The post-baccalaureate accelerated BSN program at Baylor University’s Louise Herrington School of Nursing is an intensive full-time program with a combination of teaching methodologies including online courses, clinical and lab experiences, and hybrid interactive learning courses. Students with a completed bachelor's degree in a non-nursing discipline will complete 62 hours of nursing coursework and will have the opportunity to:

• Gain clinical experience working with underserved communities
• Benefit from strong academics and a well-earned reputation
• Learn nursing through a Christian worldview
• Change your life and the lives of others

With an emphasis on the elements of professional nursing, the curriculum provides a detailed study of foundations, processes, and standards.

A Preceptor must have an unencumbered license to practice as a Registered Nurse (RN) in the state of practice.  

Preceptors have the opportunity to support students for 90 hours or up to 720 clinical rotations hours.

NUR 3212 - Professional Development: Foundations for Practice

This course introduces the role of the professional nurse as a member of the interprofessional healthcare team through concepts such as the nursing process, standards of practice, and the philosophy of nursing from a current and historical perspective. Critical thinking, therapeutic communication, and caring are also introduced as tools to enhance the nurse-patient relationship.

NUR 3330 - Introduction to Professional Nursing Practice

An introduction to the concepts of professional nursing practice, emphasizing the establishment of the nurse-patient relationship, application of the nursing process, and development of psychomotor skills.

NUR 4338 - Analysis and Synthesis of Complex Human Needs

This course provides a critical analysis of individuals with multiple and complex problems and the effects of those problems on families and groups. A case-study/discussion format will be used to integrate physiological and spiritual needs across levels of care and across the lifespan.

The online DNP-FNP program track focuses on developing nurses as holistic caregivers through an advanced curriculum that includes an in-depth study of pathophysiology, assessment, informatics, pharmacology, healthcare policy and business, ethics, epidemiology and servant leadership. A preceptor must have the following criteria:

• Unencumbered license to practice as an Advance Practice Nurse in the state in which the rotation(s) is occurring. 
• Eligible to practice in an advanced practice role as deemed appropriate by the state's Board of Nursing.
• Board certified as a nurse practitioner or advanced practice nurse.
• Functioning as an advanced practice nurse in a specialty practice setting.
• Minimum of one year of experience in the role as a nurse practitioner. 

Preceptors have the opportunity to support students for 75 hours or up to 1,125 clinical rotations hours.

NUR 5211 - Servant Leadership

Graduate-level standing. Application of nursing leadership theories and models in the delivery of advanced practice nursing care to culturally diverse clients (individuals, families, organizations, and global society).

NURS 5316 - Transforming Health Care Organizations and Changing Outcomes

This course examines key factors used to assess complex health care organizations. Identification of optimal outcomes and development and implementation strategies that improve patient care quality and safety will be examined.

NUR 5356 - Family Healthcare Management II

Prepares the Family Nurse Practitioner to assume continued responsibility for evaluation and management of acute common and increasingly complex problems in primary care. A systematic approach to current evidence-based assessment, diagnostic testing, diagnosis, and management options is taught from a primary care perspective. Indications for collaboration, consultation, and/or referral to other health care providers are emphasized as an integral part of the nurse practitioner’s role.

The program focuses on high-risk neonates and their families through a curriculum that delivers in-depth knowledge of neonatal nursing theory, assessment, research utilization, critical thinking, diagnostic reasoning, patient management, program planning and systems management. A preceptor must have the following criteria:

• Unencumbered license to practice as an Advanced Practice Neonatal Nurse Practitioner (NNP) in the state in which the rotation(s) is occurring.
• Eligible to practice in an advanced practice NNP role as deemed appropriate by the state's Board of Nursing.
• Board certified as a neonatal nurse practitioner or advanced practice nurse.
• Functioning as an advanced practice nurse in a NICU specialty practice setting.
• Minimum of one year experience in the role as a nurse practitioner. 

Preceptors have the opportunity to support students for 75 hours or up to 1,125 clinical rotations hours.

NUR 5360 - Embryology and Developmental Physiology

This course is designed to provide the student with a greater depth of understanding of developmental physiology of the fetus and neonate. Principles of growth and development, physiologic maturation of organ systems, birth physiology, and transition to extrauterine life through early infancy will be covered. Adaptation of physiologic stress and alterations from normal will also be addressed.

