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The accelerated BSN program is now 15-months

Accelerated Nursing Programs

The Accelerated BSN nursing (ABSN) program is a full-time program for students who wish to become registered nurses (RNs). Students with a non-nursing bachelor’s degree are eligible for this program.

The accelerated program offers 2 options, BSN Second Degree and BSN/MSN for students to begin their nursing education, with the ability to continue onto an MSN. This is a pre-licensure program, where all students begin with the BSN portion and upon completion of the BSN become a Registered Nurse (RN) in as little as 15-months.

Students in the BSN/MSN option will continue to the MSN.

The accelerated nursing program offers a number of experiences such as state-of-the-art simulation center, student research opportunities, comprehensive mentorship, community engagement and rigorous clinical experiences with prestigious hospital partners, including the Children’s Hospital of Philadelphia and the Hospital of the University of Pennsylvania.


BSN Second Degree

The option is for those who would like to work in the profession as an RN before specializing or pursuing an advanced practice degree.

BSN Second degree student are also offered the option to begin graduate-level coursework at Penn while finishing the BSN through our submatriculation program. Eligible students may apply to submatriculate in Spring semester of the BSN into one of our 11 master’s specialties, as well as dual degrees in public health, bioethics, and law.


The BSN/MSN option is for students who know they are interested in an advanced practice nursing role and who can confidently identify an area of specialization they’d like to pursue.

This program offers quite a bit of flexibility to students who are pursing multiple degrees. Some of our students take time off from school to gain work experience and then return to the MSN program, while others work full-time as an RN as they complete their MSN program coursework part-time. We only ask that students complete their MSN degree within five (5) years of their BSN graduation date.

Once a student is admitted into a particular MSN program, they may apply to change programs if their interests change.

Accelerated BSN graduate; current PhD student Karen CelestineAccelerated BSN graduate; current PhD student Karen Celestine

Our curriculum merges the scientific basis for healthcare with clinical experience, offering a side-by-side incorporation of theoretical and applied knowledge, a rarity in nursing education

The program begins with the BSN in late August 2022, the BSN is 15-months with completion in December 2023. Posted below is an outline of the BSN portion of the program. The length of the MSN is dependent on the specialty, for more information on the MSN options, click here

Plan of Study

Fall Year 1

Pathways to Practice

This course builds on the accelerated student’s background and experiences and uses them as building blocks to garner the intellectual capital needed to integrate  his/her identity as a professional nurse. The course links the Penn Compact 2020  to the four core themes of Penn’s BSN nursing program: engagement, inquiry, judgment, and voice. It introduces phenomena of concern to nursing, contextualizes societal meanings of nursing practice and health care delivery across time and place, and stresses the importance of nursing science as the basis for practice.  Emphasis is placed on debate, critical analysis, and constructing a logical and lucid verbal and written argument regarding issues related to professional nursing practice and health care delivery.

Physical Assessment

This is a laboratory course designed to help beginning nursing students to develop competence in the process of physical assessment. Students engage in actual practice of physical assessment with fellow students as their ‘patient’ subject. A blending of instructor demonstration and supervision of physical examination practice sessions is used in the learning laboratory setting. Students prepare via self-learning activities with a variety of supplied resources (readings, videotapes, computer programs) and have the opportunity to refine their skill though faculty-supervised practice sessions. Procedural skills that correlate with the presentations of physiologic system assessment are included.

Integrated Pathophysiology, Pharmacology, and Therapeutics

Pathophysiologic concepts and processes are introduced with major emphasis on commonly occurring acute and chronic illnesses and their therapeutic interventions. Major classes of drugs that are used to support organ function are explored. The physiological and pathophysiological rationale for each drug indication, mechanisms of drug action, individualized dosing implications, and adverse drug events will be explored for prototypical agents used in the selected cases. The course will enhance the student’s comprehension of the scientific complexity of therapeutic interventions in various conditions and will build upon the foundational sciences. Additionally the course will provide the student with sufficient scientific knowledge and skills to prepare administer and monitor drugs and therapies in a safe and effective manner.

Scientific Inquiry for Evidence-based Practice

This course is designed to advance students’ understanding of the research process, methods of scientific inquiry, and analytical techniques. Students acquire knowledge of systematic approaches used by scientists to design and conduct studies. Course content prepares students to appraise quantitative and qualitative research, and evaluate the scientific merit and clinical significance of research for translation into practice. Evidence-based guidelines are examined and rated for strength of evidence and expert consensus using evidence grading systems and defined criteria. Students engage in variety of creative learning experiences to facilitate appreciative inquiry, clinical reasoning, and evidence-based practice. Quality improvement, comparative effectiveness analyses, information science, and electronic health systems technology demonstrate the capacity for measurement and surveillance of nursing-sensitive and other outcomes used to evaluate quality nursing care and test interventions. Ethical, legal and health policy implications for research are explored. This course serves as the basis for scientific inquiry about human experiences to address important problems that require solutions and to expand the research and the evidence base for professional nursing practice.

