Frequently Asked Questions (FAQ)

The programs are accredited by CCNE.

We have a 100% certification pass rate across all of our MSN programs.

Students in the full-time program average about 20 months to completion. Students in the part-time program average 35 months (about 3 years).

Full-time status is now 6 credits per semester for master’s programs.

The Family Nurse Practitioner Program has been in operation since 2014.

The Psychiatric Mental Health Nurse Practitioner Program has been in operation since 2019.

The Leadership and Administration in Nursing Program has been in operation since 2018.

Our programs are only approved for Texas as of 2025. We will be expanding our reach across the United States over the coming years.

Yes, the program is delivered in an online format. All indirect practicum hours, such as clinical coursework and optional synchronous sessions, are completed virtually. However, all direct practicum hours must be completed in person with a qualified preceptor in an approved clinical setting. This structure allows for flexibility in learning while ensuring the hands-on clinical experience required for advanced practice.

The graduate nursing programs follow University and Graduate College policies on the number of transfer credits allowed. For the MSN degree programs, 6 to 12 credits can be evaluated for potential transfer. However, due to relevancy in practice and clinical practicum hours, there are times when transfer credit will not be awarded. Please note the following policies regarding transfer credit in graduate programs: https://mycatalog.txstate.edu/graduate/registration-course-credit/course-credit/.

Module exams in the graduate nursing programs are administered in Canvas. Exam questions are timed at 1.2 minutes per question. Students have a defined 12+ hour testing window within each course to take the exam. All exams are proctored using a remote proctoring service, which requires a camera and microphone.

These courses are offered in the fall and spring semesters.

Yes, both the criminal background check and drug screen are required to begin coursework in the nursing program. These requirements are time-sensitive and must be completed promptly after you are admitted. Instructions are provided in the Clinical Student Handbook with a list of designated vendors. Results for the background check and drug screen take 5 to 10 business days, depending on the lab and whether any additional review is needed. To avoid delays:

• Complete both tasks as soon as possible once you receive instructions—usually within 10 to 14 days.
• Results must be received and cleared before your admission is finalized and before participating in any clinical activities.
• Please monitor your email carefully for instructions and complete the requirements immediately upon receiving them to ensure your spot in the program is secured.

Our MSN programs have three entry points: fall, spring, and summer.

Yes. A current, valid, and unencumbered RN license issued by the Texas Board of Nursing is required at the time of application. Multistate licenses are accepted as long as they include Texas. If you don’t yet hold a Texas license, begin the licensure by endorsement process.

This process may involve a credential evaluation, proof of English language proficiency (if applicable), and verification of your nursing education and original licensure. You can find more details and begin the process here: https://www.bon.texas.gov/.

Our programs require one year of full-time experience as a registered nurse (RN) based on the licensure issue date prior to the application period. Requiring applicants to have a minimum of one year of full-time experience as an RN prior to applying for an advanced practice nursing program ensures that candidates enter advanced clinical training with a solid foundation in patient care, clinical judgment, and professional practice. This experience period allows RNs to develop the critical thinking, communication skills, and situational awareness that are essential for the more complex responsibilities of advanced practice nursing roles. Hands-on clinical experience also promotes a deeper understanding of interdisciplinary collaboration, health care systems, and patient-centered care, which are crucial competencies for advanced practice nurses. Because of these professional developmental milestones, we cannot waive this requirement.

Statistics is a program requirement because so much of the clinical content and master’s-level scholarship will rely on a foundational understanding of statistics. This course must be completed before starting the program.

Your BSN program must have been accredited by ACEN, CCNE, CNEA, or another nationally recognized nursing education accrediting body during the time you were in the program.

The graduate nursing programs follow University and Graduate College policies on the number of transfer credits allowed. For the MSN degree programs, 6 to 12 credits can be evaluated for potential transfer. However, due to relevancy in practice and clinical practicum hours, there are times when transfer credit will not be awarded. Please note the following policies regarding transfer credit in graduate programs: https://mycatalog.txstate.edu/graduate/registration-course-credit/course-credit/.

