Move ahead in your career and make a bigger impact in the community you serve.
If you are a registered nurse and you hold a hospital diploma or associate degree in nursing, choose the RN to BSN AIM track to earn your bachelor’s degree while working toward your Master of Science in Nursing (MSN). With this accelerated program of study, you can earn both your bachelor’s and your master’s degrees in less time and at a lower cost than earning each degree separately.
We recognize that you have already accumulated a great deal of knowledge and skill working as an RN. We reward you for the expertise you bring by allowing you to transfer up to 75% of your BSN course credit, using previous academic courses, professional development, and demonstrated college-level knowledge. This means you may be eligible to transfer up to 135 of the 181 quarter credits required. At least 46 credits must be completed at Walden.
You will enroll at the bachelor’s level and take both bachelor’s- and master’s-level courses. You will then apply for admission to Walden’s MSN program following completion of undergraduate requirements.
All students admitted to the RN to BSN AIM program must have a current, active nursing license and an associate degree or diploma in nursing. Nurses admitted to the program may be awarded up to 50 quarter credits for meeting competencies required to achieve the nursing license through either a diploma program or an associate degree program. Transcripts and diploma information will be evaluated to determine the extent of credit awarded.
You also have the option to pursue an undergraduate minor. Your minor must be in a discipline outside your bachelor’s degree program area. Adding a minor to your program of study allows you to gain multidisciplinary skills that can help you advance toward your professional goals.
This represents the minimum credit requirement for program completion. The number of credits for completion will vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of the number of your transfer credits that Walden would accept, call an enrollment specialist at 855-646-5286.
|Course Code||NURS 3100||Course||Issues and Trends in Nursing||Credits||(6 cr.)|
|Course Code||NURS 3020||Course||Health Assessment||Credits||(5 cr.)|
|Course Code||NURS 3150||Course||Foundations of Nursing Research||Credits||(5 cr.)|
|Course Code||NURS 4115||Course||Role of the Nurse—Public and Global Health||Credits||(5 cr.)|
|Course Code||NURS 5052||Course||Essentials of Evidence-Based Practice||Credits||(5 cr.)|
|Course Code||NURS 4005||Course||Topics in Clinical Nursing||Credits||(5 cr.)|
|Course Code||NURS 4210||Course||Role of the Nurse Leader in Population Health||Credits||(5 cr.)|
|Course Code||NURS 4220||Course||Leadership Competencies in Nursing and Healthcare||Credits||(5 cr.)|
|Course Code||NURS 5050||Course||Policy and Advocacy for Improving Population Health||Credits||(5 cr.)|
|Course Code||NURS 5051||Course||Transforming Nursing and Healthcare Through Technology||Credits||(5 cr.)|
In this course, students are provided with an overview of the evolution of nursing as a profession and introduced to their new role as scholar-practitioners. They examine changes in the U.S. healthcare delivery system, the importance of information technology, and measures that promote quality, safety, and better health outcomes in patient care. Students consider major issues and trends in contemporary nursing and healthcare practice, including the influence of socioeconomic, ethical, legal, and political variables and professional values. Through weekly discussions and assignments, students explore and share personal experiences in the context of contemporary nursing issues, such as the nursing shortage, workforce challenges, healthcare financing, professional organizations, and diversity. They are challenged to examine and propose solutions to these nursing issues in addition to those in their workplace. Students reflect on Walden's mission of social change and its impact on their future nursing practice as a scholar-practitioner. Because this is the first nursing course within the RN/BSN program, students learn to use Walden University's resources to enhance writing skills. Students are also introduced to the tools essential to success at Walden.
Through this course, students have the opportunity to gain the knowledge and skills required to collect data related to assessment of individual health status. They learn the physical examination skills of inspection, palpation, percussion, and auscultation used to assess major body systems across the lifespan. They gain practical experience using interviewing techniques and communication skills for taking patient histories, and they discuss the psychological, social, and cultural aspects of clinical assessment. Additionally, students consider the integration of data to guide the nursing process and ethical guidelines. Engaging in interactive simulations, students apply knowledge and demonstrate understanding of conducting health assessments.
Nurses must understand research in order to effectively participate in the provision of evidence-based nursing care. Students in this course learn the foundational elements of the research process, refine information literacy skills, and develop an understanding of ethical research. Students investigate each step of the research process and complete a critical examination of quantitative and qualitative research relevant to their nursing practice. Students are given the tools to analyze nurse-sensitive indicators and clinical practice guidelines. RN-BSN Track students: STAT 3001 or PSYC 3002; RN-BSN-AIM Track students: STAT 3001 or PSYC 3002; cannot be taken with NURS 5052.)
