Baccalaureate Degree in Nursing Science


Message from the Nursing Science Program Director

The Baccalaureate Degree in Nursing Science Program has a goal of offering an environment that favors achieving excellence and quality education, as well as preparing professionals with the greatest dedication and endeavor to develop future competent professionals within the world of work of Nursing Science. For many years, this branch of the health field has been an essential part in management and direct care to the patient. It is with great satisfaction that I express that the progress of Atenas College Nursing Program is due to the commitment of a highly qualified faculty, the administration, and its academic-administrative staff. Day after day, our faculty provides their knowledge and puts into practice a variety of educational tools, succeeding in promoting in our student dedication, effort, and commitment for the career they have decided to pursue. We have the first simulated hospital in Puerto Rico, which enables our student to develop competencies of leadership, teamwork, use of technology, application of critical thinking to make decisions in offering patient-centered care, and to foster in them the importance of an evidence-based practice. More than being a complete program, we are a great family with the commitment to educate and prepare competent professionals who can contribute the best of themselves to society. Receive our warmest welcome!

Jetza Rivera Bruno Ed.D, MSN, NM

Nursing Program Director

Nursing Science Program Mission Statement

We are a program that provides a student-centered safe learning environment, considering cultural and spiritual diversity through the offering of arts, science, information and communication technologies, fostering lifelong learning and preparing the student to be responsible in its social and professional surroundings.

Nursing Science Program Vision Statement

To be the best Nursing Science program that prepares highly competent leaders to provide care centered in the patient, family, and the community at a local, national or international level, fostering a culture of quality and safety.

Nursing Science Program Values

The Bachelor of Science in Nursing has seen that throughout its academic curriculum the student can develop the following values:

  • Honesty
  • Processional ethics
  • Confidentiality
  • Professional conduct
  • Courtesy
  • Safety
  • Responsibility within the academic institution and the clinical practice sites
  • Competencies and abilities

Program Description

The Baccalaureate Degree in Nursing Science Program is designed to prepare generalist nurses with the skills for leadership, interdisciplinary teamwork, use of technology, information skills, principles of quality management, and the development of a culture of quality and safety centered in the patient/client. Includes principles of research, evidence-based practice, as well as communication and the application of clinical judgment for decision-making. Graduates from this program will be able to perform in public or private institutions that require healthcare services. Upon completion of their degree, students will be prepared to take the licensure examination offered by the Puerto Rico Examining Board of Nurses. This program consists of 120 credits distributed in 9 academic terms to be completed in approximately 3 years to a maximum of 4.5 years.

Philosophy of the Nursing Science Program

In harmony with Atenas College's philosophy, the faculty of the Nursing Science Program postulates the development of students toward an inquisitive attitude regarding the nature of human beings, maintaining a balance, and their self-responsibility, to society in general and their communities. This philosophy provides a foundation for the program of study and articulates faculty beliefs about nursing, nursing education, and the ongoing improvement in teaching-learning modalities, nursing care, and academic performance.

In addition, the philosophy of the nursing program arises from the Institution and nursing mission. It speaks to the nature of person, society, health, professional nursing, the teaching-learning process and nursing education. It also guides faculty in developing, implementing and monitoring the curriculum so that end-of-program student learning outcomes (EPSLOs) can be achieved.  The philosophy is grounded in the following key concepts: human being, health, illness, nursing and teaching-learning.

Human Being 

We believe each human being is in constant self-motivation and dynamic interaction with internal and external environments. Variations in these environments affect their behavior and adaptability during different stages of the growth and development process. As part of this process, the person manifests basic needs, which require to be satisfied to maintain balance and a state of wellbeing. The human being is influenced by past and present experiences, heredity, and the environment; and, as such, constantly changes in response to different stimuli to maintain an optimal level of health in the health-illness continuum. The human being is unitary, transcending any combination of aspects.


We believe that health is a state of physical, social, mental, and spiritual well-being. Human beings seek to reach well-being and thus achieve balance. Nursing is a humane service based on scientific theories that promote health by applying the nursing process. Through this process, the nurse promotes health, helps clients’ who cannot care for themselves; and assists individuals, families, and communities according to their needs.

The faculty recognizes that the nursing process is a systematic scientific method used by nurses at different levels of education to achieve client’s goals by identifying their state of health, current, and potential problems, and needs; developing plans that satisfy these needs; and carrying out nursing interventions.


