Master’s Program
A challenge that will change your life—and the lives of others.
In our master's program, you'll join students with a range of educational backgrounds to become a compassionate, evidence-based nurse leader with the skills needed to advance patient care. Our curriculum and supportive programs reflect our commitment to social justice and belief in the intrinsic value of every student and patient.
Pathways to Entry
We offer three pathways to the Advanced Generalist Master of Science in Nursing (AGM) degree, based on your current level of education.
If you are a registered nurse with a bachelor's degree in nursing, our master's program will prepare you to take on the most pressing health care challenges.
Program Eligibility
- Approximately 112 course credits; 42 in general education, and 70 in specialty knowledge related to nursing
- An undergraduate grade point average of B or better
- A completed course in statistics (AP credits cannot be accepted)
- A current RN license to practice nursing
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| Course | Course Title | Credit |
|---|---|---|
| HLTH8000 | Examining Diversity in Nursing and Health Care This course is designed to help students develop foundational insights regarding diversity as an all-inclusive concept with complex intersections. It will focus on the professional nurse as a multifaceted cultural being with a network of identities and group affiliations that serve as both resources and barriers in the development of effective and meaningful patient/family-provider interactions. The primary goals of this course involve identifying sources of difference, deconstructing sociopolitical hierarchies, and recognizing the strengths and challenges inherent in diverse societies. The course will emphasize inclusive leadership strategies for transforming care delivery systems across multiple health care contexts. |
2 |
| ADHA7033 | Healthcare Ethics (Woods College course) In this course, legal issues related to the organization and delivery of healthcare are examined, along with the ethical and moral considerations associated with the management of healthcare facilities and the provision of health services. Topics include government regulation of healthcare facilities and occupations, civil rights regulations regarding diversity, fraud and abuse, institutional and personal liability for negligence and malpractice, patient consent requirements, termination of care, the confidentiality of medical information, medical staff credentialing, peer review of care, utilization review, and managed care regulations. Treatment of ethical and moral issues emphasizes the understanding of diverse viewpoints and methods for resolving conflicting moral obligations. Student apply course concepts through the development of a compliance plan to prevent fraud, waste, and abuse in billing.
|
3 |
| NURS8712 |
Healthcare Quality Management This seminar is a required cornerstone course for doctoral Ph.D. students in the Educational Administration Program and the Higher Education Program. In addition to orienting students to doctoral studies and research, the course is designed to develop students' critical analysis of theoretical and empirical literature in their field, and to advance their knowledge of key concepts, issues, and theories in the field. Course activities include bibliographic research and skills development in conducting individual inquiry and analyzing scholarly literature. |
3 |
| NURS8713 | Healthcare Information Technology This course explores the critical role of e-health and information systems in the planning, operation, & management of healthcare organizations. Students will learn how to assess and evaluate health information systems and business requirements in a variety of settings such as health systems, hospitals and medical practices. Students will develop skills in healthcare technology implementation design that addresses such industry-specific requirements as translating HIPPA and other regulations into specific technology decisions while implementing medical systems (EMR, lab, clinical services, medical database providers, etc.). Students will also learn how to manage multi-institutional relationships as they are expressed in technology implementations, including the many vendor configurations but also cross-provider organization relationships. Specific topics include data & systems integrations, communications protocols, security standards, procurement, and authentication and authorization. |
3 |
| NURS8715 | Nursing Leadership in Complex Healthcare Settings This course prepares graduate nursing students to become leaders in health care. Self-reflection, self-assessment, and values clarification provide the groundwork for a nursing leadership self-development plan. Students will explore a broad range of evidence-based approaches, including leadership and organizational theories, to prepare them to lead in today's complex health care environment including practice, organization, system, academic, and policy arenas. Students will explicate the complexities of health care leadership through the examination of topics such as change management, partnership relationships, innovation, accountability models, organizational culture, diversity and inclusion, conflict management, power, creating trust and psychological safety within teams. |
3 |
