School of Nursing
About the School of Nursing
The need for well-educated, highly-skilled nurses has never been greater. The Institute of Medicine (IOM) through its “Quality Chasm” series in the late ‘90s increased the awareness of the key role that nurses play in patient safety and quality improvement. Thus, today there is an unprecedented demand for professional and advance practice nurses.
Based on our long and rich history of nursing education at Northeastern, we are well positioned to prepare you for positions of responsibility in all areas of healthcare. Our programs range from undergraduate through graduate degrees, as well as continuing education conferences, presentations, and workshops for nurses in administrative, clinical, educational and research positions. Students who graduate from an accredited program are eligible for licensure.
There is no better time or place to prepare for these accomplishments than at the School of Nursing within Bouvé College of Health Sciences. Come explore our website, contact us with questions, and let us arrange a visit for you.
Accreditation
The prelicensure programs at Northeastern University School of Nursing Boston campus are approved by the Massachusetts Board of Registration in Nursing.
The prelicensure program at Northeastern University School of Nursing Charlotte campus are approved by the North Carolina Board of Nursing.
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
Northeastern University School of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation.
SON Pillars
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
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 cross-cultural 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 care.
(Interprofessional Educational Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice. Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative.)
Informatics/Technology:
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.)
Meet the Dean
Maria van Pelt, PhD, CRNA, FAAN is Dean, School of Nursing /Associate Dean, Bouve College of Health Sciences and Clinical Associate Professor at Northeastern University (NU). She has been the Nurse Anesthesia Program Director and Project Director of the United States Army Graduate Program in Anesthesia Nursing, San Antonio, Texas at NU since 2016. Prior to joining NU, Dr. van Pelt held an academic appointment at the University of Pennsylvania School of Nursing where she developed and led the Nurse Anesthesia Program. Dr. Van Pelt has maintained an active clinical practice since receiving her certification as a Certified Registered Nurse Anesthetist (CRNA) in 1998, and has practiced as a CRNA in a variety of healthcare delivery organizations in Pennsylvania and Massachusetts. Dr. Van Pelt currently practices per diem at the Massachusetts General Hospital (MGH), Boston, MA.
Dr. van Pelt is widely regarded as an expert, scholar and leader in patient safety. Her seminal impact has been through national and international advancement of the healthcare profession through advocacy, education, research and policy development related to the aftermath of adverse events by uncovering the compelling need for clinician peer support and wellness. Dr. van Pelt utilized educational grant funding by the University of Pennsylvania as a platform to explore critical incident stress debriefing which led to two-time funding from the AANA to build her program of research. She has influenced safety culture by supporting the need to implement clinician peer support programs. Findings from her research have been presented more than 50 times nationally and internationally as the plenary lecture at the International Federation of Nurse Anesthetists. As a recognized expert and highly sought after consultant, Dr. van Pelt has worked with over 30 organizations nationally to review their safety programs. She has transformed the culture of safety by influencing policy changes on how to support clinicians after adverse events. Dr. Van Pelt’s research and scholarship reflect her deep interest in fostering a culture of safety within the healthcare practice environment.
Dr. van Pelt is a 2012 American Association of Nurse Anesthetists (AANA) Foundation Doctoral Fellow and a 2014 American Hospital Association / National Patient Safety Foundation Patient Safety/Leadership Fellow who co-developed and implemented the MGH Department of Anesthesia, Critical Care and Pain Medicine Clinician Peer Support Program. Dr. van Pelt was most recently selected as a Fellow into the American Academy of Nursing.
Dr. van Pelt serves on the Anesthesia Patient Safety Foundation (APSF) Executive Committee, Board of Directors and is the Chair of the APSF Committee on Education and Training. She is a board member of the Medically Induced Trauma Support Services and a member of the AANA Journal Editorial Committee and the International Journal of Student Nurse Anesthetists Journal Editorial Board. Dr. van Pelt serves as an AANA Massachusetts State Peer Advisor.
Dr. van Pelt earned her BSN from Holy Family University, her MS from St. Joseph’s University, a post master’s certificate in teaching from the University of Pennsylvania and her MSN and PhD from Villanova University.
Awards
In March, 2014 the National Hartford Center for Geriatric Nursing designated the SON as a Center for Gerontological Nursing Excellence (NHCGNE)