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Work around: Removing barriers to the PhD

“I’m sorry. We tried. We really did. But there is no way we can adjust your work schedule to accommodate your school schedule.”

When the director of the nursing administration department where I worked uttered those words to me, the sheen of pride and joy that had radiated from me over the last few months, after being accepted into two highly competitive (and fully funded) nursing PhD programs, dimmed like the lights just before a California heat wave induced power outage. I had prepared myself for this worst-case scenario (and, in fact, had already submitted several job applications), but her words and the finality of the decision was like a slap across the face.

When I originally announced my PhD program acceptance, everyone at the world-famous prestigious academic healthcare facility where I worked said they were happy for me and “so proud” of me. So why wasn’t my accomplishment being celebrated and lauded like I had seen so many others’ accomplishments celebrated? Several nursing colleagues were pursuing DNPs with the full support and flexibility needed to keep their jobs and be successful in their programs. Yet, I knew the main difference here was that DNPs could often align their academic projects with work projects, often with the full blessing of bosses and supervisors. For PhD students, things were a bit more complicated.

However, I knew that the PhD route was the only academic road I wanted to travel. I wanted to conduct research that would help dismantle healthcare disparities for the most vulnerable of patient populations, and I wanted to become nursing faculty so that African American students and LGBT students entering the nursing profession would see at least one instructor who represented them. That said, I had not anticipated having to give up my livelihood in exchange for pursuing this dream.

In “The research doctorate in nursing: The PhD,” published in a 2016 issue of Oncology Nursing Forum, Rice writes, “The research-focused doctorate in nursing prepares nurse scientists to lead the field and to advance the science of nursing. In addition to conducting independent research and developing their own programs of research, nurse scientists will also likely work in multidisciplinary and interprofessional teams to achieve broad research outcomes”.

Then why aren’t healthcare employers supporting these budding nurse scientists? How can all this new nursing knowledge be generated if doctoral nursing students must choose between their livelihoods and this advancement into nursing research? When the choice boils down to paying your rent or earning a PhD, the obvious choice hurts not only the aspiring nurse scientist, but also nursing as a discipline. What message is an organization sending when they tell a nursing PhD student: “Well done, but now you’ll have to find another job.”?

Throughout the COVID-19 pandemic, many American healthcare employers have showed tremendous flexibility and innovation related to staffing and to workplace accommodations. Why not have these examples be a reminder that healthcare work schedules and job descriptions need not be written in proverbial stone, but that these things can be fluid? They can be living, breathing documents, able to be revised and updated as needed, especially when it comes to nurses who are motivated enough and tenacious enough to embark upon the challenging journey of pursuing a PhD.

While it’s true that many nursing PhD programs offer full funding due to the shortage of doctorate-prepared nurses, this funding is usually nowhere near comparable to a full-time clinical or administrative nursing salary. A graduate nursing student, especially if also a parent, living only on a PhD stipend would need a wealth of support from family, friends, grants, and scholarships just to survive. Thriving would be another matter altogether and would up the ante significantly. Also, without a job, what of access to clinical researchers or to patient populations and real-time research data? These necessary components to a nurse scientist’s success are more readily available to a nurse with an active connection to a healthcare facility.

As nurses, we know that sometimes things don’t work out the way they are supposed to, nor the way we had hoped or anticipated. Therefore, we have perfected the proverbial “work around”, alternate ways to get from point A to point B when unanticipated bumps in the road or detours arise. I was lucky in that, not 2 weeks after that fateful conversation with my supervisor, a recruiter from a previous workplace called me out of the blue and asked if I was available to return to my old job as a nursing informaticist. I immediately jumped into work-around mode; I negotiated for school schedule flexibility and for a salary that matched my current one. I even got a shorter commute as a “bonus”.

But what if I had not found a job willing to work around my full-time PhD program schedule? Would I have had to turn down the acceptance into the PhD program? Probably. Let’s work together to change this narrative and to implement innovative ways to make sure that nurses pursuing a PhD never have to make the decision between making a living or making a difference.

