Lawrence S. Bloomberg Faculty of Nursing

Navi Mental Health Wayfinder

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

    First Year

    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.

    Second Year

    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.

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  • Minimum Admission Requirements

    An applicant must have completed at least two years of studies from a recognized undergraduate university program prior to admission (equivalent to at least 10.0 credits) and achieve at least a mid-B average (approximately 75%/3.0 on a 4.0 GPA scale) in the most recent 5.0 credits. Of the two years of studies completed (10.0 credits), a maximum of 3.0 credits can be at the 100/first year level. The Bachelor of Science in Nursing program is highly competitive and meeting minimum admission requirements does not ensure admission to the program. 

    Refer to our Frequently Asked Question (FAQ) for more information. 

    Prerequisite Requirements

    Prerequisite courses must be completed at the university level with a grade of at least 60% or C- and cannot be designated as credit/no credit (CR/NCR) or pass/fail (P/F). In exceptional circumstances, the CR/NCR or P/F course may be accepted with the appropriate approval. Please contact for more information.

    1.0 credit in Human Physiology. Must cover all the content: Neurological System, Endocrine System, Cardiovascular System, Respiratory System, Digestive System, Reproductive System, Urinary System, Musculoskeletal System, Fluids and Electrolytes.  

    0.5 credit in Statistics. Must cover all the content: Descriptive StatisticsMeasures of Central TendencySampling & DistributionHypothesis TestingSignificance LevelPowerChi-Square TestCorrelationRegressionNon-Parametric StatisticsAnalysis of Variance (ANOVA)Inferences from Two Samples (t-tests)Probability & Probability Distributions. 

    1.0 credit in Life Sciences or Physical Sciences (e.g., Anatomy, Biology, Immunology, Pathology, Psychology, Astronomy, Chemistry, Geology, Physics, Physical Geography) A half course in Anatomy is strongly recommended. Out of 1.0 credit in Life Sciences or Physical Sciences, only 0.5 credit can be in Psychology. 

    1.0 credit in Social Sciences (e.g., Anthropology, Economics, Political Science, Psychology, Sociology, Women’s Studies) Out of 1.0 credit in Social Sciences, only 0.5 credit can be in Psychology. 

    1.0 credit in Humanities (e.g., Art, Cinema, Classics, Drama, English, History, Literature, Philosophy, Religion) Language courses are normally not considered as acceptable prerequisite courses.

    Prerequisite Equivalency List

    The prerequisite equivalencies recorded is not comprehensive and reflect courses that we have previously assessed for meeting prerequisites. Therefore, it is possible for courses that do not appear othe lists to be eligible to meet prerequisites. 

    For a list of prerequisite course equivalency, download the list for Human Physiology and Statistics.

    If you have completed a prerequisite course that does not appear on the list, please send the detailed course outline to for equivalency assessment.

    Personal Statement, Letters of Reference & Personal Interview

    Note: Academic and Work-related references will no longer be required for September 2022 intake. Full application procedures for September 2022 intake will be available in the Fall of 2021 at How to Apply

    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 review the document on Requisite Skills and Abilities for nursing practice in Ontario prior to application.

    Essential Requirements for Study in Baccalaureate Nursing Programs in Ontario 

    Please also review the document on Essential Requirements for Study in Baccalaureate Nursing Programs in Ontario prior to application.

    Apply to BScN Program

  • Admission Review

    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.

    * References will no longer be required for September 2022 intake.

    Admission Timeline

    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.

    Apply to BScN Program

  • Program Requirements

    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.

    Year 1

    For a complete course table, please refer to the Year 1 courses.

    Year 2

    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

    NUR350Y1 Introduction to Nursing Practice

    This course provides an introduction to the practice of nursing. Consideration is given to caring for individuals across the lifespan in a variety of clinical contexts. Health assessment, relational skills, and therapeutic skills are discussed within the course. Content from this course complements the content learned in NUR351H (Introduction to the Discipline and Profession of Nursing) and NUR361Y (Introduction to Nursing in Health and Wellness). It is an expectation that knowledge gained in this course is applied to all clinical settings.
    NUR351H1 Introduction to the Discipline and Profession of Nursing

    This course will provide an introduction to the regulatory, legal, theoretical, and ethical foundations of the discipline of nursing and the place of nursing within health care. It will focus on the way in which the profession of nursing is organized as part of the Canadian health care system, explore concepts that inform the practice of nursing, and help the student reflect on the development of an identity as a professional.
    NUR361Y Introduction to Nursing in Health and Wellness

    In this course students will be introduced to nursing care across a range of practice environments for two client populations and their families: persons with mental disorders and older persons. Students will demonstrate an understanding of the complexities involved in supporting clients and their families through transitions in care within and across institutional and community health care settings. They will draw on communication and relational skills to build trusting, compassionate, and therapeutic relationships with clients to provide support, promote healing, and enhance functioning.
    Content in this course is presented within a framework of knowledge translation. Students will have the opportunity to consider, synthesize, contextualize, and apply various sources of knowledge at a beginning level when working with clients and their families. They will develop their understanding of the theoretical concepts and research evidence that guide best practices when caring for older persons and persons with mental disorders, as well as their families.
    Students will acquire knowledge in areas applicable to both client populations such as: client safety and living at risk; client choice and informed decision making; informal caregiving; and person-centered, collaborative, cross-cultural practices. Students will also have the opportunity to acquire knowledge and skill specific to the health care needs and lived experiences of persons living with mental disorders and of older persons.
    NUR370Y1 Pathophysiology and Pharmacotherapeutics

