Take the next step in your career and earn a Master of Science in Nursing (MSN) degree in as little as 18 months by doing one course every eight weeks, 100% online. Our online MSN program allows you to pursue your education without sacrificing your personal and professional commitments.
In this program, you’ll learn from experienced nurse educators who are experts in their field. Choose from two concentrations:
The online Master of Science in Nursing (MSN) with a concentration in Nurse Leadership in Health Systems prepares you for leadership roles across a variety of healthcare settings. Coursework will prepare you with advanced knowledge related to leadership, communication, health care systems, and finances. You will learn how to lead the next generation of nurses, influence the quality of patient care, innovate healthcare practices, and advance your career. You will apply this knowledge and hone skills during several different clinical practice experiences. Graduates of Bushnell University’s online MSN will be well positioned for many nurse leadership roles such as:
The online Master of Science in Nursing (MSN) with a concentration in Nursing Education prepares you to teach in academic, healthcare organizations, and other clinical settings. Coursework focuses on current trends, philosophical foundations and theoretical perspectives of education, methods for assessing learning outcomes, managing the learning environment, and curriculum development.
The Nursing Education concentration includes a supervised teaching practicum in a nursing online or face-to-face classroom, simulation, staff development, or clinical setting. In this course students design, implement, and evaluate a comprehensive, evidence-based teaching and learning project.
Note: In order to teach in Oregon, registered nurses will need to have completed a minimum of two years of clinical experience.
This program can be completed entirely online allowing busy professionals to keep a healthy work, life, and school balance. This program is designed to allow you to study anytime from anywhere, providing you the flexibility to arrange your studies around your own schedule.
Credit Hours – 30 Credits
Program Length – 18 Months
Delivery Method – Online
Credit Hours – 36 Credits
Program Length – 24 Months
Delivery Method – Online
At Bushnell University, we know financial aid inside and out and can help you apply for and receive the best financial aid package available.
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Bushnell University is approved by the Oregon Department of Education and the Department of Veteran Affairs for educating students who are eligible for VA educational benefits. You can begin receiving your educational benefits in just a few simple steps!
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Bushnell University is regionally accredited by the Northwest Commission on Colleges and Universities (NWCCU).
The Master of Science in Nursing (MSN) program at Bushnell University is accredited by the Commission on Collegiate Nursing Education (www.ccneaccreditation.org).
The mission of the nursing program, as an integral part of Bushnell University, is to respond to the higher educational and healthcare needs of our culturally diverse communities. We prepare ethical nurse leaders to lead the way toward continuous improvement in evidence-based healthcare within their complex workplace as well as local and global communities. We embrace Bushnell University’s mission to foster wisdom, faith, and service through excellent academic programs grounded in the arts and sciences that demonstrate compassion and respect toward all people served.
The purpose of the online Master of Science in Nursing (MSN) program is to prepare baccalaureate nurses to:
Nurse Leadership in Health Systems Concentration Objectives:
Nurse Education Concentration Objectives*:
*Master of Science in Nursing program objectives are based on outcomes/competencies expected of graduates from a master’s nursing program as established by the National League of Nursing (NLN, 2010) and the American Association of Colleges of Nursing (AACN, 2011) Essentials of Master’s Education in Nursing.
This course focuses on clinical prevention and health activities aimed at improving the health status of diverse populations. Students will explore the role of nursing leadership within health systems to design and deliver population and evidence-based care and services that promote health, reduces risk of chronic illness, and prevents disease. Issues of equitability, cultural and ethnic identity, socio-economic, emotional and spiritual needs, and values of patients and the population will be examined.
This supervised, 45-clock-hour clinical experience provides students opportunity to integrate clinical prevention and population health concepts into creation, implementation, or evaluation of a health education or promotion, reduction of chronic illness risk, or disease prevention project within the context of a health system, community organization, or clinical setting.