Daphne Scott-Henderson is a PhD student at the University of California San Francisco School of Nursing and clinical informatics RN at Watsonville Community Hospital in Watsonville, California.

The views and opinions expressed by Perspectives contributors are those of the author and do not necessarily reflect the opinions or recommendations of the American Nurses Association, the Editorial Advisory Board members, or the Publisher, Editors and staff of American Nurse Journal . These are opinion pieces and are not peer reviewed.

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Why I Earned a PhD in Nursing: An Interview with Silvi G. González Cuizon

Published on: august 17, 2021, written by carol scimone.

A special thanks to Silvi G. González Cuizon, PhD, MSN, RN, a graduate of the University of San Diego's BSN to PhD Executive Nurse Leader Program , for taking the time to share her story about pursuing a PhD in nursing.

Tell us a little about yourself. How long have you been a nurse? What area of nursing do you work in?

I have been a nurse for 8 years and have had the opportunity to care for patients in a variety of different settings from Pediatrics to Adults. Currently, I work as a nursing project manager for the Loma Linda University Health system. 

Why did you decide to pursue a career as a nurse leader? When did you realize that you wanted to pursue your PhD?

I enjoy research and it has always been a goal of mine to get my PhD. I have also been fortunate to work with so many wonderful nurse leaders. I wanted to give back to other nurses by providing the same wonderful leadership that I received. I enjoy bringing people together, finding their strengths, and working toward the ultimate goal to provide the very best patient-centric care.

At first, I was hesitant to pursue nurse leadership because I enjoyed my clinical work, but when an opportunity arose for a nursing leadership residency program at USD, my manager encouraged me to apply and I got in!

Interested in becoming a nurse leader? USD's BSN to PhD program can help you develop the leadership skills needed to impact other nurses and influence health policy.

What attracted you to the BSN to PhD Executive Nurse Leader Program at USD?

What really solidified my decision to enter into the BSN to PhD program at USD was meeting the faculty, students, and alumni at USD's Hahn School of Nursing. I met fellow nurses with rich backgrounds who were using their PhDs in a variety of ways. This quickly dispelled any notion that I would be limited to academia or intensive research tracks.

I didn’t want to delay my chance to give back to the nursing profession and the patients we serve. I realized that the education and knowledge I would gain from obtaining my PhD would serve me no matter where my career trajectory would take me. 

What did you enjoy most about the program? Were there any standout experiences?

I enjoyed so many aspects of the nursing community at USD. The faculty, who are both content experts and practicing experts, gave engaging lectures and worked closely with students. There were plentiful opportunities for great dialogue with classmates from different nursing backgrounds who held various jobs and gave a richness to the learning experience. I also loved being on the beautiful campus, which was great when you wanted to walk around and process all the information you were learning. 

My summer research residency was a standout experience that allowed me to apply what I was learning in a real-life setting. It also offered an opportunity to engage with working scientists who also served as mentors. 

How will the program help advance your career? What skills have you gained?

The program expanded the way I think about nursing and the world around me. This big picture thinking has been crucial for success in my role. I am able to look at systems, policies, and operations in a whole new way while working to overcome clinical and systematic barriers. I have gained the skills necessary to dive into the literature, understand the various methodologies in depth, and critically analyze problems in a way I never had previously. 

I will be able to confidently seek out answers and solutions that will improve health outcomes for the community I serve because of skills I have gained at USD. - Silvi G. González Cuizon, Executive Nurse Leader (BSN to PhD) alumna

Now, I have a seat at the table and know that my input and work can make a difference. Lastly, I want to share my passion for research and my knowledge with fellow nurses in the hope of igniting a fire for more nurses to engage in research to gain the answers they need to continue to improve patient-centric care.

If you could give advice to someone considering the Executive Nurse Leader Program at USD, what would you share?

Everything about the BSN to PhD program is designed to see you succeed and ensure you get the most out of your education. The faculty and staff are wonderful and knowledgeable and invest in your growth as a nurse leader. 

You will receive a solid master’s education that transitions seamlessly into your PhD education. It is designed so that you are not skipping any steps in your learning trajectory.