Illness is a state of disharmony in the human-environmental relationship or disharmony in the relationship between various aspects of the self. Many aspects affect health experience, including genetics, age, lifestyle, perception of health and illness, health promotion activities, values, beliefs, and culture.


Based on the above definitions of health and illness, the nurse’s role is a caring, healing presence promoting wellness for human beings in their internal and external relationships with themselves, others, and their environment.

To be a caring, healing presence, nurses have a responsibility for self-care and be knowledgeable about theories, principles, and applications of biological and social sciences. The nurse integrates multidisciplinary knowledge to promote the health of /families/groups or, when necessary, to dignify death and ease the dying process. Nurses use reflective practice to improve the quality of care. The following caring skills are program themes: multiple ways of knowing, including critical thinking, communication, management, teaching, professionalism, and the caring nurse process. Also, caring has other threads throughout the curriculum: pain management, pharmacology, nutrition, community, human maturation, caring, and cultural diversity. Nurses must collaborate with health professionals to provide adequate health care. Patient-centered care and advocacy are central to the nursing role, with professional caring and ethical decision-making as core values.

Therefore, the faculty is committed to providing excellent human resources in the health field through the teaching-learning process, prepared to carry out quality performance in providing nursing care in various settings.

Teaching and Learning

We believe that teachers and students are engaged in a continuous teaching-learning process. Human beings have a natural potential for learning. Building upon the student's previous experience, actively involving the learner, and progressing from the familiar to the unfamiliar expands their knowledge and experience. Significant learning occurs when the adult learner perceives the subject matter as having meaning. Learning is how individuals evolve by applying knowledge, attitudes, and skills through experience and reflection. The ultimate responsibility for learning rests with the learner. A variety of opportunities for the application of knowledge encourages the learner to develop and apply multiple ways of knowing and critical thinking skills.

Teaching facilitates learning and requires valuing the student as a person and understanding the student's learning needs. In addition, learning occurs through timely feedback that is understandable to the learner.

The faculty strongly believe in the importance of developing specific competencies in any level of nursing preparation. The curriculum has a focus on Quality and Safety competencies based on Quality and Safety Education for Nurses (QSEN), Institute of Medicine, Professional Standards of the Nursing Practice from the Puerto Rico College of Nursing Professionals, the Essentials: core competencies for professional nursing education and the National Patient Safety Goals throughout the curriculum: Patient-Centered Care, Teamwork and Collaboration, Evidence-Based Practice, Quality Improvement, Safety, and Informatics; using strategies, techniques, and methods to develop and evaluate these competencies in the levels of knowledge, skills, and attitudes. 

Curricular Conceptual Model

The curricular conceptual model of the Nursing Science Program is founded on the following educational theories: P. Jeffries/National League for Nursing Simulation theory (2015); D. Kolb’s Experiential Learning theory (1970); and D. Schön’s Reflective Practitioner theory (1987). These theories hold the four pillars that sustain the needs of the client: 1) safe and efficient care environment; 2) health promotion and maintenance; 3) psychosocial integrity; and 4) physiological integrity. The conceptual model is based learning through competencies, which are developed through the curriculum. These competencies include general education competencies and professional competencies.



The Essentials of Baccalaureate Education for Professional Nursing Practice:

The Essentials of Baccalaureate Education for Professional Nursing Practice:
The American Association of Colleges of Nursing” (AACN) has defined the nine Essentials that describe the curricular elements and competencies that must be present in all accredited programs that award a Bachelor Degree in Nursing Science. These Essentials provide the student learning outcomes and are detailed in The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008). The faculty of the Bachelor of Science in Nursing program has implemented the tools, learning strategies, program improvement opportunities, and resources recommended in this document, which are aligned with the Student Learning Outcomes and are used as a guide in the teaching learning process.

Quality and Safety Education for Nurses (QSEN)

The Institute of Medicine (2003) competencies for nursing, QSEN faculty have defined pre-licensure and graduate quality and safety competencies for nursing and proposed targets for the knowledge, skills, and attitudes to be developed in nursing pre-licensure programs for each competency


Quality and Safety Education for Nurses

Other Resources

Institute of Medicine


Colegio de Profesionales de la Enfermería de Puerto Rico

Centers for Disease Control and Prevention (CDC)

International Nursing Association for Clinical Simulation and Nursing (INACSL)

Society for Simulation (SSH)

Asociación de Simuloeducadores de Puerto Rico (ASEPUR)

Federación Latinoamericana de Simulación Clínica y Seguridad del Paciente (FLASIC)

Program Goals and Outcomes
  1. Program Effectiveness: Provide a current and updated curriculum which complies with high quality standards that contribute to reaching the BSN program competencies and student learning outcomes.

