Bachelor of Science in Nursing (BScN)
- Program Overview
- Admission Requirements
- Admission Review
- Program Requirements
- Year 1 Courses
- Year 2 Courses
Program Overview & Objectives
The University of Toronto, Lawrence S. Bloomberg Faculty of Nursing’s full-time, two-year Bachelor of Science in Nursing (BScN) program opens the door to a long and rewarding career in health care. The Faculty of Nursing has a long history of educating nurses at the baccalaureate level and is renowned internationally for its educational programs and the quality of nursing research conducted by its faculty members.
Graduates of the program will practice nursing safely, competently and ethically by:
- providing nursing care for sick and vulnerable persons
- providing health of individuals, families, groups and communities
- establishing and maintaining interpersonal and therapeutic relationships and partnerships
- enacting values of equity and social justice in addressing the social determinants of health
- examining, synthesizing and incorporating multiple knowledges to provide care
- collaborating as members of an interprofessional team
Content in the program is focused on the theory, research, and practice relevant to the care of patients, families and communities. In the fall of the first year, the foci are: health assessment, therapeutic skills and relational skills, discipline and professional issues, and concepts of health across the lifespan. Students address the developmental needs of healthy families, children, and older persons. Clinical practice takes place in hospital and community settings. In the second term, students concentrate on the pathophysiology and care of individuals experiencing acute illnesses that require hospitalization. Concurrently, clinical practice occurs in paediatric, mental health and adult medical-surgical settings. Students are also introduced to theories and concepts guiding community health nursing in Canada and internationally.
In the second year of the program, students complete courses related to Nursing and the Health Care System: Policy, Ethics and Leadership (NUR 410H), Research and Scholarship in Nursing (NUR 430H), Critical Reflexivity: Theory as Practice [formerly Advanced Nursing Theory] (NUR 420H), and Current Issues in Medical Microbiology (MPL 202H). Students complete two consecutive clinical courses that integrate theory, research and clinical practice over both terms. The first concentrates on complexity and coping with persistent illness and the second focuses on primary health care. Students are able to choose a focus and a specialty area of practice within each of these two seminar-based clinical courses. The final course prepares students for independent practice after graduation. Students complete an 11-week continuous integrative clinical practicum at the end of year two. Each student placement is chosen in collaboration with faculty and in consideration of future career goals, student strengths and challenges.
To be eligible to enter the BScN program, applicants must have completed at least ten (10) university full-course equivalents prior to admission, with at least a mid-B (approximately 75% or 3.0 GPA) average in the final year of study, or the last five (5) full-course equivalents of their university education. Of the ten (10) courses, a maximum of six (6) courses can be at the 100-level.
One full-course equivalent in Human Physiology:
Human physiology courses must cover ALL of the following content:
- Neurological System
- Endocrine System
- Cardiovascular System
- Respiratory System
- Digestive System
- Reproductive System
- Urinary System
- Musculoskeletal System
- Fluids and Electrolytes
Please download the Human Physiology Equivalency List (PDF) for more information.
This course must be completed at the university level. Please note an online course, SCS 2159 Basic Human Physiology offered by the Department of Physiology and the School of Continuing Studies, University of Toronto, can be completed to fulfill the Human Physiology requirement. Please refer to the School of Continuing Studies for details.
One Full-Course equivalent in Life Sciences or Physical Sciences:
Examples include Anatomy, Biology, Immunology, Pathology, Psychology, Astronomy, Chemistry, Geology, Physics, and Physical Geography. This course must be completed at the university level. A half course in Anatomy is strongly recommended. Please note that out of the one (1) full course equivalent in Life Sciences OR Physical Sciences, only a half course (0.5) can be taken in Psychology.
One Full-Course Equivalent in Social Sciences:
Examples include Anthropology, Economics, Political Science, Psychology, Sociology, and Women’s Studies. This course must be completed at the university level. Please note that out of the one (1) full course equivalent in Social Sciences, only a half course (0.5) can be taken in Psychology.
