Applicants to UBC have access to a variety of funding options, including merit-based (i.e. based on your academic performance) and need-based (i.e. based on your financial situation) opportunities.
All full-time students in UBC-Vancouver PhD programs will be provided with a funding package of at least $24,000 for each of the first four years of their PhD from September 2024. The funding package may consist of any combination of internal or external awards, teaching-related work, research assistantships, and graduate academic assistantships. Please note that many graduate programs provide funding packages that are substantially greater than $24,000 per year. Please check with your prospective graduate program for specific details of the funding provided to its PhD students.
All applicants are encouraged to review the awards listing to identify potential opportunities to fund their graduate education. The database lists merit-based scholarships and awards and allows for filtering by various criteria, such as domestic vs. international or degree level.
Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their supervision. The duties constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is considered a form of fellowship for a period of graduate study and is therefore not covered by a collective agreement. Stipends vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded.
Graduate programs may have Teaching Assistantships available for registered full-time graduate students. Full teaching assistantships involve 12 hours work per week in preparation, lecturing, or laboratory instruction although many graduate programs offer partial TA appointments at less than 12 hours per week. Teaching assistantship rates are set by collective bargaining between the University and the Teaching Assistants' Union .
Academic Assistantships are employment opportunities to perform work that is relevant to the university or to an individual faculty member, but not to support the student’s graduate research and thesis. Wages are considered regular earnings and when paid monthly, include vacation pay.
Canadian and US applicants may qualify for governmental loans to finance their studies. Please review eligibility and types of loans .
All students may be able to access private sector or bank loans.
Many foreign governments provide support to their citizens in pursuing education abroad. International applicants should check the various governmental resources in their home country, such as the Department of Education, for available scholarships.
The possibility to pursue work to supplement income may depend on the demands the program has on students. It should be carefully weighed if work leads to prolonged program durations or whether work placements can be meaningfully embedded into a program.
International students enrolled as full-time students with a valid study permit can work on campus for unlimited hours and work off-campus for no more than 20 hours a week.
A good starting point to explore student jobs is the UBC Work Learn program or a Co-Op placement .
Students with taxable income in Canada may be able to claim federal or provincial tax credits.
Canadian residents with RRSP accounts may be able to use the Lifelong Learning Plan (LLP) which allows students to withdraw amounts from their registered retirement savings plan (RRSPs) to finance full-time training or education for themselves or their partner.
Please review Filing taxes in Canada on the student services website for more information.
Applicants have access to the cost estimator to develop a financial plan that takes into account various income sources and expenses.
34 students graduated between 2005 and 2013: 1 is in a non-salaried situation; for 0 we have no data (based on research conducted between Feb-May 2016). For the remaining 33 graduates:
Sample employers outside higher education, sample job titles outside higher education, phd career outcome survey, career options.
Graduates of our PhD Program have advanced competencies in nursing research and scholarship, research team participation and management, interdisciplinary collaboration, teaching, entrepreneurship, and translating results to action. They are innovative in their approaches to finding solutions to problems in nursing and healthcare delivery. Our graduates follow a long tradition of being recognized leaders in the field of nursing, who are working to advance the profession for future generations. Graduates take leadership roles within the health authorities or business and faculty positions at university and colleges worldwide.
Job Title Health Director
Employer Seabird Island Band
Job Title Clinician Scientist
Employer St. Paul's Hospital
These statistics show data for the Doctor of Philosophy in Nursing (PhD). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.
2023 | 2022 | 2021 | 2020 | 2019 | |
---|---|---|---|---|---|
Applications | 27 | 14 | 19 | 23 | 20 |
Offers | 14 | 8 | 10 | 10 | 10 |
New Registrations | 10 | 8 | 7 | 9 | 7 |
Total Enrolment | 54 | 45 | 44 | 42 | 38 |
Upcoming doctoral exams, thursday, 4 july 2024 - 12:00pm, friday, 5 july 2024 - 9:00am.
These videos contain some general advice from faculty across UBC on finding and reaching out to a supervisor. They are not program specific.
This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.
Year | Citation |
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2023 | Dr. Moynihan tested the theoretical framework of a nursing intervention designed to reconnect sexually exploited runaway adolescents to supportive family and school relationships. Findings suggest the intervention works as theorized. Promoting supportive relationships may improve health problems, such as emotional distress and substance misuse. |
2023 | Dr. Devane examined youth peer support services in a mental health service context. Using a research community partnership model, she identified key opportunities to strengthen and scale youth peer support services across the provincial organization, Foundry. Her research positions Foundry as a strong leader for further innovation in this field. |
2023 | Dr. Ramsay explored concussions among children and youth in British Columbia. He found that most children and youth with a concussion do not receive follow-up and those with a delayed follow-up visit were more likely to experience poor health. This research provides new evidence to support the importance of timely follow-up after a concussion. |
2023 | Dr. Ojerinde investigated the cervical screening experiences of Black African immigrant women in BC. She found that the participants' social identities interact with different contexts of Canadian society and the healthcare system to create barriers to cervical screening uptake. Her findings may have implications for practice. |
2022 | Dr. Straus' research aimed to understand living well through exploring the experiences of young people who required a ventilator long-term. Her work incorporated stories and photographs and challenges assumptions about what someone with a ventilator can do. Her work also identifies ways healthcare providers can reimagine living well in practice. |
2022 | Dr. Slemon examined how nurses who work in emergency departments promote equity and justice through everyday patient care. Her findings illustrated that despite individual nurses' efforts, promoting equity was not meaningfully supported in this setting. This study can contribute to future interventions to embed equity in health care systems. |
2022 | Dr. Abdulai examined how sexual health-related stigma can be addressed in the context of digital health technologies.Using a trauma-informed care framework, he developed a set of destigmatizing design guidelines.His work provided a reference guide on how sexual health-related technologies can be designed to be trauma-informed and less stigmatizing. |
2022 | Dr. Recsky studied the unintended consequences of health information technologies in primary and community care. In partnership with a local health organization, she co-created a process to address technology-related safety concerns. This research advances our understanding of patient safety in the context of technology-supported healthcare. |
2021 | Dr. Haney studied Canadian abortion nursing from 1960-1999. Her analysis of previously untold stories of Registered Nurses revealed their key contributions to developing and providing safe abortion services amid significant legal, clinical and cultural challenges. Her study adds new insight into abortion, women's health, and nursing history. |
2021 | Dr. Ronquillo examined how Implementation Leadership Characteristics influenced nurses' use of mobile health technologies in clinical practice, and found that stronger implementation leadership among first-level leaders had a larger impact on younger nurses and nurses with diploma and bachelors degrees compared to nurses with graduate degrees. |
Same specialization.
Further information, specialization.
The program focuses on improving health care delivery, advancing and applying nursing knowledge, and evolving health policy.
Program website, faculty overview, academic unit, program identifier, classification, social media channels, supervisor search.
Departments/Programs may update graduate degree program details through the Faculty & Staff portal. To update contact details for application inquiries, please use this form .
The UBC School of Nursing is Canada's top-ranked nursing program and is internationally renowned for their contributions to nursing and health research, nursing philosophy and health system leadership.
I have a BA in Psychology and Sociology from the U of A, but that was many years ago. As I no longer live in Alberta, the communities I know now are situated in Vancouver, so it made sense to complete my BSN and MSN at UBC. This is the University I personally feel most comfortable at. I have felt...
I chose UBC because of its reputation for high quality education and proximity to harm reduction environments that allow me to stay connected to my nursing practice. Studying at UBC has made it possible for me to be a PhD student, nursing leader in public health, and mama to two little kids. I am...
I am drawn to the University of British Columbia’s Nursing program because of Faculty’s research expertise in areas of international nurse education, primary care areas, health leadership, community health, and health equity. In particular, my research interests align well with Suzanne Campbell in...
Great academic programs, great location: the distinct seasons and mild climate are among the reasons why graduate students choose to study here -- from the autumn leaves to cherry blossoms, witness the many colours Vancouver has to offer.
Launched in 2008, the Queen's Nursing doctoral degree has an online and in-person blended delivery model. Our experienced faculty use both synchronous and asynchronous teaching modalities to lead small graduate seminars, engaging you in a lively, critical examination of philosophy, policy and theory while you delve into your own areas of research interests.
This innovative research program will not only give you the tools you need to become an expert in clinical, theoretical, and health system issues, but it will also prepare you for a career as a leader in health research, nursing education, clinical practice, and health care administration.
Program overview, general information.
Our PhD program consists of six courses, five in the first year and one in the second year. There are three mandatory on-site intensive weeks ranging from 5-10 days in length, normally held in early September, mid-January, and early May of the first year of the program. After the intensive weeks, the courses continue with weekly online seminars.
Following the completion of the first-year courses, students will write the comprehensive exam and then take the sixth and final course which is designed to support students in developing a thesis proposal. After a successful oral examination of the thesis proposal, students submit their project for ethics review and then proceed to data collection, analysis, and writing. The thesis requires independent, original research and makes up at least two-thirds of the time normally required for the program.
Upper year students are expected to visit campus at least once per year, normally coinciding with the annual student research conference in spring (usually May); students are required to attend the final thesis examination in person. Nurtured by close mentoring relationships with faculty supervisors, the Queen’s model is to ensure graduate students present and publish their research, and normally complete their program in 4 years.
Additional Resources
Interprofessional Education
Interprofessional education is essential to equip health professional students with the knowledge, expertise, and fundamental values required for collaborative practice. Learn more about how Queen’s Faculty of Health Sciences supports interprofessional education .
Spring/Summer:
For more course information please visit the School of Graduate Studies and Postdoctoral Affairs Academic Calendar .
International student resources, funding & awards, indigenous applicants.
Deadline to apply: Applications for Fall 2024 are due February 1, 2024.
Applications to all graduate programs are made through the School of Graduate Studies and Postdoctoral Affairs starting in September for admission the following year.
Please note, only complete applications will be reviewed by the Graduate Program Committee in the School of Nursing.
In addition to the online application submitted to the School of Graduate Studies and Postdoctoral Affairs, the following documents must be submitted to [email protected] :
The required b accalaureate degree in nursing must be equivalent to a 4-year Canadian program.
In addition to the academic requirements, applicants must provide:
Proof of registration as a registered nurse in own country (will not be required to register with College of Nurses of Ontario). International students who are not registered in Ontario will be unable to conduct thesis research that requires registration;
Proficiency in English . Applicants whose first language is not English or who have not recently studied for at least one complete year at a post-secondary institution where English is the official language of instruction, will be required to obtain satisfactory results in an English language proficiency test, as part of the application process, and before their application will be considered complete.
Please visit the School of Graduate Studies and Postdoctoral Affairs for more details.
I am an international student who is not registered with the college of nurses of ontario, can i still apply.
As an international applicant you are not required to be registered with the College of Nurses of Ontario, but must be registered as a nurse in your own country. If you are not registered as a nurse in Ontario during the program you will be unable to conduct thesis research that requires registration. This limitation on thesis research topics should be considered and discussed with a potential thesis supervisor prior to submitting your application.
No, this is a full-time program only. Most of the course work involved in the program occurs in the first year and most classes are organized for Mondays and Tuesdays.
The decision on a supervisor is made by the Graduate Program Committee, following discussions between you and a potential faculty supervisor. A faculty member must be able to supervise thesis research in your area of interest and be willing to do so, given their current work commitments. It is recommended that you review profiles of faculty members on the School of Nursing website to determine if there is someone who conducts research in your area.
Normally, you should have a general area of research interest before you begin the program, but a specific thesis topic is developed as you engage in course work and discussions with your thesis supervisor. On occasion, an applicant may have a specific plan for research, but this is not typical.
The Graduate Program Committee nominates individual applicants and students for internal scholarships and awards for which they are eligible. In order to be considered for awards in the first year, your application should be completed by February 1st. You are also encouraged to apply for external scholarships and fellowships as early as possible, as some of these may then be available to you during your first year of study. These are often offered by professional organizations or associations in nursing. You may also have the opportunity to work as a teaching assistant and/or research assistant. Contact us if you would like more information about potential external funding.
My experience as a student in the Doctorate of Philosophy in Nursing was so many things. The courses were taught by brilliant professors who are experts in the subject matter. I learned the fundamental skills necessary to be a successful researcher and academic. The program encourages dissemination of student research and provides opportunities for national and international networking. After completing the program, I was recruited for a tenure-track faculty position at my university of choice. I have a career that I love and the knowledge and ability to help make a difference.
Amanda Vandyk , RN, PHD (Queen’s 2013) Assistant Professor, School of Nursing, University of Ottawa
Program description.
The goal of the doctoral program in nursing is to prepare scientists capable of conducting innovative research that results in new and significant contributions to nursing knowledge. The students engage in creative thinking, critical appraisal and synthesis of scholarly work in their field of interest using a wide range of philosophical, theoretical and methodological perspectives.
Course sequence
Depth and breadth of knowledge.
The estimated amount for university fees associated with this program are available. To learn about possibilities for financing your graduate studies, consult the funding and financing section.
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Enrolling at the Bloomberg School of Nursing at the University of Toronto is an excellent choice for anyone who is passionate about nursing. With top-notch education, practical training, and exciting career prospects, you’ll be well on your way to making a positive impact in the healthcare field!
Undergraduate Bachelor of Science in Nursing
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The centre for professional development is where you accelerate your skills.
Advance your healthcare career with flexible continuing education programs from the Centre for Professional Development at Bloomberg School of Nursing, UofT.
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Current student resources, doctor of philosophy (phd).
Innovative, quantitative, and qualitative research that is leading the way not just for nursing but for healthcare around the world. This is Nursing in Action.
The Lawrence Bloomberg Faculty of Nursing’s Doctor of Philosophy (PhD) degree is designed to prepare scientists and scholars with the analytical and research skills required to expand their knowledge of clinical, theoretical, and health systems issues.
Doctoral Programs Information Session
December 4: Admissions Q & A Workshop
December 11: Doctoral Programs Q&A Financial Workshop
Gain a superior understanding of the theoretical foundations of nursing science
A broad appreciation of the relationship between nursing science and the scientific basis of other health disciplines
In-depth knowledge and specialization related to a selected aspect of nursing science
The ability to design and conduct research studies of relevance and importance to nursing science
Commitment to ethical scholarship and collaboration in furthering knowledge with a critical and objective perspective on research
The ability to contribute to the education of undergraduate and graduate nursing students
Note: Effective September 2020, students will no longer enrol in fields of study. (Effective Care and Health Outcomes, Nursing Health Systems, Critical Approaches to Health and Health Care).
Program format, full-time in-person.
Students normally complete the program in four years.
Combining access to renowned nursing researchers and mentors, the PhD program includes two years of course work and at least two years of work on the thesis/research project. In addition to required courses, students also attend a three-day research symposium where they connect with their peers and supervisor.
Why choose bloomberg nursing at u of t.
Bloomberg Nursing was one of the first post-secondary institutions in Canada to offer a graduate education in nursing. Our commitment to excellence continues with the brightest minds in nursing research, scholarship, clinical practice and health care administration. As a graduate of Bloomberg Nursing, you are not only prepared to succeed, you join a community of scholars advancing health care through innovative research and evidence-based knowledge translation that influences policy and practice nationally and internationally.
PhD students must enrol on a full-time basis. PhD students normally complete the degree in four years of full-time study. All requirements for the degree must be completed within six calendar years from the date of the student’s enrolment in the program.
The required course components of the PhD program are offered in-class only.
The PhD in Nursing is offered as a full-time program.
Successful completion of all required courses by the end of Year 2 in the program.
Students must successfully complete a minimum of 3.0 full course equivalents (FCEs) that include:
PhD Seminar (1.0 FCE)
Research methods course NUR 1079Y Research Methods for Knowledge Discovery (1.0 FCE)
One course (0.5 FCE) related to the substantive area of the field of study and thesis plans
One course (0.5 FCE) may be either a method or substantive area course as determined by the student and the supervisory committee.
Students must attain a minimum average standing at the B+ level for required courses.
Students are normally expected to complete all five required courses (3.0 FCEs) by the end of Year 2. If all required courses are not successfully completed (with a minimum average standing at the B+ level) by the end of Year 3, the Faculty of Nursing will normally make a recommendation to SGS for termination of registration.
Students must successfully complete a minimum of 3.0 Full Course Equivalents (FCEs) that include:
Field of study Course (0.5 FCE) that includes one of the following:
At least one method course (0.5 FCE) relevant to the field of study and to the dissertation plans
At least one course (0.5 FCE) related to the substantive area of the field of study and thesis plans
The fifth required course (0.5 FCE) may be either a method or substantive area course as determined by the student and the supervisory committee.
All PhD students should visit the SGS site on PhD supervision. It has important information on the topic of student-supervisor relationship : SGS PhD Supervision
Successful completion of the literature review paper.
The literature review paper topic as well as type and format of the literature review paper must be approved by the supervisor (with signed documentation by the student and supervisor) by March 1 of Year 1. This agreement should specify the problem statement, the format/type of literature review that is appropriate to the field of study, and to the scholarly traditions within which the student’s research is situated.