| NURS8716 | Healthcare Policy for Nursing Practice Leaders or Advance Practice Nursing Leaders This course prepares nurse leaders and scholars to influence health care and related policies in support of nursing's goals and social justice. The structure and financing of U.S. health care system and roles of government, insurers, providers, and consumers are examined. The relationships among health policy and the social and economic determinants of health are explored through analysis of key issues in health policy. Students engage in strategies to analyze and inform health policy. The course provides the foundation for leadership in interdisciplinary collaborative endeavors to address, through a nursing perspective, health policy issues at the local and national levels. |
3 |
| NURS8717 | Foundations of Evidence-based Advanced Nursing Practice This course provides a broad overview of evidence-based advanced practice nursing. Philosophical, conceptual, and theoretical perspectives as well as research methods are examined. The graduate nursing student will explore the application of nursing knowledge and knowledge from related disciplines to inform, evaluate, and translate evidence for practice. |
3 |
| NURS9720 | Epidemiology Epidemiology is the study of the distribution and determinants of health-related states or events (including disease), and its methods are used in the control of diseases and other health problems in diverse populations. This course introduces basic principles and methods of epidemiology and biostatistics. Measures of disease frequency, association and causation, the design and analysis of studies, and the potential issues that may arise in these studies are addressed. This course prepares advanced practice nurses to engage in inter-professional collaboration with the ultimate goal of improving population health. |
3 |
| NURS9816 | Population Health Principles, Program Planning, and Evaluation The course focuses on care at the aggregate level and examines the multiple determinants of health. The principles of population health and population health management will be explored. Health promotion theories will be analyzed and evaluated. Building on these theories and epidemiologic principles, students will assess and identify health care needs at the population level. Students will design theory-driven, evidence-based interventions to improve population outcomes. Program planning and evaluation in partnership with community stakeholders will be emphasized. |
3 |
| Graduate Level Elective | 3 | |
| Clinical Practicum | 2 |
Requirements
- Courses: 11
- Credits: 32
If you earned a bachelor's degree in a field outside nursing, our direct entry master's program will prepare you to become a highly skilled registered nurse.
Program Eligibility
- A bachelor’s degree or higher from an accredited college or university
- A minimum undergraduate GPA (or combined undergraduate and graduate GPA) of at least 3.0
- Completion of prerequisite courses
Admission is highly competitive and the number of applications far exceeds the number of available seats. Most of the students admitted to the program have GPAs greater than 3.3.
Print
Applicants are responsible for ensuring that coursework they have completed satisfies the prerequisite requirements. The graduate program staff will not contact applicants during the admissions process to verify prerequisite coursework.
Direct entry students are required to complete prerequisite courses prior to the start of the program. It is preferred that applicants have at least 4 of the following 5 science prerequisites completed or in process at the time of application: General Chemistry with Lab; Microbiology with Lab; Anatomy & Physiology I with Lab; Anatomy & Physiology II with Lab; Pathophysiology. All prerequisite coursework must be completed prior to matriculation. Students must receive a minimum grade of B- (80) in each of the prerequisite courses. AP credit is NOT accepted as fulfilling prerequisite coursework.
For coursework completed before applying, please submit transcripts as part of your application. For coursework that you plan to complete after applying but before starting the program, please indicate this on the application and submit transcripts following course completion. The prerequisite courses include:
- Social Science
Course may be in the area of sociology, psychology, anthropology, economics, or political science. - Human Development, Lifespan Development, or Developmental Psychology
A course that covers the lifespan (infancy to older adulthood) is preferred; child development (infancy through late adolescence) will be accepted. A course that only covers a single phase (e.g., infant development or adolescent development) is not acceptable.
- Statistics
An introductory course is acceptable. - Anatomy and Physiology I and II with Lab (Human)
If taken separately, one semester of anatomy and one semester of physiology are acceptable. Must focus exclusively on human anatomy and physiology (not comparative or mammalian). Courses must include lab and must have been taken within five years of application. - General Chemistry I with Lab
Course must include lab and must have been taken within five years of application. - Microbiology (Biology of Microbes) with Lab
Course must include lab and must have been taken within five years of application. - Pathophysiology*
Course must have been taken within five years of application.