One Full-Course Equivalent in Humanities:
Examples include Art, Cinema, Classics, Drama, English, History, Literature, Philosophy, and Religion. This course must be completed at the university level. Please note that language courses are normally not considered as acceptable prerequisite courses in humanities. Please refer to our FAQ section in How to Apply for details.
One Half-Course in Statistics:
Statistics courses must cover ALL of the following topics:
- Descriptive Statistics
- Measures of Central Tendency
- Sampling & Distribution
- Hypothesis Testing
- Significance Level
- Chi-Square Test
- Non-Parametric Statistics
- Analysis of Variance (ANOVA)
- Inferences from Two Samples (t-tests)
- Probability & Probability Distributions
Read the Statistics-Equivalency-List (PDF) for more information.
Each prerequisite course must be completed with at least 60% or C-.
NB: The BScN program is highly competitive. Meeting minimum admission requirements does not ensure admission to the program.
Prerequisite course information must be submitted online at the BLOOMBERG NURSING Supplementary Application. Please refer to BScN Application Guide under How to Apply for information.
Personal Statement, Letters of Reference & Personal Interview
Applicants are required to provide:
- A personal statement, which articulates their goals, knowledge of nursing and thoughts on health care
- One (1) academic reference
- One (1) work- related reference for admissions assessment
Your Personal Statement and Letters of Reference must be submitted online at the BLOOMBERG NURSING Supplementary Application. Please refer to BScN How to apply for more information.
A personal interview may be required.
English Facility Requirements
If English is not your first language, please read English Facility Requirements.
Requisite Skills and Abilities for nursing practice in Ontario
Please also review the document on Requisite Skills and Abilities for nursing practice in Ontario prior to application.
The Lawrence S. Bloomberg Faculty of Nursing is committed to admit candidates with the potential to become outstanding nurses who will make a difference in health care.
The selection of candidates is made through a careful and thorough process by the Admission Committee. This process ensures that students offered admission to the BScN program have a history of involvement in extramural or community activities, the potential for high academic achievement, and the capacity to be successful in a program focused on the care of others. The faculty welcomes qualified candidates from diverse backgrounds. Applications are encouraged from visible minorities, persons from Aboriginal ancestry, and persons with disabilities.
In determining an admission decision to the BScN program, the Admission Committee will look into various factors including academic and non-academic achievement.
A successful candidate typically has:
- High academic standing with a GPA of B+ or greater in the final year of the bachelor’s degree;
- Broad knowledge of diverse disciplines in the humanities, social sciences, and life sciences;
- Satisfactory grades in all prerequisite courses;
- Excellent relevant references;
- A personal statement that conveys enthusiasm and commitment to nursing; and,
- A strong track record in community involvement, volunteerism and other relevant experiences.
The Admission Committee reviews applications from March until June. Admission decisions are issued in different stages from late March until the end of June. All applicants will hear from us via email no later than June 30. Please note that only complete applications will be reviewed by the Admission Committee. Late applications will not be considered.
All undergraduate courses are compulsory. Withdrawal from any course in the BScN Program requires special permission and could jeopardize your ability to complete the Program. Please contact Student Services, Lawrence S. Bloomberg Faculty of Nursing.
For those courses with a clinical nursing practice component, the evaluation of clinical performance is on a “PASS/FAIL” basis. in order to pass the course, the student must pass both the clinical and classroom components of the course. Normally students will receive a verbal mid-term evaluation and a written final evaluation of their clinical performance from the clinical instructor. Students who are identified at the mid-term point as being at risk of failing clinical practice will receive a written mid-term evaluation. Students whose performance is unsatisfactory at any time after the midpoint of the clinical experience, will also be informed in writing.
For a complete course table, please refer to the Year 1 courses.
For a complete course table, please refer to the Year 2 courses.
