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BSN Curriculum

New curriculum.

A new curriculum will begin for students entering the program in August 2023. This innovative curriculum was built to prepare the next generation of nurses with the tools they will need to be successful. Nursing is evolving at a rapid pace and nurses need to be ready to navigate this new landscape of healthcare. The improvements to the curriculum will provide students with the best preparation for delivering quality and safe patient care.

Required Support Courses

• Statistics 1350 (3 CH), 1450 (3 CH) or 2450 (3 CH)
• Microbiology 4010 (3 CH)
• Students admitted to early admission pathway are expected to take Human Nutrition 2200 (2 CH)
• All other students seeking admission to the nursing program can take Human Nutrition 2200 (2 CH) or 2410 (4 CH)

Elective Support Courses

• HW 2102 Optimizing Personal Health, Happiness & Well-being
• HW 2110 Health Athlete
• HW 2210 Dimensions of Wellness and Resilience
• HW 2220 Wellness in Chronic Conditions I
• HW 3220 Health Promotion Strategies for People with Chronic Conditions
• HW 3230 Coaching for Health Improvement
• NRSADVN 3113 RN Practice in Primary Care and Substance Use Disorder
• NRSADVN 3114 Care Coordination and Transition in Care
• NRSADVN 3115 Telehealth Assessment and Management in Primary Care
• NRSADVN 3116 Evidence-Based Health Coaching in Interprofessional Practice
• NRSADVN 3117 RN Practice in Primary Care
• Nursing 3200 Failure to Rescue
• Nursing 3431 Global Options Nursing Capstone
• Nursing 4110 Nursing Process in the Perioperative Setting
• Nursing 4150 Epidemiology Concepts in Nursing and Global Healthcare

Sample Schedule

View a four-year BSN sample schedule* for students entering the program in August 2022 and beyond.

*The BSN sample schedule is tentative and the sequence of coursework may change based on a number of different factors. Deviations may occur based on the prerequisite course/option a student elects to enroll in, credit earned through post-secondary and/or AP and/or test scores, such as the math placement test score, changes to class requirements, falling below academic progression standards and other reasons.

The sample schedule does not provide a list of prerequisite courses required for admission into the BSN major. For a comprehensive list of approved prerequisites courses, grade requirements and an overview of the BSN application process please visit the BSN admissions page .

General Education (New) Requirements

View an overview of general education requirements specific to BSN students entering the university in August 2022 and beyond .

All students who have begun the BSN program prior to autumn 2023 will continue with the curriculum plan below.

Coursework in the first year (sophomore level) includes knowledge about the discipline of nursing, basic health assessment, clinical nursing skills and clinical experiences. The integrated health science series encompass physiology, pathophysiology, pharmacology and scientific inquiry in nursing. The other courses are: life span development, human nutrition, therapeutic communication and microbiology.

The second year (junior level) of courses is a combination of classroom, laboratory simulations and clinical experiences. The courses with required clinical experiences are nursing care of adults and older adults, childbearing families and children and their families. Students spend an average of 12 hours per week in clinical settings. The other course is cultural competence in health care.

The third year (senior year) of courses is a combination of classroom, simulations, and primarily precepted clinical experiences. The four courses include community care of vulnerable populations, psychiatric mental health nursing and transitions and leadership in clinical nursing practice. Students spend an average of 16 to 24 hours per week in clinical settings depending upon the courses enrolled.

General Education (Legacy) Requirements

View legacy general education requirements specific to BSN students entering the university prior to August 2022 .

• Pre-Nursing
• Accelerated Bachelor of Science in Nursing
• Honors Program
• Schedule a Visit
• Pre-Health and Wellness
• Bachelor of Science in Health and Wellness
• Path2BSN Community College Option
• Minor in Health and Wellness
• Master's
• Certificates
• Office of Continuing Education

“When I reflect on my time in the BSN program, several words come to mind: evidence-based practice, self-care, dream big and love. The community of Buckeye nurses is inspiring.”

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• Bachelor of Science in Nursing

BSN Program Information

Bsn curriculum, nursing lower division.

In order to enroll in NURS 216 students must earn a C or better grade in BIOL 243/L, BIOL 244/L, and Chem 102.

Criteria to apply for upper division nursing :  Admission to upper division is competitive and limited. The following criteria are used for admission consideration to upper division  through a competitive selection process: 

• A progression GPA (which consists of all designated (*) courses above) of 3.000 or higher.  Institutional GPA of 3.000 or higher. 
• A grade of “C” or better is required in all designated (*) courses by the end of the term in which application is made to upper division. 
• A completed Parallel Plan on file with your nursing advisor by the application deadline.   
• Completion of all designated (*) general education and pre-nursing lower division courses by the end of the term in which application is made to upper division. 
• An application must be submitted by the application deadline.  
• Completion of interview process by the application deadline.    

