2024-2025 Undergraduate Catalog
School of Nursing
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Amelia Davis, Interim Director
The School of Nursing offers a program leading to the Bachelor of Science Degree in Nursing (BSN), and there are three entry options to pursue this degree: traditional (generic pre-licensure), accelerated second degree (ABSN pre-licensure option) and a completion option for registered nurses (BSNC option). The traditional program has been in existence since 1953 when the School of Nursing was established. The accelerated option enrolled its first cohort of second degree students in January 2010. The option for registered nurses began in the mid-1990s and a revised curriculum was implemented with a new cohort of registered nurses in 2014. Included as part of the option for registered nurses (BSNC) is the North Carolina Piedmont Regionally Increasing Baccalaureate Nurses (RIBN) initiative. The RIBN initiative consists of four years of seamless Nursing education that leads to an associate degree from a North Carolina Community College and a bachelor’s degree from N.C. A&T State University. Students are dually admitted to both institutions and take courses at N.C. A&T throughout their studies at the community college. Upon successful completion of the Associate degree and the National Council Licensure Examination (NCLEX-RN), students take courses in the BSNC curriculum to complete the Bachelors of Science degree inN.
Degree Offered
Nursing - Bachelor of Science
Philosophy
The School of Nursing faculty, as members of the University community, share and extend its mission and core values. The School of Nursing supports the University’s vision of being “an institution where high-achieving scholars are engaged in transformative teaching and learning, civic outreach, interdisciplinary research and innovative solutions to global challenges.” (Preeminence 2023). Furthermore, as a School within the College of Health and Human Sciences (CHHS) we are devoted to distinguished education, scholarship, and community engagement achieved through exemplary teaching, devoted mentoring, interdisciplinary and innovative research, and dedicated service that promote health and wellness with a special focus on those who are underserved. We strive to achieve a diverse learning environment that values human dignity, integrity, and social justice, which are fundamental to the discipline of Nursing. We also believe that accountability, responsibility, and professionalism are required attributes of nursing professionals.
We consider professional nursing an art and a science. It is a changing, interactive, evidence-based, patient-centered practice discipline. The focus of the practice of the professional Nurse includes the diagnosis and treatment of human responses to actual or potential health problems/life processes (American Nurses Association Guide to Nursing’s Social Policy Statement: Understanding the Profession from Social Contract to Social Covenant, 2015). Nurses use the Nursing process as a systematic approach to plan and implement safe, quality, patient-centered Nursing care and to make clinical judgments in a variety of settings. We are committed to addressing health disparities by supporting and implementing research, training, education, and intervention programs that will improve the health of underserved and vulnerable populations.
We believe that health is a dynamic state of wholeness (mind-body-spirit) influenced by one’s cultural beliefs and personal circumstances. We believe that patients are active participants in their health care and Nurses are collaborators in their decisions regarding health promotion and illness prevention. We believe the Nurse practices within a health care system that is diverse and that is constantly changing in response to advances in technology and health-promoting discoveries.
The School of Nursing addresses the health and Nursing care needs of patients across the lifespan and in various health care environments. The Nursing curriculum provides a foundation for Nursing practice built on a body of knowledge derived from the humanities, arts, biological, physical and social sciences, and Nursing. The program prepares individuals for professional Nursing practice with the skills and knowledge necessary to expand their current practice and pursue graduate education and lifelong learning.
Mission
The mission of the School of Nursing is to provide an environment of academic excellence in which to educate and prepare students to become professional Nurses committed to lifelong learning, scholarly inquiry, civility and service which will enhance the health and wellness of diverse communities. We contribute to the body of Nursing knowledge through scholarly activities and the dissemination of findings. We provide service to local, regional, state, national, and global communities by facilitating community engagement.
Core Values
Faculty affirms the University and College values. The values of the institution are reinforced in classroom and clinical instruction, through the activities of the student nursing organizations, and in interactions between students and their academic faculty coaches. In addition, the faculty of the School of Nursing embrace the core values of accountability, responsibility, and professionalism. The core values of the University, College and the School of Nursing are expressed in the philosophy and mission statements and are reflected in program goals.
Organizing Framework
The Organizing Framework for the School of Nursing is:
- Based on a foundation of general education knowledge
- Dedicated to the acquisition and application of knowledge related to the science, art, and practice of Nursing
- Built on a progression from simple to complex concepts
- Focused on client health needs across the lifespan
- Grounded in evidence-based practice in a variety of health care environments
Program Goals
The School of Nursing offers undergraduate programs for traditional and second degree pre-licensure students, and a baccalaureate completion program for registered nurses to include students enrolled in our RIBN (Regionally Increasing Baccalaureate Nurses) initiative. Competencies of the various programs are derived from the School of Nursing philosophy, mission and organizing framework.
The program goals of the School of Nursing are to:
- Educate students to become professional nurses prepared to enter the workforce and provide culturally appropriate safe, evidence-based care.
- Conduct research and scholarly activities that contribute to and advance Nursing practice and health promotion.
- Contribute to the health of our local community, state, regional, national and global societies through our community engagement activities.
- Engage and participate in collaborative and interdisciplinary efforts to fulfill the mission of the University.
Student Outcomes
At the end of the program the graduate will:
- Use the Nursing process to provide patient centered care which is culturally appropriate within the context of families, communities, and global societies.
- Choose professional behaviors that encompass ethical reasoning, accountability, responsibility, civility, and integrity in the practice of Nursing.
- Collaborate with members of the interprofessional health care team.
- Plan population specific Nursing care that includes concepts of health promotion, disease and injury prevention across the lifespan.
- Use technology to retrieve evidence to inform the delivery of safe and effective Nursing interventions.
- Demonstrate leadership ability by enlisting the aid and support of others in the accomplishment of essential Nursing actions.
- Demonstrate the use of critical thinking and clinical judgment to provide evidenced-based patient-centered care.
- Demonstrate effective oral and written communication.
- Apply knowledge of patient safety and quality in professional Nursing practice.
Role Specific Graduate Competencies
Embedded in these nine student learning outcomes are the following role-specific graduate competencies which are developed over time throughout the curriculum:
- Critical thinking
- Communication
- Patient Centered Care/Culturally Appropriate Care
- Professional Identity
- Teamwork/Collaboration
- Safety and Quality
- Health Information Technology
- Health Promotion and Injury Prevention
The structure, content and processes of the curriculum for the traditional, ABSN and BSNC entry options all incorporate professional standards, guidelines, and competencies, including The Essentials: Core Competencies for Professional Nursing Education American Association of Colleges of Nursing , (2021), Quality and Safety Education for Nurses (QSEN) Competencies (2021), the American Nurses Association Nursing : Scope and Standards of Practice, 4th Edition (2021), standards set by the North Carolina Board of Nursing.
Accreditation and Memberships
The program offered by the School of Nursing is approved by the North Carolina Board of Nursing, 4516 Lake Boone Trail, Raleigh, NC 27607, (919) 782-3211, www.ncbon.com. The School of Nursing is accredited by the Accreditation Commission for Education in Nursing , Inc., (ACEN) 3343 Peachtree Road, NE, Suite 1400, Atlanta, Georgia 30326, Telephone (404) 975-5000, http://www.aceNursing .org/.
The School of Nursing is an agency member of the National League for Nursing (NLN), the American Association of Colleges of Nursing (AACN). The School of Nursing has an affiliate chapter of Sigma Theta Tau International Nursing Honor Society.
General Program Requirements
The School of Nursing believes that the professional development of a Nursing student is essential. A total of 121-125 credit hours are required for graduation with a Bachelor of Science in Nursing (BSN) degree. A minimum of 31credit hours must be earned at North Carolina Agricultural and Technical State University. The BSN program has a credit to contact hour ratio of 1:1 for theory classes, 1:2 ratio for laboratory classes and a 1:3 ratio for clinical practice experiences. Students are required to take nationally normed tests and comprehensive exams throughout the curriculum and to achieve satisfactory scores on such tests. Graduates of the Nursing program are eligible to apply to take the National Council of State Boards of Nursing Licensure Examination for Registered Nurses (NCLEX-RN).
