phd in nursing oum

Other sites on the StudyMalaysia Network

Featured Institutions

• Asia Pacific University (APU)
• City University Malaysia (CITY U)
• First City University College
• MAHSA University
• Management and Science University (MSU)
• Quest International University Perak (QIU))
• Saito University College
• The One Academy of Communication Design (TOA)
• Tunku Abdul Rahman University of Management and Technology (TAR UMT)
• Universiti Tunku Abdul Rahman University (UTAR)
• Methodist College Kuala Lumpur (MCKL)
• What to Study

Malaysian Students

• Higher Education in Malaysia
• Private Education Routes
• Public Higher Education Routes
• Technical & Vocational Training
• English in Malaysia
• International School Education in Malaysia

Related Education Bodies

• Higher Education Governing Authorities
• Other Government Agencies

News & Events

• Latest News
• Event Calendar
• Career Guide
• Explore Your Career
• Know Yourself and Career Interest Assessment
• List of Possible Careers for You
• Choosing the Best Study Route
• Explore 27 Fields of Study
• Free Online Course Interest Test

Other Useful Articles

• Top Stories
• Useful Tips
• SkillsMalaysia INVITE

International Students

• Why Study in Malaysia
• Applying & Entering Malaysia to Study
• The National Education System
• Learning English in Malaysia
• Study Opportunities in Foreign Languages
• Going Abroad From Malaysia
• Scholarships
• Students Sign Up
• Institutions Sign Up
• Counsellor Sign Up
• Lost Password
• Activate Account
• Need Help? Ask Studymalaysia

StudyMalaysia.com

• Search Institutions
• Quest International University Perak (QIU)
• StudyGuardian
• International university students studying in Malaysia – your 2021 FAQs answered
• What you need to know if you’re a Malaysian student returning to college or university in 2021
• Course Interest Test

• Open University Malaysia (OUM)

Doctor of Nursing

Offered by: Open University Malaysia (OUM)

Enquiry was successfully sent.

All fees are in RM (Ringgit Malaysia) currency unless stated otherwise.

Other Courses in this Level of Study Other Courses in this Field of Study

Back to Courses

Advertisement

Studymalaysia References

• Schools of Malaysia
• Study Malaysia
• Postgraduate Malaysia
• Training Malaysia
• Challenger Concept Publications

Articles in Spotlight

About this website.

Copyright © 1998-2024 Webway E Services Sdn Bhd (510678-U). 60-3, Jalan PJU 1/3B, Sunwaymas Commercial Centre, 47301 Petaling Jaya, Selangor, Malaysia. Tel/Fax: +603-7880 3837 Whatsapp: +6014-669 3837 [email protected]

Webway E Services Sdn Bhd

• Messages of Support
• Advertise With Us
• Terms of Use

Subscribe to receive regular news and updates from StudyMalaysia.com

Copyright © 1998-2024 Webway E Services Sdn Bhd.

• Member Benefits
• Communities
• Grants and Scholarships
• Student Nurse Resources
• Member Directory
• Course Login
• Professional Development
• Institutions Hub
• ONS Course Catalog
• ONS Book Catalog
• ONS Oncology Nurse Orientation Program™
• Account Settings
• Help Center
• Print Membership Card
• Print NCPD Certificate
• Verify Cardholder or Certificate Status

• Trouble finding what you need?
• Check our search tips.

• Oncology Nursing Forum
• Number 2 / March 2016

The Research Doctorate in Nursing: The PhD

When nurses are considering an advanced degree beyond the master’s level of educational preparation, a number of considerations may direct the decision-making process. The doctorate of philosophy (PhD) in nursing is a research degree that will well serve nurses who have the desire to apply theory and develop formal programs of research, become faculty of nursing, combine clinical practice with formal research, and advance through professional leadership in the ranks of hospitals and health systems organizations.

Jump to a section

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. They design and conduct studies to answer certain aims. These aims can be in response to theoretical questions, as well as to questions that derive from clinical practice or focus on individual, group, or population characteristics and behaviors—to name only a few prompts for inquiry. The findings of the inquiry are disseminated through scholarly publication and presentation, are likely to prompt additional research, and will ultimately inform an evidence base for practice, policy, and advocacy.

Historically, before doctoral degrees in nursing were available, nurses who pursued doctoral degrees did so in fields related to nursing (e.g., health education, public health, psychology, economics). However, the first doctorate that was available to nurses was established in 1924. This was the doctor of education (EdD) degree, awarded by the Teachers College of Columbia University in New York, New York. The EdD degree continues to this day, and it is a research-focused doctorate with an emphasis on education.

PhD programs in nursing began toward the end of the 20th century. However, in the 1970s, Boston University began the doctor of nursing science (DNS) degree. Further complicating the matter, Margaret Newman of New York University later promoted a purely practice-focused nursing doctorate (ND) (Schneckel, 2009). The first of these ND programs was offered in 1979 by Case Western Reserve University in Cleveland, Ohio (Reid Ponte & Nicholas, 2015).

The intent of the DNS or DNSc degree was to combine research with clinical practice rather than research with theory development and application (Loomis, Willard, & Cohen, 2006). Ultimately, the DNSc degree was considered to be equivalent to the PhD degree. The curricula, program design and expectations, and dissertation and research requirements were nearly the same across programs. For that reason, many colleges and universities have changed their DNSc programs to PhD programs, and many have allowed recipients of the DNSc degree to convert those degrees into PhDs. At the close of the 20th century, the vast majority of research-focused doctoral programs were PhD programs (79%), with the remaining shared among DNSc, DNS, or DSN programs (17%) and ND programs (5%) (American Association of Colleges of Nursing [AACN], 2001). As of 2013, the most recent year for which data are available, 132 research-focused doctoral programs, with 5,145 enrolled students, existed in the United States (AACN, 2014).

As of fall 2014, 81 U.S. colleges and universities also offer baccalaureate to research-focused doctoral programs (AACN Research and Data Services, 2015). These programs, designed for those who hold a bachelor’s degree in nursing, do not confer a master’s degree. Instead, they combine master’s and doctoral level course content, culminating in a PhD degree in nursing. Completion of these programs typically requires 85–90 hours of course and dissertation work.

Program Considerations

Nurses should commence the decision-making process by considering their professional goals, among other issues (see Figure 1). They should also search online for PhD programs in nursing, pull up the program web pages for several schools, and take a careful look. Many pages will include the program’s curriculum or a sample course of study. For programs that have specific foci of research, the program home page likely will offer details about research topics of interest and current work. In addition, faculty profiles will often provide details about each professor’s particular research interests, current work, grant funding, and publications. Programs will typically have coordinators and faculty contacts with whom potential students can talk. Many programs will have similar curricula (see Figure 2). Interested nurses should also seek out PhD-prepared nurses in their organizations and professional circles for their advice, guidance, and mentorship. Like most aspects of a nursing career, the opportunities for education are many, and the research-focused doctorate in nursing may lead nurses in directions they cannot begin to imagine.

[[{"type":"media","view_mode":"media_original","fid":"21871","attributes":{"alt":"","class":"media-image","height":"524","typeof":"foaf:Image","width":"504"}}]]

Educational Technology

All research-focused doctoral programs will use some elements of technology (e.g., message boards, interactive whiteboards, chat rooms, email, computers). However, some programs are delivered entirely online. Much or all of this content may be asynchronous and computer-based learning. This approach and type of learning requires that students be disciplined, focused individuals who can commit to computer-based learning without significant human interaction.

[[{"type":"media","view_mode":"media_original","fid":"21876","attributes":{"alt":"","class":"media-image","height":"399","typeof":"foaf:Image","width":"247"}}]]

Some schools have leveraged advanced technologies to deliver real-time classroom experiences via live teleconferencing and the use of program sharing via web-based systems. These programs are synchronous and bring together a cohort of students with like interests. This style of presentation and learning, in which learning involves live engagement with faculty and other students either in person or via videoconferencing technology, is many times more engaging than that which is asynchronous and the student is alone with only non-live, computer-based interaction. The College of Nursing at the University of Utah offers one example of a research-focused doctoral degree program that has delivered its content successfully via these methods. Several of the cohorts have been oncology focused.