Nursing Upper Division

RETENTION & PROGRESSION IN THE NURSING MAJOR

Admission to the baccalaureate degree in nursing major does not guarantee admission to the upper division. Admission to the upper division is a competitive process and the meeting of minimum admission criteria (GPA of 3.000) does not guarantee admission to the upper division. Students who are not accepted to the upper division should plan to speak with USC Exploratory Advising if interested in another major. If a student chooses to reapply to the upper division, it is recommended the student speak with their assigned nursing advisor regarding the feasibility of re-application. Students who plan to reaplly to upper division must submit a new application during the next admission cycle and will enter  into the the new applicant group. 

Major Map: Nursing (Generic)-Bachelor of Science in Nursing

Past BSN requirements may be found on the University's academic bulletin.

Challenge the conventional. Create the exceptional. No Limits.

Essentials Curriculum Mapping Tools

The following tools were developed by faculty and stakeholder organizations to help schools align their programs with the 2021 AACN  Essentials .

Sample Curricular Mapping Templates

• Curriculum Map for All Domains and Level 1 Sub-competencies
• Curriculum Map for All Domains and Level 2 Sub-competencies

Collaborative Organization's Essentials Crosswalks

• National Association of Clinical Nurse Specialists -  NACNS Core Practice Competencies
• Council on Accreditation (COA) -  Standards for Accreditation of Nurse Anesthesia Programs-Practice Doctorate
• End-of-Life Nursing Education Consortium (ELNEC) -  Palliative Care Competencies (CARES/G-CARES)
• National Organization of Nurse Practitioner Faculties (NONPF) -  Nurse Practitioner Role Core Competencies 
• National RN-Baccalaureate Faculty Forum (NRFF) -  Position Statement

Graduate-Competency-Crosswalk

Prelicensure-Competency-Crosswalk

• Comparative Table:  Essentials , the Future of Nursing 2020-2030 Report, and Healthy People 2030 Initiative

Additional Resources

• Competency-Based Education and Assessment
• Sample Crosswalk of Advanced-Level Nursing Education Courses to Domains and Competencies

AACN White Paper

Practice experiences in entry-level post-licensure nursing programs.

On April 15, 2024, the AACN Board of Directors endorsed a new white paper titled  Practice Experiences in Entry-Level Post-Licensure Nursing Programs . This document replaces a previous version titled  Expectations for Practice Experiences in RN to Baccalaureate Curriculum  that was released in 2012. The white paper was revised to reflect changes in health care and align with the expectations for entry-level post-licensure programs outlined in the 2021 AACN  Essentials .

View White Paper

Teaching Resource Database

This database includes extracted resources from the 18 Domain and Concept Tool Kit Working Groups. This database is continuously evolving and new teaching resources will be posted. All resources will be reviewed regularly for currency and relevance with new resources added as appropriate.  Each resource includes the following:

• Overview and How to Use
• Recommended Learning Strategies
• Recommended Assessment Strategies
• Possible Courses 
• Additional Resources and Publications
• Sub-competencies Mapping to Domains

Access the Database

15 Common Courses In RN Programs

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.

• Nursing Fundamentals
• Introduction to Psychology
• Microbiology
• Gerontology
• Psychology Mental Health
• Pharmacology
• Women and Infant Health
• Leadership Management
• Community and Environmental Nursing
• Care Transitions
• Population Health
• Clinical Theory
• Clinical Study

The class requirements for RN qualifying degrees will differ slightly depending on the level of education you plan to pursue. Most nursing programs will cover a wide array of material from math and chemistry to psychology and physiology. Some nursing students will choose electives based on their desired specialty, such as pediatrics , oncology , or geriatrics .

For a glance into 15 of the assorted common courses that an RN will see throughout their academic career, read on below.

Are you ready to earn your online nursing degree?

1 | Nursing Fundamentals

This is one of the first classes you can expect to take in a nursing program, often required during your first semester. Nursing fundamentals courses give you an overview of what it means to be a nurse, how healthcare works, and potential careers and roles for nurses. The focus is on the basics of patient care and fundamental nursing skills. Your nursing fundamentals course also prepares you for more advanced topics in particular areas. This course may have different names at different schools, such as “Nursing 101” or “Introduction to Nursing,” but it will cover the same topics.

This is one of the most important RN courses because it sets the foundation for all other nursing school classes and clinicals. It also provides you with a clearer understanding of nursing and different nursing roles, which helps you confirm whether nursing is the right career for you.

2 | Physiology

Physiology is the study of the human body and how it functions. You’ll learn about the names and functions of different parts of the body and how they all function together, both in a healthy person and throughout different types of illnesses and injuries. This is usually one of the earlier required classes, since many subsequent courses rely on your understanding how the body works.

Physiology also includes topics that are important for your own health and safety, such as how to safely lift and move patients. Physiology also ensures that you and other healthcare professionals are using the same terminology to describe the body and how it functions, so mastering this helps ensure effective communication and medical notes. This makes it a vital part of patient safety and positive health outcomes.

