Master of Science in Nursing - ExcelTrack® class guide
A current, source-bounded path for Master of Science in Nursing - ExcelTrack®: choose the exact official class code, then move into its verified competency assessment without inventing work from the calendar.
Course IDs from the official catalog Degree Plan tables are linked wherever this site has a class guide. General education, open elective, concentration, transfer, and select-one rows remain choices; the page never presents every listed option as one student's fixed schedule. The directory identity, academic-catalog link, class destinations and right-side navigation are complete.
Read the public degree plan correctly
Purdue Global currently lists this as a master's program in Nursing. The official marketing page describes the current offering and points to the academic catalog Degree Plan used here. The current marketing page does not list a concentration menu.
The table lists the Course IDs printed in the public plan, including fixed requirements and codes shown inside catalog options. It does not turn every concentration, elective or select-one row into one student's requirements. The current degree audit, transfer evaluation and advisor-approved schedule remain authoritative.
The program and catalog sources were last checked against the 2026-2027 catalog on October 3, 2026. Check both linked sources before registration because program availability, concentrations, state restrictions, course choices and catalog requirements can change. This tutoring map is a navigation and learning layer, not an enrollment promise.
Earn a Master of Science in Nursing degree in a more flexible, affordable way. If you have previous college credit or experience and are motivated to learn independently, our self-paced ExcelTrack® option could be a great learning experience.
The classes, one by one
| Course code | Catalog title | Quarter credits | Public basis |
|---|---|---|---|
| NU 501 | Advanced Nursing Roles | 5 | official catalog Degree Plan row |
| NU 502 | Theoretical Foundations of Advanced Practice Nursing | 5 | official catalog Degree Plan row |
| NU 504 | Scientific and Analytic Approaches to Advanced Evidence-Based Practice | 5 | official catalog Degree Plan row |
| NU 505 | Clinical Epidemiology and Population Health Promotion | 5 | official catalog Degree Plan row |
| NU 506 | Health Policy, Ethical, and Legal Perspectives of the Health Care System | 5 | official catalog Degree Plan row |
| NU 507 | Promoting Optimal Models and Systems for Health Care Delivery | 5 | official catalog Degree Plan row |
| NU 512 | Leadership, Organizational Theory, and Behavior | 5 | official catalog Degree Plan row |
| NU 513 | Health Care Finance, Economics, and Strategic Planning | 5 | official catalog Degree Plan row |
| NU 514 | Human Resources Management | 5 | official catalog Degree Plan row |
| NU 515 | Innovation and Application of Health Care Information Technology | 5 | official catalog Degree Plan row |
| NU 523 | Developing Instructional Strategies Using Theory and Evidence-Based Practice | 5 | official catalog Degree Plan row |
| NU 524 | Curriculum Development Process, Assessment, and Evaluation Strategies | 5 | official catalog Degree Plan row |
| NU 551 | Advanced Physiology and Pathophysiology Across the Lifespan | 5 | official catalog Degree Plan row |
| NU 552 | Advanced Health Assessment and Diagnostic Reasoning | 5 | official catalog Degree Plan row |
| NU 553 | Advanced Pharmacology and Pharmacotherapeutics | 5 | official catalog Degree Plan row |
| NU 559 | Essentials of Advanced Pathophysiology and Pharmacology | 5 | official catalog Degree Plan row |
| NU 566 | NP I - Introduction to Primary Care for the Nurse Practitioner | 5 | official catalog Degree Plan row |
| NU 568 | FNP I - Primary Care Across the Lifespan | 5 | official catalog Degree Plan row |
| NU 569 | FNP I Clinical - Lifespan Health Focus | 5 | official catalog Degree Plan row |
| NU 572 | AGNP I - Primary Care of the Adolescent and Adult | 5 | official catalog Degree Plan row |
| NU 573 | AGNP I Clinical - Adolescent and Adult Focus | 5 | official catalog Degree Plan row |