    The focus of this course is the study of the pathogenesis of common disease processes and their impact on health outcomes. Alterations in normal body functions leading to disease and the response by the individual to the disease process will be presented within a framework of pathophysiologic concepts. A systematic way of examining disease process, physiological changes including signs and symptoms, nursing implications and interventions, and pharmacotherapeutic interventions will be studied. Through an examination of these common conditions through both lecture and case studies, students will gain an understanding of the knowledge base required to provide nursing care to individuals and families in health care settings. Implications of diagnostic testing, the safe implementation of procedures and clinically important pharmacologic agents will be discussed as they apply to the nursing process.
    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.
    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 NUR370Y.
    NUR374Y Introduction to Nursing Care of Childbearing Persons and Families

    This course will introduce students to key concepts and practices foundational to nursing care of childbearing persons and their families. Course learning will focus on the perinatal care continuum of childbearing from pre-conception through pregnancy, birth and postpartum transition. This course is grounded in principles of person centred care, family centered care and trauma informed care – all of which are integrated throughout the classroom and acute care clinical learning environments. The Nursing Process will serve as the organizing framework for critical thinking, knowledge development, and the care and management of childbearing persons and their families. Students will explore topics relevant to the perinatal population including: sociocultural and institutional contexts of perinatal care in Canada; healthy physiologic and psychologic changes in pregnant, labouring, and postpartum clients; nursing management of common adult and newborn complications; nursing role in the transition from hospital to home; as well as develop an understanding of pregnancy, childbirth, postpartum, and newborn feeding and care experiences.
    In the classroom and clinical settings, students will be supported to continue building their critical thinking and problem solving skills through engagement with life-like and real clinical situations. During clinical placement in acute care settings, students will have the opportunity to work with childbearing persons and families throughout the ante/intra/postpartum phases of the care continuum. Students are expected to apply current course knowledge at a beginner level integrated with foundational nursing skills and nursing therapeutic skills learned during the fall term/Term 1.
    This course is taken concurrently with NUR370Y and NUR390Y.
    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

    MPL202H1 Current Topics in Medical Microbiology 

    Common infectious diseases that are relevant in the current healthcare setting are explored. Expert clinicians in the fields of microbiology, infectious diseases, quality improvement, and infection control will discuss current research in the field of medical microbiology and its relevance to nursing practice. Lecture topics include: review of bacteria, viruses, fungi, and parasites, the role of the diagnostic microbiology lab, travel medicine, skin and soft tissue infections, systemic 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 will provide students with an overview of the structure of the healthcare system and the profession of nursing at national, provincial, regional/municipal, and organizational or institutional levels. We will examine some of the current policy, leadership, and ethical issues and challenges in the healthcare environment and their impact on patient/population health, healthcare practices, and the nursing profession. The examination of these issues is approached by considering different political, legal, jurisdictional, professional and ethical contexts. A social- critical perspective is the predominant one used to examine the structures and relationships – including personal, political and professional - that affect the everyday decisions of nurses and their approach to practice. Other theoretical or conceptual perspectives will also be considered. As emerging professionals, nursing students will learn and apply the fundamentals of political action, policy analysis, leadership, and ethical decision-making skills in the context of their own current practice of nursing and their future role as leaders in healthcare.
    NUR420H1 Critical Reflexivity: Theory as Practice

    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 reflexivity, 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 

    Nurses need to be knowledgeable consumers of research who are able to find, understand, critique and apply evidence in everyday nursing practice. This course focuses on the application and critical examination of the research process used in the development of nursing science. The link between nursing research and scholarship is emphasized through an understanding of the relationships between research, theory and practice. Critical analysis of the underlying paradigms and activities within qualitative and quantitative research will enable students to understand and appropriately integrate research into practice.
    NUR460Y1 Coping with Complexity in Persistent Illness

    The focus of this clinical course is the experience of individuals and families in maintaining integrity across the trajectory of persistent illness. Building on understanding from introductory courses in year 1, students will gain a deeper understanding of the complexity of challenges which are specific to selected age groups, illness categories, institutional and home contexts. Complexity includes pathophysiology, individual and family circumstances, related interventions, and the care delivery context.

    In NUR460, students examine the experience of individuals and their families during acute episodes of complex or persistent illness. Students will have the opportunity to develop their ability to provide care using a family-centred approach while expanding on their ability to use interprofessional collaboration to deal with the complexities of illness. Current theory and research will be discussed that relates to the lived experience of complex and/or persistent illness. Topics to be addressed will include uncertainty, coping with symptoms and the illness trajectory, suffering and empathy, families as caregivers, death and dying, and health related quality of life. Cultural, ethical and systems issues will also be discussed. Students are encouraged to apply a theoretical understanding of illness to situations encountered in their clinical placements. Critical reflections on practice using patient and family narratives is encouraged.

    A fundamental nursing concept introduced early in the course is understanding related to transition. Transition is a broad and relevant term referring to developmental, situational, health / illness and /or organizational challenges. The centrality of understanding of the process and outcomes of role transitions in the care of individual and families coping with persistent illness will be highlighted throughout the course in seminar, assignments and clinical learning situations.
    NUR461Y1 Primary Health Care: Nursing Perspectives 

    This course introduces students to the role of the community health nurse and is framed around the social determinants of health 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.
    NUR470Y1 Integrative Nursing Practicum

    In this final 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, 2018). 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.

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