Division of Nursing
The Howard University Division of Nursing, while cognizant of the nature of society and the health care delivery system, has as its purpose the development of students at the bachelor's and master's level who can effectively and efficiently address the diverse and complex health care needs of society. The Division of Nursing was established in 1969 with a program of studies leading to the bachelor's degree in nursing. In 1980, the Master of Science Degree in Nursing was initiated and recently, a Post-Master's Certificate Family Nurse Practitioner Program was added.
Built on the legacy of the Freedmen’s Hospital Training School for Nurses in Washington, DC (November 15, 1894) the Howard University School of Nursing was founded in April 23, 1968. The School of Nursing was elevated to the College of Nursing in 1975 and joined the other academic health professional colleges within the university....
Bachelor of Science in Nursing Program Tracks
The baccalaureate program is built on the foundation of liberal arts and nursing education that is aimed towards developing students’ abilities in critical thinking, effective communication, and the use of a systematic process for decision making.
There are three (3) program of study tracks at the baccalaureate level – Basic, LPN to BSN, and RN to BSN. Each is offered to a different type of entering student. The basic track (lower division and upper division) is offered for high school graduates and transfer students. College graduates with a non-nursing degree who have completed the prerequisite courses and transfer students who have completed the prerequisite courses enter the Basic Track (upper division).
The purpose of the graduate program in the Division of Nursing is to prepare baccalaureate educated registered nurses to become advanced practice nurses. In the graduate program, advanced nursing knowledge is both acquired and generated through the integration of knowledge from the sciences, humanities, nursing theory and research. Prior clinical experience and future professional goals are considered in designing individualized learning experiences with graduate students. Students are provided opportunities to implement their roles and assume leadership in a variety of traditional and nontraditional settings utilizing the resources of the health care system. In addition to collegial relationships with peers and nursing faculty, the graduate program fosters collaborative activities with other disciplines.