| NU 576 | NP II - Primary Care of Women's Health | 5 | official catalog Degree Plan row |
| NU 577 | NP II Clinical - Women's Health Focus | 5 | official catalog Degree Plan row |
| NU 580 | FNP II - Primary Care of Children and Adolescents' Health | 5 | official catalog Degree Plan row |
| NU 581 | FNP II Clinical - Children and Adolescent Health Focus | 5 | official catalog Degree Plan row |
| NU 584 | AGNP II - Primary Care of the Frail Elderly | 5 | official catalog Degree Plan row |
| NU 585 | AGNP II Clinical - Frail Elderly Focus | 5 | official catalog Degree Plan row |
| NU 590 | Applying Principles of Advanced Nursing Practice - Clinical | 5 | official catalog Degree Plan row |
| NU 603 | Evaluating and Disseminating Principles of Advanced Nursing Practice - Clinical | 5 | official catalog Degree Plan row |
| NU 605 | Transition to Practice | 5 | official catalog Degree Plan row |
| NU 610 | NP III Clinical - Primary Care Focus | 5 | official catalog Degree Plan row |
| NU 648 | Specialized Pharmacology for the AGACNP | 2 | official catalog Degree Plan row |
| NU 650 | AGACNP Introduction to Acute Care Management I | 5 | official catalog Degree Plan row |
| NU 651 | AGACNP Introduction to Acute Care Management Clinical I | 5 | official catalog Degree Plan row |
| NU 652 | AGACNP Acute Care Diagnosis and Management II | 5 | official catalog Degree Plan row |
| NU 653 | AGACNP Acute Care Diagnosis and Management Clinical II | 5 | official catalog Degree Plan row |
| NU 654 | AGACNP Acute Care Diagnosis and Management III | 5 | official catalog Degree Plan row |
| NU 655 | AGACNP Acute Care Diagnosis and Management Clinical III | 5 | official catalog Degree Plan row |
| NU 656 | AGACNP Critical Care Management | 5 | official catalog Degree Plan row |
| NU 657 | AGACNP Critical Care Management Clinical | 5 | official catalog Degree Plan row |
| NU 670 | PMHNP Neuroscience and Psychopharmacology | 5 | official catalog Degree Plan row |
| NU 671 | PMHNP Psychopathological Disorders and Psychotherapy | 5 | official catalog Degree Plan row |
| NU 672 | PMHNP Psychotherapy for Individuals, Groups, and Families Clinical | 2 | official catalog Degree Plan row |
| NU 673 | PMHNP Diagnosis and Management Across the Lifespan I | 5 | official catalog Degree Plan row |
| NU 674 | PMHNP Diagnosis and Management Across the Lifespan Clinical I | 2 | official catalog Degree Plan row |
| NU 675 | PMHNP Diagnosis and Management Across the Lifespan II | 5 | official catalog Degree Plan row |
| NU 676 | PMHNP Diagnosis and Management Across the Lifespan Clinical II | 2 | official catalog Degree Plan row |
| NU 677 | PMHNP Diagnosis and Management Across the Lifespan III | 5 | official catalog Degree Plan row |
| NU 678 | PMHNP Diagnosis and Management Across the Lifespan Clinical III | 2 | official catalog Degree Plan row |
| NU 704 | Biostatistics, Epidemiology, and Social Determinants of Population Health | 5 | 2026-2027 catalog, may replace NU 505 |
| NU 706 | Ethics, Policy, and Advocacy in Population Health | 5 | 2026-2027 catalog, may replace NU 506 |
| NU 680 | Gynecological, Reproductive, and Sexual Health | 5 | 2026-2027 catalog, Women's Health NP population focus area |
| NU 681 | Women's Health Practicum I | 5 | 2026-2027 catalog, Women's Health NP population focus area |
| NU 682 | Childbearing Family | 5 | 2026-2027 catalog, Women's Health NP population focus area |
| NU 683 | Women's Health Practicum II | 5 | 2026-2027 catalog, Women's Health NP population focus area |
| NU 684 | Obstetrical Care | 5 | 2026-2027 catalog, Women's Health NP population focus area |
| NU 685 | Women's Health Practicum III | 5 | 2026-2027 catalog, Women's Health NP population focus area |
Turn the catalog map into a registered-term board
Begin with the active degree audit, not the longest possible catalog list. For each registered class, record the code, format, term dates, Unit or module-course status, discussion obligations, seminar time, grading scale, point weights, rubric, project dependencies, clinical or workplace dependencies and next action.