NURS 547 is a graduate-level research methods course approved for Penn BSN students only.

Spring Year 1

Psychological and Social Diversity in Health and Wellness

This course explores and integrates the intersection of psychological, cognitive, and social development with the lived experiences of individuals, families, and communities across the lifespan in order to conduct socially contextualized health assessments and health teaching. Extant theories will be critically analyzed and examined with respect to issues of health care access, health history, health promotion, and issues of equity and diversity from a life-course perspective. This knowledge will be synthesized and integrated with the development of the student’s communication skills and interviewing processes necessary to develop socially attuned health history and teaching that promote psychological well being and healthy lifestyles. Simulated and observational experiences provide students with opportunities to acquire and apply knowledge necessary for conducting a comprehensive health history of an individual situated within a diverse community. They also provide opportunities to develop prioritized health teaching plans in partnership with that individual.

Nursing of Young and Middle Aged Adults

This course considers how nursing influences the health and healing capacities of young and middle aged adults who experience functional status impairments as a result of serious illness or injury. It focuses on the knowledge and skill acquisition needed to care for these patients at particular moments, across the continuum of care, and through transitions in an illness experience. It addresses nursing phenomena of concern, including risk factors for illness or injury, strategies to overcome barriers and support personal health resources, alleviate suffering and reduce the impact of illness or injury on the functioning of the person. Content and clinical experiences integrate developmental and role issues; policy, cultural and ethical considerations. Clinical experiences in acute care hospital units and simulation experiences provide opportunities for clinical reasoning, clinical care, and knowledge integration.

Nursing of Older Adults

This course considers how nursing influences the health and healing capacities of older adults. It focuses on the knowledge and skill acquisition needed to care for these patients at particular moments, across the continuum of care, and through transitions in an illness experience. It addresses nursing phenomena of concern including the unique set of principles and body of knowledge and skills necessary to the practice of nursing with older adults. Students are provided with the theoretical background necessary to understand health system issues affecting older adults. Students will attain the knowledge necessary to complete a comprehensive assessment of the older adult’s physical, functional, psychosocial, and cognitive capacities. Common problems associated with cardiovascular, respiratory, neurological, musculoskeletal, sensory, and genitourinary systems that affect older adults will be discussed. In addition, principles of continuity of care, rehabilitation, nutritional and pharmacodynamic changes, cultural diversity and ethics will be integrated throughout the course. Clinical experiences in acute care hospitals and simulation experiences provide sufficient opportunities for clinical reasoning, clinical care, and knowledge integration.Special emphasis is placed on transitional care for older adults across the health care continuum.

Theoretical Foundations of Health Care Ethics

The theoretical foundations of health care ethics including definitions of ethics, history of bioethics and nursing ethics, and the influence of religion,psychology of moral development and philosophy in the development of ethical theory. Nursing code of ethics, changing ideas in ethics, and discussion of the developing profession of nursing are included.

Current Issues In Health and Social Policy

Analysis of key contemporary issues in health and social policy that will provide students with a deeper understanding of the design and structure of the U.S. health care system, the policy initiatives that have shaped it, and the roles of the government, the private sector, and consumers and advocacy groups in setting the policy agenda. Seminars will examine the origins of each issue, the policies enacted and their effects, both intended and unintended, and will propose and debate the merits of alternative policy solutions. The role of health services and policy research in informing the policy debate and directions will be highlighted.

Summer Year 1

Nursing of Women and Infants

This course emphasizes the child-bearing cycle, and the related issues of maternal and infant mortality and morbidity. It also explores women and infant’s health care and health promotion needs across the lifespan. It provides a global perspective, and uses the United Nations’ Pillars of Safe Motherhood and World Health Organization’s Millennium Development Goals as the vehicles to enable students to understand the interrelationships among issues of health and health promotion; social, economic, political and environmental contexts; and the care of women across the lifespan. Clinical experiences provide opportunities for students to understand the connections between the local and the global; to use their developing knowledge base to affect the health of women and their infants. Students will have opportunities for hospital-based care of child-bearing women and their infants. In addition, community-based experiences with individual women and with groups of women across the life cycle will be provided in order to enhance teaching, interviewing and assessment skills.