**Course waiver may be applied upon admission review for students with a biology or neuroscience degree.
Fall Semester 1 (16 credits)
| Course | Course Title | Credit |
|---|---|---|
| HLTH8000 |
Examining Diversity in Nursing and Health Care Focuses on how the American university is organized and governed. Examines basic elements as well as structure and process of the American university. Considers such topics as models of governance, locus of control, leadership, and strategic environments for the American university. |
2 |
| NURS8013 | Direct Entry Adult Health Nursing Theory An introduction to higher education in America, this course focuses on the complex relationships between colleges and universities, and the political and social systems of society. This analysis includes a historical perspective on the evolution of American higher education, and especially the development of the contemporary university since the beginning of the twentieth century. Attention is also paid to the impact of federal and state governments on higher education; the role of research in the university; issues of accountability, autonomy, and academic freedom; the academic profession, student politics and culture; affirmative action issues; and others. |
6 |
| NURS8004 | Direct Entry Adult Health Clinical w/lab This seminar is a required cornerstone course for doctoral Ph.D. students in the Educational Administration Program and the Higher Education Program. In addition to orienting students to doctoral studies and research, the course is designed to develop students' critical analysis of theoretical and empirical literature in their field, and to advance their knowledge of key concepts, issues, and theories in the field. Course activities include bibliographic research and skills development in conducting individual inquiry and analyzing scholarly literature. |
5 |
| NURS8001 | Pharmacology/Nutrition This course focuses on the study of clinical pharmacology and nutritional therapies across the lifespan, and the scientific principles underlying their use in professional nursing. The content accentuates the nurses role and responsibility for safe patient care related to administering medications and promoting a therapeutic diet. Emphasis will be placed on the importance of collaboration, patient education, and alternative and complementary therapies, while using evidence-informed science and being mindful of relevant social and cultural factors. |
3 |
Spring Semester 1 (13 Credits)
| Course | Course Title | Credit |
|---|---|---|
| NURS8007 | Direct Entry Child Health Nursing Theory This course focuses on the nursing care of children with acute and chronic conditions and their families. The primary focus is on child growth and development in relation to wellness and illness. Relevant theories from nursing and other disciplines, research, and evidenced-based guidelines related to the care of children and families are examined. Person/family-centered approaches to promote, restore, and maintain health are emphasized. Biopsychosocial, cultural, legal, and ethical factors influencing the health and care of children and families are explored. |
3 |
| NURS8008 | Direct Entry Child Health Nursing Clinical This clinical course focuses on the application of knowledge and implementation of professional nursing practice in caring for children and families. A primary focus is promoting wellness and family-centered care for children with acute illness and chronic conditions. Through interprofessional collaboration, students implement evidence-based practice to provide high quality, safe, cost-sensitive care. Students extend their skills in therapeutic communication, critical thinking, and clinical decision-making to meet the biopsychosocial and cultural needs of children and families from diverse backgrounds. Students demonstrate leadership in providing patient education, advocacy, and transitional care for children and families. |
2 |
| NURS8009 | Direct Entry Childbearing Nursing Theory This clinical course focuses on the application of knowledge and implementation of professional nursing practice in caring for children and families. A primary focus is promoting wellness and family-centered care for children with acute illness and chronic conditions. Through interprofessional collaboration, students implement evidence-based practice to provide high quality, safe, cost-sensitive care. Students extend their skills in therapeutic communication, critical thinking, and clinical decision-making to meet the biopsychosocial and cultural needs of children and families from diverse backgrounds. Students demonstrate leadership in providing patient education, advocacy, and transitional care for children and families. |
3 |