Eligibility for the graduate certificate requires that your previous MSN program include the following graduate-level courses:

• Advanced Pathophysiology
• Advanced Pharmacotherapeutics
• Advanced Health Assessment

If your MSN included all three courses, you may be eligible to apply for the certificate program. However, if these courses were not part of your completed MSN curriculum, you would need to apply for the traditional PMHNP MSN program instead.

No, all simulations are conducted virtually. When nurse practitioner (NP) students participate in virtual simulations, they can still meaningfully advance their clinical and decision-making skills through well-designed, interactive experiences. When thoughtfully integrated into a curriculum, virtual simulations serve as a valuable complement to clinical rotations. Here’s how virtual simulations contribute to development:

• Clinical decision-making practice: Virtual simulations often present realistic, branching-case scenarios that require NP students to assess symptoms, interpret diagnostic data, and make treatment decisions—mirroring the critical thinking used in real-world practice.
• Repetition and self-paced learning: Students can repeat simulations to reinforce learning, identify mistakes, and improve confidence—something not always possible in live clinical environments.
• Safe environment for error: Virtual simulations offer a low-risk space to make decisions and learn from errors without harming real patients, promoting reflective learning and better judgment.
• Exposure to diverse cases: Simulations can introduce students to a wide range of patient types, including complex and rare cases, and diverse populations that might not be encountered during in-person clinicals.
• Interprofessional collaboration: Some platforms support collaborative decision-making with other students or virtual team members, helping build communication and team-based care skills.
• Real-time feedback: Many virtual simulations include immediate feedback and rationales for clinical decisions, helping students understand the “why” behind right and wrong choices.
• Preparation for certification: By simulating high-stakes, exam-style scenarios, virtual platforms help prepare students for board exams and clinical practice expectations.

The School of Nursing has over 1,000 different clinical agreements with various providers across Texas, as well as preceptors who have been utilized within those settings, in a database to facilitate student clinical placements. Students are responsible for contacting the clinical sites to inquire about availability and openings for placement. A clinical education placement coordinator facilitates this process and provides departmental approvals for student placements once a suitable location is found. We do not assign preceptors, as each student’s geographical location varies. Students and preceptors develop the clinical schedule together, suiting both the student and preceptor.

While we are committed to supporting students in securing appropriate clinical experiences, we cannot guarantee clinical placement. This is due to several important factors that are often beyond the control of the program, including:

• Timeframes for affiliation agreements: Establishing legal and administrative agreements with clinical sites can take several weeks to months, which may not align with a student’s desired timeline.
• Availability of providers: Preceptor availability can vary based on patient load, specialty, and the provider’s capacity to mentor students during a given term.
• Presence of other students: Many clinical sites host students from multiple schools and programs, which can limit available placement slots.
• Administrative burden for facilities: Some clinical partners have limited resources and staff to support student onboarding, supervision, and scheduling, which can impact their ability to accept new students.

For these reasons, students are encouraged to be proactive and flexible when identifying potential clinical sites and preceptors. Our clinical education placement coordinator provides guidance and support throughout the placement process, but securing a placement ultimately depends on the availability and willingness of clinical partners at any given time.

The graduate certificate requires 820 total practicum hours (70 indirect/750 direct) and 20 credit hours. Indirect practicum hours are spent with faculty engaging in simulation activities and case studies. Direct practicum hours are spent with a preceptor in the clinical setting to gain hands-on experience with the patient population.

The MSN-PHMNP requires 840 total practicum hours (90 indirect/750 direct) and 40 credit hours. Indirect practicum hours are spent with faculty engaging in simulation activities and case studies. Direct practicum hours are spent with a preceptor in the clinical setting to gain hands-on experience with the patient population.