If you’re on the fence about whether this is right for you, take some time to talk to others who have embarked on the journey and see what they have to say. The possibilities are endless and this program will give you a firm foundation of knowledge for your next stepping stone. 

For more stories highlighting USD nursing graduates and their respective programs/tracks, click here .

A Guide to the University of San Diego's Adult-Gerontology Clinical Nurse Specialist Program

The University of San Diego's nursing program ranks among the best in the nation. But that's not the only reason future students walk through our doors to pursue one of our graduate degrees.  Download our guide for an in-depth look at the Adult-Gerontology Clinical Nurse Specialist program   and learn how our rich heritage of excellence in nursing education can help you achieve your academic and professional goals.

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Transform the future of health.

Advance the theoretical foundation of nursing practice and healthcare delivery with a Johns Hopkins PhD in nursing. This program will provide you with the knowledge and skills in theoretical, methodological, and analytical approaches that will enable you to conduct research to discover and apply knowledge in nursing science and health care. Most full-time Johns Hopkins Nursing PhD students receive 100% tuition funding and guaranteed compensation for the first four years of study.

The Johns Hopkins School of Nursing specializes in eight Areas of Expertise . With access to world-renowned nursing faculty in these specialties, cutting-edge facilities, and opportunities for interdisciplinary collaboration with noted researchers throughout Johns Hopkins University, you’ll build the skills to develop and implement a scientific research program and launch your career. By graduation, most Hopkins nurse scholars have been awarded grants that continue their research and set them well on their way to a successful career.

A DNP Advanced Practice/PHD dual degree is also offered for students who wish to function at the highest level of nursing practice with focuses on both clinical practice and research.

Program Details

Tuition & fees.

Most full-time Johns Hopkins Nursing PhD students receive 100% tuition funding and guaranteed compensation for the first four years of study. Estimated Tuition Cost: $2,430 per credit See Cost of Attendance Details Financial Aid: There are numerous options for financing your education including grants, scholarships, and federal loans.  Learn more.

Upcoming Application Deadlines

Fall entry: November 15

Requirements

Admission criteria.

Graduate of an accredited Bachelor’s or Master’s in Nursing Program ( if applicable. Applicants holding a degree in a non-nursing related discipline will be considered on an individual basis)

A written statement of research goals including reason for interest in Johns Hopkins

Research interests that match faculty expertise and School resources

GRE scores are accepted but not required

A minimum scholastic GPA of 3.0 on a 4.0 scale

Interview with faculty (if moved forward by admissions committee)

Writing sample (publication or graded paper)

Resume or curriculum vitae

Three letters of recommendation (two academic, one professional)*

Official Transcripts (from all previous colleges/universities)

TOEFL or IELTS if English is not your native language

Information for applicants with international education

Prerequisites

No prerequisite courses.

*References should be recent, written for the purpose of your application to this program and from professors who know you as a student or employers who know you as a professional in a job setting preferably in a supervisory role. Personal references from colleagues, friends, or family members do not meet the requirement. For PhD applicants, it is strongly preferred that a least one of your recommenders holds a PhD.

PhD profile based on Fall 2023 Enrollment

 Underrepresented Minority

77% Female/23% Male

First Generation

Countries Represented

States Represented

Average Age

Each student completes a core curriculum and works closely with faculty advisors to complete an individualized course of study that fulfills the student’s goals and develops the basis for a program of research.

Full Curriculum

Philosophical Perspectives in Health

Scientific Perspectives in Nursing

Quantitative Research Design and Methods

Qualitative Research Design and Methods

Mixed Methods Research Design

Grant Writing Seminar

Measurement in Health Care Research

Responsibilities and Activities of the Nurse Scientist

Statistical Methods in Public Health I

Statistical Methods in Public Health II

Statistical Methods in Public Health III

Theory and Concepts of Health Behavior

Symptom Evaluation and Management

Special Topics in Violence Research

Advanced Nursing Health Policy

Stress and Stress Response

The Evolving Roles of the Nurse Educator (online)

Statistical Methods in Public Health IV

Writing for Publication (online)