Year 1 Courses
Note: Y denotes 1.0 Full Course Equivalent (FCE) and H denotes 0.5 FCE
Course NUR350Y1 Introduction to Nursing Practice
This course provides an introduction to the practice of nursing. Consideration is given to caring for individuals of different ages, ethnicity and gender in a variety of clinical contexts. This course has three sections: health assessment and appropriate diagnostic interventions, relational skills as central to nursing practice, and therapeutic nursing skills relevant to each system. Content from this course integrates with the content learned in NUR351H (Introduction to the Discipline and Profession of Nursing) and NUR360Y (Nursing Perspective in Health and Wellness through the Lifespan). Knowledge gained in this course is consistently applied within clinical settings.
NUR351H1 Introduction to the Discipline and Profession of Nursing
This course provides an introduction to ethical and theoretical foundations of the profession of nursing and the place of nursing within health care. The course focuses on nursing's social history and the way in which the profession of nursing is organized as part of the Canadian health care system. Issues within nurse-patient relationships are highlighted through readings in ethics, interpersonal theory, and feminism.
NUR360Y1 Nursing Perspectives in Health and Wellness through the Lifespan
This course introduces students to theoretical concepts and nursing practice issues related to the care of childbearing families and older persons and their families in both community and hospital settings. The course is divided into two six-week sections.
Lifespan I: Families In the Childbearing Year - Introduces students to person-centred nursing care of childbearing clients and their families with a focus on the postpartum and newborn periods in acute care settings. Topics considered include social, cultural and institutional contexts of perinatal care, healthy physiological and psychological changes in pregnant, labouring, and postpastum clients as well as develop an understanding of the childbirth, postpatum and newborn feeding and care experiences.
Lifespan II: Older Persons and Their Families - Examines the concepts of healthy aging and senior-friendly environments. Other topics include normal physiological changes of aging, geriatric syndromes including frailty, functional decline and cognitive impairment; caregiving relationships within families as well as in health care institutions, the community and acute care settings.
NUR370Y1 Pathophysiology and Pharmaco-Therapeutics: Relevance to the Nursing Practice
The focus of this course is the study of the pathogenesis of common disease processes and their impact on health outcomes. Through an examination of these conditions in both lecture and seminar sessions, students gain an understanding of knowledge required to provide nursing care to individuals and families in health care settings. Implications of diagnostic testing, safe implementation of procedures and clinically important pharmacologic agents are discussed as they apply to the nursing process. The scientific basis of nursing care relevant to symptom management introduced in this course is essential understanding for nurses across clinical settings.
NUR371Y1 Introduction to Acute Care Nursing: Adults
In this course students will be introduced to acute care medical/surgical nursing practice. Content in this course is presented within a framework of evidence-informed decision-making. By conscientiously and judiciously using current evidence when making decisions in acute care nursing practice, students will gain an understanding of the key professional values that shape problem solving, nursing knowledge, and client care in clinical situations. The nursing process will serve as the organizing framework for critical thinking, knowledge development, and the care and management of hospitalized adults. Course content explores and determines priority nursing assessments and interventions associated with advanced symptom management of common illness conditions relevant to hospitalized medical and surgical clients. The lived experience of clients and families coping with acute illness, as well as cultural and ethical concerns and their implications for nursing practice will also be considered. This course has both a classroom and clinical component. Students will have the opportunity to apply theoretical knowledge and nursing therapeutic skills at a novice level while working with clients and their families in the adult acute care setting. This course is taken concurrently with NUR370Y.
NUR372Y1 Introduction to Mental Health Nursing
This course introduces students to some of the basic concepts and issues in mental health nursing in the context of illness, identity and difference. Because the creation and recreation of identity is central to individuals living with illness, the exploration of relationships between identity, illness, along with an emphasis on social justice and equity, and care in both hospital and the community is a focus of this course. The course will also focus on the theory of intersectionality as it relates to the identity construction of someone living with a mental illness. The social determinants of health will be explored in detail and connecting the relationship of these as a means of understanding how mental health and overall health is understood from the perspective of the individual. Students will explore specific illnesses, both from a perspective which focuses on the meaning of the illness and difference to the individual, and from a broader perspective that goes beyond the individual experience to issues of mental health promotion, early intervention, care, advocacy and capacity building. A focus on recovery will introduce such concepts as social support and empowerment as students pay attention to the subjective experiences of clients and how to promote a strength-based approach in their clinical nursing practice.