The pursuit of a research-focused doctoral degree is intensive, rewarding, sometimes challenging, and always self-revelatory. Imagine the changes that can occur during the span of four to six years. Now, imagine those changes with the added context of experience and growth in a particular field of inquiry; exposure to the minds, works, and support of faculty, advisers, and dissertation chairs and members; and the shared learning with peer students. Picture the networks that will be built, the collaborations that will be fostered, and the body of work that will be produced and contribute to the science of nursing. Earning a research-focused doctorate in nursing is an amazing experience that will consistently inform the personal lives, interpersonal relationships, and the professional journeys and achievements of those who pursue it.

American Association of Colleges of Nursing. (2001). Indicators of quality in research-focused doctoral programs in nursing. Retrieved from http://bit.ly/20tdKF7

American Association of Colleges of Nursing. (2014). Annual report 2014: Building a framework for the future. Retrieved from http://bit.ly/1VQKilS

American Association of Colleges of Nursing Research and Data Services. (2015). Schools offering baccalaureate to research-focused doctoral programs, fall 2014 (N = 81). Retrieved from http://bit.ly/1nPAaiL

Loomis, J.A., Willard, B., & Cohen, J. (2006). Difficult professional choices: Deciding between the PhD and the DNP in nursing. Online Journal of Issues in Nursing, 12, 6.

Reid Ponte, P., & Nicholas, P.K. (2015). Addressing the confusion related to DNS, DNSc, and DSN degrees, with lessons for the nursing profession. Journal of Nursing Scholarship, 47, 347–353. doi:10.1111/jnu.12148

Schneckel, M. (2009). Nursing education: Past, present, future. In G. Roux & J.A. Halstead (Eds.), Issues and trends in nursing: Essential knowledge for today and tomorrow (pp. 27–62). Sudbury, MA: Jones and Bartlett.

About the Author(s)

Rice is the director of Professional Practice and Education at City of Hope National Medical Center in Duarte, CA. No financial relationships to disclose. Rice can be reached at [email protected] , with copy to editor at [email protected] .

Related Articles

Empowering oncology nurses to lead change through a shared governance project, a clinical librarian–nursing partnership to bridge clinical practice and research in an oncology setting, the value of mentoring in nursing: an honor and a gift.

PhD Program in Nursing

Phd program in nursing goals.

The PhD Program in Nursing prepares nurse scholars who will advance nursing science and promote equitable health outcomes and care systems, with a focus on social determinants of health (SDOH). Students will acquire the knowledge and skills necessary to design, implement, and evaluate innovative models of care that improve health outcomes across diverse populations. Graduates of the program will be prepared to lead and transform nursing practice, policy, and research to promote health equity and social justice. PhD student tuition and 12-month stipends are fully funded for up to five years.

At Duke University School of Nursing we admit a small number of highly qualified, diverse applicants that work closely with one or more faculty members in a series of mentored experiences supported by formal coursework.

PhD Academic Calendar

PhD Admissions

PhD Financial Support

Current Research Grants

What Makes Duke Great?

Reasons to Choose Durham

Your work with our faculty will:

Socialize you to the role of nurse scientist;

Ensure you gain significant knowledge and acquire the skills for launching a successful independent program of research post-doctorate; and

Prepare yourself for an entry-level role as a nurse scientist in a research setting (e.g., academic, clinical, or industry).

To help our students succeed, the Duke School of Nursing PhD Program provides:

A broad perspective on the philosophy of science and its application to solving challenging health problems facing our nation, particularly those related to health equity, social determinants of health, and justice;

Experience with standard and emerging research designs and methods;

Rigorous training in statistics; and

Mentored research and teaching experiences to reinforce knowledge acquisition and skill development.

In addition to addressing the standards of Duke University and ensuring the highest-quality PhD education, the Duke PhD Program in Nursing is designed to meet the indicators of quality in research-focused doctoral programs set forth by the American Association of Colleges of Nursing.

Study with Duke expert faculty focused on:

Acute & Long-Term Care Systems

Adaptive Leadership

Data Science

Digital Health

Decision Making

Disease Prevention

Family Caregiving

Health Equity

Informatics

Mental Health

Multi-level Interventions

Nurse-led Models of Care

Palliative and End-of-Life Care

Perioperative Care

Social Determinants of Health

Symptom Management

Specialty Populations

Premature and High-Risk Infants

Children with Acute and Chronic Illnesses

Adults with HIV, Hepatitis C, Diabetes, Sickle Cell Disease, Cancer, or Cardiovascular Disease

Older Adults

PhD Program in Nursing Description

The program requires a minimum of 52 credit hours of graduate coursework. Students will work on research projects; it is expected most will graduate with several publications. Coursework is structured with a substantive core of nursing science and research methods to be taken in the School of Nursing. This core is expanded with elective courses that typically support the student’s dissertation and future research career. These can be taken in other Duke University departments or other Universities that have arrangement with Duke (i.e., University of North Carolina at Chapel Hill, North Carolina State University, North Carolina Central University). Additional requirements include research practicums and elective credits that may count towards specialty certificates (i.e., teaching, global health, data science, entrepreneurship, etc.).

In addition to course work, the PhD Program in Nursing will require each student to develop a scholarly portfolio, successful completion of a preliminary examination, and a dissertation. Students are expected to disseminate their work through scholarly venues such as publications and conference presentations.

Terminal Objectives

After the PhD Program in Nursing, students will be able to:

• Demonstrate advanced knowledge and understanding of health equity, social determinants of health (SDOH), and nurse-led models of care to improve health outcomes for a population and/or system of care.
• Apply conceptual models and theories from nursing and other relevant disciplines to design and conduct research.
• Use a health equity, SDOH, and/or nurse-led models of care lens to critically evaluate and synthesize research conducted in nursing and other disciplines.
• Demonstrate scientific integrity and ethics in research across phases of the research process.
• Apply appropriate methods and analytic strategies to design, conduct, and evaluate research across phases of the research process, from discovery to translation.
• Collaborate effectively with interdisciplinary teams to perform research using socioculturally aligned approaches.
• Disseminate research findings through publications, presentations, and other scholarly venues to advance the evidence base for nursing and healthcare, with a focus on promoting health equity and social justice.

Skip to content

Our Culture

Diversity, equity, and inclusion.

Learn about our commitment to social justice and health equality and anti-racism.

Academic Programs

Admissions at a glance.

Learn more about Admissions at Columbia Nursing, including important dates and deadlines, and how to apply to all of our programs. 

Research Centers and Programs

Research areas of focus.

Explore the research areas of focus conducted by our faculty, postdocs, and students.

Patient Care

Primary care services.

The ColumbiaDoctors Primary Care Nurse Practitioner Group, combines evidence-based practice with a personalized approach to provide quality care.

Global Health

Global opportunities for students.

Global opportunities for clinical practicum and research may be available for MDE and doctoral students at Columbia Nursing.

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.

Total Credits:

• My Account |
• StudentHome |
• TutorHome |
• IntranetHome |
• Contact the OU Contact the OU Contact the OU |
• Accessibility Accessibility

Postgraduate

• International
• News & media
• Business & apprenticeships
• Contact Contact Contact
• A to Z of courses
• Course types
• Masters degrees
• Postgraduate diplomas
• Postgraduate certificates
• Microcredentials
• Postgraduate modules
• Postgraduate distance learning
• Postgraduate qualifications
• Postgraduate entry requirements
• How will I study?
• Tutors and assessment
• Support, networking and community
• Disability support

Fees and funding

• Postgraduate loan
• Credit or debit card
• Employer sponsorship
• Mixed payments
• Credit transfer
• OU bursaries
• Grant funding
• Study costs funding
• Carers' Bursary
• Care Experienced Bursary
• Disability financial assistance
• STEMM bursary
• Over 60s bursary
• Creative Writing Scholarship
• Hayes Postgraduate Scholarship
• Disabled Veterans' Scholarships

How to apply

• Research degrees
• Research areas
• Degrees we offer
• Fees and studentships
• Application process
• Being an OU research student
• Student views

The OU Nursing team includes academics and practitioners who undertake research into nursing and related healthcare topics. Our research broadly focuses on: professional education; the quality of nursing and healthcare provision and the experiences and perspectives of nurses, the multidisciplinary team, and patients/service users and carers.

