Master of Science
Registered Nurse to M.S. in Nursing
Master of Science
Registered Nurse to M.S. in Nursing
Application due date for May 24, 2021 term: May 21
Estimated time to completion: 30 Months
Take your career further.
Turn your RN into an MSN with this accelerated program that also allows you to earn a bachelor’s degree on the way to your master’s. Designed to help you excel in evidence-based decision making, informatics, global perspectives and innovative thinking, this program prepares graduates to serve in educational or administrative roles in nursing.
What you can expect.
- Tailored Practicum Our courses are designed to prepare you for an engaging practicum where you’ll apply the theoretical knowledge you’ve learned to the role of nurse educator or nurse leader. You will work closely with faculty and a qualified preceptor in your local area to complete a unique practice experience that allows you to meet your individual learning goals and program outcomes.
- Flexible Study on your schedule. Our online format allows you to plan your coursework around your life.
- Relevant Coursework Our program consists of coursework designed to align to nursing professional standards while including simulations and interactive technology in order to teach you how to lead in complex healthcare environments.
- Customizable Make this program fit your career goals by choosing between two Focus of Study areas, totaling 16 semester credits: Nursing Education and Nursing Administration.
Get the Education You Want
Our courses are geared toward helping forward-thinking nurses excel in their field. With meaningful assignments, the RN to MSN program is relevant, immediately applicable, and designed to meet the needs of employers. And since our courses are all online, you can study whenever your busy schedule allows.
Nursing Department
We have highly-qualified and experienced staff and faculty to support our nursing program. An assistant provost of health care professions, department chair, curriculum director, and several faculty members oversee the department. The mission of the ACE Department of Nursing is to educate and inspire nursing students to become exceptional healthcare providers, educators, and leaders who use forward thinking, evidence-based innovation, and collaboration to transform health outcomes, organizations, and systems within a global society.
A few of the classes you'll take.
- NUR4043 Community Health and Vulnerable Populations (10-week course) 3 semester credits
- NUR5043 Nursing Leadership: Organizational Systems 3 semester credits
- NUR5103 Leadership and Management Theory in Nursing 3 semester credits
Keep exploring.
Tuition
RN to MSN
Total Tuition
55 semester credits
x
$355 per credit
$19,525
Fees
$50 Application Fee
$200 Program Conferral Fee
$10 California Student Tuition Recovery Fee
$250
Total Program Cost*
$19,775
On average, see how ACE compares to other online universities.
Even without federal loans, there are plenty of ways to finance your education at ACE. When you’re ready to invest in yourself, explore our flexible payment and financing options. Our Student Services reps are available to help you create a workable plan whatever your financial circumstances.
View Payment Options Talk to an Enrollment Counselor*This is an estimated value of the cost for tuition and fees. Amounts may vary depending on number of transfer credits applied to the selected program hours, the pace and satisfactory completion of the selected program credit hours, the receipt of, or eligibility for, institutional or non-institutional scholarship and/or grant amounts, and adjustments to tuition or fees as described in the Catalog Right to Modify Tuition section.
State of California Student Tuition Recovery Fund (STRF)
It is a state of California requirement that a student who pays his or her tuition is required to pay a state-imposed assessment fifty cents ($0.50) per one thousand dollars ($1,000) of institutional charges, rounded to the nearest thousand dollars, for the California Student Tuition Recovery Fund. For more information and to see if you must pay the state-imposed assessment for Student Tuition Recovery Fund (STRF) click here.
Admission Requirements
RN to MSN
ACE General Admission Requirements
- Complete and submit all application components including the admission application, including the enrollment agreement, and payment agreement.
- Submit the nonrefundable application fee.*
- Provide official transcripts from an institution that is accredited by an accrediting agency recognized by the U.S. Department of Education indicating successful completion of the level of education required for entry to the program.**
*The application fee is valid for one year from date of submission.
**Additional evidence may be required to fulfill state requirements, including but not limited to verification of professional experience, test scores, or an interview.
Program Admission Requirements
RN to MSN
- Associate degree or 90 undergraduate semester credits
- Minimum Grade Point Average cumulative 2.75 on a 4.0 Scale for full admission
- Minimum Grade Point Average cumulative 2.50 on a 4.0 Scale for provisional admission
- Applicants whose overall GPA, or GPA in the last 60 credits is below 2.50 will not be admitted to the program
- Applicants for the above program must provide documentation of active unencumbered RN license
- Additional evidence may be required to fulfill state requirements
- Proof of current employment as a RN or access to a practice environment
- Required general education and pre-nursing courses (unless designated as a prerequisite course) can be completed concurrently with BSN requirements; all general education courses must be completed prior to awarding of bachelor's degree and matriculation to graduate portion of the program
International Transcript Requirements
All applicants must submit to the Admissions Office official, sealed college transcripts from each institution attended.