Advanced Seminar in Translational Research

International Health Systems and Research 3

Current Issues and Trends in Cardiovascular Health Promotion Research

Critical Applications of Advanced Statistical Models

Technology and eTools to Conduct, Facilitate, Implement and Manage Research (online)

• Scholarly Research Portfolio for PhD Students

Dissertation Seminar

Dissertation

Sample Course of Study

Statistical Methods in Public Health I & II

Research Residency – 15 hours per week

Comprehensive Examination

Dissertation Seminar*

Dissertation*

Electives (10 credits)

Research Residency – 20 hours per week

Teaching Residency – 10 hours per week

Activities and Responsibilities of the Nurse Scientist

Electives (9 credits)

Preparation for Doctor of Philosophy Board Examination

*PhD students having successfully completed the written Comprehensive Examination must be registered for at least three credits consisting of two credits dissertation advisement plus one credit dissertation seminar each semester they are progressing toward the degree. *Part-time students who have completed the Comprehensive Examination must register for two credits dissertation advisement plus one credit dissertation seminar each semester they are progressing toward the degree after completing half (10) the required elective credits.  *Up to a maximum of 6 credits can be transferred into the PhD Program. ** Per Doctor of Philosophy Board policy, students must either be registered during fall and spring semesters, or be on an approved leave of absence. ***Transfer of credit is granted on an individual basis. Please see the  transfer of credit policy  and ** complete the form  to make a request.

“Prior to joining the PhD program, I felt like I was spinning my wheels. Now I feel empowered to advocate for what I know will help patients and have the tools and soon will have the credentials to do that.” Emily Hoppe, MS, BSN, RN

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Financial aid.

View the costs for the PhD Program. 2024-2025

Scholarships & Grants: Grants are awards based on financial need that do not have to be repaid. Many students also benefit from scholarships and awards based on merit. Learn more.

Loans: Many students will avail themselves of loans to help finance their School of Nursing education. If necessary, we encourage you to borrow only what is absolutely essential to cover your educational costs. Learn more.

Frequently Asked Questions

The research area in an admission application should be well-defined but not overly rigid. Candidates should demonstrate a clear focus within their field of interest, outlining specific research questions or problems they aim to address. The proposal should show a solid understanding of current literature and gaps in knowledge, indicating how their research could contribute to the field. While applicants may have a general idea of their methodology and potential outcomes, there should be room for refinement and adaptation as they progress in their studies. The research area should align with the program’s strengths and faculty expertise. Overall, the essay should reflect the applicant’s understanding of the issue, and critical thinking skills, and potential for conducting meaningful research, while still allowing for guidance and development throughout the program.

Although contacting a faculty member in your research area is not required, it is an opportunity to become familiar with researchers in your area of interest and to ask questions not addressed on the school’s website. While it can be helpful to have a direct match, students often have great success in the program when a piece of the research overlaps with the advisor.   If there is a particular faculty member whose work interests you, you may discuss this as part of your application essay.   The best place to start is with the PhD Assistant Director of Recruitment , Laura Panozzo at [email protected] and with a review of our most recent PhD virtual information session at https://nursing.jhu.edu/admissions/index.html .

Once you are admitted to the PhD program and decide to matriculate, the PhD Admissions Committee determines who will be your advisor(s). Generally, one advisor is selected, but in some instances-depending on your research area-two advisors are assigned, one of them serving as the primary advisor and the second serving as a co-advisor. One of the faculty would be your primary advisor and the second would serve as a co-advisor. We try to match students with faculty members who have similar research interests.

The PhD program prepares the nurse scholar to develop and conduct scientific research that advances the theoretical foundation of nursing practice and healthcare delivery. The program is designed to prepare nurses for careers as research scientists, often in academic or governmental positions.

The DNP program prepares nurse leaders for evidence-based practice in both direct patient care and executive roles.   View Comparison Chart

View information about a unique opportunity to earn a dual-degree DNP/PhD.

The time needed to complete the program varies, depending on how fast you progress. Some students in our program finish their degree in three years, others take four years or longer.

