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The MacMurray College Division of Nursing is among the few professional nursing education programs in central Illinois providing baccalaureate nursing education within a liberal arts institution. Students enter the program from diverse geographic and social backgrounds, bringing their unique contributions to the study of nursing. This integration of liberal education promotes sound interpretation of new knowledge, clear articulation of thoughts, interdisciplinary connections, and discrimination in making judgments about factors that influence the human condition. Consistent with the mission and goals of MacMurray College, the Division of Nursing stresses excellence in teaching, service, and scholarship among its faculty.

Program Learning Outcomes

MacMurray College is committed to providing registered nurses with the opportunity to advance their careers through a smooth transition into baccalaureate nursing education. The RN to BSN program is designed to help students

Courses are designed to remain contemporary while also outcome oriented.

The program features a fully-online, asynchronous, cohort format. There are ten eight-week courses. By taking two courses a session, students may complete the program in ten months. Students who wish to go part-time may take one course a session.

The baccalaureate degree program in nursing at MacMurray College is accredited by the Commission on Collegiate Nursing Education, 655 K Street, NW, Suite 750, Washington, DC 20001, 202-887-6791.

For more information about MacMurray College's requirements to earn a Bachelor's degree in the RN to BSN program, please consult the checklist.

Admissions Process


NURS 321. Applied Healthcare Statistics. (3) This course introduces students to descriptive and inferential statistical procedures and probability with emphases on designs for medical research. At the end of this course students will be able to apply statistical procedures and probability in linear regressions, scrutinize research reports using statistical methodologies, and create and apply statistics to answer questions in the nursing and healthcare fields.

NURS 349. Role Transitions in Nursing. (3) This course addresses role development and socialization, with students identifying various role conflicts that can occur in the transition to baccalaureate education. Students are oriented to online learning and begin development of a learning portfolio that validates their current achievements and growth throughout the program.

NURS 350. Health Assessment & Promotion Across the Lifespan. (3) Health promotion and disease prevention principles are addressed as students expand their knowledge of holistic assessment. Teaching and learning principles are reviewed with emphasis on delivery patient-centered teaching that reflects developmental stage, age, culture, and health literacy considerations.

NURS 355. Informatics in Nursing and Healthcare. (3) This course is designed to introduce students to the history of healthcare informatics and the use of electronic technologies in nursing practice, administration, education, and research. Students explore models and theories that support nursing informatics and examine the use of information technology in support of decisions that promote safety and quality in patient-centered care. Emphasis is on current issues, the future of nursing informatics, and the ethical and legal issues relating to the use of information technology, communication networks, and patient care technology.

NURS 356. Ethics for Healthcare Professionals. (3) This course focuses on using philosophical tools to illuminate, analyze, and evaluate the ethical practices in the domain of health care. The course aims to improve your ability to recognize, think through, assess, and articulate your moral views as a health care professional, as well as to understand, contribute to, and critique the views of other healthcare professionals, patients, and loved ones.

NURS 402. Evidence-based Nursing Care. (3) This course introduces evidence-based practice and the research process in the development of nursing knowledge and practice. Emphasis is on the critical appraisal and synthesis of published research to improve nursing outcomes. The use of information technology as a tool for finding and disseminating evidence for nursing practice is explored.

NURS 412. Family & Community Nursing. (3) In this course, students apply family and population-focused nursing principles to address the needs of families and communities. Epidemiological principles, public health principles, environmental health, and global health issues are also included in this course. Students use the nursing process to address an area of need they identify in a family, group, or community.

NURS 425. Transcultural Nursing. (3) This course introduces transcultural concepts and theoretical knowledge necessary to provide culturally competent care. Emphasis is on exploring the health attitudes, beliefs, and practices of culturally diverse populations and how these perceptions affect the delivery of culturally competent nursing care.

NURS 440. Health Care Policy, Finance, & Regulatory Environments. (3) Students explore the impact of sociocultural, economic, legal, and political factors influencing health care delivery and practice. Health care financing, policies, and regulatory standards are discussed in relation to their effects on patient care quality, healthcare disparities, and resource management. The history of nursing provides a framework for discussing contemporary concepts of empowerment, power, and politics.

NURS 443. Issues in Nursing Leadership. (3) Emphasis is placed on functioning effectively and collaboratively as a member of the health care team. The course addresses collaboration, communication, decision-making, and initiatives to promote high-quality, cost-effective nursing care in complex organizational systems. National quality standards are examined, and the student collaborates with the interdisciplinary team to design and initiate efforts to improve the quality of health care delivery.