Our pre-licensure programs are approved by the Maine State Board of Nursing. The baccalaureate degree in nursing program and master's degree in nursing program at the University of Southern Maine are accredited by the Commission on Collegiate Nursing Education (CCNE), 655 K St NW, Washington, DC, 20001 (202) 887-6791.
This program will prepare students to be eligible for licensure within the State of Maine. Visit the UMS State Authorization and Licensure page to learn more about the licensure requirements in other states and territories, and for contact information to inquire further about the licensure requirements associated with this program.
The School of Nursing’s baccalaureate program was established at the University of Maine - Orono in 1958. The school was relocated to the University of Maine Portland-Gorham (which became the University of Southern Maine in 1978) in 1969 to take advantage of the proximity to larger clinical facilities. In September 1982, the first class was admitted into the Master of Science in Nursing program. The Recreation and Leisure Studies program joined the School of Nursing in January 1983. In the fall of 1996, the school was renamed the College of Nursing, and the School of Health Professions was created within the college to provide representation for the non-nursing programs. The Health Sciences program joined in 1996, the Department of Sports Medicine in 1997. In 2000, the University System’s board of trustees approved the change in the College’s name to the College of Nursing and Health Professions. The Undergraduate nursing program expanded to the Lewiston-Auburn campus in 2001. In 2011, the University of Southern Maine restructured its colleges, and the School of Nursing is now part of the College of Science, Technology, and Health (CSTH). In the fall of 2011, the first class was admitted into the USM Doctor of Nursing Practice (DNP) program.
Our goal is to increase the awareness of students, staff, and faculty of the behaviors that are acceptable and not acceptable in our learning community.
We prioritize treating others, as well as ourselves, with respect, dignity, and care. We are committed to recognizing the impact that our communications, practices, and behaviors have on others, and we acknowledge each person's self-worth and unique contributions to the community as a whole.
As members of the School of Nursing, we are committed to learning and practicing in ways that support a caring and socially just community. The following are examples of how we create and sustain this community.
We will not tolerate harassing or discriminatory conduct of any form. Everyone has the responsibility to foster a safe and supportive learning and work environment. This commitment can include any individual asking others to stop disrespectful or abusive speech and/or disruptive behavior. Collectively, faculty, staff, and students in the School of Nursing are responsible for ensuring a safe and supportive learning and work environment.
We are committed to proactively supporting a culture of mutual respect which includes:
Support the autonomy and just treatment of self and others by facilitating an open, respectful, and caring environment.
Accept responsibility and accountability for one's own behavior when interacting with students, faculty, and staff, and those in our care.
Practice personal and academic integrity and expect it from others.
Support the School of Nursing zero tolerance policy of racist or oppressive conduct, bigotry, violence, coercion, or intimidation against any member of the academic community.
Demonstrate a willingness to listen and be open to hearing the perspectives of others. This includes actively seeking to hear from and making a safe space for voices of dissent.
Explore controversial issues through open dialogue and respectful deliberation.
Respect freedom of expression while recognizing that such tolerance does not require agreement with expressed ideas.
When appropriate, be an active bystander and engage School of Nursing and/or institutional resources to resolve conflict.
We, the faculty, believe that professional and safe nursing practice is at the intersection of clinical excellence and effective relational practice. Relational practice is an outcome-orientated approach to nursing that includes reflective practice, strong communication, and respectful disciplinary, and interprofessional collaboration with a focus on patient and family-centered care.
Baccalaureate nursing education is guided by theory and knowledge from nursing science, the arts and humanities, the social sciences, and the biological sciences. It builds on this background to advance the art and science of nursing using informatics, technology, and evidence to address issues of quality and safety. In an effort to deliver compassionate and ethical care, students develop a broad understanding of social structures as they gain awareness and respect for individuals. Nursing students develop an understanding of how systems affect the health and well-being of diverse communities, families, and individuals across the life span. In an ever-changing, complex and global world our graduates will have generalist nursing knowledge, orientation to leadership and a focus on the growing needs of an aging population.
Our philosophy of teaching nursing is based on the principles outlined in the Carnegie Foundation sponsored research on Educating Nurses (Benner, Sutphen, Leonard and Day, 2010) which advances four essential shifts for effective integration of the three apprenticeships of nursing (knowledge, know-how, and formation).
Graduate nursing education builds on baccalaureate education and is guided by advanced theory and knowledge from nursing and other sciences. A primary aim of graduate nursing education is to ensure that every student acquires the ability to analyze, synthesize and utilize knowledge to advance the practice of nursing. Graduate education prepares the nurse to engage in scholarly enquiry using research and quality improvement methods, contemporary technology and interprofessional collaboration.