The literature review paper must be submitted by September 30 of Year 2. The submitted literature review paper will be formally reviewed and evaluated by the supervisor and at least one additional thesis committee member. Written and verbal feedback about the submitted literature review paper will be provided to the student at a supervisory committee meeting. For the literature review paper to be considered a pass, both faculty members’ assessments of the literature review paper must be at the successful completion or pass level . If both examinations are considered pass, the student may receive either a satisfactory or excellent rating at their supervisory committee meeting. If one or both paper reviews are rated unsatisfactory or not pass, then the student receives an unsatisfactory rating at the supervisory committee meeting.
If the student does not successfully complete the literature review paper first submitted, the student will have one additional opportunity to revise and rewrite the literature review paper, based on the feedback received at the supervisory committee. The student must resubmit the revised literature review paper by December 1 of Year 2. This revised literature review paper must be formally evaluated by the supervisor and one other thesis committee member (normally the same committee member who completed the assessment of the original literature review paper). The student will receive feedback about the revised literature review paper at a supervisory committee meeting. For the literature review to be considered a pass, both faculty members’ assessments of the literature review must be at the pass level. If both reviews are considered pass, the student may receive either a satisfactory or excellent rating at their supervisory committee meeting. If one or both reviews are rated failure/not pass , then the student receives an unsatisfactory rating at the supervisory committee meeting.
If the student does not successfully complete the literature review paper on the second attempt, the Faculty of Nursing will normally recommend to SGS that the student’s registration in the PhD program be terminated.
Successful defense of the thesis proposal, normally by the end of Year 2.
Students are normally expected to defend their thesis proposal by the end of Year 2 of their program. Students must successfully defend their thesis proposal no later than the end of Year 3. The format of the proposal will be similar to that of a modified tri-council grant application. Assessment of the thesis proposal consists of both the written proposal and the oral defence of the proposal. Students who do not successfully defend the proposal after the first attempt may have one additional opportunity to successfully present and defend the written proposal, and this must be accomplished before the end of Year 3 of the program.
If the student does not successfully defend the thesis proposal by the end of Year 3 (including a second attempt, if required), the Faculty of Nursing will recommend to SGS that the student’s registration in the PhD program be terminated.
Program Length : 4 years full-time; 5 years transfer-from-master’s
Time Limit : 6 years full-time; 7 years transfer-from-master’s
Applicants are admitted under the general regulations of the School of Graduate Studies . Applicants must also satisfy the Graduate Department of Nursing Science’s additional admission requirements stated below:
Applicants must hold a master’s degree or its equivalent in nursing or related field with at least a B+ standing from a recognized university .
All English facility requirements must be met at the time of application.
Applicants whose primary language is not English and who graduated from a university where the language of instruction and examination was not English must demonstrate proficiency in English. An interview may be required.
Please email connect.nursing@utoronto.ca for information on the PhD program and the application process including identifying a supervisor. Please note that meeting minimum admission requirements does not ensure admission to the program.
Exceptional students who are excellent candidates for the PhD program may apply to transfer from the MN to the PhD program. Students must currently be enrolled in the MN program at the Bloomberg Faculty of Nursing, University of Toronto to qualify.
1. agreement of an identified supervisor., 2. completed the following :.
MN-Clinical : Four courses; two completed with a minimum grade of B+ and the following two required courses, both with a minimum grade of A:
Research design, appraisal, and utilization: clinical.
MN-HSLA : Four courses; two completed with a minimum grade of B+ and the following two required courses, both with a minimum grade of A:
Integrated approaches to research appraisal and utilization part 2.
MN-NP : Four courses; two completed with a minimum grade of B+ and the following two required courses, both with a minimum grade of A:
Introduction to qualitative research: methodologies, appraisal and knowledge translation: nurse practitioner.
Please visit our How to Apply section for detailed information on the application process and required documents.
Implementation science in healthcare, research methods for knowledge discovery, phd student/faculty seminars.
See yourself in our program.
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I was impressed by the dedication and expertise of the faculty members. Their commitment to fostering a dynamic learning environment, combined with their wealth of real-world experience, truly set the […]
I was impressed by the dedication and expertise of the faculty members. Their commitment to fostering a dynamic learning environment, combined with their wealth of real-world experience, truly set the stage for an enriching academic journey. The clinical rotations provided an invaluable opportunity to apply classroom learning to real-world patient scenarios. I had the privilege of working alongside experienced preceptors who provided invaluable guidance and mentorship.
The first year was hard and busy but transformational. The curriculum provided students with various ways of learning including lectures, online discussions, case studies, and simulation labs. Learning hands-on from […]
The first year was hard and busy but transformational. The curriculum provided students with various ways of learning including lectures, online discussions, case studies, and simulation labs. Learning hands-on from instructors who are experts in their field at the simulation lab was priceless. I also learned from fellow classmates who bring the breadth of experiences in different fields. Although course work can be overwhelming sometimes, faculty is supportive of our learning journey.
Being a Doctor of Nursing student has led me on a journey of intellectual growth and discovery and through rigorous research, collaboration with esteemed peers from across Canada, and mentorship […]
Being a Doctor of Nursing student has led me on a journey of intellectual growth and discovery and through rigorous research, collaboration with esteemed peers from across Canada, and mentorship from accomplished faculty at the University of Toronto. This transformative experience is preparing me to contribute positively by bringing valuable insights, fearless innovation, engaged leadership, and expertise to my profession.
Introduced at a time when learning health systems are unfolding across Canada, Bloomberg’s Doctor of Nursing program has commenced at a perfect time. During this program, I have gained a […]
Introduced at a time when learning health systems are unfolding across Canada, Bloomberg’s Doctor of Nursing program has commenced at a perfect time. During this program, I have gained a greater understanding of interplay between health system structures and how nurses are ideal leaders and change agents to advance research and education within these settings. Most importantly, I have felt supported and encouraged by my supervisor, committee, professors, and classmates to continue to generate inquiry across academic and health organizations, situating myself as a lifelong leaner.
I chose to attend Bloomberg Nursing at the University of Toronto for graduate studies to engage deeply with leading nurse scholars and learn within a community of emerging nurse leaders, […]
I chose to attend Bloomberg Nursing at the University of Toronto for graduate studies to engage deeply with leading nurse scholars and learn within a community of emerging nurse leaders, progressing through the master’s program together as a cohort. The Master of Nursing program prepared me to take on leadership roles in advancing nursing practice as my cohort and professors challenge current notions to envision a dynamic future for nursing. I have benefited from the unparalleled networking opportunities that Bloomberg Nursing offers through placement opportunities that put into practice the concepts we learn in the classroom, and a robust and engaged alumni network that mentors the next generation of nurse leaders.
As a student, my most memorable learning experience took place in a second-year class on reflexive nursing practice. Prior to taking this class, I was unaware of reflexive practice and […]
As a student, my most memorable learning experience took place in a second-year class on reflexive nursing practice. Prior to taking this class, I was unaware of reflexive practice and many of the systemically rooted issues in nursing. This class shaped my perspective by encouraging me to reflect on my own positionalities, identities and experiences to better challenge and address issues in nursing such as systemic racism. This class truly inspired me to become as advocate for patient justice and nurse’s rights!
Bloomberg Nursing prides itself on providing our students with expert faculty in the field of nursing innovation and science. You will learn directly from nurses and nurse practitioners with a variety of clinical backgrounds.
Associate Professor CAMH Chair in Mental Health Nursing Research
Associate Professor
Assistant Professor Signy Hildur Eaton Chair in Paediatric Nursing Research
Acting Director, Doctoral Programs Associate Professor RBC Financial Chair in Oncology Nursing Research
Professor – Status only (Primary)
Professor Canada Research Chair (Tier 2) in Care of Frail Older Adults
Professor – Status only (Primary) Mary Jo Haddad Nursing Chair in Child Health Research
Acting Dean and Professor
Acting Associate Dean, Academic Associate Professor Canada Research Chair (Tier 2) in Pediatric Palliative Care
Assistant Professor
Undergraduate
Our accelerated, two-year Bachelor of Science in Nursing program opens the door to a long and rewarding career in health care.
Our Master of Nursing program prepares nurses to be professional leaders in their chosen advanced practice field.
A program designed for nurses who have completed a Master’s degree, preparing them for NP roles.
Providing a multidisciplinary experience that enhances student expertise in their chosen graduate degree.
Thesis-based program. Students learn to identify and investigate a challenge in healthcare or nursing education and design implementation and evidence-based strategies to improve outcomes.
Vision and objectives.
The program prepares nurse scholars who can conduct independent research and assume leadership roles in a variety of setting by focusing on:
Developing knowledge that informs the promotion and positive transformation of health across the lifespan at the individual, group, community and global level
Enhancing Healthcare services and systems through research, leadership, policy development, and organizational change
Sustaining excellence in nursing practices through transformative and caring pedagogies
Graduates will:
The Graduate Program in Nursing at York is an exciting environment to pursue innovative, socially engaging, career-ready education. Contact our Graduate Program Assistant to learn more.
The Doctor of Philosophy Degree in Nursing (PhD) is a thesis-based (dissertation) degree program. The first intake for this newly approved full-time degree program was Fall 2017 . Please see flyer for details about this program and course sequence.
Applicants to the Faculty of Nursing PhD program are not required to identify a supervisor before beginning the program. Students admitted to the program are assigned a Faculty Advisor in the first semester of study. Faculty advisors may transition to the role of Supervisor. If not, faculty advisors will assist with selection of a Supervisor.
PhD Admission requirements
Application deadline : Application deadline February 1 or until program is full. All required documents must be submitted by application deadline.
Application instructions: Please read the application instructions . Prospective students must apply via the University of Windsor’s Faculty of Graduate Studies .
Additional information : Please see the online graduate calendar for details about this program.
Watch https://youtu.be/LvdIkEqeliI
Contact Information: Suneeta Singh Graduate Secretary Faculty of Nursing [email protected] 519.253.3000, x2260
Dr. Jody Ralph Acting Associate Dean, Graduate Programs in the Faculty of Nursing [email protected] 519.253.3000, x2271
The College of Nursing Doctor of Philosophy in Nursing (PhD) program prepares nurse scholars to become leaders that advance nursing as an academic, research and practice discipline. During this program, doctoral students will participate in critical appraisal, knowledge generation, research synthesis and knowledge transfer. As graduates, these nurse scientists will contribute to the health and well-being of individuals, families and communities with recognition of their diversities, vulnerabilities and their environments for health and care.
The PhD program prepares nurse scientists who will:
Students will participate in a program with courses designed to meet student needs for specialization. The learning environment supports inquiry and is intellectually rigorous, stimulating and challenging. Mentorship opportunities are available in research, teaching and leadership in the College of Nursing. Further opportunities for interdisciplinary research and practice are available through the College's association with the other University of Saskatchewan health sciences disciplines. Course subjects include nursing science and philosophy, nursing research methodology and a cognate area relevant to nursing.
Courses are offered using a blended learning model with both live web-conferenced seminars (synchronous) and online delivery (asynchronous). Students must live within North America for the synchronous online web-conference seminar classes. Asynchronous online classes do not have a set class time and work is completed on students own schedule, within the parameters of course timelines.
Degree requirements can be found here .
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For more information about graduate programs in the Arthur Labatt Family School of Nursing, please use the appropriate contact below:
MN-LPNP Program Tel: 519-661-2111 x882440 Email: [email protected]
Other Nursing Programs Tel: 519-661-2111 x83409 Email: [email protected]
The Doctor of Philosophy (PhD) program prepares nurse scientists to conduct research and to assume major roles in the development, evaluation, and dissemination of knowledge about issues of interest to nursing. Acculturated into an academic environment that embodies scholarship, graduates of this program are well-prepared for careers as researchers and educators in both academic and/or healthcare settings.
Students benefit from small classes and excellent access to world-class professors with varied expertise. Nurtured by close mentoring relationships with faculty advisors, students in the doctoral program engage early and continuously in research under the supervision of an advisory committee.
The program emphasizes openness to, and respect for, multiple ways of knowing, living, and being healthy, and valuing of varied philosophical, epistemological, and theoretical viewpoints. The program is closely linked with the research programs of faculty members and is designed for completion in four to five years of full-time study. Please note that applicants to the PhD program are encouraged to contact individual faculty members to discuss their research interests and potential research projects. Applicants to the PhD program must have an agreement for supervision in place to be offered admission to the program.
The PhD program is ideal for students with a strong interest and demonstrated excellence in research as they consider pursuing an advanced career in research, academia, and/or organizational leadership in healthcare and professional settings. Graduates of the PhD program are prepared to engage in advanced roles, such as:
The PhD program offers master’s-prepared registered nurses who are seeking a doctoral degree the opportunity to engage and advance their research and scholarly inquiry within their area of research interest that is linked with both the school’s and faculty’s area of research expertise.
Students in the PhD program will work with their supervisor(s) to develop a research proposal. Information about the strategic research themes in the School of Nursing can be found at https://www.uwo.ca/fhs/nursing/research/index.html .
Graduate of the PhD program will:
The deadline to apply for the PhD program is February 1 . All application documents (i.e., transcripts, letters of reference, and supplemental materials) must be received by the deadline. Review of complete application files begins after February 1 and continues until spaces in each program are filled. Late applications will only be reviewed if space remains in the program. Incomplete applications cannot be reviewed, and it is the applicant’s responsibility to ensure that the application file is complete.
The Graduate Program Admissions Committee reviews all applications meeting the minimum academic average of 78% (B+) and determines whether to offer admission based on a number of factors, including:
Applications will not be reviewed until a supervisory agreement has been submitted. Offers of admission are made as applications are considered, with the first offers being made in April. Successful applicants may accept their offers of admission online.
PhD students normally complete all course work requirements within 16 to 24 months of initial registration, although this varies depending on the student’s substantive focus and knowledge prior to entering the program.
Students in the PhD program may be required to take additional courses to support their research at the recommendation of their supervisor/advisory committee.
For more detailed information about graduate courses offerings in the Arthur Labatt Family School of Nursing, visit the Course Offerings page.
In consultation with their supervisor(s) and advisory committee, students may be required to enroll in additional courses to complement and broaden their understanding of the state of the science within their chosen field of study. These courses must be at or above the 9000-level and may be taken from within the School of Nursing or from other departments.
A limited number of graduate courses may be taken at other universities with approval from the supervisor(s) and advisory committee and the chair of the graduate program. An agreement among Ontario universities allows a Western student to take a course as a ‘guest’ at another Ontario university without paying additional tuition fees. For more information about this option, please contact the graduate programs assistant.
Students in the PhD program are required to participate in at least three terms of doctoral seminar to complete the doctoral seminar milestone. Generally, students will participate in doctoral seminar during the fall and winter terms of their first year, and the fall term of second year. Students are welcome to attend doctoral seminars even after they have completed the seminar milestone.
All PhD students must undertake an independent research study that advances the knowledge within their field of study. To ensure adequate mentoring during this process, the focus of the student’s dissertation must align with the supervisor’s program of research and expertise. Three program milestones related to the dissertation (i.e., coursework, proposal, and final dissertation) must be successfully completed.
Students are admitted to the PhD program in part based on having a supervisory agreement in place with a faculty member(s). After admission, an advisory committee, which is comprised of the student’s supervisor(s) and other faculty advisors, is formed. Decisions about the composition of this committee are made in consultation with the student’s supervisor(s) with the goal of ensuring that the student has access to the necessary breadth of expertise to successfully complete the PhD degree requirements.
The Government of Canada recently announced a cap on new study permits . We have been assured that this cap will not affect incoming Master’s or Doctoral applicants.
If you have any immigration-related questions, Western International’s immigration advisors are happy to help. Please visit Western International’s website , make an appointment with an advisor, or contact the advising team at [email protected] .
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Admission requirements | Admission process | Important dates The PhD program in Nursing, established in 1994 as a joint program with the Université de Montréal, is designed to prepare nurses to contribute to the development of knowledge in the discipline through their careers in research and academia. While students may elect to complete their program at McGill, the partnership with the Faculty of Nursing at the Université de Montréal enables students enrolled in the McGill program to have access to courses and resources at both universities.
About the PhD program
During their doctoral studies, an individualized program of study is developed in collaboration with the faculty advisor that takes into account the students’ previous experiences as well as their personal goals and objectives.
Faculty members in the doctoral program are active in a number of areas including family health, psychosocial oncology, palliative care, cardiovascular health, pain, and chronic illness. They bring expertise in both quantitative and qualitative approaches to inquiry. The Ingram School of Nursing also offers support to students in nursing intervention research (R.R.I.S.I.Q.). Click here for further information.
Applicants to the Doctoral program in Nursing at McGill University are required to:
Applicants to graduate studies must demonstrate an adequate level of proficiency in English prior to admission, regardless of citizenship status or country of origin. Normally, applicants meeting any one of the following conditions are NOT required to submit proof of proficiency in English:
Applicants who do not meet any of the above-listed conditions must demonstrate proficiency in English using one of the following options:
: | : | : |
100 overall, (no less than 20 in each of the four component scores) | 600 | 250 |
*The CBT is no longer being offered. CBT Test results will be accepted as long as considered valid by ETS.
N.B. an institution version of the TOEFL is not acceptable.
McGill must receive appropriate exam results directly from the TOEFL (Test of English as a Foreign Language – visit www.toefl.org ) or IELTS (International English Language Testing Systems – visit www.ielts.org ). Applications will not be considered if test results are not available upon review of dossier in February.