NUR373Y1 Introduction to Nursing Care of Children and Families
In this course, students will be introduced to some of the key concepts foundational to paediatric nursing practice. The course is grounded in the principles of child and family-centred care and development theory - both of which are integrated throughout the classroom and clinical learning environment. The Nursing Process is utilized as the organizing framework to develop nursing knowledge and skills and for planning and prioritizing management of some of the acute and chronic conditions more common to hospitalized children and their families. This course will explore relevant topics to the paediatric population such as growth and development, nutrition, sleep and safety; care of children with special needs; care of children with anemia; fluid and electrolyte imbalance, respiratory distress, paediatric pain assessment and management; mental health; shock; neurological issues in children; and leukemia and palliative care. Developmental, ethical and socio-cultural concerns related to paediatric nursing practice are integrated throughout the course. In both the classroom and clinical setting, students will be supported to develop their critical thinking and problem-solving skills through case study examples and while caring for hospitalized children and their families. During clinical practice, students will have the opportunity to work with children and families in an acute or rehabilitative setting and are expected to apply theoretical knowledge and nursing therapeutic skills at a novice/beginner level. This course is taken concurrently with NUR 370Y.
NUR390H1 Introduction to Community Health: Nursing Perspectives
This course introduces students to the theory and practice of community health nursing through the 'lens' of primary health care. The course focuses on the health of various populations and explores the ways in which 'health' is largely a socially determined phenomenon. The care of diverse populations within Canada such as the homeless/under-housed, the incarcerated, rural dwellers, First Nations Peoples, and the GLBTQ community feature prominently in class readings and lectures as students develop a critical understanding of the complex contexts and everyday circumstances in which members of different social groups negotiate access to health. Students explore a variety of key concepts including principles of primary health care trauma-informed care, social determinants of health, cultural safety, harm reduction, population health, health promotion, social marginalization, disease prevention, and community capacity building. Students will ground their understanding of these concepts in core values of primary health care, including social justice and equity, as they begin to develop their skills in caring for diverse communities of people. This course lays the theoretical groundwork for the senior year course in primary health care and community health nursing practice.
Year 2 Courses
Note: Y denotes 1.0 Full Course Equivalent (FCE) and H denotes 0.5 FCE
Course MPL202H1 Current Topics in Medical Microbiology
Common infectious diseases that are relevant in the current healthcare setting are discussed. Expert clinicians in the fields of microbiology, infectious diseases and infection control discuss current research in the field of medical microbiology and its relevance to nursing practice. Lecture topics include: review of bacteria and viruses, role of the diagnostic microbiology lab, travel medicine, skin and soft tissue infections, central nervous system infections, sexually transmitted infections, HIV/AIDS, hepatitis, 'superbugs', influenza, and infection prevention and control.
NUR410H1 Nursing and the Health-Care System: Policy, Ethics and Leadership
This course provides students with an overview of the structure of the health care system at multiple levels, including national, provincial, regional or municipal, and organizational or institutional levels. Students examine current issues and challenges in the health care environment and the impact of these issues on patient/population health, nursing practice and the nursing profession. A critical-social perspective is used to examine the structures and relationships - including personal, political and professional - that affect the everyday decisions of nurses and their approach to health care and health problem and health promotion. Students learn and apply the fundamentals of political action, policy analysis, and ethical decision-making skills in the context of their own current practice of nursing.