Expected outcomes:

  1. Maintain at least 70% annual retention rate of students admitted to the program.
  2. At least 52% of those students admitted to the program will graduate within the established timeframe.
  3. At least 70% of program graduates will be employed or pursue graduate studies within 12 months after graduation.
  4. At least 80% of program graduates will pass the RN Puerto Rico Board Examination on the first attempt.
  5. At least 70% of students will be satisfied with the course content, organization, and teaching methods.
  6. At least 70% of senior students will be satisfied with their program of studies.
  7. Maintain 70% satisfaction of graduates with their academic preparation.
  8. Maintain 70% employer satisfaction with the academic preparation of graduates.

  1. Faculty: Promote professional excellence of the Nursing Program faculty, develop innovative teaching strategies and techniques that demonstrate their interest and collaboration in the training of competent nursing professionals committed to the community they serve.

Expected outcomes:

  1. All faculty members (100%) apply simulation and other technological strategies as part of their teaching-learning methods.
  2. All faculty members (100%) demonstrate ongoing professional development aimed at promoting a competent student community.
  3. All faculty members (100%) demonstrate engagement in service activities.
  4. All faculty members (100%) exhibit scholarship in teaching and cultivate proficiency in their areas of specialty.
  5. All faculty members are evaluated by students with a score of at least 80%.
  6. All faculty members are evaluated by administrative visits to the classroom with a score of at least 80%.
  1. Human and physical resources: Maintain the human, financial, and physical resources necessary to achieve the purposes of the program.

Expected outcomes:

  1. Obtain at least a 70% score on student evaluations of physical and technological resources.
  2. Obtain at least an 80% score on faculty evaluations of physical and technological resources.
  3. Obtain at least an 80% score on Advisory Board evaluations of physical and technological resources.
  4. Demonstrate compliance with the faculty/student rate institutional policy of 1:25 in theory courses.
  5. Demonstrate compliance with faculty/student rate institutional policy of 1:15 in simulated laboratory practice.
  6. Demonstrate compliance with faculty/student rate institutional policy of 1:10 in clinical practice.

  1. Students:Develop highly qualified nursing professionals with the knowledge, skills, and attitudes necessary for providing competent, sensitive, effective, safe, and quality nursing care to the client and the community.

End-of-Program Student Learning Outcomes (EPSLO)

  • EPSLO #1 Apply ethical-legal and moral principles to promote a holistic care and foster a culture of quality improvement and safety through the utilization of standards, policies and regulations and best practices to perform the nursing professional role. (Quality improvement, Safety, Leadership)
  • EPSLO #2 Promote preventive health and health promotion centered on the patient, family, and community considering cultural diversity in a variety of health care settings. (Patient-centered care) 
  • EPSLO #3 Utilize informatics and technology in patient care to promote safety when performing the professional role. (Informatics and technology)
  • EPSLO #4 Apply critical thinking in the decision-making process when providing nursing care to a diverse population, including complex high-risk situations and critical care. (Critical thinking, Leadership)
  • EPSLO #5 Demonstrate evidence-based nursing practice competences in the provision of care to the patient, family, community, and diverse populations. (Evidence based practice)
  • EPSLO #6 Utilize teamwork, collaboration and communication strategies in the provision of holistic care to the patient, family, community, and diverse populations. (Teamwork and Collaboration)
  • EPSLO #7 Demonstrate leadership in the coordination and direction of quality improvement in health care services. (Leadership, Quality improvement)
  • EPSLO #8 Apply the knowledge obtained in general education, social sciences, and humanities courses in the process of nursing professional role development.

Admission Requirements

Atenas College Admission Requirements

  • Complete and submit the Application for Admission at the Admissions Office.
  • Present high school diploma, official transcript or evidence of high school equivalency exam.
  • Certificate of Immunization (P-VAC-3 Form) if under 21 years of age
  • Provide copy of College Board.

Requirements for enrollment

  • Having met Atenas College admission requirements.
  • Complete a study agreement. Once admitted, the applicant is referred to the Collections Office to complete the study agreement.
  • If the applicant is under 21 years of age, the application for admission and the study agreement must signed by the father, mother, guardian, or legal tutor.