- Transcripts that are international and/or not in English must be evaluated through an NACES-recommended agency.
- Texas applicants may only submit evaluations from agencies approved by the Texas Education Agency.
- International applicants must request the course-by-course evaluation. The evaluation report must show that the non-U.S. education is equivalent to the education/accreditation level required for the program.
English as a Second Language Applicants
All applicants whose first language is not English must demonstrate competence in the English language as demonstrated in one of three ways:
- Submission of an official transcript showing a degree from a United States secondary school or regionally accredited college/university.
- Submission of an official minimum score on the paper or internet-based Test of English as a Foreign Language (TOEFL) or International English Language Testing System (IELTS) exams.
- The minimum TOEFL score required for the internet-based version is 80, and the paper-based version requires a minimum TOEFL score of 20 for each of the three skills: Reading, Listening, and, Writing.
- The minimum IELTS score required is 6.5. Note: IELTS is not acceptable for Texas programs leading to certification.
- The testing agency must send test scores directly to American College of Education.
- Applicants to the Texas Educational Leadership program whose first language is not English must submit a minimum scaled score of 24 for speaking, 22 for listening, 22 for reading, and 21 for writing from the Internet-Based TOEFL (IBT) or evidence of an undergraduate or graduate degree earned at an institution of higher education in a country outside of the United States listed in Figure: 19 TAC §230.11(b)(5)(C).
Courses
RN to MSN
Explore the classes you'll take to fulfill this program's 55 semester credit requirement. For more information, a complete list of requirements, and course options, see the College Catalog.
Undergraduate Courses
(30 semester credits - must be completed to earn bsn)
This course develops knowledge related to the profession of nursing, current issues in nursing, and the role of nursing in transforming health outcomes. The ethical and scientific basis for nursing practice are discussed.
Nursing's paradigm is defined. Students explore key nursing theories and theories from other disciplines as a foundation for care. Students utilize the concepts from theories, Professional Nursing Standards (ANA), Code of Ethics, Institute of Medicine Report (IOM), Competencies from the Quality, Safety, and Education in Nursing (QSEN) to analyze their practice and to clarify their role as a member of a profession.
Building upon the student's previous health assessment knowledge, this course develops the advanced knowledge, skills and attitude (KSA) needed to provide safe, competent, and comprehensive health assessments of individuals and families throughout the lifespan to include physical, psychosocial, cultural, and spiritual health assessments; risk assessments, functional assessments, health history and genetic issues. Students will learn to use advanced communication and physical assessment skills to identify changes in health patterns from acute to chronic problems found in diverse populations.
This course focuses on health promotion, disease, and injury prevention across the lifespan. Health of communities, vulnerable populations and principles of social justice and health policy are discussed within a global context. Students learn to incorporate epidemiological, biostatistical data through knowledge of healthcare informatics to assess factors related to community health. Genetic considerations, culture, health disparities, factors that are determinates of population health, and equity in patient care are explored. Practice experience is part of this course.
Pre-requisite: NUR4033. Note: A practice experience component is present in this course.
This course is an introduction to scholarship which includes identification of practice issues; appraisal and integration of evidence; and evaluation of outcomes. The focus is on the identification of research designs within the hierarchy of evidence and accurate interpretation of evidence from individual studies. Students will apply principles of evidence-based practice, identify appropriate researchable questions, and review research-based evidence to improve practice.
Knowledge and skills in leadership, quality improvement, and patient safety are necessary to provide high quality healthcare. In this course, learners explore leadership and change theory and strategies necessary to lead in evolving, contemporary healthcare systems. Students will be prepared to contribute to safety initiatives, quality improvement, policy development, resource management, and strategic planning. An emphasis is placed on professionalism, principles of ethics, decision-making, communication, collaboration, and working within inter-professional teams to facilitate quality care and promote health outcomes.
Health and wellness promotion continues to become more of the primary emphasis in healthcare as compared to previous years. This course introduces students to dimensions of wellness, focusing on a holistic approach to patient care, clinical prevention and population focused care. Culture, socioeconomic factors, and health promotion across diverse populations are discussed. Use of technology and nursing principles are applied to help guide life choices. The practice of integrative medicine is explored.