Pediatric Nursing

This course considers how nursing influences the health and healing capacities of infants, children, adolescents and their families. It focuses on the knowledge and skill acquisition needed to care for these patients at particular moments, across the continuum of care, and through transitions in an illness experience. It addresses pediatric nursing phenomena of concern and major final common pathways of pediatric illness from infancy through adolescence using a using a developmental and systems approach. Emphasis is placed on family-centered care through transitions in the illness and recovery phases. The course emphasizes clinical reasoning; family centered strategies for optimizing health and maintaining individuality; promoting optimal developmental, physiological, and psychological functioning; and enhancing strengths within the context of family. Clinical experiences at various children’s hospitals and simulation experiences provide sufficient opportunities for clinical reasoning, clinical care and knowledge integration.

Psychiatric Nursing

This course examines how nursing influences the health and healing capacities of individuals and families experiencing severe psychiatric distress. It focuses on the knowledge and skill acquisition needed to care for these patients at particular moments, across the continuum of care, and through transitions in an illness experience. The course addresses nursing phenomena of concern related the meanings of an illness experience, the development of healing relationships with or within individuals, families, and groups, and on the advanced communication strategies needed to engage individual and families in mental health promotion strategies. It also provides the tools to enable students to construct effective treatment groups with patients; work groups with disciplinary and inter-professional colleagues; and to understand the healing dimensions of environments. Clinical and simulation experiences provide sufficient opportunities for clinical reasoning, clinical care and clinically situated knowledge integration.

Fall Year 2

Public Health Nursing Care in Communities

This course considers how nursing influences the health and healing capacities of both communities as a whole (populations) and of groups, families, and individuals living within particular communities locally and globally. It addresses the complexity of nursing practice using a public health paradigm. It requires students to draw from prior class and clinical knowledge and skills and apply this practice base to communities across care settings, ages, and cultures with different experiences of equity and access to care. It provides the tools needed to engage in collaborative community work and to give voice to the community’s strengths, needs, and goals. It also moves students from an individual and family focus to a population focus for health assessment and intervention. Students consider the science, policies, and resources that support public health, and community based and community-oriented care. Clinical and simulated experiences in community settings provide sufficient opportunities for clinical reasoning, clinical care and knowledge integration in community settings. Students will have opportunities to care for patients and populations within selected communities.

Research/Inquiry-Based Service Residency

This course is designed to facilitate students’ intellectual curiosity and independence in exploring the research process relevant to an area of interest.  Students expand their research knowledge base provided in NURS 230 and NURS 547 through a structured individualized faculty mentored experience based on specific learning objectives.  Students identify a faculty advisor and, in collaboration with the advisor, define learning objectives to guide a plan of study.  All research or inquiry residencies are under the guidance of a faculty member in the School of Nursing, but students may also interact with affiliated investigators and clinicians who contribute to and enrich the course.  The residency offers students opportunities to experience at any level systematic methods for research, or service-based clinical inquiry or quality improvement. This mentored residency can be fulfilled by one of the following options:

  * Research-based practicum in basic science, clinical research, nursing history, healthcare policy, ethics, or informatics.
  * Inquiry-based Service practicum such as conducting quality improvement procedures or program evaluations in an affiliated healthcare institution.
Leadership in the Complex Healthcare System

This two-part course provides the didactic and clinical experiences in increasingly complex nursing care situations and environments which facilitate the students’ transition to independent practice. In the lecture component, the focus is on the integration of knowledge and skill for nursing practice and develops the ability of students to see nursing practice as part of a complex system. It examines systems thinking and complexity, development of a leadership role and skills, inter-professional communication and teamwork, and leading change in healthcare organizations. This course also examines the nurse’s role in improvement science and patient care delivery, focusing on quality improvement processes, patient safety, nurse sensitive process and outcome metrics with micro-systems. This course also allows students to develop the capacity for clinical expertise, leadership, and for translating the science of the profession into practice. Students also are assigned to a seminar component that is correlated with their selected site for the specialty clinical practicum. This aspect of the course allows the student to develop additional expertise in a specialty area of practice and to develop competences specific to that population of patients.These seminar components are adult health and illness; adult critical care, obstetrics/labor & delivery, psychiatric/mental health, and pediatrics. Advanced simulation experiences and extensive clinical practice in an area of the students’ choice provide multiple opportunities to synthesize the multidimensional aspects of nursing, and provide the environment which facilitates transition to professional nursing practice. Students select from a variety of settings in which to refine their practice skills. Principles of leadership, accountability and change will be applied to clinical practice as the student begins to operationalize the professional nursing role. Emphasis is placed on the nurse as a knowledgeable provider of health care who is both a change agent and advocate.

Case Study

Students must choose one of the following Case Study courses, which can be taken in either the fall or spring semester.

