program education in nursing

Online Students

For All Online Programs

International Students

On Campus, need or have Visa

Campus Students

For All Campus Programs

Master's in Nursing Education Online MSN Track

Inspire and Teach the Next Generation of Nurses 

• Low tuition: $637 per credit x 36 credits total
• No entrance exams
• Provides educational content for CNE exam certification
• Accredited by the Commission on Collegiate Nursing Education (CCNE) 2
• 5 term starts per year: No caps or waiting list
• 8% projected growth for postsecondary teacher roles through 2032 1

Earn Your Online MSN in Nursing Education

Combine your clinical expertise and passion for teaching with the online Master of Science in Nursing (MSN) in Nursing Education program at Southern New Hampshire University.

Nursing educators will play a pivotal role in the future of nursing. By teaching and training the next generation of nursing professionals, you'll be a critical factor in providing equitable care for diverse populations.

This MSN program track can help prepare you to lead and teach future nursing professionals as an academic or clinical nurse educator in major universities, community colleges, hospitals and healthcare organizations.

With most nursing schools facing growing numbers of applicants, nurse educators are in high demand. The online MSN Nursing Education program offers an authentic learning experience that develops resume-building skills and knowledge required to teach the next generation of nurses. 

At the end of the program track, students will have an opportunity to put learning into practice with a practicum course that includes a 135-hour clinical and academic teaching immersion experiences under the guidance of nurse educator preceptors.

The MSN program track is based on the competencies and practice standards defined by the American Association of Colleges of Nursing (AACN) and the National League for Nursing (NLN). Graduates of the MSN Nursing Education program meet the educational requirements for the Certified Nurse Educator (CNE) exam offered by the National League for Nursing.

The baccalaureate degree program in nursing and the master’s degree program in nursing at Southern New Hampshire University are accredited by the Commission on Collegiate Nursing Education , 655 K Street NW, Suite 750, Washington, DC 20001, 202.887.6791.

.st0{fill:#21386D;} What You'll Learn

• Evidence-based practice and healthcare technology applications
• Leadership and collaboration skills that can improve nursing practice
• Advanced communication and advocacy strategy development
• How to advance equitable health policies and regulations
• Best teaching practices to develop and evaluate high-quality education

.cls-1 { fill: #21386d; } How You'll Learn

At SNHU, you'll get support from day 1 to graduation and beyond. And with no set class times, 24/7 access to the online classroom and helpful learning resources along the way, you'll have everything you need to reach your goals.

Fast Track Your MSN

Ready for the next phase of your career? With SNHU's 5 MSN program tracks — updated to align with today’s healthcare standards — you'll be on your way to earn your degree faster, for less.

Nurse Educator Career Outlook

Nurses are in high demand, with the U.S. Bureau of Labor Statistics (BLS) projecting about 193,100 openings – each year, on average – for registered nurses through 2032. 1 But that's just the tip of the iceberg.

As the workforce ages, demand is also shifting to nurses with more specialized skills – and leadership and teaching are some of the most valued among them.

For this reason, jobs for postsecondary nursing instructors and teachers are expected to grow in coming years. 1 Those who earn an MSN in Nursing Education will be prepared to pursue a number of different roles, from postsecondary teacher to simulation coordinator.

Consider, too, the unprecedented challenges of the recent pandemic. The evolving state of healthcare fuels a need for nurse educators – those who can help prepare nurses in a rapidly changing field – now more than ever.

.cls-1 { fill: #21386d; } Job Growth

According to the U.S. Bureau of Labor Statistics, career opportunities for postsecondary teachers are expected to grow 8% through 2032. 1

.cls-1 { fill: #21386d; } Salary

The median annual salary was $80,840 for postsecondary teachers in 2022. 1

Understanding the Numbers When reviewing job growth and salary information, it’s important to remember that actual numbers can vary due to many different factors — like years of experience in the role, industry of employment, geographic location, worker skill and economic conditions. Cited projections do not guarantee actual salary or job growth.

According to the 2021 report, ''The Future of Nursing: Charting a Path to Achieve Health Equity," published by the National Academy of Medicine, nurse educators will play an invaluable role in the future of healthcare. 3

"The ability to care for and protect the nation’s most vulnerable citizens depends substantially on the preparedness of the nursing workforce," the report noted. 3 "The myriad factors related to national nurse education and training — licensure and certification, scope of practice, mobilization and deployment, safety and protection, crisis leadership, and health care and public health systems support — together define nursing’s capacity and capabilities in disaster response." 3

Further, the report urges nurse educators to inform the next generation of nursing professionals. In doing so, the National Academy of Medicine notes, nurse educators can "help advance health equity nationwide." 3

This urgency to help prepare a new nursing workforce is one of the reasons SNHU is so dedicated to creating seamless, fast pathways to an MSN degree. It's also why we offer this program with no caps or waiting lists – helping you get one step closer to the next chapter in your career.

Where Could You Work?

Teach patient care in classroom and clinical units to experienced nurses and nursing students.

Healthcare Organizations

Coordinate and manage the nursing program's simulation and skills lab.

Community Colleges

Instruct and evaluate the clinical training of health sciences students.

Educational Support Services

Evaluate the effectiveness of curriculums established by school boards, states or federal entities.

Universities

Oversee student services, academics and faculty research in a specific education department.

Represent the educational needs of nurses and their impact on healthcare equity.

Start Your Journey Toward an Online Nursing Education Leadership Degree

Why snhu for your online nurse educator degree flexible with no set class meeting times, you can learn on your schedule and access online course materials 24/7. affordable as part of our mission to make higher education more accessible, we’re committed to keeping our tuition rates low. in fact, we offer some of the lowest online tuition rates in the nation. prior coursework and work experience could also help you save time and money. snhu’s transfer policy  allows you to transfer up to 12 credits from your previous institution. you could also earn college credit for previous work experience . respected founded in 1932 , southern new hampshire university is a private, nonprofit institution with over 160,000 graduates across the country. snhu is accredited by the new england commission of higher education (neche), a regional accreditor, which advocates for institutional improvement and public assurance of quality.  recently, snhu has been nationally recognized for leading the way toward more innovative, affordable and achievable education: “most innovative” regional university honors from u.s. news & world report each year since 2015 a $1 million grant from google.org to explore soft skills assessments for high-need youth recognition as a 2017 digital learning innovator by the online learning consortium network at southern new hampshire university, you'll have access to a powerful network of more than 300,000 students, alumni and staff that can help support you long after graduation. our instructors offer relevant, real-world expertise to help you understand and navigate the field. plus, with our growing, nationwide alumni network, you'll have the potential to tap into a number of internship and career opportunities. 93.6% of online students would recommend snhu (according to a 2022 survey with 17,000+ respondents). discover why snhu may be right for you . admission requirements acceptance decisions are made on a rolling basis throughout the year for our 5 graduate terms . you can apply at any time and get a decision within days of submitting all required materials. to apply, simply contact an admission counselor , who can help you explore financial options . your counselor can also walk you through the application process, which involves completing a graduate application and providing undergraduate transcripts. msn admission requirements: must maintain an active unencumbered registered nurse license. licensure exam must be equivalent to nclex-rn examination. (if a student holds active licenses in more than one state/jurisdiction all licenses must be unencumbered.)  must have an earned bachelor’s degree from an accredited nursing program (acen, ccne, and cnea) with a minimum cumulative gpa of 3.0. applicants with a gpa below 3.0 but 2.67 or above may be eligible for provisional acceptance. completion of the msn acknowledgement form. provisional acceptance may be extended to applicants with an undergraduate gpa between 2.67 and 2.99. no bsn yet no problem snhu offers an accelerated online rn to msn  pathway option that allows eligible registered nurses to achieve their msn faster and for less money. the rn to msn accelerated pathway can be applied to all 5 specialty tracks.  snhu nursing programs are not authorized in the state of washington or u.s. territories, and we are not accepting students residing in washington state or u.s. territories into nursing programs at this time. currently enrolled students who move into the state of washington or a u.s. territory will not be able to continue in nursing courses until they move out of the state of washington or the u.s. territory. prospective students are encouraged to contact an admission counselor, and current students should contact their academic advisor, for more information. applicants and students are advised that their success in their chosen program may be dependent on an ability to meet the nursing program health and technical requirements (pdf) . how to apply if you’re ready to apply, follow these simple steps to get the process going: complete free graduate application submit undergraduate transcripts work with an admission counselor  to explore financial options  and walk through application process if (typeof accordiongroup === "undefined") { window.accordiongroup = new accordion(); } accordiongroup.init(document.getelementbyid('1104bbb6bbab4116906a4c41e710db5c')); preparing you for success.

Dr. Sonya Blevins, associate dean of nursing

“You will learn very quickly through clinical experiences what you like and don’t like. A good nursing program will help you figure out your path by the time you graduate."

Nursing Education Courses & Curriculum

The online MSN Nursing Education track can help prepare you to teach in clinical and academic settings.

Like all MSN tracks at SNHU, the Nursing Education program track requires the following 5 core courses:

• Role Development and the Transformation of the MSN Nurse
• Interprofessional Leadership in Healthcare
• Epidemiological and Biostatistical Applications in Healthcare
• Global Health & Diversity
• Evidence-Based Practice & Scholarly Inquiry

Upon completing your core, you'll take the following Nursing Education track specific courses:

• Advanced Clinical Pathophysiology. Build upon existing knowledge of physiology and pathologic aspects of human disease across the lifespan. Advanced clinical pathophysiology, pathobiology, immunology, and genetics will all be analyzed. You'll gain knowledge to foster advanced clinical reasoning and decision-making skills. You'll then examine clinical manifestations of major health problems across the lifespan and explore the management of illness and health restoration.
• Advanced Health Assessment and Clinical Reasoning. Build on previous clinical experience and prior knowledge to master health assessment skills and advanced communication strategies. You'll conduct comprehensive health assessments incorporating environmental, genetic, multicultural, ethnic and socioeconomic factors. You'll also gain mastery of the advanced history and physical exam, formulate plans to ensure effective patient-centered care and adapt your communication style to meet the specific needs of diverse individuals and families.
• Population Care Management. Build upon previous health promotion and disease prevention knowledge and gain additional management skills to improve the health of populations. You'll assess health risks, services and needs of populations, analyze data to drive the improvement of care and investigate funding resources to address deficiencies. You'll also demonstrate the ability to coordinate care through the establishment of interprofessional partnerships to address gaps in care and develop, implement and evaluate improvement plans.
• Facilitating Learning and Teaching Innovation in Nursing Education. Explore the use of teaching and learning assessment strategies for nurse educators. Emphasis is placed on application of evidence-based practice to enhance student learning in clinical, didactic and online learning environments. You'll examine various teaching and learning methods, including using innovative education technologies. Topics in this course include feedback strategies, test construction and item analysis and developing and using rubrics.
• Curriculum Foundations in Nursing Education. Explore the role of the nurse educator in curriculum design and evaluation. Emphasis is placed on the process of developing curricula to include evaluation of program outcomes. You'll examine policies, accreditation, professional standards and regulations that are designed to ensure program compliance and the achievement of learner outcomes. You'll also explore learning strategies that guide the development and revision of programs and outcomes.

The MSN Nursing Education track integrates hands-on learning throughout. You'll be required to complete a practicum experience, helping you apply your skills in an authentic healthcare setting.

The online MSN Nursing Education track is aligned to the core competencies defined by the American Association of Colleges of Nursing and the National League for Nursing. The program provides the essential skills required by registered nurses to either transition into or supports the requirements of the nurse educator role. Graduates of the MSN Nursing Education track meet the educational requirements for the Certified Nurse Educator (CNE) exam offered by the National League for Nursing (NLN).

Curriculum Requirements & Resources

• Clinical practice experience (CPE): Clinical practice hours are incorporated into all graduate nursing programs accredited by CCNE. SNHU incorporates these authentic learning experiences into your MSN program through indirect and direct clinical experiences. You'll be able to achieve these CPE hours through coursework and assignments and time spent with a preceptor. Please connect with our Student Experience team to learn more about clinical practice experiences by track.

Students enrolled in the MSN program must comply with requirements of the organizations where their clinical practice experiences/practicum will be completed. These requirements may include (but are not limited to) a criminal background check, active and unencumbered license verification, immunization records, professional liability insurance. Students may incur additional costs to meet organizational requirements (ex. drug screening, physical examination co-pay, etc.). These requirements must be met prior to registering for the clinical practice experience course. 

It is a requirement that nursing students carry their own medical malpractice insurance while enrolled in practicum courses. At least two terms prior to the start of the clinical components, students will be required to demonstrate proof of having an active individual medical malpractice certificate.

HEaRT Experiential Learning

Looking to gain professional healthcare experience, even before you graduate? Do it with HEaRT.

Specially designed for learners in healthcare and nursing, HEaRT (Higher Education and Real World Training)  is a powerful experiential learning opportunity at SNHU. These online, asynchronous, voluntary experiences help connect students with employers to help solve real-world business problems – so you can be ready to make an impact in your field.

Minimum Hardware Requirements Component Type   PC (Windows OS)   Apple (Mac OS)   Operating System  Currently supported operating system from Microsoft.   Currently supported operating system from Apple.  Memory (RAM)  8GB or higher  8GB or higher  Hard Drive  100GB or higher  100GB or higher  Antivirus Software  Required for campus students. Strongly recommended for online students.  Required for campus students. Strongly recommended for online students.  SNHU Purchase Programs  Visit Dell   Visit Apple   Internet/ Bandwidth  5 Mbps Download, 1 Mbps Upload and less than 100 ms Latency  5 Mbps Download, 1 Mbps Upload and less than 100 ms Latency  Notes:   Laptop or desktop?   Whichever you choose depends on your personal preference and work style, though laptops tend to offer more flexibility.  Note:   Chromebooks (Chrome OS) and iPads (iOS) do not meet the minimum requirements for coursework at SNHU. These offer limited functionality and do not work with some course technologies. They are not acceptable as the only device you use for coursework. While these devices are convenient and may be used for some course functions, they cannot be your primary device. SNHU does, however, have an affordable laptop option that it recommends: Dell Latitude 3301 with Windows 10.  Office 365 Pro Plus  is available free of charge to all SNHU students and faculty. The Office suite will remain free while you are a student at SNHU. Upon graduation you may convert to a paid subscription if you wish. Terms subject to change at Microsoft's discretion. Review system requirements for  Microsoft 365 plans  for business, education and government.  Antivirus software:  Check with your ISP as they may offer antivirus software free of charge to subscribers.  if (typeof accordionGroup === "undefined") { window.accordionGroup = new accordion(); } accordionGroup.init(document.getElementById('f756dce5bd874c61855f6f6e92d88470')); Master of Science in Nursing (MSN) - Nurse Education Technology Requirements Students enrolled in the MSN program courses are responsible for ensuring they have the minimum system hardware, software and equipment. In addition to meeting the SNHU Technology Requirements, this track does have Minimum Technology Requirements as follows: 20Mbps (download) and 5Mbps (upload) Ability to record (webcam and microphone are often built into laptop or computer) Assessment kit (tools specified in course syllabus) A laptop is recommended if (typeof accordionGroup === "undefined") { window.accordionGroup = new accordion(); } accordionGroup.init(document.getElementById('0906b3601e7c4143a8e238e25cad9cb3')); University Accreditation

ANCC Accredited Provider

At Southern New Hampshire University, we’re committed to your success — even beyond graduation. That’s why we’re committed to delivering accredited continuing education for nurses and healthcare professionals. From one-hour webinars to multi-day conferences and more, these opportunities are built to help you continue to meet the needs of communities across the globe.

Visit our SNHU continuing education page to learn more.

Southern New Hampshire University is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center's (ANCC) Commission on Accreditation.

Tuition & Fees

Tuition rates for SNHU's online degree programs are among the lowest in the nation. We offer a 25% tuition discount for U.S. service members, both full and part time, and the spouses of those on active duty.

Tuition Rates are subject to change and are reviewed annually. *Note: students receiving this rate are not eligible for additional discounts.

Additional Costs: Course Materials ($ varies by course)

Students enrolled in the MSN program may be subject to ongoing licensure checks through a third party vendor, additional fees will apply and may vary by state.

Frequently Asked Questions

What is a Nurse Practitioner? A Valuable Healthcare Provider

Nursing's Alphabet Soup: Nursing Acronyms Explained

What is Gerontology? The Study of Aging

SNHU has provided additional information for programs that educationally prepare students for professional licensure or certification. Learn more about what that means for your program on our licensure and certification disclosure page .

Nursing Education MSN

About the nursing education program.

Our program prepares students for nursing faculty, clinical instructor, and staff development positions. Advanced program courses provide students with the foundation to teach nursing and healthcare professionals.

Find the Best Online Master's in Nursing Programs

Students can advance their careers in one of the most in-demand health care professions by earning a nursing degree online prior to getting a state license as a registered nurse. Attainment of advanced licenses, up to the doctoral level, can help students progress to an expert level of nursing.

Best Online Nursing Programs

U.S. News evaluated several factors to rank the best online nursing degree programs, including faculty credentials, graduation rates and student services and technologies.

Columbia, SC

Indianapolis, IN

Chicago, IL

Online Nursing Program Specialty Rankings

Explore the best nursing programs online for various specialties and get a feel for the curriculum and topics covered in each.

• Family Nurse Practitioner
• Nursing Administation
• Nursing Education

Online Nursing Program Concentration Rankings

See how nursing programs online rank in various concentrations and discover more about where each focus area can take your career.

• Clinical Nurse Leadership
• Clinical Nurse Specialist
• Informatics
• Nursing Administration/Leadership
• Nursing Midwifery
• Nursing Practitioner

Online Graduate Nursing Degree Overviews

The degree types below can help you tailor your online nursing degree. For example, learn the differences between a Master of Science in nursing with a BSN track or an RN track to decide which is right for you.

• Doctor of Nursing Practice
• Master of Science in Nursing (BSN Option)
• Master of Science in Nursing (RN Option)

Online Undergraduate Nursing Degree Overviews

Gain more in-depth knowledge of what it takes to earn an online nursing degree using the guide below.

FAQs about Nursing Programs Online

Online nursing degrees are respected when earned from an accredited program with a good reputation. In-person and online programs are evaluated for accreditation based on the same criteria. Most online nursing degrees require students to gain hands-on experience through clinical hours and attendance at other in-person sessions. But online nursing programs are more flexible, use nontraditional learning formats and may be more affordable than on-campus programs.

Employers care that you attend a nursing program accredited by the appropriate nursing commissions. Some institutions only hire nurses who graduated from accredited programs, as those graduates can become licensed in the state they wish to work.

Online nursing school prepares students for a rigorous profession. Courses in nursing programs cover topics in biology and chemistry, as well as mathematics, psychology and sociology. Only highly motivated and self-disciplined students should pursue online nursing programs. Students should have good time management and organizational skills, and be willing to seek help when needed. After all, they might not receive the immediate feedback expected from an in-person program. Taking a nursing program online does not guarantee you a degree – you still have to earn it. According to U.S. News survey data, 74% of online master's in nursing students who entered a program during the 2017-2018 academic year graduated by June 2022.

Nursing is in demand because the need for health care professionals is growing. According to the Bureau of Labor Statistics , the employment of registered nurses, a role that requires a bachelor’s degree in many states, is projected to grow 6% from 2021 to 2031. In addition, the Advanced Practice Registered Nurse workforce , including nurse practitioners, nurse anesthetists and nurse midwives – roles that require at least a master’s degree (plus a DNP or Ph.D. to advance further) – is projected to grow 40% by 2031. The overall increase in demand will result from vacancies left by those leaving the industry or retiring, the BLS notes, as well as an increased emphasis on preventive care and additional consideration of aging populations and those with chronic health conditions.

Home / 3-Steps on How to Become a Registered Nurse in 2024 (RN)

3-Steps on How to Become a Registered Nurse in 2024 (RN)

Video overview of the process of becoming an rn, step 1: finding the right nursing school, search nursing programs, step 2: complete your rn program and pass the nclex-rn, rn nursing careers & specialties, step 3: find a registered nursing job.

We break down the process of becoming an RN into three easy steps - read on to get started on your nursing journey!

Deciding to join the ranks of healthcare’s foot soldiers as a registered nurse (RN) can feel like a big undertaking. We want to help! Browse our Guides for everything you ever wanted to know, and probably more, about how to become an RN.

Click here to learn more about what an RN does and whether this career fits you.

Nurses are the foot soldiers of the healthcare system. They are the gateway between patients and physicians and are the voice for those who cannot advocate for themselves. Nurses hold the power to make or break a patient's day and can bring happiness into a situation where it seems only sadness will prevail. Being a nurse is a huge responsibility, but with that comes vast rewards and personal satisfaction in helping someone who is in need and can not help themselves. Many begin the process with entry-level nursing options but aspire to continue their education and climb the ranks within the nursing field.

Start with local schools and compare accreditation, NCLEX-RN “pass rates,” course syllabi, cost, waitlists, and program length. The program you choose should be appropriately accredited for many reasons, have average or better NCLEX-RN “pass rates,” and fit into your personal decisions about cost, length, and location. One must also consider the entrance examination process, making passing the TEAS test a mandatory prerequisite for entry into nursing school. We provide an abundance of information on these issues!

We can help you find your way through the education process and beyond and help you keep looking forward to the day when you can call yourself a "Registered Nurse!"

LEARN MORE – Choosing an RN School , LPN to RN Program , or CNA to RN Program

Compare RN Program Accreditation

• Nursing School Accreditation

Compare the Costs of RN Programs

Finding creative ways to pay for nursing school to become a registered nurse (RN) can feel overwhelming and self-defeating. But we can help you find resources and ways of thinking outside the box to finance school.

Equally important is considering the "hidden costs" of nursing school, tips and tricks in applying for grants and financial aid, the trade-off of lost wages versus working during school, and more.

If you want to become a registered nurse, the money will come! Let us help you find it!

LEARN MORE – Cost of RN Programs

Find RN Programs in Your State

Each state may have different requirements for becoming a Registered Nurse. To find out specific requirements, click on your state.

• AR Arkansas
• CA California
• CO Colorado
• CT Connecticut
• DE Delaware
• DC Washington, DC
• IL Illinois
• KY Kentucky
• LA Louisiana
• MD Maryland
• MA Massachusetts
• MI Michigan
• MN Minnesota
• MS Mississippi
• MO Missouri
• NE Nebraska
• NH New Hampshire
• NJ New Jersey
• NM New Mexico
• NY New York
• NC North Carolina
• ND North Dakota
• OK Oklahoma
• PA Pennsylvania
• RI Rhode Island
• SC South Carolina
• SD South Dakota
• TN Tennessee
• VA Virginia
• WA Washington
• WV West Virginia
• WI Wisconsin

Select your education background and program of interest and see all the accredited nursing programs available for you.

Making it through nursing school can be difficult, especially when balancing work, family, and other personal commitments. We have great information on how to make it all come together and create the right mindset to get through RN school. You can do it!

So, what is nursing school going to be like? Many potential students want to know what they are in for.

Work/Life Balance During School

Nursing school will mold a non-healthcare person into a detail-oriented, perfectionist, think-outside-the-box critical thinker. To do this, the rules are strict, the instructors are tough, and the coursework is challenging. Many nurses reflect that nursing school was one of the hardest things they've ever done, but hardly any ever regret that decision.

To be in a position of being able to save a human life is a great responsibility. Nursing school works to find which of those students are not cut out for it and push and mold the students who are into great nurses.

While all this is challenging, frustrating, and demanding, remember that nursing school graduation day is the most exhilarating feeling you may ever have! Keep looking forward, and let us provide all you need to make it to that glorious graduation day!

LEARN MORE – What to Expect During & After RN School

NCLEX-RN Help & Advice

The NCLEX-RN is the exam required after completing a nursing school program before the graduate can start working as a nurse. The State licenses registered nurses, which is the exam that must be passed to earn a license. Nursing schools work hard to prepare their students to pass this exam. We offer NCLEX-RN practice test questions , resources, tips, and other information on preparing for and passing the NCLEX-RN exam.

LEARN MORE – NCLEX-RN Exam Guide

Choose schools and programs by degree level and nursing background. Education at every step.

How to Become RN

Entry Level Nursing

Medical Assistant

APRN Specialties

Nurse Practitioner

Nurse Midwife

Clinical Nurse Leader

Once you have passed the NCLEX-RN and have a nursing license, you can find a job as an RN! We offer some great tips and tricks for an effective RN job search, where to start looking, how to build a fantastic resume, and how to show your best self during an interview. Finally, once you’re employed, how to be the best RN intern you can be!

There has never been a better time to become a registered nurse! We can help you find the right school, navigate the ups and downs of nursing school, pass the NCLEX-RN, find a job, and become the best new graduate RN you can be! We also offer discussions about hot topics in the industry, tips and tricks, and much more!

Finally, it’s nursing school graduation day! It’s such a huge accomplishment! Be proud of all you've done and all you will do in the future to help and heal patients who need you.

But, first things first, let us help you find a job.

By now, you probably have an idea of what area of nursing you're most interested in. We can help you create a fantastic resume to show employers your best self and get your foot in the door with your first-choice facility.

LEARN MORE – Types of RN Careers and RN Resume & Career Search

Tips and Tricks on a Great RN Interview

The resume worked, and your dazzling personality and education have shined through on paper. Now, let us help you make a great impression and get you through the interview process to land your dream job as a registered nurse!

This Guide includes tips and tricks for making a big splash during your interview, how to dress, what to do and not to do during a nursing interview, and how to be an incredible new graduate nurse once you land that job.

Congratulations on making considerable strides to better your future!

LEARN MORE – RN Interview Tips

How to Find an RN Job

What do RNs do, exactly, and where do they work?

These are great questions, and we have much information to help you understand exactly what you'd be getting into.

Nurses have one of the most versatile jobs there is. A nurse can choose to be an "adrenaline junkie" and work in intense, high-stress environments or decide to take it slower with lower-stress positions and everything in between! In nursing, there is an excellent position for everyone and the right job for every personality and temperament.

This guide offers a wealth of information about almost every nursing specialty!

LEARN MORE – Working as an RN and Registered Nursing Jobs .

Once you become an RN and start employment, perhaps you’ll consider continuing your education. Maybe you’ll increase your salary with a high-paying RN specialty such as an advanced practice RN specialty . You must return to the classroom for additional education to take this next step. Luckily, RegisteredNursing.org has collected information on every registered nursing program and school in the U.S.

Learn more about the following types of APRN programs: nurse practitioner programs , CRNA programs , midwifery programs , specialized nursing certifications , post-graduate certificate programs , and more.

You’ll also want to see our RN License Transfer and NLC Guide if you intend to work outside of the state where you became certified.

You are using an outdated browser. Please upgrade your browser to improve your experience.

Health & Nursing

Courses and certificates.

• Bachelor's Degrees
• View all Business Bachelor's Degrees
• Business Management – B.S. Business Administration
• Healthcare Administration – B.S.
• Human Resource Management – B.S. Business Administration
• Information Technology Management – B.S. Business Administration
• Marketing – B.S. Business Administration
• Accounting – B.S. Business Administration
• Finance – B.S.
• Supply Chain and Operations Management – B.S.
• Accelerated Information Technology Bachelor's and Master's Degree (from the School of Technology)
• Health Information Management – B.S. (from the Leavitt School of Health)

Master's Degrees

• View all Business Master's Degrees
• Master of Business Administration (MBA)
• MBA Information Technology Management
• MBA Healthcare Management
• Management and Leadership – M.S.
• Accounting – M.S.
• Marketing – M.S.
• Human Resource Management – M.S.
• Master of Healthcare Administration (from the Leavitt School of Health)
• Data Analytics – M.S. (from the School of Technology)
• Information Technology Management – M.S. (from the School of Technology)
• Education Technology and Instructional Design – M.Ed. (from the School of Education)

Certificates

• View all Business Degrees

Bachelor's Preparing For Licensure

• View all Education Bachelor's Degrees
• Elementary Education – B.A.
• Special Education and Elementary Education (Dual Licensure) – B.A.
• Special Education (Mild-to-Moderate) – B.A.
• Mathematics Education (Middle Grades) – B.S.
• Mathematics Education (Secondary)– B.S.
• Science Education (Middle Grades) – B.S.
• Science Education (Secondary Chemistry) – B.S.
• Science Education (Secondary Physics) – B.S.
• Science Education (Secondary Biological Sciences) – B.S.
• Science Education (Secondary Earth Science)– B.S.
• View all Education Degrees

Bachelor of Arts in Education Degrees

• Educational Studies – B.A.

Master of Science in Education Degrees

• View all Education Master's Degrees
• Curriculum and Instruction – M.S.
• Educational Leadership – M.S.
• Education Technology and Instructional Design – M.Ed.

Master's Preparing for Licensure

• Teaching, Elementary Education – M.A.
• Teaching, English Education (Secondary) – M.A.
• Teaching, Mathematics Education (Middle Grades) – M.A.
• Teaching, Mathematics Education (Secondary) – M.A.
• Teaching, Science Education (Secondary) – M.A.
• Teaching, Special Education (K-12) – M.A.

Licensure Information

• State Teaching Licensure Information

Master's Degrees for Teachers

• Mathematics Education (K-6) – M.A.
• Mathematics Education (Middle Grade) – M.A.
• Mathematics Education (Secondary) – M.A.
• English Language Learning (PreK-12) – M.A.
• Endorsement Preparation Program, English Language Learning (PreK-12)
• Science Education (Middle Grades) – M.A.
• Science Education (Secondary Chemistry) – M.A.
• Science Education (Secondary Physics) – M.A.
• Science Education (Secondary Biological Sciences) – M.A.
• Science Education (Secondary Earth Science)– M.A.
• View all Technology Bachelor's Degrees
• Cloud Computing – B.S.
• Computer Science – B.S.
• Cybersecurity and Information Assurance – B.S.
• Data Analytics – B.S.
• Information Technology – B.S.
• Network Engineering and Security – B.S.
• Software Engineering – B.S.
• Accelerated Information Technology Bachelor's and Master's Degree
• Information Technology Management – B.S. Business Administration (from the School of Business)
• View all Technology Master's Degrees
• Cybersecurity and Information Assurance – M.S.
• Data Analytics – M.S.
• Information Technology Management – M.S.
• MBA Information Technology Management (from the School of Business)
• Full Stack Engineering
• Web Application Deployment and Support
• Front End Web Development
• Back End Web Development

3rd Party Certifications

• IT Certifications Included in WGU Degrees
• View all Technology Degrees
• View all Health & Nursing Bachelor's Degrees
• Nursing (RN-to-BSN online) – B.S.
• Nursing (Prelicensure) – B.S. (Available in select states)
• Health Information Management – B.S.
• Health and Human Services – B.S.
• Psychology – B.S.
• Health Science – B.S.
• Healthcare Administration – B.S. (from the School of Business)
• View all Nursing Post-Master's Certificates
• Nursing Education—Post-Master's Certificate
• Nursing Leadership and Management—Post-Master's Certificate
• Family Nurse Practitioner—Post-Master's Certificate
• Psychiatric Mental Health Nurse Practitioner —Post-Master's Certificate
• View all Health & Nursing Degrees
• View all Nursing & Health Master's Degrees
• Nursing – Education (BSN-to-MSN Program) – M.S.
• Nursing – Leadership and Management (BSN-to-MSN Program) – M.S.
• Nursing – Nursing Informatics (BSN-to-MSN Program) – M.S.
• Nursing – Family Nurse Practitioner (BSN-to-MSN Program) – M.S. (Available in select states)
• Nursing – Psychiatric Mental Health Nurse Practitioner (BSN-to-MSN Program) – M.S. (Available in select states)
• Nursing – Education (RN-to-MSN Program) – M.S.
• Nursing – Leadership and Management (RN-to-MSN Program) – M.S.
• Nursing – Nursing Informatics (RN-to-MSN Program) – M.S.
• Master of Healthcare Administration
• MBA Healthcare Management (from the School of Business)
• Business Leadership (with the School of Business)
• Supply Chain (with the School of Business)
• Back End Web Development (with the School of Technology)
• Front End Web Development (with the School of Technology)
• Web Application Deployment and Support (with the School of Technology)
• Full Stack Engineering (with the School of Technology)
• Single Courses
• Course Bundles

Apply for Admission

Admission requirements.

