Nursing & Health Sciences

RN to BSN Track

Thank you for your interest in the RN to BSN track at LCSC. The BSN program is fully accredited by the Commission on Collegiate Nursing Education (CCNE) and approved by the Idaho Board of Nursing.

The RN to BSN track is designed to meet the needs of working professionals:

  • Flexible scheduling allows you to work at your own pace
  • Program can be completed entirely online
  • Secure online access is available 24 hours a day
  • Practicum courses are mentored by local preceptors
  • Allows you to complete your BSN in as little as 9 months

Use the links below to learn more about required courses and the admission process. We look forward to working with you as you earn your BSN!

RN to BSN Cost Estimate


The RN to BSN curriculum builds on your basic nursing education coursework. Prerequisite and required nursing courses are offered both fall and spring semesters. Your academic advisor can assist you with an individualized study plan.

RN to BSN Study Plan

RN to BSN Track Options

General Education Core Requirements


Below, you will find links to the BSN Program application and Health Records Checklist. Please don't confuse the BSN Program application with the general LCSC application. First, you apply to the college and then later you apply to the BSN program. The LCSC application is required first. Once you are admitted to the College and meet with an academic advisor, you will begin taking courses. After you have completed the required prerequisite courses and met other BSN Program admission criteria for the RN to BSN track, you'll be ready to apply to the BSN Program.

Please carefully read the documents below to review the admission criteria, application processes and health records requirements. Submit your completed application to the Division of Nursing & Health Sciences. If you have questions, contact your academic advisor.

RN to BSN Track Application

Background Check and Immunization Requirements

For Clinical Passport Requirements select below:

Mission & Goals

RN to BSN Program Mission Statement

To strengthen the health and wellbeing of the people of our communities by preparing students as professional nurses who engage in critical reasoning and creative thinking to design, provide, and coordinate exceptional nursing care in a dynamic healthcare environment.

RN to BSN Student Outcomes

  1. Upon graduation, students are well prepared to function as a Baccalaureate nurse in a various healthcare settings.
  2. Graduates well-prepared to participate as a member of interdisciplinary healthcare teams.
  3. Graduates well prepared to understand and assume leadership roles in the healthcare system.
  4. Stakeholders who are satisfied with the RN to BSN curriculum and educational experience.
  5. Students who successfully complete and graduate from the program.

RN to BSN Program Philosophy

The faculty of the Baccalaureate of Science in Nursing (BSN) program, in support of the mission of Lewis-Clark State College, the Division of Nursing and Health Sciences and the RN to BSN Program, is committed to providing an outstanding undergraduate education for the preparation of professional nurses. The philosophy of the RN to BSN program reflects the beliefs of the faculty and is based on the synergy of three concepts:

  • The Science of Nursing
  • The Art of Nursing
  • The Teaching/Learning Environment

Synergy is the working together of two or more parts when the result is greater than the sum of their individual effects or capabilities.

We believe the Art of Nursing and the Science of Nursing are synergistic and within the teaching learning environment provide the philosophical basis for the RN to BSN program.

We believe the RN to BSN prepared professional nurse graduate is prepared to meet the challenges of an ever-changing healthcare environment, assuming leadership roles in the profession, advocating on behalf of clients and participating in the political processes impacting healthcare and the profession of nursing.

Science of Nursing

We believe that the nursing process is the scientific methodology whereby nurses plan interventions. It is the critical process of the science of nursing, a deliberate problem solving approach to meeting people's health care and nursing needs.

We believe that critical thinking and evidenced based practice and research are the foundations from which clinical reasoning and clinical judgment arise.

We believe that understanding the complexity of human needs requires extensive knowledge and integration of the life and social sciences.

Art of Nursing

We believe that Caring Practices along with the American Nurses Association Code of Ethics creates a compassionate, supportive, and therapeutic environment for patients, family members, communities and colleagues with the aim of promoting comfort and healing and preventing unnecessary suffering.

We believe the 7 C's of Caring define understanding of the caring concept for the nurse and the client.

  • Commitment - Commitment to relationship is essential to caring. Nursing is a mutual interactive process producing an experience where both the client and nurse benefit.
  • Compassion - Compassion means having an understanding of and being sensitive to situations and needs, understanding an experience from another's perspective.
  • Confidence - Encourages trust, truth, and respect without fear or conditions.
  • Competence - Combining judgment and skills with knowledge and experience to best serve the client.
  • Conscience - A process of valuing self and others. Conscience encompasses the principles of humanistic nursing care and the American Nurses Association Code of Ethics.
  • Collaboration - working with others in a way that promotes/encourages each person's contributions toward achieving optimal/realistic patient/family goals. Involves inter-disciplinary work with colleagues and community.
  • Cultural Sensitivity - to recognize, appreciate and incorporate differences into the provision of care. Differences may include, but are not limited to, cultural differences, spiritual beliefs, gender, race, ethnicity, lifestyle, socioeconomic status, age, and values.

Teaching/Learning Environment

We believe in providing an environment that requires the student to be actively involved and to take responsibility for their learning.

We believe in and strive to create an interactive teaching-learning environment which embraces various teaching methods and modalities and takes into account student learning preferences.

We believe the faculty develops curriculum that facilitates learning that is responsive to the changing health care environment.

We believe that paramount to the curriculum are the AACN Professional Roles of Provider of Care, Designer/Manager/Coordinator of Care and Member of the Profession.

We believe in providing a safe environment that facilitates open communication where experiential learning is encouraged.

We believe that adult learning principles guide the curriculum. Students are encouraged to extend and refine previous knowledge and experiences to examine the complex meaning of nursing phenomena.

We believe that professional collegial relationships between faculty and students are essential.

We believe in fostering students' intellectual curiosity and a commitment to lifelong learning.

We believe that the faculty's teaching expertise, personal scholarship, professionalism and clinical excellence provides students with the tools to develop an expert level of practice as professional nurses.