Case Study: Addressing the Social Determinants of Health: Community Engagement Immersion

This case study offers students experiential learning to develop an in-depth understanding of social determinants of health in vulnerable, underserved populations and to collaboratively design and refine existing health promotion programs based on the needs of the community site. Grounded on an approach that builds upon the strengths of communities, this course emphasizes the development of techniques to lead effective, collaborative, health-focused interventions for underserved populations. Students are required to draw on skills and knowledge obtained from previous classes related to social determinants of health and community engagement and will engage in specific creative, innovative community-based programs developed for populations across the life span. These culturally relevant programs, which have been shown to positively impact communities, create opportunities for students to address the social determinants of health, build engagement and leadership skills and increase program success and sustainability.

Case Study: Self-care of Chronic Illness


Case Study: Nurses and the Child Welfare System


Case Study: Quality Care Challenges in an Evolving Health Care Market

Quality care is an issue for consumers, providers, purchasers, and policy makers. This case study examines the multiple challenges that surround the quality of health care in the evolving United States health care marketplace. Through classroom discussion and special project experience, the student will become familiar with the concept of health care quality and approaches to the measurement and management of quality. Using Donabedian’s construct of structure, process and outcomes, strategies to improve quality while containing or reducing costs are reviewed, including the contributions of clinical practice guidelines. The evolving dominant structures for providing health care services, managed care and integrated delivery systems, and their approaches to quality management and reporting will be explored.

Case Study: Nursing Practice with HIV+ Patients

This course is directed at the need to increase nursing majors knowledge and clinical expertice in the care of persons with HIV/AIDS. Hands on clinical practice with nurses who are AIDS experts will be combined with seminars that provide epidemiologic, clinical assessment, infection control, symptom management, patient teaching, psychosocial, ethical, cultural, political, and policy information.

Case Study: Breast Feeding & Human Lactation

Human milk is recognized universally as the optimal diet for newborn infants. Suboptimal breastfeeding rates are a global public health issue. Despite the World Health Organization recommending early exclusive breastfeeding with continued breastfeeding through at least age 2, these recommendations are not being met. Less than 50% of infants are breastfed within the first hour of birth and only 40% of infants receive exclusive human milk for the first 6 months.

The World Health Organization has promoted breastfeeding as a primary preventive health strategy for over 25 years. In January 2011, the United States Surgeon General released a Call for Breastfeeding Action stating, “we all have a role in helping mothers to breastfeed.”

Through classroom and clinical experiences, this course will provide an in-depth examination of the anatomy and physiology of lactation, essential aspects of establishing and maintaining lactation, and the nurses’ role in counseling the breastfeeding family. Emphasis will be placed on current research findings from around the world.

Case Study: Use of Complementary and Alternative Medicine (CAM)

This course will examine the use of complementary and alternative medicine (CAM) in health promotion and disease prevention, as well as in acute and chronic health conditions, through evidence-based research and practice. Implications of CAM on culture, health disparities, society, economics, safety, legal, ethical, and health policy issues will be explored and discussed.

Case Study: Aggressive Behavior in Healthcare: Assessment Prevention and Treatment

The escalating incidence and prevalence of aggression in the health care setting requires that providers acquire a new set of pragmatic competencies for managing its complex sequelae. This course presents theoretical frameworks for understanding, predicting, preventing and responding to aggressive behaviors across the life span. Historical, bio-behavioral, social, and cultural explanations for aggression will be synthesized and analyzed within the context of multiple points of entry into the health care system across clinical settings. Personal self-awareness, debriefing, and stress management techniques exemplify techniques to prevent untoward consequences in providers. This course also uses exemplars and a range of experiential learning strategies, including skill development, situation analysis, concept mapping, unfolding case studies and cooperative learning, to examine the assessment, prevention, treatment, and response to aggressive behavior in patients and management of its consequences in self and others.

Case Study: Cancer

This elective case study offers students the opportunity to learn about the etiology, diagnosis, and management of cancer across the lifespan. Building on existing clinical knowledge and skills, students will explore cancer care from the perspectives of prevention, early detection, treatment, survivorship, and death. Observational clinical experiences and selected case studies will enhance students’ understanding of patients’ and families’ cancer experience.

Case Study: Case Analysis in Clinical Nutrition

This course is designed for present and future nurse professionals who wish to increase their knowledge of nutrition and expertise and application of knowledge to achieve optimal health of clients and themselves. Principles of medical nutrition therapy in health care delivery are emphasized in periods of physiologic stress and metabolic alterations. Individual nutrient requirements are considered from pathophysiologic and iatrogenic influences on nutritional status. Nutritional considerations for disease states will be explored through epidemiological, prevalence, incidence, treatment and research data. Understanding application of medical nutrition therapy are included through case analysis and field experiences

Case Study: Principles of Palliative Care

This course prepares students to collaborate effectively with an interdisciplinary team in assessing patients and families, and planning and evaluating palliative and end of life care for diverse populations with progressive illness in multiple health care settings. Course content and assignments focus on the nurse’s role in addressing the complex assessment and responses to the psychosocial and spiritual concerns of patients and caregivers across the trajectory of advanced illness.