| NURS8010 | Direct Entry Childbearing Nursing Clinical This clinical course focuses on the application of knowledge and implementation of professional nursing practice in the care of childbearing women and families. The primary focus is on prenatal, perinatal, and postnatal periods. Through interprofessional collaboration, students implement evidence-based practice to provide high quality, safe, cost-sensitive care. Students extend their skills in therapeutic communication, critical thinking, and clinical decision-making to meet the biopsychosocial and cultural needs of childbearing women and families from diverse backgrounds. Students demonstrate leadership in providing patient education, advocacy, and transitional care for childbearing women and families. |
2 |
| NURS8715 | Nursing Leadership in Complex Health Care Settings This course prepares graduate nursing students to become leaders in health care. Self-reflection, self-assessment, and values clarification provide the groundwork for a nursing leadership self-development plan. Students will explore a broad range of evidence-based approaches, including leadership and organizational theories, to prepare them to lead in today's complex health care environment including practice, organization, system, academic, and policy arenas. Students will explicate the complexities of health care leadership through the examination of topics such as change management, partnership relationships, innovation, accountability models, organizational culture, diversity and inclusion, conflict management, power, creating trust and psychological safety within teams. |
3 |
Summer Semester 1 (9 credits)
| Course | Course Title | Credit |
|---|---|---|
| NURS8011 | Nursing Leadership in Complex Health Care Settings | 3 |
| OR | ||
| NURS8716 | Health Care Policy for Nursing Leaders | 3 |
| NURS9720 | Epidemiology Epidemiology is the study of the distribution and determinants of health-related states or events (including disease), and its methods are used in the control of diseases and other health problems in diverse populations. This course introduces basic principles and methods of epidemiology and biostatistics. Measures of disease frequency, association and causation, the design and analysis of studies, and the potential issues that may arise in these studies are addressed. This course prepares advanced practice nurses to engage in inter-professional collaboration with the ultimate goal of improving population health. |
3 |
| NURS8712 | Healthcare Quality Management | 3 |
| OR | ||
| NURS8713 | Healthcare Information Technology | 3 |
Fall Semester 2 (13 credits)
| Course | Course Title | Credit |
|---|---|---|
| NURS9816 | Population Health Principles, Program Planning, and Evaluation The course focuses on care at the aggregate level and examines the multiple determinants of health. The principles of population health and population health management will be explored. Health promotion theories will be analyzed and evaluated. Building on these theories and epidemiologic principles, students will assess and identify health care needs at the population level. Students will design theory-driven, evidence-based interventions to improve population outcomes. Program planning and evaluation in partnership with community stakeholders will be emphasized. |
3 |
| NURS8012 |
Population Health Clinical | 2 |
| NURS8005 | Direct Entry Psych-Mental Health Nursing Theory | 3 |
| NURS8006 | Direct Entry Psych-Mental Health Nursing Clinical | 2 |
| NURS8712 | Health Care Quality Management | 3 |
| OR | ||
| NURS8713 | Health Care Information Technology Management | 3 |
Spring Semester 2 (6 Credits)
| Course | Course Title | Credit |
|---|---|---|
| NURS8011 | Nursing Synthesis Practicum | 3 |
| OR | ||
| NURS8716 | Health Care Policy for Nursing Leaders | 3 |
| NURS8717 | Foundations of Evidence Based Advanced Nursing Practice | 3 |
Requirements
- Courses: 19
- Credits: 57
If you are a motivated and accomplished registered nurse with an associate's degree in nursing who wishes to maximize your experience and the credits you earned in previous nursing programs, this master's program can help you turn your professional knowledge into a career as an advanced practice nurse.
Program Eligibility
- An associate’s degree from a nationally accredited nursing program
- Approximately 112 course credits; 42 in general education, and 70 in specialty knowledge related to nursing
- An undergraduate grade point average of B or better
- A completed course in statistics (AP credits cannot be accepted)
- A current RN license to practice nursing
* Note: CSON does not require a GRE score for students applying to the RN to DNP and RN to MS Nursing Generalist programs
Print
Applicants are responsible for ensuring that coursework they have completed satisfies the prerequisite requirements. The graduate program staff will not contact applicants during the admissions process to verify prerequisite coursework.