Requirements for Admission to the Baccalaureate Degree in Nursing Science Program

Enrollment for the Baccalaureate Degree in Nursing Science Program is carried out three times a year during the months of January, May, and August. Candidates for admission must meet each of the admission requirements established by the institution.

  • Coming from high school (generic)
  • Minimum high school general points average of 2.00 or its equivalent
  • Transfer
  • Minimum high school general points average of 2.00 or its equivalent
  • Official credits transcript from institution of origin
  • RN to BSN
  • Hold an Associate of Science in Nursing from an institution recognized by the US Department of Education
  • Minimum general points average of 2.00 or its equivalent
  • Active United States or Puerto Rico RN license

Clinical Practice Requirements
  • Health certificate issued no less than one month prior to the date of practice
  • Certificate of Negative Criminal Record issued no less than one month prior to the date of practice
  • Hepatitis B vaccine (3 doses; necessary for all clinical practice). May present laboratory results that certify immunization.
  • Atenas College student identification card
  • Influenza vaccine
  • 2 doses of Varicella or serological test
  • Resume
  • 4 2 x 2 photos
  • Certification of medical insurance coverage
  • Current CPR Certification (cardiopulmonary resuscitation)
  • Original and certification copy
  • Evidence of compliance with Law 300 – Puerto Rico Law for the Verification of Criminal Record of Care Service Providers for Children and Elderly.
  • Additional requirements may be requested by the clinical practice site; these requirements may include a drug test. The process will take place in accordance with the clinical practice/practice site.
Faculty Directory

Jetza Rivera Bruno Ed.D, MSN, NM
Nursing Programs Director
Doctorate in Education with a specialty in Leadership and Virtual Instruction – InterAmerican University of P.R., Ponce Campus
Master in Nursing Sciences with a specialty in Maternal and Childhood with Role in Administration – UPR, Medical Sciences Campus
Certification in Nurse Midwife – UPR Medical Sciences Campus

Merary Roman Morales, MSN

Faculty Nursing Sciences Program

Master of Science in Nursing with a specialty in Maternal and Child Care with a role in Education – Interamerican University of Puerto Rico, Arecibo Campus

Myrna A. Román del Río, MSN

Faculty of Nursing Sciences Program

Master in Nursing Sciences with Specialty in Adult Critical Care with Role in Education – EDP University, San Sebastian Campus

Pedro Rivera Franco, MSN, MBA

Faculty of Nursing Sciences Program

Master in Nursing Sciences with Specialty in Adult Critical Care – Universidad Metropolitana, Bayamón, P.R.

Claribelle Bonilla Acevedo, MSN

Faculty Nursing Sciences Program

Master of Science in Nursing with a Specialty in Medical-Surgical with a Role in Administration –Interamerican University of Puerto Rico, Arecibo Campus, PR

Cynthia Cortes Alvarez, MSN

Faculty Nursing Sciences Program

Master of Science in Nursing with Specialty in Emergencies and Trauma with Role in Education – EDP University San Sebastián, PR

Lisandra Reyes Sanchez, MSN

Faculty Nursing Sciences Program

Master of Science in Nursing with a Specialty in Adult Critical Care –Interamerican University of Puerto Rico, Arecibo Campus, PR

Board Examination and License

Steps for processing provisional license and the nursing board examination

Step I: Complete the Application for Provisional License, Examination, and Associate or Generalist Nurse License.

Page 1:

  1. 2×2 photo
  2. Affidavit and notary seal
  3. Part A. Personal and Academic History: complete personal information requested.

Page 2:

  1. Part B. Nursing Education Program Certification: submit the application to the Office of the Registrar to be completed by the Registrar.
  2. Part C. Additional Education
  3. Part D: Personal References

Page 3:

  1. Part E: Health Certificate
  2. Part F: Indicate if you hold a provisional or permanent nursing license. Mark Yes or No.

Page 4: Instructions:

Step II: Gatherthe documents required in the application.

Step III:Submit the application and required documentation to the Puerto Rico Examining Board of Nurses (See instructions in the back of the form)


HETS, Testing & Education Reference Center (TERC) is a database designed by Cengage Learning where you can find NCLEX practice exams. Atenas College students have this resource available to prepare for the NCLEX exam. For additional information and instructions visit the Learning Resource Center (Library).

Program Accreditations

The Baccalaureate Degree in Science in Nursing is accredited by the Accreditation Commission for Education in Nursing (ACEN), 3390 Peachtree Road NE, Suite 1400 Atlanta, GA 30326; (404) 975-5000. See the public information released by ACEN regarding these programs at: