Nursing (BSN)


BSN students


Program Details

Bachelor of Science in Nursing

The changing healthcare environment necessitates various levels of nursing educational preparation. The BSN program prepares highly competent practitioners of nursing for professional careers in a dynamic healthcare environment and provides the foundation for graduate education in nursing.

Professional nursing education integrates liberal and nursing education to foster critical thinking skills required for professional nursing. Professional nursing education prepares nurses to practice effectively in a healthcare environment in diverse settings. Nursing education at the baccalaureate level is an active learning process.



The baccalaureate degree in nursing at the University of Arkansas Fort Smith Carolyn McKelvey Moore School of Nursing is accredited by the Commission on Collegiate Nursing Education. The Carolyn McKelvey Moore School of Nursing also has approval from the Arkansas State Board of Nursing.


Arkansas State Board of Nursing NCLEX Pass Rates

Commission on Collegiate Nursing Education (CCNE) Virtual Evaluation Info


BSN Handbook

Download the BSN Handbook









MISSION STATEMENTNursing students with instructor

The mission of the UAFS Carolyn McKelvey Moore School of Nursing is consistent with the mission of UAFS (UAFS Academic Catalog) by its design and program outcomes. The nursing education program challenges students to think critically in an environment that facilitates educational mobility, personal growth, and a pattern of life-long learning. The nursing education programs also challenge students to use evidence-based practice guidelines in the environment in which nursing is being provided. 



The University of Arkansas-Fort Smith Carolyn McKelvey Moore School of Nursing will undergo a Virtual Evaluation on March 8-10, 2021 by the Commission on Collegiate Nursing Education (CCNE). This will be a virtual evaluation of our baccalaureate degree program in nursing.


There is an opportunity for program constituents and other interested parties to submit, in writing, comments concerning a program's qualifications for accreditation. Written third-party comments will be received by CCNE until 21 days before the accreditation visit. All comments must be received by CCNE no later than February 16, 2021. All third-party comments submitted to the CCNE must be written in English, consistent with CCNE's policy on Conduct of Business in English. Only Author-identified (signed) comments will be accepted by CCNE. CCNE shares third-party comments with members of the evaluation team, but does not share the comments with the program during the review process. During its review of the program, the evaluation team considers third-party comments, if any that relate to accreditation standards.


All comments must be directed to:
Commission on Collegiate Nursing Education
ATTN: Third-Party Comments
655 K Street NW
Suite 750
Washington, DC 20001

Or via email:

PhilosophyNursing student graduation image

The faculty of the Carolyn McKelvey Moore School of Nursing hold certain values about nursing and the educational process. These values form the framework in which learning activities move in a logical progression throughout the curriculum and are based on the following concepts:

A client is a unique holistic individual with worth, rights, and responsibilities. All clients have needs. Fulfillment of these needs occurs within the context of their culture and responses to life experiences.

Health is a dynamic state that encompasses the holistic client. Health results from the client's response to changes in the internal and external environments. Health occurs along the wellness/illness continuum and is influenced by personal and cultural values.

Environment is the conditions or influences within which the client exists. Stimuli within the internal and external environment are constantly interacting and affecting the individual, family and community’s position on the wellness/illness continuum.

Nursing, as an art and science, is dynamic profession with an evolving body of knowledge that is supported by research within the profession as well as from principles and theories from other disciplines. Nursing focuses on assisting clients to meet needs along the wellness/illness continuum. Nurses use the nursing process in the promotion, maintenance, and restoration of health in culturally diverse clients throughout the lifespan. Changes in the current healthcare environment reflect an increased complexity in client needs and in delivery systems and, thus, necessitate various levels of nursing educational preparation.



Student image

Nursing education is the means by which students learn to practice nursing and is best provided in an institution of higher learning. Learning is a lifelong activity that is purposeful and motivated by individual need. An environment of learning is provided for students and conveys the complex components of the nursing profession: the caring, the art, and the science of the profession. The various levels of nursing education include, but are not limited to, practical nursing, associate degree nursing and baccalaureate degree nursing. Each type of nursing educational program provides a unique and valuable contribution to health care.

Baccalaureate nursing education is based upon a liberal arts and science foundation and forms the basis for the practice of professional nursing. Baccalaureate nursing education occurs in a facilitated learner-centered environment which considers the unique needs of the student. The baccalaureate curriculum emphasizes critical thinking, research and evidenced-based practice, communication, leadership and management, health promotion, and professional role development and provides the student with a foundation for graduate study.