Students in this course will widen their perspectives related to promoting health and preventing disease as they examine health issues that transcend national borders, class, race, ethnicity, and culture. Students evaluate the role of the nurse in preserving and promoting health among diverse populations as well as the role in illness prevention and health promotion, protection, and maintenance of targeted populations. They also explore principles of epidemiology and the influencing sociopolitical factors that impact health and well-being of humankind. Students engage in assignments designed to provide practical application of content on topical issues, such as infant mortality rates in the United States and abroad, infectious or communicable disease, and implications of global climate change on health, among others. Finally, students consider and reflect on the nurse's role as a leader in promoting positive social change in transforming the health of populations in the world.
Nurses base practice on sound and tested evidence to ensure the safety, high quality, and cost-effectiveness of patient care. This course provides students the opportunity to gain a better understanding of evidence-based practice (EBP) and how it interacts and aligns with research and quality improvement. Students will examine how to use databases to discover evidence and how to apply their knowledge of research methodologies to critically appraise literature. They will also examine opportunities to strengthen their synthesis and integration skills to determine whether a change in practice is needed, based on a body of evidence. Through exploration of implementation, evaluation, and dissemination strategies, students will explore the intricacies of leading and mentoring change within an organization to enhance nursing practice. NURS 3150; cannot be taken with NURS 3150.)
Nurses play a critical role in the care of patients with major acute and chronic health problems. They are accountable for clinical outcomes and for promoting quality and safety in patient care through the use of information technology. Students in this course will examine their role in the evaluation of nurse-sensitive indicators, standards, and core measures to develop an evidence-based practice approach to care. Students explore the relationship of genetics and genomics to health and illness as well as infection-control issues. The nurse's role in palliative and end-of-life care and complementary and alternative therapies is also explored. Students apply course concepts and demonstrate an understanding of nursing interventions and agency policy to improve nursing practice.
Students in this course focus on application of theories and concepts from nursing and public health sciences in assessing health status, preventing and controlling disease, and promoting a healthier population by working with families, aggregates, communities, and healthcare systems. Students apply system thinking by using epidemiological and community assessment techniques to examine at-risk populations, health promotion, and levels of prevention with special emphasis on ethnically diverse and vulnerable populations. Major local, state, and national health issues are considered, including communicable disease, chronic illness, environmental and occupational health, bioterrorism, emergency and disaster preparedness and response. Practice experiences provide learning experiences in population-based health promotion by collaborating with interdisciplinary public health partners in a local community.(1 credit of practicum equates to 72 clock hours of student practice experience hours.) RN-BSN Track students: NURS 4100; RN-BSN-AIM Track students: NURS 5052.)
Contemporary nurses who wish to influence the current healthcare system must equip themselves with the knowledge and competencies to lead in times of pressure, constant change, and innovation. Quality Improvement science provides a rich set of tools and techniques and has been adopted by most nursing leaders. Nurses are expected to lead with quality improvement knowledge and competencies. Students in this course work toward gaining these skills by focusing on real practice problems and developing evidence-based solutions. They also learn skills and techniques in team building; strengthening interpersonal, communication, and interdisciplinary collaboration; promoting meaningful use of data to gauge improvements and problem solving; translating day to day practice problems to long term strategy for organizational growth; and identify strategies to manage organizational change. Students apply course concepts through case studies. Through this practice experience, students gain professional knowledge from nursing leaders in practice the application of quality improvement science. (1 credit of practicum equates to 72 clock hours of student practice experience hours.) RN-BSN Track students: NURS 4100; RN-BSN-AIM Track students: NURS 5052.)
In today's rapidly changing healthcare delivery system, decisions made within the political arena impact the future of health delivery systems, healthcare professionals, and the populations they serve. In this course, students examine the policy process and its impact on healthcare delivery, cost, quality, and access. Students examine the importance of getting healthcare issues on federal and state agenda, investigate governmental response through legislation and regulation, and identify where they can advocate for positive outcomes in program/policy design, implementation, and evaluation. Global health issues are examined for their relevance and impact on the development of the nurse advocate. Through discussions, reflection, case studies, and the application of professional communications techniques as political tactics to influence policy outcomes, students demonstrate integration of policy decision-making into professional nurse practice for the benefit of individuals and populations.
Nursing informatics is essential to the provision of effective and efficient care. This course examines nursing informatics as a nursing competency and a nursing specialty. Students examine the role of the nurse informaticist in current practices related to the collection, access, and use of health information and knowledge, as well as the implementation of clinical systems. Through this course, students gain an understanding of how informatics is used to improve advanced nursing practice and healthcare outcomes across organizations, public health, and consumer health settings.