Consult our Applying to Graduate Programs page for more information and detailed instructions regarding program-specific requirements.
Information on McGill's current registration fees for doctoral studies can be found here .
Application deadline
All supporting documents should be submitted by these deadlines
Canadian applicants:
International applicants:
Note: the School of Nursing does not accept Special/Exchange/Visiting applicants to the PhD program.
Visiting scholars who wish to apply to specific courses at the PhD level should contact sonia.semenic [at] mcgill.ca (Dr. Sonia Semenic) , Academic Advisor.
Ingram school of nursing.
The University of Manitoba campuses are located on original lands of Anishinaabeg, Ininew, Anisininew, Dakota and Dene peoples, and on the National Homeland of the Red River Métis. More
University of Manitoba Winnipeg, Manitoba Canada, R3T 2N2
The College of Nursing’s doctoral program promotes the development of outstanding scholars with emerging programs of research focused on health issues among diverse populations. Our program integrates areas of philosophy of science and knowledge translation along with health care services, systems, and policy research as a foundation to nurture health researchers within the discipline of nursing.
Admission requirements.
• Rady Faculty of Health Sciences • Faculty of Graduate Studies
• PhD in Nursing
• 4 to 6 years
Meet our researchers.
Our researchers work collaboratively with clinical and community partners, as well as other researchers, providing real-time solutions to the most pressing challenges faced by those receiving care, those providing care, and decision-makers who determine how care is delivered.
Learn about our researchers
The MCNHR is the only research centre in Manitoba solely dedicated to facilitating and supporting collaborative nursing and health research. Membership is open to all current graduate students in the College of Nursing or other program whose advisor is a member of the College of Nursing. Members benefit from a variety of research support services and funding opportunities.
Numerous scholarship and bursary opportunities are available to Faculty of Nursing graduate students, and to Faculty of Graduate Studies students, to support academic and research goals.
PhD in Nursing courses incorporate in-person course delivery with simultaneous virtual delivery to Canadian students who live off-site. Canadian students who live off-site are required to attend the graduate nursing students orientation in August and the annual Helen Glass Research Symposium.
Expected duration: 4 to 6 years
Tuition and fees: Tuition fees are charged for terms one and two and terms four and five. A continuing fee is paid for term three, term six and each subsequent term. (Refer to Graduate tuition and fees .)
Students graduating from the PhD program in Nursing will:
*NURS 8220 has a pre- or co- requisite course: CHSC 7810 Biostatistics for Health and Human Sciences or equivalent.
For full course descriptions, please visit the Academic Calendar .
You must have an advisor willing to accept you as a student to pursue a PhD in nursing. Please see our current list of advisors accepting students .
International applicants are not required to secure a faculty advisor prior to submitting their application. After the application is reviewed, international applicants will be contacted with a list of potential faculty advisors.
If you are interested in pursuing a graduate degree under the mentorship of a faculty researcher not listed, you are welcome to contact that faculty member directly to inquire about potential graduate positions.
Please review the researcher’s profile prior to contacting them, to ensure your research interest aligns with theirs. When you decide to contact a faculty member regarding a graduate position, please send them the following:
If you have contacted potential advisors and after several inquiries have not received a response, please consider this an indication that they will not be pursuing further conversation.
Applicants can also contact the Graduate Program Student Advisor at [email protected] for more information about advisors.
In collaboration, the student and faculty advisor will discuss the student’s learning needs to determine the fit between advisor and student. The advisor will work with the student to devise a plan for their course of studies. Generally, the advisor will be the student’s thesis/committee chair or comprehensive examination chair. Students must meet, at a minimum, annually with their advisor. Any changes to program plan must be approved by the advisor.
The student-advisor relationship is important in assisting the student to navigate the university system. Students are responsible for initiating and maintaining regular communication with their advisor.
Students are also responsible for understanding and knowing the Faculty of Graduate Studies policies and regulations, as well as the Supplemental Regulations, which provide the guidelines for graduate study.
To qualify for admission to the PhD in Nursing program, you must have a minimum of:
Exceptional Master of Nursing (MN) students from the University of Manitoba who wish to apply to the PhD program before completing the MN program must have completed the above three courses as well as NURS 7340: Evidence Informed Practice (for a total of 12 credit hours).
Applicants who do not possess a research-based Master’s degree, but who have research experience in primary data collection and analysis in health or healthcare services research will be assessed on a case-by-case basis. Students admitted to the doctoral program at the University of Manitoba, College of Nursing, without a research-based Master’s degree or without a pre-requisite course or courses will be required to complete the pre-requisite course(s) in the first two years of their program in addition to courses required for the PhD program.
A minimum adjusted grade point average (GPA) of 3.0 (B) in the last 60 credit hours of university study. All applications are reviewed in the College of Nursing but final approval rests with the Faculty of Graduate Studies. Program admission is on a competitive basis and submission of the above requirements in no way guarantees program acceptance
Students in the PhD in Nursing program will receive approval for admission based on their prior academic and professional performance, research focus, demonstrated leadership and clear readiness to engage in the program. There is an expectation that the students are sufficiently self-directed to pace themselves within the course requirements and time-to-completion policies.
In addition to the admission requirements described here, all applicants must meet the minimum admission and English language proficiency requirements of the Faculty of Graduate Studies .
All applications are reviewed in the College of Nursing but final approval rests with the Faculty of Graduate Studies. Program admission is on a competitive basis and submission of the above requirements in no way guarantees program acceptance.
Applications for the Nursing PhD program are accepted for September entry only. Applications must be completed online and include several parts:
Applicants must be prepared to submit documentation as outlined in the College's Non-Academic Admission Requirements by July 15.
Please read the Faculty of Graduate Studies application instructions before beginning your application.
Applications are reviewed on a committee basis . The Admissions committee for Architecture reviews applications in March.
Applications open up to 18 months prior to start term.
Term | Annual application deadline |
---|---|
Fall (September) | January 15 |
Term | Annual application deadline |
---|---|
Fall (September) | December 1 |
Applicants must submit their online application with supporting documentation and application fee by the deadline date indicated.
Start or continue your application
Applications are reviewed on a committee basis . The Admissions committee for City Planning reviews applications in March.
Winter applications are accepted on a case-by-case basis.
Applications are reviewed on a committee basis . The Admissions committee for Design and Planning reviews applications in March.
Term | Annual application deadline |
---|---|
Fall (September) | January 10 |
Applications are reviewed on a committee basis . The Admissions committee for Interior Design reviews applications in March.
Applications are reviewed on a committee basis . The Admissions committee for Landscape Architecture reviews applications in March.
Term | Annual application deadlines |
---|---|
Fall (September) | January 15 |
Applications are reviewed on a committee basis . The Admissions committee for Anthropology reviews applications in March/April.
Applications are reviewed on a committee basis . Please contact the department for admission committee review timelines.
Applications open September 1 of year prior to start term.
Applications open up to 18 months prior to start term.
Term | Annual application deadline |
---|---|
Fall (September) | May 1 |
Winter (January) | September 1 |
Term | Annual application deadline |
---|---|
Winter (January) | June 1 |
Fall (September) | January 15 |
Term | Annual application deadline |
---|---|
Winter (January) | June 1 |
Fall (September) | January 15 |
Applications are reviewed on a committee basis . The Admissions committee for History reviews applications in February.
Applications are reviewed on a rolling basis .
Applications open July 1 of year prior to start term.
Term | Annual application deadline |
---|---|
Fall (September) | March 15 |
Term | Annual application deadline |
---|---|
Fall (September) | February 1 |
Applications are reviewed on a Committee basis . The Committee for German and Slavic Studies reviews applications in February/March.
Term | Annual application deadlines |
---|---|
Fall (September) | May 1 |
Winter (January) | September 1 |
Term | Annual application deadlines |
---|---|
Winter (January) | June 1 |
Fall (September) | February 1 |
Applications are reviewed on a rolling basis .
Term | Annual application deadline |
---|---|
Fall (September) | May 1 |
Term | Annual application deadline |
---|---|
Fall (September) | March 1 |
Term | Annual application deadlines |
---|---|
Fall (September) | May 1 |
Winter (January) | October 1 |
Term | Annual application deadlines |
---|---|
Fall (September) | March 1 |
Winter (January) | July 1 |
Applications are reviewed on a committee basis . The Admissions committee for Management reviews applications in February / March.
Applications are reviewed on a committee basis . The Admissions committee for Physical Therapy reviews applications in April / May.
Applications open August 1 of the year prior to start term.
Term | Annual application deadline |
---|---|
Fall (August) | November 15 |
Term | Annual application deadline |
---|---|
Fall (September) | June 1 |
Winter (January) | October 1 |
Summer (May) | February1 |
Term | Annual application deadline |
---|---|
Fall (September) | March 1 |
Winter (January) | July 1 |
Summer (May) | November 1 |
Applications are reviewed on a committee basis . Please contact the department for admission committee review timelines.
Term | Annual application deadline |
---|---|
Fall (September) | June 1 |
Winter (January) | October 1 |
Term | Annual application deadline |
---|---|
Fall (September) | March 1 |
Winter (January) | July 1 |
Term | Annual application deadline |
---|---|
Summer (July) | September 1 |
Term | Annual application deadline |
---|---|
Summer (June) | August 1 |
Program currently undergoing review, applications will not be opening at this time.
Term | Annual application deadline |
---|---|
Summer (July) | August 15 |
Select Preventive Dental Science in the Program drop-down on the application form.
Term | Annual application deadline |
---|---|
Fall (August) | June 1 (year prior to start term) |
Term | Annual application deadline |
---|---|
Fall (September) | August 1 |
Applications are reviewed on a committee basis . The Admissions committee for Educational Administration, Foundations and Psychology reviews applications in March / April.
Applications to Educational Administration, Foundations and Psychology are currently closed.
Term | Annual application deadline |
---|---|
Fall (September) | January 8 |
Summer (May) | January 8 |
Term | Annual application deadline |
---|---|
Fall (September) | January 8 |
Applications are reviewed on a committee basis . The Admissions committee for Education reviews applications in February / March.
Applications to Education PhD are currently closed.
Term | Annual application deadline |
---|---|
Fall (September) | May 1 |
Winter (January) | September 1 |
Summer (May) | January 4 |
Term | Annual application deadline |
---|---|
Fall (September) | February 1 |
Winter (January) | June 1 |
Summer (May) | October 1 |
Applications are reviewed after the deadline, with decisions issued in March - April.
Term | Annual application deadline |
---|---|
Fall (September) | June 1 |
Winter (January) | October 1 |
Summer (May) | February 1 |
Term | Annual application deadlines |
---|---|
Fall (September) | June 1 |
Winter (January) | October 1 |
Summer (May) | February 1 |
Term | Annual application deadlines |
---|---|
Fall (September) | March 1 |
Winter (January) | July 1 |
Summer (May) | November 1 |
Term | Annual application deadlines |
---|---|
Fall (September) | May 1 |
Winter (January) | September 1 |
Summer (May) | January 4 |
Term | Annual application deadlines |
---|---|
Fall (September) | February 1 |
Winter (January) | June 1 |
Summer (May) | October 1 |
Term | Annual application deadlines |
---|---|
Fall (September) | May 1 |
Winter (January) | September 1 |
Summer (May) | January 15 |
Currently not accepting applications to this program.
Applications are reviewed on a committee basis . Please contact the department for admission committee review timelines.
Term | Annual application deadlines |
---|---|
Fall (September) | March 1 |
Winter (January) | June 1 |
Applicants must submit their online application with supporting documentation and application fee by the deadline date indicated. Applications received by the March 1 deadline for a September start-date will receive first consideration for any available funding. Late applications will be considered on a case-by-case basis for any available funding, please contact the department for further information.
Applications are reviewed on a committee basis . The Admissions committee for Human Rights reviews applications in January - March.
Applications are reviewed on a committee basis . The Admissions committee for Law reviews applications in January - March.
Term | Annual application deadline |
---|---|
Fall (September) | December 15 |
Applications are reviewed on a committee basis . The Admissions committee for Nursing (MN) reviews applications in April / May.
Term | Annual application deadline |
---|---|
Fall (September) | November 1 |
Applications are reviewed on a committee basis . The Admissions committee for Nursing PhD reviews applications in February / March.
Applications are reviewed on a committee basis . The Admissions committee reviews applications as per the timelines noted below each table.
Term | Annual application deadlines |
---|---|
Fall (September) | May 15 |
Winter (January) | September 15 |
Summer (May) | January 15 |
Winter applications reviewed in October Summer applications reviewed in February Fall applications reviewed in June
Term | Annual application deadlines |
---|---|
Fall (September) | January 15 |
Winter (January) | May 15 |
Summer (May) | September 15 |
Winter applications reviewed in June Summer applications reviewed in October Fall applications reviewed in February
Applicants must submit their online application with supporting documentation and application fee by the deadline date indicated. This includes having the support of a faculty supervisor before you apply.
Applications are reviewed on a committee basis . The Admissions committee for Natural Resources Management reviews applications in March - June.
Term | Annual application deadline |
---|---|
Fall (September) | June 1 |
After the annual application deadline (see below), applications are reviewed on a committee basis by the Faculty of Social Work internal admissions committee. Once this process is complete, decisions are sent to all applicants in March / April.
Applications open July 1 of year prior to start term.
Term | Applications open | Annual application deadline |
---|---|---|
Fall (September) | July 1 | December 1 |
Applications are reviewed on a committee basis . The Admissions committee for Social Work reviews applications in March / April.
Term | Applications open | Annual application deadline |
---|---|---|
Fall (September) | July 1 | January 15 |
Term | Applications open | Annual application deadline |
---|---|---|
Fall (September) | July 1 | October 15 |
Applications are reviewed on a committee basis . The Admissions committee for Music reviews Fall term applications in December / January, and Winter term applications in July.
Term | Annual application deadlines | Audition dates |
---|---|---|
Fall (September) | December 1 | January 22-27, 2024 |
Winter (January) | Winter intake currently suspended |
Term | Annual application deadlines |
---|---|
Fall (September) | June 1 |
Winter (January) | October 1 |
Applications are reviewed on a committee basis . The Admissions committee for Occupational Therapy reviews applications in May / June.
Master of Occupational Therapy regular program applications open September 15 of the year prior to deadline .
Term | Annual application deadlines |
---|---|
Fall (August) | February 1 |
Term | Annual application deadlines |
---|---|
Fall (August) | January 15 |
Master of Occupational Therapy accelerated program applications open October 1 of the year prior to deadline .
Term | Annual application deadlines |
---|---|
Fall (August) | May 1 |
Winter (January) | October 1 |
The name of your confirmed supervisor is required at the time of application. To identify a prospective thesis research supervisor on your application, please contact Immunology Faculty members .
Applications are reviewed on a committee basis . The Admissions committee for Community Health Sciences reviews applications in March / April.
Fall 2025 applications are currently closed.
The name of your preferred supervisor is required at time of application.
Applications are reviewed on a committee basis . Students selected for in-person interview will be notified in February.
Term | Applications open | Annual application deadline |
---|---|---|
Fall (September) | November 15 | January 11 |
Applications are reviewed on a committee basis . The Admissions committee for Physician Assistant Studies reviews applications in April.
Offers of admission will be released to successful applicants on May 17, 2024 from the University of Manitoba Master of Physician Assistant Studies, the same day as the University of Toronto BScPA Program and McMaster University Physician Assistant Education Program. The three institutions are pleased to provide applicants their offers on the same day to help with the decision-making process.
Applications are reviewed on a committee basis . The Admissions committee for Pharmacology and Therapeutics reviews applications one month after the application deadline.
Applications for Pathology MSc are reviewed on a rolling basis .
Applications for Pathologist Assistant are reviewed on a committee basis . The Admissions committee for Pathologist Assistant reviews applications in April / May.
The Pathologist Assistant program only admits Canadian and US students every two years. The Fall 2023 intake has been suspended. The next intake is tentatively scheduled for Fall 2025.
Term | Applications open | Annual application deadlines |
---|---|---|
Fall (September) | April 1 (Pathology MSc) October 1 (Pathologist Assistant) | March 31 (Pathologist Assistant) June 1 (Pathology MSc) |
Term | Applications open | Annual application deadlines |
---|---|---|
Fall (September) | April 1 | March 1 (Pathology MSc) |
Term | Annual application deadlines |
---|---|
Fall (September) | February 1 |
Winter (January) | May 1 |
Term | Annual application deadlines |
---|---|
Fall (September) | February 1 |
Winter (January) | June 1 |
Term | Annual application deadlines |
---|---|
Summer (May) | February 1 |
Term | Annual application deadlines |
---|---|
Fall (September) | February 15 |
Winter (January) | June 15 |
Summer (May) | October 15 |
Applications are reviewed on a committee basis . The Admissions committee for Statistics reviews applications in March / April.
Term | Annual application deadlines |
---|---|
Fall (September) | February 1 |
Term | Annual application deadlines |
---|---|
Fall (September) | February 15 |
Winter (January) | Winter intake currently suspended. |
Applications are reviewed on a committee basis . The Admissions committee for Biological Sciences reviews applications one month after deadline.
Applications are reviewed on a committee basis . The Admissions committee for Indigenous Studies reviews applications in February and June.
