Programs of Study

Interprofessional education (IPE) is defined as occasions when students from two or more professions learn with, from, and about each other to improve collaborative practice and the outcomes of health care. The goal is to develop health care practitioners who effectively engage in interprofessional collaborative practice to deliver safe, high quality, accessible, patient-centered care from themoment they enter healthcare practice.

IPE is a University-wide effort involving faculty, staff and students from all of the University’s academic programs.

Our vision for IPE at SMU is to create “Graduates who bring to life an inclusive, respectful and collaborative approach to person-centered care.” Our IPE mission is to “Provide a learning environment in which interprofessional teaching, practice, service, and research experiences are integrated and valued as key components in the preparation of health science graduates to become engaged and productive healthcare team members.”

For information about the passport or any of the IPE experiences described below, please send an email to ipe@samuelmerritt.edu.

This versatile program enhances your chances of acceptance into competitive medical, dental, physician assistant, or podiatric programs and unlocks opportunities in industries like biomedical research, biotechnology, or pharmaceuticals. Graduates may also find rewarding roles with prominent government agencies, including the EPA, NIH, NSF, or CDC, as well as in forensic science, public health, regulatory affairs, medical writing, clinical trial management, and healthcare consulting.

Program Learning Outcomes

• Apply principles from cellular biology, physiology, pharmacology, and other biomedical disciplines to real-world clinical and research scenarios. (ILO1, ILO5)
• Critically assess scientific literature, interpreting experimental data, and applying findings to clinical or research questions. (ILO1, ILO5, ILO7)
• Identify gaps in knowledge and use modern strategies to formulate testable hypotheses. (ILO1, ILO5, ILO7)
• Evaluate ethical considerations in biomedical research and health care.  (ILO1, ILO2)
• Clearly articulate biomedical topics, through oral and written communications for a wide range of audiences. (ILO1, ILO3)
• Integrate knowledge of social determinants into biomedical research and healthcare approaches, to develop strategies that promote health equity and improve patient outcomes. (ILO1, ILO4, ILO6)
• Engage respectfully and productively in interdisciplinary and multicultural environments. (ILO1, ILO3)

Graduation Requirements

To graduate with a master’s in biomedical science degree, students must:

• Successfully complete 35 units of semester coursework at Samuel Merritt University.
  • Up to six approved graduate-level elective credits not previously used toward any degree may be transferred into the MBS curriculum
• Fulfill all program requirements, including passing the Comprehensive Exam.
• Maintain a cumulative GPA of 3.0.
• Received no more than two C grades across the curriculum, including only one C grade in core courses.

Program Course Outline

Total Degree Requirement: 35 credits

The MHA degree enables students and professionals to advance their careers and take on increasing leadership roles in the management of healthcare delivery and associated organizations. MHA graduates may also seek management employment in financing, pharmaceutical, and medical device organizations.  These leaders plan, direct, and coordinate services in a wide range of healthcare organizations. They may manage an entire healthcare facility or a single department within one. These roles require training and expertise in management, finance, economics, and an understanding of the healthcare system. 

The U.S. Department of Labor (DOL) projects a 28% growth in health services managers over the next ten years – much faster than the average for all healthcare occupations in general. DOL also estimates that nearly 55,000 manager positions annually will become available in the US over the next ten years. These are well paying leadership positions with a median annual salary nationally of $101,340 and an annual mean average range of salary in west coast states of between $135,890 - $171,620.

The U.S. Healthcare System will continue to change to meet new challenges and undertake new opportunities. These include:

• Increasing patient satisfaction by improving quality performance, safety, and customer service
• Effectively handling cyber security threats and ensuring patient privacy through understanding and compliance of government regulations
• Developing a diverse workforce that builds resiliency in the work unit.
• Meeting the financial challenges of revenue cycles in the change from volume-based to value-based healthcare delivery
• Changes in the management of risk, supply chains, and ambulatory outpatient care.

The MHA will provide a curriculum that equips our graduates to have a deep understanding of the U.S. healthcare system, the delivery and financing of healthcare, and honing the core competencies necessary to be successful leaders. SMU students will have access to practitioner faculty comprised of upper-level professionals with extensive industry experience in healthcare administration who will not only foster their learning but act as mentors along their career development path.

The SMU Master of Health Administration (MHA) program offers an innovative curriculum that includes specialized areas rarely found in other MHA programs, such as risk management, emergency preparedness, supply chain management, and HIPAA regulatory compliance. Beginning this academic year, the program will also integrate the management of Artificial Intelligence (AI) in healthcare settings throughout the curriculum, ensuring graduates are prepared to lead in a rapidly evolving industry.

Program Mission

The mission of the MHA is to prepare individuals for administrative leadership roles in health services management with emphasis on the experience of healthcare in a wide range of communities and the health determinants associated with those communities.

Program Philosophy

The MHA program embraces a philosophy of inclusion, collaboration, and innovation in seeking managerial ways to positively impact healthcare delivery.

Program Overview

• The MHA is for current and future health services management professionals who want to develop new skills and hone their existing ones so they can be increasingly successful administrators in a wide range of health service organizations.
• It consists of practitioner-based faculty who have hands-on experience managing healthcare organizations. These same faculty will take on mentoring roles to enhance our students’ learning.
• 36 total units, completable in one-year full time study or two-year part time study.
• Open enrollment for Fall, Spring, and Summer entry into the program.
• The MHA program follows an academic calendar consisting of six distinct 8-week terms. Courses are delivered in a combination of synchronous online, asynchronous online, and in-person classroom modalities. The majority of instruction is provided through synchronous online sessions and classroom-based learning. In accordance with federal requirements, international students must enroll in classroom-based courses to maintain their visa status.
• Classes will be held weekday evenings and some weekend mornings to meet the needs of working individuals.

Program Cohort

• The MHA prepares entry and mid-management level health services management individuals to take on increasingly greater leadership roles in healthcare settings.
• An internship/fieldwork is recommended for students without any US healthcare experience in the first year of study. The MHA Program Director may determine, one a case-by-case basis if an internship is required – this typically occurs for international students so that they gain first-hand experience in a US healthcare setting.

Program Curriculum

Program Learning Objectives 

1. Analyze the current state and future trends in the U.S. healthcare system and the implications for healthcare management that meets the needs of diverse populations.
2. Apply principles of ethical decision-making in leading healthcare organizations.
3. Engage in a personal philosophy of self-care, professionalism, and lifelong learning.
4. Professionally construct and express ideas, thoughts, and concepts through written and verbal communication.
5. Conduct research on health issues and policies using an integrated systems approach.
6. Relate the roles of healthcare and public health in contributing to the health of a defined population.
7. Securely manage health records in the US regulatory environment.
8. Apply analytical skills to interpret and synthesize data from the major financial statements utilized in healthcare organizations, especially as they relate to operational and capital budgeting.

Curriculum Structure

The Master in Health Administration (MHA) degree requires a total of 36 units. The program spans five 8-week terms. The program can be taken as a four-term program by permission of the Program Director.

Program Culminating Activities

A capstone course is required to culminate the students’ learning experience and demonstrate their subject mastery. The student completes a capstone project approved by the program director and utilizes a subject matter expert who mentors the student in their project completion.

Graduation Requirements

• Complete 36 units of required coursework towards degree.
• Completion of all program courses with a grade of C or better/GPA 2.0 or higher.

Program Course Outline

Total Degree Requirement: 36 credits

*Recommended in first year of study for all students who lack experience in the U.S. healthcare system. The MHA Program Director may determine, on a case-by-case basis if an internship is required - this typically occurs for international students so they can gain first-hand experience in a US healthcare setting.

The Master of Science in Marriage and Family Therapy (MFT) degree prepares compassionate, skilled therapists to support individuals, couples, and families in healthcare, community, and individual settings. The program emphasizes relationship-centered, systems-based practice and collaborative care to address the mental, relational, and psychosocial dimensions of health.

According to the U.S. Bureau of Labor Statistics (2024), the profession of Marriage and Family Therapy is projected to grow by approximately 16% between 2022 and 2032 — significantly faster than the national average for all occupations. This robust growth reflects a rising recognition of the importance of systemic, relationship-based approaches to mental health treatment. As the healthcare system continues to integrate behavioral health with primary and specialty care, Marriage and Family Therapists play an increasingly vital role in addressing the complex interplay between individual, relational, and societal well-being. In California, where the shortage of qualified mental health professionals is particularly acute, the need for licensed therapists who can provide culturally responsive and collaborative care continues to expand. Graduates of this program will be uniquely positioned to meet that demand and to lead efforts in relational healthcare innovation across both traditional and medical settings.

The MFT program offers two specialized tracks that address diverse professional goals and clinical interests:

General Couple and Family Therapy Track — designed for students seeking broad-based clinical training to prepare for licensure as Marriage and Family Therapists (MFTs) in California. This track emphasizes systemic theory, evidence-based interventions, and culturally responsive care for individuals, couples, and families across the lifespan.

Medical Family Therapy (MedFT) Track — integrates advanced coursework and practicum experiences focusing on the intersection of mental health and physical health. Students learn to collaborate within medical settings, address biopsychosocial-spiritual dimensions of care, and contribute to interprofessional healthcare teams.

Our curriculum combines relationship-centered training with thoughtful, technology-informed preparation — equipping graduates to practice with confidence in today's complex care environments.

Program Mission

The mission of the Marriage and Family Therapy Program is to prepare highly competent and compassionate mental health care professionals in Northern California through training students in the most advanced, inclusive, and educational activities reflecting the most up-to-date advances in the treatment and knowledge for conditions affecting our community.

Program Philosophy

The MFT program embraces a philosophy of inclusion and effective interdisciplinary collaboration to promote individual and relational well-being. The program is committed to integrative healthcare, collaborative practice, and serving the complex, interdependent systems that influence mental and relational health. 

