Bachelor's in Nursing: Pre-Licensure

Length of Program:

• BSN-PL Grand Rapids (120 Credits) – One full cohort of 64 students accepted in the fall of each year. 
• BSN-PL Grand Rapids (120 Credits)- One full cohort of 32 students accepted for Winter semester start each year. 
• BSN-PL Warren (120 Credits) – One full cohort of 60 students accepted in the fall of each year. 
• BSN-PL Lansing (120 Credits) – One full cohort of 32 students accepted in the fall of each year
• BSN-PL Midland (120 Credits) – One full cohort of 36 students accepted in the fall of each year.  

The formation of nursing professionals at Davenport University is based on a conceptual model, adapted from Fawcett's metaparadigm and various educational theories, that includes five over-arching concepts: the human person, nursing, health, environment/society, and the teaching/learning process.

• Human Person - Human beings are unique, adaptable, and possess inherent dignity, thus worthy of caring, nurturing, and respect. Human beings exist in highly valued reciprocal relationships with others.
• Environment/Society - Human beings exist within a dynamic physical, social, and cultural environment. The environment impacts the health of individuals, groups, and populations and as such, is a relevant consideration for the nurse.
• Health - Health is individually defined by the distinct perspective of each human person or group, based on unique goals for optimizing quality of life, mental health, and functional status. Health is a dynamic state, continually changing, and all can improve health as it is individually defined by each person.
• Nursing - Nursing is a caring profession that embraces a holistic approach to healthcare, in fully recognizing the interconnectedness of biological, psychological, social, cultural, and spiritual factors that contribute to health. Nurses are autonomous healthcare providers, accountable for their practice as determined by academic preparation, licensure, and certification. Nursing has its own scientific body of knowledge built from a foundation of biological and social sciences and adheres to a code of ethical behavior.
• Teaching/Learning - Teaching and learning is a collaborative interaction between teacher and learner, with mutual accountability for active engagement, respectful communication, and constructive problem-solving. The faculty recognize that learners, as human persons, are unique and present with a variety of learning styles, developmental stages, and life experiences that create individual states of readiness for transformational learning. Learning is active, builds on prior knowledge, requires intrinsic motivation, and leads to a measurable change in knowledge, behavior, and nursing clinical judgment. Faculty engage in evidence-based pedagogies and provide an equitable and inclusive learning environment for all.

1. Care Delivery: Integrates clinical judgment and evidence to develop, implement and evaluate person-centered plans of care for clients in diverse populations encompassing individuals, families, and communities across the lifespan.

2. Care Coordination: Manages nursing care of individuals, families, and communities, through coordination of resources and in collaboration with the interprofessional healthcare team, to promote safe, high-quality care and equitable outcomes.

3. Professionalism: Displays a commitment to the current standards of professional nursing practice according to the American Nurses Association.

4. Quality Management: Applies knowledge of information technology, leadership behaviors, and systems-based thinking to ensure quality and safety in complex healthcare systems.

5. Health Management: Promotes equitable health outcomes for diverse populations through assessment of risks, evidence-based prevention strategies, coordination of resources, and policy development.

6. Personal Development: Utilizes self-reflection and self-advocacy to promote personal well-being and resilience.

View the College of Health Professions faculty and staff