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Online RN-BSN Program

The RN-BSN Program enables the Registered Nurse with an Associate's Degree in Nursing (ADN) or a Diploma in Nursing to obtain the BSN Degree.

Announcing a NEW RN-BSN Scholarship for fall 2016!

Five (5) scholarships of $2,000 each are available
for newly enrolled students.

Contact Gina Plocki, BSN, RN at 412-396-6534 or RN-BSN@duq.edu

Program Details

  • Students can begin classes in the fall, spring, and summer.
  • The program is offered entirely online. Our courses are innovative, relevant, and student friendly.
  • Classes are 8 weeks in length. We will offer classes in the fall, spring, and summer semesters. Students may take 1 or more classes at a time.
  • Students may complete the program on a full-time or part-time basis.
  • Students may take any of the required non-nursing courses either at Duquesne University or at another pre-approved University.
  • An orientation to the RN-BSN Program includes the online format, Blackboard, assignments, testing, tech support, faculty and advisor support
  • Curriculum includes two optional courses:
    Specialties in Professional Nursing: Seminar (3 cr.) 
    Specialties in Professional Nursing: Practicum (3 cr.)

If you would like more information, please complete our Request Information Form

Program Overview and How to Apply

Financial Aid

View financial aid information compiled by the Duquesne University Financial Aid Office.

Educational Partnership Program

The School of Nursing has partnered with UPMC Schools of Nursing to provide a seamless pathway for students to earn their BSN degree. Learn more...


Contact our Nursing Recruiter:

Gina Plocki, BSN, RN

New to Online Learning?

Read more about Online Education and how the classes function.

Program Outcomes

At the completion of the nursing program, the student will:

  • Integrate clinical judgment skills when implementing care for individuals, families, groups, and community.
  • Incorporate a role model ethical, legal, and professional standard into one's professional nursing practice when acting as a moral agent.
  • Display a caring attitude in all aspects of one's practice.
  • Institute collaborative efforts for the improvement of care to individual's families, and communities.
  • Demonstrate the ability to utilize integrated systems analysis for personal and professional navigation of the health care delivery systems.
  • Integrate culturally congruent care in caring for individuals/families of diverse populations.
  • Engage in evidence based practice.
  • Incorporate teaching/learning process into all aspects of one's practice.
  • Participate in ongoing educational activities that enhance professional growth and improve health care.
  • Utilize evolving information technologies to enhance professional nursing practice.
  • Communicate effectively both verbally and in writing to all individuals and groups.
  • Use leadership abilities to influence professional nursing practice.
  • Evaluate the interrelationship of nurse competencies and the patient characteristics to patient outcomes.
Synergy Model

School of Nursing Conceptual Framework

The curriculum flows logically from the conceptual framework originally developed by the American Association of Critical Care Nurses (AACN). The Synergy Model suggests that patient outcomes are enhanced when the nurses’ competencies are compatible with the characteristics or needs of the patient. When applied in the educational system, the center of attention for the model is the students and their learning. In the academic environment, developmental needs of the students are advanced when faculty competencies are aligned with the learning needs of nursing students. The competencies of the nurse identified in the model are those the faculty envisions as essential to the success of the nurses’ interventions. Underlying all of the nurses’ competencies is the unique contribution of nurses to provide “safe passage” for patients and their families through the health care environment. According to Curly (1998) these competencies are:

  • Clinical judgment – clinical reasoning that underpins decision-making in clinical practice, includes the assessment of given patient care situations, and nursing skill.
  • Advocacy and moral agency – representing the interests of the “other” and identifying and working to manage or explain ethical and clinical concerns. This dimension acknowledges the unique trust inherent in the nurse patient relationship.
  • Caring practices – constellation of nursing activities that are responsive to the uniqueness of the patient, family, group and community and create therapeutic environment. Caring practices include: vigilance, engagement and responsiveness.
  • Facilitation of learning – ability to use self to maximize patients’ learning.
  • Collaboration – working with others to promote and encourage each person’s contribution to achieving optimal goals for the patient. This includes intra and interdisciplinary work.
  • Systems thinking – appreciating the care environment and the interrelationships within and across health care systems.
  • Response to diversity – sensitive to recognize appreciate and incorporate differences between and among people along multiple dimensions in the provision of care.
  • Clinical inquiry – process of questioning and evaluating practice, assessing evidence base of practice and innovating through research and learning.