RN TO BSN DEGREE COMPLETION PROGRAM – ONLINE LEARNING WITH A 90 HOUR CLINICAL PRACTICUM.
The baccalaureate degree program in nursing at CNI College is pursuing initial accreditation by the Commission on Collegiate Nursing Education (http://www.ccneaccreditation.org). Applying for accreditation does not guarantee that accreditation will be granted.
Accelerated BSN (RN-to-BSN Degree Completion) Program
How long will it take you to complete a BSN (RN-to-BSN Degree Completion)? The Accelerated BSN (RN-to-BSN Degree Completion) Program allows those who already have an Associate of Science Degree in Nursing and with RN license to obtain their baccalaureate degree in a nursing. This program will take 12 months to complete. This program is ideal for those working RNs! The approved curriculum allows for up to 107 transfer credit hours. Call us today to see how your education can transfer to CNI College’s online RN to BSN Degree Completion Program. Accepting applications now! Submit your transcripts to our education department for review to get started on your RN to BSN Degree Completion Program! *CLASSES START EVERY 8 WEEKS!
STUDENT SERVICES – CAREER SERVICES
CNI College Student Services are available to all online students. Call or email us at any time. CNI College is always available and eager to assist their students.
- Job Analysis
- Job Search Assistance
- Interview Techniques
- Resume Writing
RN TO BSN DEGREE COMPLETION PROGRAM CURRICULUM
The CNI College RN to BSN Degree Completion courses are delivered online and are designed to provide students with the knowledge and professional nursing skills necessary to assist patients and clients toward an optimal level of health.
This program is being implemented to provide an online Registered Nurse (RN) to BSN Degree Completion option at CNI College based on the community need for a more highly educated nursing workforce.
CNI College strives to prepare future BSN Nurses to respond to the growing complexities of the health care delivery system who are dedicated to the promotion of human flourishing through the provision of ethical, culturally sensitive, and evidence-based nursing practice. A societal vision of health and well-being for all people guides the CNI emphasis on preparing morally reflection graduates who are leaders and life-long learners.
The RN to BSN curriculum integrates critical thinking, decision-making, leadership and management techniques with moral, ethical and legal principles associated with providing outstanding patient care.
CNI College is committed to providing excellent academic educational opportunities in allied health disciplines for the intellectual, social and professional development of a diverse student population. CNI is devoted to the community we serve and committed to our graduates’ successful employment in the healthcare field.
The CNI College Philosophy identifies a set of core values and reflects the faculty’s beliefs about the nature of nursing, the teaching/learning process, and adapting the teaching/learning process to the individual differences of the students we serve. The Conceptual/Practice Framework for the RN to BSN program is adapted from the Pearson’s Concept-Based Approach to Learning available: http://media.pearsonhighered.com/conceptbasednursing/take_a_tour.php and The Domains of the Healthcare system available through The North Carolina Curriculum Improvement Project (CIP) available at: https://adn-cip.waketech.edu/curriculumfiles/Philosophy.pdf which provides a unifying theme for curriculum.
Nursing education at CNI College is defined as a process that facilitates change in student behavior through the acquisition of knowledge, skills, and attitudes necessary to function in the role of a RN. The CNI RN to BSN Degree Completion Program provides an education that is flexible, progressive, and sensitive to the learner and changing needs of the health care environment with consideration given to student learning styles, significant support persons, and community healthcare trends. Through planned and structured educational experiences, students will have the opportunity to develop and apply critical thinking and clinical decision making skills.
The CNI faculty believes that nursing curriculum should be conceptually-based, founded on principles of adult and collaborative learning, and provided with the appropriate educational tools to apply practical skills in nursing. Basic teaching-learning assumptions include self-direction of the learner, utilizing adult experiences that the learner brings with them to the learning environment, and problem-and activity-centered learning (Rachel, 2002).
The curriculum is provided within the context of an environment that is conducive to learning, challenging the status quo, progressive methodology and critical thinking. The following metaparadigm concept definitions are adapted from the North Carolina CIP and are the concepts that are foundational to professional nursing practice.
The faculty of CNI believes that each patient or individual is a complex, multi-dimensional, unique, and significant human being. The individual possesses inherent value and worth, and is seen as a member of a family, community and culturally diverse society. All individuals have dynamic bio-physical, psychological, socio-cultural, spiritual, and developmental needs that may contribute to or detract from health, quality of life, and achievement of the individual’s full potential. Adaptation to the environment requires that the individual change throughout the lifespan. Each individual has a right to healthcare and to information that will assist him/her to participate actively in his/her health care in order to achieve the highest level of wellness possible. All individuals should be cared for, respected, nurtured, understood, and assisted by healthcare providers across settings. In order to provide and manage care, nurses must view the individual at the center of all nursing activities.
Nursing is the art and science of integrating and assimilating knowledge and skills derived from the field of science in biological, sociological, behavioral and informational technology. The nurse practices with ultimate compassion and respect for the inherent dignity, worth, and uniqueness of every patient, regardless of socioeconomic status, personal attributes, or health problems (ANA, 2001). The goal of nursing is to deliver client-centered, culturally competent, safe, and holistic care. Through caring, empathy, ethics, and the development of a therapeutic relationship with the individual and significant support persons, the nurse integrates the art of nursing with the scientific foundation for nursing practice by utilizing the nursing process. The nurse incorporates documented best practice, quality improvement practices, research, and professional standards in planning and providing care. The nurse functions both autonomously and collaboratively with the inter-professional healthcare team to assist individuals to reach their maximum health potential. This occurs through assurance of quality client outcomes, promotion of wellness, prevention of illness, restoration of health, or in assisting the individual in achieving a dignified death.