• New Students
• WGU Returning Graduates
• WGU Readmission
• Enrollment Checklist
• Accessibility
• Accommodation Request
• School of Education Admission Requirements
• School of Business Admission Requirements
• School of Technology Admission Requirements
• Leavitt School of Health Admission Requirements

Additional Requirements

• Computer Requirements
• No Standardized Testing
• Clinical and Student Teaching Information

Transferring

• FAQs about Transferring
• Transfer to WGU
• Transferrable Certifications
• Request WGU Transcripts
• International Transfer Credit
• Tuition and Fees
• Financial Aid
• Scholarships

Other Ways to Pay for School

• Tuition—School of Business
• Tuition—School of Education
• Tuition—School of Technology
• Tuition—Leavitt School of Health
• Your Financial Obligations
• Tuition Comparison
• Applying for Financial Aid
• State Grants
• Consumer Information Guide
• Responsible Borrowing Initiative
• Higher Education Relief Fund

FAFSA Support

• Net Price Calculator
• FAFSA Simplification
• See All Scholarships
• Military Scholarships
• State Scholarships
• Scholarship FAQs

Payment Options

• Payment Plans
• Corporate Reimbursement
• Current Student Hardship Assistance
• Military Tuition Assistance

WGU Experience

• How You'll Learn
• Scheduling/Assessments
• Accreditation
• Student Support/Faculty
• Military Students
• Part-Time Options
• Virtual Military Education Resource Center
• Student Outcomes
• Return on Investment
• Students and Gradutes
• Career Growth
• Student Resources
• Communities
• Testimonials
• Career Guides
• Skills Guides
• Online Degrees
• All Degrees
• Explore Your Options

Admissions & Transfers

• Admissions Overview

Tuition & Financial Aid

Student Success

• Prospective Students
• Current Students
• Military and Veterans
• Commencement
• Careers at WGU
• Advancement & Giving
• Partnering with WGU

Post-Master's Certificate

Nursing Education

Be prepared to train nurses and make an impact on the future of healthcare.

Utilize your nursing knowledge, experience, and MSN degree to pursue additional nursing credentials that will allow you to progress in your career. Move forward on your career path with the help of a post-master's degree certificate in nursing that opens the doors to new opportunities.

As a nurse educator, you will demonstrate a professional presence by helping nursing students acquire the knowledge and skills to work effectively in inter-professional teams across a variety of academic and healthcare settings. 

Don't have an MSN? No problem! Check out the RN-to-MSN or the BSN-to-MSN nursing education degree programs offered by WGU. You can also  compare post-master's certifications to MSN programs .

Expected time to completion  

The program consists of 16 credits and is paced to be completed in two six-month terms. 

Tuition per six-month term is

Tuition charged per term—rather than per credit—helps students control the ultimate cost of their degrees. Finish faster, pay less!

Graduates who recommend WGU:

The vast majority of alumni say WGU delivered on its promises. In fact, over 50% of students found WGU thanks to a friend's recommendation.

Ready to Start Your WGU Journey?

Next Start Date: {{startdate}}

Start Dates the 1st of Every Month

Nurse Educator Courses

This program consists of 8 courses

At WGU, we design our curriculum to be timely, relevant, and practical—all to help you show that you know your stuff.  

The Nursing Education courses in this program were derived from the National League for Nursing Nurse Educator standards and the Master’s Essentials for Professional Nursing practice. The nurse educator specialization will cover topics such as curriculum development, learning styles, assessment, and more.

Demonstrating mastery is how you pass a course, so learning what it takes to be outstanding in your career is at the heart of WGU’s Post-Master's Certificate in Nursing–Education curriculum. That means the things you master at WGU are often directly applicable the next day at work—and it means what you’re doing at work frequently informs the work you’re doing in your courses. It’s all about real-world applicability so every moment spent studying is time well spent.

The Post-Master's Certificate in Nursing – Education consists of the courses listed below. You will typically complete one at a time as you make your way through your program, working with your Program Mentor each term to build your personalized Certificate Plan. You’ll work through each course as quickly as you can study and learn the material. As soon as you’re ready, you'll take your assessment, and once you pass, you'll complete the course and move on. This means you can finish as many courses as you're able in a term at no additional cost.

Evolving Roles of Nurse Educators in Diverse Environments examines the multidimensional roles of a contemporary academic nurse educator. This course explores the roles and responsibilities of the nurse educator as a teacher, leader, change agent, and curriculum innovator. Students will also examine the importance of personal and professional development by developing strategies that promote academic integrity, cultural sensitivity, social justice, and ethical/legal values in diverse environments. The course emphasizes the responsibility of nurse educators to utilize communication, collaboration, and leadership in mitigating challenges in academic nursing education.

Facilitation of Context-Based Student-Centered Learning explores how the nurse educator will incorporate authentic experiences into the creation of course plans that facilitate scholarly inquiry, collaboration, and knowledge acquisition in varied educational environments. Emphasis is placed on innovative, transformational, and experiential teaching and learning strategies to facilitate student development of professional, context-based nursing principles, knowledge, skills, and behavior. Evolving Roles of Nurse Educators in Diverse Environments is a prerequisite to this course.

Contemporary Curriculum Design and Development in Nursing Education analyzes the concepts of creating curriculum based on national nursing accreditation standards and instructional design best practices. Nurse educator students will create course content that supports learning in diverse, real-world environments where nurse educators facilitate learning. Instructional design strategies for delivering course content will reflect the mission of academic institution programs, contemporary trends in nursing education, and the needs of key stakeholders in nursing education and practice. Facilitation of Context-Based Student-Centered Learning is a prerequisite to this course.

Assessment and Evaluation Strategies for Measuring Student Learning addresses the academic nurse educator's role in the design, development, implementation, and evaluation of student achievement outcomes in nursing education programs. This course requires students to integrate best practices from nursing theory and theories of learning to assess student learning in diverse educational settings. Topics include validity, reliability, and practicality of assessments, interpreting item difficulty and discrimination test results, and analyzing student achievement and learning outcomes data. This course has no prerequisites.

Emerging Trends and Challenges in 21st Century Nursing Education analyzes the emerging trends, technologies, and challenges that academic nurse educators encounter when facilitating learning in diverse healthcare settings. Students will focus on the necessity of interprofessional collaboration and the barriers and facilitators to overcoming the challenges associated with teaching and learning in nursing. Topics include the impact of emerging technology, challenges in nursing practice, and the role of the academic nurse educator as a scholar and a nursing education policy advocate. This course has no prerequisites.

The Nursing Education Field Experience provides the academic nurse educator student an opportunity to work collaboratively with academic mentors and interprofessional stakeholders to analyze the need-gap for a curriculum change, innovation, or improvement. Based on the identified need-gap, the graduate student will design and develop a course that reflects evidence-based instructional design and assessment principles and practices. This course prepares students for the role of an Academic Nurse Educator, as an agent for change and quality improvement in nursing education.

The Nursing Education Capstone course provides the Nurse Educator student an opportunity to apply previous course work towards the completion of an evidence-based curriculum proposal project. During this course students will build on previous work during their Nursing Education Field Experience course by planning the implementation and evaluation phases of their proposed curriculum change. The capstone project represents a synthesis of competencies across the Master of Science in Nursing—Nursing Education degree program, which prepares them to lead, manage, and transform nursing education in diverse and complex settings. This course is eligible for an in-progress grade. Please see the grading scale policy for more information.

The learner will explore professional communication by applying the principles of academic writing to their discipline. Learners will incorporate these skills into the development of an evidence-based scholarly paper in their specialty area. As learners develop a scholarly paper, they will acquire a deeper understanding of the research topic selected and analyze whether initiatives and interventions have been effective or ineffective.

Program consists of 8 courses

At WGU, we design our curriculum to be timely, relevant, and practical—all to help you show that you know your stuff.

Field Experiences

Special requirements for this program

While most of your coursework will be completed online, your nursing program includes some requirements—including field experiences—that must be completed in a facility near you. And while most of your courses can be accelerated based on your prior knowledge and hard work, some nursing programs begin with a  cohort-based course  that must be completed via five scheduled webcam sessions with faculty and fellow students.

Skills For Your Résumé

As part of this program, you will develop a range of valuable skills that employers are looking for. 

• Curriculum Development: Successfully implemented instruction using a variety of instructional strategies to support and expand learning, enhancing student engagement and academic growth.
• Lesson Planning: Effectively implemented ongoing assessment methods to determine the effectiveness of instruction and student learning.
• Research: Successfully collected comprehensive and relevant information on research topics from multiple sources, ensuring a well-informed and comprehensive understanding of the subject matter.
• Educational Technologies: Identified and utilized technologies that facilitated the delivery of educational instruction, optimizing learning experiences.
• Change Management: Expertly determined the most effective change management techniques for implementation in a given situation, ensuring smooth transitions and maximizing positive outcomes.
• Business Process:  Led transformative change in an organization's culture.

“Enrollment was perfectly easy for me. I was able to submit online and somebody called me within a day to start the whole process. Within two or three weeks I was ready to go for my first term.”

—Bryon Denton M.S. Nursing – Education

Top accreditations mean that your certificate is respected by employers and peers. You will get a quality education that is valuable in the industry with this nursing leadership program.

On Your Schedule 

You can continue working at your full-time job or maintaining your responsibilities while earning your nursing leadership post-master's credential. You don't have to log in to classes and there aren't due dates. You are in charge of your program.

Strong Alumni Network

When you enroll in the nursing education certificate program at WGU, you join an impressive network of healthcare professionals.

Accredited, Respected, Recognized™

One important measure of a degree’s value is the reputation of the university where it was earned. When employers, industry leaders, and academic experts hold your alma mater in high esteem, you reap the benefits of that respect. WGU is a pioneer in reinventing higher education for the 21st century, and our quality has been recognized.

COST & TIME

An Affordable Nursing Education Certificate

By charging per term rather than per credit—and empowering students to accelerate through material they know well or learn quickly—WGU helps students control the ultimate cost of their programs. The faster you complete your program, the less you pay for your degree.

A Nursing Certificate Is Within Reach

There is help available to make paying for school possible for you:

The average student loan debt of WGU graduates in 2022 (among those who borrowed) was less than half* the national average.

Most WGU students qualify for financial aid, and WGU is approved for federal financial aid and U.S. veterans benefits. 

Many scholarship opportunities are available. Find out what you might be eligible for.

* WGU undergraduate students have approximately half the debt at graduation compared to the national average, according to the Institute for College Access and Success (2022).

FLEXIBLE SCHEDULE

A Certificate in Nursing Education Designed to Be Earned on a Nurse's Schedule

Our unique education model puts working nurses in the driver’s seat of their education. As a busy nurse, you need a certificate program that's more than simply online—you need one that truly reflects the realities of your work life and experience. At WGU, your progress is driven by your ability to prove what you’ve learned. How quickly is largely up to you. Once you’ve mastered the material, you prove what you know through tests, papers, projects, or other assessments. Demonstrating mastery is how you pass a course, so learning what it takes to be outstanding in your career is at the heart of WGU’s curriculum.

Other online certificate programs may give you the convenience of distance learning; WGU's online programs take that flexibility further—many steps further!

"WGU is a great option for nurses who are looking to advance their careers but need further education and flexibility to do so.”

—Kathryn Kosmides M.S. Nursing – Education (RN to MSN)

CAREER OUTLOOK

Real Results for Your Career in Nursing Education

Once you have completed your Post-Master's Certificate in Nursing–Education you will have the knowledge and skills to be an outstanding nurse educator. You'll be in demand, because you'll be prepared to translate your extensive nursing knowledge into learning opportunities for other nurses.

Nurse educators teach and train nurses, nursing students, schoolchildren, community groups, workers, patients, and consumers. A post-master's certificate can prepare you to make a difference in a wide variety of settings, including:

• Community agencies.
• Industry and businesses.
• Nursing programs.

Return on Your Investment

On average, wgu graduates see an increase in income post-graduation.

Average income increase from all degrees in annual salary vs. pre-enrollment salary. Source:  2023 Harris Poll Survey  of 1,655 WGU graduates.

Survey was sent to a representative sample of WGU graduates from all colleges. Respondents received at least one WGU degree since 2017.

Nursing instructors at colleges, universities, or professional schools make over $84,000 on average, according to recent statistics.

—U.S. Bureau of Labor Statistics

Nursing Education Leaders Are Thriving in Diverse Careers

Given the growing nurse educator shortage, earning your certificate in nursing education is both a rewarding decision and a solid career move. Once you master subjects like curriculum development, instruction and evaluation, and current technology in nursing education, your role in nursing can take on a whole new dimension. Our 3,000-plus nursing education alumni have great jobs and satisfying careers:

• Director of nursing
• Chief nursing officer
• Quality director
• Clinical nurse leader
• Project manager

Diverse Industries

• Health systems
• Cancer centers
• Local, state, or federal government
• Hospice providers

Major Employers

• Ascension Health
• Cedars-Sinai Medical Center
• UCLA Health System

WGU Grads Hold Positions With Top Employers

Hospitals and clinics around the country know the benefit of a degree from WGU, so your healthcare degree is valuable.

Admissions Requirements Unique to This Program

To be considered for this post-master's certificate program in nursing, you must:

• Possess an M.S. in Nursing from an accredited institution or state board of nursing approved program.
• Possess an active, unencumbered RN license in your state of residence, or your state of employment. (Some license holders may be granted a waiver if they are not licensed in their state of residence or employment.) You must be licensed in the state in which you will complete your clinical experience. 

Safety Notice:  WGU and the College of Health Professions (CHP) are committed to the health, safety, and well-being of all patients, community members, and key stakeholders that interact with WGU students at various clinical/host sites. Interactions might include direct patient interaction, observation experiences, laboratory experiences, project development, or conducting research.  Standard compliance verification for students in applicable CHP programs is required to protect the public, meet CHP program expectations, reasonably assure compliance with state regulatory board requirements, meet WGU’s contractual and legal obligations with clinical partners, and support WGU’s mission to prepare students who will be qualified to enter their desired field. Compliance items may include, but are not limited to, background checks, immunizations, and drug screens as needed.

Get Your Enrollment Checklist

Download your step-by-step guide to enrollment.

Get Your Questions Answered

Talk to an WGU Enrollment Counselor.

Transfer Credits

More About the Nursing Education Certificate

• General Program Questions
• Financial Aid Questions

Who is eligible for the post-master's certificate in nursing programs?

In order to be eligible for this certificate program, you must be a registered nurse with an active, unencumbered RN license and hold a MSN degree from an accredited program.

Can I get a scholarship for this program?

Yes! WGU does offer scholarship opportunities for students in post-master's certificate programs. 

How does WGU keep its tuition so low?

As a nonprofit university, WGU doesn’t need to benefit shareholders. Our students are our only focus. We also try to keep our operating costs low. And since we’re an exclusively online university, we don’t need to maintain expensive classroom buildings, a campus, or other nonacademic programs.

Why should I get a post-master's certificate?

A post-master's certificate in nursing is a great option for MSN graduates who are looking to change the trajectory of their careers. For example, MSN-educated nurses who want to become a clinical instructor can benefit from a post-master's certificate in nursing education.

Does WGU offer financial aid?

WGU is approved to offer  federal student aid . You will need to apply using the FAFSA, which is used to determine your eligibility for aid. WGU’s FAFSA school code is 033394.

Are there scholarships available?

Scholarships are available for new WGU students and returning graduates.  This video shows more  about scholarship opportunities and how they can help you pay for school. Get information on:

• How to apply
• Eligibility requirements
• Examples of scholarships
• What happens after you apply
• Other financial aid options

How does tuition work at WGU?

WGU's tuition is a flat rate that is charged every six months. You can take as many courses as you are able in that six-month term—with no extra cost. You simply pay for the term and do as much work as you can or want to during that time. This means that finishing faster helps you save money—a major benefit you won't find at most other schools. 

The University

For students.

• Student Portal
• Alumni Services

Most Visited Links

• Business Programs
• Student Experience
• Diversity, Equity, and Inclusion
• Student Communities

How to Become a Registered Nurse

NurseJournal.org is committed to delivering content that is objective and actionable. To that end, we have built a network of industry professionals across higher education to review our content and ensure we are providing the most helpful information to our readers.

Drawing on their firsthand industry expertise, our Integrity Network members serve as an additional step in our editing process, helping us confirm our content is accurate and up to date. These contributors:

• Suggest changes to inaccurate or misleading information.
• Provide specific, corrective feedback.
• Identify critical information that writers may have missed.

Integrity Network members typically work full time in their industry profession and review content for NurseJournal.org as a side project. All Integrity Network members are paid members of the Red Ventures Education Integrity Network.

Explore our full list of Integrity Network members.

• Steps to Become
• Education Options
• Licensure and Certification

Are you ready to earn your online nursing degree?

Do you want to make a real difference in people’s lives in a stable career? Do you want to do exciting work in a specialty of your choice with opportunities for advancement?

If you answered yes to even some of these questions, you’ll want to learn how to become a registered nurse. In this guide, discover the steps you need to take to become a registered nurse (RN), including education and licensure requirements.

Steps to Becoming a Registered Nurse

All RNs follow similar steps to get their licenses, but the specific requirements vary by state . Certain states, such as New York, require RNs to hold a bachelor’s degree in nursing (BSN). The following list covers the steps to become a registered nurse.

Complete Prerequisites for an ADN or a BSN

Whether you choose an associate degree in nursing (ADN) or a BSN degree, you must complete liberal arts, math, and science prerequisites. Common prerequisites for nursing school include basic anatomy, physiology, biology, psychology, and anatomy. Nursing schools often require that incoming students earn a minimum “C” grade in these courses.

Earn a BSN or an ADN Degree

A four-year BSN degree offers in-depth education and training in leadership, interpersonal communication, and clinical nursing. A two-year ADN degree covers nursing fundamentals and offers the fastest track to becoming a registered nurse.

If you start your nursing career with an ADN, you can earn a BSN later in your career with a RN-to-BSN program. If you have a bachelor’s degree in a non-nursing field, an accelerated BSN program lets you graduate in as little as one year.

Pass the NCLEX Exam

You can apply for licensure six weeks before graduating and then register for the NCLEX-RN . This computerized test includes a minimum of 75 questions. You have up to six hours to finish the exam.

Find Employment

No matter your degree path, be proactive in your nursing career search . That could mean contacting your college network and gathering job resources before graduating. It’s also important to make a good impression during clinical rotations with potential healthcare employers.

Become Certified in Your Specialty

If you want greater recognition, more career opportunities, and higher salary potential, consider becoming certified in your nursing specialty. To qualify, you usually need two or more years of full-time clinical RN experience in a specialty focus and pass an exam.

Registered Nurse Schooling

Expect to spend 2-4 years completing the required education to become a registered nurse. The exact timeline varies depending on if you choose a two-year ADN or a four-year BSN. Having prior college credits can speed up your completion time. Discover the differences between an ADN and BSN degree.

An ADN degree provides a quicker path to becoming a registered nurse . However, some employers require or prefer a BSN degree. RNs also need a BSN to become advanced practice nurses, such as clinical nurse specialists , certified registered nurse anesthetists , or nurse practitioners .

Admission Requirements

Program curriculum, time to complete, skills learned, adn-to-bsn degree.

An ADN-to-BSN degree allows RNs with ADN degrees to complete a BSN in roughly half the time or less than a traditional program. Many schools offer this bridge program completely online. Students are required to complete clinical hours, which they can arrange in their local area.

While a BSN takes longer, the program provides a broader education in leadership, critical thinking, coordinating patient care with doctors and other healthcare professionals, and specialized knowledge of medical conditions.

ABSN Degree

Those with a bachelor’s degree in another field can earn an accelerated bachelor of science in nursing degree (ABSN) and graduate in 12-18 months. This route may appeal to those who want to switch careers quickly to become registered nurses. However, the program’s rapid pace can be challenging, and the admissions process can be rigorous.

Registered Nurse Credentials

After completing your nursing education, you must pass the NCLEX-RN to become a registered nurse. Nurses who meet the educational, clinical, and exam qualifications can get licensed in their state.

While not required for employment, certifications acknowledge an RN’s expertise in specialized areas, such as pediatric acute critical care or cardiac medicine. It can also boost an RN’s career in terms of pay and responsibility.

Earning licensure is the last step to becoming a registered nurse. Prospective nurses can get licensed by their state board of nursing after they earn their degree, complete clinical hours, and pass the NCLEX-RN.

Each state board sets different standards and may require additional training courses to qualify for a license. RNs must typically renew their license every two years. Individuals must complete training courses and continuing education hours to renew their RN license.

Certification

Registered nursing does not require certifications, but getting these optional credentials can provide greater opportunities for professional development. Having a credential demonstrates your skills in a specialized area to potential employers.

The American Nurses Credentialing Center (ANCC) and other nursing organizations offer certifications for RNs. Qualifying RNs must complete a specific number of clinical hours and pass an exam. Nurses can become certified in specialties such as emergency care, pediatrics, and intensive care.

Where do Registered Nurses Work?

Nursing students find positions through their schools, hospitals, medical offices, or popular job boards. The American Nurses Association also offers career centers where members can find open positions.

RN salaries vary depending on their degree, specialization, and workplace. According to the Bureau of Labor Statistics , RNs earn an average salary of $89,010.

Many RNs work in hospitals, physician offices, nursing facilities, and outpatient care centers. RNs in outpatient centers earn an average salary of $97,200, which is higher than the average salaries for nurses in hospitals and skilled nursing facilities.

Hospitals (State, Local, and Private)

RNs work in every hospital unit. Depending on their interests, registered nurses might work in the operating room, intensive care unit, or neonatal units, for example. They administer medication, complete patient assessments, establish patient care priorities, and intervene in emergencies to save lives.

Nursing and Residential Care Facilities

In nursing and residential care facilities, RNs work day and night shifts. They advise patients and their families, implement infection-control policies, administer medication and treatments, coordinate care plans, and monitor residents.

Outpatient Care Centers

Sometimes called ambulatory care nursing, RNs work mostly the day shift where they assess a patient’s overall health, monitor vital signs, administer medications, educate patients and their families, and help manage pain.

Becoming a Registered Nurse: FAQs

Can you become an rn in 2 years.

Yes, you can become an RN in two years if you complete a two-year ADN program. If you have a degree in another field, you can complete an accelerated BSN program in 1-2 years, depending on the number of transfer credits. Both programs allow you to sit for the NCLEX-RN and get your nursing license.

Is it hard being a registered nurse?

Nursing is a challenging profession that requires you to be diligent, detail-oriented, and clinically aware for long periods of time, typically 10-12 shifts. Working night shifts and having less flexibility when it comes to your schedule (e.g., having to work weekends and holidays) might also be a hard adjustment for some. While the profession is physically taxing and emotionally charged, becoming an RN offers job stability, and it can be vastly rewarding to help others. How hard it is to be an RN depends on how well you can develop a work-life balance.

What are the steps of being an RN?

You first need to complete your prerequisite college courses for an ADN or BSN nursing program. After admission and completion of an accredited program, you must pass the NCLEX exam to obtain your license and find employment. For more career opportunities, consider becoming certified in your specialty.

Is becoming an RN hard?

The answer to this question varies for each student. Nursing programs are challenging , require dedication, and are not for everyone. During school, you’ll learn time-management skills, study a lot, and be challenged in class and during your clinical hours. However, after graduating, you can develop a rewarding and flexible career with job stability and options to advance.

Page last reviewed on September 6, 2023

Whether you’re looking to get your pre-licensure degree or taking the next step in your career, the education you need could be more affordable than you think. Find the right nursing program for you.

You might be interested in

Best Online Nursing Programs and Degrees

Overwhelmed by the abundance of online nursing programs? This guide can help you navigate the possibilities and narrow down the options.

Nurse Practitioner Career Overview

Certified Nursing Assistant (CNA) Career Overview

Accreditation Commission for Education in Nursing

the leading authority for nursing education accreditation

Time to vote!

The 2024-2025 ACEN Board of Commissioners and ACEN Nominating Committee elections have begun. Votes may be cast until May 31, 2024, and newly elected members will take office October 1, 2024.

Register today!

The new ACEN Immersive Experience offers hands-on engagement in the application of the Standards and Criteria! Visit the event website to learn more and register!

Check out the latest news!

Read the ACEN's latest news and updates.

Search Programs

Search the ACEN's accredited and Candidate programs.

Your ACEN Accreditation Journey Starts Here

The ACEN is recognized as the accrediting body for all types of nursing education programs by the U.S. Department of Education (ED) and the Council for Higher Education Accreditation (CHEA).

Resources for Programs

Resources for nurse administrators and faculty to assist with the accreditation process.

Become Accredited

Resources for programs seeking initial accreditation.

Students & Public

Resources for students and interested members of the public related to ACEN accreditation and ACEN accredited programs.

Why ACEN Accreditation

ACEN accreditation indicates to the general public and to the educational community that a nursing program has clear and appropriate educational objectives and is working to achieve these objectives.

Self-Study Forum

During this 2 day workshop, the ACEN Directors will help you to prepare for your peer review, while also helping you earn continuing education units.

Program Administrators Workshop

For program administrators, faculty, and other positions that have administrative responsibilities for the nursing program.

ACEN Immersive Experience

NEW! ACEN Immersive Experience - Nursing Education Excellence through Accreditation An ACEN summer event focusing on the application of the Standards and Criteria.

Quick Links

News & updates.

National Nurses Week is a time to celebrate the critical role that nurses play in healthcare, but it is also an opportunity to highlight the importance of nurse educators.

Check out Dr. Chappell on the Osmosis from Elsevier Podcast!

April 21-27, 2024, is National Volunteer Appreciation Week!

2024 ACEN Board of Commissioners and ACEN Nominating Committee election will begin on April 1, 2024

Acen partner.

ACEN Affiliates

The Accreditation Commission for Education in Nursing (ACEN) supports the interests of nursing education, nursing practice, and the public by providing specialized accreditation for all levels of nursing education and transition-to-practice programs.

Accreditation Commission for Education in Nursing, Inc. 3390 Peachtree Road NE, Suite 1400 Atlanta, GA 30326

Sign up for the ACEN newsletter BRIDGES for accreditation news and updates.

An official website of the United States government

The .gov means it's official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you're on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings
• Browse Titles

NCBI Bookshelf. A service of the National Library of Medicine, National Institutes of Health.

National Academies of Sciences, Engineering, and Medicine; National Academy of Medicine; Committee on the Future of Nursing 2020–2030; Flaubert JL, Le Menestrel S, Williams DR, et al., editors. The Future of Nursing 2020-2030: Charting a Path to Achieve Health Equity. Washington (DC): National Academies Press (US); 2021 May 11.

The Future of Nursing 2020-2030: Charting a Path to Achieve Health Equity.

• Hardcopy Version at National Academies Press

7 Educating Nurses for the Future

You cannot transmit wisdom and insight to another person. The seed is already there. A good teacher touches the seed, allowing it to wake up, to sprout, and to grow. —Thich Nhat Hanh, global spiritual leader and peace activist

By 2030, the nursing profession will look vastly different and will be caring for a changing America. Nursing school curricula need to be strengthened so that nurses are prepared to help promote health equity, reduce health disparities, and improve the health and well-being of everyone. Nursing schools will need to ensure that nurses are prepared to understand and identify the social determinants of health, have expanded learning experiences in the community so they can work with different people with varied life experiences and cultural values, have the competencies to care for an aging and more diverse population, can engage in new professional roles, are nimble enough to adapt continually to new technologies, and can lead and collaborate with other professions and sectors. And nursing students—and faculty—not only need to reflect the diversity of the population, but also need to help break down barriers of structural racism prevalent in today’s nursing education.

Throughout the coming decade, it will be essential for nursing education to evolve rapidly in order to prepare nurses who can meet the challenges articulated in this report with respect to addressing social determinants of health (SDOH), improving population health, and promoting health equity. Nurses will need to be educated to care for a population that is both aging, with declining mental and physical health, and becoming increasingly diverse; to engage in new professional roles; to adapt to new technologies; to function in a changing policy environment; and to lead and collaborate with professionals from other sectors and professions. As part of their education, aspiring nurses will need new competencies and different types of learning experiences to be prepared for these new and expanded roles. Also essential will be recruiting and supporting diverse students and faculty to create a workforce that more closely resembles the population it serves. Given the growing focus on SDOH, population health, and health equity within the public health and health care systems, the need to make these changes to nursing education is clear. Nurses’ close connection with patients and communities, their role as advocates for well-being, and their placement across multiple types of settings make them well positioned to address SDOH and health equity. For future nurses to capitalize on this potential, however, SDOH and equity must be integrated throughout their educational experience to build the competencies and skills they will need.

The committee’s charge included examining whether nursing education provides the competencies and skills nurses will need—the capacity to acquire new competencies, to work outside of acute care settings, and to lead efforts to build a culture of health and health equity—as they enter the workforce and throughout their careers. A thorough review of the current status and future needs of nursing education in the United States was beyond the scope of this study, but in this chapter, the committee identifies priorities for the content and nature of the education nurses will need to meet the challenge of addressing SDOH, advancing health equity, and improving population health. Nursing education is a lifelong pursuit; nurses gain knowledge and skills in the classroom, at work, through continuing professional development, and through other formal and informal mechanisms ( IOM, 2016b ). While the scope of this study precluded a thorough discussion of learning outside of nursing education programs, readers can find further discussion of lifelong learning in A Framework for Educating Health Professionals to Address the Social Determinants of Health ( IOM, 2016b ), Redesigning Continuing Education in the Health Professions ( IOM, 2010 ), and Exploring a Business Case for High-Value Continuing Professional Development: Proceedings of a Workshop ( NASEM, 2018a ).

To change nursing education meaningfully so as to produce nurses who are prepared to meet the above challenges in the decade ahead will require changes in four areas: what is taught, how it is taught, who the students are, and who teaches them. This chapter opens with a description of the nursing education system and the need for integrating equity into education, and then examines each of these four areas in turn:

• domains and competencies for equity,
• expanded learning opportunities,
• recruitment of and support for diverse prospective nurses, and
• strengthening and diversification of the nursing faculty.

In addition to changes in these specific areas, there is a need for a fundamental shift in the idea of what constitutes a “quality” nursing education. Currently, National Council Licensure Examination (NCLEX) pass rates are used as the primary indicator of quality, along with graduation and employment rates ( NCSBN, 2020a ; O’Lynn, 2017 ). This narrow focus on pass rates has been criticized for diverting time and attention away from other goals, such as developing student competencies, investing in faculty, and implementing innovative curricula ( Giddens, 2009 ; O’Lynn, 2017 ; Taylor et al., 2014 ). In addition, the NCLEX is heavily focused on acute care rather than on such areas of nursing as primary care, disease prevention, SDOH, and health equity ( NCSBN, 2019 ). In response to such concerns about the NCLEX, the National Council of State Boards of Nursing (NCSBN) conducted a study to identify additional quality indicators for nursing education programs; indicators were identified in the areas of administration, program director, faculty, students, curriculum and clinical experiences, and teaching and learning resources ( Spector et al., 2020 ). To realize the committee’s vision for nursing education, it will be necessary for nursing schools, accreditors, employers, and students to look beyond NCLEX pass rates and include these types of indicators in the assessment of a quality nursing education.

