School of Nursing

The mission of the School of Nursing is to model the head, hands and heart of Jesus Christ dedicated to caring and world service.

Simpson University School of Nursing offers students a quality Christian education embracing a faith-based nursing curriculum where caring is at the core of nursing.

Through innovative programs and personalized faculty attention, nursing students engage in challenging discussions, small classroom settings and invaluable hands-on experience in state-of-the-art simulation labs that enhance learning outcomes.

Pre-licensure Nursing (BSN)

Simpson University offers a Bachelor of Science in Nursing preparing entry-level professional nurses to effectively serve the health needs of the individual, community, society, and the world, integrating Christian caring into nursing practice.

Upon completion, students will be eligible to take the NCLEX-RN state-licensing exam. Graduates are also eligible for the California Public Health Nurse (PHN) certificate upon passing NCLEX.

NCLEX - Pass Rates for Simpson University

(Click on the program tabs above for more details)

(Click on the Testimonials tab above for more Nursing Student Testimonials)

Post-Licensure Nursing (RN – BSN Track)

Simpson University School of Nursing offers an accelerated Registered Nurse to Bachelor of Science in Nursing program (RN – BSN) catering to working registered nurses (currently licensed in the U.S.) who want to develop professional skills.

The degree expands the knowledge, skills, and attitudes of professional nursing, providing a meaningful understanding of healthcare’s rapidly changing environment.

(Click on the program tabs above for more details)

Pre-licensure Nursing (BSN)

With demonstrated successful program outcomes, quality faculty committed to student success, and our outstanding reputation in the community, our nursing graduates are in high demand. Theory courses are accompanied by clinical experiences, enabling increasing learning while validating what is taught in the classroom. During the final semester, students in leadership clinicals are partnered with community healthcare leaders providing exposure to the rapidly changing healthcare environment. Students also complete a professional portfolio which showcases accomplishments and leads to increased employment opportunities.

Admissions Information

  • Timeline (Order of Progression)

    Our typical student is admitted as a freshman, completing 3 semesters of prerequisite science and math courses, while also taking general education courses required for graduation.

    • Students apply to the nursing major during the fall semester of their sophomore year.
      • Students who are accepted into the nursing major begin their nursing classes the spring of their sophomore year with completion of the major requiring at least five semesters.
      • Transfer students may enter the university at any point, but must still complete required prerequisite courses before applying for acceptance into the nursing major.
  • Admission into the University

    In order to ensure the most qualified candidates are accepted into the program, additional admissions criteria and recommended courses are required.

    • All students seeking admission to the nursing major must first be admitted into the university.
      • Admission into the university does not guarantee admission into the nursing major.

    Incoming Freshman Criteria:

    • A minimum 3.2 high school GPA (un-weighted)
    • Minimum SAT/ACT scores of:
      • SAT 530-800 or ACT 20-36 (Math Section)
      • SAT 401-800 (Critical Reading Section) or ACT 16-36 (English Section)
    • In addition, completion of the following high school courses are highly recommended:
      • Algebra II
      • Biology
      • Chemistry
      • Physics

    Students considering a career in healthcare are encouraged to come prepared. A passion for knowledge and a strong college preparatory background in mathematics (Algebra I, Algebra II, Geometry, and Trigonometry) and the natural sciences (physical science, biology, and chemistry) are essential.

  • Admission into the School of Nursing (BSN)

Post-licensure Nursing (RN – BSN track)

With demonstrated successful program outcomes, quality faculty committed to student success, and our outstanding reputation, our nursing graduates are in high demand.

The curriculum provides the theoretical basis for nursing practice, emphasizing the essential relationship of theory, practice, policy, and research. Courses are designed to affirm personal and professional strengths.

  • Program Structure

    With our unique class structure, students take one class at a time - one night a week for 5 weeks, with each class designed to build on the knowledge gained in the previous class. In this way, students’ progress in a step-by-step, structured schedule that allows focused attention on course material. It’s a process that optimizes learning, leading to greater assimilation and stronger retention of the knowledge and tools needed to compete in the marketplace.

  • Courses

    Transition to Professional Nursing

    The foundations of professional nursing practice from historical, philosophical, ethical, political, and legal perspectives are explored. The professional nursing role is analyzed with significant trends and issues that impact current nursing practice.  The course also explores returning to school strategies to enhance student success in the RN to BSN program.

    Family/Community Health Nursing I

    Family/Community Health Nursing I provides an opportunity for the application of knowledge and the skills of the community health/home health nurse in a community setting.  Case management and its relation to managed care are explored.  Requires clinical practice with a preceptor in a community health/home health setting.

    Introduction to the Bible

    An introduction to the literature of the Bible within its geographical, historical and social contexts. The course affirms biblical relevance to the ethical issues of everyday living, including those in the workplace.

    Family/Community Health Nursing II

    Family/Community Health Nursing II explores dimensions of community health/public health nursing within the context of population based nursing care in the community. Examines epidemiological principles. Requires clinical practice with a preceptor in a community health/public health setting.