Program Overview

• The MFT program prepares individuals for licensure as a Marriage and Family Therapist (MFT) in California.
• The program is a cohort model with annual Fall entry.
• Applicants must hold a bachelor's degree from a regionally accredited institution with a minimum 2.75 GPA in their last 60 hours of undergraduate study.
• 60 total units, completed over 5 trimesters of study (~20 months).
• The program includes a requirement of 300 clinical hours (150 of which must be relational) within the program of study.
• Delivered in a hybrid format combining synchronous online, asynchronous online, and in-person classroom modalities.
• Faculty hold terminal degrees and are active Marriage and Family Therapists, bringing scholarly and professional practice expertise in interdisciplinary healthcare.
• Unique courses such as Best Practices in Couple and Family Therapy, Introduction to Medical Family Therapy, and Telehealth Treatments in MFT

Program Learning Objectives

1. Demonstrate the ability to apply theory and research to their training and practice as mental health professionals.
2. Integrate the principles of mental health recovery-oriented care and methods of service delivery in recovery-oriented practice environments.
3. Integrate knowledge about how cultural and contextual factors affect individual and relational systems.
4. Provide treatment in an inclusive manner that reflects awareness of cultural, contextual, and systemic factors.
5. Demonstrate ethical and professional behavior consistent with California State and U.S. Federal laws pertaining to mental health services for MFTs.
6. Evaluate research methodology and apply research findings to clinical practice and program development.
7. Demonstrate mastery of content required to successfully pass the California MFT Licensing Examination.

Curriculum Structure

The Master of Science in MFT degree requires a total of 60 units, completed over 5 trimesters (~20 months). The curriculum is intentionally sequenced to move students from foundational theory through applied clinical practice to integrative scholarship, scaffolding critical thinking, ethical reasoning, and culturally competent practice.

Program Culminating Activities

A capstone course (CFT 6080) serves as the culminating experience of the Marriage and Family Therapy program, allowing students to integrate and demonstrate mastery of systemic theory, research, and clinical practice. Students complete a capstone project that deeply explores a relational, ethical, or systemic issue relevant to couple and family therapy. The project synthesizes concepts, models, and analytical tools learned throughout the program to generate applied strategies for addressing the identified issue in clinical, supervisory, or community settings.

Graduation Requirements

• Complete 60 units of required coursework towards degree.
• Completion of all program courses with a grade of C or better / GPA 2.0 or higher.

Program Course Outline

General Couple and Family Therapy Track

Total SMU Requirement: 60 units

Medical Family Therapy (MedFT) Track

Total SMU Requirement: 60 units

The School of Nursing offers an accelerated baccalaureate program (ABSN) for candidates with degrees in other fields. The program recognizes each individual’s past experiences and academic achievements and builds upon these assets. It provides a mechanism for graduates with non-nursing degrees to change careers efficiently and effectively. 

The program is designed to be completed in 12 months. The curriculum includes three terms of intensive study at a rapid pace. The format is different from Samuel Merritt’s traditional BSN program, however the goals, student learning outcomes, and foundational concepts are the same.

The ABSN program is offered on the Oakland, Sacramento, Fresno, San Francisco Peninsula Campuses.

Program Learning Outcomes

The prelicensure nursing programs, built upon a foundation of science and liberal arts education, prepare individuals for beginning professional practice and provide a foundation for graduate study. Based upon the School’s philosophy and purposes, upon graduation, the student will:

1. Demonstrate respect for the inherent dignity of individuals and groups in the delivery of nursing care within an appropriate moral, ethical and legal framework.
2. Integrate theory, research and knowledge from nursing, the physical, behavioral sciences, and humanities to improve the quality of care provided to clients.
3. Use effective communication principles in facilitating professional relationships with clients, families, and health care system colleagues.
4. Demonstrate clinical reasoning in planning, delivering and evaluating care directed at disease prevention, health promotion and restoration, across the life span to diverse clients.
5. Critically analyze research findings for application in the provision of therapeutic, evidence-based nursing interventions.
6. Analyze the effects of changing social, cultural, legal, economic, global political and ethical trends on healthcare policy, financing, and regulatory environments.
7. Collaborate effectively with multidisciplinary practitioners to promote illness prevention and the health and welfare of individuals, families, and communities.
8. Apply standards of practice within an ethical decision-making framework in the provision of nursing care that meets clients’ health care needs.
9. Use leadership and management principles in the delegation and supervision of nursing care while retaining accountability for the quality of care given to the client.
10. Use emerging health care information technologies to evaluate client care and advance client education.
11. Articulate a philosophy of self-care and professional development.

Graduation Requirements

• Minimum of three (3) semesters of full-time study.
• A minimum of 120 semester units is required for the degree. At least 52 units must be upper division undergraduate coursework at SMU.
• Completion of all courses stipulated by the program with a cumulative GPA of no less than 2.0.
• Completion of all clinical practice hours as stipulated by the program.
• Satisfactory completion of all program outcomes.

Program Course Outline

Total SMU Requirement: 53.5 units

Total Degree Requirement: 120 units

Students looking to earn a Bachelor of Science in Nursing (BSN) may enter the University in one of three ways:

• Generic BSN Transfer Entry: Samuel Merritt University admits transfer students in the fall and spring semesters. The Generic BSN is only offered in Oakland. The BSN program is a two year program (4 semesters).
• Accelerated Bachelor of Science in Nursing (ABSN): The ABSN is designed for someone who has their bachelor’s degree in a non-nursing field. The ABSN is completed in 12 months of intensive nursing theory courses and clinical education. The ABSN program is offered in Oakland, San Francisco Peninsula, and Sacramento.
• RN to BSN Program: The RN to BSN program is designed for working Registered Nurses who want to earn a BSN. Admission is in spring and fall semesters. The program is part time (6 units per semester) over five semesters (20 months). Students are expected to take all courses in a semester and each semester in sequence.

Goals

The goals of the Baccalaureate Nursing Programs are to:

• Educate professionals who are grounded in the liberal arts and the discipline of nursing and who demonstrate competence in practice, skills in inquiry, and who are guided by ethical and humanistic values.
• Offer baccalaureate education in nursing for learners with varied educational and cultural backgrounds who are capable of providing health care to diverse client populations and exercising leadership in a variety of settings.
• Provide a forum for analysis of issues in nursing and health care that supports the preparation of graduates who are client advocates and who are able to facilitate change in health care environments.
• Provide an environment in which faculty and students engage in scholarly activities in order to contribute to the body of nursing knowledge through practice, education, and research.
• Prepare graduates who are consumers of research with an ability to translate research findings into practice and who are prepared for graduate education.
• Prepare graduates who contribute to the advancement of nursing as a profession and to the improvement of health care through participation in professional organizations
• Prepare professionals who are capable of exercising citizenship in a world community and have an appreciation for community service, life-long learning, and an enriched human existence.

Curriculum

Education for the professional nurse emphasizes liberal and professional education, skilled nursing practice, values, and attitudes. The curriculum for the preparation of the nurse in the Baccalaureate Nursing Programs is based upon the philosophy of the faculty and student learning outcomes, as well as knowledge and theory from various disciplines and nursing. The liberal learning and science requirements from our partner colleges have been designed to meet both Samuel Merritt University’s requirements for liberal learning as well as those required by our accreditation bodies. Four major concepts are used to provide organizational focus in nursing courses. These concepts include person, environment, health, and nursing.

Program Learning Outcomes

The prelicensure nursing programs, built upon a foundation of science and liberal arts education, prepare individuals for beginning professional practice and provide a foundation for graduate study. Based upon the School’s philosophy and purposes, upon graduation, the student will:

• Demonstrate respect for the inherent dignity of individuals and groups in the delivery of nursing care within an appropriate moral, ethical and legal framework.
• Integrate theory, research and knowledge from nursing, the physical, behavioral sciences, and humanities to improve the quality of care provided to clients.
• Use effective communication principles in facilitating professional relationships with clients, families, and health care system colleagues.
• Demonstrate clinical reasoning in planning, delivering and evaluating care directed at disease prevention, health promotion and restoration, across the life span to diverse clients.
• Critically analyze research findings for application in the provision of therapeutic, evidence-based nursing interventions.
• Analyze the effects of changing social, cultural, legal, economic, global political and ethical trends on healthcare policy, financing and regulatory environments.
• Collaborate effectively with multidisciplinary practitioners to promote illness prevention and the health and welfare of individuals, families and communities.
• Apply standards of practice within an ethical decision making framework in the provision of nursing care that meets clients’ health care needs.
• Use leadership and management principles in the delegation and supervision of nursing care while retaining accountability for the quality of care given to the client.
• Use emerging health care information technologies to evaluate client care and advance client education.
• Articulate a philosophy of self-care and professional development.

Graduation Requirements

• A minimum of 120 semester units is required for the degree. At least 49 units must be in upper division coursework completed at SMU. 
  • A maximum of 70 units may be transferred in from another regionally accredited institution. Transfer units must have been completed with a C or higher.
• Minimum of four (4) semesters of full-time study.
• Completion of all courses stipulated by the program with a cumulative GPA of no less than 2.0.
• Completion of all clinical practice hours as stipulated by the program.
• Satisfactory completion of all program outcomes.

Program Course Outline

Total SMU Requirement for degree: 67 units

Total Degree Requirement: 120 units

Samuel Merritt University’s RN to BSN program is designed to help working RNs gain the attitudes, skills, and knowledge needed to change health care delivery. As an RN to BSN student, you will start the program with a meditation course to help strengthen your therapeutic presence and enrich your self-care practices. You will deepen your knowledge of the evidence and science that supports expert nursing care. You will hone your communication and teamwork skills. Because much of the health care system is designed for industry rather than patients, we will build your confidence and leadership skills to transform “delivery systems” into healing environments.

Program Learning Outcomes

The RN to BSN nursing program builds on a foundation of science and liberal arts, strengthens professional practice, and provides a foundation for graduate study. Based on the School’s philosophy and purposes, upon graduation, learners will:

1. Demonstrate respect for the inherent dignity of individuals and groups in the delivery of nursing care within an appropriate moral, ethical and legal framework.
2. Integrate theory, research and knowledge from nursing, the physical, behavioral sciences, and humanities to improve the quality of care provided to clients.
3. Use effective communication principles in facilitating professional relationships with clients, families, and health care system colleagues.
4. Demonstrate clinical reasoning in planning, delivering and evaluating care directed at disease prevention, health promotion and restoration, across the life span to diverse clients.
5. Critically analyze research findings for application in the provision of therapeutic, evidence-based nursing interventions.
6. Analyze the effects of changing social, cultural, legal, economic, global political and ethical trends on healthcare policy, financing and regulatory environments.
7. Collaborate effectively with multidisciplinary practitioners to promote illness prevention and the health and welfare of individuals, families and communities.
8. Apply standards of practice within an ethical decision-making framework in the provision of nursing care that meets clients’ health care needs.
9. Using transformative principles of unitary caring science, develop self and others to enhance the interprofessional nursing role in teams and organizations.
10. Use emerging health care information technologies to evaluate client care and advance client education.
11. Articulate a philosophy of self-care and professional development.