• OVERVIEW OF NURSING EDUCATION

Nurses are educated at universities, colleges, hospitals, and community colleges and can follow a number of educational pathways. Table 7-1 identifies the various degrees that nurses can hold, and describes the programs that lead to each degree and the usual amount of time required to complete them. In 2019, there were more than 200,000 graduates from baccalaureate, master’s, and doctoral nursing programs in the United States and its territories, including 144,659 who received a baccalaureate degree ( AACN, 2020a ) (see Table 7-2 ).

Pathways in Nursing Education.

Number of Graduates from Nursing Programs in the United States and Territories, 2019.

Nursing programs are nationally accredited by the Accreditation Commission for Education in Nursing (ACEN); the Commission on Collegiate Nursing Education (CCNE); the Commission for Nursing Education and Accreditation (CNEA); and other bodies focused on specialty areas of nursing, such as midwifery. Graduating registered nurses (RNs) seek licensure as nurses through state boards, and take examinations administered by the NCSBN as graduates with their first professional degree and then as specialists with certification exams offered through specialty organizations. These bodies set minimum standards for nursing programs and establish criteria for certification and licensing, faculty qualifications, course offerings, and other features of nursing programs ( Gaines, n.d. ).

The Need for Nursing Education on Social Determinants of Health and Health Equity

A report of the Institute of Medicine (IOM) from nearly two decades ago asserts that all health professionals, including nurses, need to “understand determinants of health, the link between medical care and healthy populations, and professional responsibilities” ( IOM, 2003 , p. 209). The literature is replete with calls for all nurses to understand concepts associated with health equity, such as disparities, culturally competent care, equity, and social justice. For example, Morton and colleagues (2019) identify essential content to prepare nurses for community-based practice, including SDOH, health disparities/health equity, cultural competency, epidemiology, community leadership, and the development of enhanced skills in community-based settings. O’Connor and colleagues (2019) call for an inclusive educational environment that prepares nurses to care for diverse patient populations, including the study of racism’s impacts on health from the genetic to the societal level, systems of marginalization and oppression, critical self-reflection, and preparation for lifelong learning in these areas. And Thornton and Persaud (2018) state that the content of nursing education should include instruction in cultural sensitivity and culturally competent care, trauma-informed care and motivational interviewing, screening for social needs, and referring for services. These calls align with the Health Resources and Services Administration’s (HRSA’s) most recent strategic plan, which prioritizes the development of a health care workforce that is able to address current and emerging needs for improving equity and access ( HRSA, 2019 ). Additionally, recommendations of the National Advisory Council on Nurse Education and Practice (NACNEP) (2016) include that population health concepts be incorporated into nursing curriculum and that undergraduate programs create partnerships with HRSA, the U.S. Department of Veterans Affairs (VA), and the Indian Health Service (IHS), agencies that serve rural and frontier areas, to increase students’ exposure to different competencies, experiences, and environments.

In concert with these perspectives and recommendations, nursing organizations have developed guidelines for how nursing education should prepare nurses to work on health equity issues and address SDOH. In 2019, the National League for Nursing (NLN) issued a Vision for Integration of the Social Determinants of Health into Nursing Education Curricula , which describes the importance of SDOH to the mission of nursing and makes recommendations for how SDOH should be integrated into nursing education (see Box 7-1 ).

National League for Nursing’s (NLN’s) Vision for Integration of the Social Determinants of Health into Nursing Education Curricula.

As described in Chapter 9 , the American Association of Colleges of Nursing’s (AACN’s) Essentials 1 provides an outline for the necessary curriculum content and expected competencies for graduates of baccalaureate, master’s, and doctor of nursing practice (DNP) programs. Essentials identifies “Clinical Prevention and Population Health” as one of the nine essential areas of baccalaureate nursing education. Among other areas of focus, Essentials calls for baccalaureate programs to prepare nurses to

• collaborate with other health care professionals and patients to provide spiritually and culturally appropriate health promotion and disease and injury prevention interventions;
• assess the health, health care, and emergency preparedness needs of a defined population;
• collaborate with others to develop an intervention plan that takes into account determinants of health, available resources, and the range of activities that contribute to health and the prevention of illness, injury, disability, and premature death;
• participate in clinical prevention and population-focused interventions with attention to effectiveness, efficiency, cost-effectiveness, and equity; and
• advocate for social justice, including a commitment to the health of vulnerable populations and the elimination of health disparities.

Curriculum content and expected competencies laid out in Essentials for master’s- and DNP-level nursing education also address SDOH, disparities, equity, and social justice ( AACN, 2006 , 2011 ). While Essentials only guides baccalaureate, master’s, and DNP programs, the document’s emphasis on health equity and SDOH demonstrates the importance of these topics to the nursing profession as a whole.

As of 2020, AACN has been shifting toward a competency-based curriculum. As part of this effort, AACN published a draft update to Essentials that identifies 10 domains for nursing education: knowledge for nursing practice; person-centered care; population health; scholarship for nursing discipline; quality and safety; interprofessional partnerships; systems-based practice; informatics and health care technologies; professionalism; and personal, professional, and leadership development. Within these 10 domains are specific competencies that AACN believes are essential for nursing practice ( AACN, 2020b ), including

• engage in effective partnerships,
• advance equitable population health policy,
• demonstrate advocacy strategies,
• use information and communication technologies and informatics processes to deliver safe nursing care to diverse populations in a variety of settings, and
• use knowledge of nursing and other professions to address the health care needs of patients and populations.

Nurses themselves have also indicated the need for more education and training on these topics. The 2018 National Sample Survey of Registered Nurses (NSSRN) asked the question, “As of December 31, 2017, what training topics would have helped you do your job better?” Figure 7-1 shows the percentage of six different training topics that RNs said would help them do their job better. Overall, RNs working in schools, public health, community health, and emergency and urgent care were more likely than RNs working in all other employment settings listed in Figure 7-1 to indicate that they could have done their job better if they had received training in SDOH, population health, working in underserved communities, caring for individuals with complex health and social needs, and especially mental health. These results could reflect RNs encountering increasingly complex individuals and populations, rising numbers of visits and caseloads, the fact that the RNs working in these settings frequently provide care for people facing multiple social risk factors that harm their health and well-being, or inadequacy of the training in these areas that RNs had received. RNs—particularly those working in informatics, health care management and administration, and education—also indicated that training in value-based care would have been helpful. Additionally, RNs who had graduated after 2010 were more likely than those who had graduated before then to indicate that they could have done their job better with training across all of these topics.

Training topics that would have helped registered nurses do their jobs better, by type of work performed and graduation from their nursing program, 2018. SOURCE: Calculations based on the 2018 National Sample Survey of Registered Nurses (HRSA, 2020). (more...)

Nurse practitioners (NPs) have also indicated the need for more training in SDOH. In response to the 2018 NSSRN question described above, NPs working in public health and community health, emergency and urgent care, education, and long-term care reported that they could have done their job better if they had received training in SDOH, mental health, working in underserved communities, and providing care for medically complex/special needs. Across all types of practice settings, one-third felt that training in mental health issues would have helped them do their job better, while very few NPs indicated that training in value-based care would have been helpful. Additionally, NPs who had graduated since 2010 were more likely than those who had graduated before then to indicate that they would have benefited from training in these topics. Figure 7-2 shows the percentage of six different training topics that NPs mentioned would have helped them do their job better.

Training topics that would have helped nurse practitioners do their jobs better, by type of work performed and graduation from their nursing education program, 2018. SOURCE: Calculations based on the 2018 National Sample Survey of Registered Nurses (HRSA, (more...)

The Need for Integration of Social Determinants of Health and Health Equity into Nursing Education

Despite guidelines from both the American Association of Colleges of Nursing (AACN) and the National League for Nursing (NLN) and numerous calls for including equity, population health, and SDOH in nursing education, SDOH and related concepts are not currently well integrated into undergraduate and graduate nursing education. Nor has the degree to which nurses are prepared and educated in these areas been studied systematically ( NACNEP, 2019 ; Tilden et al., 2018 ). The committee was unable to locate a central repository of information about the coursework and other educational experiences available to nursing students across types of programs and institutions, or any other source of systematic analysis of nursing curricula. This lack of information about nursing preparation programs limits the conclusions that can be drawn about them. Thus, the discussion in this chapter is based on the assumption that some nursing programs are likely already pursuing many of the goals identified herein, but that this critically important content is not yet standard practice throughout nursing education.

One way to explore whether and how health equity and related concepts are currently integrated into nursing education is to look at accreditation standards. While the standards do not detail every specific topic to be covered in nursing curricula, they do set expectations, convey priorities, and identify important areas of study. For example, the accreditation standards of the CCNE state that advanced practice registered nurse (APRN) programs must include study of advanced physiology, advanced health assessment, and advanced pharmacology ( CCNE, 2018 ). Accreditation standards could be used to prioritize the inclusion of health equity and SDOH in nursing curriculum; however, this is not currently the case. The CCNE standards state that accredited programs must incorporate the AACN Essentials into their curricula, and while these standards do not specifically mention equity, SDOH, or other relevant concepts ( CCNE, 2018 ), that is expected to change to correspond with the updates to the Essentials described previously (see Box 7-1 ). CNEA’s accreditation standards likewise include no mention of population health, SDOH, or health equity ( NLN, 2016 ), although a more recent document from NLN makes a strong case for the integration of SDOH into nursing education curricula ( NLN, 2019 ). ACEN’s associate’s and baccalaureate standards call for inclusion of “cultural, ethnic, and socially diverse concepts” in the curriculum; the master’s and doctoral standards require that curriculum be “designed so that graduates of the program are able to practice in a culturally and ethnically diverse global society,” but do not address health equity, population health, or SDOH.

Another approach for examining the inclusion of these concepts in nursing education is to look at exemplar programs. As part of the Future of Nursing: Campaign for Action, the Robert Wood Johnson Foundation commissioned a study of best practices in nursing education to support population health ( Campaign for Action, 2019b ). That report notes that although many nursing programs reported including population health content in their curriculum, few incorporated the topic substantially. However, the report also identifies exemplars of programs with promising population health models. These exemplars include Oregon Health & Science University, which incorporates population health throughout the curriculum as a key competency; Rush University, which incorporates cultural competence throughout the curriculum; and Thomas Jefferson University, which offers courses in health promotion, population health, health disparities, and SDOH. NACNEP has also examined exemplars of nursing programs that incorporate health equity and SDOH into their curricula ( NACNEP, 2019 ). The programs highlighted include the University of Pennsylvania School of Nursing, which has a course called Case Study—Addressing the Social Determinants of Health: Community Engagement Immersion ( Schroeder et al., 2019 ). This course offers experiential learning opportunities that focus on SDOH in vulnerable and underserved populations and helps students design health promotion programs for these communities. The school also offers faculty education in SDOH.

As far as the committee was able to determine, most programs include content on SDOH in community or public health nursing courses. However, this material does not appear to be integrated thoroughly into the curriculum in the majority of programs, nor could the committee identify well-established designs for curricula that address this content outside of community health rotations ( Campaign for Action, 2019b ; Storfjell et al., 2017 ; Thornton and Persaud, 2018 ). In the committee’s view, a single course in community and/or public health nursing is insufficient preparation for creating a foundational understanding of health equity and for preparing nurses to work in the wide variety of settings and roles envisioned in this report. Ideally, education in these concepts would be integrated throughout the curriculum to give nurses a comprehensive understanding of the social determinants that contribute to health inequities ( NACNEP, 2019 ; NLN, 2019 ; Siegel et al., 2018 ). Moreover, academic content alone is insufficient to provide students with the knowledge, skills, and abilities they need to advance health equity; rather, expanded opportunities for experiential and community learning are critical for building the necessary competencies ( Buhler-Wilkerson, 1993 ; Fee and Bu, 2010 ; NACNEP, 2016 ; Sharma et al., 2018 ). All those involved in nursing education—administrators, faculty, accreditors, and students—need to understand that health equity is a core component of nursing, no less important than alleviating pain or caring for individuals with acute illness. Graduating students need to understand and apply knowledge of the impact of such issues as classism, racism, sexism, ageism, and discrimination and to be empowered to advocate on these issues for people who they care for and communities.

As currently constituted, then, nursing education programs fall short of conveying this information sufficiently in the curriculum or through experiential learning opportunities. Yet, the existing evidence on what nursing education programs offer is scant. Research is therefore needed to assess whether and how many nursing programs are offering sufficient coursework and learning opportunities related to SDOH and health equity and to examine the extent to which graduating nurses have the competencies necessary to address these issues in practice.

The Need for BSN-Prepared Nurses

The 2011 The Future of Nursing report includes the recommendation that the percentage of nurses who hold a baccalaureate degree or higher be increased to 80 percent by 2020. The report gives several reasons for this goal, including that baccalaureate-prepared nurses are exposed to competencies including health policy, leadership, and systems thinking; they have skills in research, teamwork, and collaboration; and they are better equipped to meet the increasingly complex demands of care both inside and outside the hospital ( IOM, 2011 , p. 170). In 2011, 50 percent of employed nurses held a baccalaureate degree or higher; as of 2019, that proportion had increased to 59 percent ( Campaign for Action, 2020 ). Both the number of baccalaureate programs and program enrollment have increased substantially since 2011 2 ( AACN, 2019a ), and the number of RNs who went on to receive BSNs in RN-to-BSN programs increased 236 percent between 2009 and 2019 ( Campaign for Action, n.d. ). However, the goal of 80 percent of nurses holding a BSN was still not achieved by 2020, for a number of reasons. Although the proportion of new graduates with a BSN is higher than the proportion of existing nurses with a BSN, the percentage of new graduates joining the nursing workforce each year is small. Given this ratio, it would have been “extraordinarily difficult” to achieve the goal of 80 percent by 2020 ( IOM, 2016a ; McMenamin, 2015 ). Nurses already in the workforce face barriers to pursuing a BSN, including time, money, work–life balance, and a perception that additional postlicense education is not worth the effort ( Duffy et al., 2014 ; Spetz, 2018 ). Moreover, schools and programs have limited capacity for first-time nursing students and ADN, LPN nurses, or RNs without BSN degrees ( Spetz, 2018 ).

Nonetheless, the goal of achieving a nursing workforce in which 80 percent of nurses hold a baccalaureate degree or higher remains relevant, and continuing efforts to increase the number of nurses with a BSN are needed. Across the globe, the proportion of BSN-educated nurses is correlated with better health outcomes ( Aiken et al., 2017 ; Baker et al., 2020 ), and there are clear differences as well as similarities between associate’s degree in nursing (ADN) programs and BSN programs. In particular, BSN programs are more likely to cover topics relevant to liberal education, organizational and systems leadership, evidence-based practice, health care policy, finance and regulatory environments, interprofessional collaboration, and population health ( Kumm et al., 2014 ). Accelerated, nontraditional, and other pathways to the BSN degree are discussed later in this chapter.

The Need for PhD-Prepared Nurses

There are two types of doctoral degrees in nursing: the PhD and the DNP. The former is designed to prepare nurse scientists to conduct research, whereas the latter is a clinically focused doctoral degree designed to prepare graduates with advanced competencies in leadership and management, quality improvement, evidence-based practice, and a variety of specialties. PhD-prepared nurses are essential to the development of the research base required to support evidence-based practice and add to the body of nursing knowledge, and DNP-educated nurses play a key role in translating evidence into practice and in educating nursing students in practice fundamentals ( Tyczkowski and Reilly, 2017 ) (see Chapter 3 for further discussion of the role of DNPs).

The number of nurses with doctoral degrees has grown rapidly since the 2011 The Future of Nursing report was published ( IOM, 2011 ). As a proportion of doctorally educated nurses, however, the number of PhD graduates has remained nearly flat. In 2010, there were 1,282 graduates from DNP programs and 532 graduates receiving a PhD in nursing. By 2019, the number of DNP graduates had grown more than 500 percent to 7,944, while the number of PhD graduates had grown about 50 percent to 804 ( AACN, 2011 , 2020a ).

The slow growth in PhD-prepared nurses is a major concern for the profession and for the nation, because it is these nurses who serve as faculty at many universities and who systematically study issues related to health and health care, including the impact of SDOH on health outcomes, health disparities, and health equity. PhD-prepared nurses conduct research on a wide variety of issues relating to SDOH, including the effect of class on children’s health; linguistic, cultural, and educational barriers to care; models of care for older adults aging in place; and gun violence (Richmond and Foman, 2018; RWJF, 2020 ; Szanton et al., 2014 ). Nurse-led research provided evidence-based solutions in the early days of the COVID-19 pandemic for such challenges as the shift to telehealth care, expanding demand for health care workers, and increased moral distress ( Lake, 2020 ). However, Castro-Sánchez and colleagues (2021) note a dearth of nurse-led research specifically related to COVID-19; they posit that this gap can be attributed to workforce shortages, a lack of investment in clinical academic leadership, and the redeployment of nurses into clinical roles. More PhD-prepared nurses are needed to conduct research aimed at improving clinical and community health, as well as to serve as faculty to educate the next generation of nurses ( Broome and Fairman, 2018 ; Fairman et al., 2020 ; Greene et al., 2017 ).

Nursing practice is dependent on a robust pipeline of research to advance evidence-based care, inform policy, and address the health needs of people and communities ( Bednash et al., 2014 ). The creation of the BSN-to-PhD direct entry option has helped produce more research-oriented nurse faculty ( Greene et al., 2017 ), but time, adequate faculty mentorship, mental health issues, and financial hardships, including the cost of tuition, are barriers for nurses pursuing these advanced degrees ( Broome and Fairman, 2018 ; Fairman et al., 2020 ; Squires et al., 2013 ). One approach for increasing the number of PhD-prepared nurses is the Future of Nursing Scholars program, which successfully graduated approximately 200 PhD students through an innovative accelerated 3-year program ( RWJF, 2021 ). Similar programs have been funded by such foundations as the Hillman Foundation and Jonas Philanthropies to help stimulate the pipeline, build capacity (especially in health policy) among graduates, and model innovative curricular approaches ( Broome and Fairman, 2018 ; Fairman et al., 2020 ).

• DOMAINS AND COMPETENCIES FOR EQUITY

As noted earlier, a number of existing recommendations specify what nurses need to know to address SDOH and health inequity in a meaningful way. In addition, the Future of Nursing: Campaign for Action surveyed and interviewed faculty and leaders in nursing and public health, asking about core content and competencies for all nurses ( Campaign for Action, 2019b ). Respondents specifically recommended that nursing education cover seven areas:

• policy and its impact on health outcomes;
• epidemiology and biostatistics;
• a basic understanding of SDOH and illness across populations and how to assess and intervene to improve health and well-being;
• health equity as an overall goal of health care;
• interprofessional team building as a key mechanism for improving population health;
• the economics of health care, including an understanding of basic payment models and their impact on services delivered and outcomes achieved; and
• systems thinking, including the ability to understand complex demands, develop solutions, and manage change at the micro and macro system levels.

Drawing on all of these recommendations, guidelines, and perspectives, as well as looking at the anticipated roles and responsibilities outlined in other chapters of this report, the committee identified the core concepts pertaining to SDOH, health equity, and population health that need to be covered in nursing school and the core knowledge and skills that nurses need to have upon graduation. For consistency with the language used by the AACN, these are referred to, respectively, as “domains” (see Box 7-2 ) and “competencies” (see Box 7-3 ). The domains in Box 7-2 are fundamental content that the committee believes can no longer be covered in public health courses alone, but need to be incorporated and applied by nursing students throughout nursing curricula. All nurses, regardless of setting or type of nursing, need to understand and be prepared to address the underlying barriers to better health in their practice.

Domains for Nursing Education.

Competencies for Nursing Education, Depending on Preparation Level.

The committee believes that incorporation of these domains and competencies can guide expeditious and meaningful changes in nursing education. The committee acknowledges that making room for these concepts will inevitably require eliminating some existing material in nursing education. The committee does not believe that it is the appropriate entity to identify what specific curriculum changes should be made; a nationwide evaluation will be needed to ensure that nursing curricula are preparing the future workforce with the skills and competencies they will need. The committee also acknowledges that nursing programs differ in length, and that an ADN program cannot cover SDOH equity to the same extent as a BSN program. The specific knowledge and skills a nurse will need will vary depending on her or his level of nursing education. For example, a nurse with a BSN may need to understand and be able to use the technologies that are relevant to his or her area of work (e.g., telehealth applications, electronic health records [EHRs], home monitors), while an APRN may need a deeper understanding of how to analyze health records in order to provide care and monitor health status for populations outside clinical settings.

Nonetheless, nursing education at all levels—from licensed practical nurse (LPN) to ADN to BSN and beyond—needs to incorporate and integrate the domains and competencies in Boxes 7-2 and 7-3 to the extent possible so as to develop knowledge and skills that will be relevant and useful to nurses and essential to achieving equity in health and health care. Given the relationship among SDOH, social needs, and health outcomes and the increasing focus of health care systems on addressing these community and individual needs, the domains and competencies identified here are essential to ensure that all nurses understand and can apply concepts related to these issues; work effectively with people, families, and communities across the spectrum of SDOH; promote physical, mental, and social health; and assume leadership and entrepreneurial roles to create solutions, such as by fostering partnerships in the health and social sectors, scaling successful interventions, and engaging in policy development. While none of the domains listed in Box 7-2 are new to nursing, the health inequities that have become increasingly visible—especially as a result of the COVID-19 pandemic—demand that these domains now be substantively integrated into the fabric of nursing education and practice.

Many sources highlight both the challenges faced by front-line graduates when confronted with these issues, and the reality that many nursing schools lack faculty members with the knowledge and competencies to educate nurses effectively on these issues ( Befus et al., 2019 ; Effland et al., 2020 ; Hermer et al., 2020 ; Levine et al., 2020 ; Porter et al., 2020 ; Rosa et al., 2019 ; Valderama-Wallace and Apesoa-Varano, 2019 ). To remedy the latter gap, educators need to have a clear understanding of these issues and their links to both educational and patient outcomes (see the section below on strengthening and diversifying the nursing faculty). It is important to note as well that some of these topics, including the connections among implicit biases, structural racism, and health equity, may be difficult for educators and students to discuss (see Box 7-4 ).

Discussing Difficult Topics.

Given the limited scope of this report, the committee has chosen to highlight three of the competencies from Box 7-3 in this section. 3 The first is delivering person-centered care to diverse populations. As the United States becomes increasingly diverse, nurses will need to be aware of their own implicit biases and be able to interact with diverse patients, families, and communities with empathy and humility. The second is learning to collaborate across professions, disciplines, and sectors. As discussed previously in this report, addressing SDOH is necessarily a multisectoral endeavor given that these determinants go beyond health to include such issues as housing, education, justice, and the environment. The third is continually adapting to new technologies. Advances in technology are reshaping both health care and education, and making it possible for both to be delivered in nontraditional settings and nontraditional ways. In the present context, technology can expand access to underserved populations of patients and students—for example, telehealth and online platforms can be used to connect with those living in rural areas—but it can also exacerbate existing disparities and inequities. Nurses need to understand both the promises and perils of technology, and be able to adapt their practice and learning accordingly.

Delivering Person-Centered Care and Education to Diverse Populations

As discussed in Chapter 2 , people’s family and cultural background, community, and other experiences may have profound impacts on their health. Given the increasing diversity of the U.S. population, it is critical that nurses understand the impact of these factors on health, can communicate and connect with people of different backgrounds, and can be self-reflective about how their own beliefs and biases may affect the care they provide. To this end, the committee believes it is essential that nursing education include the concepts of cultural humility and implicit bias as a thread throughout the curriculum.

An integral part of learning about these concepts is an opportunity to reflect on what one is learning and to draw connections with past learning and experiences. Researchers have established that instruction that guides students in reflection helps reinforce skills and competencies (see, e.g., NASEM, 2018c ). This idea has been explored in the context of education in health professions and has been identified as a valuable way to foster understanding of health equity and SDOH ( IOM, 2016b ; Mann et al., 2007). While the strategies, goals, and structure of such reflection may vary, the process in general helps learners in health care settings examine their own values, assumptions, and beliefs ( El-Sayed and El-Sayed, 2014 ; Scheel et al., 2017 ). In the course of structured reflection, for example, students might consider how such issues as racism, implicit bias, trauma, and policy affect the care people receive and create conditions for poor health, or how their own experiences and identities influence the care they provide.

Cultural Humility

In recent years, the focus in discussions of patient care has shifted from cultural competency to cultural humility ( Barton et al., 2020 ; Brennan et al., 2012 ; Kamau-Small et al., 2015 ; Periyakoil, 2019 ; Purnell et al., 2018 ; Walker et al., 2016 ). The concept of cultural competency has been interpreted by some as limited for a number of reasons. First, it implies that “culture” is a technical skill in which clinicians can develop expertise, and it can become a series of static dos and don’ts ( Kleinman and Benson, 2006 ). Second, the concept of cultural competency tends to promote a colorblind mentality that ignores the role of power, privilege, and racism in health care (Waite and Nardi, 2017). Third, cultural competency is not actively antiracist but instead leaves institutionalized structures of White privilege and racism intact ( Schroeder and DiAngelo, 2010 ).

In contrast, cultural humility is defined by flexibility, a lifelong approach to learning about diversity, and a recognition of the role of individual bias and systemic power in health care interactions ( Agner, 2020 ). Cultural humility is considered a self-evaluating process that recognizes the self within the context of culture ( Campinha-Bacote, 2018 ). The concept of cultural humility can be woven into most aspects of nursing and interprofessional education. For example, case studies in which students learn about the experience of a particular disease or strategies for disease prevention can be designed to model culturally humble approaches in the provision of nursing care and the avoidance of stereotypical thinking ( Foronda et al., 2016 ; Mosher et al., 2017 ). One effective approach to cultivating cultural humility is to accompany experiential learning opportunities or case studies with reflection that expands learning beyond skills and knowledge. This includes questioning current practices and proposing changes to improve the efficiency and quality of care, equality, and social justice ( Barton et al., 2020 ; Foronda et al., 2013 ). Programs designed to develop nurses’ cultural sensitivity and humility, as well as cultural immersion programs, have been developed, and research suggests that such programs can effectively develop skills that strengthen nurses’ confidence in treating diverse populations, improve patient and provider relationships, and increase nurses’ compassion ( Allen, 2010 ; Gallagher and Polanin, 2015 ; Sanner et al., 2010 ).

Implicit Bias

Implicit bias is an unconscious or automatic mental association made between members of a group and an attribute or evaluation ( FitzGerald and Hurst, 2017 ). For example, a clinician may unconsciously view White patients as more medically compliant than Black patients ( Sabin et al., 2008 ). These types of biases not only can have consequences for individual health outcomes ( Aaberg, 2012 ; Linden and Redpath, 2011 ) but also may play a role in maintaining or exacerbating health disparities ( Blair et al., 2011 ). There are many resources available for implicit bias awareness and training; for example, Harvard University offers a number of Implicit Association Tests (IATs), the Institute for Healthcare Improvement offers free online resources to address implicit bias, and the AACN offers implicit bias workshops for nurses ( AACN, n.d. ; Foronda et al., 2018 ).

Evidence on the use of implicit bias training is limited. One review of the use of an IAT in health professions education found that the test had contrasting uses, with some curricula using it as a measure of implicit bias and others using it to initiate discussions and reflection. The review found a dearth of research on the use of IATs; the authors note that the nature of implicit bias is highly complex and cannot necessarily be reduced to the “time-limited” use of an IAT ( Sukhera et al., 2019 ). A systematic review of interventions designed to reduce implicit bias found that many such interventions are ineffective, and some may even increase implicit biases. The authors note that while there is no clear path for reducing biases, the lack of evidence does not weaken the case for “implementing widespread structural and institutional changes that are likely to reduce implicit biases” (FitzGerald et al., 2019). One promising model is an intervention that helps participants break the “prejudice habit” ( Devine et al., 2012 ). This multifaceted intervention, which includes situational awareness of bias, education about the consequences of bias, strategies for reducing bias, and self-reflection, has been shown to reduce implicit racial bias for at least 2 months ( Devine et al., 2012 ). Clearly, more research is needed in this area.

Learning to Collaborate Across Professions, Disciplines, and Sectors

As discussed in Chapter 9 , eliminating health disparities will require the active engagement and advocacy of a broad range of stakeholders working in partnership to address the drivers of structural inequities in health and health care ( NASEM, 2017 ). In these efforts, nurses may lead or work with people from a variety of professions, disciplines, and sectors, including, for example, physicians, social workers, educators, policy makers, lawyers, faith leaders, government employees, community advocates, and community members. Working across sectors, especially as they relate to SDOH (food insecurity, transportation barriers, housing, etc.), is a critical competence. Collaboration among these types of stakeholders has multiple benefits, including broader expertise and perspective, the capacity to address wide-ranging social needs, the ability to reach underserved populations, and sustainability and alignment of efforts (see Chapter 9 for further discussion). A traditional nursing education, which focuses on what is taught rather than on building competencies, is unlikely to give students the understanding of broader social, political, and environmental contexts that is necessary for working in these types of strategic partnerships ( IOM, 2016b ). If nursing students are to be prepared to practice interprofessionally after graduation, they must be given opportunities to collaborate with others before graduation ( IOM, 2013 ) and to build the competencies they will need for collaborative practice. The Interprofessional Education Collaborative (IPEC) identified four core competencies for interprofessional collaborative practice ( IPEC, 2016 ). While these competencies were developed specifically to prepare students for interprofessional practice within health care, they are also applicable to broader collaborations among other professions, disciplines, and sectors both within and outside of health care:

• Work with individuals of other professions to maintain a climate of mutual respect and shared values.
• Use the knowledge of one’s own role and those of other professionals to appropriately assess and address the health care needs of patients and to promote and advance the health of populations.
• Communicate with patients, families, communities, and professionals in health and other fields in a responsive and responsible manner that supports a team approach to the promotion and maintenance of health and the prevention and treatment of disease.
• Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles in planning, delivering, and evaluating patient/population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable.

There are opportunities for nursing students to gain interprofessional and multisector collaborative competencies through both experiential learning in the community (discussed in detail below) and classroom work. Increasingly, nursing schools are working with other institutions to offer students classes in which they learn with or from students and professionals in other disciplines. For example, the University of Michigan Center for Interprofessional Education offers courses in such topics as health care delivery in low- and middle-income countries, social justice, trauma-informed practice, interprofessional communication, and teamwork. Courses are open to students from the schools of social work, pharmacy, medicine, nursing, dentistry, physical therapy, public health, and business. 4

Despite the benefits of interprofessional education, however, there are barriers that affect the implementation of such programs in health professions education, including different schedules, lack of meeting space, incongruent curricula plans, faculty not trained to teach interprofessionally, faculty overload, and the challenge of providing adequate opportunities for all levels of students ( NLN, 2015a ). The use of simulation has been proposed as a vehicle for overcoming such barriers to impart interprofessional collaborative competencies ( NLN, 2013 ); a systematic review of the evidence found that this approach can be effective ( Marion-Martins and Pinho, 2020 ). Nurses can also gain interprofessional experience by pursuing dual degrees. For example, the University of Pennsylvania offers dual degrees that combine nursing with health care management, bioethics, public health, law, or business administration.

