Bachelor of Science in Nursing (BSN)

Please refer to the UBC Vancouver Academic Calendar for NURS course descriptions and Degree Requirements.

Program overview (begins September 2024)
Program overview (ends May 2025)

Who’s Who?

The following table summarizes some of the Administrative & Leadership Faculty Roles within the School of Nursing, and who is currently in that role.

For contact information, click on the name of the individual to be connected to their faculty & staff profile page.

Director, School of Nursing  Elizabeth Saewyc

Director, UBC School of Nursing is responsible for all aspects of academic, personnel and fiscal operation of the School of Nursing. This responsibility involves close liaison with the Dean, Faculty of Applied Science as well as with other levels of UBC, health authority and government offices. Dr. Campbell works closely with the Associate Directors of the Graduate and Undergraduate Programs as well as the School’s research program to ensure that UBC nursing students receive the highest level of education possible.

Associate Director Undergraduate Program Elisabeth Bailey

The associate director is responsible for the overall strategic management and resourcing of the undergraduate program and has particular responsibilities for admissions, curriculum development and evaluation, and student progressions. The associate director reports to the director.

Program Coordinator Sheila McBurney

The Program coordinator is responsible for the overall operational management of the BSN program with particular responsibilities for the day to day management of the program and support of course leaders, teachers and students. The Program Coordinator works under the direction of the Associate Director and Director, and is a first point of contact for course leaders with issues relating to student progression, or other course related operational matters.

Admissions Coordinator information@nursing.ubc.ca 

Responds to external program inquiries from potential applicants and others. Develops and implements recruitment strategies and participates in university activities related to program promotion. Serves as a resource person for other university departments.

Academic Advisor Carla Ferreira

Interprets university and school policies for enrolled students. Assists, responds and/or refers, as appropriate, students with personal and/or health problems influencing progression, and offers advice/referral, as appropriate, for academic issues. Supports students facing progression issues by providing them with pertinent information and representing their concerns to the BSN Progressions Committee. Advises the Program Coordinator and the Associate Director of pertinent issues that may affect a student’s progression. Collaborates with the Program Coordinator & Student Support Office to integrate students returning to the BSN program after an absence.

Course Leaders

Your Course Leader’s name is listed on the relevant syllabus.

Course Leaders are responsible for academic oversight of the theoretical learning activities associated with a course. Course Leaders for Clinical Practice courses are responsible for planning and coordinating an appropriate range of clinical practice, clinical skills lab, and simulation learning experiences to meet course and program objectives. They also provide orientation, guidance and ongoing mentorship to Clinical Associates in their clinical teaching role.

It is recommended that you purchase textbooks and learning resources before the beginning of classes. The program required texts will be used through out the program.

• 2024 Cohort Program Required Textbook List
• 2023 Cohort Program Required Textbook List

UBC Health, Collaborative Health Education 

Under the umbrella of ‘UBC Health,’ the health professional programs at the University of British Columbia have implemented an integrated approach to health professional education that supports learning that is unique to each profession; seeks economies of scale for foundational knowledge common to all programs through technology; creates relevant opportunities for interprofessional learning in complex areas of healthcare; and supports programs to meet accreditation standards related to interprofessional education in a meaningful way around content areas that benefit from a collaborative approach.

Key principles are integrated throughout each activity. Integrated topics are delivered in an order that makes sense and builds learning across sessions. The integrated curriculum is designed to ensure interprofessional learning is not an add-on, but a meaningful, required component of students’ programs.