Direct entry students are required to complete prerequisite courses prior to the start of the program. It is preferred that applicants have at least 4 of the following 5 science prerequisites completed or in process at the time of application: General Chemistry with Lab; Microbiology with Lab; Anatomy & Physiology I with Lab; Anatomy & Physiology II with Lab; Pathophysiology. All prerequisite coursework must be completed prior to matriculation. Students must receive a minimum grade of B- (80) in each of the prerequisite courses. AP credit is NOT accepted as fulfilling prerequisite coursework.
For coursework completed before applying, please submit transcripts as part of your application. For coursework that you plan to complete after applying but before starting the program, please indicate this on the application and submit transcripts following course completion. The prerequisite courses include:
- Social Science
Course may be in the area of sociology, psychology, anthropology, economics, or political science. - Human Development, Lifespan Development, or Developmental Psychology
A course that covers the lifespan (infancy to older adulthood) is preferred; child development (infancy through late adolescence) will be accepted. A course that only covers a single phase (e.g., infant development or adolescent development) is not acceptable.
- Statistics
An introductory course is acceptable. - Anatomy and Physiology I and II with Lab (Human)
If taken separately, one semester of anatomy and one semester of physiology are acceptable. Must focus exclusively on human anatomy and physiology (not comparative or mammalian). Courses must include lab and must have been taken within five years of application. - General Chemistry I with Lab
Course must include lab and must have been taken within five years of application. - Microbiology (Biology of Microbes) with Lab
Course must include lab and must have been taken within five years of application. - Pathophysiology*
Course must have been taken within five years of application.
*Course waiver may be applied upon admission review for students with a biology or neuroscience degree.
Students in this track must meet with an advisor to determine which bridge courses need to be completed before beginning the program.
| Course | Course Title | Credits |
|---|---|---|
| Elective | Graduate level course that enhances the student’s program of study; does not have to be a nursing course. Electives should be approved by the advisor. |
3 |
| NURS 7415 | Conceptual Basis for Advanced Practice Nursing |
3 |
| NURS 7416 | Ethical Issues in Advanced Practice Nursing |
3 |
| NURS 7417 | Role of Advanced Practice Nurses |
3 |
| NURS 7420 | Advanced Pharmacology Across the Life Span |
3 |
| NURS 7430 | Advanced Health Assessment Across the Life Span (Restricted) |
3 |
| NURS 7520 | Research Methods for Advanced Practice Nursing |
3 |
| Elective NURS 7524 NURS 7525 NURS 7426 |
Choose One 1. Elective (same criteria as other elective) OR 2. Master’s Research Practicum NURS 7524 OR 3. Integrative Review of Nursing Research NURS 7525 4. PMH Students take NURS 7426 in lieu of this elective |
3 |
| NURS___ | Advanced Pathophysiology Across the Life Span |
3 |
| XXXX* | Advanced Specialty Theory I Advanced Specialty Practice I |
3 |
| XXXX* | Advanced Specialty Theory II Advanced Specialty Practice II |
6 |
*XXXX–course numbers differ per specialty
Requirements
- Courses: 12
- Credits: 36
- Implements a philosophy of nursing congruent with values that support the intrinsic worth of each human being.
- Synthesizes knowledge from science and the humanities to promote ethical nursing care for individuals, families, and populations.
- Integrates knowledge from nursing and other disciplines to identify and address root causes of health problems in diverse individuals, families, and populations.
- Develops systems knowledge and leadership skills to guide and support culturally sensitive, safe, and high-quality patient care across health care settings.
- Utilizes implementation science to inform clinical practice, promote change, and improve quality of care for individuals, families, and populations.
- Applies clinical and administrative data, evidenced-based findings, and performance measures to improve quality of care within a practice setting or organization.
- Utilizes technology and data to coordinate and enhance care for individuals, families, and populations.
- Applies knowledge of policy development and advocacy strategies to influence policies that promote individual, family, and population health.
- Collaborates with patients and interdisciplinary colleagues to promote and improve health of diverse individuals, families, and populations.
- Articulates a plan for continuing personal and professional development.