Continually Adapting to New Technologies

Nurses can use a wide variety of existing and emerging technologies and tools to address SDOH and provide high-quality care to all patients (see Box 7-5 ). Broadly speaking, these technologies and tools fall into three categories: patient-facing, clinician-facing, and data analytics. Patient- and clinician-facing tools collect data and help providers and patients connect and make decisions about care. Data analytics uses data, collected from patients or other sources, to analyze trends, identify disparities, and guide policy decisions. Beginning as students, all nurses need to be familiar with these technologies, be able to engage with patients or other professionals around their appropriate use, and understand how their use has the potential to exacerbate inequalities.

Highlights from the Seattle Townhall on Technology and Health Equity and Implications for Nursing Education.

Patient-facing technologies include apps and software, such as mobile and wearable health devices, as well as telehealth and virtual visit technologies ( FDA, 2020 ). These tools allow nurses and other health care providers to expand their reach to those who might otherwise not have access because of geography, transportation, social support, or other challenges. For example, telehealth and mobile apps allow providers to see people in their homes, mitigating such barriers to care as transportation while also helping providers understand people in the context of their everyday lives. Essential skills for nurses using these new tools will include the ability to project a caring relationship through technology (Massachusetts Department of Higher Nursing Education Initiative, 2016 ) and to use technology to personalize care based on patient preferences, technology access, and individual needs ( NLN, 2015b ). The role of telehealth and the importance of training nurses in this technology have been recognized for several years ( NONPF, 2018 ; Rutledge et al., 2017 ), but the urgent need for telehealth services during the COVID-19 pandemic has made it “imperative” to include telehealth training in nursing curricula ( Love and Carrington, 2020 ). Moreover, it is anticipated that the shift to telehealth for some types of care will become a permanent feature of the health care system in the future ( Bestsennyy et al., 2020 ).

Clinician-facing technologies include EHRs, clinical decision support tools, mobile apps, and screening and referral tools ( Bresnick, 2017 ; CDC, 2018 ; Heath, 2019 ). A number of available digital technologies can facilitate the collection and integration of data on social needs and SDOH and help clinicians hold compassionate and empathetic conversations about those needs ( AHA, 2019 ; Giovenco and Spillane, 2019 ). In 2019, for example, Kaiser Permanente launched its Thrive Local network (Kaiser Permanente, 2019 ), which can be used to screen for social needs and connect people with community resources that can meet these needs. The system is integrated with the EHR, and it is capable of tracking referrals and outcomes to measure whether needs are being met; these data can then be used to continuously improve the network.

Nurses will need to understand how and when to use these types of tools, and can leverage their unique understanding of patient and community needs to improve and expand them. As described in Chapter 10 , such technologies as EHRs and clinical alarms can burden nurses and contribute to workplace stress. However, nurses have largely been left out of conversations about how to design and use these systems. For example, although nurses are one of the primary users of EHR systems, little research has been conducted to understand their experiences with and perceptions of these systems, which may be different from those of other health care professionals ( Cho et al., 2016 ; Higgins et al., 2017 ). Out of 346 usability studies on health care technologies conducted between 2003 and 2009, only 2 examined use by nurses ( Yen and Bakken, 2012 ). Educating nurses to understand and assess the benefits and drawbacks of health care technologies and have the capacity to help shape and revamp them can ultimately improve patient care and the well-being of health professionals.

Tools for data analytics are increasingly important for improving patient care and the health of populations ( Ibrahim et al., 2020 ; NEJM Catalyst, 2018 ). Analysis of large amounts of data from such sources as EHRs, wearable monitors, and surveys can help in detecting and tracking disease trends, identifying disparities, and finding patterns of correlation ( Breen et al., 2019 ; NASEM, 2016a ; Shiffrin, 2016 ). The North Carolina Institute for Public Health, for example, collaborated with a local health system in analyzing data to inform a community health improvement plan ( Wallace et al., 2019 ). Data on 12 SDOH indicators were sourced from the American Community Survey and mapped by census tract. The mapping provided a visualization of the disparities in the community and allowed the health system to focus its efforts strategically to improve community health. The North Carolina Department of Health and Human Services later replicated this strategy across the entire state ( NCDHHS, 2020 ).

There are opportunities for nurses to specialize in this type of work. For example, nursing informatics is a specialized area of practice in which nurses with expertise in such disciplines as information science, management, and analytical sciences use their skills to assess patient care and organizational procedures and identify ways to improve the quality and efficiency of care. In the context of SDOH, nursing informaticists will be needed to leverage artificial intelligence and advanced visualization methods to summarize and contextualize SDOH data in a way that provides actionable insights while also eliminating bias and not overwhelming nurses with extraneous information. Big data are increasingly prevalent in health care, and nurses need the skills and competencies to capitalize on its potential ( Topaz and Pruinelli, 2017 ). Even nurses who do not specialize in informatics will need to understand how the analysis of massive datasets can impact health ( Forman et al., 2020 ; NLN, 2015b ). Investments in expanding program offerings, certifications, and student enrollment will be needed to meet the demand for nurses with such skills.

As noted, however, despite its promise for improving patient care and community health, technology can also exacerbate existing disparities ( Ibrahim et al., 2020 ). For example, people who lack access to broadband Internet and/or devices are unable to take advantage of such technologies as remote monitoring and telehealth appointments ( Wise, 2012 ). Older adults, people with limited formal education, those living in rural and remote areas, and the poor are less likely to have access to the Internet. As health care becomes more reliant on technology, these groups are likely to fall behind ( Arcaya and Figueroa, 2017 ). In addition, such technologies as artificial intelligence and algorithmic decision-making tools may exacerbate inequities by reflecting existing biases ( Ibrahim et al., 2020 ). Nursing education needs to prepare nurses to understand these potential downsides of technology in order to prevent and mitigate them. This has become a particularly critical issue during the COVID-19 pandemic, with the rapid shift to telehealth potentially having consequences for those with low digital literacy, limited English proficiency, and a lack of access to the Internet ( Velasquez and Mehrotra, 2020 ).

Not all nurses will need to acquire all of the key technological competencies; curricula can be developed according to the likely needs of nurses working at different levels. For example, most nurses will need the knowledge and skills to use telehealth, digital health tools, and data-driven clinical decision-making skills in practice, whereas nurse informaticians and some doctoral-level nurses will need to be versed in device design, bias assessment in algorithms, and big data analysis.

• EXPANDING LEARNING OPPORTUNITIES

As stated previously, the domains and competencies enumerated above cannot be conveyed to nursing students through traditional lectures alone. Building the competencies to address population health, SDOH, and health inequities will require substantive experiential learning, collaborative learning, an integrated curriculum, and continuing professional development throughout nurses’ careers ( IOM, 2016b ). The 2019 Campaign for Action survey of nursing educators and leaders found that a majority of respondents identified “innovative community clinical experiences” and “interprofessional education experiences” as the top methods for teaching population health ( Campaign for Action, 2019b ). A recurrent theme in interviews with respondents was the importance of active and experiential learning, with opportunities for partnering with nontraditional agencies ( Campaign for Action, 2019b ). These types of community-based educational opportunities, particularly when they involve partnerships with others, are critical for nursing education for multiple reasons.

First, experience in the community is essential to understanding SDOH and gaining the competencies necessary to advance health equity ( IOM, 2016b ). In fact, restricting education in SDOH to the classroom may even be harmful, given the finding of a 2016 study that medical students who learned about SDOH in the classroom rather than through experiential learning demonstrated an increase in negative attitudes toward medically underserved populations ( Schmidt et al., 2016 ).

Second, community-based education offers opportunities for students to engage with community partners from other sectors, such as government offices of housing and transportation or community organizations, preparing them for the essential work of participating in and leading partnerships to address SDOH. An example is a pilot interdisciplinary partnership between a school of nursing and a city fire department in the Pacific Northwest that allows students to practice such skills as motivational interviewing to identify the range of problems (e.g., transportation issues, difficulty accessing insurance or providers, lack of caregiving support) faced by people calling emergency services ( Yoder and Pesch, 2020 ).

Third, nursing is increasingly practiced in community settings, such as schools and workplaces, as well as through home health care ( WHO, 2015 ). Nursing students are prepared to practice in hospitals, but do not necessarily receive the same training and preparation for these other environments ( Bjørk et al., 2014 ). Education in the community allows nursing students to learn about the broad range of care environments and to work collaboratively with other professionals who work in these environments. For example, students may work in a team with community health workers, social workers, and those from other sectors (e.g., housing and transportation), work that both enriches the experience of student nurses and creates bridges between nursing and other fields ( Zandee et al., 2010) . Nurses who have these experiences during school may then be more prepared to lead and participate in multisector efforts to address SDOH—the importance of which is emphasized throughout this report—once they enter practice. Evidence suggests that graduating students are more likely to seek work in areas that are familiar to them from their education, clinical experience, and theoretical training ( Jamshidi et al., 2016 ); thus, these nontraditional educational experiences may increase the number of nurses interested in working in the community. Moreover, while training in acute care settings has often been regarded as more valuable than that provided in community settings, evidence indicates that the two offer comparable opportunities for learning clinical skills ( Morton et al., 2019 ). In fact, clinical care in community-based settings can present greater complexity relative to that in the hospital, and some technical skills (e.g., epidemiologic disease tracking, tuberculosis assessment and management, immunizations) are more available in community than in acute care settings ( Morton et al., 2019 ).

Some nursing programs have incorporated community-based experiential learning into their programs. At community colleges and universities, schools have implemented nurse-managed clinics that serve the local population and their own students while also giving students technical skills and experience in interacting with the community. Lewis and Clark Community College, for example, operates a mobile health unit that brings health and dental care to six counties in southern Illinois ( Lewis and Clark, n.d. ), while nursing students at Alleghany College of Maryland can gain experience in the Nurse Managed Wellness Clinic, which offers such services as immunizations, screenings, and physicals ( Alleghany College, 2020 ). At the baccalaureate and master’s level, a number of schools offer longitudinal, integrated experiences in settings as varied as federally qualified health centers (FQHCs), public health departments, homeless shelters, public housing sites, public libraries, and residential addiction programs ( AACN, 2020c ). Students and faculty at the University of Washington School of Nursing, for example, support community-oriented projects in partnership with three underserved communities in the Seattle area. Graduate students work for 1 year on grassroots projects (e.g., food banks, school health) and then reinforce this experience with 1 year of work at the policy level ( AACN, 2020c ). At the doctoral level, Washburn University transformed its DNP curriculum to incorporate SDOH and reinforce that instruction through experiential learning in the community (see Box 7-6 ). In addition to clinical education, nursing students can participate in nontraditional clinical community engagement and service learning opportunities, such as volunteering at a homeless shelter or working in a service internship for a community organization. These opportunities get students into the community, help them build relationships with people from health care and other sectors, and promote understanding of and engagement with SDOH ( Bandy, 2011 ).

Pine Ridge Family Health Center.

Simulation-Based Education

Simulation-based education is another useful tool for teaching nursing concepts and developing competencies and skills ( Kononowicz et al., 2019 ; Poore et al., 2014 ; Shin et al., 2015 ). It can range from very low-tech (e.g., using oranges to practice injections) to very high-tech (e.g., a virtual reality emergency room “game”), but all simulations share the ability to bridge the gap between education and practice by imparting skills in a low-risk environment ( SSIH, n.d. ).

Simulations give students an opportunity to make real-time decisions and interact with virtual patients without having to face many of the challenges of traditional clinical education ( Hayden et al., 2014 ). They can be used to enhance many types of skills, including communication ( NASEM, 2018b ), cultural sensitivity ( Lau et al., 2016 ), and screening for SDOH ( Thornton and Persaud, 2018 ). Several simulation-based tools are available for learning about the realities of poverty, such as the Community Action Poverty Simulation (see Box 7-7 ) and the Cost of Poverty Experience ( ThinkTank, n.d. ). Such tools can help nurses identify ways in which their practice could directly mitigate the effects of poverty on individuals, families, and communities. Evaluations of poverty simulations have found that they can positively impact attitudes toward poverty and empathy among nurses and nursing students ( Phillips et al., 2020 ; Turk and Colbert, 2018 ), although one study noted that the simulations should be accompanied by the inclusion of social justice concepts throughout the curriculum to achieve lasting change ( Menzel et al., 2014 ).

The Community Action Poverty Simulation.

Individual schools may or may not have the resources or faculty to support some types of simulation activities. For those that do not, simulation centers shared by schools of multiple professions and hospitals can provide access ( Marken et al., 2010 ). For example, the New York Simulation (NYSIM) Center was created through a public–private partnership to manage interprofessional, simulation-based education for students and hospital employees across multiple sites ( NYSIM, 2017 ). The opportunity to take part in simulation experiences with students from other health professions can also improve collaboration and teamwork and prepare nurses for practicing interprofessionally in the workplace (von Wendt and Niemi-Murola, 2018 ).

Limitations on in-person clinical training during the COVID-19 pandemic conditions have demonstrated the promise of simulation-based education as a way to supplement traditional nursing education, allowing students to complete their education and sustaining the nursing workforce pipeline ( Horn, 2020 ; Jiménez-Rodríguez et al., 2020 ; Yale, 2020 ). Before the pandemic, the NCSBN conducted a longitudinal, randomized controlled trial of the use of simulation and concluded that substituting simulation-based education for up to half of a nursing student’s clinical hours produces comparable educational outcomes and students who are ready to practice ( Hayden et al., 2014 ). The COVID-19 pandemic has necessitated and accelerated the use of simulation to replace direct care experience in nursing schools, and state boards of nursing have loosened previous restrictions on its use ( NCSBN, 2020b ). Evaluation of this expanded use of simulation and other virtual experiences during the pandemic is needed, both in preparation for future emergencies and for use in nursing education generally.

• RECRUITING AND SUPPORTING DIVERSE PROSPECTIVE NURSES

The composition of the population of prospective nurses and the ways they are supported throughout their education are important factors in how prepared the future nursing workforce will be to address SDOH and health equity. As discussed in prior chapters, developing a more diverse nursing workforce will be key to achieving the goals of reducing health disparities, providing culturally relevant care for all populations, and fostering health equity (Center for Health Affairs, 2018 ; IOM, 2011 , 2016 ; Williams et al., 2014 ). A diverse workforce is one that reflects the variations in the nation’s population in such characteristics as socioeconomic status, religion, sexual orientation, gender, race, ethnicity, and geographic origin.

The nursing workforce has historically been overwhelmingly White and female, although it is steadily becoming more diverse (see Chapter 3 ). The 2016 IOM report assessing progress on the 2011 The Future of Nursing report notes that shifting the demographics of the overall workforce is inevitably a slow process since only a small percentage of the workforce leaves and enters each year ( IOM, 2016a ). The pipeline of students entering the field, on the other hand, can respond much more rapidly to efforts to increase diversity ( IOM, 2016a ). Since the 2011 report was published, significant gains have been realized in the diversity of nursing students. The number of graduates from historically underrepresented ethnic and racial groups more than doubled for BSN programs, more than tripled for entry-level master’s programs, and more than doubled for PhD programs ( AACN, 2020a ). The number of underrepresented students graduating from DNP programs grew by more than 1,000 percent, although this gain was due in large part to rapid growth in these programs generally. Yet, despite these gains, nursing students remain largely female and White: in 2019, 85–90 percent of students were female, and around 60 percent were White. The percentages of ADN, BSN, entry-level master’s, PhD, and DNP graduates in 2019 by race/ethnicity and gender are shown in Tables 7-3 and 7-4 , respectively. For example, the proportion of Hispanic or Latino nurses is highest among ADN graduates (12.8 percent) and lowest among PhD (5.5 percent) and DNP (6 percent) graduates, while the proportion of Asian nurses is highest among MSN graduates (11.2 percent) and lower among graduates with all other degrees. The proportion of PhD graduates who are male (9.9 percent) is significantly lower than the proportion of graduates with other degrees who are male.

Nursing Program Graduates by Degree Type and by Race/Ethnicity, 2019.

Nursing Program Graduates by Degree Type and Gender, 2019.

Diversifying and strengthening the nursing student body—and eventually, the nursing workforce—requires cultivating an inclusive environment, recruiting and admitting a diverse group of students, and providing students with support and addressing barriers to their success throughout their academic career and into practice. In addition, it is essential to make available information that will enable prospective students to make informed decisions about their education and give them multiple pathways for completing their education (e.g., distance learning, accelerated programs). Accrediting bodies can play a role in advancing diversity and inclusion in nursing schools by requiring certain policies, practices, or systems. For example, the accreditation standards for medical schools of the Liaison Committee on Medical Education (LCME) include the following expectation ( LCME, 2018 ):

A medical school has effective policies and practices in place, and engages in ongoing, systematic, and focused recruitment and retention activities, to achieve mission appropriate diversity outcomes among its students, faculty, senior administrative staff, and other relevant members of its academic community. These activities include the use of programs and/or partnerships aimed at achieving diversity among qualified applicants for medical school admission and the evaluation of program and partnership outcomes.

Currently, none of the major nursing accreditors (ACEN, CCNE, CNEA) includes similar language in its accreditation standards. As shown in Table 7-5 , of six possible areas for standards on diversity and inclusion, ACEN and CCEN have standards only for student training, while CNEA has standards for student training and faculty diversity. No nursing accreditors have standards for student diversity; in comparison, accrediting bodies for pharmacy, physician assistant, medical, and dental schools all have such standards.

Diversity and Inclusion in Accreditation Standards.

Cultivating an Inclusive Environment

Efforts to recruit and educate prospective nurses to serve a diverse population and advance health equity will be fruitless unless accompanied by efforts to acknowledge and dismantle racism within nursing education and nursing practice ( Burnett et al., 2020 ; Schroeder and DiAngelo, 2010 ; Villaruel and Broome, 2020 ; Waite and Nardi, 2019 ). The structural, individual, and ideological racism that exists in nursing is rarely called out, and this silence further entrenches the idea of Whiteness as the norm within nursing while marginalizing and silencing other groups and their perspectives ( Burnett et al., 2020 ; Iheduru-Anderson, 2020 ; Schroeder and DiAngelo, 2010 ). Non-White students report a wide variety of negative experiences in nursing school, including unsupportive faculty, discrimination and microaggressions 5 on the part of faculty and peers, bias in grading, loneliness and social isolation, feeling unwelcome and excluded, being viewed as a homogeneous population despite being from varying racial/ethnic groups, lack of support for career choices, and a lack of mentors ( Ackerman-Barger et al., 2020 ; Graham et al., 2016 ; Johansson et al., 2011 ; Loftin et al., 2012 ; Metzger et al., 2020 ). These experiences are associated with adverse outcomes that include disengagement from education, loss of “self,” negative perceptions of inclusivity and diversity at the institution, and institutions’ inability to recruit and retain a diversity of students ( Metzger et al., 2020 ). By contrast, when students characterize the learning environment as inclusive, they are more satisfied and confident in their learning and rate themselves higher on clinical self-efficacy and clinical belongingness ( Metzger and Taggart, 2020 ).

Notably, however, underrepresented and majority students describe inclusive environments differently. In a study of fourth-year baccalaureate nursing students, both groups described an inclusive classroom as one where they felt comfortable and respected and had a sense of belonging, but underrepresented minority students also noted the importance of feeling safe, feeling free from hostility, and being seen as themselves and not a representative of their group ( Metzger and Taggart, 2020 ). Both groups agreed that inclusivity requires a top-down approach, and that faculty are particularly influential in creating an inclusive environment, yet underrepresented students shared many experiences in which faculty either disrupted the sense of belonging or did not intervene when someone else did ( Metzger and Taggart, 2020 ).

While increased attention has recently been focused on increasing diversity in nursing education, the pervasiveness of racism requires more open acknowledgment and discussion and a systematic and intentional approach that may, as discussed earlier, be uncomfortable for some ( Ackerman-Barger et al., 2020 ; Villaruel and Broome, 2020 ). Cultivating an inclusive environment requires acknowledging and challenging racism in all aspects of the educational experience, including curricula, institutional policies and structures, pedagogical strategies, and the formal and informal distribution of resources and power ( Iheduru-Anderson, 2020 ; Koschmann et al., 2020 ; Metzger and Taggart, 2020 ; Schroeder and DiAngelo, 2010 ; Villaruel and Broome, 2020 ; Waite and Nardi, 2019 ). Nursing school curricula have historically focused on the contributions of White and female nurses ( Waite and Nardi, 2019 ). The weight given to this curricular content sends a message to students—both White students and students of color—about what faculty consider important ( Villaruel and Broome, 2020 ). Moving forward, curricula need to include a critical examination of the history of racism within nursing and an acknowledgment and celebration of the contribution of nurses of color ( Waite and Nardi, 2019 ). Such efforts need to be led by a broad group of individuals from all levels within an institution; racism in institutional practices can be so ingrained that it is difficult for those with power to recognize ( Villaruel and Broome, 2020 ). Faculty often understand the importance of an inclusive learning environment, but struggle with moving from intention to action (Beard, 2013, 2014 ; Metzger et al., 2020 ).

While institutional efforts to change organizational culture are thoroughly described in the literature, they remain too rare to address the problems described above effectively ( Breslin et al., 2018 ). In the early 2000s, the University of Washington School of Nursing implemented a project designed to change the “climate of whiteness” at the school ( Schroeder and DiAngelo, 2010 ). The project involved many facets, including year-long antiracist workshops; a comprehensive and institutionalized diversity statement; and action plans for addressing admission barriers, encouraging ongoing education for faculty, and disseminating antiracist information to the entire campus. The authors of an evaluation of the project note that while initial feedback was positive, changing the sociopolitical climate of a school is a long-term process that requires institutional commitment, innovative leadership, long- and short-term strategies, and patience ( Schroeder and DiAngelo, 2010 ). Unfortunately, many administrators and leaders may hesitate to initiate dialogues about these issues or may lack knowledge of how to address the challenges, and in many institutions, faculty and administrators from underserved groups have been expected to carry this burden, which can allow their colleagues to remain passive ( Lim et al., 2015 ). The committee stresses that addressing racism and discrimination within the nursing profession requires more than mere programs or statements; it requires developing action-oriented strategies, holding difficult conversations about privilege, dismantling long-standing structures and traditions, conducting curricular reviews to detect biases and correct as necessary, and exploring how interpersonal and structural racism shapes the student experience both consciously and unconsciously ( Burnett et al., 2020 ; Iheduru-Anderson, 2020 ; Waite and Nardi, 2019 ).

Recruitment and Admissions

Many social and structural barriers impede the entry of underrepresented students into the nursing profession ( NACNEP, 2019 ). Several approaches can be taken to improve access for prospective underrepresented students and, by extension, increase the diversity of the nursing workforce. Recruitment of underrepresented students can start years before nursing school through such approaches as improved K–12 science education ( AAPCHO, 2009 ) and outreach to junior high and high school students, such as through summer pipeline programs ( Katz et al., 2016 ) or health career clubs ( Murray et al., 2016 ). K–12 education is particularly important for sparking students’ interest in the health professions, as well as for giving them the foundational knowledge necessary for success ( NASEM, 2016b ). One innovative approach to preparing young people for a career in nursing is the Rhode Island Nurses Institute Middle College Charter High School (RINIMC). RINIMC offers a free, 4-year, nursing-focused, high school education open to any student in Rhode Island; students graduate with experience in health care as well as up to 20 college credits. Nearly half of the program’s students are Latinx, and more than one-third are Black ( RINIMC, n.d. ). Establishing a pathway to nursing education for diverse students well before undergraduate school is important, particularly for first-generation students ( Katz et al., 2016 ; McCue, 2017 ). Some states offer dual enrollment programs. An example is Ohio’s College Credit Plus program, in which students in grades 7 to 12 have the opportunity to earn college and high school credits simultaneously, thus preparing them for postsecondary success. 6

Once students have applied to nursing school, a system of holistic admissions can improve the diversity of the incoming class ( Glazer et al., 2016 , 2020 ). A holistic admissions system involves evaluating an applicant based not only on academic achievement but also on experiences, attributes, potential contributions, and the fit between the applicant and the institutional mission ( DeWitty, 2018 ; NACNEP, 2019 ). Schools that have implemented such a system have seen an increase in the diversity of their student body ( Glazer et al., 2016 , 2018 ). Academic measures (e.g., graduation and exam pass rates) have remained unchanged or improved, and schools have reported increases in such measures as student engagement, cooperation and teamwork, and openness to different perspectives ( Artinian et al., 2017 ; Glazer et al., 2016 , 2020 ). In a recent paper published by AACN (2020d) , the following promising practices in holistic admissions were identified: (1) review institutional mission, vision, and values statements to ensure that they value diversity and inclusion; (2) create an “experience, attributes, and metrics (E-A-M) model” (p. 16) that connects back to the institution’s mission statement; (3) identify recruitment practices that align with the E-A-M model; (4) design rubrics to be used by admissions committees that are reflective of the E-A-M model; (5) engage faculty and staff in the holistic admissions review process; (6) use technology resources such as a centralized application system to maintain efficiencies; (7) develop tailored support services for underrepresented students; and (8) engage in a review and assessment of the entire process.

Addressing Barriers to Success

Part of cultivating an inclusive educational environment is acknowledging and addressing barriers that may prevent students from achieving their potential. As noted previously, some students—particularly those from underrepresented groups—may need support in a number of areas, including economic, social and emotional, and academic and career progression. Attention to the barriers faced by students is essential at each step along the pathway from high school preparation; to recruitment, admission, retention, and academic success in nursing school; to graduation and placement in a job; to retention and advancement within a nursing career ( IOM, 2016b ).

Providing Economic Supports

Cost is a key factor in decisions about nursing education for most students, and is particularly salient for those from underrepresented groups, who come disproportionately from families with comparatively low incomes and levels of wealth ( Diefenbeck et al., 2016 ; Graham et al., 2016 ; Sullivan, 2004 ). Sabio and Petges (2020) interviewed associate’s degree nursing students in a Midwestern state and found that the total cost of a baccalaureate degree and student debt was the greatest barrier to pursuing a degree, followed by family and personal, such as head-of-household, responsibilities. This challenge is pervasive in higher education, and there are indications that the problem is growing (Advisory Committee on Student Financial Assistance, 2013 ). Students need to have the financial resources not only for tuition but also for an array of education-related expenses, including housing, food, work attire, books, and supplies.

Providing clear information about the costs of nursing education and available financial supports early in the recruitment and admission process is key to identifying those who need help and encouraging them to enroll ( Pritchard et al., 2016 ). Recruitment and admission practices need to take into account student finances and how future salaries affect choices, particularly for certain groups of students. Most health care systems provide some level of tuition reimbursement for baccalaureate and higher education, and this support may lead students toward certain settings (e.g., acute care) and away from others (e.g., public health, primary care) ( Larsen, 2012 ). Other financial support options are available, including the Public Service Loan Forgiveness program, which offers full forgiveness after 10 years for employees of nonprofit or government organizations ( U.S. Department of Education, n.d.b ), and programs through HRSA that award loan repayment to RNs and advanced practice nurses who work in health professions shortage areas for at least 2 years ( HRSA, 2021 ).

State policy reform can help remove some of the structural barriers to education. For example, New York State has implemented a program that allows New York households earning less than $125,000 annually to qualify for free instate tuition at state public universities ( New York State, n.d. ). New nurses who complete an associate’s degree in New York are required to complete a bachelor’s degree within 10 years of graduation; free in-state tuition could make a considerable difference for these nurses in pursuing their next degree. While it is too early to assess the effects on the composition of the nursing workforce, this approach bears further evaluation. Certainly it is critical for state policies to facilitate the financing of nursing education using models other than additional student loans. There are demonstrated disparities in the burden of student debt between Black and White students (Brookings Institution, 2016 ), and the risk of assuming large amounts of debt for students from disadvantaged backgrounds may be one they cannot afford to take. Therefore, innovative financing models are necessary to ensure that all nurses can pursue educational opportunities.

It is also important to note that as they progress in their education, students of many backgrounds may experience food insecurity, struggles with housing, or issues with transportation that affect their ability to perform ( AAC&U, 2019 ; Laterman, 2019 ; Strauss, 2020 ). Institutions need to ensure that students’ basic needs are met during their studies through sustained, multiyear funding and resources to support students facing financial emergencies.

Social and Academic Supports

Once students have been admitted, some nursing schools offer programs, such as summer programs that bridge high school and college, designed to prepare them academically and socially for the rigors of nursing education. Some of these programs are designed specifically for underrepresented and/or first-generation college students ( Pritchard et al., 2016 ), who may lack adequate family, emotional, and moral support; mentorship opportunities; professional socialization; and academic support ( Banister et al., 2014 ; Loftin et al., 2012 ). A study at the University of Cincinnati College of Nursing found that the impact of its summer bridge program lasted throughout the first year of school, and that grade point averages and retention were similar between underrepresented and majority students ( Pritchard et al., 2016 ). The Recruitment & Retention of American Indians into Nursing (RAIN) program at the University of North Dakota conducts a “No Excuses Orientation” workshop to give incoming American Indian students an opportunity to create connections and become acquainted with people and resources at the university ( UND, 2020 ). Tribal leaders are included in the orientation, along with discussions of cultural and family values and issues.

Another approach for supporting students is through mentoring programs. As discussed in Chapter 9 , these programs create supportive environments by providing peer and faculty role modeling, academic guidance, and support ( Wilson et al., 2010 ). Evidence indicates that mentoring programs for students from underrepresented groups are more effective when they include nurses and faculty from those groups, who have firsthand understanding of the unique challenges these students and nurses regularly confront ( Banister et al., 2014 ). This observation underscores the need for diverse faculty, mentors, and preceptors with the availability and willingness to guide these students and teach them leadership. For example, the RAIN program provides mentoring to American Indian students; staff and leaders are heavily involved in the local American Indian communities, and many are tribal members themselves (Minority Nurse, 2013 ).

Students who represent the first generation in their families to enter a postsecondary institution may face challenges other students do not, and are more likely to graduate if they receive support ( Costello et al., 2018 ). Parents and significant others can be a crucial source of support ( Pritchard et al., 2020 ); socializing and educating family members about the rigors of nursing programs may facilitate their support for students. A variety of programs around the country have succeeded in increasing graduation rates among first-generation students, including pipeline programs that have successfully increased the diversity of candidates entering nursing. These programs include HRSA pipeline programs; HOSA-Future Health Professionals; and university-based programs such as the Niganawenimaanaanig program at Bemidji State University in Minnesota, created to support American Indian nursing students ( HOSA, 2012 ; HRSA, 2017 ; Wilkie, 2020 ). Federal funding is available for these types of programs from sources that include HRSA’s Health Careers Opportunity Program and Nursing Workforce Diversity Grant program. However, the need for such programs exceeds the available funding. Box 7-8 lists some of the ways in which nursing programs can support their students’ success.

Examples of Supports for Nursing Students.

Data on Quality

One important tool for recruiting a more diverse student population is providing relevant data to prospective students so they can make informed decisions about where to study. These data could include NCLEX pass rates; however, these rates alone are insufficient to determine whether a school is likely to have the resources to support a student through to graduation. Data on student retention, graduation by demographic, full cost to attend, tuition, and other quality indicators can signal to both consumers and funders whether a nursing education program has the necessary infrastructure and support to retain students from diverse backgrounds. Pass rates can be reported by race, ethnicity, socioeconomic status, first-time college/university attendees, adult learners with children living at home, and status as an English as a second language (ESL) learner to help students choose a program that best suits their needs. It is also important for schools to provide on their websites demographic information about their current enrollees. As discussed above, NCSBN identified additional quality indicators for nursing education; as these indicators begin to be measured and reported, the data can help prospective students make more informed choices.

Educational Pathways and Options

As nursing education programs adapt their curricula and other learning experiences to better address SDOH and health equity, it will be important to consider the educational pathways students may follow, both in their initial preparation and as they progress in their careers. A key way of strengthening the nursing workforce will be to encourage nurses to pursue the next level of education and certification available to them and to improve access to these educational opportunities, especially for those from underrepresented communities ( Jones et al., 2018 ; Phillips and Malone, 2014 ).

One way to improve access and encourage nurses to take the next step in their education is by offering expedited programs that allow them to complete their degree in less time. For example, there are articulation agreements, either among educational institutions or at the state or regional level, that align the content and requirements of programs. These types of agreements accelerate the RN-to-BSN and RN-to-MSN pathways and allow students to easily transfer credits between community colleges and universities ( AACN, 2019b ). There are also bridge programs available for LPNs who wish to pursue the ADN or BSN degree. Investments in articulation programs have been responsible in part for an increase in the number of employed nurses with a baccalaureate degree, from 49 percent in 2010 to 59 percent in 2019 ( Campaign for Action, n.d. ). Further progress in this area is needed, however, particularly for partnerships between baccalaureate nursing programs and academic institutions that serve underrepresented populations (e.g., tribal colleges, historically Black colleges and universities). A model of this type of partnership can be found in the New Mexico Nursing Education Consortium, 7 which coordinates prelicensure nursing curricula in 16 locations at state, tribal, and community colleges.

Nursing education can also be expedited through the use of a competency-based curriculum that allows students to progress by demonstrating the required competencies rather than meeting specific hour requirements ( U.S. Department of Education, n.d.a ). With this approach, which is currently used, for example, by Western Governors University, students can self-pace their education and potentially save time and money by learning the material quickly or tapping previous knowledge ( WGU, 2020 ). This type of educational approach may be particularly useful for nontraditional students who are entering nursing with other experiences and education. For example, a person with a background as a nursing or medical assistant may find that he or she can quickly master some of the required material for a nursing degree, particularly at the beginning. Workers from other sectors may also be able to pivot to nursing. During the COVID-19 pandemic, a study identified health care jobs, such as nursing assistant, that out-of-work hospitality workers could quickly transition to pursue ( Miller and Haley, 2020 ). While the study did not include jobs that required further education or certification, the shared skill sets that the authors identified include many skills that are central to nursing.

Another approach for increasing access to nursing education is to expand the use of distance learning opportunities. Distance learning gives students flexibility, and may be particularly beneficial for those from rural areas or other areas without a nursing school in the vicinity ( NCSBN, 2020b ). Rural areas face multiple challenges: rural populations have high rates of chronic disease and have difficulty accessing care because of provider shortages in these areas (see Chapter 2 ). Relative to their urban counterparts, rural nurses are less likely to hold a BSN ( Merrell et al., 2020 ). Distance learning has been used for many years to reach rural populations, but there are challenges with respect to regulation and ensuring the quality of education ( NCSBN, 2020a ). Efforts have been made to assess and improve the quality of distance learning; Quality Matters, for example, is an organization that provides peer-reviewed evaluation of distance or hybrid programs using a set of quality standards. 8 While many nursing programs are adhering to these standards ( Quality Matters, 2020 ), many are not, and the quality of distance learning remains uneven. The rapid rollout of distance learning during the COVID-19 pandemic has provided a unique opportunity to evaluate the effectiveness of different strategies for distance learning and to leverage this experience to expand and improve distance learning opportunities in the future.

• STRENGTHENING AND DIVERSIFYING THE NURSING FACULTY

A system of nursing education that can prepare students from diverse backgrounds to address SDOH and health equity requires a diverse faculty ( NACNEP, 2019 ; Thornton and Persaud, 2018 ). Unfortunately, the faculty currently teaching in nursing programs is overwhelmingly White and female: as of 2018, full-time faculty in nursing schools were about 93 percent female, and only 17.3 percent were from underrepresented groups, up from 11.5 percent in 2009 ( AACN, 2020c ).

In addition to this lack of diversity, the number of faculty may be inadequate to prepare the next generation of nurses: not only were there 1,637 faculty vacancies in 2019 across 892 nursing schools, but the schools surveyed hoped to create 134 new faculty positions in that year ( AACN, 2020c ). These shortages contributed to decisions to turn away more than 80,000 qualified applicants, although other insufficiencies also played a part. The AACN report cites several key reasons for faculty shortages: increasing average age of faculty members and associated increasing retirement rates, high compensation in other settings that attracts current and potential nurse educators, and an insufficient pool of graduates from master’s and doctoral programs ( AACN, 2020c ; Fang and Bednash, 2017 ). A 2020 NACNEP report calls the faculty shortage a “long-standing crisis threatening the supply, education, and training of registered nurses” and recommends federal efforts as well as a coordinated private–public response to address the shortage ( NACNEP, 2020 ).

Finally, faculty must have the knowledge, skills, and competencies to prepare their students for the challenges of advancing health equity and fully understanding the implications of SDOH for their daily practice ( NACNEP, 2019 ). If health equity and SDOH are to be integrated throughout the curriculum (as discussed earlier in this chapter), all faculty, including tenure-track faculty, clinical instructors, mentors, and preceptors, must have these competencies ( Thornton and Persaud, 2018 ). To develop these competencies, nursing schools must commit resources and support to faculty development ( Thornton and Persaud, 2018 ).

Diversifying the Faculty

As noted, diverse faculty are needed to broaden the perspectives and experiences to which nursing students are exposed and to serve as mentors and role models for diverse students ( Phillips and Malone, 2014 ). Unfortunately, minority faculty members often face barriers similar to those faced by students, including an unwelcoming environment; feeling marginalized, underappreciated, and invisible; a lack of support; feelings of tokenism; and the inability to integrate into existing faculty structures ( Beard and Julion, 2016 ; Hamilton and Haozous, 2017 ; Iheduru-Anderson, 2020 ; Kolade, 2016 ; Salvucci and Lawless, 2016 ; Whitfield-Harris and Lockhart, 2016 ). Faculty from underrepresented groups report feeling isolated, lacking in mentorship and collegial support, and burdened by having to represent the entire underrepresented community ( Kolade, 2016 ; Whitfield-Harris et al., 2017 ). In addition, as discussed in Chapter 9 , faculty from underrepresented racial and ethnic groups face a “diversity tax,” in which they are asked to be part of efforts to improve diversity and inclusion to serve on committees; mentor underrepresented students; and participate in other activities that are uncompensated, unacknowledged, and unrewarded ( Gewin, 2020 ). These demands on underrepresented faculty can lead to frustration, burnout, and a feeling that they have been given responsibility for institutional diversity ( Gewin, 2020 ).

These experiences of minority faculty can result in high attrition and low satisfaction ( Whitfield-Harris et al., 2017 ), and further research is needed on specific ways in which institutions can recruit and support a diverse faculty ( Whitfield-Harris et al., 2017 ). Proposed approaches include cultivating an inclusive educational environment ( Hamilton and Haozous, 2017 ), taking intentional action and holding open discourse to strengthen the institutional commitment to diversity ( Beard and Julion, 2016 ), improving financial assistance and mentorship opportunities for faculty ( Salvucci and Lawless, 2016 ), and conducting climate surveys to better understand the feelings and experiences of underrepresented faculty and using these data to improve the institutional culture ( DeWitty and Murray, 2020 ). The challenges these faculty face and the opportunities to address these challenges highlight the importance of efforts by schools of nursing to recruit, support, and retain diverse faculty.

Faculty Development

Collectively, nursing school faculty need to be prepared to teach their students about the complex linkages among population health, SDOH, and health outcomes ( NLN, 2019 ; Thornton and Persaud, 2018 ). To do so, as discussed above, nurse educators need to move beyond teaching abstract principles to integrating the core concepts and competencies related to these linkages into the entire learning experience across nursing education programs. They also need to create a truly inclusive and safe educational environment and prepare nurses to care for a diverse population, which, as discussed above, requires that they understand issues of racism and systems of marginalization and engage in critical self-reflection ( O’Connor et al., 2019 , Peek et al., 2020 ). Yet, many faculty in nursing schools lack the knowledge and experience needed to develop curricula and strategies for incorporating SDOH into all areas of nursing education ( NACNEP, 2019 ; Valderama-Wallace and Apesoa-Varano, 2019 ).

Several approaches are available for preparing nursing school faculty to teach content related to SDOH and health equity. One approach, discussed above, is to actively recruit more diverse faculty who reflect the nation’s population and provide different perspectives and role models for students ( The Macy Foundation, 2020 ). Another approach is to encourage the development and dissemination of evidence-based methods for teaching nursing students how they can incorporate these core concepts into nursing practice. For example, educators involved in developing innovative models of classroom and experiential learning could focus on disseminating these models with the assistance of nursing associations and organizations, including through publication, continuing education programs, or faculty-to-faculty education and mentoring. Finally, institutions can provide in-depth and sustained learning opportunities for faculty, staff, and preceptors focused on how they can support their students in learning about SDOH and health equity both within and outside of the classroom ( IOM, 2016b ). While some funding sources are available for these types of efforts, including support from private foundations and HRSA grants for faculty development, the critical importance of this content to health outcomes argues for providing more such resources.

• IMPLICATIONS OF COVID-19 FOR NURSING EDUCATION

It has been 100 years since a global event has had an impact on nursing education in the United States and around the world equal to that of the COVID-19 pandemic. Both World War I and the influenza pandemic of 1918 to 1920 led to transformations in nursing education, including standardization of training and professionalization of the field. The COVID-19 pandemic has already led to innovations that are likely to shape the future of nursing education. Faculty have adopted new teaching strategies, demonstrating creativity and adaptability, within a span of days or weeks, while such technologies as simulation-based education have quickly been adapted to replace in-person clinical hours ( Jiménez-Rodríguez et al., 2020 ). In one example of a rapid pivot, educators at the University of Pennsylvania School of Nursing transitioned a community immersion course from in-person to virtual form when all in-person classes were canceled. While they faced challenges, the educators found that students were able to remain dedicated to their community partnerships and to think creatively about how to meet their learning objectives ( Flores et al., 2020 ). These and similar innovations may ultimately guide the way to expanding and improving nursing education.

At the same time, however, the pandemic has highlighted challenges and inequities in nursing education. Simulated clinical experiences are practical only if a school and its students have access to computers with enough power to run the software, for example. While online learning has been in use for more than a decade, not all schools or faculty are prepared to deliver content in this way, nor are all students capable of accessing the necessary technology. Moreover, as practice settings have been emptied of non-COVID patients, programs have been facing multiple challenges in providing students with sufficient hours of instruction, training, and clinical practice. These challenges have underscored the limitations of traditional ways of educating nurses even as they have presented unique opportunities for innovation. To translate these short-term challenges into long-term improvements in nursing education will require

• evaluation of such practices as distance learning and virtual experiential learning to identify and disseminate best practices;
• a sense of urgency in the development of substantial changes, such as modifications of curriculum and the adoption of new technologies; and
• partnership with public- and private-sector organizations, associations, and researchers that can bring both resources and expertise to the tasks of strengthening nursing education.
• CONCLUSIONS

Currently, most nursing schools tend to cover the topics of SDOH, health equity, and population health in isolated, stand-alone courses. This approach is insufficient for creating a foundational understanding of these critical issues and for preparing nurses to work in a wide variety of settings. This content needs to be integrated and sustained throughout nursing school curricula and paired with community-based experiential opportunities whereby students can apply their knowledge, build their skills, and reflect on their experiences.

Conclusion 7-1: A curriculum embedded in coursework and experiential learning that effectively prepares students to promote health equity, reduce health disparities, and improve the health and well-being of the population will build the capacity of the nursing workforce.

Preparing nursing students to address SDOH and improve health equity will require more than didactic learning and traditional clinical experiences. It will require that students engage actively in experiences that will expand and diversify their understanding of nursing practice, prepare them to care for diverse populations with empathy, and allow them to build the necessary skills and competencies for the nursing practice of tomorrow.

Conclusion 7-2: Increasing the number of nurses with PhD degrees who focus on the connections among social determinants of health, health disparities, health equity, and overall health and well-being will build the evidence base in this area. Building capacity in schools of nursing will require financial resources, including scholarship/loan repayment opportunities; adequate numbers of expert faculty available to mentor; and curriculum revisions to focus more attention on social determinants of health and health equity.

Having more nurses prepared at the PhD level will help build the knowledge base in the nursing profession for other nurses to translate (DNPs) and use in practice settings (LPNs, RNs, APRNs).

Conclusion 7-3: Learning experiences that develop nursing students’ understanding of health equity, social determinants of health, and population health and prepare them to incorporate that understanding into their professional practice include opportunities to learn cultural humility and recognize one’s own implicit biases; gain experience with interprofessional collaboration and multisector partnerships to enable them to address social needs comprehensively and drive structural improvements; develop such technical competencies as use of telehealth, digital health tools, and data analytics; and gain substantive experience with delivering care in diverse community settings, such as public health departments, schools, libraries, workplaces, and neighborhood clinics.

Building a diverse nursing workforce is a critical component of the effort to prepare nurses to address SDOH and health equity. While the nursing workforce has steadily grown more diverse, nursing schools need to continue and expand their efforts to recruit, support, and mentor diverse students.

Conclusion 7-4: Successfully diversifying the nursing workforce will depend on holistic efforts to support and mentor/sponsor students and faculty from a wide range of backgrounds, including cultivating an inclusive environment; providing economic, social, professional, and academic supports; ensuring access to information on school quality; and minimizing inequities.

