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Accelerated Bachelor of Science in Nursing

Have Questions? Speak to an Admissions Coordinator

Accelerated BSN Perks

  • The program can be completed in 12 months for students with a non-nursing degree looking to enter the nursing field quickly.
  • Students receive personalized academic support that prepares them for success in the classroom and on the NCLEX.  
  • High-tech labs and in-depth clinical experiences allow students to gain confidence in their skills. 
  • Students enter the program with a cohort that allows for a sense of community and family as students complete this fast-paced, rigorous program. 
  • Our faculty have extensive experience and a passion for nursing and teaching.
  • 95% of our Accelerated BSN graduates passed the NCLEX on the first attempt in 2019. 
  • 96% of ACE graduates are employed within six months of graduation.
  • CNA not required for admission.

If you’re ready to jump into nursing head-on, start your career ahead of the curve with Nebraska Methodist College’s 12-month accelerated bachelor of science in nursing degree program (ACE). 

Graduates are prepared to assume nursing careers not just as competent nurses, but also as healthcare leaders. When you get an accelerated bachelor’s degree in nursing at NMC, you can quickly enter the field with job titles such as nurse manager, nursing director, public health nurse and registered nurse, serving in hospitals, home healthcare services, physician’s offices and the military.

The nursing field is experiencing rapid growth, according to the U.S. Bureau of Labor Statistics. The job market is projected to grow by 12% from 2018 to 2028 (average growth rate is 5%), and the median pay for nurses is $73,300 per year (roughly $35.24 per hour).

With the help of our supportive staff and community, accelerated BSN students have achieved a 96%-100% pass rate on the NCLEX exam for the past several years.

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Accreditation

The baccalaureate degree in nursing at Nebraska Methodist College is accredited by
the Commission on Collegiate Nursing Education (CCNE).

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Costs & Financial Aid

The accelerated BSN program tuition cost per credit hour is $580. NMC is committed to helping you find every avenue to finance your education. View the Tuition by Program & Degree page for a comprehensive list of all fees.

NMC encourages students to apply for all types of assistance for which they are qualified.  Potential resources for this program include:

NMC Scholarships 

NMC scholarships consist of funds generously provided by the Methodist Hospital Foundation to assist our students.  View our Scholarships page to learn more.

Student Grants or Loans 

Visit our Financial Aid page to learn more about what's available and how to apply.

Employee Education Benefits

Contact your organization's human resources office to find out what's available.

Employees of Methodist Health System can find details on the MHS Intranet.  Under Human Resources select either MHS Benefits or MJE Benefits then scroll down to Pursuing Your Dreams.

External Scholarships

Visit our Scholarships page to learn more.

Financial Aid
Cost Per Credit Hour $580

Admissions

Criteria

In order to be eligible for admission into our Accelerated BSN program, you must meet all of the following criteria:

  • Earned associate or bachelor's degree from a regionally accredited institution.
  • A minimum cumulative GPA of 2.75.
  • Success in previous math and science coursework.
  • Completion of the general education prerequisite courses prior to August enrollment.
  • Ability to meet the technical standards of nursing practice.
Deadlines

Completed applications will be reviewed after each deadline. A limited number of seats are available in the cohort, and seats will be extended to admitted applicants on a rolling basis until the cohort is full.

Requirements

To be considered for admission, the following items must be submitted through Nursing's Centralized Application Service:

We strongly suggest that you begin working on your application as early as possible and submit no later than four to five weeks before the published deadline. This will allow time for NursingCAS to verify transcripts and other submitted documents.

Prerequisite Courses

Before enrolling in the ACE Program, students must have completed the following courses, totaling 39-63 credit hours.

These courses may be completed at NMC prior to matriculation or transferred from regionally accredited institutions. The College Registrar will evaluate previous transcripts.

 

*At least one of the two humanities elective courses must be in the Arts or Human Connection distribution area.
** Replaces SSC235 (3) - Introduction to Sociology requirement.

As a reminder, you do not need to have your prerequisites completed prior to the application deadline.

If you are accepted into the program, it is contingent upon successful completion (C- or better) of the remaining prerequisites and a conferred degree prior to program start.

