Biomedical Engineering and Nursing

Become a Nurse Engineer

As a biomedical engineer, you will be charged with advancing health care treatment for diagnostic and therapeutic purposes. Having a health care background with clinical experience, especially in Nursing, can greatly enhance your ability to solve clinical problems. Nurses are in the best position to assess the functional health status and technology needs of patients.

Our program is the first dual undergraduate degree program in Biomedical Engineering and Nursing in the U.S. The dual format is cost effective as it provides additional clinical knowledge and skills via a holistic nursing approach. During this five-year program, you will not only gain a deep clinical perspective, but you will also solve real clinical problems and learn to develop technologies such as those that:

  • Assist patients and create efficiencies for nurses in the hospital, outpatient and home care arenas.
  • Are lifesaving and cost effective for developing countries.
Amanda Pellegrino shares her story as BME/BSN dual degree 5th year student. She intends to work in a research hospital doing cardiovascular and pulmonary research.

Program Information

The Bachelor of Science in Biomedical Engineering and Bachelor of Science in Nursing five-year, onsite program will prepare you to become a nurse engineer. This dual degree program integrates and applies nursing clinical knowledge and engineering principles to solve health care problems and improve health outcomes.

Program Type

Major, Dual Degree

Degree

Bachelor's

School

School of Science and EngineeringSchool of Nursing

Academic Department

Biotechnology

Undergraduate Programs (Nursing)

Duration

5 years

Required Credit Hours

206

Expanding Students' Horizons

Skyler Wrubleski

I work closely with my professors on areas that really matter to me. There are a lot of opportunities to improve health care with regenerative medicine. We look at how we can aid the body to heal itself. It's a field with a lot of exciting opportunities.

Skyler Wrubleski B.S. in Biomedical Engineering & BSN dual degree candidate
Read Skyler's Story

How Does the Program Work?

As a student in the BME/BSN program, you are required to meet program outcomes for both the BS in Biomedical Engineering and BSN programs.

Program Outcomes

BS in Biomedical Engineering Program Outcomes

  1. An ability to identify, formulate and solve complex engineering problems by applying principles of engineering, science and mathematics.
  2. An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety and welfare, as well as global, cultural, social, environmental and economic factors.
  3. An ability to communicate effectively with a range of audiences.
  4. An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental and societal contexts.
  5. An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks and meet objectives.
  6. An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.
  7. An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.