NUR 5365 - Advanced Neonatal Nursing Management I: High-Risk & Critically Ill Newborns/Infants

Theoretical and practical knowledge needed for advanced practice neonatal nurses (APNN) to manage the health care needs of culturally diverse newborns/infants in neonatal intensive care units (NICU). Content focuses on stabilization, management and evaluation of high-risk and critically ill newborns/infants and their families. Responsibilities of the APNN in perinatal-neonatal health care policy and delivery systems management are also emphasized.

NUR 6300 - Post NICU Graduate

This course provides an overview of the care of the NICU graduate: the infant after NICU discharge through two years of life. The course focuses on parent and family transitions, the care of infants post-discharge, growth and development, immunizations, wellness visits, acute care visits, special considerations for those with long-term complications, and consulting services.

Emphasizing women-focused healthcare services, the curriculum provides a detailed study of birthing, gynecological, and preventive care. A preceptor must have the following criteria:

• Unencumbered license to practice as an Advanced Practice  Nurse in the state in which the rotation(s) is occurring. 
• Eligible to practice in an advanced practice role as deemed appropriate by the state's Board of Nursing.
• Board certified as a certified nurse-midwife or nurse practitioner or advanced practice registered nurse/advanced practice nurse.
• Functioning as an advanced practice nurse in a primary care practice or specialty practice setting.
• Minimum of on year experience in the role as a nurse-midwife or nurse practitioner.

Preceptors have the opportunity to support students for 75 hours or up to 1,125 clinical rotations hours.

NUR 5140 - Professional Issues and History of Nurse-Midwives

The role and image of, and misconceptions about, the nurse-midwife in contemporary society are explored. The historic, political, social, and economic bases of nurse-midwifery practice are examined. Students become familiar with the role of the American College of Nurse-Midwives (ACNM) in professional practice and resources available through the ACNM, as well as regulations and legislation which guide, interpret, and provide a legal and ethical base for future nurse-midwifery practice.

NUR 5346 - Nurse-Midwifery IV: High Risk Family

This course focuses on application of the Nurse-Midwifery process to the care of mothers and newborns with complications. The goal of this course is to further develop the roles and responsibilities of the health care provider in caring for women and families who have high risk situations or conditions.

NUR 5344 - NM III: Care of the Childbearing Family

This course focuses on application of the Nurse-Midwifery process for the care of healthy women during childbirth and the newborn.

Baylor University’s online Doctor of Nursing Practice – Pediatric Nurse Practitioner program offers both a Primary Care track and a dual Primary/Acute track in order to prepare versatile, specialized nursing professionals for a variety of care environments. A preceptor must have the following criteria:

• Unencumbered license to practice as an Advanced Practice Nurse in the state in which the rotation(s) is occurring.
• Eligible to practice in an advanced practice role as deemed appropriate by the state's Board of Nursing.
• Board certified as a nurse practitioner or advanced practice nurse.
• Functioning as an advance practice nurse in a pediatric specialty practice setting.
• Minimum of one year experience in the role as a nurse practitioner. 

NUR 5305 Advanced Pediatric Health Care Management I: Primary Care

Designed to prepare the pediatric nurse practitioner student to address the primary health care needs of children and adolescents by utilizing patient-and-family centered care. The focus is on normal growth and development, health promotion, and health maintenance of children from birth to adolescence, within the context of the family.

NUR 5307 Advanced Pediatric Health Care Management II: Acute and Common Health Needs

Designed to prepare the pediatric nurse practitioner student to address acute and common health care needs of children and adolescents by utilizing patient-and-family centered care. The focus is on health promotion, health maintenance, and management of acute and common health issues in children from birth to adolescence, within the context of the family.

NUR 6309 Pediatric Acute Care Nurse Practitioner I

Designed to prepare the acute care pediatric nurse practitioner student to identify and address potential and actual health care needs of the acutely ill or injured child. The focus is on clinical judgment, decision-making, and procedural skills for delivering complex acute, critical, and chronic health care to ill or injured children, within the context of the family.

The focus of the AGACNP population includes the entire spectrum of adults including young adults, adults, and older adults. The AGACNP serves as an advocate for patients with complex acute, critical, and chronic illness, disability, and/or injury to improve patient outcomes. The role encompasses care ranging from disease prevention to acute and critical care management. A preceptor must have the following criteria:

• Unencumbered license to practice as an Advance Practice Nurse in the state in which the rotation(s) is occurring.
• Eligible to practice in an advanced practice role as deemed appropriate by the state's Board of Nursing.
• Board certified as a nurse practitioner or advanced practice nurse.
• Functioning as an advanced practice nurse in a specialty practice setting.
• Minimum of one year of experience in the role as a nurse practitioner.

