practical conclusions regarding empirical data pertaining to nursing and patient care. Concepts, techniques, and methods used in the description and analysis of data and statistical inference are presented. Statistical topics studied include frequency distributions, measures of central tendency (descriptive statistics), statistical graphs and charts, binomial and normal distributions, probability, confidence intervals, ANOVA, hypothesis testing and correlation. (3 credits)

• Analyze data sets using graphs and numerical summaries.
  
• Select the appropriate measures to use for a particular data set relevant to nursing.
  
• Differentiate between Type I and Type II errors.
  
• Apply inferential statistical techniques to decision-making in nursing care.
  
• Use statistical reasoning to formulate nursing questions in quantitative terms.
  
• Use probability models to describe the trends and random variation in nursing data sets.
  

NUR 4020 – The Nurse as a Leader and Manager

This theory-based nursing course is designed to assist the nursing student in focusing on basic concepts that relate to leadership; management; and working with individuals, families, groups, and communities in providing nursing care. Using Neuman's Systems Model, students will view the collective staff as a client system and assess the intrapersonal, interpersonal and extrapersonal stressors that may impact the functioning of the nursing unit. The legal and ethical issues regarding delegation, risk management, and client care will be discussed. Contemporary trends in leadership and management theories will be explored. (3 credits)

• Apply selected leadership and management theories to nursing practice situations.
  
• Discuss the impact of organizational culture, mission and philosophy as it relates to the nursing leadership role.
  
• Formulate strategies to address political, cultural, legal and ethical issues facing nurse leaders within the current health care system.
  
• Utilize effective communication skills to influence the behaviors of others.
  
• Implement strategies to motivate others in adapting to changing situations in the health care environment.
  
• Utilize evidence-based practice in decision making in the role of nurse leader.
  
• Role model professional behaviors as nurse leaders.
  
• Design strategies to enhance the development of self as leader.
  

NUR 4030 – The Business of Health Care

This Web-enhanced course examines the financial environment of the health services industry and how it affects today's nurse manager role. Students examine the principles of financial accounting and budgeting. This course presents the concepts of cost and revenue, basic vocabulary, processes, functions and reports commonly seen in health care environments, including types of budgets; considerations for and the utilization of human and material resources. (3 credits)

• Demonstrate fiscal responsibility and accountability in the role of the professional nurse.
  
• Incorporated evidence-based practice in decision making to improve financial viability and cost management of the health care environment.
  
• Examine the professional nurse role related to financial management, fiscal responsibility, and other economic issues impacting the current health care system.
  
• Analyze the ways various health care delivery systems meet the needs of diverse clients.
  
• Identify the nurses’ role in promoting human resource management.
  
• Synthesize knowledge from nursing, business, and other disciplines to promote financial stability and responsibility.
  
• Develop an evidence-based business proposal incorporating interdisciplinary collaboration and fiscal responsibility.
  

NUR 4150 - Concepts of Community–Based Nursing Practice

This course provides the foundation for developing and using Neuman's Systems Model in planning and implementing primary, secondary and tertiary levels of prevention for at-risk aggregates and communities. It focuses on the process of conceptualizing individuals, families, groups and communities within their environments. Students will learn to facilitate health care delivery to aggregates in communities of diverse cultures using effective communication, negotiation, problem solving skills, and collaboration with the interdisciplinary health care team and members of the community. Students will demonstrate an ability to evaluate health and wellness within primary, secondary, and tertiary levels of prevention utilizing Neuman's System Model and principles of evidence-based practice. Contemporary trends in community-based nursing practice will be discussed. Students will also examine the economic, sociocultural, legal and ethical influences on community-based nursing practice. (4 credits: 3-didactic/1 practicum)

• Synthesize knowledge from previous nursing courses, concepts of epidemiology, and biostatistics in the assessment, planning and management of disease and the development of health promotion, risk reduction and disease prevention interventions.
  
• Apply knowledge of environmental health, global health and human diversity issues in assessing the public health of a community.
  
• Evaluate the impact of public policy and budget considerations in the planning and development health promotion and disease prevention interventions.
  
• Facilitate health care delivery to clients, aggregates and populations utilizing effective communication, problem solving, and collaboration and conflict resolution strategies.
  

NUR 4160 - Genetics for Nursing Practice

I don't know why it came out so long and detailed like that, I just meant to copy the classes.

my point is, is that at FIU you don't have to do all those classes, and not to mention the price is way cheaper.

just my two cents here. Not trying to deter you from going there. If you were my friend in real life, that is what I would say.