We use a range of methodological approaches in our research including mixed methods, participatory, online and secondary analysis methods. Key areas of research include the role of online teaching and learning; the recruitment and regulation of nurses; the delivery of care in different settings (e.g. maternity and hospice care) and service users’ and carers’ experiences of living with acute or long-term conditions (e.g. diabetes, mental ill-health and dementia).

Entry requirements

Minimum 2:1 undergraduate degree (or equivalent) and an MA or research methods training at MA level (or equivalent). If you are not a UK citizen, you may need to prove your knowledge of English .

Current/recent research projects

• Experiences of nurse supervisors and assessors
• Nursing students in the practice learning environment with identifiable Specific Learning Difference (SpLD) Dyslexia
• Students on a distance learning nursing degree
• Clinical skills teaching by mentors of student nurses
• Application of MOOC as a business tool to improve recruitment of nursing students in higher education
• Use of action research to reduce the theory-action gap in nursing.
• The influence of registered nurses on nursing students’ learning in the clinical environment
• Education and health professionals working together in a school setting
• Student nurses’ feedback from mental health service users in practice
• Looking at inclusion

Potential supervisors

• Dr Geraldine Boyle
• Dr Rebecca Garcia
• Dr Gemma Ryan
• Dr Neil Summers
• Dr Naomi Watson

Professional doctorate fees

Some of our research students are funded via The Grand Union Doctoral Training Partnership ; others are self-funded.

For detailed information about fees and funding, visit  Fees and studentships .

To see current funded studentship vacancies across all research areas, see  Current studentships .

• School of Health, Wellbeing and Social Care

Get in touch

If you have an enquiry specific to this research topic, please contact:

Dr Jenny Douglas, PGR Convenor in Wellbeing and Heath Care Practice Email: [email protected] ​ Phone: +44 (0)1908 659205

If you’re interested in applying for this research topic, please take a look at the application process .

The Open University

• Study with us
• Supported distance learning
• Funding your studies
• International students
• Global reputation
• Apprenticeships
• Develop your workforce
• Contact the OU

Undergraduate

• Arts and Humanities
• Art History
• Business and Management
• Combined Studies
• Computing and IT
• Counselling
• Creative Writing
• Criminology
• Early Years
• Electronic Engineering
• Engineering
• Environment
• Film and Media
• Health and Social Care
• Health and Wellbeing
• Health Sciences
• International Studies
• Mathematics
• Mental Health
• Nursing and Healthcare
• Religious Studies
• Social Sciences
• Social Work
• Software Engineering
• Sport and Fitness
• Postgraduate study
• Masters in Art History (MA)
• Masters in Computing (MSc)
• Masters in Creative Writing (MA)
• Masters degree in Education
• Masters in Engineering (MSc)
• Masters in English Literature (MA)
• Masters in History (MA)
• Master of Laws (LLM)
• Masters in Mathematics (MSc)
• Masters in Psychology (MSc)
• A to Z of Masters degrees
• Accessibility statement
• Conditions of use
• Privacy policy
• Cookie policy
• Manage cookie preferences
• Modern slavery act (pdf 149kb)

Follow us on Social media

• Student Policies and Regulations
• Student Charter
• System Status
• Contact the OU Contact the OU
• Modern Slavery Act (pdf 149kb)

© . . .

Top PhD in Nursing Programs

What is a ph.d. in nursing.

• Ph.D. in Nursing vs DNP
• Types of Programs
• Top Programs
• Program Overview
• Is a Nursing Ph.D. For Me?

The Ph.D. in Nursing degree opens career opportunities for nurses as researchers, forging new and cutting-edge nursing practices for future generations. This article explores this terminal nursing degree, how to get it, and the top Ph.D. in Nursing programs.

A Ph.D. in Nursing is the highest degree awarded to nurses and one of two terminal nursing degrees. Ph.D. stands for Doctor of Philosophy, and Ph.D. in Nursing programs focus on evidence-based research.

Throughout their 4-6 year study, nursing Ph.D. students learn how to conduct, analyze, and publish nursing research. The degree culminates in students conducting an independent research project and writing a dissertation on it.

Ph.D. in Nursing and DNP Differences

A Ph.D. in Nursing and a Doctor of Nursing Practice (DNP) are both terminal nursing degrees. However, comparing a  DNP vs. a Ph.D. in Nursing reveals distinct differences. Notably, the Ph.D. in Nursing prepares you for a science, academic, or research-focused career as opposed to a clinical one.

Key Ph.D. in Nursing vs. DNP Differences

>> Related:  Top Online DNP Programs

Types of Ph.D. in Nursing Programs

The United States is home to over 135 Ph.D. in Nursing programs, which you can attend in multiple formats at nearly every educational level. The types of Ph.D. in nursing programs include the following:

• BSN to Ph.D. in Nursing: These Ph.D. in nursing programs allow nurses with a Bachelor of Science in Nursing (BSN) degree to pursue a career in nursing research without first attending an MSN program.
• MSN to Ph.D. in Nursing: Designed for Master of Science in Nursing (MSN) trained nurses, these programs typically include core courses for the doctoral program, electives, and dissertation study.
• DNP/Ph.D. Dual Degree: These rigorous programs allow students to concurrently attain expertise in scientific inquiry and faculty practice and hone the practical skills of expert nurse clinicians. 

>> Show Me DNP Programs

Online Ph.D. in Nursing Programs

Are Ph.D. in Nursing programs available online? The answer is yes; you can find several online options to pursue this degree. Since a Ph.D. in Nursing focuses on scientific inquiry, it doesn't have the same onsite practical hours as other nursing degrees. 

Program dependant, you may still need to show up on campus a few times each year. However, for the most part, all you need to earn a Ph.D. in nursing is Wi-Fi, good study habits, and determination.

Top Ph.D. in Nursing Programs

Each Ph.D. in Nursing program is unique, offering its own benefits and features. We assembled the top five Ph.D. in Nursing programs nationwide following Nurse.org's proprietary ranking algorithm , which considers and ranks schools based on factors like:

• Tuition costs
• Program length
• Nursing school accreditation
• Admission requirements
• The variety of available programs
• Additional program accolades

 1. University of Pennsylvania

• Program Cost:  $46,934 per academic year
• Program Length:  4-6 years
• Application Due Date: Dec. 1st

The University of Pennsylvania boasts one of the top Ph.D. in nursing programs nationwide. To offset the expensive tuition, the university offers full-time students stipends during their first four years. In exchange, students may work as Teaching Assistants within UPenn's School of Nursing for up to 16 hours a week. 

Contact UPenn about this program:

• Phone: (215) 898-4271
• Email: [email protected]

Source: University of Pennsylvania

2. Duke University

• Program Cost:  Fully funded (up to 5 years)
• Application Due Date: November 30th

In 2023, U.S. News & World Report named Duke University the second-best graduate school for nursing. Duke's Ph.D. in Nursing program prepares nurses to become stalwart scholars. Graduates will build nursing science by leading multidisciplinary research that determines the relationship between chronic illness and care systems.

Contact Duke University about this program:

• Phone: (919) 684-3786
• Email: Contact Request Form

Source: Duke University

3. Duquesne University

• Program Cost:  $1,765 per credit
• Program Length:  3-4 years
• Application Due Date:  February 1st

As the first fully online Ph.D. in Nursing program, Duquesne offers a highly flexible education option to many students nationwide. Additionally, students attending the program may get to study abroad at the Duquesne campus in Dublin, Ireland.  The 56-credit program culminates in a dissertation proposal and final defense in which students orally defend their research thesis to the dissertation committee.

Contact Duquesne University about this program:

• Phone: (412) 396-6219
• Email:  [email protected]

Source: Duquesne University

4. Columbia University

• Program Cost:  Fully funded (up to 3 years)
• Application Due Date:  November 15th

Ph.D. in Nursing student at Columbia choose one of three major areas to study, which include Theoretical Foundations of Nursing Science, Analytical Foundations of Nursing Science, and Electives and Applications. The programming heavily focuses on publication, grantsmanship, presentation, and networking. In addition to their coursework, students participate in research experience and training.