Curriculum

Education for the professional nurse builds on the liberal arts and sciences and skilled nursing practice, values, and attitudes. The RN to BSN curriculum is grounded in Caring Science, and applicable knowledge and theory from nursing and other disciplines. The RN to BSN program is a part-time program with sequential coursework. Students are expected to take all courses in a semester and each semester in sequence. Normally all courses are taken in residence.

Graduation Requirements

• Completion of all courses stipulated by the program and the SMU School of Nursing, with a cumulative GPA of no less than 2.0.
• Satisfaction of the program’s residency requirement (30 units).
• Completion of a total of 120 units.

Program Course Outline

Admission Requirement: 60 units

NCLEX passage/RN licensure: 30 units

Total SMU Requirement: 30 units

Total Degree Requirement: 120 units

Conceived in 1993 as a joint venture between SMU and the Kaiser Permanente Northern California Region, the master’s program in Nurse Anesthesia was established.  The CRNA MSN program was created to enhance the numbers of well-qualified CRNAs within the Kaiser Permanente (KP) system, as well as the nation. 

The CRNA MSN program was accredited by the Council of Accreditation of Nurse Anesthesia Education Programs (COA) in 1994 and graduated the first cohort in 1996. 

The COA approved the SMU CRNA Program’s application to transition to a doctoral degree program for entry into practice during their October 2021 meeting. The COA decision recognizes the program’s ability to provide a graduate-level curriculum leading to the award of a DNP degree.

The Doctor of Nurse Anesthesia (DNA) is housed in the College of Nursing (CON).  The DNA is a 36 month, 94 credit hour; full-time program that prepares graduates for entry into a full-scope, evidence-based anesthesia practice with advanced nursing knowledge, leadership, health policy, and translational research skills to improve anesthesia outcomes across the life span in diverse healthcare settings and systems.

Mission

The Doctor of Nurse Anesthesia program strives to educate skilled clinicians and healthcare leaders who are vigilant in the delivery of care and exercise cultural competency throughout the full scope of anesthesia practice.

Vision

The Doctor of Nurse Anesthesia will become nationally recognized as a premier nurse anesthesia program through innovative instruction, a solid foundation in science-based theories, and translational research.

Values

The Doctor of Nurse Anesthesia program and faculty are led by:

• Wellness
• Integrity
• Grit
• Professionalism

Doctor of Nurse Anesthesia Program Learning Outcomes

• PLO1: Integrate nursing science with biomedical knowledge and evidence-based interprofessional best practices for the highest level of nursing practice.
• PLO2: Provide leadership for the organization, delivery, quality, safety, sustainability, accountability, responsiveness, and continuous improvement in healthcare
• PLO3: Translate evidence into practice, evaluate practice, improve outcomes of care, and participate in collaborative research
• PLO4: Identify, appraise, implement, and evaluate information technology and systems to provide and improve care.
• PLO5: Design, advocate, and implement health care policy to support equitable and inclusive health care access, financing, regulation, safety, quality, and efficacy.
• PLO6: Provide leadership to facilitate collaborative team functioning and interprofessional practice to improve healthcare outcomes.
• PLO7: Analyze health risks within the biological, environmental, cultural, and socioeconomic determinants of health to develop, implement, and evaluate clinical prevention measures to improve population health.
• PLO8: Practice in a specialty role using advanced levels of clinical judgment, systems thinking, accountability, and innovation to design, deliver, and evaluate evidence-based care to improve healthcare outcomes.

Graduation Requirements

• Successful completion of 94 units.
• Minimum of thirty-six (36) months in full-time study.
• Completion of all courses stipulated by the Doctor of Nurse Anesthesia program and the SMU College of Nursing, with a cumulative GPA of no less than 3.0.
• Completion of all clinical cases and practice hours stipulated by the Council on Accreditation of Nurse Anesthesia Educational Programs.
• Demonstration of their ability to meet the Council on Accreditation of Nurse Anesthesia Educational Programs; Graduate Standards for the Practice Doctorate.
• Completion of all Doctor of Nurse Anesthesia project requirements.

Note: Students will not become eligible to take the NCE until all requirements for the Doctor of Nurse Anesthesia degree are met. Students are responsible for ensuring that they comply with all administrative and academic policies of the Doctor of Nurse Anesthesia and Samuel Merritt University to ensure timely completion of the program and graduation.

Program Course Outline

Total Degree Requirement: 94 units

Doctor of Nursing Practice Post Master’s (DNP)

Doctor of Nursing Practice - Family Nurse Practitioner (DNP FNP)

These DNP programs are designed to prepare graduates to practice at the highest level of advanced nursing practice. Graduates will exhibit leadership skills in clinical and administrative specialty area and a commitment to improve healthcare outcomes through practice, policy change, and leadership.

The post-Master’s entry is designed for registered nurses who are advanced practice nurses (nurse practitioners, nurse anesthetists, clinical nurse specialists, and nurse midwives) and nurses in organizational leadership positions who have a Master’s degree in a health-related field. Potential applicants with a non-nursing master’s degree will need to have a BSN and may undergo a portfolio review to demonstrate competency in the AACN Master’s Essentials.

The SMU program curriculum offers a focus on either Organizational Practice or Clinical Practice. Students in either of these areas will register for the same courses. The curricular differentiation for these two practice areas will manifest through the student’s DNP project. The curriculum will be offered as online courses using distributed learning technology. The project residency is the completion of the project at a site identified where a contract may be obtained with SMU. Students are admitted as a cohort and are advised to progress sequentially through the courses designated in each semester.

Students will be required to attend an orientation session early in the program and once per year as part of the DNP project courses.

The Doctor of Nursing Practice degree offers an alternative to research-focused doctoral programs, providing graduates with the knowledge and skills essential for accountability in advanced practice. The nurse prepared in the SMU DNP program will be a valuable counterpart to the nurse prepared in a PhD nursing program. The DNP graduate will focus on developing systems of care based on research application, while the PhD prepared nurse conducts research to provide new knowledge.

Upon acceptance into the DNP program, and prior to the beginning of the program, students will have a welcome meeting and orientation to the program with an opportunity to complete an online orientation course on the Samuel Merritt University Canvas site. Access will be provided upon acceptance into the program. This orientation will help identify incoming key learning strategies as we review the technology, platforms, and resources available in SMU.

Upon admission full time DNP-Post Master’s students will be paired with a faculty advisor who will help navigate them through SMU should any issues arise. Students will have constant contact with their faculty and DNP leadership team. Students will meet synchronously over Zoom as part of the DNP project courses. Students will be required to attend an orientation session early in the program and once per year as part of the DNP project courses.

The Doctor of Nursing Practice degree offers an alternative to research-focused doctoral programs, providing graduates with the knowledge and skills essential for accountability in leadership positions and advanced practice. The nurse prepared in the SMU DNP program will be a valuable counterpart to the nurse prepared in a PhD nursing program. The DNP graduate will focus on developing systems of care based on research application, while the PhD prepared nurse conducts research to provide new knowledge.

Admitted students may petition for a maximum of up to nine (9) transfer credits after submitting a formal request and supporting documents from previously completed master's and/or doctoral courses.

Students must have 1000 practice hours in their academic program completed by the end of the DNP program. These practice hours must have been attained during supervised educational experiences (e.g., the clinical hours completed during the student’s Master’s program together with the clinical and project hours in the DNP program).

The post-baccalaureate entry pathway is tailored for nurses aspiring to earn their Family Nurse Practitioner (FNP) or Psychiatric Mental Health Nurse Practitioner (PMHNP) credentials alongside their DNP degree. These integrated programs ensure that students are comprehensively prepared to assume leadership roles and excel as clinicians. Through rigorous coursework and hands-on training, students will master advanced clinical skills, evidence-based practice, and patient-centered care. They will also develop the expertise necessary to navigate complex healthcare environments, advocate for policy changes, and lead interdisciplinary teams, ultimately enhancing the quality of care and health outcomes in their respective fields.

Applicants for both entry points must have a current RN license in their state of residence, which must also be an SMU approved state resident, have a BSN, and fulfill all other admissions requirements.

The Doctor of Nursing Practice – Family Nurse Practitioner, Post-Master's, and Psychiatric Mental Health Nurse Practitioner programs are delivered fully online and therefore do not meet federal requirements for F-1 students (8 C.F.R. § 214.2(f)). Applicants who will study in F-1 status should apply to programs with required, in-person components.

Accreditation Statement

The DNP program is accredited by the WASC Senior College and University Commission (WSCUC) and the Commission on Collegiate Nursing Education (CCNE).

Program Learning Outcomes

• PLO1: Integrate nursing science with biomedical knowledge and evidence-based interprofessional best practices for the highest level of nursing practice. (ILO1, ILO4, ILO5)
• PLO2: Provide leadership for the organization, delivery, quality, safety, sustainability, accountability, responsiveness, and continuous improvement in healthcare. (ILO2, ILO5, ILO6)
• PLO3: Translate evidence into practice, evaluate practice, improve outcomes of care, and participate in collaborative research. (ILO4, ILO5, ILO7)
• PLO4: Identify, appraise, implement, and evaluate information technology and systems to provide and improve care. (ILO1, ILO5, ILO6, ILO7) 
• PLO5: Design, advocate, and implement health care policy to support equitable and inclusive health care access, financing, regulation, safety, quality, and efficacy. (ILO1, ILO2, ILO4, ILO5, ILO6)
• PLO6: Provide leadership to facilitate collaborative team functioning and interprofessional practice to improve healthcare outcomes. (ILO3, ILO5)
• PLO7: Analyze health risks within the biological, environmental, cultural, and socioeconomic determinants of health to develop, implement, and evaluate clinical prevention measures to improve population health. (ILO3, ILO4, ILO6, ILO7, ILO8)
• PLO8: Practice in a specialty role using advanced levels of clinical judgment, systems thinking, accountability, and innovation to design, deliver, and evaluate evidence-based care to improve healthcare outcomes. (ILO1, ILO2, ILO3, ILO4, ILO5, ILO6, ILO7, ILO8)     

Graduation Requirements

Doctor or Nursing Practice Post Master's (DNP)

• A minimum of 30 semester units.
• Completion of all courses stipulated by the DNP program and the SMU School of Nursing, with a cumulative GPA of no less than 3.0.
• Completion of the DNP Project inclusive of 1,000 total hours of clinical practice.