Starting Term

Application Deadline

  • Fall (August) 2021
  • September 1, 2020

Curriculum

NMC’s accelerated BSN program is designed for students with a non-nursing degree and can be completed in 12 months. New cohorts begin in August. 

The program requires a minimum of 124 credit hours (including prerequisite courses and program hours). All accelerated nursing degree students are required to complete specific coursework. 

NRS ---
NON-CLINICAL ELECTIVE
2 credit hours
Student's choice of non-clinical elective.

NRS 312
INFECTIOUS DISEASES: DON'T BUG ME
2 credit hours
In this course, students focus on greater in-depth knowledge of identification, treatment, and control of spread of selected infectious diseases across the lifespan. Students will explore the role of the healthcare professional through the process of prevention, identification, monitoring, reporting, control, and management of communicable diseases.

Prerequisites: NRS 210

NRS 325
CURRENT TRENDS AND CONTROVERSIES IN TRANSPLANTATION
2 credit hours
This course focuses on the transplantation system in the United States. The organizational framework will present indications, survival, and the transplant process of each type of transplant. Long-term complications of transplant, age-related issues, infectious complications, immunology, and immunosuppression will be depicted. Psychosocial, ethical, and financial issues in transplantation will be explored.

Prerequisites: NRS 340

NRS 355
TRANSCULTURAL PERSPECTIVES IN HEALTH & ILLNESS
2 credit hours
This course explores a variety of cultural influences that shape attitude and beliefs toward health and illness. The impact on the delivery of culturally competent healthcare is examined in light of the dynamic changes in the population of the United States and the global community. Cultural influences on healthcare policies and research are identified. The course design enhances professional healthcare providers' perceptions and understanding, expanding their ability to critically think about the uniqueness of cultural perspectives. Emphasis is placed on communication and the application of caring and transcultural theory concepts.

Prerequisites: NRS 210

NRS 361
PAIN MANAGEMENT
2 credit hours
In this course, students focus on a greater in-depth knowledge of pain management. Students explore: neurophysiology of pain transmission/modulation; possible influence of psychosocial factors; pain assessment across the lifespan; differential aspects of acute and chronic pain; and the pharmacological and non-pharmacological interventions available in the management of pain. Professional responsibility and legal and ethical accountability for provision of pain management is emphasized through the study of nurses' attitudes toward pain including common prejudices and myths. Students examine leadership and teaching roles that use appropriate communication, caring concepts, and change strategies to facilitate effective pain management in selected groups and families in the community.

Prerequisites: NRS 210

NRS 363
PERSPECTIVES ON GRIEF & SUFFERING
2 credit hours
This course is designed to help students understand the emotional aspects of illness, grief, loss, and crisis. It is based upon Watson's caring approach to the human person and focuses strongly on the psychological, social, and spiritual aspects of client well-being. Students examine common crises and changes that occur in human life. Students use critical thinking strategies and the nursing process to identify appropriate and professional nursing interventions. Communication and other caring approaches to clients in crisis are studied. Students are also involved in personal and professional reflections dealing with their own life experiences and life journey.

Prerequisites: NRS 210

NRS 364
A SURVEY OF COMPLEMENTARY AND ALTERNATIVE THERAPIES IN NURSING
2 credit hours
This course, based on holism and caring theory, examines complementary and alternative therapies in nursing as an important aspect of patient care related to health maintenance and/or illness care. Cultural aspects as well as credibility issues related to specific therapies are investigated. Using current evidence-based information and research, students focus on integrating complementary and alternative therapies into the changing healthcare environment.

Prerequisites: NRS 210

NRS 365
HISTORY OF NURSING SEMINAR
2 credit hours
This non-clinical nursing elective course allows students to gain insights to the history of the nursing profession in a seminar environment. The course employs readings about nursing in medieval and early modern periods through the Vietnam War, to examine the history of nursing. Historical figures and events are analyzed to promote understanding of the evolution of professional nursing. The close relationship between nursing and power dynamics is examined through exploration of nursing in the military.

Prerequisites: NRS 210

NRS 366
WOMEN'S HEALTH ISSUES
2 credit hours
This course focuses on application of theory to the care of women during all facets of their life. Theory presented includes the physical, psychosocial, ethical, and spiritual issues that affect most women at varying developmental stages. Students synthesize the theoretical concepts of change, communication, multiculturalism, caritas processes, and impact of these in the community/world while analyzing holistic care of women.