3 | Introduction to Psychology

Introductory psychology is typically a prerequisite course needed to enter nursing programs. It covers principles and practices of psychology and helps nurses understand both psychology as a medical discipline, and how to use applied psychology as a nurse and communicator. Topics include cognition (how people think and make decisions), personality and behavior, organizational psychology, and the psychology of illness.

Studying psychology can help you communicate better , understand your own personality and those of others, and make better decisions individually and as part of a group.

4 | Microbiology

Microbiology is the study of microorganisms, any organism too small to see without a microscope, including viruses, bacteria, and certain types of fungi. This is also a prerequisite course often taken before entering nursing school, because understanding the role that microorganisms play in human health is necessary to understand many other aspects of healthcare. Topics include microorganisms that cause and help prevent disease, including the emerging field of the human biome, and the microorganisms that are part of the human body. This course generally includes lab work as well as classroom work.

This is one of the most important nursing prerequisite classes because of how important microorganisms are to human health. It sets the groundwork for infection control, population health, clinical theory, and nursing practices.

Featured Online RN-to-BSN Programs

Learn about start dates, transferring credits, availability of financial aid, and more by contacting the universities below.

5 | Gerontology

Gerontology is the studying of aging. RN classes in gerontology include topics such as conditions associated with aging, the psychology of aging, how to effectively communicate with aging adults, and end-of-life concerns for nursing. Gerontology is included in nursing major classes because of the important role nurses play in providing care to aging patients. Because it is a specialized class, most nursing students take it during or after their second year.

This is a foundational course for nurses who plan to specialize in gerontology but vital for all nurses because of the aging US population. Aside from pediatrics and obstetrics, older adults make up a large and growing proportion of general and specialty care patients, so the ability to understand their needs and provide effective nursing care is vital.

6 | Psychology and Mental Health

While introductory classes on psychology cover all aspects of psychology, including organizational psychology, RN classes on psychology and mental health focus on providing mental healthcare. Because understanding the psychological aspects of health is important to many other nursing school classes, this course is usually included in the first or second years. These courses cover mental health conditions and their treatment, as well as the special legal and ethical considerations associated with caring for patients with mental health conditions.

Physical and mental health are closely related, and so this course and other RN courses on mental health are vital to understanding patient well-being. Because nurses provide so much hands-on care to patients and are a vital communications link for patients, their ability to understand mental health directly affects the quality of their nursing.

7 | Pharmacology

Pharmacology is the study of medications. Nursing courses in pharmacology focus on the safe administration of medications, including opioids and other substances with the potential for abuse; different methods for administering them; how to watch for medication errors; and potential drug interactions. In addition to learning about medications and how they work, you will learn about the major pharmacology reference sources, including databases and texts.

While nurses (other than advanced practice nurses) do not prescribe medications, they must understand the fundamentals of pharmacology in order to ensure patient safety and answer patients’ questions.

8 | Women and Infant Health

Women and infant health covers women’s health, reproductive health, pregnancy, delivery, and infant development. Nursing school classes in this subject emphasize the nurse’s role in patient education and communication, as well as their role in providing direct nursing care. Generally, this is a foundational course that students take earlier in their nursing school curriculum. Some schools offer this topic in two courses, one in reproductive health and the other in infant health.

This foundational course covers general nursing concepts, as well as preparing nurses who specialize in women and infant health for advanced courses. These courses can include pediatrics, gynecology, or obstetric nursing.

9 | Leadership Management

Leadership management is typically offered later in RN curriculum since it requires broader knowledge of the scope of nursing. These classes include management and administration, staff leadership and motivation, legal and ethical aspects of leadership, nursing strategic planning, and healthcare administration. The curriculum combines management theory and case studies of how that theory applies to real-life nursing situations.

In addition to preparing nurses for leadership roles , these nursing school classes prepare nurses to understand nursing leadership functions so that they can understand their own role in their organization. While there’s no substitute for real-world experience to teach leadership, leadership management courses also provide a theoretical underpinning to understanding organizational behavior and management theory.

10 | Ethics in Nursing

Ethics in nursing is a core class because of the many difficult ethical situations that nurses face, no matter where they practice. RN classes in ethics cover topics such as professional conduct, conflicts of interest, health equity, diversity and inclusion, and appropriate responses to unethical behavior. Like leadership classes, ethics classes combine theory and, so be prepared to critically analyze ethical issues.

Throughout their career, nurses will face ethical dilemmas that might not have an obvious right or wrong answer. No matter how ethical you may be as an individual, nursing major classes in ethics provide you with the mental framework to think through dilemmas and find the best resolution.

11 | Community and Environmental Nursing

Community and environmental nursing is a branch of public health . These courses, which are typically offered in BSN programs, look at how the community and environment affect health and how to promote health in different communities and environments. Students will study factors including community safety, pollution and its impact on health, and community design for health in urban, suburban, and rural settings. As part of this course, you are likely to study your own community and the factors impacting its health.