BSN Program Outcomes

  1. Integrates clinical judgment skills when implementing care for individuals, families, groups and community.
    • Analyzes one's clinical judgment skills when implementing care for individuals, families and groups.
    • Demonstrates clinical judgment skills when implementing care for individuals.
    • Explains the meaning of and necessity for using clinical judgment skills in one's professional role.
  2. Role models ethical, legal and professional standards into one's professional nursing practice when acting as a moral agent.
    • Engages in ethical decision-making.
    • Practices within the ethical and legal framework of one's profession.
    • Differentiates between the ethical and the legal aspects of one's profession.
  3. Displays a caring attitude in all aspects of one's practice.
    • Integrates caring into all aspects of one's practice.
    • Initiates caring behaviors with self and others.
    • Expresses the importance of caring to professional practice.
  4. Institutes collaborative efforts for the improvement of care to individuals/families and communities.
    • Engages in collaboration with others in planning and implementing care.
    • Describes the meaning of collaboration for the improvement of health care.
    • Identifies the meaning of collaborative care to one's practice.
  5. Demonstrates the ability to utilize integrated systems analysis for personal and professional navigation of the health care delivery systems.
    • Examines the use of various strategies within the system that can be used to improve patient outcomes.
    • Explains how changes in the system can affect patient outcomes.
    • Identifies the meaning of a systems thinking approach.
  6. Integrates culturally congruent care in caring for individuals/families of diverse populations.
    • Implements care in a culturally sensitive manner with all persons.
    • Illustrates examples of culturally sensitive care.
    • Describes the meaning of cultural sensitivity.
  7. Engages in evidence-based practice.
    • Interprets the research process methodology as it is related to sound practice.
    • Gives examples of research-based practice.
    • Explains the meaning of clinical inquiry to a profession.
  8. Incorporates teaching/learning process into all aspects of one's practice.
    • Engages in the development of teaching plans to promote the health of patients, groups and communities.
    • Explains the teaching/learning process.
    • Discusses the relationship of teaching to health promotion.
  9. Participates in ongoing educational activities that enhance professional growth and improve health care.
    • Identifies extracurricular opportunities to enhance professional development.
    • Articulates the benefits of engagement in activities that support professional development.
    • Utilizes best practices in improving the health of individuals, groups and communities.
  10. Utilizes evolving information technologies to enhance professional nursing practice.
    • Utilizes technology in academic and clinical settings.
    • Participates in analysis of ethical considerations when using technology.
    • Demonstrates competencies in the use of technology in the clinical setting.
  11. Communicates effectively both verbally and in writing to all individuals and groups.
    • Incorporates major communication theories in all interactions.
    • Analyzes factors that promote/interfere with effective communication.
    • Examines the major principles of therapeutic communication.
  12. Uses leadership abilities to influence professional nursing practice.
    • Examines nursing leadership roles.
    • Applies the principles of leadership in clinical environments.
    • Participates in interprofessional collaboration to influence efficiency of health care services.
  13. Evaluates the interrelationship of nurse competencies and the patient characteristics to patient outcomes.
    • Utilizes the unique strengths of the patient characteristics and the nurse competencies to affect patient outcomes.
    • Examines the interrelationship of nurse competencies and the patient characteristics to patient outcomes.
    • States the patient outcomes and the nurse competencies.

Accreditation

The Bachelor of Science in Biomedical Engineering and Bachelor of Science in Nursing Dual Degree program at Duquesne University School of Nursing is accredited by the Commission on Collegiate Nursing Education (CCNE).

Commission on Collegiate Nursing Education (CCNE)

Curriculum

View Course Descriptions

Biomedical Engineers are charged with advancing healthcare treatment for diagnostic and therapeutic purposes. A health care background with requisite clinical experience will greatly enhance a biomedical engineer's ability to solve clinical problems. The dual BME/BSN degree is cost effective as it provides additional clinical knowledge and skills via a holistic nursing approach in a five-year format. The biomedical engineer/nursing major will gain a deep clinical perspective and will learn to develop technologies and solve real clinical problems as a result of this novel and forward-thinking dual degree program. Nurses are in the best position to assess the functional health status and technology needs of patients given their close interactions with patients. The biomedical engineering/nursing major will develop technologies to assist patients and create efficiencies for nurses in the hospital, outpatient, and home care arenas, and also develop life-saving technologies for developing countries in a cost-effective manner.

Year One – Fall – 17 Credits

  • *BMED - 100 Introduction to Biomed Engineering (3 credits)
  • *CHEM - 121/R/L General Chemistry I/Lab (4/1 credits)
  • *MATH - 115 Calculus I (4 credits)
  • *PHYS - 211/ R/L General Analytical Physics/Lab (4 credits)
  • BRDG - 103 Interprofessional Education Health Research Skills (1 credits)

Year One – Spring – 16 Credits

  • *BMED - 110 Introduction to Programming (3 credits)
  • *CHEM - 122/R/L General Chemistry II/Lab (4/1 credits)
  • *MATH - 116 Calculus II (4 credits)
  • *PHYS - 211/R/L General Analytical Physics/Lab (3/1 credits)

Year Two – Fall – 18 Credits

  • *BIOL - 111/L Biology I/Lab (4 credits)
  • *BIOL - 207/208 Anatomy and Physiology I/Lab (3/1 credits)
  • *BMED - 201 Electronics and Instrument I (3 credits)
  • MATH - 215 Calculus III (4 credits)
  • BRDG - 101 First Year Writing I (3 credits)