• Aaberg VA. A path to greater inclusivity through understanding implicit attitudes toward disability. Journal of Nursing Education. 2012; 51 (9):505–510. [ PubMed : 22766074 ]
• AAC&U (Association of American Colleges & Universities). Majority of college students experience food insecurity, housing insecurity, or homelessness. 2019. [March 29, 2021]. https://www ​.aacu.org ​/aacu-news/newsletter ​/majority-college-students-experience-food-insecurity-housing-insecurity-or .
• AACN (American Association of Colleges of Nursing). The essentials of doctoral education for advanced nursing practice. Washington, DC: American Association of Colleges of Nursing; 2006.
• AACN. The essentials of master’s education in nursing. 2011. [July 6, 2021]. https://www ​.aacnnursing ​.org/portals/42/publications ​/mastersessentials11.pdf .
• AACN. 2018–2019 enrollment and graduations in baccalaureate and graduate programs in nursing. Washington, DC: American Association of Colleges of Nursing; 2019a.
• AACN. Articulation agreements among nursing education programs. 2019b. [January 25, 2021]. https://www ​.aacnnursing ​.org/News-Information ​/Fact-Sheets/Articulation-Agreements .
• AACN. 2020a. [January 8, 2021]. 2019–2020 enrollment and graduations in baccalaureate and graduate programs in nursing. https://www ​.aacnnursing ​.org/Store/product-info ​/productcd/IDSR_20ENROLLBACC .
• AACN. Essentials task force. 2020b. [May 18, 2020]. https://www ​.aacnnursing ​.org/About-AACN/AACNGovernance ​/Committees-and-Task-Forces/Essentials .
• AACN. Nursing faculty. 2020c. [March 9, 2021]. https://www ​.aacnnursing ​.org/news-information ​/fact-sheets/nursing-faculty-shortage .
• AACN. Curriculum improvement. 2020c. [January 25, 2021]. https://www ​.aacnnursing ​.org/Population-Health-Nursing ​/Curriculum-Improvement .
• AACN. Promising practices in holistic admissions review: Implementation in academic nursing. 2020d. [January 25, 2021]. https://www ​.aacnnursing ​.org/Portals/42/News ​/White-Papers/AACN-White-Paper-PromisingPractices-in-Holistic-Admissions-Review-December-2020.pdf .
• AACN. Diversity & inclusion offerings. [April 23, 2020]. n.d. https://www ​.aacnnursing ​.org/Diversity-Inclusion ​/HolisticAdmissions ​/Diversity-and-Inclusion-Offerings .
• AAPCHO (Association of Asian Pacific Community Health Organizations). Pipeline programs to improve racial and ethnic diversity in the health professions. 2009. [June 2, 2021]. https://www ​.aapcho.org ​/wp/wp-content/uploads ​/2012/11/PipelineToImproveDiversityInHealthProfessions ​.pdf .
• AARP. Preparation and roles of nursing care providers in America. 2010. [October 28, 2020]. http: ​//championnursing ​.org/resources/preparation-and-roles-nursing-care-providers-america .
• Ackerman-Barger K, Boatright D, Gonzalez-Colaso R, Orozco R, Latimore D. Seeking inclusion excellence: Understanding racial microaggressions as experienced by underrepresented medical and nursing students. Academic Medicine. 2020; 95 (5):758–763. [ PMC free article : PMC7185051 ] [ PubMed : 31725462 ]
• Advisory Committee on Student Financial Assistance. Federal Register. 2013; 78 (152) [June 2, 2021]; https://fsapartners ​.ed ​.gov/sites/default ​/files/attachments/fregisters ​/FR080713AdvisoryCommitteeonStudentFinancialAssistance.pdf .
• Agner J. Moving from cultural competence to cultural humility in occupational therapy: A paradigm shift. American Journal of Occupational Therapy. 2020; 74 (4):7404347010. [ PubMed : 32602456 ]
• AHA (American Hospital Association). Screening for social needs: Guiding care teams to engage patients. 2019. [November 11, 2020]. https://www ​.aha.org/system ​/files/media/file ​/2019/09/screening-for-social-needstool-value-initiative-rev-9-26-2019.pdf .
• Aiken LH, Sloane D, Griffiths P, Rafferty AM, Bruyneel L, McHugh M, Maier CB, Moreno-Casbas T, Ball JE, Ausserhofer D, Sermeus W. Nursing skill mix in European hospitals: Cross-sectional study of the association with mortality, patient ratings, and quality of care. BMJ Quality & Safety. 2017; 26 (7):559–568. [ PMC free article : PMC5477662 ] [ PubMed : 28626086 ]
• Alleghany College of Maryland. Nurse managed wellness clinic. 2020. [June 2, 2021]. https://www ​.allegany ​.edu/health-clinics/nurse-managed-wellness-clinic .
• Allen J. Improving cross-cultural care and antiracism in nursing education: A literature review. Nurse Education Today. 2010; 30 (4):314–320. [ PubMed : 19758731 ]
• Arcaya MC, Figueroa JF. Emerging trends could exacerbate health inequities in the United States. Health Affairs (Millwood). 2017; 36 (6):992–998. [ PubMed : 28583956 ]
• Artinian NT, Drees BM, Glazer G, Harris K, Kaufman LS, Lopez N, Danek JC, Michaels J. Holistic admissions in the health professions: Strategies for leaders. College & University. 2017; 92 (2):65–68. [ PMC free article : PMC5708588 ] [ PubMed : 29200468 ]
• Baker C, Cary AH, da Conceicao Bento M. Global standards for professional nursing education: The time is now. Journal of Professional Nursing. 2020; 37 (1):86–92. doi: 10.1016/j.profnurs.2020.10.001. [ PMC free article : PMC7571445 ] [ PubMed : 33674114 ]
• Bandy J. Vanderbilt University Center for Teaching. 2011. [March 29, 2021]. What is service learning or community engagement? https://cft ​.vanderbilt ​.edu/guides-sub-pages ​/teaching-through-community-engagement .
• Banister G, Bowen-Brady HM, Winfrey ME. Using career nurse mentors to support minority nursing students and facilitate their transition to practice. Journal of Professional Nursing. 2014; 30 (4):317–325. [ PubMed : 25150417 ]
• Barton AJ, Murray TA, Spurlock DR Jr. An open letter to members of the nursing education community. Journal of Nursing Education. 2020; 59 (4):183. [ PubMed : 32243547 ]
• Batra S, Orban J. Oral presentation at the National Center for Interprofessional Education and Practice NEXUS Summit 2020, October 15, 2020, Virtual. 2020. Social mission and accreditation standards.
• Beard KV. How much diversity in nursing is enough? American Journal of Nursing. 2014; 114 (9):11. [ PubMed : 25166226 ]
• Beard KV, Julion WA. Does race still matter in nursing? The narratives of African-American nursing faculty members. Nursing Outlook. 2016; 64 :583–596. https://doi ​.org/10.1016/j ​.outlook.2016.06.005 . PMID:27432213. [ PubMed : 27432213 ]
• Bednash G, Breslin ET, Kirschling JM, Rosseter RJ. PhD or DNP: Planning for doctoral nursing education. Nursing Science Quarterly. 2014; 27 (4):296–301. [ PubMed : 25248773 ]
• Befus DR, Kumodzi T, Schminkey D, Ivany AS. Advancing health equity and social justice in forensic nursing research, education, practice, and policy: Introducing structural violence and trauma-and violence-informed care. Journal of Forensic Nursing. 2019; 15 (4):199–205. [ PubMed : 31764523 ]
• Bestsennyy O, Gilbert G, Harris A, Rost J. Telehealth: A quarter-trillion-dollar post-COVID-19 reality? 2020. [February 24, 2021]. https://www ​.mckinsey ​.com/industries/healthcare-systems-and-services ​/our-insights ​/telehealth-a-quarter-trillion-dollar-post-covid-19-reality .
• Bjørk IT, Berntsen K, Brynildsen G, Hestetun M. Nursing students’ perceptions of their clinical learning environment in placements outside traditional hospital settings. Journal of Clinical Nursing. 2014; 23 (19–20):2958–2967. [ PMC free article : PMC4263152 ] [ PubMed : 24460862 ]
• Blair IV, Steiner JF, Havranek EP. Unconscious (implicit) bias and health disparities: Where do we go from here? The Permanente Journal. 2011; 15 (2):71–78. PMID: 21841929. [ PMC free article : PMC3140753 ] [ PubMed : 21841929 ]
• Breen N, Jackson JS, Wood F, Wong D, Zhang X. Translational health disparities research in a data-rich world. American Journal of Public Health. 2019; 109 (S1):S41–S42. [ PMC free article : PMC6356140 ] [ PubMed : 30699034 ]
• Brennan AMW, Barnsteiner J, Siantz ML, Cotter VT, Everett J. Lesbian, gay, bisexual, transgendered, or intersexed content for nursing curricula. Journal of Professional Nursing. 2012; 28 (2):96–104. [ PubMed : 22459139 ]
• Breslin ET, Nuri-Robins K, Ash J, Kirschling JM. The changing face of academic nursing: Nurturing diversity, inclusivity, and equity. Journal of Professional Nursing. 2018; 34 (2):103–109. [ PubMed : 29703311 ]
• Bresnick J. Health IT Analytics. 2017. [November 11, 2020]. Understanding the basics of clinical decision support systems. https: ​//healthitanalytics ​.com/features/understanding-the-basics-of-clinical-decision-support-systems .
• Brookings Institution. Black-White disparity in student loan debt more than triples after graduation. 2016. [November 11, 2020]. https://www ​.brookings ​.edu/research/black-white-disparity-in-student-loan-debt-more-than-triples-after-graduation .
• Broome ME, Fairman J. Changing the conversation about doctoral education in nursing. Nursing Outlook. 2018; 66 (2018):217–218. [ PubMed : 29887188 ]
• Buhler-Wilkerson K. Bringing care to the people: Lillian Wald’s legacy to public health nursing. American Journal of Public Health. 1993; 83 (12):1778–1786. [ PMC free article : PMC1694935 ] [ PubMed : 7695663 ]
• Burnett A, Moorley C, Grant J, Kahin M, Sagoo R, Rivers E, Deravin L, Darbyshire P. Dismantling racism in education: In 2020, the year of the nurse & midwife, “it’s time” Nurse Education Today. 2020; 93 :104532. https://doi ​.org/10.1016/j ​.nedt.2020.104532 . [ PMC free article : PMC7354251 ] [ PubMed : 32683224 ]
• Campaign for Action. New RN graduates by degree type, by gender. 2019a. [May 13, 2020]. https: ​//campaignforaction ​.org/resource/new-rn-graduates-degree-type-gender .
• Campaign for Action. Nursing education and the path to population health improvement. 2019b. [March 13, 2020]. https: ​//campaignforaction ​.org/wp-content ​/uploads/2019/03/NursingEducationPathtoHealthImprovement.pdf .
• Campaign for Action. Campaign for Action dashboard. 2020. [May 14, 2020]. https: ​//campaignforaction ​.org/wpcontent/uploads ​/2019/07/r2_CCNA-0029 ​_2019-Dashboard-Indicator-Updates_1-29-20.pdf .
• Campaign for Action. Transforming nursing education. [May 14, 2020]. n.d. https: ​//campaignforaction ​.org/issue/transforming-nursing-education .
• Campinha-Bacote J. Cultural competemility: A paradigm shift in the cultural competence versus cultural humility debate—part I. The Online Journal of Issues in Nursing. 2018; 24 (1)
• Castro-Sánchez E, Russell AM, Dolman L, Wells M. International Nursing Review. 2021. What place does nurse-led research have in the COVID-19 pandemic? pp. 1–5. [ PMC free article : PMC8013712 ] [ PubMed : 33565619 ]
• CCNE (Commission on Collegiate Nursing Education). Standards for accreditation of baccalaureate and graduate nursing programs. 2018. [September 29, 2020]. https://www ​.aacnnursing ​.org/Portals/42/CCNE ​/PDF/Standards-Final-2018.pdf .
• CDC (Centers for Disease Control and Prevention). Health care provider/clinician apps. 2018. [November 11, 2020]. https://www ​.cdc.gov/mobile ​/healthcareproviderapps.html .
• Center for Health Affairs. LPNs crucial to nursing workforce diversity. 2018. [May 14, 2020]. https: ​//neohospitals ​.org/TheCenterForHealthAffairs ​/MediaCenter ​/NewsReleases/2018 ​/August/Nursing-WorkforceDiversity .
• Cho I, Kim E, Choi WH, Staggers N. Comparing usability testing outcomes and functions of six electronic nursing record systems. International Journal of Medical Informatics. 2016; 88 :78–85. [ PubMed : 26878766 ]
• Costello M, Ballin A, Diamond R, Gao ML. First generation college students and non-first generation college students: Perceptions of belonging. Journal of Nursing Education and Practice. 2018; 8 (12):59–65.
• Devine PG, Forscher PS, Austin AJ, Cox WT. Long-term reduction in implicit race bias: A prejudice habit-breaking intervention. Journal of Experimental Social Psychology. 2012; 48 (6):1267–1278. https://doi ​.org/10.1016/j ​.jesp.2012.06.003 . [ PMC free article : PMC3603687 ] [ PubMed : 23524616 ]
• DeWitty VP. What is holistic admissions review, and why does it matter? Journal of Nursing Education. 2018; 57 (4):195–196. [ PubMed : 29614186 ]
• DeWitty VP, Murray TA. Influence of climate and culture on minority faculty retention. Journal of Nursing Education. 2020; 59 (9):483–484. [ PubMed : 32865579 ]
• DiAngelo R. White fragility. International Journal of Critical Pedagogy. 2011; 3 (3):54–71.
• DiAngelo RJ. White fragility: Why it’s so hard for White people to talk about racism. Boston, MA: Beacon Press; 2018.
• Diefenbeck C, Michalec B, Alexander R. Lived experiences of racially and ethnically underrepresented minority BSN students: A case study specifically exploring issues related to recruitment and retention. Nursing Education Perspectives. 2016; 37 (1):41–44. [ PubMed : 27164777 ]
• Duffy MT, Friesen MA, Speroni KG, Swengros D, Shanks LA, Waiter PA, Sheridan MJ. BSN completion barriers, challenges, incentives, and strategies. The Journal of Nursing Administration. 2014; 44 (4):232–236. [ PubMed : 24662693 ]
• Effland KJ, Hays K, Ortiz FM, Blanco BA. Incorporating an equity agenda into health professions education and training to build a more representative workforce. Journal of Midwifery & Women’s Health. 2020; 65 (1):149–159. [ PubMed : 31957220 ]
• El-Sayed M, El-Sayed J. Achieving lifelong learning outcomes in professional degree programs. International Journal of Process Education. 2014; 6 (1):37–42.
• Fairman JA, Giordano NA, McCauley K, Villaruel A. Invitational summit: Re-envisioning research focused PHD programs of the future. Journal of Professional Nursing. 2020; 37 doi: 10.1016/j.profnurs.2020.09.004. [ PubMed : 33674099 ]
• Fang D, Bednash GD. Identifying barriers and facilitators to future nurse faculty careers for DNP students. Journal of Professional Nursing. 2017; 33 (1):56–67. doi: 10.1016/j.profnurs.2016.05.008. [ PubMed : 28131149 ]
• FDA (U.S. Food and Drug Administration). Digital health. 2020. [May 14, 2020]. https://www ​.fda.gov/medicaldevices ​/digital-health .
• Fee E, Bu L. The origins of public health nursing: The Henry Street Visiting Nurse Service. American Journal of Public Health. 2010; 100 (7):1206–1207. [ PMC free article : PMC2882394 ] [ PubMed : 20466947 ]
• FitzGerald C, Hurst S. Implicit bias in healthcare professionals: A systematic review. BMC Medical Ethics. 2017; 18 (1):19. [ PMC free article : PMC5333436 ] [ PubMed : 28249596 ]
• Flores DD, Bocage C, Devlin S, Miller M, Savarino A, Lipman TH. Pedagogy in Health Promotion. Epub October 16, 2020. 2020. [November 11, 2020]. When community immersion becomes distance learning: Lessons learned from a disrupted semester. https://journals ​.sagepub ​.com/doi/pdf/10.1177 ​/2373379920963596 .
• Forman TM, Armor DA, Miller AS. A review of clinical informatics competencies in nursing to inform best practices in education and nurse faculty development. Nursing Education Perspectives. 2020; 41 (1):E3–E7. [ PubMed : 31860501 ]
• Foronda C, Liu S, Bauman EB. Evaluation of simulation in undergraduate nurse education: An integrative review. Clinical Simulation in Nursing. 2013; 9 (10):E409–E416.
• Foronda C, Baptiste DL, Reinholdt MM, Ousman K. Cultural humility: A concept analysis. Journal of Transcultural Nursing. 2016; 27 (3):210–217. [ PubMed : 26122618 ]
• Foronda CL, Baptiste DL, Pfaff T, Velez R, Reinholdt M, Sanchez M, Hudson KW. Cultural competency and cultural humility in simulation-based education: An integrative review. Clinical Simulation in Nursing. 2018; 15 :42–60.
• Gaines K. Why nursing school accreditation matters. [April 30, 2020]. n.d. https://nurse ​.org/education ​/nursing-school-accreditation .
• Gallagher RW, Polanin JR. A meta-analysis of educational interventions designed to enhance cultural competence in professional nurses and nursing students. Nurse Education Today. 2015; 35 (2):333–340. [ PubMed : 25466790 ]
• Gewin V. The time tax put on scientists of colour. Nature. 2020; 583 :479–481. [ PubMed : 32647354 ]
• Giddens JF. Changing paradigms and challenging assumptions: Redefining quality and NCLEX-RN pass rates. Journal of Nursing Education. 2009; 48 (3):123–124. [ PubMed : 19297961 ]
• Giovenco DP, Spillane TE. Improving efficiency in mobile data collection for place-based public health research. American Journal of Public Health. 2019; 109 (S2):S123–S125. [ PMC free article : PMC6383969 ] [ PubMed : 30785801 ]
• Glazer G, Clark A, Bankston K. Holistic admissions in nursing: We can do this. Journal of Professional Nursing. 2016; 32 (4) [ PMC free article : PMC4955639 ] [ PubMed : 27424931 ]
• Glazer G, Tobias B, Mentzel T. Increasing healthcare workforce diversity: Urban universities as catalysts for change. Journal of Professional Nursing. 2018; 34 (4):306–313. [ PMC free article : PMC6069531 ] [ PubMed : 30055674 ]
• Graham CL, Phillips SM, Newman SD, Atz TW. Baccalaureate minority nursing students perceived barriers and facilitators to clinical education practices: An integrative review. Nursing Education Perspectives. 2016; 37 (3):130–137. [ PubMed : 27405193 ]
• Greene MZ, FitzPatrick MK, Romano J, Aiken LH, Richmond TS. Clinical fellowship for an innovative, integrated BSN-PhD program: An academic and practice partnership. Journal of Professional Nursing. 2017; 33 (4):282–286. [ PMC free article : PMC5523847 ] [ PubMed : 28734488 ]
• Hamilton N, Haozous EA. Retention of faculty of color in academic nursing. Nursing Outlook. 2017; 65 (2):212–221. https://doi ​.org/10.1016/j ​.outlook.2016.11.003 . PMID: 28087139. [ PubMed : 28087139 ]
• Hayden J, Smiley R, Alexander M, Kardong-Edgren S, Jeffries P. The NCSBN national simulation study: A longitudinal, randomized, controlled study replacing clinical hours with simulation in prelicensure nursing education. Journal of Nursing Regulation. 2014; 5 (2S):S1–S64.
• Heath S. Health IT Analytics. 2019. [April 21, 2021]. Top considerations for SDOH screening, referral technologies. https: ​//patientengagementhit ​.com/news/top-considerations-for-sdoh-screening-referral-technologies .
• Hermer J, Hirsch A, Bekemeier B, Nyirati C, Wojnar D, Wild L, Oneal G. Integrating population health into nursing education: The process of gaining commitment from Washington’s nursing deans and directors. Journal of Professional Nursing. 2020; 36 (2):6–12. [ PubMed : 32204862 ]
• Higgins LW, Shovel JA, Bilderback AL, Lorenz HL, Martin SC, Rogers DJ, Minnier TE. Hospital nurses’ work activity in a technology-rich environment: A triangulated quality improvement assessment. Journal of Nursing Care Quality. 2017; 32 (3):208–217. [ PubMed : 28541263 ]
• Horn C. University of South Carolina. 2020. [April 28, 2021]. COVID-19 response: Virtual simulation keeps nursing students on track for graduation. https://www ​.sc.edu/uofsc ​/posts/2020/04/covid ​_resilience_virtual ​_simulation_nursing.php#.X5S1e0JKjfY .
• HOSA (Future Health Professionals/Health Occupations Students of America). About HOSA. 2012. [March 30, 2020]. http://www ​.hosa.org/about .
• HRSA (Health Resources and Services Administration). Health careers pipeline and diversity programs. 2017. [April 30, 2020]. https://bhw ​.hrsa.gov ​/sites/default/files ​/bhw/health-workforce-analysis ​/programhighlights ​/diversity-and-pipeline-training-programs-2017.pdf .
• HRSA. Strategic plan FY 2019–2022. 2019. [April 30, 2020]. https://www ​.hrsa.gov ​/about/strategic-plan/index.html .
• HRSA. 2018 national sample survey of registered nurses. 2020. [April 30, 2020]. https://data ​.hrsa.gov ​/DataDownload/NSSRN ​/GeneralPUF18/2018_NSSRN ​_Summary_Report-508.pdf .
• HRSA. HRSA National Health Service Corps. 2021. [March 29, 2021]. NHSC loan repayment program. https://nhsc ​.hrsa.gov ​/loan-repayment/nhsc-loan-repayment-program.html .
• Ibrahim SA, Charlson ME, Neill DB. Health Equity I. 1. 2020. Big data analytics and the struggle for equity in health care: The promise and perils; pp. 99–101. [ PMC free article : PMC7133425 ] [ PubMed : 32258961 ]
• Iheduru-Anderson KC. Journal of Professional Nursing. 2020. The White/Black hierarchy institutionalizes White supremacy in nursing and nursing leadership in the United States. Advance online publication. https://doi ​.org/10.1016/j ​.profnurs.2020.05.005 . [ PubMed : 33867099 ]
• Iheduru-Anderson KC, Wahi MM. Prevention of lateral violence in nursing through education: The bullying awareness seminar. The Journal of Nursing Education. 2017; 56 (12):762–763. [ PubMed : 29206270 ]
• IOM (Institute of Medicine). Unequal treatment: Confronting racial and ethnic disparities in health care. Washington, DC: The National Academies Press; 2003. [ PubMed : 25032386 ]
• IOM. Redesigning continuing education in the health professions. Washington, DC: The National Academies Press; 2010. [ PubMed : 25032352 ]
• IOM. The future of nursing: Leading change, advancing health. Washington, DC: The National Academies Press; 2011. [ PubMed : 24983041 ]
• IOM. Interprofessional education for collaboration: Learning how to improve health from interprofessional models across the continuum of education to practice: Workshop summary. Washington, DC: The National Academies Press; 2013. [ PubMed : 24901189 ]
• IOM. Assessing progress on the Institute of Medicine report The Future of Nursing. Washington, DC: The National Academies Press; 2016a. [ PubMed : 27010049 ]
• IOM. A framework for educating health professionals to address the social determinants of health. Washington, DC: The National Academies Press; 2016b. [ PubMed : 27854400 ]
• IPEC (Interprofessional Education Collaborative). Core competencies for interprofessional collaborative practice: 2016 update. Washington, DC: Interprofessional Education Collaborative; 2016. [June 2, 2021]. https://ipec ​.memberclicks ​.net/assets/2016-Update.pdf .
• Jamshidi N, Molazem Z, Sharif F, Torabizadeh C, Najafi Kalyani M. The challenges of nursing students in the clinical learning environment: A qualitative study. Scientific World Journal. 2016; 2016 :1846178. [ PMC free article : PMC4913003 ] [ PubMed : 27366787 ]
• Jiménez-Rodríguez D, Torres Navarro MDM, Plaza Del Pino FJ, Arrogante O. Simulated nursing video consultations: An innovative proposal during COVID-19 confinement. Clinical Simulation of Nursing. 2020; 48 :29–37. doi: 10.1016/j.ecns.2020.08.004. [ PMC free article : PMC7425773 ] [ PubMed : 32837633 ]
• Johansson P, Jones DE, Watkins CC, Haisfield-Wolfe ME, Gaston-Johansson F. Physicians’ and nurses’ experiences of the influence of race and ethnicity on the quality of healthcare provided to minority patients, and on their own professional careers. Journal of National Black Nurses Association. 2011; 22 (1):43–56. [ PubMed : 21888150 ]
• Jones CB, Toles M, Knafl GJ, Beeber AS. An untapped resource in the nursing workforce: Licensed practical nurses who transition to become registered nurses. Nursing Outlook. 2018; 66 (1):46–55. [ PubMed : 29306576 ]
• Permanente Kaiser. Kaiser Permanente launches social health network to address needs on a broad scale. 2019. [November 11, 2020]. https://permanente ​.org ​/kaiser-permanente-launches-social-health-network-to-address-needs-on-a-broad-scale .
• Kamau-Small S, Joyce B, Bermingham N, Roberts J, Robbins C. The impact of the care equity project with community/public health nursing students. Public Health Nursing. 2015; 32 (2):169–176. [ PubMed : 24850360 ]
• Katz JR, Barbosa-Leiker C, Benavides-Vaello S. Measuring the success of a pipeline program to increase nursing workforce diversity. Journal of Professional Nursing. 2016; 32 (1):6–14. [ PMC free article : PMC4724384 ] [ PubMed : 26802586 ]
• Kleinman A, Benson P. Anthropology in the clinic: The problem of cultural competency and how to fix it. PLoS Medicine. 2006; 3 (10) [ PMC free article : PMC1621088 ] [ PubMed : 17076546 ]
• Kolade FM. The lived experience of minority nursing faculty: A phenomenological study. Journal of Professional Nursing. 2016; 32 (2):107–114. https://doi ​.org/10.1016/j ​.profnurs.2015.09.002 . [ PubMed : 27000195 ]
• Kononowicz AA, Woodham LA, Edelbring S, Stathakarou N, Davies D, Saxena N, Tudor Car L, Carlstedt-Duke J, Car J, Zary N. Virtual patient simulations in health professions education: Systematic review and meta-analysis by the digital health education collaboration. Journal of Medical Internet Research. 2019; 21 (7):e14676. https://doi ​.org/10.2196/14676 . [ PMC free article : PMC6632099 ] [ PubMed : 31267981 ]
• Koschmann KS, Jeffers NK, Heidari O. “I can’t breathe”: A call for antiracist nursing practice. Nursing Outlook. 2020; 68 (5):539–541. doi: 10.1016/j.outlook.2020.07.004. [ PMC free article : PMC7428668 ] [ PubMed : 32811661 ]
• Kumm S, Godfrey N, Martin D, Tucci M, Muenks M, Spaeth T. Baccalaureate outcomes met by associate degree nursing programs 2014. Nurse Education. 2014; 39 (5):216–220. PMID: 24978014. doi: 10.1097/NNE.0000000000000060. [ PubMed : 24978014 ]
• Lake ET. How effective response to COVID-19 relies on nursing research. Research in Nursing and Health. 2020; 43 (3):213–214. [ PMC free article : PMC7264727 ] [ PubMed : 32306403 ]
• Larsen R, Reif L, Frauendienst R. Baccalaureate nursing students’ intention to choose a public health career. Public Health Nursing. 2012; 29 :424–432. https://doi ​.org/10.1111/j ​.1525-1446.2012.01031.x . [ PubMed : 22924565 ]
• Laternman The New York Times. May 2, 2019. [March 29, 2021]. Tuition or dinner? Nearly half of college students surveyed in a new report are going hungry. https://www ​.nytimes.com ​/2019/05/02/nyregion ​/hunger-college-food-insecurity.html .
• LCME (Liaison Committee on Medical Education). Functions and structure of a medical school: Standards for accreditation of medical education programs leading to the MD degree. 2018. [November 16, 2020]. http://lcme ​.org/wp-content ​/uploads/filebase ​/standards/2019-20 ​_Functions-and-Structure_2018-09-26 ​.docx .
• Levine S, Varcoe C, Browne AJ. “We went as a team closer to the truth”: Impacts of interprofessional education on trauma-and violence-informed care for staff in primary care settings. Journal of Interprofessional Care. 2020; 35 (1):46–54. [ PubMed : 31928247 ]
• Lewis and Clark Community College. Lewis and Clark mobile health unit. [February 21, 2021]. n.d. https://www ​.lc.edu/Mobile_Clinics .
• Lim F, Johnson M, Eliason M. A national survey of faculty knowledge, experience, and readiness for teaching lesbian, gay, bisexual, and transgender health in baccalaureate nursing programs. Nursing Education Perspectives. 2015; 36 :144–152.
• Linden MA, Redpath SJ. A comparative study of nursing attitudes towards young male survivors of brain injury: A questionnaire survey. International Journal of Nursing Studies. 2011; 48 (1):62–69. [ PubMed : 20965077 ]
• Loftin C, Newman SD, Dumas BP, Gilden G, Bond ML. Perceived barriers to success for minority nursing students: An integrative review. International Scholarly Research Network Nursing. 2012; 2012 :806543. [ PMC free article : PMC3369480 ] [ PubMed : 22701183 ]
• Love R, Carrington JM. Journal of the American Association of Nurse Practitioners. 2020. Introducing telehealth skills into the doctor of nursing practice curriculum. Epub ahead of print. doi: 10.1097/JXX.0000000000000505. [ PubMed : 33038114 ]
• Mann K, Gordon J, MacLeod A. Reflection and reflective practice in health professions education: A systematic review. Advances in Health Sciences Education Theory and Practice. 2009; 14 (4):595–621. [ PubMed : 18034364 ]
• Marion-Martins AD, Pinho DLM. Interprofessional simulation effects for healthcare students: A systematic review and meta-analysis. Nurse Education Today. 2020; 94 :104568. [ PubMed : 32932058 ]
• Marken PA, Zimmerman C, Kennedy C, Schremmer R, Smith K. Human simulators and standardized patients to teach difficult conversations to interprofessional health care teams. American Journal of Pharmaceutical Education. 2010; 74 (7):120. [ PMC free article : PMC2972514 ] [ PubMed : 21088725 ]
• Massachusetts Department of Higher Education Nursing Initiative. Massachusetts nursing of the future nursing core competencies. 2016. [January 12, 2021]. https://www ​.mass.edu ​/nahi/documents/NOFRNCompetencies ​_updated_March2016.pdf .
• McCue PL. Open Access Dissertations. 2017. The pre-collegiate pipeline to diversify the nursing workforce. Paper 575.
• McMenamin P. ANA Community blog. 2015. [June 2, 2021]. Diversity among registered nurses: Slow but steady progress. https://community ​.ana ​.org/blogs/peter-mcmenamin ​/2015/08/21/rn-diversity-note?ssopc=1 .
• Menzel N, Willson LH, Doolen J. International Journal of Nursing Education Scholarship. 11. 2014. Effectiveness of a poverty simulation in Second Life®: Changing nursing student attitudes toward poor people; p. 11. doi: 10.1515/ijnes-2013-0076. [ PubMed : 24615491 ]
• Merrell M, Probst J, Crouch E, Abshire D, McKinney S, Haynes E. A national survey of RN-to-BSN programs: Are they reaching rural students? Journal of Nursing Education. 2020; 59 (10):557–565. [ PMC free article : PMC8641547 ] [ PubMed : 33002161 ]
• Metzger M, Taggart J. A longitudinal mixed methods study describing 4th year baccalaureate nursing students’ perceptions of inclusive pedagogical strategies. Journal of Professional Nursing. 2020; 36 (4):229–235. [ PubMed : 32819549 ]
• Metzger M, Dowling T, Guinn J, Wilson DT. Inclusivity in baccalaureate nursing education: A scoping study. Journal of Professional Nursing. 2020; 36 (1):5–14. [ PubMed : 32044053 ]
• Miller S, Haley P. Federal Reserve Bank of Atlanta. 2020. [February 24, 2021]. Transitioning from hospitality to health care occupations. https://www ​.frbatlanta ​.org/cweo/workforce-currents ​/2020/08/28 ​/transitioning-from-hospitality-to-health-care-occupations .
• Minority Nurse. Mentors to the max. 2013. [November 11, 2020]. https: ​//minoritynurse ​.com/mentors-to-the-max .
• Morton JL, Weierbach FM, Sutter R, Livsey K, Goehner E, Liesveld J, Goldschmidt MK. New education models for preparing pre-licensure students for community-based practice. Journal of Professional Nursing. 2019; 35 (6):491–498. [ PubMed : 31857060 ]
• Mosher DK, Hook JN, Captari LE, Davis DE, DeBlaere C, Owen J. Cultural humility: A therapeutic framework for engaging diverse clients. Practice Innovations. 2017; 2 (4):221.
• Murray TA, Pole DC, Ciarlo EM, Holmes S. A nursing workforce diversity project: Strategies for recruitment, retention, graduation, and NCLEX-RN success. Nursing Education Perspectives. 2016; 37 (3):138–143. PMID: 27405194. [ PubMed : 27405194 ]
• NACNEP (National Advisory Council on Nurse Education and Practice). Preparing nurses for new roles in population health management. 2016. [May 15, 2020]. https://www ​.hrsa.gov ​/sites/default/files ​/hrsa/advisory-committees ​/nursing/reports ​/2016-fourteenthreport.pdf .
• NACNEP. Integration of social determinants of health in nursing education, practice, and research. 2019. [March 29, 2021]. https://www ​.hrsa.gov ​/sites/default/files ​/hrsa/advisory-committees ​/nursing/reports ​/nacnep-2019-sixteenthreport.pdf .
• NACNEP. Preparing nurse faculty, and addressing the shortage of nurse faculty and clinical preceptors. 2020. [March 29, 2021]. https://www ​.hrsa.gov ​/sites/default/files ​/hrsa/advisory-committees ​/nursing/reports ​/nacnep-17report-2021.pdf .
• NASEM (National Academies of Sciences, Engineering, and Medicine). Big data and analytics for infectious disease research, operations, and policy: Proceedings of a workshop. Washington, DC: The National Academies Press; 2016a. [ PubMed : 27977088 ]
• NASEM. Developing a national STEM workforce strategy: A workshop summary. Washington, DC: The National Academies Press; 2016b.
• NASEM. Communities in action: Pathways to health equity. Washington, DC: The National Academies Press; 2017. [ PubMed : 28418632 ]
• NASEM. Proceedings of a workshop. Washington, DC: The National Academies Press; 2018a. Exploring a business case for high-value continuing professional development: [ PubMed : 29757596 ]
• NASEM. How people learn II: Learners, contexts, and cultures. Washington, DC: The National Academies Press; 2018b.
• NASEM. Improving health professional education and practice through technology: Proceedings of a workshop. Washington, DC: The National Academies Press; 2018c. [ PubMed : 30407779 ]
• NASEM. Integrating social care into the delivery of health care: Moving upstream to improve the nation’s health. Washington, DC: The National Academies Press; 2019. [ PubMed : 31940159 ]
• NCDHHS (North Carolina Department of Health and Human Services). North Carolina health atlas. 2020. [November 11, 2020]. https://schs ​.dph.ncdhhs.gov/data/hsa .
• NCSBN (National Council of State Boards of Nursing). NCLEX-RN examination. 2019. [May 1, 2020]. https://www ​.ncsbn.org ​/2019_RN_TestPlan-English.pdf .
• NCSBN. Number of candidates taking NCLEX examination and percent passing, by type of candidate. 2020a. [May 1, 2020]. https://www ​.ncsbn.org ​/Table_of_Pass_Rates_2019_Q4.pdf .
• NCSBN. Distance education. 2020b. [November 11, 2020]. https://www ​.ncsbn.org/6662.htm .
• NEJM (New England Journal of Medicine) Catalyst. Healthcare big data and the promise of value-based care. 2018. [November 11, 2020]. https://catalyst ​.nejm ​.org/doi/full/10.1056/CAT.18.0290 .
• New York State. Leading the way to college affordability. [May 15, 2020]. n.d. https://www ​.ny.gov/programs ​/tuition-free-degree-program-excelsior-scholarship .
• NLN (National League for Nursing). Interprofessional education and healthcare simulation symposium. 2013. [February 24, 2021]. http://www ​.nln.org/docs ​/default-source/professional-development-programs ​/white-papersymposium-ipe-in-healthcare-simulation-2013-(pdf) ​.pdf?sfvrsn=0 .
• NLN. A diving Document from the National League for Nursing NLN Board of Governors. 2015a. [January 25, 2021]. A vision for the changing faculty role: Preparing students for the technological world of health care. http://www ​.nln.org/docs ​/default-source/about ​/nln-vision-series- ​%28position-statements%29 ​/nlnvision_8.pdf?sfvrsn=4 . [ PubMed : 29194143 ]
• NLN. Interprofessional collaboration in education and practice. 2015b. [January 25, 2021]. http://www ​.nln.org/docs ​/default-source/default-document-library/ipe-ipp-vision ​.pdf?sfvrsn=14 .
• NLN. Accreditation standards for nursing education programs. 2016. [January 10, 2020]. http://www ​.nln.org/docs ​/default-source/accreditation-services ​/cnea-standards-final-february-201613f2bf5c78366c709642ff00005f0421 ​.pdf?sfvrsn=12 .
• NLN. A vision for integration of the social determinants of health into nursing education curricula. 2019. [January 10, 2020]. http://www ​.nln.org/docs ​/default-source/default-document-library ​/social-determinantsof-health ​.pdf?sfvrsn=2 . [ PubMed : 31644458 ]
• NONPF (National Organization of Nurse Practitioner Faculties). NONPF supports telehealth in nurse practitioner education 2018. 2018. [January 18, 2020]. https://cdn ​.ymaws.com/www ​.nonpf.org/resource ​/resmgr/2018_Slate ​/Telehealth_Paper_2018.pdf .
• NYSIM (City University of New York Grossman School of Medicine). NYSIM Center. 2017. [May 18, 2020]. http://nysimcenter ​.org .
• O’Connor MR, Barrington WE, Buchanan DT, Bustillos D, Eagen-Torkko M, Kalkbrenner A, de Castro AB. Short-term outcomes of a diversity, equity, and inclusion institute for nursing faculty. Journal of Nursing Education. 2019; 58 (11):633–640. [ PubMed : 31665527 ]
• O’Lynn C. Rethinking indicators of academic quality in nursing programs. Journal of Nursing Education. 2017; 56 (4):195–196. [ PubMed : 28383741 ]
• Peek ME, Vela MB, Chin MH. Practical lessons for teaching about race and racism: Successfully leading free, frank, and fearless discussions. Academic Medicine. 2020; 95 (12S):S139–S144. [ PubMed : 32889939 ]
• Periyakoil VS. Building a culturally competent workforce to care for diverse older adults: Scope of the problem and potential solutions. Journal of the American Geriatrics Society. 2019; 67 (2):S423–S432. [ PubMed : 31074850 ]
• Phillips JM, Malone B. Increasing racial/ethnic diversity in nursing to reduce health disparities and achieve Health Equity. Public Health Reports. 2014; 129 (Suppl 2):45–50. [ PMC free article : PMC3863700 ] [ PubMed : 24385664 ]
• Phillips KE, Roberto A, Salmon S, Smalley V. Nursing student interprofessional simulation increases empathy and improves attitudes on poverty. Journal of Community Health Nursing. 2020; 37 (1):19–25. [ PubMed : 31905301 ]
• Poore JA, Cullen DL, Schaar GL. Simulation-based interprofessional education guided by Kolb’s experiential learning theory. Clinical Simulation in Nursing. 2014; 10 (5):e241–e247.
• Porter K, Jackson G, Clark R, Waller M, Stanfill AG. Applying social determinants of health to nursing education using a concept-based approach. Journal of Nursing Education. 2020; 59 (5):293–296. [ PubMed : 32352547 ]
• Pritchard TJ, Perazzo JD, Holt JA, Fishback BP, McLaughlin M, Bankston KD, Glazer G. Evaluation of a summer bridge: Critical component of the Leadership 2.0 Program. Journal of Nursing Education. 2016; 55 (4):196–202. [ PubMed : 27023888 ]
• Pritchard TJ, Glazer G, Bankston KD, McGinnis K. Leadership 2.0: Nursing’s next generation: Lessons learned on increasing nursing student diversity. The Online Journal of Issues in Nursing. 2020; 25 (2)
• Purnell TS, Marshall JK, Olorundare I, Stewart RW, Sisson S, Gibbs B, Cooper LA. Provider perceptions of the organization’s cultural competence climate and their skills and behaviors targeting patient-centered care for socially at-risk populations. Journal of Health Care for the Poor and Underserved. 2018; 29 (1):481–496. [ PubMed : 29503313 ]
• Quality Matters. QM-Certified Programs. 2020. [November 11, 2020]. https://www ​.qualitymatters ​.org/qm-membership ​/faqs/qm-certified-programs .
• Richmond TS, Foman M. Firearm violence: A global priority for nursing science. Journal of Nursing Scholarship. 2019; 51 :229–240. https://doi ​.org/10.1111/jnu.12421 . [ PMC free article : PMC6417970 ] [ PubMed : 30215887 ]
• RINIMC (Rhode Island Nurses Institute Middle College Charter High School). RINIMC Charter High School. [March 29, 2021]. n.d. https://rinimc ​.org/rinimc-charter-high-school .
• Rosa WE, Ojemeni MT, Karanja V, Cadet G, Charles A, McMahon C, Davis S. Education equity in nursing: A cornerstone of sustainable development goal attainment. Public Health Nursing. 2019; 36 (4):447–448. [ PubMed : 31309621 ]
• Rutledge CM, Kott K, Schweickert PA, Poston R, Fowler C, Haney TS. Telehealth and eHealth in nurse practitioner training: Current perspectives. Advances in Medical Education and Practice. 2017; 8 :399–409. https://doi ​.org/10.2147/AMEP.S116071 . [ PMC free article : PMC5498674 ] [ PubMed : 28721113 ]
• RWJF (Robert Wood Johnson Foundation). Future of nursing scholars: PhD nurse profiles. 2020. [November 11, 2020]. http: ​//futureofnursingscholars ​.org/phd-nurse-profiles .
• RWJF. Future of nursing scholars. 2021. [June 2, 2021]. http: ​//futureofnursingscholars.org .
• Sabin JA, Rivara FP, Greenwald AG. Physician implicit attitudes and stereotypes about race and quality of medical care. Medical Care. 2008; 46 (7):678–685. [ PubMed : 18580386 ]
• Sabio C, Petges N. Understanding the barriers to BSN education among ADN students: A qualitative study. Teaching and Learning in Nursing. 2020; 15 (1):45–52.
• Salvucci C, Lawless CA. Nursing faculty diversity: Barriers and perceptions on recruitment, hiring, and retention. Journal of Cultural Diversity. 2016; 23 (2):65–75. PMID: 27439233. [ PubMed : 27439233 ]
• Sanner S, Baldwin DEE, Cannella KA, Charles J. The impact of cultural diversity forum on students’ openness to diversity. Journal of Cultural Diversity. 2010; 17 (2) [ PubMed : 20586367 ]
• Scheel LS, Peters MD, Møbjerg ACM. Reflection in the training of nurses in clinical practice settings: A scoping review protocol. JBI Database of Systematic Reviews and Implementation Reports. 2017; 15 (12):2871–2880. [ PubMed : 29219871 ]
• Schmidt S, George M, Bussey-Jones J. Welcome to the neighborhood: Service-learning to understand social determinants of health and promote local advocacy. Diversity Equality Health Care. 2016; 13 (6):389–390.
• Schroeder C, DiAngelo R. Addressing whiteness in nursing education: The sociopolitical climate project at the University of Washington School of Nursing. Advances in Nursing Science. 2010; 33 (3):244–255. PMID: 20693833. doi: 10.1097/ANS.0b013e3181eb41cf. [ PubMed : 20693833 ]
• Schroeder K, Garcia B, Phillips RS, Lipman TH. Addressing social determinants of health through community engagement: An undergraduate nursing course. Journal of Nursing Education. 2019; 58 (7):423–426. [ PubMed : 31242312 ]
• Sharma M, Pinto AD, Kumagai AK. Teaching the social determinants of health: A path to equity or a road to nowhere? Academic Medicine. 2018; 93 (1):25–30. [ PubMed : 28445214 ]
• Shiffrin RM. Drawing causal inference from big data. Proceedings of the National Academy of Sciences. 2016; 113 (27):7308–7309. [ PMC free article : PMC4941473 ] [ PubMed : 27382143 ]
• Shin S, Park JH, Kim JH. Effectiveness of patient simulation in nursing education: Meta-analysis. Nurse Education Today. 2015; 35 (1):176–182. doi: 10.1016/j.nedt.2014.09.009. [ PubMed : 25459172 ]
• Siegel J, Coleman DL, James T. Integrating social determinants of health into graduate medical education: A call for action. Academic Medicine. 2018; 93 (2):159–162. [ PubMed : 29140918 ]
• Spector N, Silvestre J, Alexander M, Martin B, Hooper J, Squires A, Ojemeni M. NCSBN regulatory guidelines and evidence-based quality indicators for nursing education programs. Journal of Nursing Regulation. 2020; 11 (2S):S1–S64.
• Spetz J. Projections of progress toward the 80% bachelor of science in nursing recommendation and strategies to accelerate change. Nursing Outlook. 2018; 66 (4):394–400. [ PubMed : 29903501 ]
• Squires A, Kovner C, Faridaben F, Chyun D. Assessing nursing student intent for PhD study. Nurse Education Today. 2013; 34 (11):1405–1410. [ PubMed : 24080267 ]
• SSIH (Society for Simulation in Healthcare). About simulation. [January 12, 2021]. n.d. https://www ​.ssih.org ​/About-SSH/About-Simulation .
• Storfjell J, Winslow B, Saunders J. Catalysts for change: Harnessing the power of nurses to build population health in the 21st century. Princeton, NJ: Robert Wood Johnson Foundation; 2017.
• Strauss V. Housing and food insecurity affecting many college students, new data says. 2020. [January 12, 2021]. https://www ​.washingtonpost ​.com/education ​/2020/02/20/housing-food-insecurity-affecting-many-college-students-new-data-says .
• Sukhera J, Wodzinski M, Rehman M, Gonzalez CM. The implicit association test in health professions education: A meta-narrative review. Perspectives in Medical Education. 2019; 8 (5):267–275. [ PMC free article : PMC6820611 ] [ PubMed : 31535290 ]
• Sullivan LW. A report of the Sullivan Commission on Diversity in the Healthcare Workforce. The Sullivan Commission. 2004. [March 29, 2021]. Missing persons: Minorities in the health professions. https: ​//campaignforaction ​.org/wp-content ​/uploads/2016/04/SullivanReport-Diversity-inhref="https: ​//campaignforaction ​.org/wp-content ​/uploads/2016 ​/04/SullivanReport-Diversity-inHealthcare-Workforce1 ​.pdfHealthcare-Workforce1.pdf .
• Szanton SL, Wolff JW, Leff B, Thorpe RJ, Tanner EK, Boyd C, Xue Q, Guralnik J, Bishai D, Gitlin LN. CAPABLE trial: A randomized controlled trial of nurse, occupational therapist and handyman to reduce disability among older adults: Rationale and design. Contemporary Clinical Trials. 2014; 38 (1):102–112. https://doi ​.org/10.1016/j ​.cct.2014.03.005 . [ PMC free article : PMC4074085 ] [ PubMed : 24685996 ]
• Taylor H, Loftin C, Reyes H. First-time NCLEX-RN pass rate: Measure of program quality or something else? Journal of Nursing Education. 2014; 53 (6):336–341. [ PubMed : 24855991 ]
• The Macy Foundation. Conference recommendations February 24–27, 2020. Atlanta, GA: Josiah Macy Jr. Foundation; 2020. Addressing harmful bias and eliminating discrimination in health professions learning environments. [ PubMed : 32889942 ]
• The Poverty Simulation. The Poverty Simulation. [May 14, 2020]. n.d. http://www ​.povertysimulation.net/about .
• ThinkTank. The cost of poverty experience. [November 11, 2020]. n.d. https: ​//thinktank-inc.org/cope .
• Thornton M, Persaud S. Preparing today’s nurses: Social determinants of health and nursing education. The Online Journal of Issues in Nursing. 2018; 23 (3)
• Tilden VP, Cox KS, Moore JE, Naylor MD. Strategic partnerships to address adverse social determinants of health: Redefining health care. Nursing Outlook. 2018; 66 (3):233–236. [ PubMed : 29685323 ]
• Topaz M, Pruinelli L. Big data and nursing: Implications for the future. Studies in Health Technology and Informatics. 2017; 232 :165–171. [ PubMed : 28106594 ]
• Turk MT, Colbert AM. Using simulation to help beginning nursing students learn about the experience of poverty: A descriptive study. Nurse Education Today. 2018; 71 :174–179. Epub September 29, 2018. PMID: 30292059. doi: 10.1016/j.nedt.2018.09.035. [ PubMed : 30292059 ]
• Tyczkowski BL, Reilly J. DNP-prepared nurse leaders: Part of the solution to the growing faculty shortage. The Journal of Nursing Administration. 2017; 47 (7–8):359–360. [ PubMed : 28678051 ]
• UND (University of North Dakota). RAIN: No excuses orientation. 2020. [November 11, 2020]. https://cnpd ​.und.edu/rain/no-excuses ​.html .
• U.S. Department of Education. Competency-based learning or personalized learning. [November 11, 2020]. n.d.a. https://www ​.ed.gov/oii-news ​/competency-based-learning-or-personalized-learning .
• U.S. Department of Education. Public service loan forgiveness. [September 2, 2020]. n.d.b. https://studentaid ​.gov ​/manageloans/forgiveness-cancellation ​/public-service .
• Valderama-Wallace CP, Apesoa-Varano EC. “Social justice is a dream”: Tensions and contradictions in nursing education. Public Health Nursing. 2019; 36 (5):735–743. [ PubMed : 31168869 ]
• Velasquez D, Mehrotra A. Health Affairs Blog. 2020. Ensuring the growth of telehealth during COVID-19 does not exacerbate disparities in care. doi: 10.1377/hblog20200505.591306.
• Villarruel AM, Broome ME. Beyond the naming: Institutional racism in nursing. Nursing Outlook. 2020; 68 (4):375–376. [ PMC free article : PMC7473708 ] [ PubMed : 32896302 ]
• von Wendt CEA, Niemi-Murola L. Simulation in interprofessional clinical education. Simulation in Healthcare. 2018; 13 (2):131–138. [ PubMed : 29117089 ]
• Waite R, Nardi D. Nursing colonialism in America: Implications for nursing leadership. Journal of Professional Nursing. 2019; 35 (1):18–25. doi: 10.1016/j.profnurs.2017.12. [ PubMed : 30709460 ]
• Walker K, Arbour M, Waryold J. Educational strategies to help students provide respectful sexual and reproductive health care for lesbian, gay, bisexual, and transgender persons. Journal of Midwifery and Women’s Health. 2016; 61 (6):737–743. [ PubMed : 27783889 ]
• Wallace J, Decosimo K, Simon M. Applying data analytics to address social determinants of health in practice. North Carolina Medical Journal. 2019; 80 :244–248. [ PubMed : 31278189 ]
• WGU (Western Governors University). Competency-based education. 2020. [November 11, 2020]. https://www ​.wgu.edu/about ​/competency-based-education.html .
• Whitfield-Harris L, Lockhart JS. The workplace environment for African American faculty employed in predominantly White institutions. The Association of Black Nursing Faculty Journal. 2016; 27 (2):28–38. PMID: 27263232. [ PubMed : 27263232 ]
• Whitfield-Harris L, Lockhart JS, Zoucha R, Alexander R. The lived experience of Black nurse faculty in predominantly White schools of nursing. Journal of Transcultural Nursing. 2017; 28 (6):608–615. [ PubMed : 28826318 ]
• WHO (World Health Organization). Regional Office for the Eastern Mediterranean. The growing need for home health care for the elderly: Home health care for the elderly as an integral part of primary health care services. 2015. [March 29, 2021]. https://apps ​.who.int ​/iris/handle/10665/326801 .
• Wilkie ML. Empowered by cultural identity and catalyzed by resilience: A path to support American Indian nursing student success. Creative Nursing. 2020; 26 (1):43–47. [ PubMed : 32024738 ]
• Williams SD, Hansen K, Smithey M, Burnley J, Koplitz M, Koyama K, Bakos A. Using social determinants of health to link health workforce diversity, care quality and access, and health disparities to achieve health equity in nursing. Public Health Reports. 2014; 129 (1):32–36. [ PMC free article : PMC3863698 ] [ PubMed : 24385662 ]
• Wilson AH, Sanner S, McAllister LE. An evaluation study of a mentoring program to increase the diversity of the nursing workforce. Journal of Cultural Diversity. 2010; 17 (4) [ PubMed : 22303649 ]
• Wise PH. The Future of Children. 2012. Emerging technologies and their impact on disability; pp. 169–191. [ PubMed : 22550690 ]
• Yale School of Nursing. Simulation technology redirects nursing curriculum during COVID-19. 2020. [January 12, 2021]. https://nursing ​.yale ​.edu/news/simulation-technology-redirects-nursing-curriculum-during-covid-19 .
• Yen PY, Bakken S. Review of health information technology usability study methodologies. Journal of the American Medical Informatics Association. 2012; 19 (3):413–422. [ PMC free article : PMC3341772 ] [ PubMed : 21828224 ]
• Yoder CM, Pesch MS. An academic–fire department partnership to address social determinants of health. Journal of Nursing Education. 2020; 59 (1):34–37. [ PubMed : 31945173 ]
• Zandee G, Bossenbroek D, Friesen M, Blech K, Engbers R. Effectiveness of community health worker/nursing student teams as a strategy for public health nursing education. Public Health Nursing. 2010; 27 (3):277–284. [ PubMed : 20525101 ]

See https://www ​.aacnnursing ​.org/Education-Resources ​/AACN-Essentials (accessed April 13, 2021).