As frontline health workers, nurses are among the first individuals to be in contact with individuals in need of information on environmental hazards or communicable diseases. An understanding of the influence of community and environmental factors on health can allow nurses to better communicate with local leaders and organizations. This may be especially critical for at-risk or underserved populations.

12 | Care Transitions

Care transition programs teach students about the process of transferring patients from one health environment to another, changing treatments, or discharging patients. The course covers other subjects such as health promotion, risk reduction, safety standards, and healthcare interventions.

Transferring medically complex patients between healthcare settings can have a significant impact on patient comfort or even health outcomes. Transition processes are especially at-risk for human error. Nurses must understand how to transfer important patient information including health records, medication information, and adverse reactions between settings.

13 | Population Health

Population health is sometimes offered as a capstone course to include a clinical intensive or synthesized experience within the public health industry. This course explores information and processes within complex healthcare systems and social-ecological theories within the public health system. It covers topics such as epidemiology, promoting healthy behaviors, health equity, and increasing access to health care. During this course, you’ll learn about the social factors that affect health and the healthcare system, including government, employment and income, media messaging about health and disease, and public health initiatives such as vaccinations.

While much of your career as a nurse will be responding to individual patients, those patients and their nursing needs are affected by population health factors. Understanding these factors and how they work helps you promote health at a different level. This is also a vital subject if you plan to go into nursing administration or healthcare strategy.

14 | Clinical Theory

Clinical theory teaches you the theoretical underpinnings of medicine and nursing, and how medical and nursing practices are designed, tested, and applied. It is typically one of the later RN classes, as it requires some familiarity with nursing and healthcare theory and practice. In these courses, you will learn about how different models of medicine, health, and healthcare apply to nursing. You will also learn how to apply these theories to your daily work in nursing as you encounter different parts of the healthcare system. For an ADN degree, nursing school classes may include elements of clinical theory rather than having a separate class, while at the BSN level, this is more likely to be a separate class.

Clinical theory courses help you think more strategically about health and healthcare, and are particularly important for nurses preparing for roles in healthcare management and leadership or advanced practice nursing.

15 | Clinical Study

Clinical study (often abbreviated as “clinicals”) is a vital part of becoming an RN , since it requires fieldwork hours in a clinical setting such as a hospital, physician’s office, health clinic, or other healthcare facility. During this course, you will apply both the skills and the theory you learned, under the guidance of a preceptor. These courses usually start with theory, move on to simulations, and end with you working with your own caseload.

Clinical study is a vital test of how ready you are to become a nurse, as well as a chance to learn hands-on about different healthcare settings and specialties. This makes it one of, if not the most important, of the classes required for nursing.

Frequently Asked Questions About Nurse Classes

What subjects are covered in nurse courses.

Nursing courses generally cover subject matter relating to biology and chemistry. Biology courses focus on anatomy, epidemiology, microbiology, and physiology. Chemistry courses include biochemistry, organic chemistry, pharmacology, and pathophysiology. Outside of the life sciences, nursing courses include study in mathematics, psychology, and sociology.

Are nursing classes hard?

Programs are intended to prepare nurses for a rigorous profession; therefore, they can be intense and challenging, but not impossible. Courses teach the complicated practices necessary for nurses to provide the best care to their patients. To ensure nurses can perform to the best of their ability, programs need to make sure students are up to the task of committing themselves to a difficult yet rewarding profession.

What is the easiest class in nursing school?

Some of the easiest classes in nursing school tend to be general education courses. These often focus on the memorization of key terminology or the development of soft skills, such as collaboration and communication. Some courses that are considered easier than others include the social sciences, introduction to speech, and information technology.

What is the shortest nursing program?

The shortest programs typically focus on becoming a practical nurse. Learners can become certified nursing assistants (CNAs) or licensed practical nurses (LPNs) in the shortest amount of time. CNA programs take 4-12 weeks to complete and prepare students to assist RNs in helping patients with daily functions. LPN programs take approximately one year to complete, preparing them to provide basic nursing tasks. Unlike CNAs, LPNs are licensed nurses.

Related Resources

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The Best Online Nursing Schools

As an in-demand field, nursing provides opportunities for job growth with above-average salaries. Many prospective nurses rely on online nursing schools to earn their degrees and advance their careers.

How to Become a Registered Nurse

Registered nurses (RNs) provide patient care in every healthcare setting. Learn how to become a registered nurse.

Undergraduate & Graduate Nursing Curriculum

Program details & sample plans of study, bachelor’s degrees, road maps for pre-nursing students | lower division.

• Lower Division Suggested Curriculum for UCF Nurse Pending and Transfer Students
• Calculating an Overall GPA for the BSN Application

Non-Nursing Elective Options

• Approved list

BSN Plans of Study | Upper Division

• Traditional BSN = 5 semesters
• Second Degree BSN = 4 semesters
• Valencia/UCF Concurrent ASN to BSN = 6 semesters
• Seminole/UCF Concurrent ASN to BSN = 6 semesters
• Online Florida College System Concurrent ASN to BSN
• Online RN to BSN

Master’s Degrees

Online msn | no gre.