NUR 5103: Diagnostic Reasoning

This course includes the application of pathologic disease mechanisms and advanced pharmacotherapy to refine and integrate techniques of history taking, physical examination, and diagnostics. Development of differential diagnoses that are prioritized based on clinical assessment, critical thinking, and clinical reasoning to narrow down the appropriate final diagnosis for adult and gerontology populations.

NUR 5311: Gerontology Considerations for APRN Practice

The purpose of this course is to explore high quality healthcare of geriatric patients which requires special knowledge and skills including identifying the normal and abnormal changes of the aging body with an overview of psychological, sociological, and physiological processes related to aging with particular attention to environmental, circumstantial, and behavioral concerns including cognition, perception of health, performance status, falls, malnutrition, pharmacotherapy, substance abuse, elder neglect and abuse, and end of life issues. Indications for collaboration and communication with the interprofessional team is emphasized as well as exploring community resources and care of the informal caregiver.

NUR 5333: Adult Gerontology Acute Care NP Management I: Common Problems

This is the first course of three, and the purpose of this course is to prepare AGACNP students to assess, diagnose, and coordinate healthcare needs of adults and older adults to include health promotion, disease prevention, and disease management. Emphasis is on synthesizing theoretical, scientific, and evidence-based practice knowledge to manage selected common health problems in adult-gerontology patients in a variety of inpatient and outpatient settings. Indications for collaboration, consultation, and referral with the interprofessional team using patient-centered, evidence-based, high-quality, cost-effective care in a culturally diverse system are essential functions of the adult-gerontology acute care nurse practitioner’s role. The accompanying practicum provides students with an opportunity to utilize theoretical knowledge and clinical decision-making skills in the management of care of adult and geriatric patients experiencing common health problems.

The AACN Synergy Model is used as a framework for AGACNP practice focusing on patient-centered physical, social, psychological, and spiritual care across the health-vulnerability continuum. The AGACNP is responsible for knowing and understanding patient characteristics shared by nurses, patients, and systems to include resiliency, vulnerability, stability, complexity, resource availability, participation in care, participation in decision-making, and predictability to restore a patient to an optimum level of wellness as defined by the patient which includes end-of life care (AACN, 2015a). The AGACNP must have knowledge, skills, attitudes, and experience to meet the needs of patients and families and include competencies of concern for patients, nurses, and systems such as clinical judgement, advocacy and moral agency, caring practices, collaboration, systems thinking, response to diversity, clinical inquiry, innovator/evaluator, and facilitation of learning (AACN, 2015a).

NUR 5334: Adult Gerontology Acute Care NP Management II: Chronic Problems

This is the second course of three, and the purpose of this course is to explore evidence-based practice models for the management of selected chronic health problems and acute exacerbations of those complex, chronic health problems. Students will focus on assessment, diagnosis, and treatment of adult-gerontology patients synthesizing theoretical, scientific, and evidence-based practice knowledge to manage selected chronic health problems in adult-gerontology patients in the acute care setting and/or specialty clinic. Indications for collaboration, consultation, and referral with the interprofessional team using patient-centered, evidence-based practice, high-quality, cost-effective care in a culturally diverse system are essential functions of the adult-gerontology acute care nurse practitioner’s role to improve health outcomes. The accompanying practicum provides students with an opportunity to utilize theoretical knowledge and clinical decision-making skills in the management of care of adult-gerontology patients experiencing chronic health problems.

The AACN Synergy Model is used as a framework for AGACNP practice focusing on patient-centered physical, social, psychological, and spiritual care across the health-vulnerability continuum. The AGACNP is responsible for knowing and understanding patient characteristics shared by nurses, patients, and systems to include resiliency, vulnerability, stability, complexity, resource availability, participation in care, participation in decision-making, and predictability to restore a patient to an optimum level of wellness as defined by the patient which includes end-of life care (AACN, 2015a). The AGACNP must have knowledge, skills, attitudes, and experience to meet the needs of patients and families and include competencies of concern for patients, nurses, and systems such as clinical judgement, advocacy and moral agency, caring practices, collaboration, systems thinking, response to diversity, clinical inquiry, innovator/evaluator, and facilitation of learning (AACN, 2015a).