    Statistics for Nurses

    This is an introductory course in statistics and their application to business situations. Topics of study include data presentation, types of distribution, probability theory, sampling and hypothesis testing. Parametric and non-parametric statistical tests will be examined, including t-tests, correlation tests, Chi-square and ANOVA.

    Gerontology & Chronic Illness

    This course will focus on evidence-based principles of management of care specifically for the older adult and the patient with chronic illness. A wide-range of theories and models shown to advance best practices in the care of chronically ill and older adult patient will be explored. Enhanced knowledge and strategies will prepare the professional nurse for their role in supporting patient self-management activities and the coordination of the transitions of care across the continuum.

    Research & Evidence Based Practice

    Examines scientific clinical nursing rationale for research utilization and evidence-based practice. Concepts of research methods and processes are used to analyze relevant nursing problems for clinical effective practice. This course explores ethical issues in relation to nursing research and current nursing practice.

    Christianity and World Religions

    An introduction to the history and central beliefs of Christianity and other world religions with emphases on the ethical implications of each religion for modern society and understanding divergent worldviews.

    Health Teaching

    Explores health behavior and health promotion theoretical frameworks, methodologies and strategies of health education to meet the needs of a variety of patient populations. Students engage In discussions and activities around writing instructional objectives, assessment, design and evaluation of instruction by nurses.

    Leadership in Nursing

    Focuses on the theoretical principles of management and leadership in the delivery of healthcare. An historical overview of management theories assists the student in understanding legal and ethical implications of the role of professional nurses in regard to client care, delegation, staffing, budgeting, communication, team building, organizational performance and outcomes, and other current issues. Management concepts and skills are examined to promote individual and group satisfaction within the work environment. Course content includes current issues and trends in nursing leadership and management and the contribution of the profession in today's society.

    Advanced Nursing Science

    This course explores contemporary trends in healthcare delivery systems and professional nursing practice. Students will explore advances in the current healthcare system including topics of technology, informatics, genomics, and healthcare economics with a focus on the roles of nurses and other healthcare leaders.

    Senior Nursing Seminar

    This course provides an opportunity for the registered nurse student to explore a topic of current interest to the nursing profession for research and presentation. This course is considered a capstone course to the ASPIRE RN-to-BSN step-up program and is offered only for those students who have completed all other requirements for the nursing major.

  • Louann Bosenko, M.S.N.
    A headshot of nursing professor Louann Bosenko

    Assistant Professor of Nursing


    Louann has 32 years of experience in healthcare, beginning as an obstetrical staff nurse at St. Elizabeth's Hospital in Red Bluff, Calif. She has been a nursing supervisor, a staff and community educator, a patient services administrator supervisor, and disaster coordinator at Mercy Medical Center in Redding. She also has significant classroom experience, including service at Shasta College as a vocational nurse instructor; at Holy Names University as an adjunct faculty member; and at College of the Siskiyous as an instructor in their ADN program.

    Educational Background:

    • M.S.N., California State University, Sacramento
    • B.S.N., California State University, Dominguez Hills

    Courses Taught:

    • Foundations of Nursing
    • Health Assessment
    • Nursing Pathophysiology
    • Health Promotion


  • Linda Henrich, M.S.N.
    A headshot of nursing professor Linda Henrich

    Assistant Professor of Nursing


    Linda is a native of Redding Calif., and completed her ADN at Shasta College in 1997. She has experience in medical surgical nursing, cardiac care and emergency nursing. Most recently, Linda served as the trauma coordinator at Mercy Medical Center in Redding. After earning her master’s in Nursing Education in 2011, Linda has provided education to all levels of the healthcare team covering topics in trauma, emergency pediatric nursing, crisis intervention and community injury prevention topics. Linda is the geriatric content expert for Simpson University’s School of Nursing.

    Educational Background:

    • M.S.N., Walden University
    • B.S.N., CSU Chico
    • A.D.N., Shasta College 1997

    Courses Taught:

    • Foundations of Nursing and Professional Seminar
    • Nursing Care of the Older Adult
    • Nursing Care of the Adult I


  • Paul Herman, M.S.N.
    A headshot of nursing professor Paul Herman

    Assistant Professor of Nursing


    Paul is a native of Minnesota and graduated from Arizona State University and later received a Master of Science in Nursing Education. With over 20 years in health care, his roles in critical care nursing have included Intensive Care, Emergency Room, PEDS, ICU, Trauma, Flight RN and nursing supervision. Paul is an avid cyclist and outdoor enthusiast. He is married with three children and two grandchildren. In his spare time, he and his wife raise Alpacas and enjoy traveling.

    Educational Background:

    • M.S.N., Walden University
    • B.S., Arizona State

    Courses Taught:

    • Nursing Care of the Adult IV
    • Nursing Care of the Critically Ill Adult


  • Lin Nosek, M.S.N.
    A headshot of nursing professor Lin Nosek

    Assistant Professor of Nursing


    Lin has 37 years of nursing experience in various fields of nursing including nursing education. Her main focus in nursing has always been the critical care areas including: ICU, CCU, PICU, NICU, and the ED. Lin has also been a house supervisor overseeing a 600+ bed hospital, a unit manager, and a clinical educator. Lin spent the last five years educating the next generation of nurses in an ADN program.