Term | Annual application deadlines |
---|---|
Fall (September) | January 15 (for scholarship consideration) May 15 |
Applicants must submit their online application with supporting documentation and application fee by the deadline date indicated. For those who wish to be considered for scholarships, applications must be received by January 15 of the year in which you're seeking admission.
Applications are reviewed on a committee basis . The Admissions Committee for Applied Human Nutrition reviews applications in February.
Term | Applications open | Annual application deadline |
---|---|---|
Fall (September) | October 1 | January 6 |
Term | Annual application deadlines |
---|---|
Fall (September) | March 1 |
Winter (January) | July 1 |
Term | Annual application deadline |
---|---|
Fall (September) | February 15 |
Les demandes d’admission sont évaluées par un comité . Le comité d’admission évalu les demandes durant les mois de Mars et Avril.
Les demandes peut être surmise jusqu’à concurrence de 18 mois avant le début de premier trimestre.
Session | date limite |
---|---|
automne (septembre) | 1 juin |
hiver (janvier) | 1 octobre |
été (mai) | 1 février |
Session | date limite |
---|---|
automne (septembre) | 1 mars |
hiver (janvier) | 1 juillet |
été (mai) | 1 novembre |
Toute demande d’admission en ligne doit être déposée, avec documents à l’appui, au plus tard aux dates indiquées.
Soumettre ou continuer votre application
Learn about the tuition and fee requirements associated with graduate studies at UM.
Explore the opportunities available to Nursing graduate students
Be a part of the College of Nursing research community that is working to improve the quality of life for all Canadians.
Explore program requirements and detailed descriptions for required and elective courses through the PhD in Nursing.
Explore the College of Nursing, where your studies can lead to a rewarding career – through patient care in a wide range of settings or in shaping the future of health care policy.
Discovery happens here. Join the graduate students and researchers who come here from every corner of the world. They are drawn to the University of Manitoba because it offers the opportunity to do transformational research.
Join the students and researchers who come here from every corner of the world.
Be adventurous, challenge yourself and make a difference.
Experience a world-class education in the heart of Canada.
We offer state of the art facilities with 140 years of history.
Faculty of Graduate Studies Room 500 UMSU University Centre 65 Chancellors Circle University of Manitoba (Fort Garry campus) Winnipeg, MB R3T 2N2 Canada
[email protected] Phone: 204-474-9377
Monday to Friday 8:30 a.m. to 4:30 p.m.
College of Nursing, Rady Faculty of Health Sciences Helen Glass Centre for Nursing 89 Curry Place University of Manitoba Winnipeg, MB R3T 2N2 Canada
[email protected] Phone: 204-474-7452 Toll Free: 1-800-432-1960 ext 7452 (North America) Fax: 204-474-7682
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Memorial University's Faculty of Nursing launched its Doctor of Philosophy (PhD) in Nursing program in September 2013.
The aim of the program is to educate our next generation of nurse researchers and scholars as leaders in nursing practice, education, research, administration, and policy.
The PhD program will influence nursing practice, improve care, and promote positive patient/client outcomes.
The next entry to the PhD program is September 2026 . Applications are due by January 31 2026.
Program Overview
The degree of Doctor of Philosophy (PhD) in Nursing is offered in areas reflective of the strength and expertise of current faculty members in the Faculty of Nursing. All students are required to be on site in St. John's, Newfoundland and Labrador, for the first six semesters (i.e., two academic years). The program's curriculum consists of a minimum of six courses, two internships, graduate seminars, and a dissertation.
Faculty Profiles
The following faculty members may be available to act as supervisors or co-supervisors.
Karen Parsons, BN (Memorial), MN (Memorial), PhD (Rush), RN
Dr. Parsons' research expertise is in the area of aging and the older adult. Although she is interested in many aspects of healthy aging, she is primarily interested in the older adult's experience with age-associated memory loss and mild cognitive impairment.
Dr. Parsons is also interested in the area of family care giving for the older adult especially families caring for frail older adults and those with dementia of the Alzheimer's type. She is currently planning to explore innovative teaching strategies with undergraduate students as a means to increase interest and improve attitudes toward caring for the older adult. Methodologically her expertise is in qualitative research, particularly hermeneutic phenomenology, but she also has experience in grounded theory.
Kimberly Jarvis, BN (Memorial), MN (Memorial), PhD (Alberta), RN
Kimberly has been engaged in nursing education and research in Qatar, Ethiopia, Ghana, and Canada for more than 10 years. Her clinical practice is community/public health. She joined the Faculty of Nursing at Memorial University in 2018. Her research focuses on the intersection of culturally entangled practices and gendered roles that have marginalizing consequences for women, particularly upon a woman’s sexual and reproductive health. She endeavors to understand, measure and evaluate these issues so to effect change in health care practice and social policy. Kimberly conducts her research in both a Canadian and sub Saharan African context employing critical qualitative approaches.
April Pike, BN (Memorial), MN (Memorial), PhD (Memorial), RN
Dr. Pike's program of research and practice are in the field of genetics and risk, simulation and cardiovascular disease. She has been involved in several studies related to the psychosocial aspects of living with genetic conditions, including arrhythmogenic right ventricular cardiomyopathy (ARVC) and familial colorectal cancer type X (FCCTX).
Dr. Pike has received grants from several funding agencies including Memorial University of Newfoundland (MUN) Office of the Public Engagement, MUN School of Nursing (MUNSON), Association of Registered Nurses, Atlantic Regional Canadian Association of Schools of Nursing, Newfoundland and Labrador Healthy Aging Research Program and the Heart and Stroke Foundation. She is currently the Co- Principal Investigator on a research project (MUN Seed, Bridge and Multidisciplinary Fund) dealing with fostering success on the NCLEX-RN, as well as a Co-Investigator on a Teaching and Learning Grant involved in exploring the integration of high fidelity simulation into the undergraduate nursing curricula.
Dr. Pike has expertise in qualitative health research methods, grounded theory and phenomenology.
Joy Maddigan, BN (Memorial), MN (Memorial), PhD (Calgary), RN
Dr. Maddigan’s research interests are interdisciplinary, primarily practice-based and focused on mental health and illness; particularly the quality of life and recovery outcomes for those who suffer from early psychosis. Using mixed methods approaches to better understand the recovery milestones and experiences of individuals and families, Joy’s research goals include fostering a greater understanding of the therapeutic work of psychiatric mental health nurses and the impact of their work on the health of the population.
Joy is currently concluding a pilot study that examined the feasibility of implementing a ten-year follow up study of individuals and families who participated in the early psychosis program of Eastern Health. Applications for funding the long term study are being explored. In addition development work is underway on a study to examine the effect of an illness beliefs intervention on the short term recovery outcomes of individuals who have experiences a first episode of psychosis. Involving clinical nurses in research on nursing practices is a developing but important part of Joy’s emerging program of research.
Julia Lukewich, BNSc (Queens), PhD (Queens), RN
twitter: @jlukewich
Dr. Lukewich is a leader in her field of research, which is focused on improving delivery of primary healthcare across Canada through the optimization of family practice nursing within team-based models of primary care. Her program of research is supported by a number of provincial and national research grants, including several from the Canadian Institutes of Health Research (CIHR). She is leading a variety of research projects concentrated on better understanding which organizational strategies best support the integration and optimization of nursing within primary care, with a particular focus on chronic disease management.
Many of her research projects involve close collaboration with community and government partners in Newfoundland and Labrador and across Canada. Most notably, Dr. Lukewich successfully led a pan-Canadian team of expert researchers and nursing leaders, in partnership with the Canadian Nurses Association, Canadian Family Practice Nurses Association, and the Canadian Association of Schools of Nursing, in the development of national competencies for registered nurses in primary care. In June 2020, she began her tenure as President of the Canadian Family Practice Nurses Association, where she will provide a voice and mentorship for nurses in primary care across Canada, set and support the strategic direction of the association, and ensure excellence in governance.
Dr. Lukewich has expertise in quantitative research methods, including cross-sectional designs, systematic reviews, scoping reviews, and secondary data analysis. She has a strong record of publication and has been the recipient of several awards/recognitions acknowledging her academic impacts. Dr. Lukewich’s research has tremendous value for patients, healthcare providers, policy-makers, employers, and educators in our province and across the country.
Ahtisham Younas, BN (Shifa College of Nursing), MN (Memorial), PhD (Memorial)
Dr. Ahtisham Younas’ program of research has two streams. The first stream focuses on developing nurses/nursing students’ caring and behavioral competencies (e.g., social justice, compassion, self-awareness, ethical sensitivity, ethical decision-making, and caregiving) to improve compassionate and person-centered care for marginalized and underserved populations.
The second stream focuses on understanding and addressing the impact of social and structural determinants on care and self-management of underserved populations. Dr. Younas is a research methodologist with expertise in mixed methods, Q-methodology, implementation science, advanced quantitative and qualitative methodologies, scoping, integrative, and qualitative research reviews.
He engages in global health and nursing research and has collaborated on a wide range of projects in Italy, Spain, United Kingdom, United States, Denmark, Columbia, Australia, Pakistan, and the Philippines. Dr. Younas has an extensive publication record and has been published in top-tier clinical and methodological journals. He is a peer review for around 75 International Journals and is the editor-in-chief of Creative Nursing (a Sage Journal) and an associate editor for Heliyon Public Health.
Kathleen Stevens, BN (Memorial), MN (Memorial), PhD (Memorial)
Kathleen Stevens’ program of research is focused on self-management and nursing education. She is particularly interested in preventative foot health and foot self-management interventions, and diabetes with the goal of preventing skin breakdown and devastating complications such as foot ulceration and amputation. Her interest in nursing education research is broad and includes Strengths-Based Nursing, teaching strategies, situational judgement testing and nursing admissions criteria, and peer mentoring. She is currently leading several funded research projects.
Stevens is a leader in foot health and diabetes at the provincial and national level. She is a member of the executive of the Newfoundland and Labrador Advanced Foot Care Special Interest Group. She has been involved with the Canadian Association of Foot Care Nurses Association as a Board Member for six years. Dr. Stevens is involved in multi-disciplinary work as a member of Wounds Canada. Through this organization she is a member of the working group updating the Best Practice Recommendations for the Diabetic Foot, the Diabetic Foot Committee, and the Diabetic Foot Task Force.
Dr. Stevens is a mixed-methods and patient-oriented researcher with expertise in quantitative and qualitative methods. Dr. Stevens has a growing record of published articles both in local publications and in peer reviewed journals. Through her research and service she endeavors to impact health policy, implement knowledge translation initiatives that reduce diabetic foot complications, and improve nursing education and the student experience.
Robin D. Burry , BScN (University of Ottawa), MN (USQ, Australia), PhD (University of Ottawa)
Robin D. Burry is an Assistant Professor in the Faculty of Nursing at Memorial University of Newfoundland. In her 23 years as a registered nurse, she has held a variety of clinical and administrative roles and been responsible for the implementation and evaluation of multiple system wide change initiatives. Her program of research focuses on new graduate nurses' transition to practice, their mental health and well-being, and associated supportive processes such as mentorship. Robin employs both qualitative and quantitative methods in her research and is the principal investigator of several funded projects focused on making connections between system processes and outcomes at the level of the organization, patient, and nurse. Robin welcomes the opportunity to mentor undergraduate and graduate students to assist them reach their nursing, research, and academic goals.
Expertise and areas of interest : New graduate nurses, transition to practice, mentorship, organizational and professional socialization, nursing recruitment, retention and recognition, qualitative and quantitative research methods, interpretive description, secondary data analysis, systematic reviews, quality improvement and program evaluation.
Application dates.
| | |
Entry into the PhD is every second even year (i.e., 2022, 2024, 2026). Applicants interested in pursuing a PhD in Nursing in odd years may apply as a non-registered student to take electives. However, this does not guarantee entry into the Nursing PhD program. If seats are available, a second admission process may be launched in January 2024 with notification posted on this page.
Applicants must:
Letter of intent: an important part of the application process that provides a formal sample of the applicant’s writing and an opportunity to reflect upon preparation and goals in pursuing the doctoral degree in Nursing.
Curriculum vitae (CV), including educational background, employment history, professional/academic affiliations and publications or awards .
Sample of scholarly writing (e.g., a chapter of thesis, published article, project paper) uploaded to your application checklist in PDF format.
All applicants are required to submit the standard UVic graduate studies application package according to the guidelines from the Faculty of Graduate Studies , and must include in this package additional materials required by the School of Nursing. The application procedure is as follows:
If you meet the requirements to enter the Faculty of Graduate Studies at the University of Victoria, your application will be forwarded electronically to the School of Nursing for further consideration. Notification of final decisions will be sent via email by both the School of Nursing and Graduate Admissions and Records, Faculty of Graduate Studies.
Once accepted into the PhD in Nursing, confirmation of your intent to pursue studies must be sent to both the Graduate Admissions and Records office and the School of Nursing. In the event that you are unable to accept the offer into the PhD program in the year it is offered, you will be invited to reapply for the next admission date. In these instances, applicants are encouraged to highlight in the subsequent admission that an offer into the program has previously been made.
Contact [email protected]
The goal of the doctoral program in nursing is to prepare scientists capable of conducting innovative research that results in new and significant contributions to nursing knowledge. The students engage in creative thinking, critical appraisal and synthesis of scholarly work in their field of interest using a wide range of philosophical, theoretical and methodological perspectives. This doctoral program is only available as an on campus program with no option for students to enroll in courses at a distance.
The PhD program consists of three fields:
The estimated amount for university fees associated with this program are available under the section Finance your studies .
International students enrolled in a French-language program of study may be eligible for a differential tuition fee exemption .
Academic Office, Faculty of Health Sciences 125 University Private, Room 242 Ottawa, Ontario, Canada K1N 6N5
Email: [email protected]
Facebook | Faculty of Health Sciences
For the most accurate and up to date information on application deadlines, language tests and other admission requirements, please visit the specific requirements webpage.
Notes: International candidates must check the admission equivalencies for the diploma they received in their country of origin.
Applicants must be able to understand and fluently speak the language of instruction (French or English) in the program to which they are applying. Proof of linguistic proficiency may be required.
Applicants whose first language is neither French nor English must provide proof of proficiency in the language of instruction.
Students enrolled in the master’s program in nursing at the University of Ottawa may be eligible to fast-track directly into the doctoral program without writing a master’s thesis, provided the following conditions are met:
The Service Request must take place by the end of the fourth term of study at the latest. The application deadline for such a transfer is the first Monday of May.
Requirements for this program have been modified. Please consult the 2023-2024 calendars for the previous requirements.
Students must meet the following requirements:
Code | Title | Units |
---|---|---|
Compulsory Courses: | ||
Theoretical and Philosophical Perspectives in Nursing | 3 Units | |
6 course units from: | 6 Units | |
Methods of Quantitative Analysis | ||
Perspectives and Paradigms in Qualitative Research | ||
Systematic Review and Meta- Analysis | ||
Qualitative Research in Nursing and Health Sciences | ||
Knowledge Synthesis in Nursing and Health Sciences | ||
Quantitative Research in Nursing and Health Sciences | ||
Causal Modeling in Psychological Research | ||
Seminar: | ||
Doctoral Seminar | 3 Units | |
Electives: | ||
3 elective course units | 3 Units | |
Thesis Proposal: | ||
Thesis Proposal | ||
Thesis: | ||
Doctoral Thesis |
In addition to EDU 7395 , EDU 8190 , EPI 6188 , NSG 6140 , NSG 7303 , NSG 7304 and PSY 7101 , an in-depth research methodology course related to the student's research and approved by the thesis supervisor and the assistant director graduate programs, may be chosen.
Related to the student's research and approved by the thesis supervisor.
Students are responsible for ensuring they have met all of the thesis requirements .
The passing grade in all courses is B.
Students who fail two courses (equivalent to 6 units) or the thesis proposal or whose research progress is deemed unsatisfactory, are required to withdraw.
Located in the heart of Canada’s capital, a few steps away from Parliament Hill, the University of Ottawa is among Canada’s top 10 research universities.
uOttawa focuses research strengths and efforts in four Strategic Areas of Research:
With cutting-edge research, our graduate students, researchers and educators strongly influence national and international priorities.
Research at the Faculty involves many important aspects of health, including women's health, health in the elderly, health needs of francophones in a minority context, Aboriginal health, physical activity and health, multiple interventions in population health, palliative care, rehabilitation and functional autonomy, health and technology, and evidence based practice.
For more information, refer to the list of faculty members and their research fields on Uniweb .
IMPORTANT: Candidates and students looking for professors to supervise their thesis or research project can also consult the website of the faculty or department of their program of choice. Uniweb does not list all professors authorized to supervise research projects at the University of Ottawa.
Some courses on this list are reserved for students enrolled in a specific program of study. Please refer to the requirements of your program of study.
The following courses are not necessarily offered every year.
NSG 5130 Development of Knowledge and Theory in Nursing as a Discipline (3 units)
Prevailing nursing conceptualizations and their links to practice, research and education. Historical development and structure of contemporary nursing knowledge. Critique of middle-range theories appropriate to the study of nursing phenomena.
