College of Nursing

Post-Degree BSN

General Information

Withdrawal From Courses

Withdrawal from a course will jeopardize your completion of the Post-Degree BSN Option. In addition, withdrawal from a course may mean you do not have the necessary pre/co-requisites to continue in other courses in which you are registered (that is, you may be required to drop other courses as well). If you are considering withdrawing, you must meet with the College of Nursing Acting Associate Dean to discuss your situation.

Withdrawal From Program

While we hope you will complete the Post-Degree BSN Option, some students, for a variety of reasons, choose not to do so. If you are considering withdrawing from the option, please contact the Academic Advisor. You should be aware that readmission to the program is on a "space available" basis.

Scholarships, Awards, And Bursaries

A number of scholarships, awards, and bursaries are available to students. Contact the Administrative Office for the Post-Degree BSN Option for information. Information is available at University of Saskatchewan website or at Regional Health Authority websites.


In order to be awarded your degree from the University of Saskatchewan, you must complete an Application to Graduate Form, whether or not you plan to attend the convocation ceremony in Saskatoon. Further graduation information is available on the U of S website.

Student Cards And Numbers

You will have an identification number for the U of S. It is your responsibility to ensure that you use the correct identification number on exams.

**NOTE: You should be prepared to produce picture ID if requested to do so during an exam.

Students With Disabilities

Students with special needs may request extension of time for examinations. The University of Saskatchewan provides services for students with disabilities. Contact the appropriate offices directly or check with the program. If you have special needs, contact DSS


The University of Saskatchewan has policies regarding harassment. For specific information, see the U of S harassment policies.

Native Access Program To Nursing (NAPN)

The Native Access Program to Nursing (NAPN) recruits and supports Aboriginal students interested in or enrolled in the University of Saskatchewan undergraduate and graduate nursing programs. Aboriginal nursing advisors in Saskatoon, Regina and Prince Albert work with students to build community through gatherings and peer networks, provide academic and personal advisement and facilitate tutoring, mentorship and referrals to culturally appropriate supports as requested. NAPN advisors are also available to provide information and referrals for child care, housing, funding and other concerns. NAPN promotes an “open door” philosophy and welcomes international students and non-Aboriginal students to connect as well. Please feel free to stop by and see us!

To learn more about NAPN.

Library Services

The University Library plays an important role in supporting students’ research and academic careers. Access the Health Sciences Library website.
The library website has links to library databases, electronic journals, and the library catalogue. Please note that any journal article or book not held at U of S can always be obtained on your behalf from another library. There is no charge for this service.

For information about library resources and services related specifically to nursing, access the Nursing Research Guide at and “Library Information for Nursing” on the College of Nursing website.

Librarians at the Health Sciences Library will assist you with course assignments, research questions, help you develop search strategies for literature reviews, or answer any questions about the library and its services. Students are strongly encouraged to make an appointment with a librarian to take advantage of this service. You can contact the Health Sciences Library by phone at 966-5991, or by email or instant messaging using the information found here.

Clinical Id Badges

Students are required to wear an approved picture name tag in labs and clinical areas. The program will arrange for you to get a name tag made. The name tag is required for as long as you are in the program.  There will be a charge for replacements. ID badges are available at the U of S Bookstore.


Uniforms will be required for all lab and clinical experiences unless otherwise specific. Please refer to your acceptance letter and our website for information about uniform purchase. See Professional Appearance for Clinical under Section 8: Clinical Experience Guidelines.

Portfolio Development Recommendations

This is a recommendation for your professional development.  Participants in the Post Degree BSN Option will keep a program portfolio throughout the program to track their individual learning experiences and reflect on their professional growth.  Although portfolio development is common to other occupations and professions (architecture, modeling, teaching), it is relatively new to nursing.  Professional nursing regulatory bodies are beginning to incorporate portfolios as evidence of ongoing competence as part of annual licensure.  Portfolios are also a focus for reflective self-evaluation and can be used when applying for jobs. Your portfolio development will be part of your assessment of your own growth and development as a nurse.