The MSN-FNP requires 900 total practicum hours (150 indirect/750 direct) and 43 credit hours. Indirect practicum hours are spent with faculty engaging in simulation activities and case studies. Direct practicum hours are spent with a preceptor in the clinical setting to gain hands-on experience with the patient population.

Faculty play a vital role in supporting NP students during their clinical experiences. To ensure meaningful oversight and collaboration, faculty members coordinate either virtual or in-person site visits with both the student and the preceptor. Several factors determine the format of these visits:

• Type of practice: The clinical setting—whether it's primary care, acute care, specialty, rural, or telehealth—can influence the mode of faculty interaction. For example, telehealth-heavy sites may be better suited for virtual visits, while hands-on specialties may benefit from in-person evaluation.
• Location and distance: Geographic accessibility is a key consideration. Remote or rural clinical sites may make virtual visits more practical, while local or urban placements may allow for an on-site faculty presence.
• Preceptor patient schedule: Faculty work closely with preceptors to schedule visits at times that minimize disruption to patient care. If the preceptor has a high-volume or time-sensitive practice, a virtual visit may be preferred to reduce scheduling conflicts.
• Hours of operation: Practices that operate outside typical business hours—such as urgent care or weekend clinics—may require flexible scheduling or alternative meeting formats to accommodate all parties.

During these visits, faculty evaluate the student’s clinical progress, provide feedback, and ensure the learning environment aligns with program standards. Whether conducted virtually or in person, these interactions help maintain strong communication between the academic program, the preceptor, and the student—ultimately enhancing the clinical learning experience.

In the nurse practitioner programs, clinical training consists of both direct and indirect clinical hours. While direct hours involve face-to-face patient care activities under the supervision of a preceptor, indirect clinical hours focus on enhancing clinical decision-making, critical thinking, and the application of advanced nursing knowledge in simulated or academic settings. The Texas Board of Nursing defines clinical learning experiences as faculty planned and guided learning experiences that involve direct contact with patients (direct hours) or simulation designed to assist students to meet the stated program and course outcomes (indirect hours) and to safely apply knowledge and skills when providing advanced practice registered nursing care to clients as appropriate to the role expectations of the graduates (Board Rule §219.2(7)). All of the following are examples of indirect hours:

• Virtual simulations: Interactive, computer-based simulations that replicate real-life clinical scenarios. These are designed to reinforce clinical reasoning, diagnosis, and treatment planning in a controlled environment.
• Case scenarios and case studies: Students analyze complex patient cases, often involving differential diagnoses, pharmacologic management, and treatment strategies. These exercises are grounded in evidence-based practice and simulate real-world clinical decision-making.
• Chart reviews and SOAP note practice: Documentation practice and case-based charting exercises help develop professional communication and critical assessment skills.
• EHR training and virtual charting: Exposure to electronic health record systems in simulated or educational platforms contributes to readiness for real clinical environments.
• Interprofessional collaboration modules: Activities that simulate communication and coordination with other health care professionals to manage complex patient care scenarios.
• Telehealth simulations: Structured experiences that mimic remote patient encounters, help students develop competencies in virtual care—an increasingly vital aspect of modern practice.

Indirect hours are designed to:

• Reinforce core concepts in pharmacology, pathophysiology, and physical assessment
• Strengthen decision-making in complex clinical situations
• Prepare students for certification exams through high-fidelity learning activities
• Ensure students receive exposure to varied case types, including low-frequency, high-acuity scenarios

These experiences serve as a critical complement to hands-on clinical training with a preceptor in the clinical setting (direct hours). They are structured to meet national standards for nurse practitioner education.

Students may take a leave of absence (withdraw) from the program for less than 12 months, which would allow the student to resume the degree plan if they return within 12 months. A student may withdraw from the current semester without withdrawing for a future semester. For example, a student can withdraw from all classes for the fall semester and then continue in the following spring semester. Please review information about to understand the ins and outs. A student who is not enrolled for 12 months needs to submit either an application for readmission (previously active in the program) or a new application (did not attend past census day in their first semester).