Master of Science in Nursing (M.S.N.) Online Curriculum
Advance your nursing career in a rapidly growing health care industry with Benedictine University.
Our CCNE-accredited curriculum starts with 15 credits of foundation courses covering evidence-based nursing practice, health promotion, ethical and cultural competence, quality and safety, and health care policy and advocacy. From there, choose to complete the Nurse Educator Concentration and become a knowledge leader in your organization (24 credits) or the Nurse Executive Leader Concentration and become an operational leader (21 credits).
In either concentration, your final two courses will focus solely on an on-ground practicum where you'll apply your learning to attain master's level competency in a real clinical setting. Many students complete the practicum where they work, though another clinical site may be selected.
Foundation Courses (15 semester credits)
NRHL 5501 Health Promotion and Interprofessional Collaboration (3 Credits)
This course provides an in-depth review of approaches to health promotion as well as effective collaboration among members of the healthcare community. Students explore the problems and issues in using behavioral and social science theories, concepts, and data to inform health promotion and health education research and interventions. The course emphasizes developing appreciation for the diversity of expertise in interprofessional collaborative teams as well as establishing basic concepts of effective teamwork.
NRHL 5502 Ethical and Culturally Competent Healthcare Professional (3 Credits)
This course draws upon philosophy, ethics, and the social sciences to examine key concepts of professional practice that form the foundations for leadership, including professional obligations, duties, rights, and cultural competence. Coursework leads to an increased understanding of interplay among socio-cultural contexts, ethics, and cultural beliefs about health and illness. Basic principles of epidemiology, community-based assessment and evaluation, issues of equity, and the risks to vulnerable populations are explored. Students also study the role of the educator, administrator, and social change agent to explore what it means to be a culturally competent, ethical healthcare professional and leader in health systems or education.
NRHL 5503 Evidence-based Nursing Practice: Research and Process Improvement (3 Credits)
This course provides students with skills required to systematically research and evaluate current nursing knowledge to promote evidence-based nursing practice. Coursework emphasizes critical analysis of the current literature and proposed research methods, including quantitative and/or qualitative approaches to research, sampling procedures, data collection methods, and data analysis planning. Research topics such as ethical and cultural issues, methodological procedures associated with scientific investigation, and potential barriers to evidence-based practice are also course themes. Students are encouraged to critically analyze differing research paradigms as well as current issues surrounding evidence-based research.
NRHL 5505 Healthcare Policy and Advocacy (3 Credits)
This course provides an overview of healthcare policy, organization, and financing with emphasis on current industry trends. Students assess the atmosphere in which policy is created and how compromise and bargaining shape policy decisions. Current policy initiatives involving healthcare delivery as well as nursing are analyzed. Coursework emphasizes the role of the nurse as a healthcare leader and advocate in the healthcare policy formation process.
NRHL 5506 Quality Improvement & Safety in Healthcare Systems (3 Credits)
This course analyzes problems caused by the varying levels of healthcare quality and strategies for improving them using models of evaluation and process improvement. Students learn to apply principles of quality and regulatory management with an emphasis on defining, measuring, and evaluating outcomes within organizations and systems to become effective leaders and change agents. Students are expected to participate in the development of actual quality measures and explain how such measures could be used in a defined health or educational system.