There are many conceptions of portfolios, but in the Post Degree BSN Option, a portfolio is viewed as a “collection of evidence which demonstrates the continuing acquisition of skills, knowledge, attitudes, understanding, and achievement.  It is both retrospective and prospective” (Brown, 1995, p. 2).  It is “a comprehensive document completed by the nurse that details the current state of his or her practice, background, skills, expertise and perhaps most important, a working plan for professional growth” (Trossman, 1999).

Your portfolio will not be used by your facilitators to evaluate your progress in the nursing program.  However, you may choose to share elements of your portfolio with faculty when you are discussing your learning goals and achievements.  There are a large variety of ways to organize and develop your portfolio.  Remember, your portfolio is a reflection of yourself, so be as creative as you can.

Guidelines for Selecting Entries

When selecting entries, nursing students should bear in mind that each piece is part of a much larger whole and that together, the item and rationale make a powerful statement about individual professional development. Ask the following:

  1. What do I want my portfolio to show about me as a nurse? What are my attributes as a nurse?
  2. What do I want my portfolio to demonstrate about me as a learner? How and what have I learned?
  3. What directions for my future growth and development does my self-evaluation suggest? How can I show them in my portfolio?
  4. What points have others made about me as a nurse and learner? How can I show them in my portfolio?
  5. What effect does my nursing have upon my clients? How can I show this in my portfolio?
  6. What overall impression do I want my portfolio to give a reviewer about me as a learner and as a nurse?

When decision-making about what to include becomes a challenge, it may be helpful to look at each item and ask yourself, “What would including this item add that has not already been said or shown?”
The following are suggestions for possible ways to organize your portfolio. You may use
any, all, or none of them as you wish (Winsor, 1997).

  1. Use a good-quality three-ring binder or some other format that helps organize and protect the items in your portfolio. Begin with an identification page that includes name, address, and telephone number. Pictures are optional.
  2. Place care plans, papers, or otherwise irregularly shaped entries in plastic sleeves or pockets. Do not damage any item in order to include it. For example, do not hole-punch a certificate; rather, put in a plastic sleeve.
  3. Remember that portfolios are representative, not comprehensive. For example, choose one or two representative cards from clients. Make sure all entries are securely attached within the portfolio. Bulky items should not be included. A picture may be substituted for real items (e.g. a picture of your Infectious Disease Fair display or other poster presentations).
  4. Include a Table of Contents that identifies the overall organization of the portfolio. Indicate and label the sections clearly. Colour-coding and/or oversized dividers may be helpful.
  5. Within each section, include a Table of Contents for each entry, and include a statement explaining why you have included that item.
  6. If using journal entries, facilitator’s observations, or other written documents as evidence, highlight the sentence or two on the page that directly applies to the point made in your accompanying rationale or reflection.
  7. If using academic papers as evidence of subject area knowledge, include a brief abstract of the paper and insert the whole paper in a plastic sleeve.
  8. In general, arrange your portfolio in a way that makes it easy for you to identify the goals you set and your subsequent progress or achievement.
  9. Remember that portfolios are dynamic. To facilitate easy changes, set up word processing files for your statements of rationale, reflections, and tables of contents etc.


Brown, R. (1995). Portfolio Development and Profiling for Nurses. (2nd ed.). Lancaster, England: Quay.

Trossman, S. (1999). The Professional Portfolio: Documenting who you are, and what you do. The American Nurse 31(2):1-3.

Winsor, P. J. T. (1997) A Guide to the Development of Professional Portfolios in the Faculty of Education (Revised Edition) Appendix E-1. Field Experience Office, Faculty of Education, University of Lethbridge, Lethbridge, Alberta.

Students may also wish to review the following more recent resources:

Kaminski, J. (1999-2008). Learning activities: Professional portfolios: Spreadsheet Application.

Nursing Informatics for BSN Nursing Students Kwantlen Polytechnic University. Retrieved from

Lorenzo, G., & Ittelson, J. (October 2005). Demonstrating and assessing student learning with e-portfolios. Educause Learning Initiative.  Retrieved from

Reese, M., & Levy, R. (February 24, 2009). Assessing the future: E-portfolio trends, uses and options in higher education. Educause Research Bulletin, 2009(4).  Retrieved from