Associate of Applied Science Degree

Registered nurses (RNs) provide care to patients, families and communities and also work to promote health, prevent disease and help patients cope with illness. Registered nurses may work in hospitals, physicians’ private offices, nursing homes, clinics, schools, work sites and in patients’ homes under the direction of such health professionals as physicians, dentists, podiatrists, optometrists and others.

When providing direct care, registered nurses observe, assess and record symptoms, reactions and progress; assist physicians during treatments and examinations; administer medications; and assist in convalescence and rehabilitation.

Registered nurses also develop and manage nursing care plans; instruct patients and their families in proper care; and help individuals and groups take steps to improve or maintain their health. Registered nurses are members of a profession and work diligently to uphold the standards of the profession.

Registered nurses are caring and compassionate; are able to accept responsibility and direct, delegate to and/or supervise others; are able to follow orders precisely; and are able to determine when consultation is required. All nurses are patient advocates and health educators.

For more information about this program, please see and academic advisor in Enrollment Services, located in the Bass Library.

Learn More About Registered Nursing Programs

Student Organization

National Student Nurse Association (

Accrediting Organization

  • Accreditation Commission for Education in Nursing (ACEN), 3343 Peachtree Road, NE, Ste 850, Atlanta, GA 30326  (404) 975-5000.
    (formerly known as the NLNAC)

Licensing and/or Certification Organizations

Professional Organizations

Associate Degree Nursing from BGSU-Firelands College

Lorain County Community College (Elyria, Ohio) and Bowling Green State University Firelands College (Huron, Ohio) join in a partnership that brings an associate’s degree (RN) Nursing Program to residents of Erie, Ottawa, Huron and Sandusky counties. Although offered jointly, all nursing courses are held at BGSU FC and the clinical component of the program is completed at health care facilities in Bellevue, Huron, Norwalk or Sandusky. It’s a program that may be completed in as little time as two years, if taken on a full-time basis, and it couldn’t be more convenient for residents of Erie, Ottawa, Huron and Sandusky counties.

Learn more about the BGSU-Firelands Nursing Program 

ACCESS to Nursing (LPN to RN Program)

Advanced placement for LPNs is available through the ACCESS to Nursing program. An LPN who qualifies (see the Connections Center for Program Application) must have completed BIOG 121, Anatomy and Physiology I, and PSYH 151, Introduction to Psychology, prior to taking NURS 101--Transition to Registered Nursing. The LPN must complete Nursing 101 with a grade of "C" or better in order to gain advanced placement.

Learn More About ACCESS to Nursing

Associate Degree Nursing Philosophy

The philosophy of the Associate Degree Nursing Program is supported by the college mission.  Our goal is to provide a professional nursing program that embodies nursing science with physical, psychosocial, spiritual and cultural concepts and principles.  We are committed to ensuring excellence in learning and teaching by fostering an environment of active learning which includes usage of current and emerging technologies.  This learning environment allows students to complete the program with entry-level nursing skills and will promote continual lifelong learning.

We believe that professional nursing is the art and science of providing compassionate care through collaboration with our clients and other health care providers in a therapeutic environment. We believe nursing care supports the promotion, restoration, and maintenance of health across the developmental continuum including caring for the client during the dying process.  The three major professional nurse roles, provider of care, manager of care and member of the profession are utilized to organize and deliver care.  Each role is introduced in the foundational nursing courses and is gradually expanded and fully implemented in the capstone experience. 

Evidence-based practice and critical thinking skills form the basis for the application of the nursing process.  Standards of Nursing Practice, including the ethical and legal scope of nursing are incorporated throughout the curriculum. A systematic plan of   evaluation monitors the teaching-learning process and ensures student attainment of the end-of-program outcomes.

Our program remains responsive to the ever changing educational and healthcare needs of our community by forming mutually beneficial partnerships with the healthcare environment.  This collaboration between education and community is supported by the Ohio Board of Nursing, American Nurses Association, and the National League for Nursing.  Program outcomes are assessed and revised based upon learner needs and healthcare trends. 

Associate Degree Organizing Constructs for Design of the Curriculum

The nursing curriculum is designed to prepare students to assume the roles of a professional nurse and is consistent with the philosophical statement and educational outcomes of the college, and the philosophy and outcomes of the nursing program. The three major roles of the professional nurse: provider of care, manager of care, and member of the profession, are utilized to provide the major organizing construct for the curriculum design.

The provider of care focuses on direct nursing care for clients at various developmental levels in a variety of settings. The manager of care focuses on planning nursing care for a group of clients by prioritizing care, and through the delegation and supervision of other nursing personnel. The role as a member of the nursing profession identifies standards of professional behavior that permeate the other two roles. Each role is conceptualized separately, but all three are integrated and operationalized concurrently in each clinical nursing course. The knowledge base for these roles is gained through selected nursing, physical, and psychosocial sciences. Timely acquisition of this knowledge base is provided through prerequisite course requirements. Nursing science is provided in each nursing course.

The nursing courses are organized along a continuum. Learning outcomes and clinical experiences are designed to move the student from a guided to independent problem solving and decision-making activities by utilizing critical thinking skills. The clinical experiences flow from simple to complex and from the management of one client to the management of a group of clients. Leveling of nursing course outcomes demonstrates this continuum of learning.

The provider of care role is the primary focus of each clinical nursing course. The provider of care role incorporates the nursing process, therapeutic communication, and the establishment of a caring relationship as integrating constructs as students attend to the physical, psychosocial, cultural, and spiritual needs of the client. Each clinical course focuses on different functional health patterns through the promotion, maintenance, and restoration of health, including the dying process and death. Each course builds upon each other through increasing complexity of care and independency of nursing practice. A clinical capstone nursing course allows the students to demonstrate, with minimum direct supervision, delivery of complex nursing care to clients with multiple health needs. By the completion of all clinical courses, students will have had the opportunity to care for newborns, children, adults, and older adults in a variety of health care settings.

The manager of care role provides nursing care to a group of clients through planning, prioritizing, and offering cost effective quality care implemented directly by the student, or through delegation to other health care personnel. This role includes client advocacy and collaboration with other health professionals. The manager of care role is introduced in the first level nursing courses, and is implemented and expanded in the upper level clinical courses. A clinical capstone nursing course allows the student to demonstrate this manager of care role in providing nursing care to a group of clients.

As a member of the nursing profession, the student demonstrates professional, ethical, and legal nursing practice. Broad transcultural sensitivity and the ability to communicate effectively are inherent in the roles. Professional nursing role outcomes are identified in each nursing course and professional behaviors are expected throughout the nursing program.