鈥淭hat day opened a whole new world to me,鈥� he said. 鈥淚 didn鈥檛 know this profession existed, but I knew immediately it fit who I am.鈥� 

What he saw in that moment was not just treatment. It was a different kind of healing. It was patient, personal, and grounded in human connection. Today, as founding program director of the Doctor of Physical Therapy (DPT) program at Carlow University, that same philosophy shapes how he prepares the next generation of physical therapists. 

Building a Program with Purpose 

Carlow鈥檚 DPT program launched in fall 2023 with a clear goal: to develop clinicians who are not only skilled, but complete. The 33-month program combines classroom learning with 36 weeks of clinical education, including extended internships at the end of the program that allow students to fully step into the role of a physical therapist. 

By the time students graduate, they have already spent months working in real clinical environments, applying what they have learned and building the habits they will carry into their careers. But for Dr. Bhanot, structure alone was not enough. From the beginning, the question was how to create something different. 

An Innovative Framework 

At the center of the program is a simple framework: the head, the hand, and the heart. 

The head represents critical thinking. The hand reflects technical skill. Both have long been priorities in healthcare education. But the heart, which includes empathy, compassion, and the ability to see the person behind the condition, has often received less intentional focus. 鈥淸As a profession] we鈥檝e done a great job developing technical graduates,鈥� said Dr. Bhanot. 鈥淏ut we have not done a great job infusing compassion and empathy into our graduates.鈥�  

At Carlow, that balance is intentional. The University鈥檚 Mercy tradition emphasizes care for the whole person, a philosophy that aligned closely with Dr. Bhanot鈥檚 own approach. 鈥淲hen I talked about this philosophy, they said, 鈥楾hat鈥檚 what we call mercy here,鈥欌�� he said.  

Teaching the 鈥淗eart鈥� 

Translating that philosophy into practice meant rethinking how students are taught. In addition to clinical and scientific coursework, Carlow鈥檚 DPT students engage in a series of humanities-based experiences designed to deepen their understanding of emotion, communication, and human connection. 

In one course, students read and interpret poetry, exploring the emotional perspective of the writer and reflecting on their own responses. In another, they analyze and create visual art, learning to observe and interpret meaning beyond what is immediately visible. A third course focuses on communication, drawing from the University鈥檚 communication faculty to teach both the science and the art of interacting with patients, families, and colleagues. Dr. Bhanot describes these as opportunities to develop skills that are often overlooked but essential to effective care. 鈥淭hese are not soft skills,鈥� he said. 鈥淭hese are hard skills.鈥� 

Together, these experiences help students grow not only as clinicians, but as people who can understand and respond to the needs of others. 

Expanding the Definition of Care 

The program also reflects a broader understanding of what it means to help someone heal. 

Through coursework in lifestyle medicine, students learn to assess and support multiple aspects of a patient鈥檚 well-being, including physical activity, nutrition, stress, sleep, social connection, and substance use. Rather than focusing on a single intervention, they are trained to consider how these factors work together to influence recovery. 

This approach prepares students to think beyond immediate symptoms and consider the full context of a patient鈥檚 life. It also provides an additional opportunity for professional development. Graduates of the program are eligible to sit for certification in lifestyle medicine without completing additional continuing education, giving them an added credential as they enter the field. 

A Program Built Around the Student 

While the curriculum is innovative, the student experience remains highly personal. 

With a cohort of approximately 28 students, the program is intentionally small. Faculty members get to know students early, beginning with the admissions process. Each student is assigned a faculty advisor before classes even begin, creating a relationship that continues throughout the program. 

Regular check-ins allow faculty to monitor both academic progress and overall well-being. Students complete reflections each semester that help guide these conversations, ensuring that they are supported both in and out of the classroom. 鈥淧hysical therapy school is hard,鈥� Dr. Bhanot said. 鈥淏ut it doesn鈥檛 have to be miserable.鈥� 

Students complete 36 weeks of internships, with the majority occurring in the final year of the program. This structure allows them to build a strong foundation before stepping into extended clinical experiences where they begin to function more independently. 