Prerequisites: NRS 210

NRS 367
VIOLENCE IN SOCIETY
2 credit hours
This course examines the concept of violence as it relates to the client on the intrapersonal, interpersonal, and societal levels. Students explore violence-related issues across many settings and develop an awareness of legal and community responses based on critical thinking strategies and research findings. Students analyze the role of the professional nurse and the use of therapeutic communication, advocacy skills, caritas processes and change theory in response to the increase of violence in society.

Prerequisites: NRS 340

NRS 368
GENETICS FOR NURSING PRACTICE
2 credit hours
This course examines basic human genetics, including the role of genetics and genomics in the health of individuals and families. Students explore the function of genetics and genomics, including genetic transmission and the impact of genetics on selected health conditions. Students analyze the present and future role of the professional nurse regarding genetics including risk assessment; referrals; ethical, sociopolitical and legal concerns; and psychological consideration of clients.

Prerequisites: NRS 210

NRS 371
BIO-PSYCHOSOCIAL PERSPECTIVES OF INTIMATE PARTNER VIOLENCE
2 credit hours
This course examines the concept of intimate partner violence as it relates to biological and psychosocial issues. Students explore intimate partner violence and related issues, analyzing both historical and contemporary situations. By having the exposure to a variety of community responses, students develop a sense of professional responsibility and legal/ethical accountability to intimate partner violence. Students analyze the role of the professional nurse and the use of evidence based practices to develop an understanding of assessment, documentation, advocacy, and referral for survivors of intimate partner violence.

Prerequisites: NRS 240

NRS 381
IMMERSION EXPERIENCE
2 credit hours
This immersion course is an intensive community-based learning experience. Faculty and community leaders will serve as co- facilitators to assist students in building bridges of understanding and knowing others in a meaningful way. Through a collaborative approach, students will gain self and global awareness through the study of culture, politics, economics, and healthcare, along with other aspects of diversity.

Prerequisites: NRS 210

BIO 315
PATHOPHYSIOLOGY
3 credit hours
The course begins with a major focus on cellular functions and pathology, including inflammation, infection, immune response, metabolism, and fluid disequilibrium. These concepts serve as the foundation for the course as alterations in various bodily functions are examined. Alterations in body fluid and electrolyte homeostasis, fluid acid-base balance, gastrointestinal, urinary, respiratory, cardiac, endocrine, neurological, mobility and sensory-perceptual functions are emphasized.

Prerequisites: CHE 100, BIO 226, BIO 280

COM 230/245 or 252
LANGUAGE & CULTURE IN HEALTHCARE OR CROSS CULTURAL SERVICE LEARNING
3/1 credit hours
LANGUAGE & CULTURE IN HEALTHCARE: Access to healthcare is greatly affected by one's command of language. Students in this course engage in the exploration of language and culture then apply these concepts to the healthcare environment through service-learning and community engagement. Students develop practical communication skills that enable effective cross-cultural work with health professionals and clients with backgrounds different from their own. This course lasts over the entire semester. CROSS-CULTURAL COMMUNICATION IN HEALTHCARE: This one-credit course is designed for students who transfer in at least three credit hours of college-level sign language or international language coursework. Students engage with concepts of culturally competent care and effective cross-cultural communication for the optimal care of patients from diverse backgrounds.

NRS 102
POPULATION BASED HEALTH I
4 credit hours
Description pending final approval.

NRS 102C
POPULATION BASED HEALTH I CLINICAL
2 credit hours
Description pending final approval.

NRS 105
PROFESSIONALISM IN NURSING
2 credit hours
Description pending final approval.

NRS 110
HEALTH ASSESSMENT ACROSS THE LIFESPAN
4 credit hours
Description pending final approval.

NRS 200
POPULATION BASED HEALTH II
4 credit hours
Description pending final approval.

NRS 200C
POPULATION BASED HEALTH II CLINICAL
3 credit hours
Description pending final approval.

NRS 201
PUBLIC HEALTH SCIENCE
3 credit hours
Description pending final approval.

NRS 300
POPULATION BASED HEALTH III
3 credit hours
Description pending final approval.