Prior nursing credit not applied toward nursing core courses can fulfill up to 80 credits in this category. Students with less than 80 transfer credits can choose courses from any of Walden’s bachelor degree programs.
|Course Code||NURS 6002/6003||Course||Transition to Graduate Study for Nursing||Credits||(3 cr.)|
|Course Code||NURS 6053||Course||Interprofessional Organizational and Systems Leadership||Credits||(5 cr.)|
|Course Code||NURS 6201||Course||Leadership in Nursing and Healthcare||Credits||(5 cr.)|
|Course Code||NURS 6211||Course||Finance and Economics in Healthcare Delivery||Credits||(5 cr.)|
|Course Code||NURS 6221||Course||Managing Human Resources||Credits||(5 cr.)|
|Course Code||NURS 6231||Course||Healthcare Systems and Quality Outcomes||Credits||(5 cr.)|
|Course Code||NURS 6241||Course||Strategic Planning in Healthcare Organizations||Credits||(5 cr.)|
In this course students are introduced to Walden University and online learning. Students explore strategies for the successful participation in an online curriculum. Students also will receive a foundation for academic and professional success as scholar-practitioners and social change agents. Course assignments introduce students to resources that support success, development of graduate-level writing skills and use of APA Style, academic integrity, and the creation of a professional development plan based on each student’s chosen specialization.
Students in this course will develop leadership skills to transform nursing and adapt organizations in response to the turbulent healthcare environment. They will develop and apply theory-based leadership competencies to create the organizational cultures needed to achieve quality patient outcomes. Students will also explore evidence-based strategies to create healthy work environments that empower nurses and build collaborative interprofessional teams.
This course sets the foundational stage for the Nurse Executive specialty track. Students focus on theoretical and practical aspects of leadership in healthcare contexts, and they discuss professional standards of practice for nursing leadership. They explore components of the redesign or reformation of healthcare delivery and performance. Through this course, students synthesize the responsibilities of the nurse leader in the achievement of healthcare outcomes.
Students in this course examine the fundamentals of finance and economics in healthcare delivery. They explore different ways to analyze financial data and interpret the results of those analyses. They explore budgeting and financial management tools in the context of the nurse leader's role in the management of operational and capital resources. They examine the influence of policies and budgetary assumptions on the provision of health services. Students also explore budget and resource decisions contributing to the achievement of organizational outcomes within the context of providing efficient and cost-effective quality care.
Nursing leadership is grounded firmly in managing our most important resource—human capital. In this course, students address nurse executives' role and responsibilities in human resource management. Students explore recruitment and selection of human resources while ensuring current legal, ethical, professional, and practice systems and procedures align with organizational strategies, outcomes, policies and standards. They consider how to apply technology to support human resource functions. Additionally, students examine strategies to support positive organizational and nursing service goals. They also have the opportunity to gain an understanding of the importance of diversity and inclusion, staff engagement, and empowerment, as well as creating collaborative and supportive partnerships within organizations.
The development of leadership strategies and competencies that support the healthcare organizational delivery of quality care is imperative to quality outcomes within healthcare systems. In this course, students use a systems approach to explore structures, processes, and outcomes that impact healthcare quality and ultimately improve patient experience and outcomes. Students learn how interdisciplinary collaboration is important to the development of quality and safety. Engaging in conceptual and application-based assignments, students focus on clinical and service quality planning and improvement initiatives; models, tools, and innovations for process improvement; and the importance and use of metrics in daily operations.
Nurse leaders in healthcare organizations must be aware of and integrate strategic organizational goals. Students in this course use an interdisciplinary case study approach to address unmet organizational and/or professional needs through strategic planning processes. Students apply organizational, behavioral, political, leadership, and management knowledge and theory to planning, implementing, and evaluating strategically planned change. Through these applications, students learn to use a variety of administrative strategies within the context of supportive and collaborative interdisciplinary relationships to achieve desired health care outcomes that effect positive social change in patient and professional communities.
|Course Code||NURS 6600||Course||Capstone Synthesis Practicum||Credits||(5 cr.)|
Students in this course apply the MSN curriculum experience by translating knowledge into practice through participation in professional activities and the development of a culminating project. Students apply theory, principles, and concepts related to their area of specialization in order to enhance nursing practice and promote positive social change.
Commission on Collegiate Nursing Education (CCNE)
The baccalaureate degree program in nursing (BSN), master’s degree program in nursing (MSN), and Doctor of Nursing Practice (DNP) program at Walden University are accredited by the Commission on Collegiate Nursing Education (www.ccneaccreditation.org). Officially recognized by the U.S. Secretary of Education as a national accreditation agency, the Commission on Collegiate Nursing Education (CCNE) is an autonomous accrediting agency, contributing to the improvement of the public’s health. CCNE ensures the quality and integrity of baccalaureate, graduate, and residency programs in nursing.