Traditional courses use cumulative grading across the term. Keep each discussion, reply, assignment, seminar or approved alternative, quiz, project stage and final upload as a distinct obligation. ExcelTrack students instead track each module course, readiness result, competency gaps, summative attempt rules and completion state.
Record the time zone beside every deadline and use the current classroom statement when rules differ. A generic calendar cannot establish the exact seminar policy, the number of replies, a late-work rule or a summative retake process for a particular section.
Convert the real rubric into the work plan
Copy every scored criterion or competency into a requirement ledger before researching. Give each row an action verb, evidence need, destination, completion test and status. If a top band asks for analysis, synthesis or application, define the intellectual move that makes it visible instead of simply increasing length.
Keep instructions and scoring rows side by side. Directions control scenario, audience, file type, length and constraints; the rubric controls what earns points. In a competency assessment, the performance statement and evidence conditions become the acceptance test. In a traditional assignment, each weighted row needs a visible answer.
For projects staged across units, maintain one decision ledger: scenario facts, definitions, data periods, assumptions, sources, stakeholders, calculations, recommendations and instructor feedback. Build the final from corrected decisions rather than joining old submissions with contradictions intact.
Program → module course → summative assessment
This is the ExcelTrack program identity. Its catalog plan can share course families with the traditional degree, but the learning path is different: eligible subjects are divided into 1-credit module courses, often visible as an M-suffix code. A module course starts with a readiness check and ends with a summative competency assessment.
ExcelTrack is self-paced inside the term, so a 10-week calendar does not create ten assignment units. The module-course page owns the readiness-to-summative method. A public assessment manual appears only when the real competency and summative instrument have been verified.
Use the correct Purdue Global grading population
Purdue Global publishes different scales for standard undergraduate, School of Nursing undergraduate, graduate, and module or doctoral courses. Record the scale printed in the current syllabus before forecasting a grade. A percentage can mean different academic standing under different populations.
ExcelTrack summative competency assessments use the module-course standard, where B-level performance begins at 80%. Traditional courses accumulate weekly scores, so a missed discussion or seminar obligation can change the required average across every remaining item. Never promise a letter outcome without the registered scale and current points.
After grading, classify feedback as coverage, reasoning, evidence, calculation, format, communication or professional-boundary work. Correct the smallest complete unit, trace dependent claims and exhibits, and write one prevention rule for the next Unit or module course.
Quality and professional boundaries
Run a content pass before a delivery pass. Confirm that every scoring row has an answer, claims fit their evidence, calculations expose inputs and units, limitations are visible, recommendations follow from the analysis, and all tables, figures and prose agree. Then check citations, references, template, filename, file type, accessibility and upload rendering.
Students remain responsible for real discussions, decisions, data authorization, clinical or workplace activity, practicum hours, signatures, identity-verified assessments and final submission. Tutoring can explain, plan, review, calculate, rehearse and help revise de-identified work; it cannot impersonate a student or manufacture experience.
Keep the working draft, exported artifact and upload receipt as separate records. When feedback arrives, version the correction and trace it through every dependent section. That small control prevents a revised table or clinical assumption from disagreeing with the narrative that relies on it.
Use the hierarchy for different questions. The program map answers which public degree plan names the code. The class guide answers how to control the scoring instrument and course rhythm. A Unit or summative manual, when verified, answers how one real deliverable is structured. Keeping those jobs separate prevents a broad catalog description from being mistaken for current classroom directions.
When a live artifact becomes available, verify its header, code, Unit or module-course identity, version, scenario, submission format and scoring instrument before wiring it below the class. Preserve historical distinctions when a later section changes the deliverable instead of silently presenting two versions as one assignment.