Case Study: Home Health Care

This course examines the major aspects of home-based care across patients’ life spans from acute to long term care. New trends, advances, and issues in home management of complex conditions, innovative delivery systems and legal, ethical and policy consideration will be explored.

Application & Admission Timeline

Admissions decisions are based on a holistic review of the application. All aspects of your application , such as academic history and record, demonstrated interest in program, diverse background, research experience, work history, exposure to health care, letters of recommendations, and more are reviewed and considered.

Application Deadlines

The application for entry in Fall 2023 is available. Penn offers two deadlines for the program, the priority deadline is October 17, 2022 (notification is in Mid-January 2023) and the regular deadline is December 1, 2022 (notification is in Mid-March 2023).

Regular Application Deadline Extended to February 1, 2023

Apply Now

Admission Requirements:

Application Deadlines
There are two deadlines for the program, the Priority deadline is October 15, 2022 and Regular deadline is December 1, 2022. The regular application deadline is extended to February 1, 2023.
Application Requirements

The GRE is no longer required for the Accelerated Nursing Program (BSN Second Degree, BSN/MSN or Hillman BSN-PhD).

A complete application package consists of the following:

  • Completed online application: please know that you may only apply to one program option, BSN Second Degree or BSN-MSN
  • Personal statement: you will be given the question once you start the application process
  • Two letters of recommendation: one of which must be academic; we urge you to choose recommenders who know you well enough to speak confidently as to your abilities and chances of success in this rigorous program; these must be submitted online, without exception, through the online application.
  • Transcripts:  Unofficial copies of all your post-secondary transcripts, including transcripts for any classes you might have taken at a community college or while studying abroad must be uploaded for review purposes.
    • Official transcripts are only required if offered admission and can be sent electronically (from the issuing institution) or sent via postal-mail (addresses listed below). Note: mailed transcripts can take up to six weeks to arrive at the School of Nursing after the initial request.
  • Video Interview: Question Prompts will be available once you start the application process

Prerequisite Courses

Prerequisite courses required to begin in Fall 2023; You must complete all prerequisite courses by June 15, 2023.

  • 4 Credits of Introduction to General Chemistry with lab
  • 3 Credits of Introduction to Biology (lab is not required)
  • 8 Credits of Anatomy and Physiology with lab
  • 4 Credits of Introduction to Microbiology with lab
  • 3 Credits of Introduction to Nutrition
  • 3 Credits of Introduction to Statistics
  • OPTIONAL: 3 Credits of Health Care Ethics (this course may be completed at Penn while enrolled in the program)

We officially approve transfer credit after acceptance into the program. We strongly recommend that you complete your prerequisite courses within the last ten years, except for Human Anatomy and Physiology which we prefer to be completed within the last 5 years. All courses must be completed at an accredited institution and have a grade of C or higher. Prerequisite courses may be completed online.

Tips on completing the prerequisite courses:

  • To meet the Anatomy and Physiology requirement, you may complete two semesters of a combined Anatomy or Physiology course or separate Anatomy and Physiology courses, both with labs. The course content should be human based and contain labs. We recommend that the course includes a chemistry prerequisite, but it is not required. A comparative Anatomy course WILL NOT meet our requirements.
  • Organic Chemistry is not required and will not meet the General Chemistry requirement for the program.
  • An Introduction to Biology course will meet the Biology requirement, we recommend that cell biology and molecular genetics content be included in the course.

Additional Qualifications

A GPA of 3.0 or higher is preferred. Experience in a healthcare field—be it through a volunteer position or work—is also highly regarded.
Mailing Address

Application materials not submitted electronically can be sent to:

ATTN: Accelerated Nursing Programs
Admissions Office
University of Pennsylvania School of Nursing
Claire M Fagin Hall, Suite M-5
Philadelphia, PA 19104-4217

Electronic transcripts should be sent to

Frequently Asked Questions


 How long is the accelerated program? Will I be able to do my MSN degree full-time?

The BSN portion takes 15-months to complete, begins in August and ends the subsequent December. The MSN (NP) portion can be done in 12-18 months full-time or 2-3 years part-time. The exact length will be determined by the specialty you choose, if RN work experience is required and whether you decide to go full or part-time.

 When are the accelerated BSN classes held: AM or PM? Can the BSN be completed part-time or online?

The schedule changes semester to semester. You may have evening classes or clinicals; clinicals may also be held on the weekends. The accelerated BSN cannot be completed part-time and it cannot be completed online.