Ready for What’s Next 

Because of the program鈥檚 size and flexibility, clinical placements can be tailored to each student鈥檚 goals. Some remain in the Pittsburgh region, while others complete internships across the country, often in communities where they hope to begin their careers. Students with specific interests, such as pediatrics or pelvic health, are also given opportunities to gain relevant experience before graduating. 

鈥淲e work with them one-on-one to understand their needs,鈥� said Dr. Bhanot. 鈥淚t鈥檚 not just their geographic needs, but their clinical needs as well.鈥� 

By the time students complete their final rotations, they have spent months functioning in clinical environments and building relationships within the profession. Some leave with job offers already in hand. Others have developed connections that position them to move into employment after licensure.   

鈥淲e had a student who wanted to go back to New York City and practice there, so we arranged his final two internships in New York,” Dr. Bhanot said. “When I spoke with him a few weeks ago, he already had a job offer from the employer where he was finishing his internship. We have another student from New Jersey who wanted to return there, and she has received a job offer from her placement as well.鈥� 

Clinical partners have also taken notice. 鈥淭hey always tell us the same thing,鈥� said Dr. Bhanot. 鈥淵our students are different.鈥�  

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鈥淭here鈥檚 so much power in an open door,鈥� she said. 鈥淵ou can be as good as good can be. But if a door never opens, you鈥檙e good outside that door.鈥� 

Dr. Humphrey joined hosts DJ Femi, Kristy Graver, and Rachael Rennebeck for the type of candid, unscripted conversation that has become the signature of PittsburgHER. Produced by Pittsburgh Magazine in collaboration with YaJagoff Media, the biweekly podcast brings local women together to discuss topics pulled from a 鈥渕agnolia bowl.鈥� 

When the conversation turned to the women who had shaped her life,聽Dr.聽Humphrey reflected on those who recognized her potential, challenged聽her,聽and encouraged her to pursue opportunities she may not have imagined for herself.聽Again and again, she said, women in her life told her she was capable of more.

Opening the Door for Someone Else

Those experiences continue to shape how President Humphrey understands leadership. Walking through an open door creates an opportunity, but it also carries a responsibility to hold that door open for someone else. 

鈥淭o whom much is given, much is required,鈥� she said. 鈥淵ou鈥檙e not just getting this for yourself… Carlow was created to provide opportunities to those who didn鈥檛 have opportunity… It was created to meet the next great need.鈥� 

Founded by the Sisters of Mercy, Carlow has long prepared students to use their education in service to others.聽While a聽degree聽from any institution might help open professional or financial doors,聽Carlow聽graduates聽are聽asked聽to consider what they will do with the opportunities they have received and whose path they might help clear next.

Our Connectedness

For Dr. Humphrey, that responsibility begins with being present for the students already walking through Carlow鈥檚 doors. On PittsburgHER, she spoke about visiting the dining hall, sitting with students, and making a point to learn their names. Those conversations give her an opportunity to hear directly about their experiences, ambitions, and concerns. 

She doesn’t view that personal connection as separate from the work of leading a university. It is part of the work.  鈥淚f you go to a school like Carlow, the president should spend time with you,鈥� she said. 鈥淭hey should know you.鈥� 

Knowing students personally allows a university to recognize their talents and help them identify possibilities they have not yet seen for themselves. In that way, the women who opened doors for Humphrey remain present in the way she now leads. 鈥淲e cannot forget the power of our humanity and our connectedness as humans,鈥� she said. 

For a university president, that means knowing the students she serves. For an educator, mentor, or leader, it means noticing potential and helping create an opportunity for it to grow. Sometimes, it begins simply by opening a door. 

Listen to Dr. Kathy Humphrey鈥檚 full conversation with the women of聽PittsburgHER听产别濒辞飞.