This course focuses on development of knowledge and skills needed to promote health, improve health outcomes of populations, shape and improve the quality of the healthcare delivery system and advance social justice in light of access to care and health outcomes. Students will explore policy processes, policy making, and political activism; ethical and value-based frameworks: advocacy; the structure of health care delivery systems, and; ways to effect system change and participate in development and implementation of policy.
This course focuses on deeper development of interpersonal, interprofessional, and organizational communication skills necessary to promote effective working relationships as well as provide coordinated quality care within health care systems and across varied settings. Concepts of effective communication, organizational process which enhance communication, power structures and group dynamics, conflict and conflict resolution, teams, teamwork and team leadership will be examined.
This course assists nurse leaders to understand and apply fundamental concepts of statistical reasoning to evidence-based practice in order to improve health care practice and patient outcomes. Students will examine basic statistical concepts needed to judge the quality of research evidence used in practice and gain proficiency in the use statistical software packages.
This course focuses on developing advanced understanding and knowledge of continuous quality improvement and thus safety within health care organizations. Students will examine various quality improvement principles, methods, tools, and performance measures effective nurse leaders employ to create cultures of safety and lead the way for quality improvement.
This course builds upon prior knowledge of statistics and evidence-based practice to develop skills of analyzing, interpreting, and translating research findings into practice. Students will explore how to: apply research outcomes within various practice settings to resolve practice issues; lead the health care team to implement evidence-based practice; use translational research skills to lead continuous improvement processes; and be a role model for lifelong learning.
This course focuses on understanding how health care delivery systems are organized and development of leadership skills needed to provide high quality, safe patient care. Students will examine ethical and critical decision making; leadership, systems, and complexity theory; operations research; interprofessional collaboration, and legal factors influencing health care.
This course focuses on developing deeper knowledge and skill in the use of information and health care technologies critical to delivery of quality patient care in a variety of settings. Students will examine ways nurse leaders use information technology systems to communicate, gather evidence, deliver and coordinate care across multiple settings, analyze point of care outcomes, and educate self and others. Ethical and legal issues related to use of information technology will be explored.
This supervised, 45-clock-hour clinical experience provides students opportunity to apply theoretical understanding of information and health care technologies to develop a health education program or evidence-based policy; implement point of care practices or; evaluate and apply relevant data to improve patient care, reduce, risks, or improve health outcomes.
This course focuses on understanding of basic business principles and how finance works in the business of health care. Students will examine ways to provide quality cost-effective care, develop a budget, and how to assume a leadership role in the management of fiscal resources.
This supervised, 45-clock-hour clinical experience provides students’ opportunity to apply understanding of business principles learned to analyze how a budget impacts delivery of quality cost-effective care within the context of a health system, community organization, or clinical setting.
This supervised, 135-clock-hour clinical immersion experience provides students opportunity to apply concepts learned in prior master’s courses to influence delivery of ethical, safe, quality care to diverse populations in a variety of health care settings. Following conduction of a comprehensive and systematic assessment, students will design, implement, and evaluate nursing interventions aimed at influencing health care outcomes for individual, populations, or systems.
This course builds upon prior knowledge of human pathophysiology and pharmacology. Students will develop an in-depth understanding of pathophysiology from a molecular to a system’s perspective. Select pharmacological concepts are explored in-depth and in relation to pathophysiology and related disease states. Students apply principles learned to real-world practice situations.
This course builds upon prior knowledge of health assessment and provides students with advanced knowledge and skills needed to conduct a comprehensive and holistic health assessment of individuals across the lifespan. Emphasis is on collection, interpretation, and synthesis of relevant historical, genetic, biological, cultural, psychosocial, and physical data as well as evidence-based practice concepts related to health promotion and disease prevention.
This supervised, 45-clock-hour clinical experience provides students’ opportunity to develop and hone advanced health assessment skills. Students demonstrate ability to conduct a comprehensive and holistic advance health assessment of select individuals across the lifespan as well as provide evidence-based teaching related to health promotion and disease prevention.