Contact Columbia University about this program:

• Phone: (212) 305-5756
• Email: [email protected]

Source: Columbia University

5. Rush University

• Program Cost:  $1,344 per credit hour
• Program Length:  3-5 years
• Application Due Date:  March 4th

Rush University's Ph.D. in Nursing is fully online except for an on-campus orientation and summer intensive learning sessions. The program focuses on preparing nurses and non-nurses with graduate degrees to become leaders in clinical research and educators who influence healthcare policy. While many students keep working throughout the program, they often must take fewer hours while completing their dissertation.

Contact Rush University about this program:

• Phone : (312) 942-7100
• Email: [email protected]

Source: Rush University

What to Expect in a Ph.D. in Nursing Program

Nursing Ph.D. degrees focus on scholarship and nursing research. By the end of the course, you'll be able to conduct and publish evidence-based research that can alter the face of nursing practice and healthcare policy for future generations. 

Generally, these educational pathways combine graduate study and research activities and do not include clinical rotations. Instead, you will be required to complete a long-form research paper called a dissertation. To write your dissertation, you'll complete independent research based on a significant and relevant scientific inquiry in the nursing field. 

>> Related: The Best Nursing Research Topics

What Can You Do With a Ph.D. in Nursing?

Ph.D. in Nursing programs prepare graduates to pursue careers in research and teaching, advanced clinical practice, health care administration, and policy.  Following graduation, your future may hold a career as a nurse scientist, as an administrator, as a nurse educator, or in establishing health policy.

Ph.D. in Nursing Salary

Healthcare workers who hold a Ph.D. in nursing earn an average annual salary of $100,00 or $60.45 per hour , according to Payscale . However, your nursing salary will vary depending on your career, employer, location, experience, and other relevant factors.

How Much Does a Ph.D. in Nursing Degree Cost?

Ph.D. in nursing programs range from $400 to over $2,300 per credit hour at more distinguished institutions. However, several universities will fund your Ph.D. tuition itself or through a federal research grant. Most often, these funding opportunities are only available to full-time students, while part-timers must pay the full tuition costs.

How Long Do PhD in Nursing Programs Take?

Most Ph.D. in nursing programs take between 4-6 years to complete. Your educational timeline will vary based on your previous education and whether you attend full or part-time.

What Will You Learn in a PhD in Nursing Program?

Since all Ph.D. degrees in nursing emphasize healthcare research, their curriculums will all share certain core elements, which include:

• The philosophical and historical foundations of nursing knowledge
• Review of existing and evolving nursing theory
• Methods and process of developing theory
• Research methodology and data management
• Academic, research, practice, and policy development

Your graduate nursing program will consist of several key milestones to reinforce your education. These include:

• Leadership strategies related to nursing, healthcare, and research
• Mentorship and working alongside faculty on their individual research programs
• Immersion experiences are designed to encourage leadership and scholarship.
• Each student will be required to complete a dissertation.

Ph.D. in Nursing Program Requirements

Each university sets its own entry standards, which vary based on the type of program . However, general Ph.D. in nursing admission requirements include the following:

• BSN, MSN, or non-nursing graduate degree
• Personal research statement
• A minimum GPA of 3.0
• Admissions interview
• Writing sample
• Resume or curriculum vitae
• Letters of recommendation
• Unencumbered RN license
• Official post-secondary school transcripts
• TOEFL or IELTS scores

Is a Ph.D. in Nursing Degree Right for Me?

Your professional goals play a massive role in deciding whether to pursue a Ph.D. in nursing. If you're interested in scientific and academic nursing research, healthcare policy, or becoming a nurse educator, a Ph.D. in nursing is an excellent option. Remember, it will not qualify you for APRN positions, so if you have clinical aspirations, a DNP is the right doctoral nursing option.

Next Steps to Enroll in a PhD in Nursing Degree Program

Ready to start your educational journey toward earning a Ph.D. in Nursing? You can start working toward those goals today with these simple steps:

• Research Universities: Find a program that suits you based on your budget, attendance needs (e.g., part vs. full-time and in-person vs. online), and interests.
• Plan Applications: Understand the program requirements and application deadlines for each school you're applying to. Then, make a plan to collect and submit all the necessary materials and documentation on time.
• Prepare Properly: If a university considers you for Ph.D. candidacy, you'll attend an admissions interview. Planning and practicing this interview and paying close attention to why you chose the program and your research interests will optimize your chances of admission.

Plus, get exclusive access to discounts for nurses, stay informed on the latest nurse news, and learn how to take the next steps in your career.

By clicking “Join Now”, you agree to receive email newsletters and special offers from Nurse.org. We will not sell or distribute your email address to any third party, and you may unsubscribe at any time by using the unsubscribe link, found at the bottom of every email.

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• Wiley-Blackwell Online Open

Understanding the value of a PhD for post‐doctoral registered UK nurses: A survey

Susan hampshaw.

1 School of Health Related Research, University of Sheffield, Sheffield UK

2 Division of Nursing and Midwifery, Health Sciences School, University of Sheffield, Sheffield UK

Steve Robertson

Rachel king, associated data.

The data that support the findings of this study are available from the corresponding author upon reasonable request.

This study investigated, ‘What is the perceived value of a PhD to doctoral and postdoctoral nurses in the UK?’

Little is known about what happens to the careers of nurses who undertake a doctorate and whether they use these skills in the next career steps.

Nurses ( n  = 47) with doctorates were recruited via professional networks and twitter (@NMAHP_DoctorateStudy). Qualitative responses from the nurses were analysed using thematic analysis.

Three themes emerged from qualitative analysis: impact on career, utilization and value, and impact on self.

Conclusions

This study provides one of the few insights into how doctoral trained nurses understand and experience the value and utility of their studies to themselves and others.

Implications for nurse management

Nurse managers can play a crucial role in generating a research‐led culture within their clinical setting. This would include promoting an understanding of research as something directly related to patient benefit rather than an abstract, intellectual activity.

1. INTRODUCTION

Undertaking doctoral studies alongside clinical practice in nursing has been advocated for many years and has gained momentum over time being supported by academic infrastructure and policy levers (Moule et al.,  2017 ). Advocates, such as Kitson ( 1999 ), have argued for doctorate level education to be developed in order to build a stronger culture of inquiry in clinical nursing practice. There has been an increase in the number of nurses undertaking doctorate level research in many countries including the Australia, Scandinavia, the United Kingdom and the United States of America (Carrick‐Sen et al.,  2019 ; Henshall et al.,  2021 ; Wilkes et al.,  2015 ). In the UK, the ‘Shape of Caring’ review reiterated these earlier messages and highlighted that nurses who are educated to doctoral level should form an integral part of the clinical workforce in order to generate a research culture in practice and provide the foundation architecture to make the necessary change (Health Education England,  2015 ). This resulted in an approach to developing research alongside clinical practice through a designated Clinical Academic Pathway Framework, which was established in England for the nursing, midwifery and Allied Health Professional (NMAHP) workforce and delivered through the National Institute of Health Services Research (NIHR). However, the number of professionals developed through this route is small. Further opportunities such as access to the pre‐doctoral and doctoral fellowships have been made available for these professionals through other parts of the NIHR infrastructure tasked with delivering research capacity (Cooke et al.,  2016 ). Some argue that we are at the tipping point to sustained progress in clinical academic pathways for these professional groups (Carrick‐Sen et al.,  2019 ).