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Carlow students often talk about how the program helps them discover their direction. Through clinical placements at hospitals across the Pittsburgh area, students gain exposure to different specialties and begin to see where they belong. For some, that means the NICU. For others, it鈥檚 the emergency department or trauma burn nursing. These experiences can help turn uncertainty into purpose. 

The program also builds the professional qualities that support career advancement over time. Communication, empathy, cultural competence, teamwork, and patient advocacy are not side lessons at Carlow. They are central to what it means to聽become a nurse聽here. Those skills matter whether you are beginning at the bedside, pursuing certification, stepping into leadership, or considering graduate study in the future.聽

Another advantage is the support system around you. Faculty mentors and classmates create an environment where students push through challenges together. That sense of community can help you stay motivated and confident as you prepare for licensure and your first nursing role. 

Carlow鈥檚 strong outcomes and supportive culture remind students of something important: your degree is only the beginning. The BSN program is designed to help you leave with more than credentials. You leave with experience, relationships, and a foundation for advancement in a profession that needs your voice and your care. 

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Growing up with cerebral palsy,聽she聽听迟丑别 transformational impact a caring educator can have. Her teachers found ways to include her, encouraged her through challenges, and helped her see possibilities rather than limitations. Those experiences stayed with her long after elementary school ended.聽

Today, as a 麻豆精品 education major preparing for student teaching, Ashlynn is working toward a simple goal: becoming the kind of teacher she once needed. 

Along the way, Carlow’s faculty, classroom experiences, and mission have continued to shape her approach to education. From her first lessons at the Campus Laboratory School (CLS) to mentoring preschool students of her own, she’s had opportunities to put those lessons into practice and begin discovering the kind of teacher she wants to become. 

We sat down with Ashlynn to talk about the teachers who inspired her, the experiences that shaped her journey, and why she’s excited to create that same sense of belonging for the next generation. 

You’ve said you’ve wanted to be a teacher for a long time. Where did that begin? 

When I was growing up, I always said I wanted to be a teacher. There was some pushback though. It wasn’t necessarily my parents, but some extended family and friends would ask, “Are you sure you want to be a teacher?” 

Then COVID happened, and we started hearing about classrooms that didn’t have a full-time teacher. Some schools were relying on emergency substitutes just to have someone in the room. I kept thinking about the teachers I had growing up. They knew everything about me, and they adored me. I adored them. 

That was the moment it really clicked for me. I thought, I don’t care about the salary. If this is what I love to do, then the money doesn鈥檛 matter. I just want to be the teacher that I had. Those teachers spent hours making sure I felt included in their classroom, and that’s really special to look back on. I still keep in touch with some of them, and truly, I just want to recreate that for today’s students. 

How did you end up at Carlow? 

As I was finishing high school, I knew I wanted to stay close to home. I live in Westmoreland County, and I knew Carlow had a very good teaching program. I applied to Carlow and one other school, and then I applied for Carlow’s Honors Program. 

Being part of the Honors Program made it possible for me to come to Carlow without taking out student loans. Between that and the scholarships I received, I was able to pay my tuition while working, and I’m very grateful for that. 

Once聽I got聽settled here, I knew I had made the right choice. Carlow felt like home. I never felt like a number. I felt like I was a student who had professors and faculty members who genuinely cared about me.

Ashlynn (2nd from left), with Carlow Education faculty and fellow students.

How have the faculty at Carlow helped shape the teacher you’re becoming? 

Dr. Keely Baronak has definitely had the biggest impact on me. I actually met her before I was even a student. She spoke at Celtic Celebration, and my mom and I looked at each other and thought, “Wow, she is just a ray of sunshine.” 

Later, when I came back for another campus visit, she sat down with me and relieved all my worries and nerves. Once I was in her classes, she just continued believing in me and pushing me one step further. Whether I was teaching a lesson at CLS or working on an assignment, she’d say, “Take what you’re doing, but go one step further. Be uncomfortable with what you’re doing because it’s okay to be uncomfortable. That’s how you know you’re learning.” 

I’ve carried that with me ever since. 