Course Component: Lecture
NSG 5140 Research Methods in Nursing (3 units)
Critical appraisal of research in nursing. Methodological issues related to research problem conceptualization; design selection; sampling; instrument development; data management and analysis. Creation of a nursing research proposal.
Prerequisite: NSG 5130 .
NSG 5192 Statistical Analysis in Nursing (3 units)
Introduction to the planning, analysis and interpretation of quantitative research in nursing including: analysis of inferential statistics; analysis of variance and covariance; and linear regression.
NSG 5215 Advanced Nursing Practice in Health Care (3 units)
Nurses' role in advanced nursing practice. Theoretical foundations, concepts and strategies associated with caring for patients and their families, the public and communities.
NSG 5130 is corequisite to NSG 5215 .
NSG 5216 Practicum: Advanced Nursing Practice in Health Care (3 units)
Clinical practicum as a consultant, educator, researcher, leader and clinician.
Course Component: Work Term
Prerequisite: NSG 5215 .
NSG 5350 Pathophysiology for the Nurse Practitioner (3 units)
Examine theoretical and practice related concepts in pathophysiology as a basis for advanced nursing practice. Explore alterations in physiological function with an emphasis on age-related, acute, episodic, and chronic conditions found in primary health care practice. Seminar: 3 hours/week.
Course for PHCNP students only.
NSG 53501 Pathophysiology for the Nurse Practitioner (Part 1 of 2)
Examine theoretical and practice related concepts in pathophysiology as a basis for advanced nursing practice. Explore alterations in physiological function with an emphasis on age-related, acute, episodic, and chronic conditions found in primary health care practice. Seminar: 3 hours/week. (Part 1 of 2)
NSG 53502 Pathophysiology for the Nurse Practitioner (Part 2 of 2) (3 units)
Examine theoretical and practice related concepts in pathophysiology as a basis for advanced nursing practice. Explore alterations in physiological function with an emphasis on age-related, acute, episodic, and chronic conditions found in primary health care practice. Seminar: 3 hours/week. (Part 2 of 2)
Prerequisite: NSG 53501 . Course for PHCNP students only.
NSG 5360 Roles and Responsibilities of the Nurse Practitioner (3 units)
Compare and contrast advanced practice nursing and related frameworks to develop, integrate, sustain, and evaluate the role of the nurse practitioner within primary health care. Critically analyze and develop strategies to implement advanced practice nursing competencies with a focus on the community. Seminar: 3 hours/week.
NSG 53601 Roles and Responsibilities of the Nurse Practitioner (Part 1 of 2)
Compare and contrast advanced practice nursing and related frameworks to develop, integrate, sustain, and evaluate the role of the nurse practitioner within primary health care. Critically analyze and develop strategies to implement advanced practice nursing competencies with a focus on the community. Seminar: 3 hours/week. Course for PHCNP students only. (Part 1 of 2)
NSG 53602 Roles and Responsibilities of the Nurse Practitioner (Part 2 of 2) (3 units)
Compare and contrast advanced practice nursing and related frameworks to develop, integrate, sustain, and evaluate the role of the nurse practitioner within primary health care. Critically analyze and develop strategies to implement advanced practice nursing competencies with a focus on the community. Seminar: 3 hours/week. Course for PHCNP students only. (Part 2 of 2)
Prerequisite: NSG 53601 . Course for PHCNP students only.
NSG 5370 Advanced Health Assessment and Diagnosis I (3 units)
Analyze and critique concepts and frameworks essential to advanced health assessment and diagnosis using clinical reasoning skills. Apply clinical, theoretical and research knowledge in comprehensive and focused health assessment for the individual client's diagnostic plan of care. Course for PHCNP students only. Corequisite: NSG 5350 .
NSG 53501 is corequisite to NSG 5370 .
NSG 5375 Advanced Health Assessment and Diagnosis II (3 units)
Integrate knowledge and apply conceptual frameworks integral to advanced health assessment and diagnosis in advanced nursing practice. Demonstrate initiative, responsibility, and accountability in complex decision making for individuals, groups, and/or families within the nurse practitioner scope of practice based on current research findings. Seminar: 3 hours per week. Clinical: 6 hours per week.
Prerequisite: NSG 5370 . Course for PHCNP students only.
NSG 5380 Therapeutics in Primary Health Care I (3 units)
Critically appraise and interpret concepts and frameworks integral to pharmacotherapy, advanced counseling, and complementary therapies for common conditions across the lifespan. Develop, initiate, manage, and evaluate therapeutic plans of care that incorporate client values and acceptability, goals of therapy, analysis of different approaches, pharmacotherapeutic principles. Course for PHCNP students only. Corequisite: NSG 5370 .
NSG 5370 is corequisite to NSG 5380 .
NSG 5385 Therapeutics in Primary Health Care II (3 units)
Integrate conceptual frameworks and evidence underlying the study of pharmacotherapy, advanced counseling, and complementary therapies for complex client situations. Demonstrate substantive initiative, responsibility, and accountability in complex decision making.
Prerequisite: NSG 5380 . NSG 5375 is corequisite to NSG 5385 . Course for PHCNP students only.
NSG 5401 Integrative Practicum (12 units)
Synthesize the competencies essential to advanced nursing practice to provide primary health care for clients across the life span. Demonstrate autonomy, decision-making, and critical analysis of organizational and system issues that influence scope of practice, professional accountability, and outcomes. Course for PHCNP students only.
Prerequisites: NSG 5350 , NSG 5360 , NSG 5370 , NSG 5375 , NSG 5380 and NSG 5385 .
NSG 5530 Étude de la discipline infirmière (3 crédits)
Historique du développement de la discipline infirmière et de l'organisation de son corps de connaissances. Conceptions dominantes et leurs liens avec la recherche, la pratique et la formation dans la discipline. Critique de théories de niveau intermédiaire utiles à l'explication de phénomènes propres à la discipline.
Volet : Cours magistral
NSG 5540 Méthodologie de la recherche en sciences infirmières (3 crédits)
Analyse critique de la recherche dans la discipline infirmière. Éléments méthodologiques reliés à la problématique, la sélection du devis, l'échantillon, l'élaboration d'instruments de mesure, la gestion et l'analyse des données. Développement d'un protocole de recherche en sciences infirmières.
Préalable : NSG 5530 .
NSG 5592 Analyse statistique en sciences infirmières (3 crédits)
Introduction à la planification, l'analyse et l'interprétation des résultats de recherche de type quantitatif en sciences infirmières incluant ce qui suit : analyse de statistiques inférentielles, analyse de variance et de covariance, régression linéaire.
NSG 5615 Soins infirmiers de niveau avancé en soins de santé (3 crédits)
Rôle de l'infirmier.ière en pratique de niveau avancé. Fondements théoriques, concepts et stratégies reliés aux soins des patients et de leurs familles, du public et des communautés.
NSG 5530 est concomitant à NSG 5615 .
NSG 5616 Stage : Soins infirmiers de niveau avancé en soins de santé (3 crédits)
Stage clinique en tant que consultant.e, éducateur.trice, chercheur.se, dirigeant.e et clinicien.ne.
Volet : Stage
Préalable: NSG 5615 .
NSG 5750 Physiopathologie pour infirmières et infirmiers praticiens (3 crédits)
Examen des concepts théoriques et pratiques reliés à la physiopathologie comme fondement de la pratique de niveau avancé des soins infirmiers. Exploration des changements aux fonctions physiologiques en mettant l'accent sur les modifications liées à l'âge, aux troubles aigus, épisodiques et chroniques rencontrés dans la pratique en soins de santé primaires. Séminaire : 3 heures / semaine.
Cours pour étudiants CSSPIIP seulement.
NSG 57501 Physiopathologie pour infirmières et infirmiers praticiens (Partie 1 de 2)
Examen des concepts théoriques et pratiques reliés à la physiopathologie comme fondement de la pratique de niveau avancé des soins infirmiers. Exploration des changements aux fonctions physiologiques en mettant l'accent sur les modifications liées à l'âge, aux troubles aigus, épisodiques et chroniques rencontrés dans la pratique en soins de santé primaires. Séminaire : 3 heures / semaine. (Partie 1 de 2)
NSG 57502 Physiopathologie pour infirmières et infirmiers praticiens (Partie 2 de 2) (3 crédits)
Examen des concepts théoriques et pratiques reliés à la physiopathologie comme fondement de la pratique de niveau avancé des soins infirmiers. Exploration des changements aux fonctions physiologiques en mettant l'accent sur les modifications liées à l'âge, aux troubles aigus, épisodiques et chroniques rencontrés dans la pratique en soins de santé primaires. Séminaire : 3 heures / semaine. (Partie 2 de 2)
Préalable: NSG 57501 . Cours pour étudiants CSSPIIP seulement.
NSG 5760 Rôles et responsabilités des infirmières et infirmiers praticiens (3 crédits)
Comparaison et mise en contraste des cadres de référence en pratique de soins infirmiers de niveau avancé et d'autres cadres connexes afin de développer, d'intégrer, de soutenir, et d'évaluer le rôle de l'infirmière et de l'infirmier praticiens en soins de santé primaires. Analyse critique et élaboration de stratégies pour la mise en oeuvre de compétences en pratique de soins infirmiers de niveau avancé axés sur la communauté. Séminaire : 3 heures / semaine.
NSG 57601 Rôles et responsabilités des infirmières et infirmiers praticiens (Partie 1 de 2)
Comparaison et mise en contraste des cadres de référence en pratique de soins infirmiers de niveau avancé et d'autres cadres connexes afin de développer, d'intégrer, de soutenir, et d'évaluer le rôle de l'infirmière et de l'infirmier praticiens en soins de santé primaires. Analyse critique et élaboration de stratégies pour la mise en oeuvre de compétences en pratique de soins infirmiers de niveau avancé axés sur la communauté. Séminaire : 3 heures / semaine. (Partie 1 de 2)
Cours réservé aux étudiants en soins de santé primaires.
NSG 57602 Rôles et responsabilités des infirmières et infirmiers praticiens (Partie 2 de 2) (3 crédits)
Comparaison et mise en contraste des cadres de référence en pratique de soins infirmiers de niveau avancé et d'autres cadres connexes afin de développer, d'intégrer, de soutenir, et d'évaluer le rôle de l'infirmière et de l'infirmier praticiens en soins de santé primaires. Analyse critique et élaboration de stratégies pour la mise en oeuvre de compétences en pratique de soins infirmiers de niveau avancé axés sur la communauté. Séminaire : 3 heures / semaine. (Partie 2 de 2)
Préalable: NSG 57601 . Cours réservé aux étudiants en soins de santé primaires.
NSG 5770 Formation avancée en évaluation de la santé et diagnostic I (3 crédits)
Analyse et critique des concepts et des cadres de référence essentiels à la formation avancée en évaluation de la santé et en diagnostic en utilisant des habiletés de raisonnement clinique. Application des connaissances cliniques, théoriques et de recherche à l'évaluation complète de la santé axée sur le diagnostic et le plan de soins individualisé du client. Cours pour étudiantes CSSPIIP seulement. Séminaire : 3 heures par semaine. Clinique : 6 heures par semaine. Concomitant : NSG 5750 .
NSG 57501 est concomitant à NSG 5770 .
NSG 5775 Formation avancée en évaluation de la santé et diagnostic II (3 crédits)
Intégration des connaissances et application des cadres conceptuels comme partie intégrante à l'évaluation de la santé et au diagnostic dans la pratique des soins infirmiers de niveau avancé. Initiative, sens de responsabilité et responsabilisation dans la prise de décisions complexes à l'égard d'individus, de groupes et de familles à l'intérieur du champ de pratique de l'infirmière et infirmier praticiens, lesquelles sont fondées sur l'état des résultats actuels de recherche. Cours pour étudiantes CSSPIIP seulement. Séminaire : 3 heures par semaine. Clinique : 6 heures par semaine.
Préalable : NSG 5770 .
NSG 5780 Méthodes thérapeutiques en soins de santé primaires I (3 crédits)
Évaluation critique et interprétation des concepts et des cadres de référence comme partie intégrante de la pharmacothérapie, du counseling de niveau avancé et des thérapies complémentaires, pour des conditions communes à tous les âges de la vie. Développement, initiation, gestion et évaluation des plans de soins thérapeutiques qui intègrent les valeurs des clients, l'acceptabilité, les buts de la thérapie, l'analyse des différentes approches et les principes de la thérapie pharmacologique. Cours pour étudiantes CSSPIIP seulement. Séminaire : 3 heures par semaine. Clinique : 6 heures par semaine. Concomitant : NSG 5770 .
NSG 5370 est concomitant à NSG 5780 .
NSG 5785 Méthodes thérapeutiques en soins de santé primaires II (3 crédits)
Intégration des cadres conceptuels et des faits sous-jacents à l'étude de la pharmacothérapie, du counseling de niveau avancé et des thérapies complémentaires, pour les situations complexes des clients. Haut niveau d'initiative, de sens des responsabilités, et de responsabilisation en situation de prise de décision complexe. Séminaire : 3 heures par semaine. Clinique : 6 heures par semaine. Cours pour étudiantes CSSPIIP seulement.
Préalable : NSG 5780 . NSG 5775 est concomitant à NSG 5785 .
NSG 5801 Stage d'intégration (12 crédits)
Synthèse des compétences essentielles à la pratique des soins infirmiers de niveau avancé afin de dispenser des soins de santé primaires aux clients à tous les âges de la vie. Autonomie, prise de décision et analyse critique à l'égard des enjeux organisationnels et systémiques qui exercent une influence sur l'étendue de la pratique, la responsabilisation professionnelle et les résultats attendus. Cours pour étudiantes CSSPIIP seulement.
Préalables : NSG 5750 , NSG 5760 , NSG 5770 , NSG 5775 , NSG 5780 et NSG 5785 .
NSG 6115 Design of Multiple Interventions in Community Health (3 units)
Theoretical basis for the design and evaluation of multistrategy and multi-level community health programs. Key design issues including synergies among interventions, intervention adaptation for contextual environment and implementation barriers. Integrated theories, planning tools and evaluation strategies to be discussed, using multiple intervention case studies.
Prerequisites: NSG 5130 , NSG 5140 , NSG 5215 .
NSG 6133 Decision Making in Clinical Practice (3 units)
Examination of decision models as they relate to decision making at the patient, practitioner, and policy maker levels. Study of the patient decision making process. Exploration of decision support strategies and evaluation of practitioner's decision support skills.
NSG 6134 Educator's Role in Advanced Nursing Practice (3 units)
Issues in clinical education in nursing and other practice disciplines. Teaching/learning theories, educational models and strategies for clinical education. Essential elements in identification of learning needs assessment, development of teaching plans for nurses, clients, families, and other health professionals. Formative and summative evaluation principles and methods.
NSG 6135 End of Life Care: Palliative (3 units)
Philosophy and practice of palliative/end of life care across the lifespan and in diverse health settings. Critical examination of theory, research, practice and policy issues related to care of individuals and families facing life threatening illness. Exploration of concepts of death, dying, bereavement within health care systems, culture, and society using an interprofessional approach.
Permission of the Department is required.
NSG 6140 Qualitative Research in Nursing and Health Sciences (3 units)
Advanced qualitative research approaches including data analysis methods used in Nursing and other health disciplines.
Prerequisite: NSG 5140 .
NSG 6150 Historical Context in Nursing Practice (3 units)
Historical context for selected nursing practice topics and leadership styles. Nursing and health care from the 19th to the late 20th century from a feminist and social history stand point. Perspectives and patterns of explanation for past nursing practices. Appraisal of primary and secondary sources, methods and theoretical approaches.
NSG 6160 Policy, Political Action and Change in Health Care (3 units)
Policy analysis, political action, organization and change theories. Acquisition of advanced nursing practice skills in policy and organizational analysis, application of change theory, lobbying, negotiating and strategizing.
NSG 6170 Sociocultural History of the Body (3 units)
This graduate seminar examines the body in terms of object of history as understood by the health professionals. Topics such as hygiene and the social image of the body, as well as the history of illness and death are covered.
NSG 6401 Clinical Project in Advanced Nursing Practice (6 units)
Utilization of theory and evidence based practices relevant to a clinical field. Clinical practicum structured around the design, implementation, and evaluation of a clinical project.
Prerequisites: ( NSG 5140 , NSG 5215 , NSG 5216 ) or ( NSG 5140 , NSG 5210) or ( NSG 5140 , NSG 5220) or ( NSG 5140 , NSG 5360 ).
NSG 64011 Clinical Project in Advanced Nursing Practice (Part 1 of 2)
Utilization of theory and evidence based practices relevant to a clinical field. Clinical practicum structured around the design, implementation, and evaluation of a clinical project. (Part 1 of 2)
Prerequisites: ( NSG 5140 , NSG 5215 , NSG 5216 ) or ( NSG 5140 , NSG 52101, NSG 52102) or ( NSG 5140 , NSG 52201, NSG 52202) or ( NSG 5140 , NSG 53601 , NSG 53602 ).
NSG 64012 Clinical Project in Advanced Nursing Practice (Part 2 of 2) (6 units)
Utilization of theory and evidence based practices relevant to a clinical field. Clinical practicum structured around the design, implementation, and evaluation of a clinical project. (Part 2 of 2)
Prerequisite: NSG 64011
NSG 6533 Prise de décisions en situation clinique (3 crédits)
Examen des modèles de décision au niveau de la prise de décisions du patient, de l'intervenant et des prises de positions politiques. Étude du processus décisionnel du patient. Exploration des décisions entourant les stratégies de soutien et évaluation des compétences du praticien.