Despite these developments, there is some evidence that this increase in training opportunities has not been matched by parallel developments of infrastructure in the clinical and practice context. For instance, NMAHP progress compared to that of medics has been slow with fewer clinical academic career opportunities where research is routinely expected and undertaken as part of practice (Henshall et al.,  2021 ). A bottle neck reflecting poor post‐doctoral progress in career pathways has also been noted, particularly in nursing (Dickinson,  2017 ). Carrick‐Sen et al. ( 2019 ) acknowledge these limitations and gaps to progress, noting particular concerns around nursing and clinical leadership to support clinical academic careers. Cooke et al.'s ( 2016 ) mapping of research capacity activities supporting non‐medical professionals found that NMAHP managers have little experience of supporting clinical academic pathways. It further found that NHS career structures for clinical academic posts are inconsistent at best and non‐existent as the norm. Similarly, a small study based in Holland (van Oostveen et al.,  2017 ) highlighted that there is an absence of supporting structures for nurses who combine clinical and academic work. They describe a culture of ‘misfit’ between academic and direct patient care in nursing practice and highlight a lack of leadership in the profession to support the ambition of clinical academic careers. They also found that nursing managers did not strategically plan for clinical academic roles in services. Similar issues have been identified in Sweden where managers did not understand the competencies of nurses who have a doctorate (Orton et al.,  2019 ). Conversely, a systematic review of interventions and strategies for supporting clinical academic pathways for nurses highlighted the importance of robust clinical and academic leadership with a clear strategic vision for success, shared partnership models between academic and service provider organisations and the need for role models and well‐defined strategic goals and outcomes (Henshall et al.,  2021 ). Despite this, most doctoral graduates continue to work in the academy rather than clinical practice (Wilkes et al.,  2015 ), a situation which was not the ambition of the Shape of Caring review.

2. BACKGROUND

The study reported here set out to examine the experiences, outcomes and motivations to study in nurses who have completed doctorates. The research was developed in partnership with a community of practice (CoP) of senior research managers and lead professionals (including nurses) in the NHS. The project aimed to inform research‐practice career pathways ‘close to practice’ in the NHS. Unlike medical colleagues, such pathways were poorly established in NMAHPs. The CoP had developed a cohort of NMAHP clinical academic fellowships who were at the start of a 4‐ to 5‐year programme of work. The CoP wanted to collect information about how to support such individuals after their doctoral training. Consulting with NMAHPs with prior doctoral experience was therefore proposed as a helpful step in exploring what the support needs were and how they might be met and to help map destinations for such career pathways. A PhD is considered to be the gold standard and mark of an independent researcher (Powell & Green,  2007 ), and conversations within the CoP suggest that it could and should be the ‘gateway’ to an integrated clinical and research career.

Our study sits in the broader context of a UK national focus on increasing and improving doctoral level study (Great Britain Department for Education,  2017 ; The Royal Society,  2010 ). This is underpinned by economic theory on the role of doctoral‐level study in developing knowledge economies and the benefits of this to both society and the individual (Diamond et al.,  2014 ; Neumann & Tan,  2011 ). Specifically, this paper addresses the question, ‘What is the perceived value of a PhD to doctoral and postdoctoral nurses in the UK?’

Following ethics approval (reference number 023667), nurses and allied health professionals with doctorates from across the UK were recruited to the study via professional networks with support from the Collaboration and Leadership for Allied Health and Care Research for Yorkshire and Humber (CLAHRC‐TH). A twitter account @NMAHP_DoctorateStudy was set up for the purpose of the study, and a link to an online survey was disseminated via this twitter feed. Within twitter, accounts that were run as representative bodies or Communities of Practice (such as @PICSNurses) were targeted and these ‘organisations’ actively retweeted. The online survey was active for just over a month (5 February 2019 to 15 March 2019). Twitter users were asked to retweet and share the questionnaire link within their twitter networks. The sample is therefore a convenience sample with diversity being achieved through the snowball technique that retweeting facilitated.

The survey questions were bespoke to the aims of the study and included closed questions about professional background, motivation for undertaking a doctorate and the risks and benefits of the degree drawing on issues raised within the literature (Bryan & Guccione,  2018 ; Diamond et al.,  2014 ; Wilkes et al.,  2015 ). These questions were sense checked and amended in consultation with CoP members. The survey also included a number of open questions for respondents to provide more detail about their experiences and views (Table  1 ).

Open questions

Given the research question reported in this paper, data from nurses were separated from the clinical scientists and AHPs and analysed descriptively. Qualitative responses from the nurses were analysed using thematic analysis, and this was supported by Quirkos© software. Initial coding was undertaken independently by SR and sections of this checked by AT and RK. Further coding, categorizing and initial theme development was completed collaboratively by these three co‐authors, and then, final themes were refined in discussion with the whole research team.

4. FINDINGS

There were 214 respondents from across the UK of which there were 47 nurses (including 33 adult nurses, 4 mental health nurses, 6 children's nurses, 2 health visitors and 2 midwives).

4.1. Quantitative data

Nurses were motivated to undertake PhD study by several factors, including professional development 34 (72%) n  = 47, intellectual curiosity 32 (68%) n  = 47, seeking a career in academia 12 (26%) n  = 47 and other reasons 13 (28%) n  = 47. Other reasons included already working in academia and the PhD being expected/needed, answering a clinical problem, serendipity and personal development.

Five nurses worked in academia prior to starting the PhD, and 12 were seeking a career there (17/47 or 36%). However, 24/47 (52%) are currently working in academic posts with another 10/47 (22%) being clinical academics.

4.2. Qualitative data

Three themes emerged from analysis of the open questions: impact on career, utilization and value of the doctorate and impact on self.

4.2.1. Impact on career

When describing the route to PhD, many outlined a gradual progression to doctoral level study rather than it being part of an established career plan. It was also often linked with a move into the academic setting:

I started my career as a [specialism] nurse and completed courses to support that role, including a [specialist] nursing course and Masters degree. I developed a [specialist] nurse educators post before moving to Practice Education. I completed a NMC recognised teaching qualification during this time before moving to academia. The opportunity to complete doctoral studies was one of the factors which encouraged me to move to the university. RN14

For many working, or wanting to work, in Higher Education Institutes (HEI), the PhD was not only seen as a requirement but was recognized as an important part of career change or progression:

I undertook a PhD largely to facilitate a career change and it did this. I did a PhD then secured funding for a post‐doc and I'm now a Senior Lecturer who undertakes teaching and research. I could not have got into this position without a PhD. RN7

However, this was not the case for all of those who worked in HEIs with others suggesting it was not always linked to progression:

I could have gotten into my current job role without a PhD. I found out that academics in nursing education can operate at Bachelors, Masters and PhD level. That was a huge demotivator, especially given the volume of work that goes into it. RN16

For some in HEIs, completing a PhD represented a backward step (at least initially) in terms of career progression, status and/or salary as they moved away from clinical practice and tried to progress:

The biggest problem for me post‐doctorally was that I was starting again at the bottom of the ladder as a career researcher and it has taken me far too long to be able to get to the point I now am […] I have been offered jobs at lower grades and lower salaries than I left the NHS with. RN12

Such challenges around salary and progression were also noted by those who stayed in clinical practice or who had a clinical academic role:

Three years after graduation I'm still not back to previous salary. I'm also penalised for remaining in clinical practice as I am part time at university and cannot take on senior academic roles therefore do not fit the promotion criteria […] undervalued clinically, paid as a band 6 with no prospects of improvement in NHS, only progression possible is in academia unfortunately. RN13

These narratives around the challenges to career progression, both in HEI and clinical roles, raise questions about how, when and by whom the doctorate is utilized and valued.

4.2.2. Utilization and value of doctorate

In response to the question on the extent to which the PhD benefits their current role, the majority of participants were positive with responses such as fully utilize , completely significantly , and use them every day . This utility was noted in terms of enhanced confidence, the benefits of critical thinking skills, in supporting clinical work and in fulfilling educational roles:

Informs my critical decision making on a daily basis. RN6

Enhanced confidence, has removed some of the ‘imposter syndrome’ I frequently experienced. RN31

At its most positive, it was described as transformational:

I use all of these on a daily basis. I could not have anticipated how much of a personal and professional impact that gaining my Doctorate would have been. Although I have only had it for a short period of time, it has been transformational. RN15

For a few, however, particularly those in teaching only or clinical roles, there seemed less opportunity to utilize and further develop skills gained through the doctoral journey:

So far there has been little opportunity to use the benefits in my current role. RN14 [Nurse lecturer]

It is not required for my current role. RN17 [Specialist nurse practitioner]

This lack of opportunity to utilize skills developed was frequently linked to a lack of recognition and valuing of the doctorate by others, which limited or stifled opportunities. This seemed particularly marked in the clinical setting leading some to end up working in academic roles even when this was not the intended career trajectory:

The personal benefits from undertaking a PhD result in a great deal of frustration in the workplace because the environment, your colleagues, the context within which you work and the way you are regarded do not change. You are equipped with greater insight, a more curious mind and a better ability to problem solve and critically analyse but the culture of the NHS is not ready for it. RN10

