Nursing Accreditation

Program accreditation information.

  • accreditation

    ACEN Accredited

    All four nursing programs—associate, baccalaureate, master’s, and doctor of nursing practice—are accredited by the Accreditation Commission on Education in Nursing (ACEN).

    Accreditation Commission for Education in Nursing
    3343 Peachtree Road NE, Suite 850
    Atlanta, GA 30326
    Phone: 404.975.5000
    Fax: 404.975.5020

    All of St. Kate's prelicensure programs—associate degree, baccalaureate day section, and entry-level master—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
    2829 University Avenue SE
    Minneapolis, MN 55414

    Please review Essential Abilities (pdf) for prelicensure nursing programs.

    St. Catherine University is an accredited institution through the Higher Learning Commission (HLC) of the North Central Association of Colleges and Schools.


Primary Care Adult Gerontology—Nurse Practitioner

Student Outcomes 2014 2015 2016 3-Year Average
Graduation Rate+ 93% 100% 93% 94%
First-Time Pass Rate on Certification Exam* 100% 96% 97% 97%
Total Certification Pass Rate^ 100% 100% 100% 100%
Employment as an NP^ 100% 100% 100% 100%

Primary Care Pediatric—Nurse Practitioner

Student Outcomes 2014 2015 2016 3-Year Average
Graduation Rate+ 100% 100% 93% 95%
First-Time Pass Rate on Certification Exam* 90% 82% 100% 91%
Total Certification Pass Rate^ 100% 100% 100% 100%
Employment as an NP^ 100% 100% 100% 100%

Nurse Educator

Student Outcomes 2014 2015 2016 3-Year Average
Graduation Rate+ 86% 78% 82% 82%
Employment as a Nurse Educator^ 100% 100% 100% 100%

Master of Science:Entry-Level (first graduating class: 2016)

Student Outcomes 2016 2017 2-Year Average
Graduation Rate+ 97% 83%** 89%**
First time pass rate on NCLEX* 97% 100% 98.5%
Total NCLEX pass rate^ 100% 100% 100%
Employment as an RN^ 100% 97%** 98.5%**

Doctor of Nursing Practice

Student Outcomes 2014 2015 2016 3-Year Average
Graduation Rate+ 92% 82% 78% 84%
Employment as a DNP^ 100% 100% 100% 100%

Associate Degree Program Nursing Program

Student Outcomes 2014 2015 2016 3-Year Average
Graduation Rate+ 77% 75% 84% 79%
First-Time Pass Rate for the NCLEX-RN Licensure Exam* 75% 79% 76% 77%
Total NCLEX pass rate^ 97% 96% 100% 98%
Employment as an RN 96% 100% 100% 99%

Baccalaureate Degree Program Day

Student Outcomes 2014 2015 2016 3 Year Average
Graduation Rate++ 81% 75% 83% 80%
First time pass rate on NCLEX* 76% 82% 87% 82%
Total NCLEX pass rate^ 93% 96% 97% 95%
Employment as an RN^ 96% 96% 97% 96%

Baccalaureate Degree Program RN-BS Section

Student Outcomes 2014 2015 2016 3-Year Average
Graduation Rate++ 96% 96% 96% 96%
Employment as an RN^ 100% 100% 100% 100%

+ calculated at 150% of program length
++calculated at 100% of program length
* MN Board of Nursing Licensure Report/National NP Certification Board
** data still being collected for MSN-EL second cohort
^Internally tracked data

  • 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 St. Catherine University’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).