Approved by Faculty Assembly, November 20, 2019
Continuous improvement through assessment
The Connell School has a systematic plan for ongoing assessment of the master of science in nursing program. The master's program outcomes, along with the professional standards and guidelines listed below, shape the curriculum.
Assessment data are used to ensure that best practices in nursing education are employed.
Professional Nursing Standards and Guidelines addressed by the Master’s Program
- American Association of Colleges of Nursing (AACN). (2008). The Essentials of Baccalaureate Education for Professional Nursing Practice.
- American Association of Colleges of Nursing (AACN). (2011). The Essentials of Master’s Education for Advanced Nursing Practice.
- Quality and Safety Education for Nurses (QSEN). (2007). Competency Knowledge, Skills, and Attitudes for Pre-License.
- Quality and Safety Education for Nurses (QSEN). (2012). Graduate-Level QSEN Competencies Knowledge, Skills and Attitudes.
- American Nurses Association (ANA). (2021). Nursing Scope and Standards of Practice.
- American Nurses Association (ANA). (2010). Nursing’s Social Policy Statement: The Essence of the Profession.
- American Nurses Association (ANA). (2015). Code of Ethics for Nurses with Interpretive Statements.
- U.S. Department of Health and Human Services. (2020). Healthy People 2030.
- The Joint Commission. (2022). National Patient Safety Goals.
Other
- American Nurses Association, American Psychiatric Nurses Association and International Society of Psychiatric-Mental Health Nurses (2014), Psychiatric-Mental Health Nursing: Scope and Standards of Practice. Silver Spring, MD: Nursebooks.org.
- The Quad Council of Public Health Nursing Organization Competencies. (2018). Core Competencies for Public Health Nurses.
- American Nurses Association (ANA). (2013). Public Health Nursing Scope and Standards of Practice.
Clinical Placements
Students experience a variety of practice settings by rotating among clinical sites, including:
- Addiction Treatment Center of New England
- Atrius Health
- Beth Israel Lahey Health
- Boston Children's Hospital
- Boston Health Care for the Homeless Program
- Boston Medical Center
- Brigham and Women's Hospital
- Cristo Rey Boston High School
- Dana-Farber Cancer Institute
- Dimock Center
- Fenway Health
- Franciscan Children's
- Hebrew SeniorLife
- Joslin Diabetes Center
- McLean Hospital
- Shriners Children's Boston
- Signature Healthcare
- South Boston Community Health Center
- Spaulding Rehabilitation Network
- VA Boston Healthcare System
Featured Faculty
Patricia Tabloski, Ph.D., GNP-BC, FGSA, FAAN
“My interest in gerontology and palliative care has driven my research, teaching, and publications for more than 30 years. I am extremely grateful for the opportunity to share my knowledge and experience with those who have similar interests.”
Financial Aid
The Connell School and Boston College offer multiple opportunities to fund a graduate education. CSON graduate students receive financial assistance through internal and external sources—including scholarships, fellowships, grants, teaching and research assistantships, and tuition remission.
Graduates of our master's program work at health care facilities serving a range of patient populations, including:
- Boston Children's Hospital
- Boston Medical Center
- Codman Square Health Center
- Dana-Farber Cancer Institute
- East Boston Neighborhood Health Center
- Harvard Vanguard Medical Associates
- Massachusetts General Hospital
- New England Baptist Hospital (Boston)
- Newton-Wellesley Hospital (Newton, MA)
- St. Vincent Hospital (Worcester, MA)
Master's Program Outcomes
98%
of the class of 2020 was employed with one year of graduation
100%
of the class of 2019 was employed within one year of graduation
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Clinical experience
Hands-on learning, dedicated mentors
Lindsay Spirito, a student in the pediatric nurse practitioner program, shares her experience with preceptor Terry Reardon-Polini, a pediatric nurse practitioner at Children's Health Care in Newburyport, MA.
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The BC nurse
Educating the nurses of the future
A degree in nursing is the start of an extraordinary journey. Take the first step.