Having a doctorate has made me into a researcher, which was not my intention. My intention was to be a consultant nurse specialist […] I had planned to return to the NHS with my PhD but my skills were not valued in that setting and I have never been able to find a job in clinical practice that valued what I could bring as a doctorally prepared nurse. RN12

There was a strong implication here that such lack of recognition was particularly prevalent among nurses own colleagues and profession. This was seen as part of a cultural denial of the importance of academic skills and a dissociation of this from clinical care:

In the past, being interested in academic study was a bit of slur in the clinical area and I seemed to be regarded as someone not committed to the clinical area or not having strong practical skills. RN2

This contrasted with how medical colleagues valued what doctoral study could bring to the clinical setting:

Significantly undervalued by the senior nursing executive, and interestingly highly valued and regarded by medical colleagues. RN24

It is interesting, of everyone I worked with I think my consultant colleagues were actually the most respectful of my doctoral qualification. They definitely spoke to me and communicated differently when they knew I was doing a doctorate and once I graduated and they really made me feel it was recognised. RM1

While the PhD was seen as beneficial and well utilized by participants themselves, recognition of its value by others, especially by peers in clinical contexts, was clearly variable.

4.2.3. Impact on self

Outside of the impact of the PhD on career, there was a range of impacts from doctoral and post‐doctoral experiences on participants themselves. Many experienced disappointment and stress during their doctoral studies often related to a lack of support and the challenges of completing doctoral study while working:

Isolated as a PhD student whilst working full time, felt unsupported at times, acute anxiety in final year pre/post VIVA. RSCN1

I was apprehensive about starting a PhD given the amount of studying I knew it would require. Therefore I moved my family 200 miles to another HEI where I was aware the support and funding was more robust. (RM2)

Employer probably does not understand how challenging it is to undertake a PhD and run a Trust‐wide clinical service. RN25

Notably, for some, similar feelings persisted in the post‐doctoral phase being linked to the lack of recognition and value attached to the doctorate as well as to work pressure and expectations:

In HEI, in nursing in particular, the university wants you to teach, supervise, mark, manage modules, generate income, publish world leading outputs, supervise doctoral students etc. Do I feel valued? No. I just feel the demands are unrealistic. They want the penny and the bun. It's actually depressing for me and I'm increasingly disillusioned. RN7

However, despite these challenges, there was clearly a huge sense of pride and achievement attached to completing the PhD even when it did not seem to advance career or to be valued and recognized by others:

This has given me great kudos and respect outside my clinical team—and I am still able to undertake outcomes research in my field of expertise both individually and collaboratively on an international ‘stage’. It's still the best thing I ever did! RSCN5

The personal impact of the doctoral and post‐doctoral journey clearly varied then not only between participants but for the same participants at different points in the journey.

5. DISCUSSION

Key points emerge from this study. While the majority of participants could and did utilize the learning from their doctoral training, the opportunity to maximize the value of this was seen as more limited for those who remained in clinical settings. Other career opportunities, particularly in clinical settings, were seen as limited at best. These findings reaffirm research from the Netherlands (van Oostveen et al.,  2017 ) where a nursing culture that emphasizes direct patient care is perceived as an academic misfit and where insufficient leadership and supporting structures were seen to stifle clinical academic opportunities. Bullin ( 2018 ) describes this misfit as being (at least partly) a result of differences in epistemic cultures between professional nursing communities (based around discipline specific knowledge for clinical practice) and educational settings (based on critical thinking and transformational learning).

This cultural rift has been recognized in other empirical work. For example, a study from Australia (Borbasi & Emden,  2001 ) conducted interviews with nurses in positions of responsibility for employing nurses. While these employers recognized many of the same skills developed through doctoral study that our participants outlined, results also suggested a discrepancy between these skills and those required in practice and a ‘high degree of scepticism as to the usefulness of the degree for the workplace’ (Borbasi & Emden,  2001 , p. 192). Similarly, research from the US among Chief Nursing Officers found that while those surveyed had mainly positive perceptions of the doctorate, only 19% felt that nurse executives should pursue a doctorate of nursing, and only 9% believed that a doctorate should be the recommended degree option for nurse executives (Swanson & Stanton,  2013 ). There is an on‐going challenge then in helping colleagues and organisations recognize the link between skills developed through doctoral study and benefits for the clinical setting and patient care.

Our findings further highlight the financial and personal sacrifices that nurses often make when pursuing doctoral study. These sacrifices are not only made during the period of the PhD but, importantly, any career benefits that do accrue are frequently preceded by a (sometimes prolonged) post‐doctoral period of reduced salary and diminished status. The personal challenges of completing doctoral study while continuing to work, and the sacrifices made in doing so, have been well documented (e.g., Baldwin,  2013 ; Trusson et al.,  2019 ), but less attention seems to have been paid to the positive personal impact. Both Baldwin ( 2013 ) and Trusson et al. ( 2019 ) do, however, note the sense of personal achievement and increased confidence highlighted by our participants. The extent of the financial and personal sacrifices noted in our current study is likely, in part, to be a result of limited nurse leadership and a still underdeveloped infrastructure to support and develop clinical academic pathways for nurses in ways comparable to their medical colleagues.

Finally, findings here suggest that when such leadership and support are present, when nurses feel their doctoral skills are valued by their organisation and within their clinical setting, then doctoral study is seen as less of a risk (and therefore more attractive). Leadership and support can help bridge the cultural rift noted above. While recognizing how accessing funding and training (such as that provided by NIHR) is beyond the reach of many nurses at the point‐of‐care delivery, Cooper et al. ( 2019 ) highlight a range of practical, applied examples for supporting clinical career development for NMAHPs. These focus on strategic commitment, generating structures to engage, enthuse and empower, and realizing benefits for staff and patient experience—the very areas our participants thrived off when present and experienced as serious challenges when they were not.

6. LIMITATIONS

This study makes important contribution but is not without limitations. The recruitment routes for the study generated a convenience sample that may not be representative of UK doctoral nurses—although there is a reasonable spread across the four nations of the UK and across the fields of nursing practice. Caution should therefore be exercised in regard to the generalizability of these findings.

Finally, all data collected relied on self‐reported information. Such reporting is, by nature, subjective. However, as the aim of the study is to explore the perceived value of a PhD to nurses, it is the very substance of these subjective accounts that constitute the intended focus of the data.

7. CONCLUSIONS

This study provides one of the few insights into how doctoral trained nurses understand and experience the value and utility of their studies to themselves and others. Despite attempts in the UK to develop research alongside clinical practice, findings suggest that there remain barriers for nurses wishing to develop clinical career pathways through doctoral study. In particular, a cultural rift in how the skills and knowledge gained through doctoral study might benefit patients, clinical settings and organisations often leads to an undervaluing of the PhD and a concomitant loss of doctoral nurses from clinical settings to academia even when this is not a personally desired outcome for nurses embarking on such study. However, where organisational infrastructure and leadership recognize, support and value what doctoral skills can bring then the opportunities and benefits known to accrue from research‐led clinical environments are more likely to emerge and clinical‐academic pathways become more embedded.

8. IMPLICATIONS FOR NURSE MANAGEMENT

Nurse managers can play a crucial role in generating a research‐led culture within their clinical setting: a culture that helps bridge the current misfit between clinical practice and critical thinking. This would include promoting an understanding of research as something directly related to patient benefit rather than an abstract, distant, intellectual activity.

CONFLICT OF INTEREST

There is no conflict of interest.

FUNDING INFORMATION

This study was funded by the National Institute for Health Research (NIHR) Collaboration and Leadership for Allied Health and Care Research for Yorkshire and Humber (CLAHRC YH). The analysis and reporting for this paper were further funded by the Royal College of Nursing (RCN) as part of the Strategic Research Alliance between the RCN and the University of Sheffield.

ETHICS STATEMENT

Ethical approval was gained from the University of Sheffield, School of and Health and Related Research: reference number 023667.

ACKNOWLEDGEMENTS

The research was developed in partnership with a community of practice (CoP) of senior research managers and lead professionals (nurses and AHPs) in the NHS. This CoP called ACORN (Addressing Capacity in Organisations to do Research Network) based in the North of England (see https://www.arc-yh.nihr.ac.uk/what-we-do/capacity-building/acorn ).