Leadership & Management MSN

• accelerated = 5 semesters (fall start)
• accelerated = 5 semesters (spring start)
• part-time = 7 semesters (fall start)
• part-time = 7 semesters (spring start)

Nurse Educator MSN

• full-time = 5 semesters (fall start)
• full-time = 5 semesters (spring start)

Healthcare Simulation MSN

• full-time = 4 semesters (fall start)
• full-time = 4 semesters (spring start)
• part-time = 5 semesters (fall start)
• part-time = 5 semesters (spring start)

Doctoral Degrees

Hybrid bsn to dnp | become a nurse practitioner | no gre.

Adult/Gerontology Acute Care Nurse Practitioner DNP

• full-time = 9 semesters (fall start)
• part-time = 12 semesters (fall start)

Adult/Gerontology Primary Care Nurse Practitioner DNP

Family Nurse Practitioner DNP

Online MSN to DNP | No GRE

Advanced Practice DNP for APRNs

Nurse Executive DNP

• part-time = 9 semesters (fall start)
• part-time = 9 semesters (spring start)

Online PhD in Nursing | No GRE

• accelerated = 12 semesters (fall start)
• part-time = 16 semesters (fall start)
• accelerated = 11 semesters (fall start)
• part-time = 15 semesters (fall start)

Post-Graduate Certificates

Online | no gre.

Nurse Educator Certificate

• part-time = 3 semesters (fall start)
• part-time = 3 semesters (spring start)

Healthcare Simulation Certificate | interdisciplinary program

Hispanic Serving Healthcare Professionals Certificate | interdisciplinary program

Hybrid | No GRE | For APRNs Only

Adult/Gerontology Acute Care Nurse Practitioner Certificate for APRNs

• part-time = 4 semesters (spring start)

Adult/Gerontology Primary Care Nurse Practitioner Certificate for APRNs

Family Nurse Practitioner Certificate for APRNs

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Introduction to the Online Nursing Education Best Practices Guide

Introduction.

As online nursing education programs continue to increase to meet the demands of the growing market, nursing faculty are challenged to develop and deliver courses based on best practice principles. The Online Nursing Education Best Practices Guide (ONE Guide) builds on and extends the nationally recognized Quality Matters® program and serves as a roadmap guiding course development and delivery. The fundamental principle for success in online teaching is instructor presence; the teacher as a facilitator of learning is illustrated throughout the guide. An Online Instructor Checklist facilitates systematic implementation of best practice principles.

This article is based on a focused literature review and concept analysis resulting in a comprehensive guide for delivery of effective, quality nursing education through best practices in the online learning environment. A broad search of databases focused on articles during 2014 to 2019 was completed. The literature review included articles that examined over 1200 student perceptions of instructor presence in the online setting.

Nurses carry a direct responsibility for the health and well-being of patients. Nursing quality education proves fundamental to the profession’s long-term outcomes. The ONE Guide and Online Instructor Checklist apply comprehensive, evidence-based teaching strategies to give a roadmap for success in the online teaching environment.

In 2010, the Institute of Medicine (IOM) evaluated health outcome data and conducted additional research in preparing its recommendation that 80% of all nurses to hold a BSN degree by 2020. The call for advancing nursing education in the report, The Future of Nursing: Leading Change, Advancing Health (IOM, 2010), was based on both healthcare reform initiatives and needed changes to improve health outcomes in the United States. Although nurses are the single largest cohort of health-care providers, the move to baccalaureate education has lagged. In the decade since the IOM report, nurse educators have faced significant challenges in their efforts to meet this education goal. Specifically, there is a current nursing shortage, and the demand for nurses is predicted to rise 16% over the next 10 years ( Bureau of Labor Statistics, 2018 ). In addition, the demand has increased the need for basic and advanced nursing education ( American Association of Colleges of Nursing [AACN], 2019 ). Furthermore, while critically important to increase preparation of nurses, the average age of doctorally prepared faculty ranges from 51.2 to 62.4 years ( AACN, 2019 ) with one-third expected to retire by 2025 ( Fang & Kesten, 2017 ). As a result, admissions in traditional nursing programs may be limited.

In nursing, the move to online course delivery took root in the mid-1990s as evidence of its effectiveness emerged. The evidence pointed toward this choice as a viable solution to address the demand for nursing education. Online education options exploded after the IOM report. Currently, there are a reported 459 online nursing education programs offering undergraduate, masters, and doctoral degrees in the United States ( SR Education Group, 2019 ). Given this rapid transition to online content delivery, the direct dialogue bedrock of the traditional classroom was replaced with email, message boards, instant messaging, video conferencing, and chat rooms (see Table 1 ). Expert nursing faculty grounded in traditional content delivery methods suddenly found themselves novice online teachers in need of a new set of best practices.

Instructor Interaction.