 How competitive is the accelerated program?
The accelerated program is competitive. Our average admit rate over the last 4 years is 35%.
 Do I need to submit my GRE scores?

As of July 1, 2021, the GRE is no longer required for the Accelerated Nursing Program

 If I decide to go the BSN-MSN route, can I switch my MSN specialty after starting the program?

Yes, you must meet with the new program director to apply for a change in specialty. Please note it is not guaranteed and you may need to submit additional documents.

 What are the prerequisites for the accelerated program?
  • Chemistry with lab (4 credit hours)
  • Biology (3 credit hours)
  • Anatomy and Physiology with lab (8 credit hours)
  • Microbiology with lab (4 credit hours)
  • Nutrition, including life-cycle (3 credit hours)
  • Statistics (3 credit hours)
  • Optional: Health Care ethics, this class may be completed at Penn while in the BSN program
 If I completed any of the above classes more than 5 years ago, can any of them count as prerequisites?

We strongly recommend that you complete your prerequisite courses within the last ten years, except for Human Anatomy and Physiology which we prefer to be completed within the last 5 years.

 How can I find out if the prerequisite courses I’ve taken will count for the accelerated program?

Transfer credit is not reviewed until after acceptance. We strongly encourage enrolling in the introductory courses in the subjects listed above. We accept credits from any accredited college or university, including community colleges and accredited online institutions. We accept virtual labs.

 If I have an associate’s degree, can I still apply to the accelerated program?

You can only apply to the program with an associate’s degree if that associate’s degree is in nursing. This program truly benefits those who already hold a bachelor’s degree. You will need to complete clinicals again and do placement exams even if you completed the clinicals in your associate’s nursing degree.

 Can I receive credit from AP courses I’ve taken for prerequisite courses?

You can receive credit for Statistics and Biology if you received a score of 5 on the AP test.

 What are the application requirements for international students?

International applicants are required to submit an educational evaluation of all international degrees received or coursework completed.

The TOEFL or IELTS is required for non-native English speakers. If you received your undergraduate degree from an institution in which the primary language of instruction was English, you do not need to submit the TOEFL or IELTS.

How is my undergraduate GPA reviewed? Do prerequisite courses I’ve taken after my undergraduate degree count towards my GPA?

All courses prior to degree conferral count towards your GPA. Any prerequisite courses taken after your undergraduate degree was granted will not count in the cumulative GPA. Please note we will evaluate all courses completed.

When are decisions released?

Applicants that apply by the priority deadline of October 15th, notification is in mid- January; applicants that apply for the regular deadline of December 1st, notification is in mid-March. 


Why Our Accelerated Program?

  • <div class="lw_blurbs_body"><p><img width="250" height="250" alt="" data-decoration="true" src="/live/image/gid/27/width/250/height/250/crop/1/src_region/0,646,2133,2777/9550_Penn_Nursing_ad-166.rev.1561406069.jpg" class="lw_image lw_image9550 lw_align_left" srcset="/live/image/scale/2x/gid/27/width/250/height/250/crop/1/src_region/0,646,2133,2777/9550_Penn_Nursing_ad-166.rev.1561406069.jpg 2x, /live/image/scale/3x/gid/27/width/250/height/250/crop/1/src_region/0,646,2133,2777/9550_Penn_Nursing_ad-166.rev.1561406069.jpg 3x" data-max-w="2133" data-max-h="3200"/>Why did I choose Penn Nursing’s Accelerated program? I was immediately enticed by the School’s state of the art <a href="/academics/a-penn-nursing-education/learning-through-simulation/">simulation facilities</a>, the opportunities for a <a href="/global-health/student-opportunities/">global experience</a>, and the draw for an intellectually engaging educational experience. I also wanted to be part of a school that believed in fostering interdisciplinary partnerships, as I appreciate the diversity of perspectives other disciplines would add to my nursing experience. Choosing Penn Nursing’s ABSN program was the most efficient path for me as it offered me a BSN within 1.5 years, and the flexibility to complete my <a href="/family/">Family Nurse Practitioner Program</a> within 5 years time, which is critical in helping me develop my nursing expertise.</p><p> –Christina Yee</p></div>
  • <div class="lw_blurbs_body"><p><img width="250" height="250" alt="" data-decoration="true" src="/live/image/gid/27/width/250/height/250/crop/1/src_region/0,105,560,665/9602_David_Norris.rev.1564000194.jpg" class="lw_image lw_image9602 lw_align_left" srcset="/live/image/scale/2x/gid/27/width/250/height/250/crop/1/src_region/0,105,560,665/9602_David_Norris.rev.1564000194.jpg 2x" data-max-w="560" data-max-h="840"/>Penn Nursing offers Returned Peace Corps Volunteers an opportunity to apply for the Coverdell Fellowship, which has allowed me to share and reflect upon my experiences from my host country of Ethiopia. Aside from this, the school offers state-of-the-art simulation experiences, intimate clinical rotations, and global opportunities. As students here, we refine our skills and think innovatively before we even get our first job as a nurse…and if we want to transition into the advanced practice programs, the process is really easy. In my career as a nurse, I hope to incorporate my background in exercise science and global public health into my everyday patient care, ultimately practicing as a CRNA in underserved populations across the US and internationally.</p><p> – David Norris</p></div>
  • <div class="lw_blurbs_body"><p class="lwitem32"><img width="250" height="250" alt="" data-decoration="true" src="/live/image/gid/27/width/250/height/250/crop/1/src_region/0,1068,2133,3200/9551_Penn_Nursing_ad-185.rev.1561406069.jpg" class="lw_image lw_image9551 lw_align_left" srcset="/live/image/scale/2x/gid/27/width/250/height/250/crop/1/src_region/0,1068,2133,3200/9551_Penn_Nursing_ad-185.rev.1561406069.jpg 2x, /live/image/scale/3x/gid/27/width/250/height/250/crop/1/src_region/0,1068,2133,3200/9551_Penn_Nursing_ad-185.rev.1561406069.jpg 3x" data-max-w="2133" data-max-h="3200"/>Why did I choose the BSN Second Degree program at Penn Nursing? From an early age, I knew I wanted to dedicate my life to caring for others. When I discovered more about nursing as a profession and career, I felt that I had found my calling. The way nurses are taught to consider the patient in the context of their environment, and to recognize the importance of both physical and emotional well-being, resonated with me more than the medical model of care. My passion for primary care also aligned with the nursing profession, especially with the developing role of the nurse practitioner. My career goals center around helping children grow into their healthiest selves with whatever cards life deals them. Complementing this mindset is my passion for developmental pediatrics and working with children with developmental differences. I hope to continue to advance the role of nurse practitioners in primary care settings and specifically in developmental <a href="/pediatric/pediatric-primary-care-nurse-practitioner/">pediatrics</a>. </p><p class="lwitem32"> –Jessica Rose</p></div>
  • <div class="lw_blurbs_body"><p><img width="250" height="250" alt="" data-decoration="true" src="/live/image/gid/27/width/250/height/250/crop/1/src_region/0,217,2133,2348/9549_Penn_Nursing_ad-65.rev.1561406069.jpg" class="lw_image lw_image9549 lw_align_left" srcset="/live/image/scale/2x/gid/27/width/250/height/250/crop/1/src_region/0,217,2133,2348/9549_Penn_Nursing_ad-65.rev.1561406069.jpg 2x, /live/image/scale/3x/gid/27/width/250/height/250/crop/1/src_region/0,217,2133,2348/9549_Penn_Nursing_ad-65.rev.1561406069.jpg 3x" data-max-w="2133" data-max-h="3200"/>Being a student in the Accelerated program has provided me with so many opportunities! I’m the leader of the Baby Transitions initiative under the <a href="/community-champions/">Community Champions</a> program, and had an opportunity to teach a Baby Basics class focusing on discharge and safe transitions home. While in the Accelerated program, I’ve also been able to provide breastfeeding education, and facilitate parent time, with a focus on developmental milestones for babies of parents in the Hospital of the University of Pennsylvania. I’ve shadowed Certified Nurse Midwives who are current faculty members and alumni of the program. I was also a research assistant in the <a href="/chopr/">Center for Health Outcomes and Policy Research</a> at Penn Nursing, assisting with various research projects on inequalities in healthcare. Lastly, I began working as a Women’s Health Clinical Research Assistant within the <a href="" target="_blank" rel="noopener noreferrer">Division of Reproductive Endocrinology and Infertility at Penn Medicine</a>. </p><p> –Danielle Hounshell</p></div>
