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Nurses have always been on the frontlines of healthcare. Here, they are leading it into the future.

The Bouvé College School of Nursing prepares students through personalized, problem-solving learning experiences in and out of the classroom.

Scientific inquiry meets a caring environment where students become leaders, nurse scientists, educators, advocates, and clinicians – providing equitable and culturally competent healthcare to individual patients, families, communities, and populations locally and globally. Learn why the graduate, undergraduate, and doctorate programs in the School of Nursing are like no other.

Based on our long and rich history of nursing education at Northeastern, we will prepare you for positions of responsibility in all areas of healthcare. Our programs – many offered online – are designed through industry-focused research and collaboration with some of the top hospitals in the world. Our faculty practice in the field; bringing real-world experience and knowledge in the classroom for an education that is unparalleled.

Explore, and challenge yourself at Northeastern’s School of Nursing. Redefine what’s possible.

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Nursing Programs

Meet the Interim
School Dean

Amanda Choflet, DNP, RN, NEA-BC

Dr. Choflet joined Bouvé College of Health Sciences in July 2022 as the Assistant Dean for Graduate Nursing Programs and Associate Clinical Professor in the School of Nursing. In addition to her excellent leadership to advance nursing education, her primary research focus is substance use and health improvement strategies for the healthcare workforce and patients.

Bouvé News

Mission and more

The mission of Northeastern University School of Nursing is to educate students to provide evidence-based, culturally and linguistically competent, ethical healthcare that is high quality, safe, accessible to diverse local, national, and global communities. Our programs prepare students to become leaders as nurse clinicians, educators, scholars, and researchers.

Organizing Concepts

The following Curriculum Organizing Concepts were developed by the Northeastern School of
Nursing CCNE Task Force in draft form June 22, 2012; discussed further and consensus vote in
the CCNE Faculty Workshop on October 4, 2012; and approved at the Faculty Organization
meeting on October 15, 2012.


Leadership encompasses the ability to listen, translate, decide, take action and inspire others.
Leaders have the vision to set direction, engage the stakeholders towards a common goal, and
have the competency to create and cultivate open, trusting and caring relationships with others.

(Based on O’Connor, M. (2008). The dimensions of leadership. A foundation for caring
competency. Nursing Administration Quarterly, 32 (1), 21-26.)

Critical Thinking/Clinical Reasoning

Critical thinking is a reflective process based on creative, intuitive, logical, and inferential
thought patterns. Clinical reasoning is the ability to think critically about health care decisions
related to patients, families, and communities.

(Benner, P., Sutphen, M., Leonard, V., & Day. L. (2010). Educating nurses. A call for radical
transformation. San Francisco: Jossey-Bass.)

Evidence-Based Practice

An integration of the best evidence available, nursing expertise, and the values and preferences
of the individuals, families and communities who are served. This assumes that optimal nursing
care is provided when nurses and health care decision-makers have access to a synthesis of the latest research, a consensus of expert opinion, and are thus able to exercise their judgment as they plan and provide care that takes into account cultural and personal values and preferences. This approach to nursing care bridges the gap between the best evidence available and the most appropriate nursing care of individuals, groups and populations with varied needs.

(Sigma Theta Tau International. (2005). Evidence-based practice position statement,
Indianapolis, IN: Author.)

Quality Care

Quality is the degree to which health services for individuals and populations increase the
likelihood of desired health outcomes and are consistent with current professional knowledge.
Quality care is safe, effective, patient-centered, timely, efficient, and equitable.

(Institute of Medicine. (2001). Crossing the quality chasm. Washington, D.C.: The National
Academies Press.)

