All nursing programs—baccalaureate, master’s, and doctor of nursing practice—are accredited by the Accreditation Commission for Education in Nursing (ACEN).
Accreditation Commission for Education in Nursing
3390 Peachtree Road, NE, Suite 1400
Atlanta, GA 30326
Phone: 404-975-5000
Fax: 404-975-5020
The former Associate Degree (AD) Nursing program was continuously accredited from 1992 through December 2017, when the last cohort completed their AD nursing studies. The AD nursing program was accredited by the Accreditation Commission for Education in Nursing (formerly the National League for Nursing Accrediting Commission 1997-2013 and the National League for Nursing prior to 1997).
All of St. Kate's prelicensure programs and the pediatric and adult gerontological primary care nurse practitioner programs are approved by the Minnesota Board of Nursing (MBN) and meet specific standards set forth by the Minnesota Board of Nursing.
Minnesota Board of Nursing
1210 Northland Drive Suite 120
Mendota Heights, MN 55120
Phone: 612-317-3000
Fax: 651-688-1841
Email: Nursing.Board@state.mn.us
Please review for prelicensure nursing programs.
ɫӰ is an accredited institution through the Higher Learning Commission (HLC) of the North Central Association of Colleges and Schools.
Student Outcomes
Doctor of Nursing Practice: Post Master's Option
| Student Outcomes | AY 2020-2021 | AY 2021-2022 | AY 2022-2023 | 3-Year Average |
|---|---|---|---|---|
| Graduation Rate+ | 85% | 82% | 89% | 85% |
| Employment as a DNP^ | 100% | 100% | 100% | 100% |
Note: Data includes DNP Dual Degree options (DNP-MAOL and DNP-MBA) students and DNP-NP students.
Doctor of Nursing Practice: Nurse Practitioner — Primary Care Adult-Gerontology
| Student Outcomes | 2020 | 2021 | 2022 | 3-Year Average |
|---|---|---|---|---|
| Graduation Rate MSN+ | 81% | 94% | 86% | 87% |
| First-Time Pass Rate on Certification Exam* | 100% | 100% | 94% | 98% |
| Total Certification Pass Rate^ | 100% | 100% | 100% | 100% |
| Employment as an NP^ | 95% | 94% | 96% | 95% |
Note: Reporting cycle is in a calendar year from December to December based on conferral of MSN degree.
Doctor of Nursing Practice: Nurse Practitioner — Primary Care Pediatric
| Student Outcomes | 2020 | 2021 | 2022 | 3-Year Average |
|---|---|---|---|---|
| Graduation Rate MSN+ | 100% | 100% | 91% | 100% |
| First-Time Pass Rate on Certification Exam* | 89% | 77% | 100% | 91% |
| Total Certification Pass Rate^ | 100% | 85% | 100% | 95% |
| Employment as an NP^ | 100% | 85% | 85% | 95% |
Note: Reporting cycle is in a calendar year from December to December based on conferral of MSN degree.
Master of Science: Nurse Educator
| Student Outcomes | AY 2020-2021 | AY 2021–2022 | AY 2022–2023 | 3-Year Average |
|---|---|---|---|---|
| Graduation Rate+ | 100% | 95% | 98% | 98% |
Note: June 1 through May 31 reporting cycle for the academic years listed.
Master of Science: Entry-Level
| Student Outcomes | AY 2019-2020 | AY 2020–2021 | AY 2021–2022 | 3-Year Average |
|---|---|---|---|---|
| Graduation Rate+ | 89% # | 92% | 73% | 85% |
| First time pass rate on NCLEX* | 95% | 95.7% | 87% | 94.56% |
| Total NCLEX pass rate^ | 100% | 100% | 100% | 100% |
| Employment as an RN^ | - | 100% | 100% | 100% |
Note: April 1 through March 31 reporting cycle for the academic years listed.
Bachelor of Science in Nursing (College for Women & College for Adults)
| Student Outcomes | 2019 | 2020 | 2021 | 3-Year Average |
|---|---|---|---|---|
| Graduation Rate+ | 82% | 93% | 92% | 89% |
| First time pass rate on NCLEX* | 89% | 85% | 78% | 84% |
| Employment as an RN^ | 98% | 98% | 95% | 97% |
Bachelor of Science in Nursing: RN-BSN Completion
| Student Outcomes | 2020 | 2021 | 2022 | 3-Year Average |
|---|---|---|---|---|
| Graduation Rate+ | 88% | 84% | 92% | 88% |
| Employment as an RN | 88% | 91% | N/A | |
| Students agree or strongly agree that obtaining their BSN degree from St. Kate’s increased their career opportunities. |
- |
- |
95% | N/A |
+ calculated at 150% of program length
* MN Board of Nursing Licensure Report/National Nurse Practitioner Certification Board
^ Internally tracked data
# Only reflects data for 100% of program length
Diversity Statement
The Department of Nursing (DoN) is committed to creating an inclusive environment in which faculty, staff, and students are representative of and responsive to diverse populations. This commitment flows from the vision of ɫӰ’s founders, the Sisters of St. Joseph of Carondelet and Catholic social teaching, which inform our liberal arts goals; findings of community-based collaborative action research conducted by DoN faculty and students with communities of color; research mandates from the Institute of Medicine; and position statements from the American Academy of Nursing and National League for Nursing. Specifically, we are committed to preparing all students to:
- Confidently and compassionately provide high quality, equitable care for all people.
- Understand the historic roots of the social construction of marginalized groups and the resultant hierarchical arrangements in society, unequal distribution of resources, and disparities in health promotion and outcomes.
- Create inclusive practice environments that promote the health and human dignity of all.
- Embrace a life-long commitment to learn and understand the history, culture, and experience of populations that are marginalized, and enter into authentic, meaningful, caring relationships with individuals who are marginalized.
- Take action against systems of oppression built on socially constructed differences in race/ethnicity, sex/gender identity or orientation, physical characteristics, socioeconomic status, language, age, religious or political affiliations, disability, country of origin, and/or citizenship status.
To assure inclusivity, we are committed to a systematic analysis of curricular materials pedagogical approaches; assessment practices; nursing education environment; and our faculty, staff, and student recruitment and retention practices, policies, and outcomes.
To foster authentic and healing communication, the following inclusivity statement1 is included in every course syllabus:
Nurses are called to promote human dignity. In order to be aware of the ever changing environment in nursing and health care, an open dialogue must be able to occur in a non-threatening environment in which students and faculty can engage in discussions that are taking place, challenge comments that are made, and evaluate aspects of the structural environment that support injustice. Bringing attention to expressions of cultural bias is a way to model against stereotyping. At any time, a moment of consideration can be called. This can and should be called by anyone, student or faculty, in order to facilitate needed conversation around sensitive issues. These moments are times for all of us to learn how to become more sensitive in our language and actions. Such dialogues may pertain to stereotypes related to “race,” sex, religion, gender identity, sexual preference, weight, economic status, and anything that can impact the dignity of persons, including equitable treatment of patients and students. These moments of consideration should be freely addressed in the classroom and are an essential aspect of learning in this course.
1This statement is based on a statement written by NURS 6790 student, Maria Kludt (Spring 2009).