Baccalaureate nursing utilizes evidence-based practice to provide care to culturally diverse individuals, families, populations, and communities across a variety of settings. Baccalaureate nursing practice integrates knowledge, skills, values, and attitudes essential for performing the interrelated roles of provider of care, designer, manager, and coordinator of care, and member of a profession. The baccalaureate prepared nurse possesses the professional values, core competencies and core knowledge identified by the Essentials of Baccalaureate Education for Professional Nursing Practice (American Association of Colleges of Nursing, 2008).


Organizing Framework

The Essentials of Baccalaureate Education for Professional Nursing Practice (2008) was used to structure and organize the nursing curriculum.  The Essentials of Baccalaureate Education is implemented throughout the curriculum using the concepts of critical thinking, research (Scholarship of Evidence Based Practice), communication (Interprofessional Communication and Collaboration; Information Management), leadership and management (Basic Organizational and Systems Leadership; Health Policy), health promotion (Clinical Prevention and Population Health) and professional development (Professionalism and Professional Values).


Critical thinking “includes questioning, analysis, synthesis, interpretation, inferences, inductive and deductive reasoning, intuition, application and creativity” (AACN, White Paper on the Education and Role of the Clinical Nurse Leader, 2007).

Research is the scholarly inquiry, which culminates in evidence-based practice.

Communication is a “complex, ongoing, and interactive process which forms the basis for interpersonal relationships” (AACN, 2007).

Leadership and management are overlapping concepts. Leadership is a process of influencing people to accomplish goals whereas management relates to resource coordination and integration to achieve goals.

Health promotion is the science and art of supporting positive health practices to maximize quality of life.

Professional development is a process of life-long learning that enables the nurse to function in the roles of provider of care designer/manager/coordinator of care and member of a profession.


Core competencies, derived from the Essentials of Baccalaureate Education for Professional Nursing Practice and the SON Program philosophy, are operationalized to determine student learning, course, and program outcomes and are used by faculty to facilitate student achievement of these outcomes. The Competency Outcomes and Performance Assessment Model (COPA) is used to assess student achievement of outcomes. The COPA Model emphasizes practice-based outcomes, practice-focus learning, and structured, objective assessment of performance competencies. 


Program Learning Outcomes

The University of Arkansas - Fort Smith BSN Program graduate will:

  1. Use the nursing process and critical thinking to promote, maintain and restore the health of individuals and families throughout the lifespan.
  2. Evaluate the application of research findings to support evidence-based practice.
  3. Communicate effectively using interpersonal, written, and technological strategies.
  4. Integrate leadership and management skills in the provision of cost-effective quality health care.
  5. Individualize culturally and ethnically sensitive health promotion strategies with individuals, families, populations and communities in a variety of settings.
  6. Model professional role development through nursing behaviors consistent with professional standards.




NCLEX Pass Rates

Program Calendar Year Pass Rate by Year, Number of Test Takers, and Method of Calculation
BSN pre-licensure program, traditional 2017

Pass rate: 91.3%
Number of test takers: 69
Method of calculation: #1

BSN pre-licensure program, traditional 2018

Pass rate: 81.9%
Number of test takers: 72
Method of calculation #1

BSN pre-licensure program, traditional 2019

Pass rate: 79.3% + 81.9% + 91.3%/ 3 =  84.1%
Number of test takers: 63 + 72 + 69 = 204
Method of calculation: #3

BSN pre-licensure program, accelerated

First class, 2019

Pass rate: 90.1%
Number of test takers: 11
Method of calculation: #1

Pass rate calculation Method:

(#1) the NCLEX-RN® pass rate for each campus/site and track is 80% or higher for first-time takers for the most recent calendar year (January 1 through December 31);

(#2) the pass rate for each campus/site and track is 80% or higher for all takers (first-time and repeaters who pass) for the most recent calendar year;

(#3) the pass rate for each campus/site and track is 80% or higher for all first-time takers over the three most recent calendar years; or

(#4) the pass rate for each campus/site and track is 80% or higher for all takers (first-time and repeaters who pass) over the three most recent calendar years.


Completion Rates

Calendar Year of Graduation Calendar Year of Admission # traditional Students Admitted

# RN-BSN students admitted

# Students Excluded # Students Completing % Students Completing
2017 2015 or 2016 110 7 33 59 70.23%
2018 2016 or 2017 112 3 27 65 76.47%
2019 2017 or 2018 118 1 20 82 83.67%

3-Year Aggregate: 76.79%



Employment Rates

Graduation Year Number of Graduates Number Employed Percent Employed
2017 65 56 86.15%*
2018 78 56 71.79%*
2019 104 91 87.5%*

3-Year Aggregate: 81.83%

*This number reflects the number of graduates who desire to be employed. 100% are eligible for employment after successful completion of the NCLEX.


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For More Information Contact

  • Advising Coordinator, College of Health Sciences, at 479-788-7841 or by email to UAFS Health Sciences.