NSU is a wonderful school, I was there for 1 semester. But unfortunately I failed, but got accepted to Broward Community college (now broward college). Even though I love Nova, the price is too expensive, at $500+ per credit compared to $109 pre credit at FIU and take less classes at FIU, I took FIU.

this is FIU RN-BSN program curriculum

this is FIU RN-BSN program curriculum

RN-BSN Upper Division Nursing Courses:

The following RN-BSN courses are available online:

NUR 3081 Transition to Professional Nursing

NUR 3805 Professional Nursing I: Socialization

NUR 3065C: Client Assessment

NUR 3165 Professional Nursing II: Research Consumer

NUR 4827 Professional Nursing III: Leadership

NUR 4635 Approaches to Nursing IV: Community Nursing

NUR 4636L Approaches to Nursing IV: Community Nursing Clinical

NUR 4945L Approaches to Nursing V: Leadership Practicum

Plus the 3 Excelsior college exams that are $275 each, and each exam is about 8 credits

I have been accepted to the RN-BSN online program at NSU. I am excited to get started. I would like to hear some feedback about the program. Has anybody completed this program? Is the program challenging ?

oh my co-worker decided to go there because she lives near the campus in davie, and she graduated from RN school from a school in the bahamas, so she did not have the HS credits we have here (I have my foreign language requirement from high school), and a couple of other classes one takes here in the states as a pre-req. so she stated the school is convenient. She is still paying loans on the program, as the tuition reimbursent does not pay $22K for an RN-BSN program, we only get $4K per year.

i decided to go to nsu because i no longer live in florida and i now live in georgia. i first looked at the state universities in georgia and they didn't provide fully online programs or they requested some type of clinical or volunteer hours. in addition; i completed the lpn- rn transition online program at bcc and my former professor is one of the directors of the rn to bsn program. furthermore , they use web ct like bcc , flexible,convient, i have no prerequisites to do, complete program in 18 mths, the state universities in florida said i had to pay out of states cost which is double the state cost. the only downfall is the cost but i am eligible for grants and applying for scholarships’ need to go with is the most convenient for me.

i decided to go to nsu because i no longer live in florida and i now live in georgia. i first looked at the state universities in georgia and they didn't provide fully online programs or they requested some type of clinical or volunteer hours. in addition; i completed the lpn- rn transition online program at bcc and my former professor is one of the directors of the rn to bsn program. furthermore , they use web ct like bcc , flexible,convient, i have no prerequisites to do, complete program in 18 mths, the state universities in florida said i had to pay out of states cost which is double the state cost. the only downfall is the cost but i am eligible for grants and applying for scholarships' need to go with is the most convenient for me.

ohh ok, that makes total sense! yes for the state schools you always have to pay out of state fees. for out of state then that is very convenient.

best wishes! nsu is a great school. everyone i know that went there that completed their bsn, say it is a very good school. my one semester there, i loved the teachers... but it was not meant to be. i am very happy that i was accepted to broward community college. i would love to do their rn-bsn program at nsu but it is just too pricey for me (i live just 5 minutes from a satelite campus).

but if i lived out of state, nsu would be my first choice besides all the other private universities.

georgia must be so nice, one of my fellow nursing school students moved up there, and he says it's beautiful and he bought a huge house there for $300k with large bedrooms, basement, and gated community. i would love to move, but i just love miami.

anyways, nsu is a great choice!

Thanks. I did look at several schools and I think I have made the best choice. I am happy that you got accepted at BCC. I would highly receomend BCC because I feel they really prepare you well for the nursing career. I did the LPN- RN transition online program and it was challenging but I felt well prepared. The teachers can be difficult but if you keep your eyes on the prize you will be just fine.

Hi

I am applying for the RN-MSN progam with NSU but I see they dont have the accredidation with NLNAC they say they have on there site. I checked CCNE accredidation and it is only for the MSN program and they are scheduled for site review this Fall. Does anyone have any insights on this. Thanks

Labrador 4122:

Good afternoon:

I would like to obtain an update from you on the FIU RN-BSN Online program. How is it going? Did you graduated already? As you, I also graduated from BCC ASN in 2005 and obtained my license in 2006. You can sent me an email directly to [email protected]. Thank you so much!

I actually checked for the BSN and MSN program @ NSU. They are both accredited by CCNE but are up for review this year. My understanding is that the BSN program no longer has NLNAC and that both the BSN & MSN have CCNE accredidation. Please look at the CCNE site for both the bachelors and masters @ NSU. :)