Dual Degree in Nursing (DDN)
The Dual Degree in Nursing program (DDN) at the University of Rochester combines the resources of the College and the School of Nursing. It allows incoming freshmen to combine their interests in nursing with a specific academic discipline offered at the College. These students exemplify diverse, passionate commitments to both areas of study.
In their first seven semesters, DDN students pursue a Bachelor of Arts or a Bachelor of Science degree at the College and complete the prerequisites for the School of Nursing. In their final three semesters, students pursue a Bachelor of Science in Nursing. Students will complete both degrees in four-and-a-half years.
Perks of the program include:
- Assured admission to the University of Rochester School of Nursing in the eighth semester
- Exemption from qualifying exams for the BSN program
- Access to premier research facilities*
- Focused counseling from advisors at the College and the School of Nursing
*Students benefit from the extraordinary resources of our two teaching hospitals, Strong Memorial Hospital (and its Golisano Children's Hospital) and Highland Hospital, both designated as magnet hospitals. The University also has a broad range of longstanding affiliations with other hospitals, health systems, and community-based organizations throughout the Greater Rochester Region.
Many graduates of the School of Nursing go on to work for our own University-affiliated hospitals and become leaders on their units.
University of Rochester School of Nursing
The School of Nursing (SON)'s mission is to produce nurses who improve the health of individuals, families, and communities through an innovative integration of education, research, and practice.
SON students benefit from instruction by exceptional faculty, 84 percent of whom maintain a clinical practice and thus bring current, real-life experience to the classroom. While the SON faculty has expanded in recent years, we maintain a student-faculty ratio of 8:1, allowing for small clinical group instruction and individualized attention.
Students also benefit from an ongoing process of refinement and curricular innovation. Recent innovations include: simulated learning experiences as a component of each clinical course, adjunct online course materials, and enhanced clinical and community health learning opportunities among underserved populations, culminating in a 100-hour individualized clinical capstone course.
For more information, please visit www.son.rochester.edu.
Sample Course Schedule: Any major
(Student will identify a major and two clusters)
Semester One (Fall)
| Course | Description |
| BIO 110 | Principles of Biology I |
| CHM 131 | Chemical Concepts, Systems, and Practices I |
| WRT 105 | Reasoning and Writing in the College |
| Open | |
Semester Two (Spring)
| Course | Description |
| BIO 111 | Principles of Biology II |
| CHM 132 | Chemical Concepts, Systems, and Practices II |
| Open | |
| Open | |
Semester Three (Fall)
| Course | Description |
| BIO 190 | Genetics and the Human Genome* |
| CHM 203 | Organic Chemistry I |
| PSY 171 | Social and Emotional Development |
| Open | |
Semester Four (Spring)
| Course | Description |
| STT 211 | Applied Statistics for the Social Sciences |
| Open | |
| Open | |
| Open | |
Semester Five (Fall)
| Course | Description |
| NSG 309 | Microbiology (online) |
| NSG 312 | Anatomy and Physiology I (online) |
| Open | |
| Open | |
Semester Six (Spring)
| Course | Description |
| NSG 313 | Anatomy and Physiology II (online) |
| Open | |
| Open | |
| Open | |
Semester Seven (Fall)
| Course | Description |
| Open | |
| Open | |
| Open | |
| Open | |
Semester Eight (Spring): School of Nursing
| Course | Description |
| NSG 310 | Nutrition (online) (or earlier) |
| NUR 370 | Pathophysiology/Pharmacology |
| NUR 362 | Health Assessment in Health and Illness |
| NUR 372 | Therapeutic Interventions I |
| NUR 373 | Nursing Science |
Semester Nine (Summer): School of Nursing
| Course | Description |
| NUR 376 | Therapeutic Interventions II |
| NUR 374-B | Women's Health, Neonatal, and Pediatric Nursing |
| NUR 375 | Psychiatric/Mental Health Nursing |
| NUR 301 | Principles and Application of Evidence for Nursing Practice |
Semester Ten (Fall): School of Nursing
| Course | Description |
| NUR 377 | Adult and Home Nursing |
| NUR 371 | Management of Care |
| NUR 379 | Nursing Integration and Transition to Practice |
*Prerequisites: BIO 110, BIO 111, CHM 131, CHM 132; Corequisite: CHM 203
Note: Students could take BIO/BME 258: Human Anatomy and a physiology course instead of NSG 312 and 313.