Students are required to attend Founder’s Day, Honors Convocation, White Coat Ceremonies , Student Recognition Ceremonies, Senior Pinning Ceremonies, other College of Health and Human Sciences and School of Nursing activities and events designated by the director as related to the professional nature of Nursing . Students are encouraged to participate in nationally affiliated student organizations and local and global service learning.
Departmental Requirements
The School of Nursing has more stringent criteria for admission than University policy.
- Admission Criteria for Pre-Nursing Majors (Lower Division)
- Admission to the Nursing Major
Admission to the University or the Pre-Nursing major does not guarantee acceptance to the Nursing major in the pre-licensure entry options. Admission into the Nursing major is competitive. The transcripts of previous coursework at all institutions are evaluated and a cumulative GPA of all academic work is calculated. Competitive applicants to the pre-licensure entry options will have a grade of “C” or higher on all prerequisite courses on the first attempt.
Students seeking the Nursing major must also complete TEAS testing, earning at least the national mean and CNA I licensure. Students seeking admission to the Nursing major must meet all admission requirements for the entry option and the University. Students enrolled in the Nursing major must meet agency requirements for criminal background reviews and drug screenings as well as other requirements. Students must be physically and mentally capable to perform the tasks taught within the Nursing discipline with minimal assistance.
Career Opportunities
The Bachelor of Science in Nursing degree, when accompanied by Nursing licensure, prepares the graduate for beginning practice in a variety of health care settings and to pursue graduate education. Some possible employment settings include institutions such as hospitals, public health agencies, clinics, military services, travel Nursing , home health, and extended care facilities.
Policy Change
Policies and procedures are subject to change and students will be notified of the changes no later than 30 days prior to their implementation. Changes will be communicated in orientation sessions/student meetings, e-mail and other electronic media, the School of Nursing Student Handbook, and University Bulletin and Policy Handbook. Students are expected to review annually the policies in the School of Nursing Student Handbook and check their university e-mail frequently.
Traditional BSN Entry Option
Pre-Nursing and transfer students are eligible to apply to the upper division in the Traditional Entry Option. Admitted students’ progress through the curriculum as cohort groups. The first semester in the upper division is the summer which follows the sophomore year.
Accelerated Entry Option
Students with a Bachelor’s degree in another discipline who wish to pursue Nursing are eligible to apply for the Accelerated Entry Option. The Accelerated Option is offered in course blocks and moves rapidly; students spend from 28-32 contact hours per week in classroom and clinical activities. The program is conducted over a 12-month period with 3 one-week breaks. Students must be committed to intense study and have support systems in place that allow for few distractions. Sixty-four credits are required beyond the first bachelor’s degree.
BSN Completion (RN-BSN) Entry Option
The goal of the BSN Completion Option is to provide the registered nurse with an Associate’s degree in Nursing an opportunity to obtain a Bachelor’s of Science degree in Nursing . The program is designed for graduate nurses who will function in a variety of clinical settings, provide leadership with managerial skills, apply research evidence, and be prepared for graduate Nursing education. The program can be completed in 12 months of full-time study or 24 months part-time. Students must be licensed and eligible to practice in the state of North Carolina prior to enrolling in the major. Thirty-one (31) credits are required in the Nursing major core. Students are awarded additional credits for proficiency, completion of previously earned general education credits, and additional required prerequisites/electives (which are in most cases completed in the acquisition of the previous degree). A total of 120 semester hours of credit are required for graduation.
The North Carolina Comprehensive Articulation (CAA) Agreement indicates North Carolina community college students who complete the Associate in Arts (AA) or Associate in Science (AS) degree prior to transferring to a constituent University of North Carolina institution will have fulfilled the general education requirements. An Associate in Applied Science (AAS) degree is not covered under the CAA and courses will be evaluated on a course-by-course basis. Associate in Arts (AA) and Associate in Science (AS) degrees earned from out-of-state institutions are not covered under the CAA and will be evaluated on a course-by-course basis.