NRS 300C
POPULATION BASED HEALTH III CLINICAL
4 credit hours
Description pending final approval.

NRS 301
HEALTHCARE POLICY
3 credit hours
Description pending final approval.

NRS 400
POPULATION BASED HEALTH IV
3 credit hours
Description pending final approval.

NRS 400C
POPULATION BASED HEALTH IV CLINICAL
4 credit hours
Description pending final approval.

NRS 402
TRANSITION TO PRACTICE
3 credit hours
Description pending final approval.

NRS 405
HEALTHCARE COLLABORATION & LEADERSHIP/GLOBAL HEALTH
3 credit hours
Description pending final approval.

NRS 410
NURSING CARE OF SPECIALIZED POPULATIONS
2 credit hours
Description pending final approval.

NRS 410C
NURSING CARE OF SPECIALIZED POPULATIONS CLINICAL
3 credit hours
Description pending final approval.

NRS 471
SENIOR SYNTHESIS
2 credit hours
Description pending final approval.

NRS 471P
SENIOR PRECEPTOR PRACTICUM
2 credit hours
Description pending final approval.

SCI 320
INTRODUCTION TO PHARMACOLOGY
3 credit hours
This course is designed to introduce students to pharmacological principles. The various drug classifications and general characteristics of drugs within a class are examined. The course also focuses on complete analysis of pharmacokinetics and drug interactions.

Prerequisites: CHE 100, BIO 225, BIO 226 Pre/Corequisite: BIO 315

SSC 465
CAPSTONE: THE EDUCATED CITIZEN
3 credit hours
This course is based in the social sciences and is designed to assist students in the integration of their roles as healthcare professionals and educated citizens. The focus of the class is on deepening students’ understanding of and facility with social and political systems that impact the health and wellbeing of the community. Students demonstrate their preparation to act as educated citizens through the presentation of their portfolio within the context of this capstone course.

Meet the Faculty

Our nursing faculty are highly experienced and credentialed in their own fields, giving you constant real-world insight you can use. While any instructor can recite from a textbook, ours go a step further and draw from vast personal and professional experiences. Instructors here care as deeply about their students as they do the subject matter and it shows.
Meet the Faculty

Nursing Program Mission

Vision

Dynamic nursing education, for today and for tomorrow, for individuals and the global community.

Mission

The Department of Nursing is committed to providing quality education that prepares resilient professional nurses who are caring and practice holistically to meet the every-changing challenges of the 21st Century through a culture of evidenced-based practice. Faculty will support students, peers, the College and the community in this mission through a collaborative, accepting environment and through relationships fostered by mentoring and role modeling.

Philosophy

The philosophy of the Baccalaureate Program of the Department of Nursing is reflective of the values and beliefs from which the NMC mission and core values were formulated.

The nursing faculty believe human beings are holistic and integrated. Each human being has dignity, basic rights and responsibilities, individual needs and a unique internal environment. The human interacts within the environment, which encompasses all external factors that affect the human's well being and speaks to physical, social and existential dimensions as well as various settings. The client is the human recipient of care - individual, family, group or community.

Health is viewed as a dynamic state of mental, physical, social and spiritual well being that maximizes the individual's ability to function in his or her environment. Illness is an alteration in the dynamic state of well being that leads to disharmony between the human self and the environment. Health promotion, illness prevention, maintenance and rehabilitation are facilitated by activities or programs directed toward enhancement, stabilization or restoration of a dynamic state of well being.

Nursing is a caring, creative, dynamic and interactive process that uses scientific and humanistic bodies of knowledge to assist the client in attainment of a dynamic state of well being with a focus on human responses to actual or potential health problems. The nursing curriculum focuses on Jean Watson's science of caring* and is based on the following assumptions. Nursing is concerned with promoting health, preventing illness, restoring health, and caring for the sick and dying. The practice of caring is an integral part of nursing and consists of the carative factors, which are those interventions that result in the satisfaction of human needs. The caring philosophy promotes health and human growth and accepts a human not only as he or she is now, but as whom he or she may become. A caring atmosphere is one that offers the development of potential while allowing the client to choose the best action at a given point in time. Caring is demonstrated and practiced interpersonally and uses the systematic nursing process approach.