In pursuit of best practices during the transition to online teaching, the nationally recognized Quality Matters Program® ( Quality Matters, 2018 ) was used. Quality Matters® serves as a framework for virtual course design and delivery and established standards of quality for online teaching. It is a model well developed for traditional course content in the higher education setting. However, personal experience in using the model led to the discovery of need for strategies to effectively teach the applied science of nursing. This realization stimulated a focused literature review, collaboration, and pilot testing resulting in the Online Nursing Education Best Practices Guide ( ONE Guide ), a unique roadmap for nursing course development and management with specific, evidence-based best practices. This article will introduce nursing faculty to the ONE Guide (see Figure 1 ), created to direct effective, quality nursing education in the online learning environment.

Online Nursing Education Best Practices Guide (ONE Guide).

Brief Review of ONE Guide

The ONE Guide is a comprehensive evidence based quality assurance tool for online nursing education at all levels. Three domains of course development are addressed by the ONE GUIDE: (a) course presentation, (b) instructor presence, and (c) assessment and measurement. Each domain, considered a pillar of success, proves essential for ensuring online classroom quality ( Quality Matters, 2018 ). Specific, evidence-based strategies are the building blocks of each pillar. The second domain, instructor presence, emphasizes the instructor as a facilitator and permeates each of the other domains, such that incomplete or ineffective development of any one strategy diminishes the total course quality. Our assumption is that untested course delivery strategies increase the likelihood of negative outcomes in student satisfaction and/or student performance. As a result, we believe that each strategy of the guide is equally important to course delivery success.

Course Presentation

Course presentation criteria provide a structure to design, develop, or build out a new or existing course. A well-prepared course presentation will aid the learner in understanding the purpose of the course and define expectations ( Kuo et al., 2014 ).

To enhance the learning environment, content needs to be clear, organized, and easily accessible ( Kuo et al., 2014 ). There are 13 strategies essential for effective course presentation: (a) syllabus, (b) organization, (c) structure, (d) netiquette, (e) course calendar, (f) clear guidelines, (g) learning materials, (h) course objectives, (i) learning objectives, (j) course introduction, (k) course instructions, (l) instructor introduction, and (m) navigation instructions. Within these components, information should be presented in a format that is clear and easy to understand ( Kuo et al., 2014 ) from the student’s perspective. Using technology in creative ways can facilitate online engagement, such as using a video introduction to establish instructor presence while acquainting each student with the instructor ( Martin et al., 2018 ). For example, an orientation video can be used to provide the overview of course expectations, demonstrate how to navigate through the course, and the syllabus and course calendar ( Martin et al., 2018 ). This step is critical for student success in the online learning environment ( Smidt et al., 2017 ) and minimizes confusion and frustration ( Trammell & LaForge, 2017 ).

Expectations of netiquette should be addressed and emphasized in the orientation as well to promote online civility ( Quality Matters, 2018 ). Most importantly, the instructor should provide a careful quality review of all learning materials before launching an online course; this ensures that materials are current and appropriate for diverse learning styles ( Chen et al., 2018 ).

Instructor Presence

Instructor presence is the pivotal component of the ONE Guide. Although expectations of presence prove challenging for online education, using evidence-based strategies to assume the role of facilitator and remain active in the course are fundamental to student learning ( Martin et al., 2018 ). Eleven parts make up the instructor presence component: (a) availability, (b) contact information, (c) office hours, (d) approachability, (e) friendliness, (f) response within 24 hours, (g) individualized feedback, (h) weekly announcements, (i) presence on discussion board, (j) response to all first posts, and (k) engagement, involvement, and support. Instructor presence in an online course is related directly to student satisfaction ( Howell et al., 2016 ; Kuo et al., 2014 ; Martin et al., 2018 ). Instructor presence encourages student engagement and personal connection, so daily instructor presence is optimal. To make instructor presence meaningful, attention should be paid to being approachable and encouraging ( Price et al., 2016 ).

The Quality Matters Standard 5.3 provides general guidance regarding timeliness of faculty responses and feedback indicating that the plan be stated. In contrast, the ONE Guide sets the expectation that faculty responses to questions should be within 24 hours and no later than 48 hours ( Howell et al., 2016 ; Martin et al., 2018 ). In addition, feedback on assignments should be provided within seven days ( Martin et al., 2018 ; Smidt et al., 2017 ). Attention to timely feedback supports student learning and more importantly, fosters student satisfaction ( Price et al., 2016 ).

Best evidence indicates that it is important for the online learner to have several ways to contact the instructor including email, video chat, telephone, or web conferencing ( Martin et al., 2018 ). Instructors also should state clear office hours and availability times ( Quality Matters, 2018 ) and create an environment that is comfortable for students to contact them ( Sebastianelli et al., 2015 ). A positive, encouraging environment impacts learner motivation directly ( Kuo et al., 2014 ).