Doctor or Nursing Practice - Family Nurse Practitioner (DNP FNP)

• A minimum of 65 semester units.
• Completion of all courses stipulated by the DNP program and the SMU School of Nursing, with a cumulative GPA of no less than 3.0.
• Completion of the DNP Project inclusive of 1,000 total hours of clinical practice, split between MSN clinical and DNP project hours.

Program Course Outline

Doctor or Nursing Practice Post Master's (DNP)

Total Degree Requirement: 30 units

Doctor of Nursing Practice - Family Nurse Practitioner (DNP FNP)

Total Degree Requirement: 65 units

Entry-Level Master of Science in Nursing - Case Management (ELMSN-CM)

Entry-Level Master of Science in Nursing - Family Nurse Practitioner (ELMSN-FNP) 

The graduate program in nursing prepares nurses for advanced roles. A minimum of 36 semester units of study is required for the master’s degree, but specific tracks may require more units of study to provide adequate mastery of theory and clinical skills appropriate for advanced roles.

The graduate curriculum is designed to prepare students to meet specific competencies at the completion of the program. Core courses, courses with a research focus, and courses in the specialty area are sequenced in order to enable students to develop advanced nursing skills progressively as they move through the program. A graduate level synthesis project is required as a final graduate-level project.

The ELMSN-CM program is designed for career changers with non-nursing bachelor’s degrees. It provides a comprehensive education in nursing case management in just two years and one semester. Graduates are prepared for impactful roles in healthcare in a condensed time frame.

Graduate Education

We believe that new knowledge and advances in science, philosophy, and technology necessitate advanced preparation to enable the practitioner to make complex decisions in delivering health care to individuals and groups. Graduate education programs for the professional must be conducted in an environment in which scholarship, research, creativity, clinical practice, and professional activity are valued. The development of graduate students’ critical inquiry skills and abilities is central to clinical practice and the evolution of the profession. Furthermore, we believe that students admitted to the graduate programs acquire skills in inquiry and scholarship in conjunction with expert faculty who direct study, inspire problem-solving, and promote professional growth.

Goals

The goals of the Master of Science in Nursing program are to:

• Prepare nurses for advanced nursing roles in case manager, family nurse practitioner, and nurse anesthetist.
• Prepare graduates for leadership roles in the health care system at the regional, state, and national levels.
• Prepare nurses who can identify researchable problems, participate in conducting research, and promote the use of research findings in practice.
• Provide the foundation for doctoral study.

Designed for college graduates seeking a new career in nursing, the entry-level master’s degree program (ELMSN), offers preparation for RN licensure and a choice of two graduate tracks on the Oakland campus and the Sacramento Campus. The ELMSN program at the Oakland campus admits students in the fall semester; the program at the Sacramento campus admits students in the spring semester.

The graduate options in the ELMSN program include: case management (CM) and family nurse practitioner (FNP). All options have identical full-time coursework for the first four semesters, after which, students may take the RN licensure examination. The CM track includes an additional three semesters and the FNP track an additional six semesters. Both tracks are designed for either full or part-time study after licensure. In order to progress into the seventh semester in the CM and FNP programs, ELMSN students are required to have passed the NCLEX examination.

Program Learning Outcomes Prelicensure

The prelicensure nursing programs, built upon a foundation of science and liberal arts education, prepare individuals for beginning professional practice and provide a foundation for graduate study. Based upon the School’s philosophy and purposes, upon graduation, the student will:

1. Demonstrate respect for the inherent dignity of individuals and groups in the delivery of nursing care within an appropriate moral, ethical and legal framework.
2. Integrate theory, research and knowledge from nursing, the physical, behavioral sciences, and humanities to improve the quality of care provided to clients.
3. Use effective communication principles in facilitating professional relationships with clients, families, and health care system colleagues.
4. Demonstrate clinical reasoning in planning, delivering and evaluating care directed at disease prevention, health promotion and restoration, across the life span to diverse clients.
5. Critically analyze research findings for application in the provision of therapeutic, evidence-based nursing interventions.
6. Analyze the effects of changing social, cultural, legal, economic, global political and ethical trends on healthcare policy, financing and regulatory environments.
7. Collaborate effectively with multidisciplinary practitioners to promote illness prevention and the health and welfare of individuals, families and communities.
8. Apply standards of practice within an ethical decision-making framework in the provision of nursing care that meets clients’ health care needs.
9. Use leadership and management principles in the delegation and supervision of nursing care while retaining accountability for the quality of care given to the client.
10. Use emerging health care information technologies to evaluate client care and advance client education.
11. Articulate a philosophy of self-care and professional development.

ELMSN-CM Program Learning Outcomes

1. Integrate nursing science theories to guide ethical, accountable, professional and collaborative care-coordination and person-centered care.

2. Provide leadership for the organization, delivery, safety, quality, and quality improvement of coordinated care in varied healthcare settings.

3. Apply evidence-based clinical prevention strategies and population health principles to improve patient outcomes and enhance advanced nursing practice

4. Analyze patient care, care coordination technologies, and innovations to improve population health outcomes.

5. Evaluate legislation, policy, regulations, and economics as they impact the current healthcare environment.

6. Use systems-based practice to advocate for the patient and healthcare organization, and to manage the utilization of resources.

7. Articulate the role of nurse case managers in advanced nursing practice and demonstrate effective collaboration in the interprofessional team.

8. Establish strategies to promote personal well-being and professional development in advanced nursing practice.

ELMSN-FNP Program Learning Outcomes

1. Integrate nursing science with knowledge from biophysical, psychosocial, analytic, and organizational sciences and the humanities to deliver advanced high quality, ethical, and person-centered nursing care. 

2. Provide organizational and systems leadership for the coordination and organization of services and the delivery of safe, culturally responsive care in varied healthcare settings. 

3. Implement evidence-based practices for the delivery of safe and effective care and apply tools for continuous quality improvement. 

4. Synthesize theory, clinical observation, data, and best practices to improve clinical and population health outcomes. 

5. Utilize information technologies and healthcare innovations to collect and analyze patient and population data for improved health outcomes 

6. Apply systems-based practice to advocate for healthcare legislation, policies, and regulations that promote equitable access and improved outcomes. 

7. Apply interpersonal communication skills and team building strategies to promote inter-professional collaboration for improved healthcare outcomes. 

8. Integrate social, economic, and epidemiological data with clinical prevention guidelines to promote socially relevant health interventions that improve population health outcomes. 

9. Integrate social, economic, and epidemiological data with clinical prevention guidelines to promote socially relevant health interventions that improve population health outcomes.

Graduation Requirements

• Completion of all courses stipulated by the program and the SMU School of Nursing, with a cumulative GPA of no less than 3.0.
• Successful passing of the NCLEX at the time stipulated by the CM or FNP track.
• Completion of all clinical cases and practice hours approved by the BRN of California for pre-licensure, graduate level nursing and advanced practice nursing.
• Successful completion of all course work in prelicensure and post licensure portions of the program as well as successful passing of the NCLEX RN exam.

Case Management Track

• A minimum of 93 semester units is required for the degree.

Family Nurse Practitioner Track

• A minimum of 109 semester units is required for the degree.

Program Course Outline

Pre-licensure Coursework: 60 units

Upon completion of the first four semesters, students are eligible to take the RN licensure examination (NCLEX).

Case Management Track

Pre-licensure Coursework: 60 units

Case Management Track: 33 units

Total Degree Requirement: 93 units

Family Nurst Practitioner Track

Pre-licensure Coursework: 60 units

Case Management Track: 49 units

Total Degree Requirement: 109 units

The Family Nurse Practitioner (FNP) program focuses on preparing family-oriented primary care providers for multicultural and underserved populations. FNPs are advanced practitioners of nursing with a specialty in primary health care. They provide ongoing comprehensive care to individuals, families, and communities. FNPs are responsible for health promotion and maintenance, diagnosis, treatment, and management of health problems, consultation with other health care providers, and referral as indicated. FNPs function independently and interdependently with other providers of healthcare. Practice is based on concepts of family health nursing research and theory, as well as concepts from other related disciplines such as medicine and pharmacy. Students complete 49 graduate units and are awarded a Master of Science degree upon completion and are eligible for state and national certification. Full or part-time study is available for students who are licensed as registered nurses. The online program admits three times per year: Summer, Fall, and Spring semesters.

Program Learning Outcomes

PLO1. Knowledge of Nursing Practice: 

Integrate, translate, and apply evolving disciplinary nursing knowledge and ways of knowing, alongside knowledge from other disciplines, to support clinical judgment, innovation, and evidence-based practice.

PLO2. Person-Centered and Population Health: 

Demonstrate holistic, individualized, and equitable care across diverse populations by applying evidence-based, compassionate, and developmentally appropriate approaches that incorporate social determinants of health and collaborative community partnerships.

PLO3. Scholarship and Evidence-Based Practice: 

Generate, synthesize, apply, and disseminate nursing knowledge to enhance patient care, improve health outcomes, and contribute to the advancement of the nursing discipline.

PLO4. Quality, Safety, and Systems-Based Practice:

Employ principles of safety, improvement science, and systems-based practice to enhance care quality, minimize risk, and coordinate resources for equitable healthcare delivery.

PLO5. Interprofessional Collaboration and Leadership:

Engage in collaboration with healthcare professionals, patients, families, and communities to optimize care, strengthen outcomes, and lead within complex healthcare systems.