NSG 6534 Rôle d'éducatrice de l'infirmière en pratique de niveau avancé (3 crédits)
Enjeux de la formation clinique en sciences infirmières et autres disciplines. Théories d'enseignement/apprentissage, modèles et stratégies pédagogiques. Éléments essentiels à l'identification des besoins d'apprentissage, au développement d'un plan d'enseignement pour infirmières, clients, familles, et autres professionnels de la santé. Principes et méthodes d'évaluation formative et sommative.
NSG 6535 Soins palliatifs et de fin de vie : Une approche interprofessionnelle (3 crédits)
Philosophie et pratique des soins palliatifs et de fin de vie, au long de l'existence et dans divers milieux de santé. Examen critique de la théorie, la recherche, la pratique et les problématiques d'ordre politique associées aux soins des personnes et des familles aux prises avec une maladie mortelle. Exploration des concepts de mort, d'agonie et de deuil dans les systèmes de soins de santé, la culture et la société et selon une approche interprofessionnelle.
NSG 6540 Recherche qualitative en sciences infirmières et en sciences de la santé (3 crédits)
Étude approfondie des approches en recherche qualitative et des modalités d'analyse de données utilisées en sciences infirmières et autres disciplines de la santé.
Préalable : NSG 5540
NSG 6550 Contexte historique en sciences infirmières (3 crédits)
Contexte historique pour certains thèmes et styles de leadership. Approche féministe et sociale dans l'étude des sciences infirmières de la fin du XIXe siècle jusqu'au milieu du XXe. Perspectives et analyse des événements d'antan dans la profession. Analyse des sources primaires et secondaires, des méthodes et des approches théoriques.
NSG 6560 Politique, action politique et changement en soins de santé (3 crédits)
Analyse des politiques, action politique et théories de l'organisation et du changement. Développement d'habiletés nécessaires à l'infirmière en pratique de niveau avancé en regard de l'analyse politique et organisationnelle, l'application de la théorie du changement, le lobbying, la négociation et la formulation de stratégies.
NSG 6570 Histoire socioculturelle du corps (3 crédits)
Ce séminaire aux études supérieures porte sur le corps en tant qu'objet de l'histoire, tel que compris par les professionnels de la santé. Des sujets tels l'hygiène et l'image sociale du corps, ainsi que l'histoire de la maladie et de la mort y sont abordés.
NSG 6801 Projet clinique en pratique des soins infirmiers de niveau avancé (6 crédits)
Utilisation de la théorie et des évidences systématiques pertinentes au domaine de spécialisation choisi. Stage structuré autour de la planification, de l'exécution et de l'évaluation d'un projet clinique.
Préalables : ( NSG 5540 , NSG 5615 , NSG 5616 ) ou ( NSG 5540 , NSG 5610) ou ( NSG 5540 , NSG 5620) ou ( NSG 5540 , NSG 5760 ).
NSG 68011 Projet clinique en pratique des soins infirmiers de niveau avancé (Partie 1 de 2)
Utilisation de la théorie et des évidences systématiques pertinentes au domaine de spécialisation choisi. Stage structuré autour de la planification, de l'exécution et de l'évaluation d'un projet clinique. (Partie 1 de 2)
Préalables : ( NSG 5540 , NSG 5615 , NSG 5616 ) ou ( NSG 5540 , NSG 56101, NSG 56102) ou ( NSG 5540 , NSG 56201, NSG 56202) ou ( NSG 5540 , NSG 57601 , NSG 57602 ).
NSG 68012 Projet clinique en pratique des soins infirmiers de niveau avancé (Partie 2 de 2) (6 crédits)
Utilisation de la théorie et des évidences systématiques pertinentes au domaine de spécialisation choisi. Stage structuré autour de la planification, de l'exécution et de l'évaluation d'un projet clinique. (Partie 2 de 2)
Préalable: NSG 68011
NSG 6998 Thèmes en sciences infirmières / Special Topics in Nursing (3 crédits / 3 units)
La recherche et l'expertise dans certains secteurs de spécialisation des soins infirmiers. Peut comporter un stage. Thèmes à approuver au préalable par la Direction du programme. / Research and advanced practice in a specialized area of nursing. May include a clinical practicum. Program approval required for topic selection.
Volet / Course Component: Cours magistral / Lecture
Permission du Département est requise. / Permission of the Department is required.
NSG 6999 Études dirigées / Directed Studies (3 crédits / 3 units)
Approfondissement des connaissances dans un domaine d'intérêt particulier, avec l'approbation du programme. / Study of an area of particular interest in greater depth. Program approval is required.
NSG 7100 Theoretical and Philosophical Perspectives in Nursing (3 units)
Critical analysis of nursing knowledge development and the influence on nursing research and practice. Comparison and contrast of theories and philosophies in nursing with an emphasis on substantive areas of nursing that are of interest to the student. Course is reserved for PhD students.
NSG 7103 Decision Making in Nursing (3 units)
Analysis and synthesis of decision and change models at client, practitioner and policy maker levels. In-depth exploration of selected conceptual, methodological, and design challenges to improve decision-making capacities of populations or to promote uptake of evidence-based nursing practices. Course is reserved for PhD students.
NSG 7104 Evaluating Complex Nursing Interventions (3 units)
Discussion of design issues associated with complex interventions. Exploration of strategies for developing, implementing, and evaluating programs targeted to changing multiple levels of health care. Analysis of models, evidence, and policies appropriate to intervention design and examination of barriers to effective change. Course is reserved for PhD students.
NSG 7105 Research Seminar I (3 units)
In-depth coverage and critical analysis of diverse research problems. Development of the research project through peer discussions, and presentations by experts. Course reserved for PhD students.
Course Component: Seminar
NSG 7106 Research Seminar II (3 units)
In-depth coverage and critical analysis of diverse research design methods. Development of the thesis proposal through peer discussions, and presentations by experts.
Prerequiste: NSG 7105 . Course reserved for PhD students.
NSG 7110 Doctoral Seminar (3 units)
Epistemological and theoretical tools necessary for developing an advanced level of reflection on their research topic. Theoretical and methodological exchanges will contribute to improve fundamental intellectual abilities (for ex., academic presentation and writing skills), as well as essential training (for ex., ethics in research and anti-racism). Graded S (Satisfactory) / NS (Not satisfactory).
NSG 71101 Doctoral Seminar (Part 1 of 2)
Epistemological and theoretical tools necessary for developing an advanced level of reflection on their research topic. Theoretical and methodological exchanges will contribute to improve fundamental intellectual abilities (for ex., academic presentation and writing skills), as well as essential training (for ex., ethics in research and anti-racism). Graded S (Satisfactory) / NS (Not satisfactory). (Part 1 of 2)
NSG 71102 Doctoral Seminar (Part 2 of 2) (3 units)
Epistemological and theoretical tools necessary for developing an advanced level of reflection on their research topic. Theoretical and methodological exchanges will contribute to improve fundamental intellectual abilities (for ex., academic presentation and writing skills), as well as essential training (for ex., ethics in research and anti-racism). Graded S (Satisfactory) / NS (Not satisfactory). (Part 2 of 2)
Prerequisite: NSG 71101 .
NSG 7303 Knowledge Synthesis in Nursing and Health Sciences (3 units)
Approaches used to knowledge synthesis in nursing and in health sciences, including the following: searching for evidence, selection of studies, quality and validity of included studies, and other quantitative and qualitative methods.
NSG 7304 Quantitative Research in Nursing and Health Sciences (3 units)
Advanced quantitative research approaches including data analysis methods used in nursing and other health disciplines.
Prerequisites: NSG 5140 , NSG 5192 .
NSG 7500 Perspectives philosophiques et théoriques en sciences infirmières (3 crédits)
Analyse critique du développement des connaissances en soins infirmiers et de l'influence sur la recherche infirmière et la pratique. Comparaison et contraste de théories et philosophies de soins infirmiers avec un accent sur les zones de fond de soins infirmiers qui sont d'intérêt pour l'étudiant. Cours réservé aux doctorants.
NSG 7505 Séminaire de recherche I (3 crédits)
Étude approfondie de diverses problématiques de recherche et analyse critique des écrits qui s'y rapportent. Développement du projet de thèse grâce à des discussions de groupe et des présentations par des experts. Cours réservé aux doctorants.
Volet : Séminaire
NSG 7506 Séminaire de recherche II (3 crédits)
Étude approfondie de divers devis de recherche et analyse critique des écrits qui s'y rapportent. Développement du projet de thèse grâce à des discussions de groupe et des présentations par des experts. Cours réservé aux doctorants.
Préalable : NSG 7505 .
NSG 7510 Séminaire doctoral (3 crédits)
Outils épistémologiques et théoriques nécessaires pour développer une réflexion approfondie sur le sujet de thèse. Échanges théoriques et méthodologiques contribueront à l’amélioration des habiletés intellectuelles fondamentales (par ex., présentation et d'écriture universitaire), en plus de formations essentielles (par ex., éthique en recherche et antiracisme). Noté S (satisfaisant) ou NS (non satisfaisant).
NSG 75101 Séminaire doctoral (Partie 1 de 2)
Outils épistémologiques et théoriques nécessaires pour développer une réflexion approfondie sur le sujet de thèse. Échanges théoriques et méthodologiques contribueront à l’amélioration des habiletés intellectuelles fondamentales (par ex., présentation et d'écriture universitaire), en plus de formations essentielles (par ex., éthique en recherche et l’anti-racisme). Noté S (satisfaisant) ou NS (non satisfaisant). (Partie 1 de 2)
NSG 75102 Séminaire doctoral (Partie 2 de 2) (3 crédits)
Outils épistémologiques et théoriques nécessaires pour développer une réflexion approfondie sur le sujet de thèse. Échanges théoriques et méthodologiques contribueront à l’amélioration des habiletés intellectuelles fondamentales (par ex., présentation et d'écriture universitaire), en plus de formations essentielles (par ex., éthique en recherche et l’anti-racisme). Noté S (satisfaisant) ou NS (non satisfaisant). (Partie 2 de 2)
Préalable : NSG 75101 .
NSG 7703 Synthèse des connaissances en sciences infirmières et en sciences de la santé (3 crédits)
Approches utilisées pour la synthèse des connaissances en sciences infirmières et en sciences de la santé, incluant les éléments suivants : recherche de données probantes, sélection d'études, qualité et validité des études incluses et autres méthodes quantitatives et qualitatives.
Préalable : NSG 5540 .
NSG 7704 Recherche quantitative en sciences infirmières et en sciences de la santé (3 crédits)
Étude approfondie des approches en recherche quantitative et des modalités d'analyse de données utilisées en sciences infirmières et autres disciplines en sciences de la santé.
Préalables : NSG 5540 , NSG 5592 .
NSG 9997 Proposition de thèse / Thesis Proposal
Évaluation de la proposition de thèse doctorale, qui est présentée par écrit et soutenue oralement. Noté S (satisfaisant) / NS (non satisfaisant). / Evaluation of the thesis proposal, which is presented in writing and orally defended. Graded S (Satisfactory) / NS (Not satisfactory).
Volet / Course Component: Recherche / Research
Préalables : NSG 7500 , NSG 7510 et 6 crédits de cours universitaires. / Prerequisites: NSG 7100 , NSG 7110 and 6 university course units.
NSG 9998 Examen de synthèse / Comprehensive Examination
L'examen de synthèse est un élément obligatoire du programme de doctorat et doit être complété avec succès avant de s'inscrire à la thèse. Il comporte une épreuve écrite et une épreuve orale portant sur un ou des thèmes reliés au champ de recherche de l'étudiant et l'étudiante. Concomitant : NSG 7110 . / The comprehensive exam is mandatory in the doctoral program and must be successfully completed before registration to the thesis. The exam has a written and an oral component focusing on one or several topics related to the student's research field. Corequisite: NSG 7110 .
For more information about undergraduate studies at the University of Ottawa, please refer to your faculty .
For more information about graduate studies at the University of Ottawa, please refer to your academic unit .
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There are 22 study programs available at 18 schools and universities in the world , according to Erudera.
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Here are the best Canada universities for Nursing :
York University
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University of Manitoba
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Laval University
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Alternate admission from rn, nursing primary health care nurse practitioner.
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The Ph.D. in nursing produces high-caliber nurse researchers and scientists who contribute cutting-edge discoveries to inform best practices in care delivery, administration, and nursing education nationwide. It is the peak academic credential for those pursuing a career in nurse academia or scientific investigation within healthcare.
Definition of a Ph.D. in Nursing
The Significance of a Ph.D. in Nursing
The Ph.D. (Doctor of Philosophy) in Nursing and the DNP (Doctor of Nursing Practice ) are two distinct terminal degrees in the field of nursing, each catering to different career aspirations and areas of focus within the profession. Here’s a breakdown of the key differences between the two and the career paths typically associated with each.
Focus and Objective:
Curriculum:
Duration and Coursework:
Ph.D. in Nursing
Ph.D. in Nursing:
Ultimately, the choice between a Ph.D. in Nursing and a DNP depends on your career goals, whether you are more inclined towards academic research and teaching (Ph.D.) or applying research to improve clinical practice, lead healthcare teams, and influence health policy (DNP).
Becoming a Ph.D. in Nursing is a rigorous academic journey that prepares nurses for careers in research, academia, and leadership, focusing on the advancement of nursing science and healthcare. The path from a Bachelor of Science in Nursing (BSN) to a Ph.D. in Nursing involves several steps, each with its own set of prerequisites and decisions regarding enrollment status.
1. Earning a Bachelor’s Degree:
2. Gaining Clinical Experience (Optional but Recommended):
3. Research Experience:
4. Selecting a Program:
5. Master’s Degree (Optional):
1. Educational Background:
2. Academic Achievement:
4. Letters of Recommendation:
5. Statement of Purpose:
6. GRE Scores:
Full-time Enrollment:
Part-time Enrollment:
Both full-time and part-time enrollment have their advantages and challenges. The choice depends on personal circumstances, financial considerations, and career objectives. Some students prefer the immersive experience and faster completion of full-time study, while others require the flexibility of part-time enrollment to balance academic, professional, and personal responsibilities.
When considering the best Ph.D. in Nursing programs globally, it’s essential to look at several factors, including the quality of research, faculty expertise, available resources, and the program’s reputation. While specific rankings can vary by publication and criteria, institutions known for their nursing and healthcare programs often stand out due to their contributions to research, policy, and practice in nursing.
Some of the top institutions known for their nursing Ph.D. programs include:
These programs are renowned for their rigorous curriculum, research opportunities, and the ability to produce graduates who go on to become leaders in nursing research, education, and policy.
Online Ph.D. programs in Nursing have become increasingly popular, offering flexibility for working professionals. The credibility of these programs depends on their accreditation, faculty qualifications, and the institution’s reputation. Accredited online Ph.D. programs in Nursing provide education and research opportunities comparable to their on-campus counterparts. Key factors to consider include:
Ph.D. in Nursing programs often offer specializations that allow students to focus on areas of interest within the field. These specializations can include:
Choosing a specialization depends on your career goals, research interests, and the healthcare needs you are most passionate about addressing. Each specialization offers a path to contribute significantly to the nursing profession and healthcare at large, whether through advancing clinical practice, shaping health policy, or improving educational methodologies.
Applying for a Ph.D. in Nursing involves a detailed and often competitive process. Here’s a general guide on how to apply and fulfill the entrance requirements for these programs:
To fulfill the entrance requirements:
Applying for a Ph.D. in Nursing is a significant step towards advancing your career in nursing science and leadership. By carefully preparing your application and aligning your goals with the strengths of the programs you choose, you can increase your chances of admission to a program that will help you achieve your professional aspirations.
Online Ph.D. in Nursing programs provide a flexible pathway for nurses to pursue the highest level of nursing education without the need to attend traditional on-campus classes. These programs are designed to accommodate the schedules of working professionals, offering a blend of synchronous (live) and asynchronous (pre-recorded lectures and materials) coursework, virtual interactions with faculty and peers, and digital access to library resources and research materials.
Online Ph.D. programs in Nursing focus on preparing nurses for roles in research, academia, leadership, and policy. The curriculum typically includes advanced courses in research methods, statistics, nursing theory, healthcare policy, and ethics, alongside specialized courses that align with the student’s research interests and career goals. Students also undertake a dissertation project, which involves original research contributing to nursing science.
Key components of online Ph.D. in Nursing programs include:
Advantages:
Considerations:
When considering an online Ph.D. in Nursing program, accreditation is crucial to ensure the program meets high standards of quality and rigor. Accredited programs are recognized for their excellence in education, faculty qualifications, and student support services, making them more respected by employers and other institutions.
Some accredited online Ph.D. in Nursing programs include:
It’s essential to verify the accreditation status of any program you consider by checking with recognized accrediting agencies such as the Commission on Collegiate Nursing Education (CCNE) or the Accreditation Commission for Education in Nursing (ACEN) in the United States.
