Dual Degree in Nursing (DDN)

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)
CourseDescription
BIO 110Principles of Biology I
CHM 131Chemical Concepts, Systems, and Practices I
WRT 105Reasoning and Writing in the College
Open
Semester Two (Spring)
CourseDescription
BIO 111Principles of Biology II
CHM 132Chemical Concepts, Systems, and Practices II
Open
Open
Semester Three (Fall)
CourseDescription
BIO 190Genetics and the Human Genome*
CHM 203Organic Chemistry I
PSY 171Social and Emotional Development
Open
Semester Four (Spring)
CourseDescription
STT 211Applied Statistics for the Social Sciences
Open
Open
Open
Semester Five (Fall)
CourseDescription
NSG 309Microbiology (online)
NSG 312Anatomy and Physiology I (online)
Open
Open
Semester Six (Spring)
CourseDescription
NSG 313Anatomy and Physiology II (online)
Open
Open
Open
Semester Seven (Fall)
CourseDescription
Open
Open
Open
Open
Semester Eight (Spring): School of Nursing
CourseDescription
NSG 310Nutrition (online) (or earlier)
NUR 370Pathophysiology/Pharmacology
NUR 362Health Assessment in Health and Illness
NUR 372Therapeutic Interventions I
NUR 373Nursing Science
Semester Nine (Summer): School of Nursing
CourseDescription
NUR 376Therapeutic Interventions II
NUR 374-BWomen's Health, Neonatal, and Pediatric Nursing
NUR 375Psychiatric/Mental Health Nursing
NUR 301Principles and Application of Evidence for Nursing Practice
Semester Ten (Fall): School of Nursing
CourseDescription
NUR 377Adult and Home Nursing
NUR 371Management of Care
NUR 379Nursing 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)
CourseDescription
BIO 110/112Principles of Biology I/Perspectives in Biology I
CHM 131Chemical Concepts, Systems, and Practices I
WRT 105Reasoning and Writing in the College
MTH 141Calculus I
Semester Two (Spring)
CourseDescription
BIO 111/113 + LabPrinciples of Biology II/Perspectives in Biology II
CHM 132Chemical Concepts, Systems, and Practices II
MTH 142Calculus II
Social Sciences cluster
Semester Three (Fall)
CourseDescription
BIO 190 + LabGenetics and the Human Genome*
CHM 203 + LabOrganic Chemistry I
PSY 171Social and Emotional Development (Social Sciences cluster)
Humanities cluster
Semester Four (Spring)
CourseDescription
NSG 312Anatomy 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)
CourseDescription
MBI 220 (elective)Intro to Microbiology**
NSG 313Anatomy and Physiology II (online) (or summer)
PHY 113General Physics
MBI 221Microbiology Lab
Semester Six (Spring)
CourseDescription
BIO (advanced course)
BIO (advanced course)
Social Sciences cluster
Semester Seven (Fall)
CourseDescription
Humanities cluster
Humanities cluster
BIO (elective)
BIO (advanced course)
Semester Eight (Spring): School of Nursing
CourseDescription
NUR 370Pathophysiology/Pharmacology
NUR 362Health Assessment in Health and Illness
NUR 372Therapeutic Interventions I
NUR 373Nursing Science
Semester Nine (Summer): School of Nursing
CourseDescription
NUR 376Therapeutic Interventions II
NUR 374-BWomen's Health, Neonatal, and Pediatric Nursing
NUR 375Psychiatric/Mental Health Nursing
NUR 301Principles and Application of Evidence for Nursing Practice
Semester Ten (Fall): School of Nursing
CourseDescription
NUR 377Adult and Home Nursing
NUR 371Management of Care
NUR 379Nursing 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

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.

Getting In to the Dual Degree in Nursing Program

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

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