    Educational Background:

    • Doctoral Candidate at the University of Phoenix
    • M.S.N., University of Phoenix
    • B.S., University of New Hampshire

    Courses Taught:

    • Nursing Care of the Adult III
    • Obstetrics
    • Pediatrics
    • Leadership and Management


  • Mark Schneider, M.S.N.

    Assistant Professor of Nursing


    Mark Schneider has been a Registered Nurse for 25 years having graduated nursing school in 1990. He received a BSN from Simpson University’s first RN - BSN program and a Master of Science in Nursing FNP from Sonoma State University in 2013. He joined the Simpson University faculty in January 2014 teaching RN-BSN courses part time. In January 2015, he became a full time Assistant Professor of Nursing while continuing to work as a Nurse Practitioner at a local community clinic. Mark has lived in Redding most of his life enjoying the mountains lakes and rivers. He is married with 3 children and 4 grandchildren.

    Educational Background:

    • M.S.N., Sonoma State University
    • B.S.N., Simpson University

    Courses Taught:


  • Becky Swartzman, M.S.N.
    A headshot of nursing professor Becky Swartzman

    Assistant Professor of Nursing


    Becky joins the Simpson University nursing faculty with over 20 years experience and a varied background as a registered nurse. Her nursing positions include working in medical-surgical, intensive care, home-health/hospice, and most recently in a same day surgery center. She also was the owner/care provider for the Neighborhood Clinic and the mid level provider work at an urgent care center. Becky took a brief sabbatical from nursing to serve as the pastor of family and community health for her church. Her teaching experience includes clinical instructor at both the LPN and RN level at Pueblo Community College in Durango, Colorado.

    Educational Background:

    • M.Div., King’s University
    • Post Masters Family Nurse Practitioner, University of Colorado
    • M.S.N., University of Colorado
    • B.S.N., University of Colorado
    • ADN, Grossmont Community College

    Courses Taught:

    • Psychiatric/Mental Health Nursing


Upon the completion of the BSN program, graduates will:

  1. Integrate knowledge from the physical and behavioral sciences, informatics, and the humanities into professional nursing practice.
  2. Integrate faith and professional practice in a manner that is respectful of other’s spiritual beliefs and congruent with personal spirituality.
  3. Design competent, client centered professional nursing care for individuals, families, and populations across the health continuum in a variety of community based settings, emphasizing patient safety and quality.
  4. Implement health promotion and disease prevention plans for individuals, families, and populations.
  5. Demonstrate cultural competence in providing and working with others.
  6. Use critical thinking and evidence-based practice and research findings in professional nursing practice.
  7. Demonstrate ethical and professional nursing roles, values, social justice and human dignity.
  8. Form interdisciplinary collaborative relationships to improve professional nursing practice and the quality of health care for all.
  9. Exhibit effective communication skills for professional nursing practice.
  10. Participate in political regulatory processes to influence health care systems and quality improvement policies.

Truly Vang - Current Nursing Student

"The new Nursing and Science building will mean so much to us. We’ve been anticipating it ever since we got here."

— Truly Vang - Nursing Student, Class of 2016

Lysandra Ramirez - 2015 Nursing Alumna

One of the students who will get to enjoy the new building for her final year of nursing is 20-year-old Lysandra Ramirez of Shingletown, Calif. During chapel her first year at Simpson, she heard a group speak about medical missions and its work in Africa to help people with AIDS.

"There was this specific line that one of the people said, that when you realize that all you have is Jesus is when you realize that's all you need. That just spoke deep to me, and it was like God pulling at my heartstrings. I knew that's where he wanted me."

— Lysandra Ramirez, 2015 Nursing Alumna

Heather Dainauskus - 2015 Nursing Alumna

"It’s going to be an honor to be one of the first classes into a building that’s going to house a program that’s going to produce really huge, life-changing members of the nursing field."

— Heather Dainauskus - 2015 Nursing Alumna

Hosanna Terrado - 2013 Nursing Alumna

“He (God) brought me to Simpson for a reason. They told me there was no Nursing program (when I came here), and then all of a sudden they have a Nursing program. I’m really blessed.”

— Hosanna Terrado, Class of 2013 Nursing Student

Click here to see more student testimonies and find out more about our new building.


WASC - Click here for information pertaining to our WASC accreditation

CCNE - The evaluation team from the Commission on Collegiate Nursing Education (CCNE) would like to express appreciation for the consideration and hospitality extended to the team during its evaluation in January 2015 of the baccalaureate program at Simpson University. As you know, the on-site evaluation is an important part of Simpson's program’s review for accreditation.

The team report and the program’s written response to the team report will be provided both to the Accreditation Review Committee (ARC) and to the CCNE Board of Commissioners. The ARC will meet on July 28-31, 2015 and make a confidential recommendation to the Board. The accreditation decision will be made by the Board at its meeting on October 19-22, 2015.