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Our spaces
Step inside our halls
Take a look at our classrooms and study spaces, as well as labs and exam rooms where students learn through hands-on experiences.
Opportunities at the Connell School
Graduate Nurses’ Association
Learn More
The GNA facilitates professional development opportunities and sponsors social events, connecting you to your fellow students and serving as a voice for the CSON graduate community.
Keys to Inclusive Leadership in Nursing
Learn More
The KILN program helps students maximize their leadership potential, prepares them to provide nursing care in an increasingly multicultural society, and nurtures their ability to create positive social change.
Global Trips
Learn More
Participation in CSON's international programs can count toward nurse practitioner (NP) supervised hours for graduate students.
Apply
PrintApplication & Deadlines
A non-refundable application fee of $40 is required; however, this fee is waived for select applicants.
Deadlines
- Direct Entry — 11/15
- Traditional Master’s Program/RN to M.S. — 11/15 for fall enrollment, 9/30 for spring enrollment
Résumé or CV
Please limit to two pages.
Goal Statement
Please respond to the two prompts outlined below as they pertain to your goals. The responses should be typewritten, double-spaced, and limited to 1.5 pages for each prompt. The essays are very important to the Admission Committee’s deliberations, allowing them to assess your personal goals, your reasons for choosing advanced practice nursing as your career, your commitment to the profession of nursing, and your writing ability.
Letters of Recommendation
Two letters of recommendation:
- A recent employer/supervisor who speaks to your level of professional practice.
- A professor or instructor who assesses your potential for graduate study and performance in your desired area of study.
- Letters of recommendation must be submitted electronically. When you register your reference writers through the application system, they will immediately receive an email with the link to the electronic reference form. For this reason, we suggest that you contact your references prior to registering them through the online application.
- References will have the option to upload a supporting letter in Word or PDF format.
- If you would like your references to receive the electronic form before you have completed the online application, you may go directly to the “Recommendations” link on the application and register your references before filling out the rest of the form.
- You can log back into your application to check which letters have been received, as well as to send reminder emails to your references.
Transcripts
Official transcripts of all prior postsecondary academic work (including at BC). Please note that all transcripts must be official and be mailed directly from the institution to our Application Processing Center.
If the institution does not accept the cover page, you must ensure that the name on your transcript exactly matches the name on your application. It is the applicant’s responsibility to contact the Graduate Office (617-552-4928) if an academic transcript has been submitted under a different last name and does not have a cover page.
RN License
Please submit a copy of your RN license
Supplemental Forms
Based on the answers you provide in your application, you may need one or more of the following forms to complete your application:
- Suspended or Revoked Nursing License Explanation Form (if you indicated a suspended or revoked license on your application)
- Learning Disability Documentation Form (if you indicated a learning disability on your application)
- Supplementary Information Form (if you wish to submit any supplementary information in addition to the standard application)
International Students
- Official transcript(s) evaluation (by the Commission on Graduate Foreign Nursing Schools or World Education Services) from all post-secondary institutions at which you have studied
- NCLEX-RN Examination results/RN licensure
- Evidence of English Proficiency (TOEFL). Official TOEFL scores are required for students whose native language is not English. The following scores indicate minimum score requirements: 100 on the TOEFL iBT (internet-based test); 7.5 on the IELTS Band (academic); 600 or greater on the paper-based test; or 250 on the CBT test (computer-based test). Please request that your scores be sent to the William F. Connell Graduate School of Nursing by using our institutional code 3062 in the designated areas. Student copies or photocopies of TOEFL are not accepted.
- You can get application forms and information about testing dates for the TOEFL from many U.S. consolates, USIA centers, and TOELF centers overseas by writing to: TOEFL Registration, CN 6152, Princeton, New Jersey 08541 USA, or www.toefl.org.
- The TOEFL score is not required if you meet both of the following criteria: You are a citizen of the United States, Australia, Canada (except Quebec), Great Britain, Ireland, New Zealand, Guyana, an anglophone country of Africa, or an English-speaking country of the Caribbean AND your native language is English.