Nursing Program - Specific Policies (applies to all campuses)

Admission is on a selective and competitive basis. ECPI University reserves the right to select those applicants who are deemed best qualified for the Bachelor of Science in Nursing program. The admission process includes the following:

• Successful completion of the entrance assessment exam: Test of Essential Academic Skills (TEAS IV) 
  • Minimum score requirements are as follows:

    • Reading: 85+

    • Math: 60+

    • English: 65+

    • Science: 60+

  • The following criteria will be evaluated for entrance assessments:

    • Reading: 20% of exam values

    • Math: 30% of exam values

    • English: 20% of exam values

    • Science: 30% of exam values

• A minimum overall GPA of 2.5 is required from the last college attended (minimum of 9 credits) or high school GPA if no college has been attended. If the GPA is below 2.5, applicants can qualify by completing a minimum of 6 additional credits of biological science courses with a cumulative 2.5 GPA or greater in those courses. GED with a passing score meets the 2.5 GPA requirements.

• Applicants are required to provide official high school or General Education Diploma (GED) transcripts, as well as official college transcripts for completed college level course work.  An educational history evaluation will be completed upon receipt of official transcripts. High School Honors and Advanced Placement Science courses will be considered.
• Relevant work history in the medical field, i.e. Practical Nursing, Military Corpsman, etc. is evaluated.
• Submission of an Entrance Essay (1-2 pages maximum length) on one of the following topics: (1) Academic Integrity; (2) The Art of Caring; (3) Managing College / Life Balance. Completion may increase your admission ranking.
• Qualified applicants who rank highest on the admissions criteria will be evaluated by an academic review committee of no less than three individuals, with representation from Nursing Administration or faculty. The academic review committee will determine final selection for admission to the BSN program.
• All applicants (including Licensed Practical Nurses) must submit to a criminal background check and drug screen.
• All applicants  (including Licensed Practical Nurses) must possess the ability to meet the minimal level of essential functional abilities required to practice as a nurse, as described by the National Council of State Boards of Nursing.
• All applicants must submit a physical examination and immunizations including, but not limited to, documentation of negative TB status; Td/Tdap; complete series of MMR and Varicella vaccination or titers documenting immunity; Hepatitis B titer documenting immunity.

Financial terms as specified on Enrollment Agreements must be agreed upon in addition to meeting the academic acceptance criteria.  

Applicants are required to pass a physical examination and provide proof of immunizations prior to the commencement of skills labs/clinical experience.  Conviction of a crime (other than a minor traffic violation) could make the student ineligible to take the licensing exam upon graduation, which is required by the profession.  The student may be required to provide medical documentation of any disability or physical imitation prior to beginning classes.  The rationale for these additional admission requirements is to provide reasonable assurance to the public that students are capable of performing duties required of a registered nurse upon graduation and successful preparation of the licensing exam.   

Transfer of Credit Procedure for BIO111/L and BIO116/L. The University will consider coursework for transfer of BIO111/L (4 credits) and BIO116/L (4 credits) courses in which the student achieved a B or better as the final grade, that were completed within the past seven calendar years, and that are established to be equivalent in content and objectives to courses offered at the University.

• Physical (gross and the fine motor, physical endurance, physical strength, mobility)
• Sensory (visual, tactile, olfactory, hearing)
• Cognitive (reading, arithmetic, analytical and critical thinking)
• Interactive (interpersonal, communicative)
• Contact the Program Director for questions or more information if you have questions about any one or all of the essential functional abilities. Also see the catalog section on Americans with Disabilities Act.

Philosophy of the Bachelor of Science in Nursing (BSN) Program 

Faculty of the BSN program believe that:

• Baccalaureate nursing education is a basic preparation for professional nursing practice and establishes the foundation for life-long learning. The faculty members believe that the baccalaureate graduate is a generalist, prepared to provide clinical leadership in the assessment, planning, delivery and evaluation of health care for individuals, families and communities.
• The curriculum is structured to enable the student to demonstrate that they have developed an understanding and mastery of baccalaureate-level nursing and related concepts as they progress through their educational experience. Related concepts emphasized in the nursing curriculum include ethical decision-making, critical thinking, effective communication, leadership and management.
• As envisioned by the faculty members, the nursing paradigm includes:
  • Person. Each person is a unique being with basic rights and choices who experiences multiple stressors from their continually changing internal and external environments with varying degrees of adaptation. The ultimate goal that a person has is to find, establish and maintain balance with health. Clients of nursing care are composed of individuals, families, groups, and communities with diverse backgrounds, sharing common goals and values. Perceptions, attitudes, values, and goals are influenced by culture, race, spirituality, age, gender, and abilities.
  • Environment. The environment is a complex, open system existing in a dynamic state of change. Economic, political, environmental, and technological factors exert their effects on society. The nurse promotes an environment in which the person’s needs may be met, while respecting individual differences related to values, customs, and responses to life experiences.
  • Health. Health is regarded as dynamic and multidimensional, with physical, mental, spiritual and social components that are all interrelated on the wellness-illness continuum, varying from a high level of wellness to varying degrees of illness. Health is influenced by both internal and external factors to the individuals’ optimal level of functioning. When adaptive abilities are inadequate or stressed, the individual moves on the wellness-illness continuum toward a lower level of functioning. All people have the inherent right to make informed decisions regarding their health care, including self-determination.
  • Nursing. Nursing is both an art and a science. Professional nursing provides comprehensive health care services to clients in an effort to support them in attaining their optimal level of independence and wellness through the promotion, maintenance, and restoration of health. The role of the nurse is multifaceted, conceptualized in three primary categories: provider of care, coordinator of care and member of the profession. Nursing education is an interactive process, allowing the adult learner to incorporate previously learned knowledge, building a foundation for providing holistic, outcomes-oriented care. The profession works collaboratively with other members of the health care interdisciplinary team to facilitate optimal client outcomes. The faculty believes that the baccalaureate degree is the professional degree for nursing, providing the groundwork for the graduate degree.
  • Learning. Faculty members of the University believe baccalaureate education in nursing is the basis for professional practice as a nurse generalist and offers preparation for professional development and life-long learning. Baccalaureate nursing education, based upon a liberal arts education, is the synthesis of knowledge from a variety of disciplines, including humanities, social, behavioral, and natural sciences. Learning is a collaborative partnership between the student and the faculty member, promoted by critical thinking, problem-solving and effective decision-making. Learning occurs in a variety of settings, with each student responsible for maximizing his or her own experiences. Each student has unique life, educational and work experiences and therefore, has individual learning needs. Outcome assessments quantitatively and qualitatively measure achievement of programmatic goals.