See Chapter 3 for demographic information on employed nurses in the United States.

For further discussion of domains and competencies, see AACN, 2020b ; Campaign for Action, 2019b ; IOM, 2016b ; NACNEP, 2019 ; NLN, 2019 ; Thornton and Persaud, 2018 .

Not all courses are open to students from all schools.

Brief and commonplace daily indignities (see Chapter 10 ).

See https://www ​.ohiohighered ​.org/collegecreditplus (accessed April 13, 2021).

See https://www ​.nmnec.org (accessed April 13, 2021).

See https://www ​.qualitymatters.org (accessed April 13, 2021).

• Cite this Page National Academies of Sciences, Engineering, and Medicine; National Academy of Medicine; Committee on the Future of Nursing 2020–2030; Flaubert JL, Le Menestrel S, Williams DR, et al., editors. The Future of Nursing 2020-2030: Charting a Path to Achieve Health Equity. Washington (DC): National Academies Press (US); 2021 May 11. 7, Educating Nurses for the Future.
• PDF version of this title (5.6M)

In this Page

Related information.

• PMC PubMed Central citations
• PubMed Links to PubMed

Recent Activity

• Educating Nurses for the Future - The Future of Nursing 2020-2030 Educating Nurses for the Future - The Future of Nursing 2020-2030

Your browsing activity is empty.

Activity recording is turned off.

Turn recording back on

Connect with NLM

National Library of Medicine 8600 Rockville Pike Bethesda, MD 20894

Web Policies FOIA HHS Vulnerability Disclosure

Help Accessibility Careers

• Accelerated Bachelors of Science in Nursing
• Doctor of Nursing Practice (DNP) - Executive Nurse Leadership
• Family Nurse Practitioner Track
• Neonatal Nurse Practitioner Track
• Nurse-Midwifery Track
• Pediatric Nurse Practitioner Track
• Adult-Gerontology Acute Care Nurse Practitioner Track
• Psychiatric Mental Health Nurse Practitioner Track
• Rankings and Recognition
• Accreditation and Affiliations
• Career Resources

Clinical Placement Support

• Faculty Profiles
• Message from the Dean
• State Authorization
• Student Services and Support
• Student Testimonials
• Why Baylor University Online?
• Frequently Asked Questions
• Baylor In the News
• Become a Student
•   Fast-Track BSN
•   Online Coursework
•   For Texas Residents

Learn more about:

•   Program Fast Facts
•   Clinical Placement
•   Curriculum At-A-Glance

  Frequently Asked Questions

Now accepting applications: Seating is limited Next start: September 2024

Make a Great Choice for Your Future

• Admission Requirements
• Enrollment Support
• Program Features

The Baylor Distance ABSN program is currently designed for students residing in Texas. Students who reside within the DFW area can also apply for the on-campus accelerated FastBacc® program at the Louise Herrington School of Nursing in Dallas.

Accelerated Program Become a nurse in only 1 year with this accelerated program

Best Value Schools Ranked #3 best accelerated nursing program in Texas

NursingProcess.org Ranked #1 best accredited nursing school in Texas

NCLEX Scores Distance ABSN students had a pass rate of 98% in 2023

  Baylor's Distance ABSN Program Fast Facts

Align your knowledge & skills to a more fulfilling career.

The  post-baccalaureate accelerated BSN program  at Baylor University’s Louise Herrington School of Nursing is an intensive full-time program with a combination of teaching methodologies including online courses, clinical and lab experiences, and hybrid interactive learning courses.

Students with a completed bachelor's degree in a non-nursing discipline will complete 62 hours of nursing course work and stand out as a Baylor nurse:

• Program completion in 1 year
• Gain clinical experience working with underserved communities
• Benefit from strong academics and a well-earned reputation
• Learn nursing through a Christian worldview
• Change your life and the lives of others
• Completed bachelor's degree in any non-nursing discipline
• 52 pre-req credits must be completed before start
• 3.0 GPA on pre-req courses, 2.75 GPA on science pre-req courses
• Main coursework is online with 2 on-campus visits, followed by clinicals in the field
• Practicum requirement total: 720 hours 
• Courses range from 3 to 10 weeks in length, with 2 admission intakes per year
• Students learn from nationally recognized faculty
• Clinical Placement Services for students
• Total credits: 62

Here are the prerequisites needed before you can start your ABSN program:

• Microbiology
• Anatomy & Physiology I
• Anatomy & Physiology II
• English Composition I
• English Composition II
• English Literature
• Federal Government
• Bible-based Religion
• World Religion
• Statistics 
• Intro to Psychology
• Developmental Psychology
• Intro to Sociology

Baylor University is distinguished in healthcare and business, preparing students with the skills and knowledge to stand out in the industry. 

The Louise Herrington School of Nursing is nationally recognized and:

• Accredited by the Commission on Collegiate Nursing Education (CCNE)
• Approved by the Texas Board of Nursing
• Member of the American Association of Colleges of Nursing
• Ranked by Best-Nursing-Colleges.com as the #11 Best Nursing College in Texas
• Ranked #1 by NursingProcess.org as the Best Nursing College in Texas

  Is Baylor's Distance ABSN program the right fit for me?

If you are ready for a career change into the fulfilling and financially rewarding profession of nursing, consider Baylor's Distance ABSN program.

In just one year, this intensive full-time program will prepare you to change your life and the lives of others. Students with a completed bachelor's degree in a non-nursing discipline will complete 62 hours of nursing coursework and earn their BSN through a combination of teaching methodologies, including online courses, clinical and lab experiences, and hybrid interactive learning courses. There will be two on-campus visits, followed by clinicals in the field.

The Baylor Distance ABSN program is currently designed for residents of Texas. This fast-track one-year program is a good fit for students who fit the above criteria and want to learn from nationally recognized faculty, benefit from strong academics and a well-earned reputation, gain clinical experience in underserved communities, and study nursing through a Christian worldview.

  Online ABSN Curriculum At-A-Glance

Get more program details.

Download your digital program guide to learn more about our online ABSN program, including program details, tuition costs, admission requirements, and our full curriculum.

Introduces the role of the professional nurse as a member of the interprofessional healthcare team through concepts such as the nursing process, standards of practice, and philosophy of nursing from a current and historical perspective. Critical thinking, therapeutic communication, and caring are also introduced as tools to enhance the nurse-patient relationship.

An introduction to the concepts of professional nursing practice, emphasizing the establishment of the nurse-patient relationship, application of the nursing process, and development of psychomotor skills.

This course provides a critical analysis of individuals with multiple and complex problems and the effects of those problems on families and groups. A case-study/discussion format will be used to integrate physiological and spiritual needs across levels of care and across the lifespan.

Clinical placement is a required educational component of Baylor’s online nursing programs. The hands-on learning, supervision and applying theory into practice prepare you for your future role in the field. Many students also find potential employment opportunities at their placement site upon graduation.

How Does This Benefit You?

At Baylor, we believe you are only as successful as your training—that’s why we collaborate with our students to identify and secure sites and preceptors for all clinical rotations. Our staff will sort through the logistics of clinical placement so you can focus more on coursework and building competencies as a nurse.

How Does the Clinical Placement Process Work?

As a newly enrolled student, you’ll partner with our clinical team to determine unique placement needs. We’ll collaborate with you to identify placement opportunities, including locating and securing a quality site and preceptor during your program. You’ll be responsible for several preparation tasks, including filling out forms, passing a drug screening, background check and proof of recommended vaccinations.

What is the Placement Experience Like?

During your placement experience, you’ll have access to faculty and resources to support you on and off-site, including mentorship and guidance for procedures, patient interactions and proficiencies. At the end of your rotation, you and your preceptor will review requirements and complete any surveys. You may receive new details for your next clinical experience if you have multiple rotations.

What Can I Expect from My Preceptor?

Your preceptor is your on-site role model and will help you develop as a nurse during your clinical rotation. They will focus on helping you bridge gaps between theory and practice, orientate you to the practice setting, help you plan clinical assignments, provide 1:1 supervision, give daily feedback and complete required paperwork on your behalf.

  Testimonials

Mariah Sauceda | Distance ABSN Student

Ansel Graham | Distance ABSN Student

Baylor establishes their contracts with institutions to provide us with one preceptor per student and sets requirements for the preceptors. I believe this will have a significant impact on the experience that we receive in the clinical learning environment.

Joanne Zuniga | Distance ABSN Student

  Baylor Nursing By The Numbers

Here are some of the most frequently asked questions regarding Baylor University's Distance Accelerated BSN program

Through Baylor’s distance accelerated BSN you can have a career in nursing in under 1 year.

Excluding clinicals and residencies, the ABSN coursework is 100% online.

Yes. Baylor University’s Distance ABSN program is accredited by the Commission on Collegiate Nursing Education (CCNE**).

Online Accelerated BSN degrees offer the fastest pathway to enter the profession of nursing. This full-time program allows anyone with a non-nursing bachelor’s degree to become a qualified nurse in as little as 1 year.

No, ABSN students may not work while enrolled in the program due to the academic rigor of the program.

Registered nurses answer a calling to heal others and can work in a variety of healthcare settings. Depending on specialization and setting, daily responsibilities include: conduct patient assessments, administer medication, educate families, and much more.

The nursing shortage in Texas is severe. According to the Texas Center for Nursing Workforce Studies, by 2032, Texas will have 57,000 unfilled positions for registered nurses. Online accelerated BSN degree programs are growing in popularity because nurses are needed more than ever.

  Saraya Tiner - Distance ABSN student

Saraya Tiner shares her personal experience as a student in Baylor's Distance ABSN program in this short video testimonial. Hear from other students here .

A Need for Nurses

There’s an RN shortage in Texas because of the baby boomer generation needing more care, current RNs moving into retirement, and healthcare reform. The need for nurses has never been greater.

• 1 million RNs will retire by 2030
• Texas has the 2nd largest RN shortage in the nation
• 17% of Texans lack health insurance
• Demand for nurses is projected to grow 12% through 2028

Emerge as a Skilled Nurse with Baylor's Distance ABSN program

Through the Louise Herrington School of Nursing’s Distance ABSN program – an immersive,  accelerated BSN online program designed for bachelor’s degree holders – you can prepare for a rewarding career in nursing in under 1 year. Here’s what you’ll learn:

Elements of Professional Nursing— understand concepts of professional nursing and the role of the nurse as a member of an interprofessional healthcare team.

The Human Needs Framework— master key elements of nursing practice as it pertains to care of patients and families with a diverse range of needs.

Clinical Competencies—  plan and deliver nursing care for individuals and families at different stages of life – including babies, children, adolescents, adults, and the elderly – with health issues of varying complexity.

Healthcare Issues and Policy— understand the current issues and factors shaping healthcare on a national and global level and how they impact diverse cultures and communities.

Program Outcomes

The curriculum is designed to provide learning experiences that will prepare the graduates to:

• Synthesize liberal education and Christian principles in safe, compassionate, professional nursing care.
• Practice as a professional nurse to facilitate human need fulfillment of individuals, families, groups, communities, and populations across the lifespan in a variety of healthcare settings.
• Utilize the human needs framework and current evidence as a basis for professional nursing practice.
• Utilize  information management systems to deliver, evaluate, and improve the safety and effectiveness of patient care.
• Demonstrate effective communication, collaboration, and care coordination as a member of the inter-professional health care team to improve health outcomes.
• Demonstrate professional, ethical, moral, legal, and spiritual concepts into one's practice within a global environment.
• Synthesize leadership and management strategies in the delivery of health promotion and disease prevention at the individual and population level.
• Demonstrate understanding of healthcare policy, finance, and regulatory standards on quality outcomes and nursing practice

U.S. News & World Report

Featured in U.S. News & World Report for the 2023-2024 Best Nursing Schools.

#1 Nursing College in Texas

Nursingprocess.org ranked Baylor as the #1 Best Nursing School in Texas.

We rigorously adhere to the accreditation standards established by the Commission on Collegiate Nursing Education (CCNE)**.

We think you will find our school unlike any other in that we truly do consider ourselves as called to prepare nurses through the integration of faith and excellent academics.

**The baccalaureate degree program in nursing and Doctor of Nursing Practice degree program at Baylor University are accredited by the Commission on Collegiate Nursing Education, 655 K Street, NW, Suite 750, Washington, DC 20001, 202-887-6791.

How to Get a Compact Nursing License as a New Nursing Graduate

Baylor DNP Graduate Shares Her Journey of Transformation

6 Strategies for Nursing Leaders to Create a Healthy Work Environment in Nursing

Focus on your future.

A dedicated Enrollment Advisor can answer your questions and guide you through the application process. Begin by filling out a form and starting the conversation.

• Curriculum Details
• Clinical Placement
• Financial Aid
• Tuition Cost

Best Nursing Schools: State-by-State Guide 2024

Posted: March 4, 2024 | Last updated: March 4, 2024

Choosing the right school is crucial if you embark on a nursing career. Our comprehensive guide spotlights the top nursing school in each U.S. state for 2024. From prestigious programs to hidden gems, discover where you can pursue excellence in nursing education and kickstart a rewarding healthcare career.

Alabama: University of Alabama at Birmingham (UAB) School of Nursing

A pioneer in nursing education, research, and patient care, the UAB School of Nursing provides diverse programs from BSN to DNP and PhD. Specializing in Family Nurse Practitioner and Nursing Informatics, it fosters nurse leaders through cutting-edge facilities and extensive clinical collaborations in Birmingham and beyond.

Alaska: University of Alaska Anchorage School of Nursing

University of Alaska Anchorage’s School of Nursing excels in training nurses for Alaska’s distinct healthcare demands, particularly in rural and underserved regions. ADN, BSN, and MSN programs, including remote learning, prioritizes cultural proficiency and evidence-based methods. Graduates are equipped to thrive in varied healthcare settings across the state.

Arizona: University of Arizona College of Nursing, Tucson

In Tucson, the University of Arizona College of Nursing has varied nursing programs, from BSN to PhD. Renowned for pioneering research in cancer prevention, health disparities, and chronic illness management, it emphasizes evidence-based practice and patient-centered care. Its cutting-edge simulation labs and extensive clinical collaborations train students to serve a heterogeneous population. 

Arkansas: Arkansas State University School of Nursing, Jonesboro

Arkansas State University’s Jonesboro School of Nursing provides multiple nursing programs, spanning BSN to DNP degrees. Emphasizing critical thinking and compassionate care prepares students for successful nursing careers. It tackles Arkansas Delta’s unique healthcare challenges with a rural health focus, fostering graduates esteemed for clinical excellence in varied healthcare settings.

California: University of California, San Francisco (UCSF) School of Nursing

UCSF School of Nursing stands out for its research, education, and clinical practice excellence. With advanced programs like Master’s, PhD, and DNP degrees, it specializes in Family Health, Pediatrics, and Psychiatric/Mental Health. Led by expert faculty, students access extensive clinical training and research opportunities within UCSF’s renowned health system.

Colorado: University of Colorado College of Nursing

Situated on the Anschutz Medical Campus in Aurora, the University of Colorado College of Nursing offers a comprehensive range of programs, from BSN to DNP and Ph.D., including innovative pathways like VBSN – the Veteran to Bachelor of Science in Nursing. It has topline research initiatives and clinical practice opportunities.

Connecticut: Yale School of Nursing, Yale University

Renowned for excellence in education, research, and clinical practice, Yale School of Nursing provides MSN, DNP, and PhD programs. Integrating nursing with public health and primary care equips graduates to tackle healthcare challenges holistically. Rich in social justice and health equity, its curriculum fosters nurses devoted to enhancing community well-being.

Delaware: University of Delaware School of Nursing

BSN, MSN, DNP, and PhD degrees at the School of Nursing at the University of Delaware incorporate evidence-based practice and interprofessional education into its curriculum. Located in Newark, its research initiatives address critical societal healthcare issues. The students gain clinical experiences in diverse settings, from urban hospitals to community health centers.

Florida: University of Miami School of Nursing and Health Studies, Coral Gables

In Coral Gables, the University of Miami School of Nursing and Health Studies provides nursing programs spanning BSN to DNP and PhD degrees. Well-known for pioneering research in health disparities, HIV/AIDS, and family health, it guarantees its students advanced clinical simulations and global health experiences.  

Georgia: Emory University Nell Hodgson Woodruff School of Nursing

In Atlanta, Emory’s Nell Hodgson Woodruff School of Nursing is a top-notch institution for nursing education. The school is recognized for its commitment to addressing health disparities and promoting patient-centered care. Students can engage in clinical practice and research in a city with some of the nation’s leading healthcare facilities.

Hawaii: University of Hawaii at Manoa School of Nursing and Dental Hygiene

University of Hawaii’s School of Nursing and Dental Hygiene at Manoa gives students a unique perspective on health care in diverse and multicultural communities. All its programs, from the undergraduate to doctoral level, thrive on the integration of traditional and holistic health practices.

Idaho: Boise State University School of Nursing

Boise State University’s School of Nursing addresses the rising need for proficient nursing practitioners. Prioritizing innovative healthcare approaches, leadership, and patient-focused services, the school blends clinical training, research, and community involvement. Students gain distinct clinical exposure through extensive collaborations with healthcare entities statewide, particularly in rural areas.

Illinois: Chicago College of Nursing, University of Illinois

The College of Nursing at the University of Illinois at Chicago excels in research and teaching. Offering various programs from essential to advanced degrees, it addresses urban health issues like unequal health and long-term sickness. Students gain valuable experience in the city environment, preparing them for various healthcare roles.

Indiana: Purdue University-Main Campus, West Lafayette

Purdue University’s School of Nursing in West Lafayette’s BSN, MSN, and DNP programs optimize science and evidence-based practice. Known for its research in rural health, chronic disease management, and health promotion, it equips students with critical thinking skills and clinical expertise. Nursing students benefit from high-tech labs and varied clinical experiences statewide.

Iowa: Mount Mercy University, Cedar Rapids

Mount Mercy University in Cedar Rapids provides CCNE-accredited nursing programs, with options for new nurses and R.N.s pursuing career advancement. Acclaimed for holistic patient care, leadership, and community health focus, small class sizes ensure individualized attention. Ethical practice and compassionate service are core, supported by robust clinical partnerships that deliver diverse healthcare experiences.

Kansas: Baker University, Baldwin City

Baker University in Baldwin City offers BSN degrees through a nursing program with traditional and accelerated options. It highlights clinical proficiency, patient advocacy, leadership, and lifelong learning and integrates liberal arts, critical thinking, and faith into nursing practice. Clinical experiences across healthcare settings prepare students thoroughly for the nursing profession.

Kentucky: Frontier Nursing University, Versailles

Versailles’ Frontier Nursing University is a trailblazer in graduate nursing education, focusing on midwifery and family nursing. Specializing in MSN and DNP programs through distance learning, it trains nurse-midwives and family nurse practitioners for rural care. Combining online classes with local clinical placements, FNU revolutionizes nursing education.

Louisiana: Franciscan Missionaries of Our Lady University, Baton Rouge

Franciscan Missionaries of Our Lady University deliver nursing education (ASN, BSN, MSN, DNP) rooted in Franciscan values – service, compassion, and respect. Its programs focus on holistic care, ethical leadership, and social justice. Students gain practical experience in the affiliated health system, readying them for varied nursing and leadership positions.

Maine: University of Maine School of Nursing

The School of Nursing at the University of Maine in Orono prepares students for the complexities of modern health care through BSN, MSN, and DNP programs. It has a supportive learning environment with access to cutting-edge simulation labs and clinical experiences in multiple settings across the state.

Maryland: Johns Hopkins School of Nursing

Based in Baltimore, Johns Hopkins School of Nursing excels globally in nursing education, research, and practice. Its BSN, MSN, DNP, and PhD programs advocate innovation and global health improvement. Focused on evidence-based and interprofessional education, it prepares students to lead and tackle complex health issues.

Massachusetts: Boston College, William F. Connell School of Nursing, Chestnut Hill

The educational programs at Boston College’s Connell School of Nursing in Chestnut Hill merge clinical practice with ethics and leadership in nursing. Its emphasis on holistic care in the Jesuit tradition, access to advanced simulation labs, and clinical experiences in Boston’s top health institutions prepare students for complex health challenges.

Michigan: University of Michigan School of Nursing

The University of Michigan School of Nursing in Ann Arbor delivers BSN to PhD programs, focusing on health promotion, chronic condition management, and health care technology. Supported by top-notch facilities and extensive clinical partnerships throughout Michigan, it’s a game-changer for students wanting to take on industry leadership roles.

Minnesota: St. Catherine University, St. Paul

St. Catherine University in St. Paul’s BSN, MSN, and DNP degrees focus on women’s health, ethical leadership, and social justice in health care. Integrating liberal arts with professional studies, the university fosters compassionate, skilled nurses. Students gain extensive clinical experiences through partnerships with Twin Cities’ top health organizations.

Mississippi: University of Mississippi Medical Center School of Nursing

The School of Nursing at the University of Mississippi Medical Center in Jackson has a range of programs on primary care, health disparities, and rural health. As part of Mississippi’s only academic health science center, the school provides students with extensive clinical training opportunities in competitive settings.

Missouri: Saint Louis University, School of Nursing

Saint Louis University’s School of Nursing in St. Louis is celebrated for prioritizing educational innovation, research, and community service. Emphasizing evidence-based practice, health technology, and interprofessional education, SLU prepares leaders to enhance health care and patient outcomes, supported by a leading simulation center and clinical alliances.

Montana: Montana State University College of Nursing

Montana State University’s College of Nursing, with its main campus in Bozeman, offers BSN, MSN, and DNP programs. It is distinguished for addressing rural and frontier communities’ healthcare needs and stresses primary care, mental health, and community health. The college’s multiple campuses across the state facilitate access to nursing education

Nebraska: Bryan College of Health Sciences, School of Nursing, Lincoln

With its BSN and MSN programs, Bryan College of Health Sciences in Lincoln is known for its hands-on learning approach, small class sizes, and individualized student support. Its nursing programs emphasize critical thinking, patient-centered care, and community health. Their high-tech simulation labs ensure the graduates are well-prepared for professional nursing practice.

Nevada: University of Nevada, Las Vegas School of Nursing

The School of Nursing at the University of Nevada, Las Vegas, with its BSN, MSN, and DNP programs, stands out for its focus on community health, nursing education, and managing chronic conditions. UNLV’s nursing school is committed to advancing healthcare through cutting-edge research.

New Hampshire: University of New Hampshire Department of Nursing

The University of New Hampshire in Durham boasts a CCNE-accredited BSN program, an MSN program focused on clinical nurse leaders, and a Direct Entry Master’s in Nursing for non-nurses. UNH supports students through innovative teaching and extensive clinical experiences in New England’s contrasting healthcare settings.

New Jersey: Rutgers, The State University of New Jersey School of Nursing

Rutgers School of Nursing, spanning Newark, New Brunswick, and Blackwood, presents BSN, MSN, DNP, and PhD programs. It excels in urban health and health disparities research, preparing students for nursing leadership and health policy roles. Strategic clinical partnerships in New Jersey ensure varied practice experiences.

New Mexico: University of New Mexico College of Nursing

The University of New Mexico College of Nursing in Albuquerque, spanning BSN to DNP and PhD, emphasizes rural health, health disparities, and Native American health. It melds traditional and modern educational approaches and excels in training nurses for New Mexico’s varied urban and rural communities.

New York: Columbia University School of Nursing, New York

Columbia University’s School of Nursing in New York City leads in innovative education and research, focusing on global health challenges, health equity, and enhanced healthcare access. It provides comprehensive clinical training across advanced nursing fields in New York’s top hospitals, equipping students for excellence in diverse healthcare environments.

North Carolina: Duke University School of Nursing, Durham

Duke University School of Nursing in Durham, North Carolina, excels globally in nursing education, research, and practice. Its ABSN, MSN, DNP, and PhD programs include an innovative curriculum, advanced facilities, and robust clinical partnerships. Focusing on leadership, global health, and evidence-based practice, Duke prioritizes diversity and inclusion.

North Dakota: Mayville State University

Mayville State University, located in North Dakota, provides an online BSN completion program for R.N.s with an associate degree or nursing diploma. The program enhances clinical, management, and leadership skills through personalized education. It fosters nurses for advanced healthcare roles by presenting flexible options for working professionals.

Ohio: Ohio State University College of Nursing

Ohio State University College of Nursing in Columbus excels in nursing education, providing BSN to DNP and PhD programs. It leads to health promotion, chronic disease, and evidence-based research. Focused on wellness and prevention, OSU equips graduates for leadership in healthcare, academia, and research sectors.

Oklahoma: Northeastern State University, Tahlequah

Northeastern State University in Tahlequah, Oklahoma, provides a BSN program focusing on science, critical thinking, and clinical skills. With an emphasis on cultural competence, community health, and patient-centered care, NSU prepares nurses for diverse populations. Its program includes extensive clinical experiences, ensuring graduates’ readiness for practice.

Oregon: Bushnell University

Bushnell University in Eugene, Oregon, delivers a BSN program that molds compassionate and skilled nurses, emphasizing holistic care, ethics, and leadership. Grounded in Christian values, it merges faith with healthcare, promoting spiritually and culturally sensitive care. The curriculum, rich in clinical experiences, prepares graduates to serve patients and communities empathetically.

Pennsylvania: University of Pennsylvania School of Nursing

The University of Pennsylvania School of Nursing, an Ivy League institution in Philadelphia, provides extensive nursing programs from BSN to PhD. Renowned for leadership in education, research, and practice, it specializes in pediatrics, women’s health, and gerontology. Penn Nursing’s focus on innovation and interprofessional education prepares students for healthcare reform leadership.

Rhode Island: University of Rhode Island College of Nursing, Kingston

Students at the University of Rhode Island College of Nursing in Kingston can pursue BSN to PhD degrees, focusing on gerontology, community health, and health disparities. The program offers a rich mix of evidence-based practice, patient-centered care, and interprofessional collaboration, with varying clinical experiences in Rhode Island and beyond.

South Carolina: University of South Carolina College of Nursing, Columbia

The University of South Carolina College of Nursing in Columbia provides BSN to PhD programs, emphasizing research, leadership, and evidence-based practice. With advanced simulation labs and wide-ranging clinical experiences, the college aims to address South Carolina’s healthcare challenges, focusing on rural health, health disparities, and chronic illness management.

South Dakota: Mount Marty University Nursing Program, Yankton

Mount Marty University in Yankton offers a BSN program prioritizing compassionate care, ethical practice, and leadership. Integrating liberal arts with nursing ensures small class sizes for a personalized education that fosters critical thinking and clinical skills, preparing graduates to serve with faith and commitment, especially in the Midwest.

Tennessee: Vanderbilt University School of Nursing

Vanderbilt University School of Nursing in Nashville provides MSN, DNP, and PhD programs, focusing on advanced nursing practice, healthcare leadership, and research. Renowned for innovative education and research, it equips students for leadership in healthcare, academia, and policy, offering extensive clinical experience through Vanderbilt University Medical Center.

Texas: University of Texas at Austin School of Nursing

The University of Texas at Austin School of Nursing provides BSN, MSN, and PhD programs centered on healthcare leadership, innovation, and evidence-based practice. Noted for its psychiatric, pediatric, and chronic illness management research, UT Austin trains graduates for advanced healthcare leadership roles, ensuring improved outcomes for diverse communities.

