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Bachelor of Science in Nursing (BSN)

Have Questions? Speak to an Admissions Coordinator

BSN Program Perks

  • 95.1% of BSN graduates passed the NCLEX on their first attempt in 2019.
  • The curriculum centers on population-based education, which gives students the opportunity to learn in a variety of healthcare settings including hospitals, physician's clinics, community outreach, hospice, pediatric units and more.
  • The Nursing Arts Center, our high-tech simulation lab, gives students the practice and confidence needed to provide patient care in the clinical setting. 
  • Senior-year nursing students complete a nursing preceptorship, where they work side-by-side with an experienced registered nurse.  
  • Clinical coursework takes place around the Omaha Metro Area, including but not limited to, Methodist Hospital, Methodist Women’s  Hospital, Children’s Hospital & Medical Center and the Omaha VA Medical Center. 
  • Candidates are not required to complete prerequisite courses or a CNA program prior to enrolling.
  • 96% of our BSN graduates are employed within six months of graduation.

Healthcare is a higher calling—and no one understands that better than our faculty and staff. When you get your bachelor’s degree in nursing at Nebraska Methodist College, you are  becoming part of a supportive community of healthcare experts who combine human caring, creative intellect and skilled practice. Our college has been Teaching The Meaning of CareSM in partnership with the Nebraska Methodist Health System since 1891.

The Bachelor of Science in Nursing program at Nebraska Methodist College is a CCNE-accredited, 4-year program offered on campus. The program is designed with three semesters of general education courses and five semesters of nursing skills and clinical  classes. Students may enroll directly out of high school or transfer in previously earned college-level credit.

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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 BSN degree 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 about available scholarships.

Financial Aid
Cost Per Credit Hour $580



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

  • A minimum cumulative GPA of 2.5 on a 4.0 scale.
  • Ability to meet the technical standards of nursing practice.
  • Success in previous math and science courses—specifically, in algebra, biology, chemistry or anatomy and physiology.

Prospective students may apply anytime and are accepted from deadlines throughout the year. Applications will be reviewed upon receipt, and students will be notified of their acceptance by letter or phone. Next deadline for fall traditional nursing program is May 26, 2020.

Application Process

To apply, the following items must be submitted to the Admissions Office:

Starting Term

Application Deadline

  • August, January, and May
  • September 16th, 2020; November 11th, 2020; December 15th, 2020


To receive a bachelor’s degree in nursing, students must earn a minimum of 127 total credit hours. All students are required to complete specific coursework. This list is a curriculum guide only. Course listings and required curriculum are subject to change. 

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 Arts & Sciences 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.

Math Competency

Following acceptance to the College, all BSN Traditional students’ math competency will be assessed via an exam.

If you do not achieve the designated competency score in any area of the exam, you will need to take a module in that topic area in the Mathematical Concepts course.

You must document the successful completion of the module(s) prior to enrolling in your first nursing course.

NRS 312
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
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
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
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
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
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
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
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
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
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
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
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

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

NRS 471
2 credit hours
Description pending final approval.

NRS 471P
2 credit hours
Description pending final approval.

NRS 110
4 credit hours
Description pending final approval.

NRS 105
2 credit hours
Description pending final approval.

NRS 200
4 credit hours
Description pending final approval.

NRS 200C
3 credit hours
Description pending final approval.

NRS 201
3 credit hours
Description pending final approval.

NRS 300
3 credit hours
Description pending final approval.

NRS 300C
4 credit hours
Description pending final approval.

NRS 301
3 credit hours
Description pending final approval.

NRS 400
3 credit hours
Description pending final approval.

NRS 400C
4 credit hours
Description pending final approval.

NRS 401
3 credit hours
Description pending final approval.

NRS 410
2 credit hours
Description pending final approval.

NRS 410C
3 credit hours
Description pending final approval.

NRS 402
3 credit hours
Description pending final approval.

NRS 102
4 credit hours
Description pending final approval.