Choosing an online Ph.D. in Nursing program requires careful consideration of your career goals, learning style, and the specific features and accreditation of the programs you’re considering. With the right preparation and commitment, an online Ph.D. in Nursing can provide a flexible and rigorous path to advance your nursing career to the highest level.
A Ph.D. in Nursing is designed to prepare nurses for advanced roles in research, academia, leadership, and policy development. The program typically combines coursework, research, and a dissertation to provide a comprehensive understanding of nursing science and research methodologies. Below is an overview of the typical curriculum, research expectations, and dissertation requirements for a Ph.D. in Nursing.
The curriculum for a Ph.D. in Nursing focuses on developing advanced research skills, theoretical knowledge, and a deep understanding of issues affecting healthcare and nursing practice. While specific courses may vary by program, the following are commonly included:
Research is a cornerstone of the Ph.D. in Nursing, with students expected to contribute original knowledge to the field. Expectations and opportunities include:
The dissertation is a significant component of the Ph.D. program, demonstrating the student’s ability to conduct independent research and contribute to nursing science. The process typically involves:
Completion of the dissertation process requires meticulous planning, research, and writing skills. It can take several years, depending on the complexity of the research, the student’s pace of work, and other commitments. Successful defense of the dissertation is a significant achievement, marking the culmination of the Ph.D. journey and the student’s readiness to contribute to the nursing profession as a researcher and academic leader.
A PhD in nursing demands nearly full-time effort, though some maintain nursing instructor roles or carefully-balanced side-jobs during non-intensive coursework terms. Planning ahead financially allows immersive focus for the 1-2 years spent progressing through the doctoral dissertation research phase, widely considered the most demanding but rewarding undertaking of PhD training.
How Long Does It Take to Get a PhD in Nursing
Balancing Work and Study: Is This Feasible?
Careful financial planning and taking advantage of available nursing PhD funding sources helps balance the high costs of advanced nursing education – costs that pay dividends over the course of an accomplished research and/or academic career.
PhD in Nursing Salary Expectations and Influencing Factors
Scholarships and Funding Opportunities for PhD Students
Cost of PhD Programs and Return on Investment
A PhD in nursing prepares graduates to significantly expand nursing’s impact – whether leading transformative research, training future generations of nurses, implementing improvements across healthcare organizations, or informing policy through expansive perspectives on urgent challenges for practice and patient populations.
Jobs Available for Those with a PhD in Nursing
How a PhD in Nursing Can Enhance Your Career
Leadership Roles in Nursing and Contributions
Nurses who earn a Ph.D. are prepared for a variety of roles within academia, research, leadership, and healthcare policy. Their duties can vary significantly depending on their specific job title and the setting in which they work. Here’s a look at the roles and typical duties of Ph.D. nurses in three key areas: research, education, and leadership/administration.
Nurse researchers with a Ph.D. are vital in advancing nursing science, improving patient care, and influencing health policy. Their typical duties include:
Ph.D. nurse educators play a crucial role in shaping the future of nursing through teaching, curriculum development, and mentorship. Their duties include:
Nurses with a Ph.D. who move into department chair or administrative roles take on additional responsibilities related to the management and strategic direction of nursing programs or healthcare organizations. Their duties may include:
Ph.D. nurses, regardless of their specific role, contribute significantly to the nursing profession through leadership, innovation, and a commitment to advancing healthcare outcomes. Their work not only impacts the immediate settings in which they operate but also influences the broader scope of healthcare policy, nursing practice, and patient care globally.
Q1: What are the main differences between a DNP and a Ph.D. in Nursing? A1: The main difference lies in the focus and outcome of each program. A DNP (Doctor of Nursing Practice) is practice-oriented, focusing on applying research to clinical practice, improving healthcare systems, and enhancing patient outcomes. A Ph.D. (Doctor of Philosophy) in Nursing is research-oriented, aiming to generate new knowledge in nursing and health through original research. Ph.D. programs often emphasize theoretical foundations of nursing, research methodologies, and teaching nursing, while DNP programs concentrate on clinical practice, leadership, and health care administration.
Q2: What is a Doctor of Nursing Science (DNSc) and how does it compare to a DNP or Ph.D.? A2: A Doctor of Nursing Science (DNSc) is another doctoral degree focused on the advanced study of nursing, often with a strong emphasis on research and the theoretical foundations of nursing, similar to a Ph.D. The DNSc might be more research-oriented than a DNP but more applied than a Ph.D., depending on the program. However, DNP programs have become more prevalent in preparing advanced practice registered nurses (APRNs) and leaders in clinical settings.
Q3: How long does it typically take to complete a DNP or Ph.D. in Nursing? A3: The duration can vary based on the program and whether the student is enrolled full-time or part-time. DNP programs can typically be completed in three to five years of full-time study, while Ph.D. programs may take longer, often requiring five years of full-time study due to the research and dissertation component.
Q4: Are online nursing programs credible for pursuing a DNP or Ph.D. in Nursing? A4: Yes, many credible and accredited online nursing programs are available for both DNP and Ph.D. degrees. These programs offer flexibility for working professionals but require the same level of rigor and coursework as traditional on-campus programs. Accreditation by reputable organizations, such as the Commission on Collegiate Nursing Education (CCNE), is key to ensuring the program’s credibility.
Q5: What kind of nursing courses can I expect in a DNP degree program? A5: DNP degree programs generally include courses in advanced clinical practice, leadership and management, health policy, evidence-based practice, and quality improvement. The exact curriculum can vary from school to school, but all aim to prepare nurses for the highest level of clinical nursing practice.
Q6: What are the prerequisites for enrolling in a DNP or Ph.D. in Nursing program? A6: Prerequisites can vary, but typically, applicants to DNP programs must hold a master’s degree in nursing or a related field, have a valid RN license, and some programs may require a certain number of clinical practice hours. For Ph.D. programs, requirements often include a bachelor’s or master’s degree in nursing, academic transcripts demonstrating a strong academic record, research experience, and letters of recommendation. Some Ph.D. programs may also require GRE scores.
Q7: Can students choose specializations within DNP or Ph.D. in Nursing programs? A7: Yes, students can choose from various specializations depending on the program’s offerings. These can include areas like family nurse practitioner, nurse anesthesia, nursing informatics, psychiatric-mental health nursing, and health care administration for DNP programs. Ph.D. programs may offer specializations in areas such as nursing education, health policy, or specific research methodologies.
Q8: What are the career prospects for nurses with a DNP or Ph.D.? A8: Nurses with a DNP are prepared for clinical leadership roles, such as nurse practitioners, clinical nurse specialists, nurse executives, and roles in health care administration. Nurses with a Ph.D. often pursue careers in academic teaching, research, and scholarly writing. According to the Bureau of Labor Statistics, employment for advanced practice registered nurses is projected to grow, indicating strong prospects for DNP graduates. Ph.D. graduates contribute to the nursing profession’s body of knowledge and help educate the next generation of nurses.
Q9: Is earning a DNP or Ph.D. necessary for advancement in the nursing profession? A9: While not necessary for all advancement opportunities, earning a DNP or Ph.D. can significantly enhance a nurse’s career prospects, allowing for roles in advanced clinical practice, academia, research, and leadership that are not accessible with lower levels of education. These degrees prepare nurses for the highest degree of professional practice and contribution to healthcare improvements and nursing knowledge.
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Published: Jun 6, 2024, 11:21am
Fast-track RN-to-B.S.N. online programs can help working nurses get the education they need to advance to their careers and increase their salaries.
A typical RN-to-B.S.N. curriculum covers nursing management and leadership, patient care and safety improvement, and evidence-based practice. Most programs include clinical experiences—which students can often complete in their home areas—but some take place completely online.
Geared toward registered nurses (RNs) with associate degrees or diplomas in nursing, most of these programs allow learners to continue working while completing their bachelor’s degrees. Students can even receive academic credit for their professional nursing experience, speeding up the graduation timeline. Some RN-to-B.S.N. programs take as little as 10 months to complete.
Keep reading to learn about the best accelerated RN-to-B.S.N. programs available online. We also outline some factors to consider to help you choose the right program.
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Forbes Advisor’s education editors are committed to producing unbiased rankings and informative articles covering online colleges, tech bootcamps and career paths. Our ranking methodologies use data from the National Center for Education Statistics , education providers, and reputable educational and professional organizations. An advisory board of educators and other subject matter experts reviews and verifies our content to bring you trustworthy, up-to-date information. Advertisers do not influence our rankings or editorial content.
We ranked 15 accredited, nonprofit colleges offering online, accelerated RN-to-B.S.N. degree programs in the U.S. using 18 data points in the categories of credibility, affordability, student outcomes, student experience and application process.
We pulled data for these categories from reliable resources such as the Integrated Postsecondary Education Data System ; private, third-party data sources; and individual school and program websites. Data is accurate as of February 2024.
We scored schools based on the following metrics:
Student Outcomes:
Affordability:
Student Experience:
Credibility:
Application Process:
All of the schools we considered advertise their RN-to-B.S.N. programs as “accelerated.” We chose the 10 best schools to display based on those receiving a curved final score of 78% or higher.
Find our full list of methodologies here .
Key takeaways, should you enroll in an accelerated rn-to-b.s.n. program online, accreditation for online b.s.n. programs, how to find the right accelerated rn-to-b.s.n. program for you, frequently asked questions (faqs) about fast-track rn-to-b.s.n. online programs.
University of colorado anschutz medical campus, university of memphis, northwestern state university of louisiana, ohio university, university of arkansas at little rock, wichita state university, northeastern state university, franklin university, liberty university, fisher college, featured online schools.
Learn about start dates, transferring credits, availability of financial credit and much more by clicking 'Visit Site'
Program Tuition Rate
$588/credit
Student Retention Rate
Graduation Rate
The University of Colorado ’s online RN-to-B.S. in nursing pathway for working nurses focuses on quality improvement and leadership. You can choose a fast-track, traditional or extended option depending on how much time you need and how quickly you want to graduate. The cohort-based program lets you get to know other nursing students from Colorado and other states.
Students who complete the program on time can participate in a tuition buy-down program that brings the cost of the degree to $12,000 total.
$431/credit
Distance learners who hold an associate degree in nursing can pursue a fully online RN-to-B.S.N. degree from the University of Memphis ‘s Loewenberg College of Nursing. The Commission on Collegiate Nursing Education (CCNE)-accredited program takes as little as 12 months to complete and features seven-week courses. Students living in California cannot enroll in the program.
Online learners must pay a $30 per credit fee for each seven-week nursing course. The curriculum explores community health, health assessment, leadership and transcultural nursing.
$225/credit
In 1949, Northwestern State University of Louisiana became the first school in the state to offer a B.S.N. program. Students can earn an accelerated RN-to-B.S.N. degree online in as little as 12 months at a total tuition cost of $6,750. Designed for working nurses, the CCNE-accredited program offers individualized degree plans with classes that last eight or 16 weeks.
The curriculum includes classes like research in nursing, community health nursing, healthcare management and women’s health.
$307/credit
Ohio University ‘s School of Nursing offers a fully online RN-to-B.S.N. degree that takes as little as one year and less than $10,000 to complete. Students must complete nine nursing courses. Designed for working nurses, the program offers eight start dates each year and a flexible, asynchronous schedule.
Most classes last five weeks. The curriculum covers evidence-based nursing practice, leadership in nursing, health assessment and promotion, and nursing excellence. All coursework takes place online, and students can complete the clinical practice project locally.
$292/credit
The University of Arkansas at Little Rock offers an accelerated RN-to-B.S.N. online completion program accredited by the Accreditation Commission for Education in Nursing (ACEN). Students can choose a 12-month or 18-month track and keep working while they earn their degrees.
Required classes include community health needs, research and evidence-based practice in nursing, and nursing health assessment. In addition to tuition, online B.S.N. students pay a $25 technology fee per credit hour and may need to pay clinical fees for some courses.
$242/credit
At Wichita State University , you can earn an RN-to-B.S.N. online in just one year or take up to six years to complete the degree if you attend part time. Designed for working nurses, the program is available completely online with no in-person requirements. No matter where you live, you pay in-state tuition, making this a more affordable option for out-of-state students.
Nurses who recently graduated don’t need any work experience to apply for the program.
$220/credit
Tahlequah, Oklahoma-based Northeastern State University offers one of the fastest accelerated RN-to-B.S.N. programs available. Degree seekers can complete their studies in as little as 10 months, although those working full-time typically take about 16 months to graduate. Enrollees have up to five years to finish their coursework after starting the ACEN-accredited program.
Along with courses covering core nursing topics and current issues in the field, students can explore areas of interest through independent nursing studies. This upper-division program accepts applicants with associate degrees or diplomas in nursing and current RN licensure.
$298/credit
Franklin University ‘s accelerated online RN-to-B.S.N. program is accredited by CCNE and focuses on leadership and clinical skills. The B.S.N. takes as little as 12 months to complete, and students can transfer up to 75% of the degree’s required credits.
The fully online program provides hands-on simulations through virtual activities and doesn’t include a clinical component. Admission requirements include an associate degree in nursing or a nursing diploma. New RN-to-B.S.N. students receive an automatic $3,000 scholarship.
$330/credit
Liberty University offers a CCNE-accredited RN-to-B.S.N. online degree for registered nurses who want to further their education. The Christian university provides nursing courses taught from a Christian perspective.
You can complete the program in as little as 12 months and choose from part-time or full-time options. Liberty University offers eight start dates each year. Nursing students can also opt for the RN-to-B.S.N.-to-M.S.N. program and earn both degrees in just 24 months.
$475/credit (nursing classes); $420/credit (general education classes)
At Fisher College , you can pursue a CCNE-accredited accelerated RN-to-B.S.N. degree online. Designed for working nurses, the program prepares you to become a leader in the nursing field. The college’s generous transfer credit policy allows you to transfer up to 90 of the required 120 credits for the B.S.N. You can earn the 30 nursing credits required for the B.S.N. for just $9,500.
The program offers rolling admissions and lets students work at their own pace. Fisher offers a joint admissions program with the Brockton Hospital School of Nursing (BHSN) that allows you to earn a nursing diploma from BHSN, then complete your B.S.N. at Fisher.
Fast-track RN-to-B.S.N. online programs can be an excellent option for many students seeking bachelor’s degrees in nursing , but online learning isn’t the right choice for everyone. Think about the following factors to help you choose between attending college online or in person.
College accreditation comes from accrediting bodies approved by the U.S. Department of Education or the Council for Higher Education Accreditation (CHEA).
For institutional accreditation, accrediting bodies evaluate universities to make sure they meet minimum quality standards related to academic programs, faculty credentials and student support. If you want to apply for federal financial aid, you need to attend an institutionally accredited school.
Some academic degrees and departments also earn programmatic accreditation. In the nursing field, accreditation is often a critical consideration for many employers, graduate programs, licensing boards and professional organizations. An accelerated RN-to-B.S.N. program might hold programmatic accreditation from CCNE or ACEN.
You can visit a prospective school’s website to find accreditation information or look up accreditation for schools, programs and departments on CHEA’s website .
An accelerated online nursing degree can help you qualify for more advanced nursing roles and improve your earning potential. However, every program is different, so consider your future goals before you choose a school.
For example, think about whether or not you might want to eventually pursue a graduate degree in nursing. If so, you might want to prioritize B.S.N. programs that prepare you to meet admission requirements for M.S.N. programs or doctoral degrees such as a Doctor of Nursing Practice . You may even want to choose a school that offers graduate nursing degrees .
Another consideration is whether or not to choose an RN-to-B.S.N. program that includes an internship or clinical placement requirement. On one hand, gaining hands-on experience can help give you confidence and lead to job opportunities. But, if you already have a lot of work experience, this might be redundant and prove harder to fit into your schedule.
Tuition rates for the accelerated RN-to-B.S.N. programs in our guide range from $216 to $1,263 per credit. The typical B.S.N. requires an additional 30 credits (or 120 total to graduate), assuming that students bring in about 60 transfer credits and will receive about 30 credits for professional experience. This places the total estimated cost of a top-ranked, online RN-to-B.S.N. program between $6,480 and $37,890.
Tuition and fees for the average undergraduate program cost $9,596 per year for in-state enrollees at public schools, according to the National Center for Education Statistics , while at private schools students paid an average of $34,041. Since most of the programs on our list can be completed in about a year of full-time study, their prices range from somewhat less than average to around the same cost.
You can apply to get help paying for your nursing school costs by filling out the Free Application for Federal Student Aid (FAFSA®). The FAFSA can help you qualify for scholarships, student loans and grants. You can also ask your nursing department or school about scholarship and grant opportunities.
Accelerated RN-to-B.S.N. programs offer one of the quickest paths to earning a B.S.N. if you’re already a working nurse. These programs award academic credit for prior college coursework and professional nursing experience.
Fast-track RN-to-B.S.N. online programs sometimes take as little as 10 months to complete. You might be able to find a program you can complete quickly if you are a registered nurse and hold an associate degree or diploma in nursing .
The answer to this question will vary from one person to another. If you’re looking for the most convenient RN-to-B.S.N. online program, you might want to prioritize options with no in-person requirements.
Many nurses complete their B.S.N. online. As long as you choose a program at an institutionally accredited school from a programmatically accredited nursing program, your degree is credible to the nursing profession.