Utah: Brigham Young University College of Nursing, Provo

This Nursing College is known in Provo for integrating spiritual care with nursing excellence. Its BSN program and graduate certificates are designed to nurture skilled and compassionate nurses. Emphasizing the Healer’s art of holistic care, the curriculum includes disparate clinical experiences in Utah and elsewhere.

Vermont: Norwich University School of Nursing, Northfield

Norwich University’s BSN program in Northfield focuses on molding leaders in nursing and healthcare by enhancing critical thinking, communication, and clinical skills for ethical practice. With a commitment to service and innovation, its rigorous curriculum with extensive clinical experiences targets rural and underserved communities in Vermont.

Virginia: University of Virginia School of Nursing

The University of Virginia School of Nursing in Charlottesville provides BSN through PhD programs, recognized for clinical excellence, leadership, and research, focusing on health equity and reducing disparities. Students experience a challenging academic setting and gain extensive clinical exposure at the UVA Medical Center, a premier academic institution.

Washington: University of Washington School of Nursing

The University of Washington School of Nursing in Seattle excels in nursing education, research, and practice with BSN, MSN, DNP, and PhD programs. It stands out in public health, community health, and health informatics, fostering innovation and excellence. Graduates are equipped to enhance healthcare systems and patient outcomes worldwide.

West Virginia: West Virginia University School of Nursing

West Virginia University School of Nursing, located in Morgantown, Charleston, and Beckley, provides BSN, MSN, and DNP programs, emphasizing rural health, chronic disease, and family health. It aims to equip students with practical experience and research and enhance healthcare access to tackle health challenges in West Virginia and similar areas.

Wisconsin: Marquette University College of Nursing, Milwaukee

Marquette University’s Nursing College in Milwaukee has BSN to PhD programs that uphold innovation, clinical excellence, and social justice. It prepares nurses for health equity advocacy, blending rigorous academics with practical experience, supported by top simulation labs and partnerships for comprehensive practicums and research in healthcare.

Wyoming: University of Wyoming Fay W. Whitney School of Nursing

With its BSN, MSN, and DNP programs, the University of Wyoming Fay W. Whitney focuses on rural and frontier health care, including primary care, mental health, and community health. Its curriculum addresses Wyoming’s unique health needs, preparing graduates for impactful roles in rural communities.

The post Best Nursing Schools: State-by-State Guide 2024 appeared first on Housely .

More for You

13 TV Characters That Were Killed off When the Actors Who Played Them Passed

18 Signs You Are Mentally Exhausted and How to Feel Better

Arnold Schwarzenegger shares his top two techniques for building muscle

Dunne resigns PGA's Tour policy board, effective immediately

7 CDs You Probably Owned, Threw Out and Now Are Worth Bank

Meredith and Scottie Scheffler welcome their first child to the world

These Richest Black Actresses Are Breaking Barriers in Hollywood

Loss in IRS audit fight over Chicago tower could cost Trump $100 million–plus

What not to throw out when decluttering — cleaning pros spill on the 7 things you should keep hold of

The Best All-You-Can-Eat Buffet in Every State

25 Remarkable Fictional Female Heroines

5 Items From the 1990s That Are Worth a Lot of Money

Where the 8 Richest People in the World Live

Top 10 Times Bill Hader Broke The SNL Cast

Donald Trump's Been Using Same Legal Strategy for Almost a Decade: Cohen

The 16 Most Stunning Aquariums In The U.S.

Did Obamacare ‘massively’ increase the cost of health care?

Five exercises that are better than the dumbbell press for boulder shoulders

See inside Kykuit, a 40-room mansion in New York that once belonged to the richest man in the world

Dave Ramsey: Why You Shouldn’t Pay Off Your Mortgage Early Even If You Can

Pathways to Nursing: How to Get Your Nursing Degree

• Academics  

Interested in nursing, but cannot commit to a traditional four-year program?

There are many ways to reach your goals and join this in-demand field. Nursing jobs are expected to grow faster than average through 2031, with advanced nursing professionals in even greater demand, per the Bureau of Labor Statistics .

Sacred Heart University’s Dr. Susan L. Davis, R.N., & Richard J. Henley College of Nursing offers many options for earning a nursing degree and qualifying for registered nurse (RN) licensure besides its four-year program . You can even explore advanced degrees that include online and hybrid options, which will help you climb the career ladder and become a leader in health care.

Associate Degree in Nursing

The associate degree in nursing program allows students to earn their degree and enter the nursing field within two to three years. The part-time program combines nursing theory and a strong general education foundation with hands-on experience in state-of-the-art labs and clinical rotations at area hospitals and other health-care facilities. Often, faculty are still working in the field to offer practical, helpful advice and mentorship.

Second Degree Accelerated Bachelor of Science (BSN) in Nursing

The second degree accelerated bachelor’s in nursing program allows students who have a bachelor’s degree in another field to complete the BSN degree in just 15 months. The accelerated program builds on the student’s existing undergraduate degree while focusing exclusively on nursing coursework.

RN to BSN (Online)

The RN to BSN program is specifically designed for RNs returning to college to finish their baccalaureate education. As a working nurse, you are seeking a trusted, affordable program that fits your schedule. Grounded in healing and humanity, SHU’s RN to BSN carries a long tradition of nursing education excellence.

RN to BSN to Master of Science in Nursing (MSN) (Online)

If you have a diploma or associate’s degree in nursing, this RN to BSN to MSN program provides you with a faster route to both a BSN and a master’s degree, along with more career opportunities.

Master of Science in Nursing

The following three programs are specializations offered in SHU’s MSN program.

Clinical Nurse Leader (CNL) (Online)

Designed to focus on the skills and knowledge needed to fulfill this new role, this MSN specialization shows you how to evaluate patient outcomes, assess risk and coordinate with a multidisciplinary team to ensure safe, high-quality care. After completion of the program, students are eligible to sit for the American Association of Colleges of Nursing CNL Certification Exam.

Nursing Management and Executive Leadership (Online)

This MSN specialization prepares students to adopt the necessary leadership principles and practices to assume greater responsibility ensuring effective and efficient care across all levels of a health-care organization. Learn how to practice positive management and leadership with an emphasis on quality and safety.

Nursing Education (Online)

The nursing education online specialization provides skills in teaching and learning to prepare the next generation of nurses. The curriculum is designed to provide you with an understanding of issues in nursing education, curriculum design, evaluation theory and experience in the faculty role needed to educate nurses in an education setting or health-care facility.

In the online FNP program , you will learn to provide family-focused care to patients throughout the lifespan, including primary care. Gain the knowledge and skills to pass national certification examinations from the American Nurses Association and the American Academy of Nurse Practitioners.

Psychiatric Mental Health Nurse Practitioner (Online)

This program prepares graduates with the knowledge and skills to manage the care of patients with psychiatric mental health conditions independently through advanced assessment, diagnosis, and treatment. Individual and group psychotherapy, medication management, emergency psychiatric care and other content are included in this 42-credit program.

Doctor of Nursing Practice

Post-master’s doctor of nursing practice (hybrid).

Ideal for academically talented nurses, the DNP program serves nurse practitioners, clinical nurse leaders, nurse executives and educators, as well as other master's prepared nurses.

Doctor of Nursing Practice Family Nurse Practitioner (FNP) (Hybrid)

The FNP program prepares RNs to become certified FNPs, which is a quickly growing field offering great autonomy.

Sacred Heart University takes great pride in preparing caring, compassionate and driven leaders who can thrive in the field of nursing, and we would love to help you jumpstart your career.

For more information about these programs, visit Davis & Henley College of Nursing .

Want to hear more from SHU? Subscribe to our newsletters to get the latest updates delivered right to your inbox.

Next-level nursing education with new scholarship opportunities

The profession of nursing – and the ways aspiring nurses are prepared for their careers – will see profound change over the next few years. By 2030, the profession of nursing will look very different , as will the landscape of health care. At every level, leadership is needed to provide clear, strategic and sustained direction and to ensure health equity is a priority. Technology will also continue to take on ever more essential roles.

At Thomas Jefferson University College of Nursing , the challenges presented by the changing health care landscape inspire unique opportunities to transform nursing education. 

With over 130 years of educating nurses, Jefferson College of Nursing is a model for graduating nurses who provide exceptional patient care that drives quality outcomes. Jefferson-educated nurses serve as health care innovators, leading from day one.

A progressive perspective on nursing education

The College’s Dixon campus is an example of a forward-looking approach to health care. Located in Philadelphia’s northern suburbs in Horsham, PA, near the Pennsylvania Turnpike, the facility provides easier access for students from that area who might find it challenging to reach the College’s Center City Campus .

The Dixon Campus accommodates several hundred nursing students and offers small class sizes, free parking and access to public transportation hubs. Importantly, clinical rotations include the growing Jefferson Health system. In 2020, thanks to a generous gift from community volunteer and philanthropist Edith R. Dixon , the campus made its new home in this 42,000-square-foot high-tech complex named for its chief benefactor.

New scholarship opportunities are available

In addition to providing more convenient physical access to nursing education through its suburban Dixon campus, Jefferson College of Nursing offers a wide range of scholarship opportunities for prospective students, including the Raynier Scholarship for up to $5,000 per year and the Diversity in Education & Nursing Excellence Scholarship for up to $15,000 per year.

Three BSN program options to balance life schedules

To accommodate career goals while balancing the complexities of school-life schedules, students have three Bachelor of Science in Nursing (BSN) program options, including a traditional BSN targeted toward students pursuing their first baccalaureate degree and an accelerated option for second-degree students. The accelerated option is offered on a one-year or two-year pathway.

Thomas Jefferson University BSN students have opportunities to gain health care experience while immersed in the BSN through externships with the school’s partner health system, Jefferson Health. Upon graduation, Jefferson graduates can avail themselves of an early-hire program with one of the largest health systems in the Philadelphia region, Jefferson Health. The Jefferson Health nurse community is 9,600 strong with full-time and part-time nursing employees.

Experience innovative clinical technologies

At the Jefferson College of Nursing, technology isn’t just part of nursing student education; it is fully integrated. Technology is driving everything – from academics to patient engagement and everything in between.

In 2021, Jefferson was the first College of Nursing in the state of Pennsylvania to become an Apple Distinguished School . Apple Distinguished Schools use technology at the highest levels, preparing learners to excel in sophisticated technological environments. The College incorporated Apple technologies into all classrooms and simulation rooms so students get firsthand experience with the clinical tech of tomorrow.

The Raynier Institute & Foundation Center for Advanced Education, Simulation, & Innovation Center

Jefferson College of Nursing’s Dixon campus features the large-scale, state-of-the-art Raynier Institute & Foundation Center for Advanced Education, Simulation, & Innovation Center, where students engage in complex clinical scenarios that parallel, anticipate and amplify real-life situations at the next level. This center enables expert simulation faculty to create engaging and realistic experiences that accentuate what students learn in the classroom and are exemplars of the curriculum.

Using state-of-the-art technology to revolutionize the learning experience

Virtual reality and 3D printing simulate specific nurse experiences in the field in a safe and secure learning environment. Artificial intelligence is incorporated so nursing education remains dynamic throughout a student’s academic career at the College.

While other learning institutions use virtual reality simulation, the College’s Dixon campus uses the technology as a bridge to competency-based learning. Students can hone their clinical skills by interacting with patients and health care scenarios in a virtual reality environment and later in the simulation center before moving into the real-world clinical environment. Virtual reality also enables nursing students to safely experience growing health care issues, including workplace violence.

In keeping with Jefferson College of Nursing’s commitment to applying the latest technology to transform the educational process, the Dixon campus is equipped with state-of-the-art 3D printer technology that produces a wide range of sophisticated learning tools used to practice invasive skills in the safe environment of a lab. 3D technology creates simulated body parts and other materials that make the learning experience more realistic.

Enhance clinical skills through a capstone experience in Italy

The Jefferson College of Nursing offers students an innovative opportunity to be part of improving education and health care on a global scale through a four-week undergraduate clinical capstone program in Italy .

Students work with the staff of Fondazione Policlinico Universitario Agostino Gemelli Hospital/Università Cattolica del Sacro Cuore . This initiative is a regular offering for undergraduate students, functioning as a bridge between the end of school and the beginning of a career. It allows nursing students to put what they've learned into practice. There is no better way to offer experiential learning than to immerse students in an environment that challenges their thinking and enhances their nursing skills. This year, nurse practitioner students will also have the opportunity to engage in this global experience.

Graduate prepared for what the real world demands

The difference at the Thomas Jefferson University College of Nursing is that students don’t just leave school with a great education. They graduate prepared for what the real world will demand of them. And for making a real difference in the communities that they will serve.

Ph.D. in Nursing – Nursing Education The Science of Teaching Care

Credit Hours

View Courses

100% online, 8-week courses

Transfer in up to 50% of the degree total

Advance the Nursing Profession with our Ph.D. in Nursing Education

Are you interested in influencing the field of nursing and taking the discipline even further? Nurses who are prepared with a Ph.D. are needed to steward the discipline and educate the next generation of nurses. Prepare to conduct original research, generate new ideas, design, implement, and communicate findings to lay audience programs for nurses — including formal academic programs that lead to a degree — with Liberty’s Ph.D. in Nursing – Nursing Education degree.

Our doctorate in nursing education is a great credential to have to advance or alter your career path. It can provide both the knowledge and research experience that is important to become a faculty member at a university or educator in a medical facility. You could become a professor of nursing or pursue other educational opportunities within healthcare — or go into hospital administration, health policy advocacy, or nursing research.

Nursing education is a growing field that needs educators who are passionate about patient advocacy and the advancement of excellent healthcare policies and processes. Apply your current experience to your studies and gain the knowledge you need to lead in advancing the nursing profession with a Ph.D. in Nursing.

Licensure requirements may vary and are subject to change without notice. View your state’s requirements here: licensure/certification requirements .

Ranked in the Top 10% of Niche.com’s Best Online Schools in America

• What Sets Us Apart?
• Private Nonprofit University
• 600+ Online Degrees
• No Standardized Testing for Admission
• Transfer in up to 75% of an Undergrad Degree
• Transfer in up to 50% of a Grad/Doctoral Degree

Why Choose Liberty’s Ph.D. in Nursing Education Online Degree?

By choosing Liberty to pursue your doctoral degree, you’re choosing a university that is accredited, Christ-centered, and flexible with course scheduling. When you choose any of our online degree programs, you’re choosing excellence that is grounded in integrity.

Liberty University is accredited through the Southern Association of Colleges and Schools Commission on Colleges ( SACSCOC ). This means that you can be confident that you are receiving a world-class education that has met rigorous education standards.

We understand that you may have family, career, and community obligations — so our program is designed to work around your busy life and schedule. You can complete your doctorate in nursing 100% online, in a flexible 8-week course format. Optional synchronous online sessions are delivered most weeks of the semester to allow you to maximize engagement with faculty, classmates, and the program.

At Liberty, our mission is to Train Champions for Christ . All of our programs are taught by Christian faculty who are not only nationally recognized educational leaders but also professors committed to your personal and professional success.

What Will You Study in Our Ph.D. in Nursing Education Online Degree?

In this program, you’ll learn to design and lead effective nursing education programs for the next generation of medical professionals. Your coursework can help you become a confident leader, equipped to implement change and improvements to nursing education. Through multi-disciplinary courses and interactions with your professors, you can develop the skills you need to lead and collaborate with healthcare teams and create positive change.

Upon successful completion of our program, you can be more prepared to:

• Act as a professional nursing leader, role model, and mentor for those who wish to pursue advancement in nursing.
• Advocate for policies and programs that improve health outcomes for individuals and communities.
• Apply ethical decision-making and values to the nursing profession based upon a biblical worldview.
• Contribute to the science of nursing by creating original research and scholarship.
• Educate the next generation of nurse scholars to add to the global community of nursing professionals.
• Synthesize the philosophical and theoretical underpinnings of nursing in the practice of research

Potential Career Opportunities

• Health policy advocate
• Hospital administrator
• Nurse scientist
• Nursing professor/faculty member
• Nursing researcher

Featured Courses

• NURS 764 – Learning Theories and Teaching Methods for Nurse Educators
• NURS 765 – Curriculum Development and Program Evaluation for Nurse Educators
• NURS 766 – Advanced Evaluation Strategies for Nurse Educators
• NURS 784 – Assessment and Accreditation for Nursing Programs

Course guides available upon request

Degree Information

• This program falls under the School of Nursing .
• View the Graduate Nursing Course Guides (login required) .

Degree Completion Plan (PDF)

Not sure what to choose?

Speak to one of our admissions specialists to help you choose the program that best fits your needs.

• Tuition & Aid

Your success is our success, which is why we are committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we have frozen tuition rates for the majority of our undergraduate, graduate, and doctoral programs for the past 9 years – and counting.

Eligible current and former military service members and their spouses may qualify for a special rate of $300/credit hour ( learn more ) .

All Tuition & Fees

Financial Aid & Scholarships

Financial Aid Forms & Eligibility

Scholarship Opportunities

Admission Information for our Ph.D. in Nursing – Nursing Education

Admission requirements.

At this time, our Ph.D. in Nursing Education degree is limited in certain states. Please view the licensure/certification requirements for your state. International students can contact the School of Nursing related to their degree interest.

• A non-refundable, non-transferable $50 application fee will be posted on the current application upon enrollment (waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required) .
• Send official college transcripts (mailed as sealed, unopened copies or sent via a direct electronic transcript system). A regionally or nationally accredited Master of Science in Nursing (MSN) degree with at least a 3.0 GPA is required for admission in good standing.
• Contact information for one recommender
• Statement of Purpose
• One year minimum experience as a Registered Nurse (RN). Registered Nurse Licensure verification will be conducted annually until the curriculum for the online Ph.D. in Nursing: Nursing Education is completed. As the student, you are responsible to notify the School of nursing should any restrictions be placed on your license.
• Applicants whose native language is other than English must submit official scores for the Test of English as a Foreign Language (TOEFL) or an approved alternative assessment. For information on alternative assessments or TOEFL waivers, please call Admissions or view the official International Admissions policy .

Preliminary Acceptance

If you are sending in a preliminary transcript for acceptance, you must:

• Be in your final term and planning to start your doctoral degree after the last day of class for your master’s degree.
• Complete a Master’s Self-Certification Form confirming your completion date. You may download the form from the Forms and Downloads page or contact an admissions counselor to submit the form on your behalf.
• Submit an official transcript to confirm that you are in your final term. The preliminary transcript must show that you are within 6 credit hours of completion for a 30-48 credit hour master’s degree or within 9 credit hours of completion for a 49+ credit hour master’s degree.
• Send in an additional, final official transcript with a conferral date on it by the end of your first semester of enrollment in the new doctoral degree.

Transcript Policies

Official college transcript policy.

An acceptable official college transcript is one that has been issued directly from the institution and is in a sealed envelope. If you have one in your possession, it must meet the same requirements. If your previous institution offers electronic official transcript processing, they can send the document directly to [email protected] .

Admissions Office Contact Information

(800) 424-9596

(888) 301-3577

Email for Questions

[email protected]

Email for Documents

[email protected]

Liberty University Online Admissions Verification

1971 University Blvd.

Lynchburg, VA 24515

Ready to Apply?

Submit your application online or over the phone.

Apply by phone: (800) 424-9595

Liberty University is dedicated to providing world-class educational experiences to military students across the globe.

Who May Qualify?

• Active Duty
• Reserve/National Guard
• Veterans/Retirees
• Spouses of Service Members and Veterans/Retirees

Military Tuition Discount

We want to help you find the doctoral degree you want – at a price you’ve earned. As a thank-you for your military service, Liberty University offers eligible current and former service members like you or your spouse multiple pathways to earn a doctoral degree for only $300/credit hour . Find out how you can take advantage of this unique opportunity as you work toward your goal of reaching the pinnacle of your profession – for less.

Frequently Asked Questions

What sets this program apart from other similar offerings.

Our nursing faculty are nationally recognized educational leaders.

What does the career potential look like for this field?

With the growing demand for nurses, nurse educators are also in demand at all levels, and with a doctorate in nursing, you may find many employment doors opening.

Inner Navigation

• Why Choose Liberty?
• What Will You Study?
• Admission Information

Have questions?

Are you ready to change your future?

Apply FREE This Week*

Request Information

*Some restrictions may occur for this promotion to apply. This promotion also excludes active faculty and staff, military, non-degree-seeking, DGIA, Continuing Education, WSB, and certificate students.

Request Information About a Program

Request info about liberty university online, what program are you interested in, choose a program level.

Choose a program level

Bachelor’s

Master’s

Certificate

Select a Field of Study

Select a field of study

Select a Program

Select a program

Next: Contact Info

Legal full name.

Enter legal full name

Legal Last Name

Enter legal last name

Enter an email address

Enter a phone number

Full Address

Enter an address

Apt., P.O. Box, or can’t find your address? Enter it manually instead .

Select a Country

Street Address

Enter Street Address

Enter State

ZIP/Postal Code

Enter Zip Code

Back to automated address search

Start my application now for FREE

How to Become a Nurse

• How Do I Become a Nurse

Nursing Programs & Requirements

• Specialty Selection
• Advanced Education
• Reasons to Become a Nurse

Learn how to become a nurse in this step-by-step guide, including requirements, specialties, and advanced nursing careers.

Your nursing journey will differ depending on your educational background, goals, and priorities. Luckily, the diverse field of nursing will almost certainly have a path that suits your needs.

In the following sections, we'll explore how to become a nurse your way, no matter what that looks like. Read on to learn more.

How Do I Become a Nurse: A Step-By-Step Guide

Whether you attend a four-year Bachelor of Science in Nursing (BSN) or start with baby steps as a Certified Nursing Assistant (CNA), there are four basic steps to becoming a nurse:

• Attend an Accredited Nursing Program: Accredited programs set you up for success in the job market and future educational endeavors. Read our  nursing school accreditation guide to learn more.
• Become Licensed: All types of nurses need a license to practice, including licensed practical nurses (LPNs), registered nurses (RNs), and advanced practice registered nurses (APRNs). For LPNs and RNs, you must pass the  NCLEX-PN or NCLEX-RN , respectively, to earn your licensure.
• Earn Additional Certifications: Certain specialty areas of nursing require certifications. If you pursue a specialization, you may need to earn these additional credentials.
• Continue Your Nursing Education Journey: Each state has different nursing continuing education units (CEUs) that nurses must complete regularly to maintain licensure. Additionally, if you want to climb the career and salary ladder, you must return to school to earn higher degrees.

Every nurse's journey begins with attending a nursing program. The following section explores how to become a nurse at every level, including major requirements, programs, and certifications.

Certified Nursing Assistant (CNA)

• Requirements: Accredited CNA Program and Certification/Licensure
• Program Length: 4-12 weeks
• Annual Salary: $36,220, via the U.S. Bureau of Labor Statistics ( BLS )

Certified nursing assistants are entry-level healthcare professionals who work under the direct supervision of an RN. Starting as a CNA is not necessary, but a great way to quickly enter the nursing field and learn whether it's right for you. CNA requirements include attending an accredited program and earning a certification or license, depending on the state.

Licensed Practical/Vocational Nurse (LPN/LVN)

• Requirements: Accredited LPN/LVN program and NCLEX-PN
• Program Length: 1-2 years
• Annual Salary: $54,620 ( BLS )

LPNs and LVNs are entry-level nurses who provide essential care to patients and assist RNs and doctors. Becoming an LPN requires attending an accredited program and passing the NCLEX-PN exam. LPN programs are easy to get into and affordable, making them ideal for waitlisted students and aspiring nurses on a budget.

Associate Degree in Nursing (ADN) - RN

• Requirements: Accredited ADN program and NCLEX-RN
• Program Length: 2-3 years
• Annual Salary: $80,321 ( ZipRecruiter )

Earning an ADN is the fastest way to become a registered nurse . Most ADN programs last just two years and are available at community and technical colleges. At the end of the program, you take the same NCLEX-RN exam as those who complete a bachelor's education. Since some hospitals pay for RNs to earn a BSN , many nurses earn an ADN first to quickly enter the workforce and save money.

Bachelor of Science in Nursing (BSN) - RN

• Requirements: Accredited BSN program and NCLEX-RN
• Program Length: 4 years
• Annual Salary: $102,263 ( ZipRecruiter )

A BSN is the gold standard in nursing degrees, allowing you to become a registered nurse in four years. Typically found at universities, BSN programs prepare students to take the NCLEX-RN exam and enter the workforce. Employers at coveted hospitals tend to prefer BSNs over ADNs, and the degree sets you up to easily advance your education later.

Second-Degree Registered Nurse

• Requirements: Accredited ABSN program and NCLEX-RN

Attending an accelerated BSN (ABSN) program allows you to quickly and affordably change careers and become a nurse. Designed for students with non-nursing bachelor's degrees,  ABSN programs qualify you to enter the nursing field in as little as one year.

>> Related: Top Online Nursing Programs for Non-Nurses

Choosing a Nursing Speciality

Your professional goals will largely influence which nursing specialty, if any, you'll select. For example, aspiring nurse-midwives will need obstetrics experience before attending a graduate program. 

Some common specialty areas for new graduates include the following:

• Ambulatory care
• Cardiac care
• Dermatology
• Emergency room
• Home health
• Medical-surgical 
• Occupational health
• Operating room
• Orthopedics
• Pulmonology

>> Show Me Online Nursing Programs

Advancing Your Nursing Education

Continuing your nursing education allows you to expand your scope of practice, take on leadership roles, and earn higher salaries.

• Program Requirements: Active & Unencumbered RN License

As an ADN-RN, you can take the skills and experience you already have and use them in an accelerated RN-to-BSN program. Some RN to BSN programs don't include clinical hours, and you may complete them entirely online.

Master of Science in Nursing (MSN)

• Program Requirements: BSN & 2 years clinical experience
• Annual Salary: $125,900 ( BLS )

MSN degrees open advanced opportunities in clinical, education, information, and administrative fields. While traditional MSN programs require a BSN, you may also attend an RN-to-MSN program or, if you have a bachelor's in another field, a direct-entry MSN .

>> Show Me Online MSN Programs

Doctor of Nursing Practice (DNP)

• Program Requirements: ADN, BSN or MSN & 2 years clinical experience
• Program Length: 2-6 years (Previous education dependent)

A DNP is a terminal nursing degree for APRNs. DNP graduates are leaders in advanced nursing practice who bring evidence-based knowledge to clinical and academic settings. While many DNP degrees require a BSN or MSN, RN-DNP programs exist for qualified ADN-RNs.

>> Show Me DNP Programs

Why Should You Become a Nurse?

Why do you want to become a nurse? Many aspiring nurses are driven by a desire to help others and make the world a better place. But there are several other reasons why becoming a nurse is a practical and exciting career move:

• High Demand: Nurses and APRNs are some of the most in-demand careers nationwide. The BLS predicts RN jobs will grow by 6% over the next decade, and APRNs will grow by 38% .
• Recession-Proof:  When the nation faces mass layoffs and recessions, healthcare and nursing jobs remain due to their necessity and demand.
• Good Money:  The BLS reports that all RNs earn a median annual salary of  $81,220 or $39.05 per hour. This figure reflects a higher-than-average annual income compared to all other professions.
• Diverse Opportunities: You'll never get bored working as a nurse because there are so many lateral and advancement opportunities in the field. Check out this list of  all the types of nurses to learn about different nursing paths.

How to Become a Nurse FAQs

How long does it take to become a nurse.

• Becoming a nurse takes two to four years , depending on whether you attend an ADN or BSN program. However, this timeline may change depending on your ability to attend classes full-time and prior education. 

What is the job outlook for nurses?

• The BLS predicts RN jobs will grow by 6% from 2022 to 2032, while APRN jobs will grow by 38% in that time. These predictions are much faster than the average growth of all other professions. 

What are the most popular nursing specialties?

• The most popular nursing specialties include maternity, neonatal intensive care nursing, cardiac catheterization lab, pediatrics, and post-anesthesia care nursing. 

Where do nurses work?

• Most commonly, nurses work in hospitals. However, they can also work in outpatient care centers, surgery centers, academia, nursing care facilities, home healthcare, and nontraditional nursing settings . 

Kathleen Gaines (nee Colduvell) is a nationally published writer turned Pediatric ICU nurse from Philadelphia with over 13 years of ICU experience. She has an extensive ICU background having formerly worked in the CICU and NICU at several major hospitals in the Philadelphia region. After earning her MSN in Education from Loyola University of New Orleans, she currently also teaches for several prominent Universities making sure the next generation is ready for the bedside. As a certified breastfeeding counselor and trauma certified nurse, she is always ready for the next nursing challenge.

Plus, get exclusive access to discounts for nurses, stay informed on the latest nurse news, and learn how to take the next steps in your career.

By clicking “Join Now”, you agree to receive email newsletters and special offers from Nurse.org. We will not sell or distribute your email address to any third party, and you may unsubscribe at any time by using the unsubscribe link, found at the bottom of every email.

Henderson State receives $761,200 state grant for nursing program

Dr. Trey Berry, from left, Dr. Kristina Shelton, and Dr. Celya Taylor.

Henderson State University has received a $761,200 grant to help train more nurses and further enhance the quality of its nursing program.

The grant, awarded through the American Rescue Plan Act of 2021 for the Arkansas Linking Industry to Grow Nurses (ALIGN) program, was announced by Gov. Sarah Huckabee Sanders Monday at a press conference in Little Rock.

It was one of 19 grants awarded to Arkansas higher education institutions with the goal of training more nurses amid a nationwide shortage.

“We would like to thank Gov. Sanders, Arkansas Commerce Secretary Hugh McDonald, and Director Stephanie Isaacs of Arkansas Office of Skills Development for this opportunity to enhance nursing education at Henderson State,” said Henderson Chancellor Dr. Trey Berry. “This grant will allow us to expand not only the number of nursing students and instructors in our program, but also the quality of that education through equipment updates and other improvements.”

The ALIGN program is supported through American Rescue Plan Act funding and will be administered by the state Commerce Department’s Office of Skills Development, McDonald said at the press conference.

“What we’re trying to do here is to increase the number of nursing professionals, nursing apprenticeships, and increase and retain our nursing educators in a way where our employers obviously are going to hire them,” McDonald said. “We are beyond thankful to be a recipient of the Arkansas Align Grant,” said Dr. Kristina Shelton, chief academic nursing officer at Henderson. “Our nursing program prepares student nurses to go out into the world and make a difference in the lives of their patients and families.

“With the grant, we will be able to exponentially grow our nursing program and equip nursing graduates with the tools to continue caring for our communities at a high level of excellence.”

Shelton said the grant will “provide us with the technology to move Henderson nursing into the future and grow our program enrollment by offering the most up to date experiences and opportunities.” Each institution was also required to provide a health care partner contribution, with a 2-1 match by the state for every dollar contributed.

Henderson partnered with CHI St. Vincent Hot Springs.

“We also would like to thank CHI St. Vincent Hot Springs for their partnership in the grant and for their continued friendship with Henderson in all areas of nursing education,” Berry said. “We could not do what we do without their relationship.”

Dr. Celya Taylor, associate vice chancellor for academic affairs, said Henderson is proud of its nursing students, alumni, and faculty for “continuing the tradition of high-quality nurse preparation and service across the state.”

“Henderson's nursing programs provide ways to grow in the profession for nurses at all levels, from our online RN to BSN program and traditional undergraduate preparation, to our online MSN degrees in nursing education/leadership and family nurse practitioner,” Taylor said. “The ALIGN grant provides tremendous assistance in increasing undergraduate program capacity to meet the needs of even more aspiring nurse professionals. “We are grateful to everyone who led this initiative and are excited to continue investing in the future of healthcare in Arkansas.” For more information about Henderson’s nursing program, go to hsu.edu/nursing .