Instructor presence also involves instructor participation, which can be accomplished in several, equally important ways. Questions should be responded to within 24 hours, and assignments should be graded in a timely manner ( Poll et al., 2014 ; Quality Matters, 2018 ). Feedback should be relevant and should include guidance; these practices enhance the learning experience ( Poll et al., 2014 ). Feedback on all assignments for each student is important to learning. Price et al. (2016) advise that attention should be paid to providing appropriate constructive feedback and promoting diverse thinking; learning occurs through debate of ideas and developing a defense for one’s position. Interaction on the class discussion board is equally important; making it personalized assures students that their instructor is actively engaged ( Smidt et al., 2017 ). Class discussions that are personal and collaborative contribute to a student-centered environment and create a sense of community ( Poll et al., 2014 ). As such, instructors should respond to the initial post of each student to establish their presence early in the course ( Quality Matters, 2018 ); doing so should be done using the student’s name ( Martin et al., 2018 ). Students having a sense of instructor engagement are supported further by weekly announcements ( Dodson, 2017 ).

Assessment and Measurement

Assessment and measurement are the final component of the ONE Guide. This domain explicates strategies in assessing and measuring student progress and comprises 11 parts: (a) grading policy, (b) descriptive rubrics, (c) available rubrics, (d) clear assignments, (e) stated deadlines, (f) consistent grading, (g) timely grading, (h) personalized feedback, (i) detailed grading policy, (j) tracking learning progress, and (k) measuring learning objectives. Instructor presence is important for this domain as well.

A clear grading policy is fundamental to the assessment and measurement domain. A grading system including a clear grading policy helps students understand the evaluation system and should be made easily accessible online ( Quality Matters, 2018 ). To give students a way to track their progress, the grading policy should specify deadlines ( Quality Matters, 2018 ). It is further important to give a clear picture of assignment expectations and how student learning is to be evaluated ( Howell et al., 2016 ; Sebastianelli et al., 2015 ). The grading policy should be provided in the course syllabus for ease of access ( Jaggars & Xu, 2016 ).

Instructors also should make clear, descriptive rubrics available to the students. Such rubrics detail specific expectations through the grading criteria to measure learning objectives and performance ( Jaggars & Xu, 2016 ). This practice reduces student confusion as well as the number of email and phone questions ( Trammell & LaForge, 2017 ). However, learners should receive personalized feedback from the instructor based on the grading criteria ( Quality Matters, 2018 ). Care should be taken to assure consistency in grading over time and between students ( Howell et al., 2016 ).

Instructor Checklist

To give instructors a way to facilitate ONE Guide implementation, the Online Instructor Checklist was developed ( Figure 2 ). The checklist contains eight sections listing elements essential to the model: (a) course introduction, (b) course delivery, (c) availability, (d) approachability, (e) discussion board interaction, (f) announcements, (g) feedback and grading, and (i) email interaction. To use the checklist, instructors answer “yes” or “no” to simple statements. Responses in the “no” column encourage the instructor to add materials or tasks that will uphold best practices. Established best practices for online education help instructors improve teaching ( Price et al., 2016 ).

Online Nursing Education Best Practices Guide (ONE Guide) Instructor Checklist.

Communication is foundational to all effective teaching. In the teaching-learning process, messages must be clearly transmitted, received by the learner, and translated into meaningful information. In the absence of face-to-face dynamics, attention to communication is perhaps the most significant aspect of quality online teaching. To address this critical component, the GUARD system of email communication is recommended. GUARD stands for greet, understand, answer, reassure, and dedication. Greet points to the need to address each student personally. Understand represents acknowledgment of student concerns. Answer reminds the instructor to supply the student with information and resources that answer the question. Reassure is a reminder to encourage the student. Dedication prompts reassurance of the student by the instructor offering availability and support. After the email is composed, the instructor should read it aloud and eliminate any phrasing that may be perceived as condescending.

When communicating with students via email, instructors should create a feeling of connectedness to reduce the sense of perceived distance ( Martin, et al., 2018 ). A personalized quick response helps build a sense of belonging ( Poll et al., 2014 ) and reduces the feeling of isolation ( Martin et al., 2018 ). In the email response, the instructor should include a personalized greeting and acknowledge the student’s need or purpose for asking the question. Answering the question in a noncondescending manner makes the student feel encouraged and welcomed ( Dickinson, 2017 ). For example, students often ask the instructor when assignments are due. Instead of a short answer, “it’s in the syllabus,” following the GUARD principle guides the instructor to answer the question without belittling the student. For example: Hi Lindsey, Thank you for your email. I understand it is hard at times to find the information you are looking for. No worries, I am here to help. The ethics paper is due by Sunday at midnight. A list of assignments and due dates are noted in the course calendar and syllabus, and are located on the left side of the navigation screen. I hope this answers your question. If you need additional information, please let me know. Take care.