Students whose native language is not English are required to take the Test of English as a Foreign Language (TOEFL). Johns Hopkins School of Nursing requires a minimum TOEFL-IBT score of 100 to be eligible for admission. More

The PhD program has a Biostatistics heavy curriculum so previous coursework in Biostatistics is helpful.  We encourage students that have not had previous coursework in this area, or have not taken the coursework in the past five years, to look for ways to strengthen that knowledge base before matriculating into the program.  Please reach out to Laura Panozzo, Assistant Director of Recruitment, at [email protected] for a list of resources to help you prepare while applying and before matriculating into the program. 

GRE scores are accepted but not required.

The PhD program is a full time, onsite program only. 

Students should expect to spend 15 hours a week on campus on their funded research residency in collaboration with their faculty advisor for all three years that they receive full funding.  Students should expect to spend an additional 15-20 hours per week on coursework.

Coursework completed outside the United States must be evaluated and translated into US equivalencies.  Official transcript evaluations must be submitted as part of the application process, and applications will not be considered complete until all evaluations for any work completed outside the United States are received.  The Johns Hopkins School of Nursing recommends WES-ICAP .

Pathway to PhD Nursing Scholars Program

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A world-class city filled with art and culture and an incredible campus that offers cutting edge resources–that’s what students receive at Penn Nursing. And that’s just the start. Penn Nursing and the wider university offer something for everyone, as well as a lifelong community.

Penn Nursing is globally known for educating dynamic nurses—because our School values evidence-based science and health equity. That’s where our expertise lies, whether in research, practice, community health, or beyond. Everything we do upholds a through-line of innovation, encouraging our exceptional students, alumni, and faculty share their knowledge and skills to reshape health care.

Penn Nursing students are bold and unafraid, ready to embrace any challenge that comes their way. Whether you are exploring a career in nursing or interested in advancing your nursing career, a Penn Nursing education will help you meet your goals and become an innovative leader, prepared to change the face of health and wellness.

Penn Nursing is the #1-ranked nursing school in the world. Its highly-ranked programs help develop highly-skilled leaders in health care who are prepared to work alongside communities to tackle issues of health equity and social justice to improve health and wellness for everyone.

Penn Nursing’s rigorous academic curricula are taught by world renowned experts, ensuring that students at every level receive an exceptional Ivy League education . From augmented reality classrooms and clinical simulations to coursework that includes experiential global travel to clinical placements in top notch facilities, a Penn Nursing education prepares our graduates to lead.

Doctor of Philosophy in Nursing (PhD)

Our goal is to develop scholars of the discipline of nursing capable of building a program of research that advances nursing knowledge and contributes to the health of individuals, families, and communities.

About the Program

The penn advantage.

Home to some of the most forward-thinking scholars and researchers in the world, Penn offers the opportunity to work alongside faculty who are actively shaping the future of nursing science and healthcare. Our networks and longstanding clinical and community partnerships throughout greater Philadelphia and beyond provide uncommon access to research and practice resources.

Program Information

Program Length

Financial aid available?

Start Semester

Learning Format

Program Details

The program consists of seven core courses, two statistics sequence courses, and five concentration courses; each course is worth one course unit, or CU. Students will take three to four courses each fall and spring semester. Most students complete their coursework within three to four years and then will be on dissertation status until the final dissertation defense.

Click the link below to view the curriculum and sample plan of study for this program on the University catalog.

View the curriculum

Requirements

Minimum qualifications for the program.

Bachelor’s or Master’s Degree in Nursing.

Application Deadlines

*Dates subject to change without notice.

Costs & Tuition

We are committed to assisting all full-time PhD students for four years of tuition, fees, living stipend, and health insurance. You may be internal or external funding , depending on the options available. The doctoral program leadership will determine which funding is most appropriate for all incoming students. Students who choose part-time enrollment are responsible for paying for their own tuition, fees, and health insurance. 

Learn more about the estimated cost of attendance by visiting the University’s Student Registration & Financial Services website. 

View PhD program costs

Program Outcomes

Our doctoral graduates go on to take coveted leadership roles in academia, healthcare, government, and related fields, and are integral to the growth of our profession.