PLO6. Informatics and Healthcare Technologies: 

Utilize informatics and healthcare technologies to support clinical decision-making, data-driven care, and the efficient delivery of high-quality, safe healthcare services.

PLO7. Professionalism and Ethical Practice: 

Demonstrate accountability, integrity, and a sustainable professional identity through ethical comportment, advocacy, and adherence to nursing values and regulatory standards.

PLO8. Lifelong Learning and Leadership Development:

Demonstrate continuous personal and professional growth through self-reflection, resilience-building, ongoing education, and leadership development.

PLO9. Health Equity and Advocacy: 

Advance social justice, diversity, equity, and inclusion by addressing healthcare disparities, advocating for vulnerable populations, and promoting policies that improve equitable health outcomes.

PLO10: Advanced Practice Provider, FNP & PMHNP

PLO10. Conduct comprehensive health assessments across diverse populations, integrating advanced clinical reasoning, best evidence-based practices, and interprofessional collaboration to implement accurate diagnoses, effective treatment plans, and safe, culturally competent, patient-centered care.

PLO11: FNP specialty

PLO11. Integrate advanced knowledge of health promotion, illness prevention, and disease management with clinical decision-making and diagnostic reasoning to deliver holistic, evidence-based care for diverse patient populations across the lifespan in primary care settings.

Curriculum Overview

The FNP curriculum consists of 48 semester units, including interdisciplinary core courses, FNP specialty courses, clinical practica, and internship. The program includes two required multi-day intensives on campus. A minimum of 630 clinical hours are required. Clinical placements are available throughout the states that the program is accredited to accept students from in a variety of ambulatory settings. Applicants are encouraged to work collaboratively in finding clinical sites. Master’s prepared, advanced practice nurses serve as most of the primary preceptors. The curriculum and clinical sites reflect the track’s emphasis on serving multicultural and underserved populations. The program is offered on a year-round basis with admission each semester. Full-time students complete the program in five semesters; part-time students complete the program in 7 semesters. The curriculum is consistent with the highest national standards, including guidelines established by the National Organization of Nurse Practitioner Faculties and the American Association of Colleges of Nursing.

This program is delivered fully online and therefore does not meet federal requirements for F-1 students (8 C.F.R. § 214.2(f)). Applicants who will study in F-1 status should apply to programs with required, in-person components.

Graduation Requirements

• Completion of all courses stipulated by the MSN program and the SMU College of Nursing, with a cumulative GPA of no less than 3.0.
• Completion of a minimum of 630 clinical practice hours.

Program Course Outline

Total Degree Requirement: 48 units

The MSN-L program empowers nurses to be leaders within organizations facing the ongoing complexities of healthcare environments. You’ll be equipped with the essential skills to help master strategic decision-making, organizational management, and evidence-based leadership that advances patient care and improves healthcare delivery.

Program Learning Outcomes

• Knowledge of Nursing Practice: Integrate, translate, and apply evolving disciplinary nursing knowledge and ways of knowing, alongside knowledge from other disciplines, to support clinical judgment, innovation, and evidence-based practice.
• Person-Centered and Population Health: Demonstrate holistic, individualized, and equitable care across diverse populations by applying evidence-based, compassionate, and developmentally appropriate approaches that incorporate social determinants of health and collaborative community partnerships.
• Scholarship and Evidence-Based Practice: Generate, synthesize, apply, and disseminate nursing knowledge to enhance patient care, improve health outcomes, and contribute to the advancement of the nursing discipline.
• Quality, Safety, and Systems-Based Practice: Employ principles of safety, improvement science, and systems-based practice to enhance care quality, minimize risk, and coordinate resources for equitable healthcare delivery.
• Interprofessional Collaboration and Leadership: Engage in intentional collaboration with healthcare professionals, patients, families, and communities to optimize care, strengthen outcomes, and lead within complex healthcare systems.
• Informatics and Healthcare Technologies: Utilize informatics and healthcare technologies to support clinical decision-making, data-driven care, and the efficient delivery of high-quality, safe healthcare services.
• Professionalism and Ethical Practice: Demonstrate accountability, integrity, and a sustainable professional identity through ethical comportment, advocacy, and adherence to nursing values and regulatory standards.
• Lifelong Learning and Leadership Development: Demonstrate continuous personal and professional growth through self-reflection, resilience-building, ongoing education, and leadership development.
• Health Equity and Advocacy: Advance social justice, diversity, equity, and inclusion by addressing healthcare disparities, advocating for vulnerable populations, and promoting policies that improve equitable health outcomes.
• Utilize leadership principles, systems thinking, and financial management strategies to influence policy, drive organizational change, and enhance healthcare performance while leading to the design, implementation, and evaluation of innovative education and professional development initiatives.

This program is delivered fully online and therefore does not meet federal requirements for F-1 students (8 C.F.R. § 214.2(f)). Applicants who will study in F-1 status should apply to programs with required, in-person components.

Graduation Requirements

• Completion of all courses stipulated by the program and the SMU College of Nursing, with a cumulative GPA of no less than 3.0.
• Completion of 35 credits towards the degree.
• Successful completion of all clinical practice hours stipulated by the SMU College of Nursing.
• Completion of all terminal educational objectives of the program and recommendation by the faculty that such have been met in a satisfactory manner.

Program Course Outline

Total Degree Requirement: 35 units

Our MSN-PMHNP program prepares nurses with the advanced skills needed to address complex mental health needs, including mood disorders, anxiety, and substance use disorders. and psychotic disorders. Graduates will be equipped to provide high-quality care across all ages in various settings.

Program Learning Outcomes

• Knowledge of Nursing Practice: Integrate, translate, and apply evolving disciplinary nursing knowledge and ways of knowing, alongside knowledge from other disciplines, to support clinical judgment, innovation, and evidence-based practice.
• Person-Centered and Population Health: Demonstrate holistic, individualized, and equitable care across diverse populations by applying evidence-based, compassionate, and developmentally appropriate approaches that incorporate social determinants of health and collaborative community partnerships.
• Scholarship and Evidence-Based Practice: Generate, synthesize, apply, and disseminate nursing knowledge to enhance patient care, improve health outcomes, and contribute to the advancement of the nursing discipline.
• Quality, Safety, and Systems-Based Practice: Employ principles of safety, improvement science, and systems-based practice to enhance care quality, minimize risk, and coordinate resources for equitable healthcare delivery.
• Interprofessional Collaboration and Leadership: Engage in intentional collaboration with healthcare professionals, patients, families, and communities to optimize care, strengthen outcomes, and lead within complex healthcare systems.
• Informatics and Healthcare Technologies: Utilize informatics and healthcare technologies to support clinical decision-making, data-driven care, and the efficient delivery of high-quality, safe healthcare services.
• Professionalism and Ethical Practice: Demonstrate accountability, integrity, and a sustainable professional identity through ethical comportment, advocacy, and adherence to nursing values and regulatory standards.
• Lifelong Learning and Leadership Development: Demonstrate continuous personal and professional growth through self-reflection, resilience-building, ongoing education, and leadership development.
• Health Equity and Advocacy: Advance social justice, diversity, equity, and inclusion by addressing healthcare disparities, advocating for vulnerable populations, and promoting policies that improve equitable health outcomes.
• Conduct comprehensive health assessments across diverse populations, integrating advanced clinical reasoning, best evidence-based practices, and interprofessional collaboration to implement accurate diagnoses, effective treatment plans, and safe, culturally competent, patient-centered care.
• Perform comprehensive mental health assessments across the lifespan, integrating neuroscience, diagnostic concepts, and evidence-based tools to evaluate psychiatric disorders and apply advanced knowledge of psychopharmacology and psychotherapy to develop and implement individualized, evidence-based treatment plans.

Graduation Requirements

• Completion of all courses stipulated by the MSN program and the SMU College of Nursing, with a cumulative GPA of no less than 3.0.
• A minimum of 48 semester units is required for the degree.
• Completion of the minimum 630 clinical hours and associated assignments

Program Course Outline

Total Degree Requirement: 48 units

Family Nurse Practitioner Certificate 

Psychiatric Mental Health Nurse Practitioner Certificate 

The Post-Graduate Advanced Practice Registered Nurse (APRN) program at SMU is designed to help Master’s prepared RNs to advance their practice. The program offers two distinct tracks: Family Nurse Practitioner (FNP) and Psychiatric Mental Health Nurse Practitioner (PMHNP). These tracks are designed to provide specialized training and certification for nurses seeking to advance their clinical practice and leadership in healthcare.

These programs are delivered fully online and therefore do not meet federal requirements for F-1 students (8 C.F.R. § 214.2(f)). Applicants who will study in F-1 status should apply to programs with required, in-person components.

Family Nurse Practitioner Certificate 

FNPs are essential healthcare providers who deliver comprehensive care across the lifespan, from infants to the elderly. They perform detailed health assessments, develop individualized care plans, and focus on disease prevention and health promotion. Graduates from the FNP Certificate program find diverse career opportunities in settings such as community health centers, private practices, and hospitals. The FNP track is a 4-semester program that prepares nurses for autonomous clinical roles and effective coordination of care with other healthcare professionals. 