Cultural and Linguistic Competence

Cultural and linguistic competence is a set of congruent behaviors, attitudes, and policies that
come together in a system, agency, or among professionals that enables effective work in crosscultural situations that value and incorporate the cultural differences of diverse populations. It promotes evaluation of one’s own health-related values and beliefs, health care organizations, and health care providers, and responds appropriately to, and directly serves the unique needs of populations whose cultures may be different from the prevailing culture

(Adapted from: National Standards for Culturally and Linguistically Appropriate Services in
Health Care: Final Report. (March, 2001). Washington, DC: OMH, DHHS

Interprofessional Collaboration

A situation wherein multiple healthcare workers from different professional backgrounds work
together with patient’s families, care givers and communities to deliver the highest quality of

(Interprofessional Educational Collaborative Expert Panel. (2011). Core competencies for
interprofessional collaborative practice. Report of an expert panel. Washington, D.C.:
Interprofessional Education Collaborative.)


Utilize informatics to communicate, manage knowledge, mitigate error, and support decision-making using information technology.

(Institute of Medicine. (2003). Health professions education. A bridge to quality. Washington,
D.C.: National Academies Press.)

Strategic Goal #1

Become a leader in generating scholarship for academic nursing-scholarship of discovery, practice and teaching

Position the SON for excellence by enhancing a supportive and nurturing culture for the creation of scholarship.

Strategic Goal #2

Provide students with dynamic experiential learning opportunities across the curriculum, including clinical and research practica, Co-op experiences and community partnerships, locally and globally.

Enhance existing experiential student learning opportunities locally and globally.

Nurturing existing & expand new partnerships with leaders from communities, government, industry and non-profit organizations.

Strategic Goal #3

Promote opportunities for students, faculty, and academic support staff to engage in entrepreneurial and innovative projects, especially those that foster interprofessional collaboration.

Expand opportunities that foster innovation & collaboration across campus and/or with community entities.

Create and launch a SON publication to feature SON innovations, achievement and contributions to advancing health; diversity initiatives to be disseminated on campus, to alumni and available on-line.

Strategic Goal #4

Enhance our efforts and capacity for recruiting, educating, retaining and supporting a diverse and talented community

Increase number of faculty from under-represented minorities (URM) and men.

Create and launch a SON publication to feature SON innovations, achievement and contributions to advancing health; diversity initiatives to be disseminated on campus, to alumni and available on-line.

Strengthen the synergy among all members of SoN community towards a healthy work environment.

Strategic Goal #5

Strategically grow and strengthen our educational programs and scholarship to reflect the global healthcare needs of individual patients, families, communities, and populations

Enrich and contemporize existing education programs through discovery and innovation.

Enhance experiential learning in global health locally and abroad.

At Northeastern University, we create the conditions for robust, deep and flexible learning that will prepare our students for a life of fulfillment and accomplishment in a world that is continually changing. While learning happens in classroom, lab and studio situations, it is much more powerful and robust when students have opportunities to use their knowledge and practice their skills in authentic, real-world situations. Below are listed the expected learning outcomes for our nursing students by program.

Accelerated Bachelor of Science in Nursing and Bachelor of Science in Nursing

Apply leadership concepts and skills in the provision of patient centered care.

Critical Thinking /Clinical Reasoning
Demonstrate clinical judgment based on the best evidence in achieving high quality patient outcomes.

Evidence-based Practice
Integrate best evidence, clinical expertise and patient values and preferences in the implementation of patient care.

Quality Care
Provide high quality patient centered care by integrating practice improvements

Cultural and linguistic Competence
Deliver patient centered care that is culturally and linguistically competent and appropriate for all populations.

Interprofessional Collaboration
Collaborate effectively with individuals, families and interprofessional teams in the delivery of quality patient care.

Use patient care technology, information systems, and communication devices to provide patient-centered nursing care.

Master of Science in Nursing

Lead change to advance healthcare for individuals and communities.

Critical Thinking/Clinical Reasoning
Uses expert clinical reasoning to assess, intervene, and evaluate the outcomes of interventions with patients, families, communities, and systems of care.

Evidence-Based Practice
Implements, evaluates and translate best available evidence into clinical practice.

Quality Care
Evaluate patient care systems and clinical outcomes in order to implement strategies to reduce risk and improve the quality of care.

Cultural and Linguistic Competence
Create environments that promote culturally and linguistically competent care to all populations.

Interprofessional Collaboration
Partners with colleagues across multiple professions to meet healthcare needs of patients, families, communities and systems of care.

Maximize use of health information technology to communicate among providers, consumers, government agencies and insurers.

Doctor of Nursing Practice in Nurse Anesthesia

Leads the design, implementation, evaluation, and dissemination of evidence-based practice improvement initiatives.

Scientific Inquiry
Critically analyzes complex clinical situations and practice environments to catalyze change in health care system.

Practice Excellence
Translate evidence to develop new models for nursing practice that will transform health care.

Quality Care
Direct the development and implementation of social, economic, political and health policy to ensure quality of health care.

Diversity, Equity, and Inclusion
Establish and evaluate cultural competency initiatives to promote equity and inclusion in healthcare and health outcomes.

Interdisciplinary Collaboration
Lead and diffuse interdisciplinary care coordination teams and collaborative efforts.(IOM, 2003)

Evaluate and analyze the impact of health information technology implementation on organizations and nursing practice.

Doctor of Philosophy in Nursing

Students will be able to:

  1. Assume leadership in the promotion of health and well-being of urban populations nationally and internationally.
  2. Design a program of research that builds upon the historical and philosophical foundations of nursing science.
  3. Implement research studies that advance health science outcomes.
  4. Participate as a member of an interdisciplinary research team.
  5. Conduct research that demonstrates the theoretical, methodological, and analytical knowledge, skills, and strategies to address population health.
  6. Assume faculty, leader, and/or nurse scientist roles.
  7. Apply principles of professional research ethics and judgment in the conduct of research.
Massachusetts State Seal

The prelicensure programs at Northeastern University School of Nursing Boston campus are approved by the Massachusetts Board of Registration in Nursing.

North Carolina Board of Nursing logo

The prelicensure program at Northeastern University School of Nursing, Charlotte campus is approved by the North Carolina Board of Nursing.

CCNE — Commission on Collegiate Nursing Education logo

The Baccalaureate, Master’s and Doctor of Nursing Practice programs at Northeastern University School of Nursing are accredited by the Commission on Collegiate Nursing Education, 655 K Street, NW, Suite 750, Washington, DC 20001, 202-887-6791

American Nurses Credentialing Center’s Commission on Accreditation logo

Northeastern University School of Nursing is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center’s Commission on Accreditation.

School of Nursing
Office of the Dean

102 Robinson Hall
360 Huntington Ave
Boston, MA 02115

Tel: 617-373-3649
Fax: 617-373-8675

Email: School of Nursing Office of the Dean

Program Contacts

Bachelor of Science in Nursing

General Admissions

External Transfer Admissions

Admissions Visitor Center

Program Office

Accelerated Bachelor of Science in Nursing (ABSN)


We welcome any questions you might have about our  programs. Please feel free to send us general program inquiries and admissions-related questions to:
[email protected]

Direct Entry Nursing (MS)
Lauren Spendley
[email protected]

Family Nurse Practitioner
Mary Lynn Fahey
[email protected]

Adult-Gerontology Acute Care Nurse Practitioner
Mary Wyckoff
[email protected]

Adult-Gerontology Primary Care Nurse Practitioner
Carol Patton
[email protected]

Online MS Nursing Programs 
Adult-Gerontology Primary Care Nurse Practitioner,
Family Nurse Practitioner,
Psychiatric Mental Health Nurse Practitioner

Joanna Sikkema
[email protected]

Amanda Choflet
[email protected]

Pediatric Nurse Practitioner
Acute Care/Primary Care
Marketa Rejtar
[email protected]


Doctor of Nursing Practice
Amanda Choflet
[email protected]

Doctor of Nursing Practice — Nurse Anesthesia
Chris Litzinger
[email protected]

Doctor of Philosophy
Halima Mastawi
[email protected]