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Karen Celestine, RN, CCN, BSN, MPH

“Since joining the program, I have found clarified purpose, developed lifelong scholarly friendships with peers and mentors, and set my expectations beyond what I ever thought possible. Penn Nursing has provided financial support and unique opportunities that allow me to have a balanced academic-personal life.”

Frequently asked questions, what is the difference between a phd and a dnp.

• Prepares nurse scientists to conduct research, develop the scholarship needed to advance the body of nursing knowledge, guide the practice of nursing, assume leadership in nursing and health care organizations, and participate in the development of social and health policy
• Methods and theories used to guide research
• Grant writing skills
• Technology used in research
• Statistical & other analytical methods
• Research traditions & methodologies
• Faculty role development
• Cognate areas of interest to guide research
• Clinical Requirements – No
• Research Requirements - Faculty guided research residency hours working on an established research project(s) to hone selected research skills
• Final Product - Original research project that makes a significant contribution to the science of nursing
• Academic faculty position which includes research, education, and service roles
• Research Scientist for healthcare organizations, industry or government agencies
• Principal Investigator on extramural research grants
• Leadership positions in health organizations, industry and government agencies
• Government advisor on health policy
• Purpose - Prepares expert clinical scholars to perform direct clinical practice, translate, disseminate and integrate evidence-based research into clinical practice and improve quality of health outcomes for individuals, populations and systems.
• Advanced clinical practice
• Clinical scholarship skills
• Technology used in practice
• Analysis of clinical outcomes
• Evidence-based practice
• Leadership role development
• Rural and underserved populations
• Clinical Requirements - No
• Research Requirements – No
• Final Product – Project based
• APRN in a variety of healthcare settings
• Academic faculty position which includes practice, education, and service roles
• Leadership positions in health care organizations, industry, government agencies
• Evidence-based Practice Coordinator
• Outcomes Manager
• Magnet Coordinator
• Quality Improvement Director

How many are accepted to the PhD program at Penn Nursing?

Approximately 6-12 applicants are accepted each year.

How can I get more information on the research faculty are doing for my application?

Please find our faculty’s research interests here .

Can I reach out to faculty for more information?

Yes, you are encouraged to reach out to faculty who align with your research interests and may be a good mentor during your PhD program. The PhD application is about looking at faculty’s research interests and how they align with yours. In your application, you should highlight these connections.

Is there a clinical component?

Is there an admissions interview.

Competitive applicants will be invited to interview.

When does the PhD program start?

The PhD program starts in the fall semester, and it typically takes 3-5 years to complete the program.

If I am an international applicant with an international RN license, can I still apply to the PhD program?

Yes, you may apply to the PhD program with an international RN license. The license must be valid at time of application.

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Program activities, stephanie acquaye selected as a 2024-2026 jonas scholar.

Jonas Nursing , a leading supporter of doctoral nursing education in the US, and the American Association of Colleges of Nursing (AACN), announced that Stephanie Acquaye, BSN, RN , a current PhD student at Penn Nursing, has been selected as a Jonas Scholar for the program’s 2024-2026 cohort. This program aims to improve health care by expanding the pool of PhD and DNP-prepared nurses needed to educate the next generation of nurse leaders.

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Doctor of philosophy, doctor of philosophy (phd), ignite your future with a columbia nursing phd.

The Columbia University School of Nursing PhD program is a full-time, research-intensive curriculum that prepares nurses for careers as nurse scientists who will conduct research across a broad range of populations and health conditions. Importantly, much of our research is focused on health disparity populations with the long-term goal of informing health policy and clinical practice across the lifespan.

Columbia Nursing provides three years (eight semesters) of funding for tuition, related fees, health insurance, and a stipend for full-time PhD students.

Program Design

Our PhD program provides students with an understanding of the philosophical and theoretical underpinnings of nursing science and a strong foundation in research methods (design, statistics, measurement, quantitative and qualitative methods) for clinical, translational and health services research. All students are mentored by research advisors with active programs of research as they move toward independent research and assume the roles of doctorally prepared nurse scientists.  