Sample Course Schedule: BIO major
(Student will identify two clusters)
Semester One (Fall)
| Course | Description |
| BIO 110/112 | Principles of Biology I/Perspectives in Biology I |
| CHM 131 | Chemical Concepts, Systems, and Practices I |
| WRT 105 | Reasoning and Writing in the College |
| MTH 141 | Calculus I |
Semester Two (Spring)
| Course | Description |
| BIO 111/113 + Lab | Principles of Biology II/Perspectives in Biology II |
| CHM 132 | Chemical Concepts, Systems, and Practices II |
| MTH 142 | Calculus II |
| Social Sciences cluster | |
Semester Three (Fall)
| Course | Description |
| BIO 190 + Lab | Genetics and the Human Genome* |
| CHM 203 + Lab | Organic Chemistry I |
| PSY 171 | Social and Emotional Development (Social Sciences cluster) |
| Humanities cluster | |
Semester Four (Spring)
| Course | Description |
| NSG 312 | Anatomy and Physiology I (online) (or summer) |
| STT 212 (allied field) | Applied Statistics for the Biological and Physical Sciences |
CHM 204 + Lab (allied field) | Organic Chemistry II |
| Social Sciences cluster | |
Semester Five (Fall)
| Course | Description |
| MBI 220 (elective) | Intro to Microbiology** |
| NSG 313 | Anatomy and Physiology II (online) (or summer) |
| PHY 113 | General Physics |
| MBI 221 | Microbiology Lab |
Semester Six (Spring)
| Course | Description |
| BIO | (advanced course) |
| BIO | (advanced course) |
| Social Sciences cluster | |
Semester Seven (Fall)
| Course | Description |
| Humanities cluster | |
| Humanities cluster | |
| BIO | (elective) |
| BIO | (advanced course) |
Semester Eight (Spring): School of Nursing
| Course | Description |
| NUR 370 | Pathophysiology/Pharmacology |
| NUR 362 | Health Assessment in Health and Illness |
| NUR 372 | Therapeutic Interventions I |
| NUR 373 | Nursing Science |
Semester Nine (Summer): School of Nursing
| Course | Description |
| NUR 376 | Therapeutic Interventions II |
| NUR 374-B | Women's Health, Neonatal, and Pediatric Nursing |
| NUR 375 | Psychiatric/Mental Health Nursing |
| NUR 301 | Principles and Application of Evidence for Nursing Practice |
Semester Ten (Fall): School of Nursing
| Course | Description |
| NUR 377 | Adult and Home Nursing |
| NUR 371 | Management of Care |
| NUR 379 | Nursing Integration and Transition to Practice |
* Prerequisites: BIO 110, BIO 111, CHM 131, CHM 132; Corequisite: CHM 203
**Prerequisites: BIO 110, BIO 111, BIO 190/198, CHM 203
Note: Students could take BIO/BME 258: Human Anatomy and a physiology course instead of NSG 312 and 313.
School of Nursing Professor Profile
Amy M Karch, RN, MS, CNS
Associate Professor of Clinical Nursing
- Classes taught:
- NUR 370: Pathophysiology/Pharmacology
- NUR 419: Advanced Pharmacology
- NUR 407A: Advanced Physiology/Pathophysiology for the Nurse Practitioner
- NUR 319: Pathophysiology/Pharmacology Review for the Practicing Nurse
- Degree(s) and college(s) attended:
- BS, University of Rochester; MS, St. Louis University
- Related work experience (current or previous):
- ICU nurse; nurse educator; CV clinical specialist; clinician II; clinical chief of medical nursing at Strong Memorial Hospital; author and lecturer on nursing pharmacology, applied physiology, and preventing medication errors
- What is your favorite UR tradition?
- In the School of Nursing, my favorite tradition is the pinning at graduation. I love to see the students who have worked so hard experience the success of their struggle and the joy of now moving on to be a nurse.
- What do you love about the City of Rochester?
- The variety of arts, sports, and family-centered activities and the changing seasons.
- Do you find it necessary to work closely with students in their field of interest?
- Yes, working one on one with students is not only a stimulating and exciting experience, but it teaches me a lot about learning. I wrote the textbook that we use in the program after many students complained that there wasn't a book out there that helped them to learn and apply the material. I learn so much from my students.
- Aside from teaching, what kind of research or projects have you been involved in?
- The impact on teaching on morbidity and mortality. The importance of teaching patients and families and developing evidence of the role that has on recovery.
- Favorite accomplishment or most memorable experience at UR so far?
- My most memorable experiences at UR have come from the interactions with the students—cookie day, pizza parties, tutoring sessions—when the students and the teacher are just people and can share their experiences and frustrations and joy.
- What do you find intriguing about your field of work?
- All humans are so different; there is no black and white, and it is exciting to try to figure out what is actually going on in each clinical situation and to come up with an intervention that will help the patient. It is equally exciting to help students make that leap from memorizing information to applying that information to the patient and making it come alive. Those "aha" experiences make teaching so rewarding and exciting.
- What courses in college and/or high school most prepared you for the field you are working in today?
- Applied anatomy and physiology was the course that changed my whole focus and appreciation for the human body and clinical application of all of the sciences that are the basis for nursing.
- What advice can you give prospective and current SON students?
- Never stop marveling at the wonder of the human body, and never stop learning and trying to figure out what is going on to cause signs and symptoms. The nurse is the one person on the health care team who really spends time with and gets to know the patient and who can have the greatest impact on that patient's recovery and quality of life. It is an awesome responsibility but one of the most rewarding things that you will ever have the opportunity to do.
Questions?
Stacy Wells Shea
DDN Coordinator, Associate Director of Admissions
stacy.wells@rochester.edu
Elaine Andolina
Director of Admissions, School of Nursing
elaine_andolina@urmc.rochester.edu