In the nursing field, there's no substitute for advanced education combined with experience. When you earn your Bachelor of Science in Nursing (BSN) from NMC, a host of new career and educational opportunities open up to you.
LPNs have a unique opportunity to be successful in the transition to becoming a registered nurse. Your previous degree and work experience provide you with the skills needed to excel in the classroom and clinical settings.
Nursing salaries across the United States vary by specialty and experience. According to the Bureau of Labor Statistics, the median salary in May 2019 for Registered Nurses in the United States was $73,300 per year ($35.24 per hour), with a faster than average projected job growth of 7 percent between 2019 and 2029.
The baccalaureate degree in nursing at Nebraska Methodist College is accredited by the Commission on Collegiate Nursing Education (CCNE). http://www.ccneaccreditation.org
The LPN to BSN degree program tuition cost per credit hour is $308. 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:
Visit our Financial Aid page to learn more about what's available and how to apply.
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.
Visit our Scholarships page to learn more about available scholarships.
Applicants are evaluated on the basis of the following criteria:
* Courses do not need to be completed prior to completing your application. Coursework can be completed at NMC, but must be completed before starting LPN to BSN cohort.
Prospective students may apply anytime and are accepted on a rolling basis. Applications will be reviewed upon receipt and students will be notified of their acceptance by letter or phone.
To be considered for admission the following items must be submitted to the Admissions Office:
The LPN to BSN program requires that students have an active LPN Licensure, and provide official transcripts documenting graduation from a state-approved technical or vocational program. View the transcript and validation of prior learning information on the Admissions tab.
The following is the progression plan for full-time LPN nurses to the BSN program. A student must earn a minimum of 127 semester credit hours to be eligible for the Bachelor of Science in Nursing. Actual course availability in any given semester/session is dependent upon College practices.
Included within this list is the Educated Citizen Core Curriculum. All students seeking to complete an undergraduate degree at Nebraska Methodist College must complete this set of general education requirements. As an educated citizen, NMC graduates are competent practitioners and respond productively to the complex dynamics of the world, utilizing a diversity of disciplines and perspectives.
This course examines a variety of roles in the nursing profession. Using evidence-based information and research, students focus on self-assessment values and skills related to nursing practice in different settings. Content in this course will focus on promoting professional growth and personal values.
This course explores development and care of premature infants including infants with complex health issues. Nurses have an integral role in providing family centered care while conducting thorough and accurate assessments, utilizing critical decision making skills, and communicating within a multidisciplinary team in a technology driven atmosphere. This course will focus on understanding how systems and developmental care differ for premature infants, their families, to include how this impacts the population as a whole. Students will advance their knowledge of fetal development, maternal risk factors, and resuscitation/stabilization of the newborn. Students will consider challenges facing neonatal care including the impact of developmental and family centered care, ethical issues, technology, and trends.
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
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
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
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
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
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
Students will demonstrate the knowledge and skills they have acquired in their core courses. Students will learn about an issue that is relevant to contemporary healthcare with the guidance of the instructor. The project will conclude in a formal educational presentation to the Spanish speaking population, all in Spanish.
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
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
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
This introductory course provides a foundation for population health nursing along the continuum of well being emphasizing healthy individuals. Students will be introduced to population health focused on improving health outcomes across systems at the local, state, and national level. Students will examine the fundamental concepts of safety, health promotion, health disparities, pain, caring, development, nutrition, determinants of health, and evidence.
The clinical practicum offers students opportunities to practice clinical judgement while providing nursing care focused on primary and secondary interventions. Students will demonstrate fundamental nursing skills while providing compassionate and culturally respectful nursing care. Students will identify components of research and
evidence based practice to meet the needs of diverse populations.
Prerequisite: Pre-requisites are all first, second, and third semester arts and science courses or by permission of BSN Director.
Corequisites: Co-requisite courses are enrollment in NRS 105 Professionalism in Nursing and NRS 110/110L Health Assessment Across the Lifespan.
This introductory course provides a foundation for population health nursing along the continuum of well being emphasizing healthy individuals. Students will be introduced to population health focused on improving health outcomes across systems at the local, state, and national level. Students will examine the fundamental concepts of safety, health promotion, health disparities, pain, caring, development, nutrition, determinants of health, and evidence.
The clinical practicum offers students opportunities to practice clinical judgement while providing nursing care focused on primary and secondary interventions. Students will demonstrate fundamental nursing skills while providing compassionate and culturally respectful nursing care. Students will identify components of research and
evidence based practice to meet the needs of diverse populations.
Prerequisite: Pre-requisites are all first, second, and third semester arts and science courses or by permission of BSN Director.
Corequisites: Co-requisite courses are enrollment in NRS 105 Professionalism in Nursing and NRS 110/110L Health Assessment Across the Lifespan.
Prerequisite: Prerequisites are all first, second and third semester arts and sciences courses or by permission of the BSN Director.
Corequisites: Co-requisites are enrollment in NRS 102 Population Health I and NRS 110 Health Assessment Across the Lifespan.
Prerequisite: Pre-requisites are all first, second, third semester arts and science courses, and NRS 102/102C, NRS 110/110L, and NRS 105 or by permission of BSN Director.
Corequisites: Co-requisite course is enrollment in NRS 201 Public Health Nursing
Prerequisite: Pre-requisites are all first, second, third semester arts and science courses, and NRS 102/102C, NRS 110/110L, and NRS 105 or by permission of BSN Director.
Corequisites: Co-requisite course is enrollment in NRS 201 Public Health Nursing
Prerequisite: Pre-requisites are all first, second level nursing courses.
Corequisites: Co-requisite is enrollment in NRS 301 Health Care Policy.
Prerequisite: Pre-requisites are all first, second level nursing courses.
Corequisites: Co-requisite is enrollment in NRS 301 Health Care Policy.
Prerequisite: Prerequisites are enrollment in NRS 200 Population Health II, NRS 201 Public Health, COM 320 Healthcare Collaboration & Leadership.
Prerequisite: Prerequisites are all first, second and third level nursing courses.
Corequisites: Corequisite is enrollment in NRS 401 Global Health.
Prerequisite: Prerequisites are all first, second and third level nursing courses.
Corequisites: Corequisite is enrollment in NRS 401 Global Health.
Prerequisite: Prerequisites are all 300 level courses
Co-requisite: Co-requisite is enrollment in NRS 400 Population Health IV.
Prerequisite: Prerequisites are all 300 level courses.
Co-requisite: Co-requisite is enrollment in NRS 402 Transition to Practice.
Prerequisite: Prerequisites are all 300 level courses.
Co-requisite: Co-requisite is enrollment in NRS 402 Transition to Practice.
Prerequisite: Prerequisites are all 400 level courses.
Co-requisite: Co-requisite is enrollment in SSC465 Capstone: The Educated Citizen.
Prerequisite: Prerequisites are all 400 level courses.
Co-requisite: Co-requisite is enrollment in SSC465 Capstone: The Educated Citizen.
Prerequisites: BIO 225 Pre/Corequisites: CHE 100
Prerequisites: CHE 100
Prerequisites: CHE 100/101
Prerequisites: CHE 100, BIO 226, BIO 280
Prerequisites: Determined by major
Prerequisites: As determined by program
Prerequisites: CHE 100, BIO 225, BIO 226 Pre/Corequisite: BIO 315
Prerequisites: Determined by major
The philosophy of the Baccalaureate Program of the Division of Nursing is reflective of the beliefs from which the NMC Mission and Core Values were formulated.
Human Being
The nursing faculty believe that human beings are holistic and diverse. Each human being has dignity and lives within a cultural context of values, religious/spiritual beliefs and social support systems. Human beings interact with the environment in which they reside through language, lifestyle and individual responsibilities. Human beings function in independent, interdependent, and/or dependent roles and may seek or receive nursing care related to disease prevention, illness care, health promotion and/or maintenance through the continuum of life.
Environment
Environment is viewed as the place where people live, grow, work, play, and experience optimal wellness of self and personal wholeness. The caring environment encompasses an obligation to both the local and global communities. The focus of the environment is also the cultivation of healing relationships, diversity, social justice, financial awareness and stewardship of resources for an ecologically healthy planet.
Health
Health is a human right and nurses promote equitable health care to maximize positive health outcomes and minimize health disparities. Overall well-being of individuals encompasses the mind, body, and spirit. Health enables human beings to live in and interface with global communities.
Nursing
Nursing is a learned and specialized profession built on applied knowledge that reflects both art and science and the culture of health. Nursing is a creative, collaborative, and interactive process steeped in the art and science of caring that require sound judgement and skills based on principles of biological, physical, behavioral, and social sciences while respecting individual views, philosophies, and spirituality. The focus of nursing is to perform preventative, supportive, and restorative actions while helping individuals, families, and communities achieve health and wellbeing. Nursing respects inherent dignity, worth and unique attributes of all people. The profession of nursing integrates knowledge gained from assessments, uses critical thinking to provide care and continually evaluates the effectiveness of nursing practice, seeking optimal outcomes.
Nurses advocate for the well-being, comfort, dignity, and humanity of all individuals, families, groups, communities, and populations. Nurses minister to human beings’ universal needs and intentional care of the spirit, by providing preventative healthcare, educating for self-care, facilitating adaptation or recovery from illness, or creating an environment supportive of a dignified death. Nurses deliver holistic individualized care throughout the lifespan and across the health illness continuum within the human’s environmental context. Nurses use interdisciplinary collaboration, technology, and scientific evidence to advance the field of nursing. Nurses advocate for social justice through creating equitable health care policies that protect human rights, promote health diplomacy, and reduce health disparities. Nurses have an ethical and social responsibility to sustain human caring where it is threatened and to be the guardians of human compassion, respect, dignity, and advocacy for the marginalized and vulnerable.
Education
The educational process is an active, collaborative partnership promoting teamwork among learners, educators, health care systems, and the broader community. The nursing faculty serve as role models in mentoring students in the role of professionalism and ethical practice. Students develop attributes of the Educated Citizen and the NMC Core Values through focused and meaningfully applied learning experiences.
Nursing Education
The nursing faculty view teaching as an interactive process empowering students to see human needs manifested in diverse beliefs, values, resources, and environments. The nursing faculty believe nursing education should nurture the students’ ability to think critically and creatively. As the world of nursing is continually evolving and rapidly changing, it is important to the nursing faculty that students learn to transfer knowledge from theory into clinical practice from one situation to another while making decisions based on critical thinking and sound clinical judgement specific to each human being.
The nursing faculty believe the curriculum is inclusive in developing students who are culturally respectful and competent practitioners able to address the health care needs of a diverse world through civic engagement. The nursing faculty emphasize excellence in integrity, accountability, courage, respect, and professional communication. As accomplished practitioners, educators, learners, researchers, and specialized professionals, nursing faculty serve as role models of self- reflection and life-long learning. The curricular framework incorporates a population-based approach that prepares students to build connections between knowledge and action in an increasingly interdependent world.
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Graduates of the BSN program will:
Philosophy and New Program Outcomes Incorporate:
Please develop a thoughtful and organized response to the questions below. Your response should be approximately two paragraphs for each question. The admissions committee is looking for responses that are not only well supported but that also use appropriate style and grammar. Be sure to include your name and program on the document itself. You may attach the responses to an email sent to the Admissions office at admissions@methodistcollege.edu.
When drafting your written statement, please cite any sources using APA format if applicable. Also know that 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.
If you send your responses through the mail, please type your responses and send them to:
NMC Admissions
Nebraska Methodist College - The Josie Harper Campus
720 N. 87th Street
Omaha, NE 68114
Please first address what or who has influenced your decision to pursue a career in healthcare?
Share what was most interesting to you in this class. How might you apply what you learned to the healthcare field? If you do not have recent classes to reflect upon, you may reflect on a personal experience that you had and how what you learned from the experience can be applied to healthcare.
Describe the type of communication listed above you feel most comfortable using. Give a specific example of a time when you exhibited strong communication skills and what the result was of this communication. For example, did you resolve a problem, put someone at ease, or help someone understand a complicated situation?
Describe an experience you have had as a member of a group. Select a particular situation when a problem arose in that group and write about how you responded to it. You may select an experience that went well or one that you wish you could "do over."
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.
One credit hour will be given for NRS 176 LPN Bridge Course.
Upon successful completion of NRS 176 LPN Bridge Course and all required courses in Phase I, the LPN will be ready for enrollment in NRS 220. The LPN student follows the same curriculum structure of the Bachelor of Science in Nursing.