The curricular framework incorporates a community-based approach that prepares students to build connections between knowledge and action in an increasingly interdependent world. Students develop the attributes of effective nursing professionals and responsible citizens through focused and meaningfully applied learning experiences. Communitybased education encompasses the concepts of health promotion, self care, prevention, collaboration and continuity of care within the context of culture and community.

The nursing faculty believe that nursing education uses the science of caring and builds on the application and synthesis of the biophysical, psychosocial, computer and information sciences and the humanities. Learning is a lifelong, continuous process through which humans acquire knowledge that results in changes of behavior, attitudes and/or ways of thinking. The faculty view teaching as an interactive process that uses a system of actions to promote the acquisition, application, integration and synthesis of knowledge. Optimal learning is enhanced by interaction with faculty members who use a variety of instructional strategies and settings. Faculty members serve as teachers, facilitators, resource personsevaluators and professional role models. Nursing education facilitates the student in developing interpersonal caring response skills and communication techniques that produce therapeutic interactions within the nurse-client relationship.

Completion of the baccalaureate nursing program prepares the graduate for professional practice as a nurse generalist, pursuit of advanced studies in nursing and enhancement of lifelong learning. The nurse generalist uses critical thinking, nursing theory, research, nursing process, carative factors and clinical skills while assuming responsibility and accountability for providing nursing care to clients in a variety of settings. Additionally, the nurse generalist is able to demonstrate leadership and management skills in organization, change, advocacy, coordination, collaboration and communication. Thus, the nurse generalist promotes the use of lifelong evidence-based and humanistic practice behaviors to change and respond to the health needs and well being of clients in a dynamic and diverse world.

*Jean Watson, Nursing: The Philosophy and Science of Caring, 1985.

BSN Program Outcomes

Graduates of the BSN program will:

1. Integrate culturally competent professional nursing care with clients while incorporating caring and the caritas processes to promote autonomy, altruism, human dignity, integrity and social justice.

2. Analyze alternative solutions based on scientific and humanistic rationale for situations encountered in professional nursing practice.

3. Incorporate professional communication in interactions with clients, colleagues and community partners.

4. Synthesize scientific and humanistic knowledge derived from theory and research in the provision of professional nursing care.

5. Evaluate skills and ongoing assessment into the process of planning, intervening, and evaluating the delivery of professional nursing care including health promotion, risk reduction, disease prevention, illness/disease management and rehabilitation to meet the health needs of clients.

6. Collaborate with clients and community partners as an agent to facilitate change within a global healthcare environment.

7. Assume professional responsibility and legal/ethical accountability in providing health care.

8. Evaluate research critically and use findings selectively in professional nursing practice.

9. Incorporate knowledge of health care system policy and of professional activism into nursing practice.

10. Integrate leadership and management skills as a professional caregiver, teacher and manager of client care.

Accelerated Nursing Admissions Essay

Please develop a thoughtful and organized response to each of the numbered prompts below. Use this as a chance to let the admissions committee get to know you, what your motivation to become a nurse is, and what excites you to be a part of the field of nursing.

The admissions committee is looking for responses that are well supported and use appropriate style and grammar.

Your complete statement should not exceed 1,000 words. If you use any references in the following answers, it is expected that you follow APA formatting guidelines.

All application materials should be submitted via NursingCAS.

Instances of plagiarism within an applicant's written statement will disqualify them for acceptance to Nebraska Methodist College due to the College's commitment to academic integrity and stringent plagiarism policies.

  1. An NMC graduate is an educated citizen who exhibits breadth of learning through the liberal arts and sciences traditions in concert with professional education. Our goal as an institution is that graduates of NMC will be able to articulate and demonstrate growth in the following areas: as reflective individuals, as effective communicators, and as change agents. Considering the educated citizen goals, describe how you would envision using these characteristics as a nurse.
  2. Provide an example of a difficult situation or a dilemma and describe how you demonstrated resilience and maintained a positive attitude during this time.
  3. Outline the steps you will take to ensure your success in this academically rigorous and time-intense program. Specifically discuss how you will balance other roles and responsibilities in your life during this time. Please consider addressing relationships, employment, financial obligations and any additional priorities in your response.
  4. Describe your support system and outline specific areas you anticipate needing support in. Briefly outline a plan for obtaining that support.
  5. Address any D's F's, W's or other discrepancies on your transcripts. 