Program Learning Outcomes (PLOs)

• PLO1: Integrate nursing science with biomedical knowledge and evidence-based interprofessional best practices for the highest level of nursing practice. (ILO1, ILO4, ILO5)
• PLO2: Provide leadership for the organization, delivery, quality, safety, sustainability, accountability, responsiveness, and continuous improvement in healthcare. (ILO2, ILO5, ILO6)
• PLO3: Translate evidence into practice, evaluate practice, improve outcomes of care, and participate in collaborative research. (ILO4, ILO5, ILO7)
• PLO4: Identify, appraise, implement, and evaluate information technology and systems to provide and improve care. (ILO1, ILO5, ILO6, ILO7)
• PLO5: Design, advocate, and implement health care policy to support equitable and inclusive health care access, financing, regulation, safety, quality, and efficacy. (ILO1, ILO2, ILO4, ILO5, ILO6)
• PLO6: Provide leadership to facilitate collaborative team functioning and interprofessional practice to improve healthcare outcomes. (ILO3, ILO5)
• PLO7: Analyze health risks within the biological, environmental, cultural, and socioeconomic determinants of health to develop, implement, and evaluate clinical prevention measures to improve population health. (ILO3, ILO4, ILO6, ILO7, ILO8)
• PLO8: Practice in a specialty role using advanced levels of clinical judgment, systems thinking, accountability, and innovation to design, deliver, and evaluate evidence-based care to improve healthcare outcomes. (ILO1, ILO2, ILO3, ILO4, ILO5, ILO6, ILO7, ILO8)

Graduation Requirements

• Completion of all courses stipulated by the Post Graduate APRN Certificate Program in the admitted track program and the SMU College of Nursing, with a cumulative GPA of no less than 3.0.
• A minimum of 38 semester units is required for the certificate.
• Completion of the minimum required clinical hours and associated assignments as per the specialty track (FNP or PMHNP)

Program Course Outline

Family Nurse Practitioner Certificate 

Total Program Requirement: 38 units

Psychiatric Mental Health Nurse Practitioner Certificate 

PMHNPs specialize in the assessment, diagnosis, and treatment of psychiatric disorders. They provide mental health care to individuals and families, often working in settings like hospitals, mental health clinics, and private practices. The PMHNP track offers flexible duration options, ranging from 3 to 6 semesters, depending on the applicant's credentials (APRN vs. non-APRN). This track equips nurses with the expertise to improve mental health outcomes through direct patient care, counseling, and collaboration with other mental health professionals.

Both tracks in the Post-Graduate APRN program are designed to cultivate leadership, advanced clinical skills, and a commitment to improving healthcare outcomes through evidence-based practice and patient-centered care. Graduates are well-prepared to serve critical roles in various healthcare environments, contributing significantly to the health and well-being of their communities.

Program Learning Outcomes (PLOs)

• PLO1: Integrate nursing science with biomedical knowledge and evidence-based interprofessional best practices for the highest level of nursing practice. (ILO1, ILO4, ILO5)
• PLO2: Provide leadership for the organization, delivery, quality, safety, sustainability, accountability, responsiveness, and continuous improvement in healthcare. (ILO2, ILO5, ILO6)
• PLO3: Translate evidence into practice, evaluate practice, improve outcomes of care, and participate in collaborative research. (ILO4, ILO5, ILO7)
• PLO4: Identify, appraise, implement, and evaluate information technology and systems to provide and improve care. (ILO1, ILO5, ILO6, ILO7)
• PLO5: Design, advocate, and implement health care policy to support equitable and inclusive health care access, financing, regulation, safety, quality, and efficacy. (ILO1, ILO2, ILO4, ILO5, ILO6)
• PLO6: Provide leadership to facilitate collaborative team functioning and interprofessional practice to improve healthcare outcomes. (ILO3, ILO5)
• PLO7: Analyze health risks within the biological, environmental, cultural, and socioeconomic determinants of health to develop, implement, and evaluate clinical prevention measures to improve population health. (ILO3, ILO4, ILO6, ILO7, ILO8)
• PLO8: Practice in a specialty role using advanced levels of clinical judgment, systems thinking, accountability, and innovation to design, deliver, and evaluate evidence-based care to improve healthcare outcomes. (ILO1, ILO2, ILO3, ILO4, ILO5, ILO6, ILO7, ILO8)

Graduation Requirements

• Completion of all courses stipulated by the Post Graduate APRN Certificate Program in the admitted track program and the SMU College of Nursing, with a cumulative GPA of no less than 3.0.
• A minimum of 27 semester units is required for the Post-APRN certificate.
• A minimum of 37 semester units is required for the Non-APRN certificate.
• Completion of the minimum required clinical hours and associated assignments as per the specialty track

Program Course Outlines

Post-APRN

Total Program Requirement: 27 units

Non-APRN

Total Program Requirement: 37 units

Established in 1994, the graduate program in Occupational Therapy graduated its first class in August 1996. In 2016 the Occupational Therapy Department added the entry level doctoral program, the Doctor of Occupational Therapy (OTD). The first OTD students graduated in 2019. Graduates are prepared for entry-level positions in occupational therapy with advanced skills in leadership, advocacy, research and clinical skills. The department's proposal to offer an entry-level Doctor of Occupational Therapy (OTD) degree was approved by the Western Association of Schools and Colleges (WASC, now the WASC Senior College and University Commission, WSCUC), and accreditation was received by ACOTE in 2018. The MOT program is fully accredited until 2027.

Mission

The Occupational Therapy Program offers master and doctoral-level professional education for the preparation and continued development of skilled clinicians using a Mind/Body Model that recognizes the wholeness of each individual. Our mission is to provide transformational professional education that prepares students to provide holistic, client-centered, and evidence based occupational therapy to diverse communities in a continuously evolving healthcare environment.

Program Philosophy

The Occupational Therapy Program recognizes the importance of treating the whole person in the context of their physical, psycho-social, cultural, and spiritual realm. We believe that human occupation, or engagement in purposeful activities, promotes a holistic recovery process. The philosophy of Adolph Meyer has provided the theoretical foundation for the program. Meyer believed that human occupation follows the biological rhythms of life, whereas work, play, rest, and sleep constitute rhythms that promote balance. The program is committed to ongoing development and research to determine how human occupation provides a vehicle for the interconnectedness of a person's daily activities, social support, values, rituals, and how one's community contributes to their wellbeing. Our belief about the nature of learning is that individuals have unique differences and learning styles and that the complexity of each person's experiences, values, and knowledge impact the learning process. It is our belief that learning is dynamic and that knowledge is built upon a solid foundation. We facilitate the process of Bloom's Taxonomy: knowledge, comprehension, application, analysis, synthesis, and evaluation. Students must take an active role in their learning process as adult learners.

Program Learning Outcomes

1. Use sound clinical reasoning to guide occupational therapy practice by integrating foundational scientific knowledge, occupational therapy theory, best available evidence, and clients’ values.

2. Serve and advocate for diverse occupational therapy client populations with clinical competence, compassion, and cultural humility.

3. Lead with professional, humanitarian, and ethical values to meet society’s occupational therapy needs.

4. Communicate and collaborate effectively with clients, caregivers, other professionals, and members of the community.

5. Engage in self-care and wellness, critical self-reflection, and lifelong learning to maintain excellence in practice.

6. Use data and technology effectively to support occupational therapy practice within dynamic, complex systems.

Progression and Credentialing Requirements

In order to advance to Level II Fieldwork, the student must have successfully completed all semester units of didactic coursework. This didactic coursework includes the completion of all Level I Fieldwork assignments. Upon completion of the coursework, the student is assigned to two three-month Level II placements. The student is expected to perform in accordance with the Samuel Merritt University Fieldwork Manual for the Master of Occupational Therapy Program. Both Level II fieldwork internships must be completed within two years of completion of all didactic coursework. Students who successfully complete all didactic and fieldwork courses will be qualified to sit for the national certification examination which is administered by the National Board for Certification in Occupational Therapy (NBCOT). A felony conviction may affect a graduate’s ability to sit for the NBCOT certification exam or attain state licensure. Prior to fieldwork, students may be required to complete a background check and fingerprinting (See Background Check Policy). Graduates are eligible for licensure to practice in California through the California Board of Occupational Therapy (CBOT).

Graduation Requirements

• Completion of all program courses with a grade of C or better/GPA 2.5 or higher.
• A minimum of 71.5 semester units is required for the degree.

Program Course Outline

Total Degree Requirement: 71.5 units

Established in 1994, the graduate program in Occupational Therapy graduated its first class in August 1996. In 2016 the Occupational Therapy Department added the entry level doctoral program, the Doctor of Occupational Therapy (OTD). The first OTD students graduated in 2019. Graduates are prepared for entry-level positions in occupational therapy with advanced skills in leadership, advocacy, research and clinical skills. The department's proposal to offer an entry-level Doctor of Occupational Therapy (OTD) degree was approved by the Western Association of Schools and Colleges (WASC, now the WASC Senior College and University Commission, WSCUC), and accreditation was received by ACOTE in 2018. The MOT program is fully accredited until 2027.

Mission

The Occupational Therapy Program offers master and doctoral-level professional education for the preparation and continued development of skilled clinicians using a Mind/Body Model that recognizes the wholeness of each individual. Our mission is to provide transformational professional education that prepares students to provide holistic, client-centered, and evidence based occupational therapy to diverse communities in a continuously evolving healthcare environment.

Program Philosophy

The Occupational Therapy Program recognizes the importance of treating the whole person in the context of their physical, psycho-social, cultural, and spiritual realm. We believe that human occupation, or engagement in purposeful activities, promotes a holistic recovery process. The philosophy of Adolph Meyer has provided the theoretical foundation for the program. Meyer believed that human occupation follows the biological rhythms of life, whereas work, play, rest, and sleep constitute rhythms that promote balance. The program is committed to ongoing development and research to determine how human occupation provides a vehicle for the interconnectedness of a person's daily activities, social support, values, rituals, and how one's community contributes to their wellbeing. Our belief about the nature of learning is that individuals have unique differences and learning styles and that the complexity of each person's experiences, values, and knowledge impact the learning process. It is our belief that learning is dynamic and that knowledge is built upon a solid foundation. We facilitate the process of Bloom's Taxonomy: knowledge, comprehension, application, analysis, synthesis, and evaluation. Students must take an active role in their learning process as adult learners.

Program Learning Outcomes

Graduates of the SMU OTD program will:

1. Use clinical reasoning to guide occupational therapy practice by integrating foundational scientific knowledge, occupational therapy theory, best available evidence, and clients’ values.

2. Serve and advocate for diverse occupational therapy client populations with clinical competence, compassion, and cultural humility.

3. Lead with professional, humanitarian, and ethical values to meet society’s occupational therapy needs.

4. Communicate and collaborate effectively with clients, caregivers, other professionals, and members of the community.

5. Engage in self-care and wellness, critical self-reflection, and lifelong learning to maintain excellence in practice.

6. Use data and technology effectively to support occupational therapy practice within dynamic, complex systems.

7. Conduct and disseminate scholarship activities to advance the occupational therapy profession.

8. Design and implement self-directed, in-depth inquiries and professional development experiences to advance occupational therapy practice.