Early evidence of the ease of use and effectiveness of the ONE Guide was demonstrated in the rapid and massive shift to remote instruction across academic settings and levels as a result of the COVID-19 global pandemic. Because the preponderance of nursing faculty and programs were ill prepared for the transition, ONE Guide was distributed to many schools of nursing throughout the state of Texas to facilitate course development and implementation of effective online teaching strategies. Preliminary feedback indicates the guide provided a valuable resource for faculty during the rapid transition. Additional evaluation will follow.

The social responsibility of professional nursing carries an imperative of excellence in nursing education whether the delivery is traditional or online. Given a looming nursing shortage, projections of increased demand for nurses in the next 10 to 15 years, and demand for baccalaureate prepared nurses, it is anticipated that the demand for online nursing education will continue if not increase. However, as a newer program delivery modality, educators must use best evidence to assure quality in online programming. The ONE Guide and its companion, the Online Instructor Checklist, were developed to address this need. Together, these comprehensive, evidence-based tools provide a roadmap for online teaching.

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

The author(s) received no financial support for the research, authorship, and/or publication of this article.

Renae S. Authement https://orcid.org/0000-0003-3853-3227

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Course sequences

Honours Bachelor of Science in Nursing (BScN)

Disclaimer: In the event of a discrepancy between this course sequence and the official calendars, the calendars take precedence and are considered the authoritative source.  

University of Ottawa campus

Honours bachelor of science in nursing, admission in 2022 or later arrow_drop_down, total: 120 units.

1 You can take up to 48 units at the 1000 level.

2 To find an elective, see the  course timetable .

3 Courses with clinical component.

4 Please enroll for clinical placements by the clinical enrolment dates .

5 Clinical placements may occur during the day, the evening, on weekends and some may extend until the month of May and June.

6 Registration requirements for clinical placements. For more information on the additional program requirements,  contact a Faculty of Health Sciences clinical placement risk management adviser (scroll down the page).

• All NSG courses require a passing mark of C+.
• Students admitted with transfer credits at admission are requested to  contact the Academic Office to review their course sequence.

If you want to complete your program requirements in four years, it’s important to follow this course sequence. If you fail, withdraw from or change a course in this sequence, it could lead to a delay in completing your program requirements.

Admission in 2021 or earlier arrow_drop_down

4  Please enroll for clinical placements by the clinical enrolment dates .

• Students admitted with advanced standing are requested to  contact the Academic Office to review their course sequence.

French immersion

Diploma Requirements - French Immersion Stream

You must satisfy the following 3 requirements to receive a mention of French Immersion on your diploma:

• a minimum of 6 course units  (2 courses) at the 1000 level;
• a maximum  of 12 units (4 courses) for accompanying language courses (FLS 2581, 3581, 4581 and 4781), of which a maximum of 6 units (2 courses) for FLS 2581;
• and at least 6 units (2 courses) at the 3000 or 4000 level taught in French, other than FLS courses.
• Pass FLS3500 to obtain the  Second Language Certification . This course does not earn any university units.

Second entry program

All students arrow_drop_down, total: 75 units.

1 Courses with clinical component.

2 Please enroll for clinical placements by the clinical enrolment dates .

3 Clinical placements may occur during the day, the evening, on weekends and some may extend until the month of May and June.

4 Registration requirements for clinical placements. For more information on the additional program requirements,  contact a Faculty of Health Sciences clinical placement risk management adviser (scroll down the page).

• It is mandatory for all students who have been away from clinical for more than 6 months to register and successfully complete the Clinical Update course. For more information concerning registration, please email the  Academic Office .

Woodroffe campus (In collaboration with Algonquin College)

2 To find an elective, see the  course timetable . Choose advanced search, select off campus or course offered on-line on the location menu.

It is mandatory for all students who have been away from clinical for more than 6 months to register and successfully complete the Clinical Update course. For more information concerning registration, please  email the Academic Office .

Registered practical nurse path

• For more information regarding Phase 1 visit the  Academic Pathway for Movement from Ontario College Diploma in Practical Nursing to BScN .
• Phase 2 can be taken on a part-time basis. After completion of the bridging requirements (24 units) students complete the requirements of the 3rd and 4th year of the Bachelor of Science in Nursing.

Total: 87 units

• It is mandatory for all students who have been away from clinical for more than 6 months to register and successfully complete the Clinical Update course. For more information concerning registration, please email the  Academic Office .

Pembroke campus (In collaboration with Algonquin College)

2 To find an elective, see the  course timetable . Choose advanced search, select off campus and Pembroke or course offered online on the location menu.

4 Courses offered by videoconference from the University of Ottawa to Algonquin College-Pembroke campus

5 Please enroll for clinical placements by the clinical enrolment dates .

6 Clinical placements may occur during the day, the evening, on weekends and some may extend until the month of May and June.

7 Registration requirements for clinical placements. For more information on the additional program requirements,  contact a Faculty of Health Sciences clinical placement risk management adviser (scroll down the page).

4 Courses offered by videoconference from the University of Ottawa to Algonquin College-Pembroke campus.

• Students admitted with transfer credits at admission are requested to  contact the Academic Office to review their course sequence.

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