At the University of Southern Maine School of Nursing students, faculty members, practicing nurses and clients work as partners in learning. Students begin from a place of self-awareness with an expectation that deep learning will challenge long-held beliefs, attitudes, and responses. Learning begins when students acknowledge, respect and reflect upon past and present experiences. Learning is enhanced by critical engagement in the educational process, by the perception that the task of education is relevant and meaningful and by an expectation of success.
Repetition and meaningful feedback allow students to develop insight, new habits, and practice patterns. Varied strategies and sequential mastery of content enable learners to develop approaches, establish connections and verify patterns to make generalizations and discriminations. The shared responsibility for identifying learning needs and evaluating learning experiences enhances self-confidence and the ability to become increasingly self-directed. Successful learning takes place in an environment where learners feel both challenged and supported.
Approved by SON Faculty 5/23/2019
The baccalaureate nursing graduate will:
The University of Southern Maine School of Nursing undergraduate nursing program embraces the Maine Nurse Core Competencies (2013), AACN Baccalaureate Essentials (2008) and the University of Southern Maine’s Core Curriculum Learning Outcomes (2011) as foundational to the curriculum.
The baccalaureate graduate will:
Cultivate and apply reflective nursing practice by integrating knowledge from nursing, the liberal arts, and natural and social sciences to guide inquiry and clinical judgment.
Evaluate the implementation of holistic person-centered care at each stage of the nursing process that is evidence-based, respects cultural values, and promotes health.
Analyze issues encountered in population health and utilize the nursing process, including communities of interest and public policy advocates, to create viable, sustainable solutions to improve equitable population health.
Advance nursing scholarship by synthesizing and translating research literature concerning clinical problems and evaluating the best evidence to improve health outcomes.
Employ safety and quality improvement principles to enhance the quality of care and minimize risks to patients and providers, integrating effective communication strategies.
Evaluate communication and strategies to create interprofessional partnerships with healthcare team members and various communities of interest to optimize care and strengthen outcomes.
Evaluate complex healthcare systems by effectively coordinating resources and delivering safe, high-quality, and equitable care to diverse populations while recognizing the historical and present impacts of racism and other forms of oppression on health inequities.
Evaluate the use of informatics processes and communication technologies across various settings to manage and improve the delivery of safe, high-quality, and efficient healthcare services in alignment with best practice and regulatory standards.
Demonstrate a sustainable professional nursing identity that reflects nursing's values and characteristics, including accountability, caring, compassion, and ethical practice.
Engage in self-reflection and continuous learning to foster personal well-being, resilience, and leadership development in nursing practice.
Approved by SON Faculty 3/6/2025
Program Locations
The Accelerated BS in Nursing and RN to BS in Nursing programs are offered only on the Portland campus.
The BS in Nursing traditional program is offered on both Lewiston and Portland campuses.
Portland Facilities
The School of Nursing administrative offices, labs, and faculty offices are located in Masterton Hall and the Science Building. Please check the People page of the School of Nursing website if you are looking for the office address of a specific person.
Learning Resource & Simulation Center (LRSC) Portland: In Portland, the Simulation Center is located on the first floor, the Health Assessment lab is located on the second floor, and the Fundamentals lab is located on the third floor of Masterton Hall.
It is equipped to best prepare students for evidence-based practices they will use as novice and expert nurses. We have anatomical models for inspection and observation as well as mannequins for the practice of nursing in simulated nursing environments. Patient simulators include interactive mannequins, diverse in age, gender, and race, and the capability for behavioral, live action, and high-fidelity simulations. In other words, monitors beep, patients breathe, and babies cry—just as they do in real-life settings. Simulations offer challenging but safe opportunities to review and assess the effectiveness of our students’ developing competencies, diagnostic abilities, and organizational and decision-making choices. The high-tech, high-touch interaction shapes our students’ experience with the knowledge, the tools, and the best practices to influence care and policy. The experiences in these learning spaces teach the student to perform both individually and as a team member. Students may sign out a variety of equipment for home practice with vital signs and health assessments.
Lewiston Facilities
The Lewiston campus is located at 51 Westminster St. in Lewiston.
Learning Resource & Simulation Center (LRSC) Lewiston: The LAC Nursing labs are located on the second floor of the building: Health Assessment Lab: Room 226 and Fundamentals of Nursing Lab: Room 228.
The University of Southern Maine School of Nursing is dedicated to advancing the health and well-being of its community through the education of caring and competent nurses prepared for the challenges of 21st-century nursing practice.