What has it been like learning at Carlow’s Campus Laboratory School? 

It’s been one of the most valuable parts of my education because everything is connected. 

Carlow has the Early Learning Center, Montessori and Reggio Emilia preschool classrooms, and then the Campus Laboratory School. Having the opportunity to observe all of those environments has been really special because they’re all different, and I’ve learned something from each one. 

My first lesson in front of children was at CLS, and I was so nervous. But I knew it was going to be okay because the teachers understood exactly where I was in my learning. They were in communication with my professors, so everyone knew the expectations and no one, including me, was ever left in the dark. That kind of collaboration makes such a difference. 

How has Carlow’s mission influenced the way you think about teaching? 

Most of the schools where I’ve completed my field experiences have been in lower-income communities, and it’s hard to see some of the things those children go without. One thing Carlow has taught me is that you might not have every tool in your teacher toolbox, but you can still create meaningful opportunities for your students. 

The coursework has given me the skills and the mindset to know that it doesn’t matter what community I’m teaching in. I can take what I’ve learned and use it to help my students succeed, regardless of what resources a school may or may not have. 

What are you most looking forward to as you prepare for your own classroom? 

Right now, I’m doing my pre-student teaching in second grade, and I love it. I love watching students make those bigger connections and relate what they’re learning to their own experiences. When they finally understand what they’ve been working toward, it’s incredibly rewarding. 

I also think about one of my preschool students. When she first came to us, she barely spoke. She wanted to go home with her mom every day. 

She’s sassy, smart, and probably the most verbose child I know now. She’ll be turning five soon, and I can’t believe she’s going to kindergarten. It’s a complete night-and-day difference from where she started. She totally came out of her shell. 

Seeing a child open up like that shows you they trust you and feel safe around you. That makes you feel really special. 

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Situated in Oakland, Carlow is surrounded by leading hospitals and healthcare facilities, giving students valuable proximity to diverse care settings. Students reference clinical experiences at multiple hospitals throughout the area, allowing them to explore a wide range of specialties and patient populations before graduation. This breadth helps produce graduates who are adaptable, exposed to different care models, and better prepared to transition into professional practice. 

These clinical partnerships do more than offer convenience. They help students identify their niche, whether in emergency nursing, trauma burn care, pediatrics, or neonatal intensive care. Exposure to varied settings supports stronger workforce alignment by helping graduates enter roles that match both their interests and capabilities. 

Equally important, Carlow鈥檚 approach ensures students bring a distinctive care philosophy into those clinical spaces. Employers can expect graduates shaped by a model that emphasizes communication, empathy, respect, and holistic nursing care. Students are trained to support not just the patient, but also the family and broader care experience. 

For healthcare employers seeking nurses who combine clinical readiness with compassion and professionalism, Carlow鈥檚 clinical partnerships are a key differentiator. They help produce graduates who have already engaged with the realities of care and are ready to contribute from day one.

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A recent  called nursing 鈥渢he surefire new path to American prosperity,鈥� pointing to the profession鈥檚 unusual combination of stability, strong earnings and long-term demand. The numbers support that case. According to the U.S. Bureau of Labor Statistics, registered nurses earned a median annual wage of $93,600 in May 2024, compared with $49,500 for all occupations. Employment for registered nurses is projected to grow 5% from 2024 to 2034, faster than the average for all occupations. For nurse practitioners and other advanced practice roles, the outlook is even stronger, with a median annual wage of $132,050 and projected employment growth of 35% over the same period.  

鈥淣ursing is an incredibly broad profession,鈥� said聽Dr. Debra Lee, director of Carlow聽University鈥檚 online聽. 鈥淭here are opportunities in leadership, healthcare organizations, pharmaceutical companies, and medical device companies. The BSN becomes a platform for exploring those possibilities.鈥�

More Than a Practical Choice

For students seeking a career that offers both room to grow and a higher purpose, nursing is a natural option. At 麻豆精品, nursing students are prepared not only to enter a high-demand profession, but to care for patients with the clinical skill, confidence and merciful compassion that define the Carlow approach. 