Knowledge and skills in information management and patient care technology are the focus of this course. Throughout the course, learners explore the roles, theories, and standards of nursing informatics. Informatics-based health applications that support communication, care coordination, quality improvement, and data- based decision making across healthcare systems are examined.
In this course, the student examines multiple theories from nursing and related fields to explore value and application to research and evidence based practice. Specifically, the course explores the use of theory in the design of research and development of nursing knowledge.
Knowledge and skills to critique quantitative research studies are developed. Emphasis is placed on applying four criteria for critique: construct validity, internal validity, statistical conclusion validity, and external validity. Students focus on principles of evidence-based practice and synthesize the evidence from studies and arrive at a conclusion.
This course focuses on qualitative research traditions and the critique of qualitative studies for trustworthiness. Criteria for evaluating qualitative research include credibility, dependability, confirmability, and transferability. The purposes for qualitative research approaches, to include theory development, are explored. Students are introduced to the interpretation and critique of mixed-methods research as well as systematic reviews and meta-analyses. Students integrate evidence from both quantitative and qualitative studies for evidence-based practice and developing patient- centered care guidelines. The relationships between evidence, quality, and outcomes are analyzed. The impact of health policy is explored.
The Capstone Experience is designed for candidates to demonstrate the impact of their knowledge and competencies gained throughout the professional nursing program.
Graduate Courses (must be completed to earn MSN)
Nursing courses (15 semester credits - 6 taken as part of the BSN)
In this course, the student examines multiple theories from nursing and related fields to explore value and application to research and evidence based practice. Specifically, the course explores the use of theory in the design of research and development of nursing knowledge.
Knowledge and skills to critique quantitative research studies are developed. Emphasis is placed on applying four criteria for critique: construct validity, internal validity, statistical conclusion validity, and external validity. Students focus on principles of evidence-based practice and synthesize the evidence from studies and arrive at a conclusion.
This course focuses on qualitative research traditions and the critique of qualitative studies for trustworthiness. Criteria for evaluating qualitative research include credibility, dependability, confirmability, and transferability. The purposes for qualitative research approaches, to include theory development, are explored. Students are introduced to the interpretation and critique of mixed-methods research as well as systematic reviews and meta-analyses. Students integrate evidence from both quantitative and qualitative studies for evidence-based practice and developing patient- centered care guidelines. The relationships between evidence, quality, and outcomes are analyzed. The impact of health policy is explored.
Focusing on leadership and management theory, students prepare to lead organizations from a systems perspective.
Systems of care and organizational behavior are examined. Students learn to base practice on evidence to ensure the safety, high quality, and cost effectiveness of patient care. Students analyze leadership to effectively apply ethical and critical decision- making skills to lead healthcare teams.
Students will explore practice issue or concern and plan for intervention. Practice experience is part of this course 50 hours required.
Note: Practice experience part of this course.
The focus of this course includes information, skills and processes required to improve quality and patient safety utilizing the Graduate QSEN competencies. Students learn to use health informatics and to base practice on research and evidence to ensure the safety, high quality, and cost effectiveness of patient care. Students acquire the skills to select the methods, tools, performance measures, and standards related to quality and apply quality principles within an organization to improve outcomes.
This course focuses on knowledge, skills and behaviors needed to design, implement, and evaluate patient- centered, culturally appropriate care for individuals or populations. Students analyze the multiple dimensions of patient-centered care to include patient/family/community preferences, values, culture, communication, and health literacy.
Students are prepared to intervene at the systems level through policy development and advocacy to influence healthcare. Additionally, students will evaluate use of information systems and technology in nursing practice.
Focus of Study
Nurse Administration Focus of Study
Effective nurse leaders learn and apply leadership and strategic management theories to guide their actions and transform evidence into quality practice. This course prepares students to serve in key positions to participate in decision making, advocacy, strategic planning, and to manage change that affects patient care. Operations, marketing, informatics, and decision-making strategies are explored to increase understanding of the strategic business aspect of nursing.
In this course, students connect caring and quality patient care delivery with efficiency and effective financial strategies. They learn to apply evidence-based decision making as it relates to the financial responsibility of the healthcare facility, utilizing resources available to them through the private and public sector and related to the development, delivery and evaluation of patient-centered care. Students learn to apply financial principles to budget forecasting and managerial oversight, capital budgeting and variance analysis. The economics of the US healthcare system will be considered.