The individual is in constant interaction with a changing environment that consists of both internal and external forces that vary throughout the lifespan and has the potential to cause stress to an individual. The nurse can assist the individual to alter aspects of the environment and to utilize his/her innate and learned coping mechanisms to adapt to these stressors. The healthcare system is also a part of the environment that influences health. The community healthcare system is a macrosystem and consists of a variety of parts or microsystems. Services can be obtained through clinics, hospitals, pharmacies, laboratories, long term care and rehabilitation facilities. Technology and progressiveness of technical adaption in our environment make up the microsystems that are a part of the individual’s environment as they seek services and navigate through the healthcare system.
Health is a dynamic, ever-changing state of mental, physical, and spiritual well-being, which exists on a continuum from optimal wellness to illness and ending in death. The individual’s needs for healthcare are determined by his/her position on the health-illness continuum. Each individual’s health is based on his/her cultural perceptions and beliefs of health and illness and the ability to adapt to internal and external environmental forces. The individual is responsible for and capable of identifying, learning, and practicing health behaviors that promote wellness, prevent illness, and restore or maintain wellness. At the end of the health-illness continuum is death. Nursing assists the individual and their family in achieving a peaceful and dignified death through the provision of empathetic end-of-life care.
The conceptual model (Appendix A) provides a framework to prepare learners for new instruction and motivates the learner by making a meaningful connection between and among concepts. The learner must attain mastery of each part of the conceptual framework (the individual, the healthcare system, and nursing) in order to understand the complete curriculum (Knowles, 2005). The domains of the individual, the healthcare system, and nursing provide an organizing framework for the CNI nursing curriculum. Concepts are organized within each of these domains and learning occurs from simple to complex.
INSTITUTIONAL LEARNING OUTCOMES (ILOs)
- Demonstrate critical thinking through examination of ideas and evidence before formulating an opinion or conclusion.
- Demonstrate effective communication skills both oral and written.
- Demonstrate computer proficiency and literacy.
- Demonstrate working with diverse populations and respecting their perspectives culture and socio economic status.
- Achieve Programmatic learning outcomes of one’s discipline.
- Describe ethical standards and legal guidelines associated with one’s chosen career field.
PROGRAM LEARNING OUTCOMES (PLOs)
- Support professional generalist nursing practice with concepts and theories from the biological, physical, and social sciences.
- Plan preventive and population focused interventions with attention to healthcare policy, regulatory environments desired outcomes, cost effectiveness, and equitable access to care.
- Provide patient-centered care for patients and families in a variety of healthcare and community settings using reliable evidence in nursing practice.
- Apply nursing process and critical thinking when providing holistic, patient-centered care to diverse populations.
- Design health care education for individuals, families, and communities.
- Demonstrate professional core values and behaviors that reflect baccalaureate nursing practice.
- Develop effective communication style(s) in interacting with patients, families, and the interprofessional health care team.
- Utilize organizational leadership skills to collaborate and coordinate with healthcare teams to improve patient health outcomes and ensure safe and quality care.
- Use patient care technology and information systems effectively when providing nursing care in a variety of settings.
CNI College Prepares Graduates for the Future!
- Community Health Positions
- Public Health Education
- Clinical Career Ladder
- Management Positions
- Clinical Positions
- Educational Opportunities
WHY TAKE THE RN TO BSN DEGREE COMPLETION PROGRAM?
The Future of Nursing Campaign for Action has recommended that the proportion of nurses with a baccalaureate degree be increased to 80% by 2020. The BSN degree is a solid foundation for our graduates’ career opportunities and goes along with CNI College’s Mission Statement.
“CNI College is committed to providing excellent academic educational opportunities in allied health disciplines for the intellectual, social and professional development of a diverse student population. CNI is devoted to the community we serve and committed to our graduates’ successful employment in the healthcare field.”
DEMAND FOR NURSES
According to the U.S. Bureau of Labor Statistics project, there will be continued demand in the labor market for nurses.
Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2016 Edition
RN TO BSN DEGREE COMPLETION PROGRAM HIGHLIGHTS
- Online Learning
- Specifically designed curriculum allowing for up to 107 transfer credit hours
- Student Services along with Career Services Access
- 90 Hour Clinical Practicum Required
- Classes start every 8 weeks
*Online/Onsite Orientation with Computer Navigation designed for online learning
Applicants to the program must meet the following standards:
- Provide proof of current clear CA State professional licensure as a Registered Nurse (RN).
- Official transcripts from a Board of Nursing licensed Associate Degree or Diploma in Nursing program;
Nursing (RN to BSN) Transfer Credits
- Official transcripts must be submitted to document program completion.
- The RN to BSN Degree Completion Program gives students the opportunity to transfer up to 107 semester credits.
Must be residents of the State of California
- Nursing applicants requesting transfer credit evaluation must provide official transcripts during the application process to be evaluated. All college-level coursework must have been taken at an institution accredited by an agency recognized by the United States Department of Education.