Dr. Ashley Cole, director of Carlow鈥檚 Bachelor of Science in Nursing program, knows that journey personally. She first came to Carlow as a nursing student in 2004, then continued on for her master鈥檚 and doctorate before returning as a faculty member. Today, she leads the same program that launched her career. 

鈥淎s a student, you felt so supported [at Carlow],鈥� Dr. Cole said. 鈥淎nd that鈥檚 how I want all of my students to feel.鈥� 

With close faculty relationships, students are guided as they move from foundational coursework into simulation labs, hospital settings and direct patient care. 鈥淲e鈥檙e not just treating them like they鈥檙e here to take courses and go home,鈥� said Dr. Cole. 鈥淲e鈥檙e rooted in Mercy values. We want our nursing students to be compassionate. We鈥檙e not just nurses. We鈥檙e healers.鈥� 

The result is preparation that goes beyond technical knowledge. Carlow nursing students learn to think critically, respond with聽compassion聽and see each patient as a whole person. That perspective is rooted in the University鈥檚 Mercy values and carried into every setting where Carlow nurses serve.

Built for Real Life

That mission-driven approach does not come at the expense of practicality. In fact, it is part of it. Students choosing nursing are often making a deeply personal decision, but they are also making a practical one. They are considering cost, time, career mobility and how a degree will fit into the reality of their lives. 

Carlow鈥檚 nursing programs are designed with those realities in mind. Traditional undergraduate students can begin building toward a BSN from day one. Students who already hold a bachelor鈥檚 degree in another field can pursue an accelerated path into nursing, including a full-time track that can be completed in as little as 15 months. Working registered nurses can build on their experience through a fully online RN to BSN program designed for professionals balancing school, work and family responsibilities. 

This is what Carlow University believes nursing education should be. Students need strong clinical preparation. They need pathways that make sense for their lives. And they need an education that prepares them to see patients not as cases, but as people.   

Dr. Angela Summer, director of Carlow鈥檚 Accelerated Second Degree BSN program, feels this holistic support is necessary because nursing students do not all arrive on the same path. 鈥淔rom my perspective, every student that we get in, I feel like they can be successful nurses,鈥� Summer said. 鈥淚f we just give them some grace, some mercy, they can get through the program.鈥� 

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The recognition places Carlow among the top four programs in Pennsylvania and number one in the region, marking a significant achievement for the University鈥檚 recently established College of Education and Social Work and its ongoing mission to address the literacy crisis. Just as importantly, NCTQ identified zero instructional practices contrary to reading research within Carlow鈥檚 Education programs. 

For Dr. Keely Baronak, Dean of the new college, the recognition speaks to the University鈥檚 focus on preparing educators who can meet one of the most urgent needs facing children, families and schools. 

鈥淎t Carlow, structured literacy is more than a response to a new state requirement,鈥� she said. 鈥淚t is part of our longstanding commitment to preparing teachers who understand how reading develops, recognize when a child is struggling, and know how to provide explicit, systematic, and responsive instruction.鈥� 

Dr. Keely Baronak: “Strong reading instruction can change the trajectory of a child鈥檚 life”

鈥淭he聽NCTQ Teacher Prep Review: Reading Foundations鈥澛爀valuates how聽teacher preparation programs equip future educators to teach the five core components of scientifically based reading instruction: phonemic awareness, phonics, fluency,聽vocabulary聽and comprehension. In its聽, NCTQ found that while the number of programs aligned with scientifically based reading instruction has grown, earned an A.聽Carlow earned an A+.聽

Preparation is Key

The report frames the issue clearly: 鈥渁 clear starting point is too often overlooked: teacher preparation.鈥� At Carlow, that starting point has been central to the work. 

Through its undergraduate teacher preparation programs, graduate Reading Specialist program, IDA-accredited dyslexia training, and the community impact of the Peirce Dyslexia Center, Carlow has built a continuum of literacy-focused education designed to prepare teachers who understand how children learn to read and how to support students who need structured, research-based instruction. 