Progression and Credentialing Requirements

In order to advance to Level II Fieldwork, the student must have successfully completed all semester units of didactic coursework. This didactic coursework includes the completion of all Level I Fieldwork assignments. Upon completion of the coursework, the student is assigned to two three-month Level II placements. The student is expected to perform in accordance with the Samuel Merritt University Fieldwork Manual for the Occupational Therapy Program.  Upon satisfactory completion of Level II Fieldwork, the student will complete one additional semester of coursework consisting of the Capstone experience and project. Both Level II fieldwork internships, and the Capstone experience and project must be completed within two years of completion of all didactic coursework.  Students who successfully complete all didactic, fieldwork and Capstone courses will be qualified to sit for the national certification examination which is administered by the National Board for Certification in Occupational Therapy (NBCOT). A felony conviction may affect a graduate’s ability to sit for the NBCOT certification exam or attain state licensure. Prior to fieldwork, students may be required to complete a background check and fingerprinting (See Background Check Policy). Graduates are eligible for licensure to practice in California through the California Board of Occupational Therapy (CBOT).

Graduation Requirements

• Completion of all program courses with a grade of Cor better/GPA 3.0 or higher.
• A minimum of 89.5 semester units is required for the degree.

Program Course Outline

Total Degree Requirements: 89.5 units

The Doctor of Physical Therapy (DPT) program is designed so that graduates excel in serving patients and clients as generalist physical therapists capable of transforming health and the experience of care in diverse communities.

Our entry-level program combines basic sciences, clinical sciences, health systems sciences, and clinical education curriculum to promote a holistic approach to care. Our program is uniquely designed so that you will have opportunities to apply new knowledge and skills in real time working with members of the community during on-campus courses. Additionally, two full-time clinical experiences are timed after related classroom learning to allow immediate application of material. The program concludes with a 16-week, full-time terminal clinical experience aimed at preparing graduates for entry into clinical practice or continue into residency.

SMU is committed to improving health care equity. As a DPT student, you’ll train to work with and make a difference in diverse communities, through opportunities to practice woven throughout the on-campus coursework and through extensive clinical experiences.

Program Learning Outcomes

Graduates are prepared to:

• Competently provide physical therapy for individuals with movement dysfunction across the lifespan in the most common practice settings.
• Use sound clinical reasoning to guide physical therapist practice by integrating best available evidence from the literature, clinical experience, and patient/client’s perspectives and values.
• Provide person-centered physical therapy with compassion, caring, and humility.
• Integrate an understanding of structural and social determinants of health into their practice.
• Engage in critical reflection to learn from practice.
• Communicate and collaborate effectively as members of interprofessional teams.
• Participate in disease prevention, health promotion, and wellness services for the care of self, individuals, and groups.
• Promote the profession through participation in professional associations, service to the community, and socially responsible advocacy for patients, their support networks, and the public.
• Act with sound reasoning, cultural humility, integrity, and courage to pursue a just resolutions of ethical problems that affect individuals, systems, and society.
• Exhibit continuous professional development in behaviors, attitudes, and characteristics consistent with excellence in practice.
• Use data, information, and technology to support effective decision-making in complex and evolving systems.

The DPT Curriculum

The DPT curriculum is a sequential curriculum in which courses build on basic sciences and health system sciences frameworks. Students are expected to use knowledge from prior coursework, building knowledge and expertise as they progress through the curriculum. In the clinical science courses, students will learn to perform an examination, evaluate examination findings to formulate a diagnosis, prognosis, and plan of care, and provide interventions for patients with movement-related impairments, activity limitations, and participation restrictions encountered by physical therapists. Emphasis will be placed on the development of fluid, proficient psychomotor skills used in practice using the movement system as a framework. Students will also use evidence-based decision making with increasing levels of critical analysis and complexity in reasoning and decision making.

Graduation Requirements

• Minimum of thirty-two (32) months in full-time study, or the equivalent if any portion of the program is completed as a part-time student.
• A minimum of 1005 semester units is required for the degree.
• Successful completion of all academic and clinical courses stipulated by the program, with a cumulative GPA of no less than 2.7 (a "B-" average). Students graduating while on academic probation because their cumulative GPA dropped below 2.7 must have a current semester GPA of 2.7 in order to graduate.
• NOTE: Students will not become eligible to take the National Physical Therapy Exam (NPTE) until all requirements for the degree have been met.  Students are responsible for ensuring that they are in compliance with all administrative and academic policies of the Doctor of Physical Therapy Program and Samuel Merritt University to ensure timely completion of the program and graduation.

Program Course Outline

Total Degree Requirements: 100.5 units

The Physician Assistant Department offers a 27-month entry-level master’s degree program. Upon completion of program requirements, graduates are prepared to take the Physician Assistant National Certifying Examination (PANCE).

Program Learning Outcomes

The Physician Assistant Department has developed five Program Learning Outcomes to guide curricular change and development and determine competency of graduating Physician Assistants. Graduates of the PA Program are expected to demonstrate competence in the following outcome areas:

PLO 1 Medical Knowledge: Acquisition and comprehension of scientific content related to the theory and practice of medicine. Physician Assistant students are expected to:

• Demonstrate mastery of principles of anatomy, physiology and pathophysiology necessary for entry level clinical practice as a physician assistant;
• Demonstrate competency in obtaining an adequate medical history necessary to evaluate, diagnose and formulate a patient-centered treatment plan for patients with commonly encountered medical, surgical and behavioral conditions;
• Demonstrate competency in physical examination skills necessary to evaluate, diagnose and formulate a patient-centered treatment plan for patients with commonly encountered medical, surgical and behavioral conditions;
• Understand pharmacologic and non-pharmacologic principles of patient health management and wellness;
• Demonstrate the application of medical knowledge and critical thinking necessary to develop an accurate differential diagnosis in patients presenting with common medical, surgical and behavioral conditions;
• Apply current health care screening and maintenance recommendations for patients across the lifespan.

PLO2 Communication Skills & Teamwork: Effective communication and professional exchange of information are essential to creating therapeutic and ethically sound relationships. These skills include verbal, non-verbal, written and electronic communication with patients, their families, physicians, specialists and all members of the health care team. Physician Assistant students are expected to:

• Develop and demonstrate effective, professional and ethical interpersonal and communication skills;
• Demonstrate maturity, flexibility and emotional stability appropriate for working in the health care setting;
• Demonstrate competency in oral and written communication that meet the medical and legal standards established for health care professionals;
• Demonstrate their ability to work effectively with other healthcare professionals.

PLO 3 Patient-Centered Care: Physician Assistant students are expected to learn to provide patient care that is respectful of and responsive to individual patient preferences, needs and values. Moreover, students are expected to learn that patient values guide all clinical decision-making practices. Physician Assistant students are expected to:

• Understand the influence of culture, biases and attitudes on health and health care practices
• Demonstrate empathy, respect and appropriate sensitivity to perspectives, values and cultural norms that are other than one’s own
• Access and utilize evidence-based recommendations and guidelines for patient-centered clinical practice
• Effectively demonstrate skills in obtaining patient history that addresses the unique preferences, values, needs and cultural/spiritual norms of each patient and their family, and develop patient management plans that are in concordance with those elements
• Work effectively with other members of the health care team, including the patient and family, to provide care that is responsive to the patient’s needs
• Utilize patient education and counseling techniques, including information technology, that are appropriate and responsive to a patient’s age, preferences, values, culture and norms.

PLO 4 Professional Development: Professionalism is the expression of positive values and ideals as care is delivered, and it involves prioritizing the interests of those being served above one’s own. As members of a health care profession, it is imperative that the highest professional standards be maintained at all times. Physician Assistant students are expected to:

• Conduct themselves in a professional manner in all academic and clinical settings;
• Demonstrate excellent interpersonal skills, reliability, responsibility, empathy, respect and integrity;
• Demonstrate professional relationships with other health care providers;
• Demonstrate a commitment to ongoing professional development and ethical practice;
• Demonstrate culturally appropriate care in a diverse patient population.

PLO 5 Evidence based practice: Evidence based practice includes the process through which Physician Assistant students engage in utilizing informational technology to access medical research and information for the purpose of providing medical care. Physician Assistant students are expected to:

• Locate, appraise, and integrate evidence from scientific studies related to their patients’ health;
• Critically evaluate medical literature using their knowledge of study design and statistical methods to inform their clinical practice;
• Identify and evaluate current medical literature to enhance their medical knowledge;
• Identify and evaluate current medical literature used in clinical decision-making related to best practice standards.

Graduation Requirements

• Completion of all program courses and supervised clinical practice experiences with a grade of C or better.
• A minimum of 88 semester units.

Program Course Outline

Total Degree Requirements: 88 units

Doctor of Podiatric Medicine

Doctor of Podiatric Medicine - Bridge to Podiatric Residency

The educational program leading to the Doctor of Podiatric Medicine degree consists of a comprehensive curriculum in the preclinical and clinical sciences. The didactic coursework is completed during the first three years of the program.

Clinical rotations begin at the start of the second academic year in June. During the summer months, second-year students begin to participate in clinical rotations, which cover biomechanics, radiology, and primary podiatric medicine. The majority of the third year and the entire fourth year are devoted to clinical rotations at inpatient and outpatient facilities, both in the Bay Area and throughout the United States.

Program Learning Outcomes

Prior to graduation each DPM student must demonstrate to the satisfaction of the faculty, the following Program Learning Outcomes.  The knowledge and skills will be attained as a result of the didactic instruction and clinical training received in the courses and clinical rotations and clerkship assignments from year one through year four:

1. Be knowledgeable in the preclinical sciences and use this knowledge as a foundation for learning outcomes two through nine.

• Describe and explain the bodies of knowledge concerning normal human anatomy, physiology, biochemistry, and the structure and function of the human body.
• Describe and explain the causes of disease and the consequences of altered structure or function of the human body and its organ systems.
• Describe and explain pharmacological principles and interventions.
• Describe and explain the role of microbes, parasites and the diseases that they cause.
• Describe and explain the structure and function of the immune system.

2. Identify and perform clinical practice behaviors that hallmark professionalism, empathy and ethical decision-making.

• Describe, explain and follow the ethical boundaries of the doctor-patient relationship.
• Describe, explain and follow state and federal laws governing the practice of the profession.
• Describe, explain and demonstrate the principles of bioethics, including customary and accepted standards of professional practice.
• Describe, explain and demonstrate principles of self-regulation of the profession.
• Practice with honesty and integrity, avoiding conflicts of interest
• Identify, value, and practice empathetic patient care.
• Demonstrate compassion and caring in patient care.