Hampshaw, S. , Cooke, J. , Robertson, S. , Wood, E. , King, R. , & Tod, A. (2022). Understanding the value of a PhD for post‐doctoral registered UK nurses: A survey . Journal of Nursing Management , 30 ( 4 ), 1011–1017. 10.1111/jonm.13581 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]

Funding information Royal College of Nursing; National Institute for Health Research (NIHR) Collaboration and Leadership for Allied Health and Care Research for Yorkshire and Humber

DATA AVAILABILITY STATEMENT

• Baldwin, S. (2013). Exploring the experiences of nurses studying professional doctorates . British Journal of Nursing , 22 ( 8 ), 476–483. 10.12968/bjon.2013.22.8.476 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Borbasi, S. , & Emden, C. (2001). Is a PhD the best career choice? Nursing employers' views . Contemporary Nurse: A Journal for the Australian Nursing Profession , 10 ( 3–4 ), 187–194. 10.5172/conu.10.3-4.187 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Bryan, B. , & Guccione, K. (2018). Was it worth it? A qualitative exploration into graduate perceptions of doctoral value . Higher Education Research and Development , 37 ( 6 ), 1124–1140. 10.1080/07294360.2018.1479378 [ CrossRef ] [ Google Scholar ]
• Bullin, C. (2018). To what extent has doctoral (PhD) education supported academic nurse educators in their teaching roles: An integrative review . BMC Nursing , 17 ( 1 ), e1–e18. 10.1186/s12912-018-0273-3 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Carrick‐Sen, D. M. , Moore, A. , Davidson, P. , Gendong, H. , & Jackson, D. (2019). View of international perspectives of nurses, midwives and allied health professionals clinical academic roles: Are we at tipping point? International Journal of Practice‐Based Learning in Health and Social Care , 7 ( 1 ), 1–15. 10.18552/ijpblhsc.v7i2.639 [ CrossRef ] [ Google Scholar ]
• Cooke, J. , Bray, K. , & Sriram, V. (2016). Mapping research capacity activities in the CLAHRC community supporting non‐medical professionals .
• Cooper, J. , Mitchell, K. , Richardson, A. , & Bramley, L. (2019). Developing the role of the clinical academic nurse, midwife and allied health professional in healthcare organisations . International Journal of Practice‐Based Learning in Health and Social Care , 7 ( 2 ), 16–24. 10.18552/ijpblhsc.v7i2.637 [ CrossRef ] [ Google Scholar ]
• Diamond, A. , Ball, C. , Vorley, T. , Hughes, T. , Howe, P. , & Nathwani, T. (2014). The impact of doctoral careers . Final Report , 130. [ Google Scholar ]
• Dickinson, J. (2017). UK‐wide survey of clinical and health research fellowships 2017 UK‐wide survey of clinical and health research fellowships 3 .
• Great Britain Department for Education . (2017). Postgraduate doctoral loans: Government consultation response .
• Health Education England . (2015). Raising the Bar shape of caring: A review of the future education and training of registered nurses and care assistants .
• Henshall, C. , Kozlowska, O. , Walthall, H. , Heinen, A. , Smith, R. , & Carding, P. (2021). Interventions and strategies aimed at clinical academic pathway development for nurses in the United Kingdom: A systematised review of the literature . Journal of Clinical Nursing , 30 ( 11–12 ), 1502–1518. 10.1111/jocn.15657 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Kitson, A. (1999). The relevance of scholarship for nursing research and practice . Journal of Advanced Nursing , 29 ( 4 ), 778–775. 10.1111/j.1365-2648.2006.04004_1.x [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Moule, P. , Aveyard, H. , & Goodman, M. L. (2017). Nursing research: An introduction (3rd ed.). Sage Publications Ltd. [ Google Scholar ]
• Neumann, R. , & Tan, K. K. (2011). From PhD to initial employment: The doctorate in a knowledge economy . Studies in Higher Education , 36 ( 5 ), 601–614. 10.1080/03075079.2011.594596 [ CrossRef ] [ Google Scholar ]
• Orton, M. L. , Andersson, Å. , Wallin, L. , Forsman, H. , & Eldh, A. C. (2019). Nursing management matters for registered nurses with a PhD working in clinical practice . Journal of Nursing Management , 27 ( 5 ), 955–962. 10.1111/jonm.12750 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Powell, S. , & Green, H. (2007). The doctorate worldwide . Society for Research into Higher Education & Open University Press. [ Google Scholar ]
• Swanson, M. L. , & Stanton, M. P. (2013). Chief nursing officers' perceptions of the doctorate of nursing practice degree . Nursing Forum , 48 ( 1 ), 35–44. 10.1111/nuf.12003 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• The Royal Society . (2010). The scientific century: Securing our future prosperity .
• Trusson, D. , Rowley, E. , & Bramley, L. (2019). A mixed‐methods study of challenges and benefits of clinical academic careers for nurses, midwives and allied health professionals . BMJ Open , 9 ( 10 ), e030595. 10.1136/bmjopen-2019-030595 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• van Oostveen, C. J. , Goedhart, N. S. , Francke, A. L. , & Vermeulen, H. (2017). Combining clinical practice and academic work in nursing: A qualitative study about perceived importance, facilitators and barriers regarding clinical academic careers for nurses in university hospitals . Journal of Clinical Nursing , 26 ( 23–24 ), 4973–4984. 10.1111/jocn.13996 [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Wilkes, L. A. , Cummings, J. , Ratanapongleka, M. , & Carter, B. E. (2015). Doctoral theses in nursing and midwifery: Challenging their contribution to nursing scholarship and the profession . Australian Journal of Advanced Nursing , 32 ( 4 ), 6–14. [ Google Scholar ]

• POSTGRADUATE
• INTERNATIONAL

Admission  @Universiti Sains Malaysia

Postgraduate.

• Medical, Dental And Health Research

PhD (Nursing) - School of Health Sciences

The Nursing program provides a rich environment for postgraduate students with staff from a range of professional and disciplinary backgrounds including Stroke management, Wound management, Peri-operative care, Oncology, Obstetric & Gynecology, Neurology, Continence, Psychiatry, Cardiac Rehabilitation, and Neonatology & etc. that is relevant to the needs of healthcare professionals and nurses' career progression.

The master's by research degree equips students with a critical application of specialist knowledge and enables the development of advanced skills in carrying out sustainable and independent research.

The Doctor of Philosophy (PhD) by research degree offers students an opportunity to undertake a focused and critical consideration and to make informed judgements on complex issues of a particular topic with the aim of contributing to the development of knowledge in that field as well as embracing an innovative approach to undertaking and solving problems.

We aims to prepare scholars who will discover and extend scientific knowledge that advances the science and practice of nursing with the purposes to improve the quality of services and outcomes for patients and their families through studies concerned with individual clinical needs, how knowledge is translated into practice, service delivery, organization and the wider social and policy context of care.

The program is especially interested in receiving applications from students across the globe and accepts applications throughout the year. If you are ambitious and are interested in pursuing postgraduate research in any of the above mentioned areas, feel free to contact the Institute of Postgraduate study (IPS).

RESEARCH FIELD

Clinical Nursing Practice Maternal and Child Health Nursing Family and Community Nursing Nursing Management Nursing Education Acute and Critical Care Nursing

Applicants should possess one of the following:

• A Master's degree in research mode; or
• A Master’s degree in related area with CGPA 3.00/4; or
• A Master’s degree in related area with CGPA 2.50-2.99/4 with additional requirements; or
• Bachelor’s degree in related area with minimum CGPA 3.67/4 (fast-track to PhD)

(Applicable for International Applicants Only)

The minimum score for each programme can be vary from the below list, candidates are required to check for each programme requirements.