鈥淪trong reading instruction can change the trajectory of a child鈥檚 life,鈥� said Dr. Baronak. 鈥淧reparing teachers to deliver that instruction is both a profound responsibility and a central part of our mission in the College of Education and Social Work. We are proud of this distinction and committed to continuing the work.鈥�   

The 鈥淲orthiest Work鈥� 

That work is especially meaningful at a time when reading proficiency remains a national concern and when schools need educators who are prepared to identify reading challenges early, use evidence-based instruction and support students with dyslexia and other language-based learning differences. 

鈥淭eaching students to read and write is the worthiest work in the world,鈥� said Val Piccini, MEd, Program Director for Carlow鈥檚 MEd in Reading Specialist and Graduate Certificate in Dyslexia Teaching. 鈥淟iteracy is an equity issue, and my passion lies in ensuring today鈥檚 teachers have the knowledge and tools to reach every learner.鈥� 

Carlow鈥檚 A+ rating recognizes the strength of that preparation and the faculty, staff and partners whose work continues to make a measurable difference for future teachers, current educators, children and families. 

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Dr. Debra Lee, director of the聽聽at 麻豆精品, has seen that mindset before.聽

鈥淚 remember a student so very well who came in very sure that the program was just something they had to do to keep their job,鈥� said Debra. 鈥淭hey wanted to do the hoops and get the paper.鈥� 

At the time, the nurse expected the experience to be straightforward: complete the assignments, earn the degree, and move on. But Debra saw something change along the way. 鈥淭hrough the course of the program, that student became one of our strongest advocates,鈥� she said. 鈥淲hat they learned was so much more than 鈥業 get to keep my job.鈥� They started thinking differently about patient problems and realized they had more resources to offer than they ever thought.鈥� 

A Mission That Resonates

Debra came to Carlow through both professional reputation and personal connection. While working at another institution, she had colleagues who completed Carlow鈥檚 Doctor of Nursing Practice program and spoke enthusiastically about their experience. 

鈥淭hey loved the people they were working with and the quality of the program,鈥� she said. 鈥淜nowing their standards were very high, I knew if they were recommending it, the program and the institution were high quality.鈥� When she later explored opportunities in nursing education, the fit quickly became clear. 鈥淭he more I got to know the people here, the more I knew this was the best place for me. The values resonate with me so clearly.鈥� 

Those values are rooted in Carlow鈥檚 heritage as a Mercy institution, where service and compassion are central to education. In nursing, Debra believes that tradition has particular importance. 

鈥淭he integration of the Sisters of Mercy values, the focus on community service, and understanding the social determinants of health are really important parts of what makes Carlow unique,鈥� she said. 鈥淲hen nurses strengthen their ability to work well with people from all walks of life, they鈥檙e going to make better connections with their patients. And that鈥檚 why most people go into nursing in the first place.鈥� 

Building on Experience 

Unlike traditional undergraduate nursing programs, Carlow鈥檚 RN to BSN program is designed specifically for nurses who are already practicing. So, instead of focusing on the fundamentals of patient care, the RN to BSN curriculum emphasizes leadership, community and population health, and professional development. Students also complete a capstone project that allows them to explore a real-world issue connected to their work. 

鈥淚t鈥檚 about helping nurses think deeper and more creatively about problem solving,鈥� said Debra. 鈥淭hey already have the clinical skills. What we help them do is look at patient situations in a broader way and understand their role within the healthcare team.鈥� One of the most important outcomes, she says, is confidence. 鈥淚n the program, nurses begin to find their voice as professional nurses. That鈥檚 incredibly important for standing up for your patients, advocating for them, and making sure they have someone speaking for them when they need it.鈥� 

Learning While Life Continues 

Returning to school can be challenging for working professionals, especially nurses whose schedules often include long shifts and family responsibilities. Many RN to BSN students are balancing several roles at once. 