  • <div class="lw_blurbs_body"><p><img width="250" height="250" alt="" data-decoration="true" src="/live/image/gid/27/width/250/height/250/crop/1/src_region/0,55,560,614/9600_Abigail_Shiroff.rev.1564000163.jpg" class="lw_image lw_image9600 lw_align_left" srcset="/live/image/scale/2x/gid/27/width/250/height/250/crop/1/src_region/0,55,560,614/9600_Abigail_Shiroff.rev.1564000163.jpg 2x" data-max-w="560" data-max-h="840"/>I describe my time at Penn as drinking from a fire hydrant. With access to such a large hospital system as well as so many experts at our fingertips, plus the various clinical experiences and skills that we get to apply to diverse clinical populations, there really is no end to what you can learn. One of my favorite experiences since I’ve been here was taking part in the iLEAPP program with the Penn’s Perelman School of Medicine and the University of the Sciences pharmacy school. We followed a patient for a year and half and saw the medical system from their perspective. I loved it—getting to know what my peers in medical and pharmacy school learn and where they are coming from in their educations has really helped my relationships in the clinical setting.</p><p> – Abigail Shiroff</p></div>
  • <div class="lw_blurbs_body"><p><img width="250" height="250" alt="" data-decoration="true" src="/live/image/gid/27/width/250/height/250/crop/1/src_region/0,33,560,593/9601_Azucena_Villalobos.rev.1564000194.jpg" class="lw_image lw_image9601 lw_align_left" srcset="/live/image/scale/2x/gid/27/width/250/height/250/crop/1/src_region/0,33,560,593/9601_Azucena_Villalobos.rev.1564000194.jpg 2x" data-max-w="560" data-max-h="840"/>As a daughter of Mexican immigrants, I was exposed firsthand to the social factors – such as language barriers and lack of education, insurance, and access to care – that disproportionately affect the health and wellbeing of underprivileged communities. As a nurse, I will work to close these gaps. Healthcare is about more than just treating illnesses, and it was important to me to attend a school that would provide me with the knowledge and tools necessary to address the array of issues affecting patients and communities. I chose Penn Nursing due to the value this institution places on community engagement and social justice. It has challenged me to think critically and outside the box, and I’ve had the pleasure of learning not only from my instructors, but also from my cohort—everyone brings a multitude of experiences, ideas, and backgrounds. It has been an incredible journey!</p><p> – Azucena Villalobos</p></div>
  • <div class="lw_blurbs_body"><p><img width="250" height="250" alt="" data-decoration="true" src="/live/image/gid/27/width/250/height/250/crop/1/src_region/0,640,2133,2771/9548_Penn_Nursing_ad-61.rev.1561405996.jpg" class="lw_image lw_image9548 lw_align_left" srcset="/live/image/scale/2x/gid/27/width/250/height/250/crop/1/src_region/0,640,2133,2771/9548_Penn_Nursing_ad-61.rev.1561405996.jpg 2x, /live/image/scale/3x/gid/27/width/250/height/250/crop/1/src_region/0,640,2133,2771/9548_Penn_Nursing_ad-61.rev.1561405996.jpg 3x" data-max-w="2133" data-max-h="3200"/>I first learned about Penn Nursing through a recruiting event at UC Berkeley where I attended undergrad. I talked to Penn Nursing students and alumni in both CA and the Northeast to garner multiple honest perspectives. What persuaded me to attend the University of Pennsylvania was the general consensus that Penn Nursing is a top-tier program, fostering curiosity and innovation. It was necessary for me to attend a second degree BSN to MSN program that would provide more than just a basic foundation to nursing practice. Through challenging <a href="/academics/a-penn-nursing-education/learning-through-simulation/">simulations</a>, comprehensive lectures by experts in the topic, and <a href="/practice/practice-partners/">top clinical placements</a>, Penn Nursing provides tools for the student nurse to think critically and work cohesively in a team-based, patient-centered approach that translates to quality nursing care. Initially, choosing nursing and Penn Nursing was one of the most terrifying decisions I’ve had to make, but also one of the most exhilarating. It has become one of the best decisions I’ve made in my life thus far. </p><p> –Julie Truong</p></div>
  • <div class="lw_blurbs_body"><p><img width="250" height="250" alt="" data-decoration="true" src="/live/image/gid/27/width/250/height/250/crop/1/src_region/0,25,560,584/9603_Kimberly_Abbey.rev.1564000194.jpg" class="lw_image lw_image9603 lw_align_left" srcset="/live/image/scale/2x/gid/27/width/250/height/250/crop/1/src_region/0,25,560,584/9603_Kimberly_Abbey.rev.1564000194.jpg 2x" data-max-w="560" data-max-h="840"/>As a person of color, I have a passion for health promotion and disease prevention while acknowledging the disparities among populations that are most disadvantaged. In my career as a Women’s Health Nurse Practitioner, I’ll be a provider that listens, supports, and collaborates with women during the most pivotal times throughout their life. I chose Penn Nursing because of the responsibility that accompanies that role. I wanted to ensure that I was being trained by leaders within the field and that I would be joining a community where I would always be supported. Penn Nursing has been all of that for me. It is an institution that provides access to an abundance of resources, has faculty that are all currently in practice, and is driven by evidence-based research, and I’m confident that it has prepared me well for the real world.</p><p> – Kimberly Abbey</p></div>

Financial Aid and Tuition

Tuition and Fees for the accelerated BSN portion can be found here. Please note tuition and fees for entry in 2022 have not been finalized and will be posted to the website late Fall.

Information on applying for financial aid and scholarships can be found here.