NRS 102C
2 credit hours
Description pending final approval.

COM 320
3 credit hours
This course applies leadership and management theories to the changing environment of healthcare. Students synthesize their knowledge of such topics as emotional intelligence, assertiveness, conflict management, gender dynamics, feedback delivery and systems theory in advanced writing and speaking projects. The NMC portfolio is integrated throughout this course. A complete portfolio (Levels I-III) is due by the end of the course.

Prerequisites:Determined by major

MAT 260
3 credit hours
This course is designed to introduce students to the methods used in organizing, summarizing, analyzing and interpreting quantitative information. Emphasis is placed on application of statistical methods and on the interpretation of statistically significant data.

HUM ---
3 credit hours
Students may choose a World of Ideas elective course. The course must be categorized within one of the following three sections: The World of Ideas: Human Connection The World of Ideas: Historical Perspectives The World of Ideas: The Arts See All Humanities Course Descriptions for specific course information.

SSC 370
3 credit hours
This course is designed to assist the student in developing an understanding of the research process in qualitative, quantitative and mixed methods designs. The student learns to selectively apply the steps of research and to critically analyze research studies culminating in formal, oral and written projects.

Prerequisites:Determined by major

HUM 250-259
3 credit hours
Students critically analyze the impact of history on contemporary society.Historical methods of inquiry inform students' perspectives on societal and institutional development. Most undergraduate students must take one course from this group. HUM 255HISTORICAL PERSPECTIVES HUM 256THE HISTORY OF WESTERN MEDICINE HUM 257U.S. HISTORY: PAST, PRESENT, AND PROMISE: A SEARCH FOR THE TRUTH BY CHALLENGING THE PRESENT & DEMANDING A NEW FUTURE HUM 258WORLD HISTORY TO 1800 HUM 259HISTORY OF SCIENCE: THE CREATION OF A BIOMEDICAL WORLD

SSC 465
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.

MAT 110
3 credit hours
This course is designed for students who need to review basic algebra skills. It covers topics including positive and negative real numbers, solving and graphing linear equations and systems of linear equations, applications of algebra, exponents and scientific notation, operations with polynomials, factoring, rational expressions, functions and their graphs, inequalities, roots, radicals and complex numbers.

COM 101
3 credit hours
This course provides instruction and practice in writing, with emphasis on the recursive processes of generating, drafting, revising and editing. Students develop skills in producing and evaluating written communications in private and public contexts.

PSY 101
3 credit hours
This course offers students an engaging introduction to the essential topics in the field of psychology. Throughout this scientific study of human behavior and the mind, students will survey and gain insight into the history of the field of psychology, as well as explore current theories and issues in areas such as wellness, emotion, cognition, motivation, perception, consciousness, social and personality, and memory.

CHE 101
4 credit hours
This course is an overview of general, organic, and biological chemistry with an emphasis on applications to health sciences. This course will introduce students to the basic knowledge of the properties of the matter, its reactions, and classifications. The course will discuss the main organic compounds and their properties as well as include some basic biochemistry principles. The course is accompanied by a full lab.

Prerequisites: MAT 110

BIO 225
4 credit hours
This course will introduce students to basic information required for further study and understanding of Anatomy and Physiology, as well as for the study of all healthcare related subjects.Terminology that is specific to the medical field is introduced.Basic principles of chemistry, physics, embryology, developmental biology and histology are reviewed/introduced in both the classroom and laboratory settings.Students are introduced to the eleven body systems.This course then focuses on enabling students to learn and understand the Anatomy (structure) and Physiology (function) of the Integumentary, the Nervous, the Skeletal, and the Muscular Systems.Laboratory experience will include cadaveric study.

HUM 150
3 credit hours
There is a strong relationship between thinking clearly and expressing thoughts in formal writing and public speaking. Using the skills of logic and critical thinking, students will examine ideas, analyze and evaluate the arguments of others, and advocate for their own ideas. Students will be introduced to the NMC Portfolio process. HUM 150 is to be taken in the first semester, unless designated in the second semester by the program of study.