鈥淭hey probably have anywhere from two to five very full spinning plates,鈥� Dr. Lee said. 鈥淭hey鈥檙e working full-time, raising families, managing their households, and then they add school to the mix.鈥� 

Carlow鈥檚 fully online format helps make that balancing act possible. 鈥淲hen the program is online, students can work on assignments when they have the time. They don鈥檛 have to fight traffic to get to campus or find parking after a long shift.鈥� Faculty also understand the realities their students face. 鈥淲e know that sometimes the only time a nurse has to work on school is late at night or early in the morning,鈥� Debra said. 鈥淲hen they reach out with a question, we try to respond quickly so they can keep their momentum going.鈥� 

Opening New Possibilities 

For many nurses, earning a BSN is just the beginning. The degree can open the door to leadership roles, specialized practice areas, and graduate study. Some graduates pursue careers in education, nursing informatics, research, or quality improvement. 

鈥淢any students know when they come into the program that they want to continue on for their master鈥檚 degree,鈥� said Debra. 鈥淭his program gives them the foundation they need to take that next step with confidence.鈥� Others discover new career paths they hadn鈥檛 considered before. 鈥淣ursing is an incredibly broad profession. There are opportunities in leadership, healthcare organizations, pharmaceutical companies, and medical device companies. The BSN becomes a platform for exploring those possibilities.鈥� 

Still, for Debra, the most meaningful outcome remains the transformation she sees in students themselves. 鈥淭hey come away realizing they鈥檙e stronger nurses than they thought they were,鈥� she said. 鈥淭hey learn more about their profession, but they also learn more about themselves.鈥� 

And sometimes, like the nurse who once just wanted to 鈥済et the paper,鈥� they leave with something far more valuable than a degree: a renewed commitment to the patients and communities they serve.

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Student experiences point to a faculty culture built on accessibility, encouragement, and deep professional commitment. Professors are described as individuals who recognize when students are struggling and step in with meaningful support. That type of mentorship can be critical in a high-intensity major like nursing, where academic expectations and emotional demands are both significant. 

Carlow faculty also help students connect theory to practice. Through coursework that emphasizes communication, empathy, cultural competence, and holistic care, students are prepared to think beyond tasks and toward the broader needs of patients and families. This educational model reflects the kind of nursing preparation many students seek today: clinically sound, ethically grounded, and relationally aware. 

The program鈥檚 smaller, close-knit environment enhances the impact of faculty expertise. Students are not lost in large cohorts. They build ongoing relationships with instructors across multiple years and courses, allowing faculty to guide their growth over time. That continuity helps students build confidence, stay engaged, and persist through challenges. 

For advisors supporting students interested in nursing, Carlow offers a compelling value proposition: a BSN program where faculty are not only knowledgeable educators, but trusted mentors. For many students, that combination can shape both academic success and professional identity in lasting ways.

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Student stories from the program reveal outcomes that extend beyond graduation. Carlow nursing students are entering specialized roles such as the emergency department, trauma burn nursing, and the neonatal ICU. These are not accidental placements. They reflect a program that gives students broad exposure through diverse clinical experiences, helping them identify their strengths and professional direction before they enter the workforce. 

Students also speak to the confidence they build through the program. They learn how to care not only for patients, but for families navigating uncertainty, stress, and grief. They understand that nursing requires resilience, self-awareness, and the ability to communicate with compassion under pressure. These qualities are especially valuable in today鈥檚 healthcare environment, where technical skill must be matched by emotional intelligence. 

Another notable outcome is persistence. Nursing education is demanding, but Carlow students describe a culture in which faculty and peers actively support one another through the challenges of the journey. That support appears to contribute to student success, readiness for practice, and the development of a strong professional identity. 

Healthcare employers and clinical teams benefit from graduates who are not only prepared to perform but prepared to connect. At Carlow, student outcomes reflect a clear mission: developing nurses who are competent, collaborative, and ready to meet the human realities of care.

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