As a Columbia Nursing PhD student, you will learn to:

• Design, conduct, and report multidisciplinary research studies that increase knowledge to improve the health and well-being of patients and families across the lifespan
• Advance the state of the science in a substantive area of research through application of innovative and rigorous methods
• Promote health and well-being for individuals and families in the context of their communities
• Provide leadership in improving the health care delivery system at local, national, and international levels
• Collaborate with other professionals to evaluate and develop policies for delivery of health service
• Translate evidence accumulated through research into practice and policy at multiple levels

As part of Columbia University Irving Medical Center (CUIMC), Columbia Nursing enjoys a unique collaboration with the College of Physicians and Surgeons, the Mailman School of Public Health, and the College of Dental Medicine. CUIMC provides myriad opportunities for interprofessional collaboration in research . 

The PhD curriculum builds on the foundation of nursing science by bringing together practice, policy, translational research, and leadership. The core courses provide the knowledge and skills necessary to conduct relevant and well-designed research studies. Electives strengthen an area of clinical interest or intensify understanding of a specific research or analytic method. 

Both post-master's and post-BSN students admitted to the program will complete a minimum of 57 credits. The curriculum plan is designed to make it possible to complete the program in three years for those students with clearly defined plans for their dissertation research.

PhD courses are offered in three major areas:

• Theoretical foundations of nursing science
• Analytical foundations of nursing science
• Electives and application

Students must be registered as full-time for the duration of the program (typically three to four years). The minimum number of semester credits in required coursework is 37 (four semesters) for eligibility to progress to the qualifying exam. Six of the 37 credits required to be completed prior to the qualifying examination are elective courses tailored to the student’s dissertation topic and/or dissertation methods. The PhD program requires nine credits of elective courses. A minimum of 57 total credits is required for program completion. 

Concurrent with Coursework

• Research Experience (participating in faculty research projects and/or a research practicum)
• Research Faculty Training

Request a Sample Academic Program Plan

Qualifying Examination

The qualifying examination helped me to combine the content I learned in my courses and my research interests so I could further articulate my research question. Performing a scoping review on my topic of interest immersed me in the current literature and was crucial to the development of my dissertation. This experience prepared me to successfully work independently through the rest of my Ph.D.

 Kylie Dougherty, BSN, RN, M.Phil.

In addition to coursework, students must successfully complete a qualifying examination with written and oral components. The Master of Philosophy (MPhil) is awarded after successful completion of the qualifying examination and the student enters doctoral candidacy status.

Dissertation

Students are expected to successfully defend a dissertation reporting original research. Four dissertation credits are required each semester during the dissertation phase of study. 

Scholarship Expectations

My advisor and the Columbia Nursing faculty provided me exceptional guidance throughout the PhD program to extend my learning beyond the classroom with the goal of becoming an independent nurse scientist. I learned valuable skills and knowledge to successfully obtain a NIH-funded predoctoral training award, present research findings at local, regional, and national conferences, and publish manuscripts in peer-reviewed journals with good impact factors.

Joseph Belloir, MSN, RN, PMHNP-BC

• Publication: At least one manuscript published in an appropriate peer-reviewed journal.
• Grantsmanship: At least one grant application submitted to an appropriate funding agency or organization.
• Presentation: At least one abstract submitted for presentation as a poster or oral presentation at an appropriate professional meeting.
• Networking: Student will attend at least one regional or national research meeting.

Preparation for Postdoctoral Fellowship: Research Career Next Step 

The coursework and research mentoring at Columbia Nursing helped prepare me for the next steps in my education and career post-PhD. In addition to structured coursework and educational seminars, the school provided beneficial informal support and resources. Feedback sessions with both peers and faculty were very helpful in preparing me to present posters and presentations at research conferences. The school also provided funds for travel to conferences where I presented my research. The grant writing workshop and mock reviews of grant applications provided me with tools and feedback needed to successfully apply for additional funding for my research. Finally, interdisciplinary research collaborations with faculty provided me with opportunities to work with researchers from several disciplines to complete my dissertation.

Melissa Beauchemin, PhD '19, MS '10, RN

PhD Student Handbook

The Columbia Nursing PhD student handbook provides information to aid doctoral students in planning coursework and proceeding through all phases of the program.