BIO 226
4 credit hours
The structure and function of the special senses, along with the endocrine, circulatory, lymphatic, respiratory, digestive, urinary and reproductive systems are stressed in this course. Laboratory experience will include cadaver study.

Prerequisites: BIO 225Pre/Corequisites:CHE 100

BIO 281
4 credit hours
This course is designed to study the microbiology principles with a human perspective. The course will provide a basic understanding of microbial structure, function and their role in infectious diseases. There will also be an emphasis on the application of microorganisms and their relationship to various disease processes. Upon completion of the course, the students will be able to demonstrate the working knowledge of the microorganisms and their impact on infectious diseases.

Prerequisites: CHE 100/101

COM 230/245 or 252
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.

PSY 215
3 credit hours
The Lifespan perspective involves several basic contentions: development is life-long, multidimensional, multi-directional, plastic, historically embedded, multi-disciplinary and contextual. Three imperative developmental issues are explored: maturation and experience, continuity and discontinuity and stability and change. Students study how humans develop and how they become who they are.

Prerequisites:As determined by program

BIO 315
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

SSC 235
3 credit hours
This course explores the ways in which human beings make and remake the meaning of their social world through the production of culture. It employs sociological methods to explore the construction of the dominant, white subculture in the United States. The same methodologies are employed to examine the construction of subcultures in the United States, including those based on race, ethnicity, gender and sexual orientation.

SCI 320
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 226Pre/Corequisite:BIO 315

BIO 240
3 credit hours
This course in nutrition is designed for students to gain knowledge of the basic elements of nutrition, the nutrient needs in all age groups, and client teaching.Consideration of the cultural and psychological influences of nutrition emphasizes the psychosocial components of humans and adequate nutrition maintenance for health.Students will have the opportunity to learn the role of good nutrition and how it applies to self, family, client, and the community.It provides students with basic knowledge enabling them to gain an understanding of the integral role that nutrition plays in the health and well-being of others.

Prerequisites:CHE 100

HUM 210/213
3 credit hours
Students must choose to take either: HUM 210INTRODUCTION TO ETHICS:Introduction to Ethics introduces students to theories and practices of individual, communal and societal obligations.Moral inquiry in the course proceeds from a philosophical basis.HUM 213PRINCIPLES AND PRACTICE OF ETHICS:This course introduces students to theories and practices of individual, communal and societal obligations. Moral inquiry in the course proceeds from a philosophical basis, with an emphasis on varied professional codes of ethics in healthcare disciplines. Students will explore codes of ethics and how they relate to traditional Western philosophies.

HUM ---
3 credit hours
Students may choose a World of Ideas elective course. The course must be categorized within one of the following three sections: The World of Ideas: Human Connection The World of Ideas: Historical Perspectives The World of Ideas: The Arts See All Humanities Course Descriptions for specific course information.

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


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


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.


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.

Written Statement

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

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

  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.

    Please first address what or who has influenced your decision to pursue a career in healthcare?

  2. Reflective Individual: A reflective individual consistently uses logic and critical thinking in all aspects of life. Select one of the following classes that you have taken: English Composition, Literature, History, Government, Psychology, or Sociology.

    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.

  3. Effective Communicator: Effective communicators express their ideas through talking, non-verbal communication, writing, and sometimes speaking languages other than English.

    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?

  4. Change Agent: One of the goals of our undergraduate education is to assist students in becoming agents of change. We create positive change when we work effectively in groups and bring individuals together for a common purpose. These skills are challenging and require patience and practice.

    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."

  5. Please address any grades of D's or F's listed on your transcripts.  Also, please address withdrawals or other discrepancies on your transcripts. If you do not have any D's, F's or W's please respond: Not Applicable.  

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.

Transfer Student Information

Traditional BSN Degree Guide

Traditional BSN Degree Guide

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