Liz Simmons has been writing for various online publications about career development, higher education and college affordability for nearly a decade. Her articles demystify the college application process and help prospective students figure out how to choose a major or career path.
Camille B. Warner cannot be edited as it was published by another site. The content can only be edited at the source site here .
Camille Beckette Warner, PhD is the Associate Dean for Diversity, Equity and Inclusion and an Assistant Professor at the Frances Payne Bolton School of Nursing at Case Western Reserve University. She received a Bachelor of Arts in Sociology from Miami University and a Master of Arts and a Doctor of Philosophy in Sociology from Case Western Reserve University. Dr. Warner’s teaching, research, scholarship, and service span over 25 years in the specialization areas of aging, medical sociology, intergenerational caregiving, and research methodology with a major focus on social inequalities and social justice across the life course. She serves on university, community, and national committees to advance and advocate for increased diversity, equity, justice, inclusion, and belonging in higher education and healthcare. Dr. Warner has been an active member of several professional organizations such as the American Sociological Association, Gerontological Association of America, Association of Gerontology in Higher Education, and Diversity, Equity, and Inclusion Leadership Network of the American Academy of Colleges of Nursing. Dr. Warner has made numerous scientific presentations, conducted workshops on cultural diversity in university and health care settings and co-authored several articles and book chapters on aging, caregiving, and the health and illness of older adults and their families.
Associate Professor
Yale School of Nursing - Room 20504
email: raquel.ramos@yale.edu *Accepting PhD students
Dr. Ramos’ program of research examines how user-centered design and technology-driven, behavioral interventions can enhance cardiovascular health equity in sexual minority men of color with HIV and at risk of HIV-related comorbid conditions.
Ramos SR , Gaffey A, Rabbani MS, Kang B, McCall T. (2023). Sleep: A Mind, Body, & HEART Experience. Healthy Living Series. Society of Behavioral Medicine.
Gaffey A , Ramos SR , Nishimuta K. Intimacy, Sexual Health, and Wellbeing in Heart Disease. Healthy Living Series. (2023). Society of Behavioral Medicine.
Uribe JS, Boyar K, Ramos SR . Bringing Research to Life for Undergraduate Nursing Students Using a Design Thinking Model. In Innovative use of concept care planning in a large class. Innovative strategies in teaching nursing: Exemplars of optimal learning outcomes 2020. Springer.
Publications .
Bond KT, Chen WT, Crespo-Fierro M, Randolph S, Ramos SR . Ending the HIV Epidemic: Disrupting Inequities Through HIV Research Centered on Women and Girls. Journal of the Association of Nurses in AIDS Care. 2024 May 1;35(3):173-4.
Ramos SR , Fraser M, Araya F, Kim HY, Parrilla JA, Sy KM, Nagpal RT, Camacho-Rivera M, Boutjdir M. Community-Engaged Intervention Mapping for Cardiovascular Disease Prevention in Black and Latinx Sexual Minority Men With HIV in New York City: Protocol for a Web-Based Mixed Methods Study. JMIR research protocols. 2022 Oct 11;11(10):e41602.
Ramos SR , Portillo CJ, Rodriguez C, Gutierrez JI. Latinx: Sí, Se Puede? A Reflection on the Terms Past, Present, and Future. Journal of Urban Health. 2022 Oct 19:1-3.
Ramos SR , Johnson C, Melkus G, Kershaw T, Gwadz M, Reynolds H, Vorderstrasse A. CVD Prevention Education using a Virtual Environment in Sexual Minority Men of Color with HIV: A Sequential Mixed Methods Wait-list Randomized Control Trial Protocol. JMIR Res Protoc. 2022 Apr 12. doi: 10.2196/38348
Ramos SR , Beauchamp G, Wheeler DP, Wilton L, Whitfield DL, Boyd DT, Hightow-Weidman L, Fields SD, Nelson LE, HPTN 073 Team. Optimizing PrEP Continuance: A Secondary Analysis Examining Perceived Autonomy Support and Care Coordination Quality among Black MSM in HPTN 073. International Journal of Environmental Research and Public Health. 2022 Apr 8;19(8):4489.
Ramos SR , Lardier DT, Bond KT, Boyd DT, O’Hare OM, Nelson LE, et al. Participatory Design of a Web-Based HIV Oral Self-Testing Infographic Experiment (HOTIE) for Emerging Adult Sexual Minority Men of Color: A Mixed Methods Randomized Control Trial. International Journal of Environmental Research and Public Health 2021;18(22):11881.
Ramos SR , Lardier Jr DT, Opara I, Turpin RE, Boyd DT, Gutierrez Jr JI, Williams CN, Nelson LE, Kershaw T. Intersectional effects of sexual orientation concealment, internalized homophobia, and gender expression on sexual identity and HIV risk among sexual minority men of color: A path analysis. The Journal of the Association of Nurses in AIDS Care. 2021 Jul;32(4):495.
Ramos SR , Nelson LE, Jones SG, Ni Z, Turpin RE, Portillo CJ. A State of the Science on HIV Prevention Over 40 Years Among Black and Hispanic/Latinx Communities. Journal of the Association of Nurses in AIDS Care. 2021 May 1;32(3):253-63.
Ramos SR , Lardier DT, Boyd DT, Gutierrez JI, Carasso E, Houng D, & Kershaw T. Profiles of HIV-risk, sexual power, and decision-making among sexual minority men of color who engage in transactional sex: A latent profile analysis. Int. J. Environ. Res. Public Health 2021 Jan;18(9):4961.
Ramos SR , Lardier DT, Warren RC, Cherian M, Siddiqui S, & Kershaw T. Substance use, general health, and health literacy as predictors of oral health in emerging adult sexual minority men of color: A secondary data analysis. Int. J. Environ. Res. Public Health, 2021 Jan;18(4):1987.
Ramos SR , O’Hare OM, Colon AH, Jacobs SK, Campbell B, Kershaw T, Vorderstrasse A, Reynolds HR. Purely Behavioral: A Scoping Review of Nonpharmacological Behavioral and Lifestyle Interventions to Prevent Cardiovascular Disease in Persons Living With HIV. Journal of the Association of Nurses in AIDS Care. 2020 Sep 1;32(5):536-47.
Nelson LE, Ajiboye W, Djiadeu P, Odhiambo AJ, Pedersen C, Ramos SR , Lofters A, Mbuagbaw L, Williams G. A web-based intervention to reduce decision conflict regarding HIV pre-exposure prophylaxis: protocol for a clinical trial. JMIR research protocols. 2020 Jun 15;9(6):e15080.
Ramos SR , Paintsil E, Ofori-Atta A, Kusah JT, Amissah AA, Ofori IP, Reynolds NR. Prototype development, usability, and preference of a culturally relevant pictorial aid to facilitate comprehension of Likert-type levels of agreement in caregivers of children living with HIV in Ghana. Computers, Informatics, Nursing. 2020 Jan;38(1):45
Ramos SR , Warren RC, Shedlin M, Melkus G, Kershaw T, and Vorderstrasse A. A framework for using eHealth interventions to overcome medical mistrust among sexual minority men of color living with chronic conditions. Behavioral Medicine. 2019; Apr 3;45(2):166-76.
Ramos SR . User-Centered design, experience, and usability of an electronic consent user interface to facilitate informed decision-making in an HIV clinic. Comput Inform Nurs. 2017; Nov;35(11):556-564.
Ramos SR , Gordon P, Bakken S, Schnall R. Sociotechnical analysis of health information exchange consent processes in an HIV clinic. The Journal of the Association of Nurses in AIDS Care. 2016; Nov - Dec;27(6):792-803. Epub 2016 Aug 16 .
Ramos, SR (2024, April). Technology as a Tool to Facilitate Trust, Access, and Reach of Behavioral Interventions in Historically Marginalized Populations . Keynote Speaker. 2024 Urban Health Research Conference. Wayne State University College of Nursing. Detroit, MI.
Ramos, SR (2023, March). HIV and cardiovascular health equity for diverse and vulnerable populations: Lessons learned and implications for future research . Division of Academic Internal Medicine and Geriatrics in the Department of Medicine at the University of Illinois Chicago, Chicago, IL.
Ramos SR . (2023, January). Formative and technology-enabled strategies to prevention of chronic conditions in sexual minority men of color: Lessons learned & opportunities for the future . University of Washington / Fred Hutch Center for AIDS Research.
Ramos SR , Beauchamp G, Wheeler DP, Wilton L, Whitfield DL, Boyd DT, Hightow-Weidman L, Fields SD, and Nelson LE. (2021, May). An Examination of Perceived Autonomy Support, Care Coordination Quality, and PrEP Discontinuation among Black MSM in Three US Cities: HPTN 073. Podium presentation at the 2021 HIV Prevention Trials Network Annual Meeting.
Ramos SR , Boyd DT, Guillaume G, Camacho-Rivera M, and Fraser M. (2021, April). Formative development of a multi-level, community-engagement protocol to prevent CVD in sexual minority men of color living with HIV: The gaming protocol study. Abstract presentation at the 2021 NHLBI Program to Increase Diversity Among Individuals Engaged in Health-Related Research Annual Meeting.
Ramos SR . (2021, March). Formative and technology-enabled approaches to inform decision making in persons living with or at Risk of HIV. Center for Interdisciplinary Research on AIDS at Yale University: Qualitative Research Discussion Group.
Ramos SR . (2016, June). User-centric design of a health information exchange eConsent for Persons Living with HIV: results from a mixed methods study. Podium presentation at: AcademyHealth 2016 Annual Research Meeting. Boston, MA .
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The UBC School of Nursing is Canada's top-ranked nursing program and is internationally renowned for their contributions to nursing and health research, nursing philosophy and health system leadership. ... Studying at UBC has made it possible for me to be a PhD student, nursing leader in public health, and mama to two little kids. I am...
Graduates of our doctoral program receive top preparation as nursing researchers, academics and leaders. Our faculty was the first to offer PhD studies in nursing in Canada in 1991. It is currently ranked #1 overall in Canada and #5 globally in the 2023 global QS rankings. We are especially interested in attracting doctoral students who are ...
PhD in Nursing (Online) Launched in 2008, the Queen's Nursing doctoral degree has an online and in-person blended delivery model. Our experienced faculty use both synchronous and asynchronous teaching modalities to lead small graduate seminars, engaging you in a lively, critical examination of philosophy, policy and theory while you delve into your own areas of research interests.
Nursing Graduate Programs. Faculty of Nursing, Professional Faculties, Room 2260 2500 University Drive NW Calgary, ABT 2N 1N4. Contact the Graduate Program Administrator. Visit the departmental website. If you're interested in this program, you might want to explore other UCalgary programs.
English or French. The goal of the doctoral program in nursing is to prepare scientists capable of conducting innovative research that results in new and significant contributions to nursing knowledge. The students engage in creative thinking, critical appraisal and synthesis of scholarly work in their field of interest using a wide range of ...
The PhD program in the Faculty of Nursing develops nurse scientists who are expert clinical scholars equipped to provide leadership in nursing practice, research and education. The degree is designed to educate professionals for excellence in nursing scholarship through original research. Our thesis-based degree offers opportunities to become ...
The PhD in Nursing is offered as a full-time program. Courses. Successful completion of all required courses by the end of Year 2 in the program. ... Introduced at a time when learning health systems are unfolding across Canada, Bloomberg's Doctor of Nursing program has commenced at a perfect time. During this program, I have gained a greater ...
The Graduate Program in Nursing at York is an exciting environment to pursue innovative, socially engaging, career-ready education. Contact our Graduate Program Assistant to learn more. The program prepares nurse scholars who can conduct independent research and assume leadership roles in a variety of settings.
The Doctor of Philosophy Degree in Nursing (PhD) is a thesis-based (dissertation) degree program. The first intake for this newly approved full-time degree program was Fall 2017.Please see flyer for details about this program and course sequence.. Applicants to the Faculty of Nursing PhD program are not required to identify a supervisor before beginning the program.
Nursing (PhD) Our Doctor of Philosophy in Nursing (PhD) is the culmination of your deep, active knowledge of nursing. You will both examine and further develop the intersections of research, education, and advanced practice nursing. In this self-directed program, you will develop a strong grounding in philosophical thought, expertise in ...
Admissions. The College of Nursing Doctor of Philosophy in Nursing (PhD) program prepares nurse scholars to become leaders that advance nursing as an academic, research and practice discipline. During this program, doctoral students will participate in critical appraisal, knowledge generation, research synthesis and knowledge transfer.
PhD in Nursing Program Information. Length: 4 years (full-time), 6 years (part-time) Intake: Fall Delivery: In-person Status: Part-time or Full-time In the PhD stream, graduates are nurse scientists who build on Master's program capabilities to be leaders in research, education, and scholarship.They lead research programs and teams; direct knowledge translation, policy, and improvement ...
The Doctor of Philosophy (PhD) program prepares nurse scientists to conduct research and to assume major roles in the development, evaluation, and dissemination of knowledge about issues of interest to nursing. Acculturated into an academic environment that embodies scholarship, graduates of this program are well-prepared for careers as ...
The PhD program in Nursing, established in 1994 as a joint program with the Université de Montréal, is designed to prepare nurses to contribute to the development of knowledge in the discipline through their careers in research and academia. While students may elect to complete their program at McGill, the partnership with the Faculty of ...
A doctoral graduate in nursing will be self-directed, have a deep, active knowledge of a particular focus of study within the field of nursing, and will make a significant contribution to the literature in that area. The PhD program is delivered in a distance learning format, supplemented with two or three mandatory on-campus visits.
College of Nursing, Rady Faculty of Health Sciences Helen Glass Centre for Nursing 89 Curry Place University of Manitoba Winnipeg, MB R3T 2N2 Canada. [email protected] Phone: 204-474-7452 Toll Free: 1-800-432-1960 ext 7452 (North America) Fax: 204-474-7682
Nursing. 3,330 EUR / year. 4 years. Our Doctor of Philosophy in Nursing (PhD) program at University of Saskatchewan prepares nurse scholars to become leaders that advance nursing as an academic, research and practice discipline. Ph.D. / Full-time / On Campus. University of Saskatchewan Saskatoon, Canada. Ranked top 2%.
Kimberly Jarvis, BN (Memorial), MN (Memorial), PhD (Alberta), RN. [email protected]. Kimberly has been engaged in nursing education and research in Qatar, Ethiopia, Ghana, and Canada for more than 10 years. Her clinical practice is community/public health. She joined the Faculty of Nursing at Memorial University in 2018.
Application Dates. Applications Open: September 1, 2023. Applications Close: December 1, 2023. Program Start: September 2024. Entry into the PhD is every second even year (i.e., 2022, 2024, 2026). Applicants interested in pursuing a PhD in Nursing in odd years may apply as a non-registered student to take electives.
How the PhD in Nursing will enable you to achieve your career goals; and; Your proposed research project including statement of the research problem, justification of research project, relevance for the nursing profession and an overview of the study design. ... Located in the heart of Canada's capital, a few steps away from Parliament Hill ...
Best PhD Degrees in Nursing at Universities in Canada. There are 22 study programs available at 18 schools and universities in the world, according to Erudera.. Erudera aims to have the largest and most updated database of study programs available in the world, and new study programs are being added weekly.You can use the filters to narrow down your search or sort your results based on ...
A Doctor of Philosophy (Ph.D.) in Nursing is the highest academic degree awarded in the field of nursing. It is a research-focused doctoral program that prepares nurses to be scientists, scholars, and leaders in the discipline. The Significance of a Ph.D. in Nursing. Advances nursing science and evidence-based practice through rigorous research.
1. Complete an accredited nursing program. As a first step, you'll typically want to enrol in a program where you'll learn the fundamentals of nursing. You'll be able to learn chemistry, psychology, anatomy, and physiology in these programs. You'll also take courses that teach wound care and other applied learning.
Chat Session for Advanced MSN, DNP, PhD and DNP/PhD Programs. 3:00 pm - 4:00 pm. Online. Admissions - Online Chats. Public, Students. Date/Time: Tuesday, October 29, 2024 (3:00pm - 4:00pm) Details: The online chat is a great way to ask any questions you may have, or see other questions being asked that you may not have thought to ask ...
Tuition rates for the accelerated RN-to-B.S.N. programs in our guide range from $216 to $1,263 per credit. The typical B.S.N. requires an additional 30 credits (or 120 total to graduate), assuming ...
Camille Beckette Warner, PhD is the Associate Dean for Diversity, Equity and Inclusion and an Assistant Professor at the Frances Payne Bolton School of Nursing at Case Western Reserve University. She received a Bachelor of Arts in Sociology from Miami University and a Master of Arts and a Doctor of Philosophy in Sociology from Case Western ...
PT, DPT, PhD. Laura A. Baehr is a clinician-scientist accelerating empowerment, access and equity in community-based physical activity programs for people with disabilities and chronic health conditions. She is informed by her interdisciplinary trainings in rehabilitation science, physical therapy and dance to center evidence-based ...
About. Dr. S. Raquel Ramos, PhD, MBA, MSN, FNYAM, FAHA is an Associate Professor at the Yale University School of Nursing. She is also appointed as Associate Professor at the Yale School of Public Health in the Department of Social and Behavioral Sciences. Dr. Ramos has over a decade of direct patient care experience as a nurse clinician in the ...