Nursing Technical Standards

In preparation for professional nursing roles nursing students are expected to demonstrate the ability to meet the demands of a professional nursing career. Certain functional abilities are essential for the delivery of safe, effective nursing care. An applicant to the Bachelors of Science in Nursing program must meet the following technical standards and maintain satisfactory demonstration of these standards for progression throughout the program. Students unable to meet these technical standards will not be able to complete the program. Students shall notify faculty of any change in their ability to meet technical standards. The technical standards include but are not necessarily limited to the following:

General Ability

The student is expected to possess functional use of the senses of vision, touch, hearing, and smell so that data received by the senses is integrated, analyzed and synthesized in a consistent and accurate manner. The student is expected to possess the ability to perceive pain, pressure, temperature, position, vibration, and movement in order to effectively evaluate patients. A student must be able to respond promptly to urgent situations.

Observational Ability

The student must have the ability to make accurate visual observations and interpret them in the context of clinical/laboratory activities and patient care experiences. The student must be able to document these observations accurately.

Communication Ability

The student must communicate effectively verbally and non-verbally to obtain information and explain that information to others. Each student must have the ability to read, write, comprehend and speak the English language to facilitate communication with patients, family members, and other members of the healthcare team. The student must be able to document and maintain accurate records, present information in a professional manner and provide patient instruction to effectively care for patients and their families.

Motor Ability

The student must be able to perform gross and fine motor movements with sufficient coordination needed to provide complete physical assessments and provide safe effective care for patients. The student is expected to have psychomotor skills necessary to perform or assist with procedures, treatments, administration of medications, and emergency interventions including CPR if necessary. The student must have sufficient levels of neuromuscular control and eye-to-hand coordination as well as possess the physical and mental stamina to meet the demands associated with extended periods of sitting, standing, moving, and physical exertion required for safe patient care. Students must be able to bend, squat, reach, kneel or balance. Clinical settings may require that students have the ability to carry and lift loads from the floor, from 12 inches from the floor, to shoulder height and overhead. The student must be able to occasionally lift 50 pounds, frequently lift 25 pounds, and constantly lift 10 pounds. The student is expected to be able to maintain consciousness and equilibrium and have the physical strength and stamina to perform satisfactorily in clinical settings.

Intellectual—Conceptual Ability

The student must have the ability to develop problem-solving skills essential to professional nursing practice. Problem solving skills include the ability to measure, calculate reason, analyze, and synthesize objective and subjective data, and to make decisions, in a timely manner that reflect thoughtful deliberation and sound clinical judgment. The student must demonstrate application of these skills and possess the ability to incorporate new information from peers, instructors, and the nursing and healthcare literature to formulate sound judgment to establish care plans and priorities in patient care activities.

Behavioral and Social Attributes

The student is expected to have the emotional stability required to exercise sound judgment, and complete assessment and intervention activities. Compassion, integrity, motivation, and concern for others are personal attributes required of those in the nursing program. The student must fully utilize intellectual capacities that facilitate prompt completion of all responsibilities in the classroom and clinical settings; the development of mature, sensitive, and effective relationships with patients and other members of the healthcare team. The ability to establish rapport and maintain interpersonal relationships with individuals, families, and groups from a variety of social, emotional, cultural and intellectual backgrounds is critical for practice as a nurse. Each student must be able to adapt to changing environments; display flexibility; accept and integrate constructive criticism given in the classroom and clinical settings; and effectively collaborate in the clinical setting with other members of the healthcare team.

Ability to Manage Stressful Situations

The student must be able to adapt to and function effectively in relation to stressful situations encountered in both the classroom and clinical settings, including emergency situations. Students will encounter multiple stressors while in the nursing program. These stressors may be (but are not limited to) personal, patient care/family, faculty/peer, and or program related.

Background Check/Drug Screening

Clinical facilities require that Nebraska Methodist College perform drug testing and background checks on all students before they are allowed to participate in clinical experiences. Therefore, students will be required to have a background check performed and submit to drug screening before being allowed into clinical practice.

AcceleratedBSNDegreeProgram

Accelerated BSN Degree Guide

Admissions Requirements, Example Plan of Study and More
Download the Guide