This course teaches students how to build relationships in the community, in a clinical setting, and in an academic environment through effective oral and written communication. Students acquire conflict resolution skills and behavior management techniques by translating data-driven research into practical communication strategies. Emphasis is placed on inter-professional communication, cultural competency, and communication with diverse populations. The course is based on human resource principles, including hiring, separation, and conflict management, team building.
In this course, students demonstrate understanding of the healthcare system and the environment in which healthcare administrators function and serve. The use of strategy management tools to create operational goals and objectives and to identify and leverage marketing opportunities is emphasized. Students investigate transformational thinking as it refers to the changing healthcare environment. They also apply technology as an innovation that impacts practice.
The Capstone/Practicum course is a culminating experience that provides students the opportunity to demonstrate mastery of program and focus of study outcomes. This course emphasizes the application of leadership and management theories and concepts in the role of nurse executive. The student will demonstrate the competencies essential to a nurse leader. The role will be applied and analyzed in a healthcare organizational setting, in collaboration with a nurse-leader mentor. Evidence-based leadership and management strategies will be developed and implemented in the selected organizational environment. Practice experience of 150 hours is required.Note: A practice experience component is present in this course.
Nurse Educator Focus of Study
This course provides an intensive and comprehensive foundation of advanced pathophysiological knowledge and physical assessment skills. Students will learn to apply this knowledge and skill in working with students and teaching the content and competencies required for effective practice. Students will learn to discern between normal and abnormal findings, develop treatment plans, and develop teaching plans to promote health and education. Informatics and use of technology will be discussed.
This course focuses on advanced pharmacotherapeutics and effective teaching methods for nurse educators in this content area. Pharmacological mechanisms, medication management, treatment of side effects and drug reactions are studied. Drug interventions and nurses' role in educating patients about medications will be covered. Technology related to safety, delivery and education will be explored.
Guided by theoretical foundations of learning, students examine the tenets of andragogy modeled in practice. Emphasis is placed on understanding and applying principles of teaching and effective instructional strategies, ways to establish an effective learning environment, and reflective practices as a means to advance professional nursing skills. Strategies to support the learning environment in both face to face and online classrooms will be considered. The course will integrate ethical and professional collaboration with colleagues to promote patient outcome attainment.
By surveying various curricular designs and assessment models, this course integrates aspects of theoretical frameworks with differentiated curriculum, instructional and evaluation strategies delivered in academic and clinical settings. Students analyze assessment and evaluation data to determine effective approaches for supporting effective educational programming and patient-centered health while developing skills as nurse professionals and nurse educators. Use of technology in program assessment and evaluation is discussed.
The Capstone Practicum course is a culminating experience that provides students the opportunity to demonstrate mastery of program and focus of study outcomes. This course emphasizes the application of teaching and learning theories and concepts in implementation of the nurse educator role. The student will demonstrate the competencies essential to the nurse educator. The role will be implemented, applied, and analyzed in an academic or clinical practice setting, in collaboration with a nurse educator mentor. Students must complete a scholarly project which synthesizes advanced knowledge and skills to address an area of relevance to professional nursing in education. Practice experience of 150 hours is required.
Credit Hour Requirement
The RN to MSN program requires students to complete a total of 145 semester credits. The 145-credit requirement for the RN to MSN program includes the following:
- 55 semester credits earned at ACE (see RN to MSN Course List)
- 90 credits earned at ACE or outside of ACE (according to the Prior Credit Evaluation/Transfer Credit Policy)
- 45 of these credits are taken between ACE General Education Requirement and Pre-Nursing Requirements (RN to MSN requirements build upon the ACE General Education Requirements and adds some additional specification and requirements). These 45 credits are required in the following areas:
- Written Communication: 6 Credits (Per ACE General Education Requirements)
- Speaking and Listening: 3 Credits (Per ACE General Education Requirements)
- Quantitative Reasoning: 9 credits (Algebra: 3 credits, Statistics: 3 credits, Other: 3 credits)
- Scientific Ways of Knowing: 12 Credits (Human Anatomy and Physiology: 6 credits, Microbiology: 3 credits, Chemistry: 3 credits).
- Social and Behavioral Ways of Knowing: 6 Credits (Per ACE General Education Requirements)
- Humanistic and Artistic Ways of Knowing: 3 Credits (Per ACE General Education Requirements)
- Pre-Nursing: 6 Credits (Pharmacology: 3 Credits, Technical Writing: 3 Credits)
- 45 of these credits are in electives
- 45 of these credits are taken between ACE General Education Requirement and Pre-Nursing Requirements (RN to MSN requirements build upon the ACE General Education Requirements and adds some additional specification and requirements). These 45 credits are required in the following areas: