Faculty of Nursing Introduces New Programs

Graduate Certificates and Master’s Degree Opens New Leadership Roles

The Faculty of Nursing is pleased to announce three new and dynamic graduate-level courses for practicing nurses. The Graduate Certificate in Nursing Education (GCNE), the Graduate Certificate in Nursing Leadership (GCNL), and the Master of Nursing Programs will provide practicing nurses with exciting new opportunities to embark on a transformative journey into nursing leadership.

“At the forefront of healthcare innovation, our new graduate programs are designed to empower future leaders in healthcare,” said Cheryl Pollard, Dean of, the Faculty of Nursing. “Aligning with evolving healthcare needs, the programs stand out for their adaptability and focus on key trends.” 

Open to Registered Nurses (RNs), Registered Psychiatric Nurses (RPNs), and Licensed Practical Nurses (LPNs/RPNs), the new graduate programs are designed to equip nurses with the advanced knowledge and skills needed to excel in nursing leadership. “There is a growing need for Registered Nurses with advanced degrees to educate and lead in the healthcare system,” said Pollard. “Completing an advanced degree program will empower Saskatchewan’s future nursing leaders to meet the demands of an ever-changing healthcare system.”

The GCNE is designed for nurses moving into teaching roles within various academic and clinical settings, while the GCNL is ideal for nurses looking to advance their careers in nursing leadership and professional development roles in healthcare settings. The Master of Nursing Program will equip nurses for advanced practice in focused areas.

Using online, web, and on-campus delivery, the varied formats for each program provide students with flexible program access to accommodate work schedules and learning needs while balancing professional and personal commitments and remaining in the communities where they live and work. Available in rural, remote, Northern, and urban settings, the programs are an attractive pathway to advanced degrees.

“Students have the option of starting in any semester,” said Pollard. “Programs can be completed full-time in one year for the GCNE and GCNL Programs, and two years for the MN Program. Students also have the option of completing the programs on a part-time schedule.”

The GCNE emphasizes best practices in teaching, program development, implementation, and program evaluation while preparing nursing professionals to lead and educate in diverse healthcare environments. Upon completing the GCNE, students will gain the skills required to develop advanced knowledge and skills for vulnerable and diverse populations and enhance collaboration within interprofessional teams with faculties such as Education, Kinesiology and Health Studies, Social Work and more.

“Students will develop advanced decision-making skills needed to provide high-level care in complex and challenging circumstances. They will also develop skills to foster safe learning and work environments, and demonstrate leadership in nursing education and practice, while creating interprofessional collaborations for better healthcare outcomes,” said Pollard.

The 9-credit hour GCNE will prepare students to teach in various academic and clinical settings, such as hospitals, community health centers and academic institutions. It emphasizes the importance of professionalism and effective education within diverse environments and populations, including vulnerable and marginalized people. Academic content focuses on vulnerable populations which often have limited access to resources, face discrimination and may have unique healthcare needs that are not currently being adequately addressed. These populations typically include children, elderly individuals, low-income communities, racial and ethnic minorities, houseless individuals, individuals with disabilities, and refugees or immigrants.

The GCNE includes three courses: one nursing core course, one elective nursing course, and one non-nursing elective. Students will explore theories of learning and the implication for effective educational endeavours in various contexts of nursing practice.

“The GCNL expands the students’ theoretical knowledge, and addresses contemporary challenges in healthcare policy, providing students with a solid foundation to become healthcare leaders,” explained Pollard. “Through evidence-based exploration, students will develop skills crucial for quality improvement, financial management, and innovation and responsiveness to industry trends. The GCNL curriculum prioritizes ethical and culturally aware leadership, particularly when working with vulnerable populations.” The GCNL Program includes three credit courses, with a minimum of one nursing core course and one elective nursing course.

Program instruction and coursework emphasize instruction in leadership to advance knowledge of nursing leadership principles and theories, as well as their applications in various healthcare settings. Students will master leadership skills in strategic planning, decision-making, collaboration, communication, change management, quality improvement initiatives, influencing policy and operations, health informatics and care for vulnerable populations, all to enhance patient outcomes and the overall healthcare delivery system. Students will be equipped to lead healthcare innovation and respond to critical industry challenges.

Both the GCNL and GNCE can be a complete stand-alone programs or can serve as platforms for further academic pursuits, including Master’s studies. The leading-edge Master of Nursing (MN) Program invites nursing professionals to unlock their potential and shape the future of healthcare. “Students embarking on their Master of Nursing journey will acquire skills that are tailored to current and emerging trends in healthcare delivery, nursing practice, and the broader workforce,” said Pollard. “Characterized by a heightened emphasis on vulnerable populations, the program is designed to prepare students to develop evidence-informed and strength-based approaches. Aligned with the Canadian Association of Schools of Nursing, the MN program actively addresses the critical need for qualified faculty in nursing education.”

Focused areas of advanced practice include clinical nursing practice, education for enhanced healthcare delivery and patient outcomes, and strengthened leadership capacity for nursing practice expansion and evaluation. Career opportunities are focused on leadership roles in healthcare organizations, primarily at manager and director levels, faculty and clinical education and research roles in universities and colleges,  and clinical and community education roles.

Going beyond the conventional approach to education, the MN program stands as a pioneer in preparing nurses for advanced leadership roles, while fostering the seamless integration of nursing scholarship. The course-based MN program is structured to provide a comprehensive learning experience, combining core nursing courses with elective options for a well-rounded education. It includes four core courses and six elective courses, with a balance comprising 60 percent nursing courses and 40 percent non-nursing electives.

Application to all three programs is easy, with a rolling application process for either full-time or part-time enrolment for applications throughout the year.

Pollard said this is a great way to become a leader in the nursing profession. “Join the University of Regina’s Faculty of Nursing and transform your career and be part of a Program that shapes future leaders, educators, and advocates, addressing the pressing and evolving needs of our healthcare system.”