Year Two – Spring – 17 Credits

  • *BIOL - 112/L Biology II/Lab (4 credits)
  • *BIOL - 209/210 Anatomy and Physiology II/Lab (3/1 credits)
  • *BMED - 202 Electronics and Instrument II (3 credits)
  • MATH - 314 Differential Equations (3 credits)
  • BRDG - 102 First Year Writing II  (3 credits)

Year Three – Fall – 18 Credits

  • *BMED - 210 Thermodynamics (3 credits)
  • *BMED - 310 Biosignals and Systems (3 cr,
  • *BMED - 430 Engineering Computation (3 credits)
  • BRDG - 104 Essential Questions Small Sem. (3 credits)
  • MATH - 301 Statistics I (3 credits)
  • UPNS - 103 Nutrition for Wellness (3 credits)

Year Three – Spring – 19 Credits

  • *BIOL - 203/204 Introductory Microbiology/Lab (3/1 credits)
  • *BMED - 220 Introduction to Biomaterials (3 credits)
  • *BMED - 320 Biofluid Mechanics (3 credits)
  • BRDG - 105 Foundational Ethics Course (3 credits)
  • Math - 302W Statistics II (3 credits)
  • UPNS - 113 Human Development & Health Promotion Across the Lifespan (3 credits)

Year Four – Fall – 16 Credits

  • *UPNS - 119 Contemporary Professional Nursing and Technology (3credits)
  • *UPNS - 200 Fundamentals of Nursing Practice and Clinical Ethics (6 credits)
  • *UPNS - 218 Health Assessment (4 credits)
  • *UPNS - 326 Pathophysiology for Nursing Practice (3 credits)

Year Four - Spring – 18 Credits

  • BRDG Communication & Creative Expression (3 credits)
  • *UPNS - 339 Genetics in Nursing and Health (3 credits)
  • *UPNS - 309 Pharmacology (3 credits)
  • *UPNS - 232 Adult Health and Illness I (6 credits)
  • *UPNS - 411W Nursing Ethics Across the Lifespan (3 credits)

Year Four – Summer – 12 Credits

  • BMED - 490 Research (3 credits)
  • BMED  - BMED Elective (3 credits)
  • BRDG - Philosophy, Theology, or Remaining Bridges Requirement (3 credits)
  • *UPNS - 431 Enhancing Quality and Safety Through Evidence Based Practice and Technology (3 credits)

Year Five – Fall – 17 Credits

  • *BMED - 440W Capstone I (5 credits)
  • BMED Elective (3 credits)
  • *UPNS - 324 Cultural Applications in Clinical (3 credits)
  • *UPNS - 344 Nursing for Children’s Health (3 credits)
  • *UPNS - 348 Nursing for Maternal-Newborn Health (3 credits)

Year Five – Spring – 17 Credits

  • *BMED - 441W Capstone II (5 credits)
  • BRDG Social & Historical Reasoning (3 credits)
  • BMED Elective (3 credits)
  • *UPNS - 355 Behavioral Health (3 credits)
  • *UPNS - 357 Population Health (3 credits)

Year Five – Summer – 18 Credits

  • *UPNS - 400 Critically Ill Adult (6 credits)
  • *UPNS - 453 Transitions to Professional Practice (3 credits)
  • *UPNS - 424 Leadership and Management in Clinical Environments (3 credits)
  • *UPNS - 349 Adult Health and Illness II: Care of the Geriatric Adult (4 theory/2 clinical) (6 credits)

*In general, starred courses should be taken in the semester indicated, and the other courses may be taken in any order as long as prerequisites are met.

W = Writing Intensive

BDRG = Bridges Common Learning Experience course (requires 3 Writing Intensive Courses, one PHIL course, and one THEO course)

Ask a Question

Do you have questions about the dual-degree program?

Maddy Gormley

Nursing Recruiter

Headshot photo of Maddy Gormley