In this course students examine the role, expectations, and professional aspects associated with the responsibilities of the nurse educator in the academic and professional development setting(s). Career development issues, evidence-based education, leadership, and decision-making in ethical and legal issues related to nursing education are explored. Students examine current trends, philosophical foundations, and theoretical perspectives of education and develop a personal philosophy of teaching.
This course explores teaching, assessment, and management methods that can be used in a variety of educational settings. Students become knowledgeable about various teaching and learning strategies, and instructional technologies, develop competency related to writing program, course, and learning outcomes, selecting and developing appropriate nursing related content, and learn to adapt to a variety of learning styles. Various methods for assessing learning outcomes and effective ways to manage the learning environment are explored.
This supervised, 45-clock-hour clinical experience provides students’ opportunity to apply knowledge of teaching, assessment, and management methods and instructional technology to a structured simulation, clinical skills laboratory, or staff development educational experience in a way that connects didactic course and program outcomes to the psychomotor domain of student learning.
In this course students examine principles of curriculum development, redesign, and evaluation. Students use this knowledge along with understanding of current internal and external factors to the nursing profession which influence curriculum to develop, redesign, and evaluate the curriculum of a baccalaureate nursing program.
This supervised, 135-clock-hour clinical immersion experience provides students opportunity to apply concepts learned in prior master’s courses in a nursing online or face-to-face classroom, simulation, staff development, or clinical teaching experience. Students will design, implement, and evaluate a comprehensive, evidence-based teaching and learning project for patients and families, student nurses, staff nurses, or other direct-care providers.
Bushnell University recommends a cumulative undergraduate GPA of 3.0 for admission into the MSN program.
What if I do not meet the Admission Requirements?
Applicants who do not meet these academic standards may be considered by the Admissions Committee for conditional admission on a case-by-case basis. Additional documentation may be required. Please speak with your enrollment advisor for more details.
Following admission to the MSN program, admitted students will complete and submit proof of the following clinical entry requirements:
*Oregon State Board of Nursing requires students to undergo a criminal background check. Students with a criminal record may not be allowed into a healthcare facility for clinical learning. It is not possible to meet the MSN program objectives without having clinical experiences. Therefore, under certain circumstances, students with a criminal or abuse history may have their seat in the MSN program revoked. Students arrested or convicted of a crime are encouraged to review information on how criminal history affects your application and reach out to Associate Professor Sheryl Caddy (scaddy@bushnell.edu) as needed.
**Health care facilities require students to provide documentation of several immunizations, including full vaccination against COVID-19. Failure to comply with all immunization requirements can prevent student placement in clinical settings. It is not possible to meet the MSN program objectives without having clinical experience. Therefore, under certain circumstances, students who are not fully vaccinated may have their seat in the MSN program revoked. Please reach out to Associate Professor Sheryl Caddy (scaddy@bushnell.edu) if you have questions or concerns about this requirement.
Sigma Theta Tau International Honor Society of Nursing, today known as Sigma, was founded in 1922 by six nurses at the Indiana University Training School for Nurses, which is now the Indiana University School of Nursing, in Indianapolis, Indiana, USA. The founders chose the name from the Greek words storgé, thárros, and timé, meaning love, courage, and honor.
Alpha Alpha Tau, Bushnell University School of Nursing’s chapter of Sigma invites nursing students demonstrating academic excellence in their nursing courses and Registered Nurses exhibiting exceptional achievements in nursing join Sigma.
Bushnell University, like other institutions of higher education, must obtain authorization from individual states and territories to enroll students residing outside of Oregon into the MSN program. Most states are authorized or exempt from authorization because the MSN program is 100% online. At this time, only students from authorized states can be enrolled into the MSN program. If you reside outside the state of Oregon, please refer to the State Authorization Map.
If you have any questions or live in a state that is not currently authorized, please contact the Office of Admissions at 541-684-7343 or gradadmissions@bushnell.edu.
Ph.D., University of Wisconsin, Milwaukee MSN, Gonzaga University BSN, Whitworth College B.A., Whitworth College Dr. Linda Veltri, Dean of the School of Nursing, is responsible for …