Directory of Faculty
*Shakenna Bass; Instructor
B.S.N., University of North Carolina at Charlotte; M.S.N., University of North Carolina at Chapel Hill
*Sandra Blackstock; Instructor
B.S.N., North Carolina A&T State University, M.S.N.; University of North Carolina at Greensboro; Ph.D., University of North Carolina at Greensboro
Bobbie Brown; Instructor
B.S.N., North Carolina College at Durham; M.S.N., University of Mississippi; Ph.D., University of Tennessee-Knoxville
*Jakeema Bryant-McLaughlin; Clinical Instructor
B.S.N., Winston Salem State University; M.S.N., Capella University
Janice Collins-McNeil; Associate Professor and Interim Director
B.S.N., Winston Salem State University; M.S.N. University North Carolina Charlotte; Ph.D., University of Tennessee Health Science Center
Amelia Davis; Clinical Assistant Professor
B.S.N., M.S.N., Alcorn State University; Ph.D., William Carey University
*Kyle Duncan; Instructor
B.S.N., M.S.N., University of North Carolina at Greensboro
*Elysa Graham; Instructor
B.S.N., M.S.N., D.N.P., Troy University
Bonnie Fields; Clinical Assistant Professor
B.S.N., University of North Carolina at Chapel Hill; M.S.N., University of Pennsylvania; M.B.A., Ph.D., University of Pennsylvania
Yvonne Ford; Assistant Professor
B.S.N., Barton College; M.H.S., M.S.N., Duke University; Ph.D., University of North Carolina Greensboro
Evelyn Hoover; Assistant Professor
B.S.N., M.S., University of Maryland; Ph.D., Binghamton University; RN Helene Fuld School of Nursing of Provident Hospital, Inc.
*Lavicia Jeter; Clinical Instructor
B.S.N., North Carolina A&T State University; M.S.N., University of North Carolina at Greensboro
Kashima Jones; Clinical Assistant Professor
B.S.N., North Carolina A&T State University; M.S.N., Indiana Wesleyan University
*Debra Mack; Clinical Instructor
B.S.N., North Carolina A&T State University; M.S.N., University of Phoenix
*Alisa Montgomery; Instructor
A.D.N., Piedmont Community College; B.S.N., University of North Carolina at Greensboro; M.S.N., East Carolina University
Cynthia Shores; Clinical Instructor
B.S.N., University of North Carolina at Charlotte; M.S.N., Ph.D., University of North Carolina at Greensboro
Smriti Shrestha; Lecturer
B.S., M.A., Tribhuvan University, M.S. Kansas State University
*Mary Sinacore; Clinical Instructor
B.S.N., University at Buffalo; M.S.N., Saint Louis University
*Clarissa Staten; Clinical Instructor
B.S.N., North Carolina A&T State University; M.H.A., Pfeiffer University
*Kameka Totten; Clinical Instructor
B.S.N., University of North Carolina at Greensboro; D.N.P., Old Dominion University
Mary Uzochukwu; Lecturer
A.S.S., Southeast Community College; B.S., M.S., North Carolina A&T State University; Ph.D., Walden University
*Adrienne White; Instructor
A.A.S., Guilford Technical Community College; B.S.N., M.S.N., University of North Carolina at Wilmington
*LaKasha White; Instructor
B.S.N., M.S.N.; Winston-Salem State University; D.N.P., University of North Carolina at Chapel Hill
William Whitsett; Clinical Instructor
B.S.N., North Carolina A&T State University; M.S.N., Walden University
*Wanda Williamson; Instructor
B.S.N., North Carolina A&T State University; M.S.N., University of North Carolina at Greensboro; D.N.P., University of Alabama
*Darrick Woods; Instructor
A.A.S., Piedmont Community College; B.A., University of North Carolina at Chapel Hill; M.S.N., University of Phoenix
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