NUR420H1 Critical Reflexivity: Theory as Practice (formerly called Advanced Nursing Theory)
The overall intention of the course is to facilitate student curiosity and promote critical reflexivity in relation to nursing practice. Critical reflexivity brings together the skills of critical thinking and rlexivity, and entails three components: first, interrogating our taken-for-granted assumptions that inform our practice; second, reflecting on our social position in relation to knowledge; and third, considering how knowledge is shaped by culture, history, power and politics. Students will engage with theoretical ideas drawn from the humanities and social sciences in order to gain a better understanding of the complexities of care. Theoretical ideas covered in this course are helpful in showing how nursing both shapes and is shaped by broader social, historical, political and economic forces, prevailing ideologies, dominant discourses, and social relations of power which have profound effects on our subjectivities and the lived bodies and daily realities of people whom we serve. Thoughtful engagement with the course readings will open up alternative modes of thought which will, in turn, generate productive possibilities for ethical nursing practice.
NUR430H1 Research and Scholarship in Nursing
Students learn to be knowledgeable consumers of research who are able to find, understand, critique and apply evidence in everyday nursing practice. This course focuses on application and critical examination of research processes used to develop of nursing science. Students explore relationships between research, theory and practice. Critical analysis of the underlying paradigms and activities within qualitative and quantitative research enables students to appropriately integrate research into practice.
NUR460Y1 Coping with Complexity in Persistent Illness
Building on understanding from introductory courses in year one, students gain a deeper understanding of the complexity of challenges which are specific to selected age groups, health and persistent illness categories, institutional and home contexts. Complexity includes pathophysiology, individual and family circumstances, related interventions, and the care delivery context. Classes are in seminar format and students have the opportunity to explore and critique issues that arise from the readings and how they relate to clinical practice and concurrent Year 2 courses. In addition all students participate in a number of simulation lab experiences. The goal of these sessions is to provide students with key content and practice in a series of selected advanced nursing skills of clinical practice relevance. There are 8 clinically and population-focused sections of this course with 6 offered each semester. Examples of course sections are:
- Nursing Issues in Caring for Patients with Cardiovascular Conditions
- Nursing Issues in Caring for Patients with Neurological Conditions
- Nursing Issues in Caring for Patients with Complex Surgical Conditions
- Nursing Issues in Caring for Patients with Cancer
- Nursing Issues in Caring for Patients with Complex Health Conditions
- Nursing Issues in Caring for Children and their Families
- Nursing Issues in Caring for Childbearing Families
- Nursing Issues in Caring for Older Patients with Complex Health Conditions
NUR461Y1 Primary Health Care: Nursing Perspectives
This course introduces students to the role of the community health nurse and is framed around the model of Primary Health Care and the Standards of Practice developed by the Community Health Nurses of Canada. It introduces advanced theoretical and conceptual perspectives and is designed to provide students with clinical practice skills caring for individuals, families, and communities both locally and globally. Primary Health Care is positioned as a model for health care that supports partnership relationships, community activism and advocacy, facilitating access and equity, and capacity building. The dynamic role of nursing and the importance of practicing collaboratively with members of interprofessional health teams and diverse communities is emphasized. There are 9 different sections of this course, 7 offered each semester, all with a different health focus. Each section of the course incorporates a particular lens through which the students study the practice of primary health care nursing. Examples of course sections are :
- Gender and Health
- Family and Health
- Migration and Health
- Aging Adults and Health
- Indigenous Health
- Mental Health
- Child and Youth Health
- Home and Health
- Global Health
NUR470Y1 Integrative Nursing Practicum
This 11-week clinical course provides students with an opportunity to consolidate their nursing knowledge and to demonstrate the ability to meet the competencies for entry-level registered nurse practice (CNO, 2014). The focus of practice is integration of theoretical and substantive knowledge from both years of the program to a selected clinical practice area under the supervision of a preceptor and faculty advisor. Students develop competence and confidence in clinical skills including those related to workload management and priority setting. The course also assists students in preparation for their registration exams. All previous program requirements must be successfully completed prior to beginning this final course. The course is offered from mid-April to the end of June.