Request a PhD Student Handbook

What is it like to be a PhD student at Columbia Nursing?

Required courses (excluding electives).

Building upon the foundations provided in the quantitative and qualitative research method courses, in this course students examine advanced methods and frameworks frequently used in studying health policy, health services research problems and comparative effectiveness research. In addition to a critical review of the methods, the course examines the relationship among science, policy and healthcare delivery, and identifies critical questions shaping the future policy research agenda.

Interdisciplinary research is an approach to advancing scientific knowledge in which researchers from different disciplines work at the borders of those disciplines in order to address complex questions and problems. Successful interdisciplinary efforts require mastery of specific competencies. This seminar will introduce students to competencies in interdisciplinary research through a combination of readings, case studies, and lectures in each necessary aspect, chosen from fields essential to successful interdisciplinary research. It is intended to assist learners to understand why and how different professional disciplines must work together to generate and disseminate knowledge. We will examine: different conceptualizations of interdisciplinary; barriers to and facilitators of interdisciplinary research; approaches, benefits, and limitations of collaboration and team science; methods for measuring interdisciplinary collaboration; the intersection of translational and interdisciplinary scientific strategies; and individual researchers' experiences with and evaluations of their own interdisciplinary scientific projects. Learners will develop a set of skills to be effective members and leaders of interdisciplinary research teams.

The student works with a faculty member or other scientist who is conducting a research project. The specific nature of the experience depends on the nature and stage of the research, but might include search and review of relevant literature, data collection, data analysis and/or grant preparation.

This course is intended for PhD students who are engaged in relevant scholarly activities that are associated with dissertation research.

This foundational course will examine the philosophy of nursing knowledge including foundations of nursing theory, concept development, and its application to research. Students will explore approaches to the analysis and development of concepts and the application of nursing concepts and frameworks to clinical practice and research. Ideas, assumptions, events, people, and writings are examined for their influence, inter-relationships, and significance to nursing. Types of reasoning will be evaluated within the context of nursing and health. Major theories, frameworks, and concepts of nursing and health and their implication for research will be discussed. The focus of the course will be on development of critical thinking skills in analyzing key elements of philosophies, concepts, and conceptual frameworks.

In this foundational course students will study the links between theory and the psychosocial and biophysical measures used in nursing research.  Students will employ the principles of classical test theory and item response theory to evaluate the reliability and validity of measurement.  Application of computational techniques will be covered in the lab portion of the course.  Course topics include types and uses of measures, item/scale development and validation, survey methods, reporting for publication, and the relationships between measurement and research ethics, cultural competency, and health disparities.

This course provides a foundation for quantitative research methods and design. Research process topics examined include: appraisal of the quality of existing evidence; identification of gaps in the literature; formulation of researchable questions and testable hypotheses; types of research variables; sampling designs and power analyses; and the uses, strengths, and weaknesses of various experimental and quasi-experimental research designs.

This course provides an in-depth examination of qualitative study designs and methods through a combination of theoretical discussion and hands-on practical experience. Topics include paradigm distinctions, theoretical perspectives, designs and methods, critique of research reports, and ethical issues in qualitative research.

The course is intended for PhD students who are engaged in relevant scholarly activities that are not associated with the required course sequence. Such activities must accrue more than 20 hours/week.

This course is intended to provide a hands-on introduction to delivering data visualizations to serve as a critical lens through which individual and population level health can be examined. The proposed course will combine concepts and theory in data visualization and exploration and practice to enable the student to gain the necessary knowledge to use graphics and statistics to explore the data, find and construct a narrative, and share findings in ways colleagues and decision-makes can readily understand and act upon.

This course is designed to provide the tools for the doctorally prepared nurse to evaluate, translate and integrate published research results into clinical practice. During the course, students will learn how to conceptualize clinical practice problems and transform them into answerable clinical research questions, how to search for the best clinical evidence, and how to assess clinical evidence using basic epidemiological, biostatistical and scientific principles. The course will culminate in a systematic review or meta-analysis of a body of research relevant to advanced practice nursing.

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