3. Select, interpret and apply the scientific literature to clinical practice.

• Recognize and interpret the strengths and weaknesses of the medical literature.
• Explain and follow principles of research methodology in the analysis of levels of evidence.
• Use CME among other sources to optimize patient outcomes
• Explain and apply the principles of evidence-based medicine in clinical decision making.
• Retrieve, interpret, manage, and use biomedical information to solve problems and to make decisions relevant to the care of individuals and populations.
• Assess actual patient outcomes versus evidence-based outcomes or standards of care practice guidelines.

4. Acknowledge, value, and respect the role of all health care professionals.

• Demonstrate effective collaboration with other health care professionals to promote the delivery of quality health care services.
• Identify and perform appropriate referrals to other healthcare providers and agencies.

5. Understand healthcare systems and policy.

• Describe and explain the role of stakeholders in healthcare.
• Describe and explain basic healthcare insurance products and third-party reimbursement, including but not limited to fee for service, independent practice associations (IPA), preferred provider organizations (PPO), health maintenance organizations (HMO) and capitation.
• Describe and explain basic types of professional insurance.
• Describe and explain the role of federal and state regulations in medical practice.
• Describe and explain basic legal considerations in medical practice and risk management.

6. Facilitate the promotion, maintenance, and restoration of health for culturally diverse individuals, groups, families, and communities.

• Describe and explain the role of the healthcare advocate and operate as an advocate for healthcare rights for all individuals.
• Describe and explain the importance of non-biological determinants of poor health and of the economic, psychological, social, and cultural factors that contribute to the development and continuation of maladies.
• Demonstrate a commitment to provide care to marginalized patients in underserved populations.
• Describe and explain the basic principles of public health, health promotion, disease prevention and clinical epidemiology.

7. Acknowledge professional responsibility.

• Recognize and participate in opportunities to enhance development of the profession.
• Commit to life-long learning.
• Commit to actively participate in community service.

8. Demonstrate effective verbal, written and technological interactions in communication with patients, families and colleagues and in information retrieval.

• Exchange information accurately.
• Exhibit empathy in all communications.
• Communicate effectively both verbally and in writing with patients, families and colleagues.
• Effectively use and value interpersonal skills related to gender, social, cultural and economic differences.
• Demonstrate active listening.

Policy on Taking the Third Year Clinical Rotation Practical Examinations, the Third Year Objective Structured Clinical Examination (OSCE), and the American Podiatric Medical Licensing Examination (APMLE)

As a requirement for graduation from CPM students are required to satisfactorily complete all of the required courses and clinical rotation assignments, have at least a cumulative grade point average of 2.70, take and pass the Third Year Clinical rotation practical examinations, take and pass the Third Year OSCE examination, take and pass the American Podiatric Medical Licensing Examination (APMLE) Part I examination, and take the APMLE Part II examination.

All eligible students are required to take Part I of the APMLE exam at the first administration of the test in July following the completion of the second year of study.

Students will be permitted to take the October APMLE Part I examination if they failed to pass the July test. If a student fails the APMLE Part I exam on their second attempt, they will be given the choice to take a leave of absence, postpone their clinical rotations or they may maintain their third-year schedule as-is without change.

If a student fails to pass the APMLE Part I examination on the third attempt, the student will be dismissed from the University.

All students are required to take the APMLE Part II written exam during the first administration of the test in December of the fall semester of the final year at SMUCPM.

Graduation Requirements

Doctor of Podiatric Medicine

• Satisfactorily complete all the required courses and clinical rotation assignments with a cumulative GPA of no less than 2.70.
• A minimum of 163 semester units is required for the degree.
• Take and pass the Third-Year Clinical rotation practical examinations.
• Take and pass the Third-Year OSCE examination.
• Take and pass the American Podiatric Medical Licensing Examination (APMLE) Part I examination.
• Take the APMLE Part II examination

Doctor of Podiatric Medicine - Bridge to Podiatric Residency

• Satisfactorily complete all the required courses and clinical rotation assignments with a cumulative GPA of no less than 2.70.
• A minimum of 116 semester units is required for the degree.
• Take and pass the Third-Year Clinical rotation practical examinations.
• Take and pass the Third-Year OSCE examination.
• Take and pass the American Podiatric Medical Licensing Examination (APMLE) Part I examination.
• Take the APMLE Part II examination

Program Course Outline

Doctor of Podiatric Medicine

Total Degree Requirements: 163 units

In the fourth year, students have the opportunity to base their clinical training at one of several affiliated medical centers.  Students receive 4 units of credit for each month they complete a rotation of clerkship assignment.  A minimum of 32 units of credit is required to complete the twelve-month fourth year curriculum. 

Doctor of Podiatric Medicine - Bridge to Podiatric Residency

Total Degree Requirement: 116 units

In the final year of the program students have the opportunity to base their clinical training at one of several affiliated medical centers.  Students receive 4 units of credit for each month they complete a rotation of clerkship assignment. A minimum of 32 units of credit is required to complete the twelve-month final year curriculum.

The mission of the Samuel Merritt University (SMU) Master of Social Work Program is to develop ethical and culturally responsive social work professionals in healthcare whose service to and advocacy for diverse communities are rooted in deep knowledge of the systemic effects of discrimination, oppression and stigma; made effective through utilization of interprofessional collaboration; and guided by principles of social justice and scientific inquiry.

Program Learning Outcomes

1. Demonstrate ethical and professional behavior, including self-awareness, self-regulation, self-care, and appropriate use of technology in complex and continually evolving practice situations.
2. Engage in practices to advance human rights and promote social, racial, economic, and environmental justice
3. Engage in anti-oppressive, anti-racist, diversity, equity, and inclusion in practice and demonstrate understanding that human experiences, such as access to resources and opportunities, are influenced by intersectionality of identities.
4. Engage in practice-informed research and research-informed practice using culturally responsive and justice-oriented research strategies to critically evaluate evidence that will advance social work practice.
5. Engage in policy practice with an understanding of the social determinants of health to enhance social and economic justice and reduce health disparities.   
6. Engage with individuals, families, groups, organizations, and communities in healthcare and other settings utilizing the principles of reflective listening, cultural humility and ongoing self-reflection.
7. Assess individuals, families, groups, organizations, and communities in healthcare and other settings and utilize practice methods that evidence respect, humility, and an understanding of how diverse and different life experiences interact on micro, mezzo and macro levels.
8. Intervene with individuals, families, groups, organizations, and communities in healthcare and other settings with evidence-informed and culturally responsive interventions in collaboration with interprofessional partners.
9. Evaluate practice with individuals, families, groups, organizations, and communities through use of culturally responsive processes and outcome data.                                                    

Program Learning Outcomes

The SMU MSW Program will offer a single program option in Integrated Health, Behavioral Health/Medical Social Work, graduating social workers who will demonstrate a deep understanding of social determinants of health. Our graduates will demonstrate competencies in applying practice on micro, mezzo and macro levels to meet the direct needs of their clients while also working to address upstream factors that lie beyond healthcare delivery to enhance social and economic justice and reduce health disparities. 

The program curriculum is divided into two parts: a generalist practice (GP) curriculum and an advanced practice curriculum. The generalist practice curriculum’s goal is to help students establish the core knowledge, values, skills, as well as cognitive and affective processes that establish the foundations of a strong social work professional identity. The curriculum design presents a variety of theoretical concepts linked to problem-solving competencies of effective social work practice at micro, mezzo and macro levels, utilizing ecological, person-in-environment framework and strengths-based perspectives. The GP curriculum will give special focus to human experiences of disadvantaged and oppressed groups with experiences shaped by intersectionality of cultural identities and the GP foundational courses aim to instill in students a consistent posture of cultural humility. The generalist practice curriculum is laid out over five semesters (6 semesters for students choosing to complete their field internship in a summer block - Field Internship Option B or C). Each semester’s classes establish the pre-requisite knowledge, skills, values, cognitive and affective processes that lay the stage for subsequent semesters’ classes. Field education begins in the second year of the program.

Area of specialized practice: 

Integrated Health/Medical Social Work

The focus of the MSW program will be to graduate social work professionals who are prepared for service in integrated health care (IHC) and a variety of healthcare settings. They will graduate with the knowledge, skills, values, cognitive and affective processes to serve in and contribute to an array of primary care systems, mental and behavioral health care systems, and integrated care systems where they perform as competent social workers in interprofessional healthcare teams where behavioral, mental and physical health of clients are addressed. The course design for our Specialized Practice Curriculum is laid out over four semesters (five semesters for students choosing to complete their field internship in a Field Internship Option B or C). Specialized Practice classes begin in Semester 6, in the Summer of the second program year. Each semester’s classes establish the pre-requisite knowledge, skills, values, cognitive and affective processes that lay the stage for subsequent semester’s classes. Advanced Field Education will continue through two semesters (or into summer block when needed) in the third year of the program.

Integration of Classroom and Community Training

All of the practice courses will incorporate collaboration with SMU’s well-developed and nationally accredited Health Simulation Lab. The Sim Lab has a history of partnering with Bay Area social work programs. The Sim Lab has been the site for training behavioral health social workers for several years, bringing together social work, PT, OT and nursing students to learn about collaborative practice. 

The Field Internships and Seminars provide students with the opportunity to reflect, critically analyze and discuss their internship experiences as they actively integrate their field experiences with theories and concepts learned through their practice, policy, research and diversity classes. 

Three-Year Track

Our program’s part-time structure, with classes in the evenings and on weekends, intends to support the professional student who does not want to leave their employment for full-time studies. Additionally, our program’s accessibility will be optimized through a hybrid structure, with partial online classes that serve to reduce students’ commuting time and resources. In-person classes will be offered on Saturdays.

Graduation Requirements

• Completion of all 55 required course units with a grade of B- or better.
• Cumulative GPA of 3.0 or better.
• Satisfactory completion of two practicum internships with at least 900 combined hours.

Program Course Outline

Total Degree Requirements: 55 units