A minimum score of 40 for TOEFL (Internet-based); or A minimum of Band 7.5 for TOEFL Essentials (Online); or A minimum of Band 5 for IELTS; or A minimum score of 47 for PTE; or A minimum score of 154 for Cambridge English (CAE/CPE); or A minimum score of 154 for Linguaskill Online; or A minimum of Band 3.5 for MUET Exemption is given to candidate if:

English is the candidate’s mother tongue or National Language; or Candidate graduated from an Institution of Higher Learning in which the medium of instruction at Bachelor and/or Master degree level is English (statement of proof required)

• Full-time: Min 4 semesters / Max 10 semesters
• Part-time: Min 6 semesters / Max 15 semesters

** Fees are subject to change

Institute of Postgraduate Studies Universiti Sains Malaysia 11800 Penang, Malaysia. Tel : +604 653 2606 Fax : +604 653 2940 This email address is being protected from spambots. You need JavaScript enabled to view it.

Undergraduate

Student Admission Unit Academic Management Division Registry, Level 2, Chancellory Building Universiti Sains Malaysia, 11800 Penang, Malaysia. Tel : 1 300 888 876 / +604-6533196 Fax : +604 653 3328 This email address is being protected from spambots. You need JavaScript enabled to view it.

Universiti Sains Malaysia shall not be liable for any inaccuracies, errors, or misunderstandings arising from the use of Google Translator. Users are encouraged to approach translations with awareness and consideration for the limitations of machine translation technology. Information published on the English version will be used in the case of discrepancies.

Home / Best Ph.D. in Nursing Programs – 2024

Best Ph.D. in Nursing Programs – 2024

2024 - best ph.d. in nursing programs, which ph.d. in nursing program is right for me, on-campus vs. online phd in nursing programs, admission requirements & curriculum, which nursing careers require a ph.d., list of ph.d. in nursing programs.

Many nurses, after working at the bedside, seek different ways to utilize their knowledge and clinical skills. Some prefer to advance their career and become nurse practitioners and earn either an MSN or DNP . However, some nurses hope to take their knowledge and apply it to something a bit different than a clinical focus – research and education. Ph.D. prepared nursing helps address critical issues in healthcare and even helps shape policies and legislation.

Nursing knowledge in healthcare and research is essential. Nurses provide a unique perspective and use a patient-centered approach to various issues in healthcare. This perspective helps to benefit both patients and organizations and improves care outcomes. Since many who choose the Ph.D. in a nursing pathway do so to become educators, this degree type paves the way to shape the next generation of nurses.

Already have a nursing degree and looking to advance your education to a Ph.D. in Nursing? Bridge programs such as the BSN to Ph.D. , MSN to Ph.D. , and DNP to Ph.D . are available.

For highly skilled and ambitious nurses, the Ph.D. in Nursing pathway is the pinnacle of registered nursing education. Many RNs feel called to research and academia, and a Ph.D. can provide ample opportunities for success in these areas. There are few things more important than choosing the right Ph.D. program, which is why we have ranked the top online/hybrid Ph.D. in Nursing programs available across the country. Check out our rankings below and take the first step toward a high-level nursing career.

For more information on our top nursing school rankings, visit our Methodology Page ( https://www.registerednursing.org/rankings-methodology/ ).

Texas Woman's University

At Texas Woman's University in Houston, Ph.D. students become experts in nursing theory development and research methods as they embark on a journey to bolster the future of nursing. Many graduates of the Doctor of Philosophy in Nursing program go on to teach at the college level while others pursue a career in nursing administration or research.

• PhD in Nursing Science Online/Hybrid
• DNP to PhD Bridge Program Online/Hybrid

Recipient of Quality Matters Implementation Plan award. Offering hybrid or online-only degree completion options. The historical women’s college does admit men.

Endicott College

Through research, innovation, and collaboration, the Doctor of Philosophy in Nursing degree at Endicott College enables nurses to become leaders both in and outside the world of academia. The hybrid program offers flexible weekend and evening in-person and online course delivery options.

• Ph.D. in Nursing Online/Hybrid

• A private college located outside of Boston.
• Includes a loan option for those looking to teach.
• Very low faculty-to-student ratios for each cohort.

Mercer University

Nurses can transition their bedside and clinical experiences into scholarship when they decide to earn their Ph.D. at Mercer University. The online terminal degree readies nurses for careers in education and research to advance the profession of nursing.

• Doctor of Philosophy (Ph.D.) in Nursing Online/Hybrid

• A dissertation is required to complete the degree.
• The program receives funding via the Nurse Faculty Loan Program.
• A private research university in Macon, Georgia.

University of Central Florida

Nurses can perform different professional roles aside from caring for patients in a hospital or clinical setting. From conducting original research to teaching, nurses can pursue their Ph.D. in Nursing online at the University of Central Florida. Students learn to contribute to the discipline as an academic.

• PhD in Nursing: BSN to PhD Online/Hybrid
• PhD in Nursing: MSN to PhD Online/Hybrid

• Only open to RNs licensed in Florida. • Students complete Dissertation / Doctoral Research. • One of the first universities to offer a nursing Ph.D.

William Carey University

William Carey University offers a Doctor of Philosophy in Nursing Education Program (DNP to PhD). Nurses who think they’d like to make a career educating the next generation of healthcare professionals can enroll in this online program. Nurses can continue to work while earning this terminal degree.

• Nursing Education - DNP to PhD Online/Hybrid

• Can be completed in 2-3 years.
• There are four weekend meetings per year  (two synchronous online and two in-person)
• A private Christian university located in Hattiesburg, MS.

Selecting a Ph.D. program can be challenging. Each nurse has individual work and family demands, so the school needs to fit into the nurse’s busy life. There are a few considerations nurses should take into account when looking for a Ph.D. program:

• Online Learning vs. Classroom Learning – Selecting an online program vs. an on-campus program is a personal choice. While some prefer the convenience and flexibility of online learning, some enjoy face-to-face, interactive learning, along with peer support. Some programs are 100% online, and some require minimal campus visits (often referred to as "hybrid" programs). Whichever the learning method, nurses should choose the one right for them.
• Accreditation – National accreditation is critical when selecting a Ph.D. program. Proper accreditation ensures the school meets strict quality standards and allows the nurse to pursue future degree options. Also, nursing boards in some states require national (as opposed to local) accreditation for licensure. Students should look for accreditation by the Commission on Collegiate Nursing Education ( CCNE ) or the Accreditation Commission for Education in Nursing ( ACEN ) when researching schools.
• Program History – Some nursing programs, including online programs, are popping up left and right. Students should be cautious and do their research when looking at Ph.D. programs. Schools that have been around a long time tend to be more reputable, and they also likely have enough data (for example, graduation rates) that the student can use to measure the program’s success.
• Program Cost – Cost is a significant factor when deciding to return to school. Most websites are transparent with the tuition cost and associated expenses, so there won't be any surprises. Many schools offer financial aid options as well as the choice to attend part-time. However, students should also prepare for additional expenses such as immunization requirements, technology equipment requirements, supplies, parking fees, and graduation or university fees.
• Residency/Internship Requirements – Studying course material is one part of Ph.D. programs, but nurses must also apply what they’ve learned to real life. Nurses should make sure that whichever program they choose, they are able to meet the practicum requirements. Ensuring they have resources and mentors in the community and surrounding organizations is crucial to the student's success.

RELATED : Dual DNP/PhD Programs

As stated earlier, choosing an online program vs. an on-campus depends on the needs of the student. Below are some advantages of both online and on-campus programs:

Online Ph.D. Nursing Program Advantages

• Flexible schedule – Nurses can work around the clock. They may work weekends, holidays, swing shifts, and graveyard shifts. For this reason, a school must be flexible. Online programs allow nurses to study course material when they can as well as learn at their own pace. They can submit assignments and correspond with instructors and peers electronically, not having to wait until the class or the instructor's office hours.
• Tuition and Costs – An advantage of online Ph.D. programs is cost. In some cases, students may select a school that is based outside their state. Schools sometimes don't charge different tuition rates for out-of-state students in their online programs, which is a significant cost-saver and allows more education options. Students are encouraged to research this thoroughly, however.
• Accessibility and Convenience – As stated earlier, online programs are far more flexible than campus programs. At the touch of a button, students can access learning materials, peers, instructors, and online learning modules. They can study in the middle of the night, on holidays, on weekends, or whenever it's convenient. They are not limited to certain hours on certain days. Plus, they don’t need to waste time commuting, parking, and walking to class.
• Fast Completion – Many online programs boast rapid completion. While students need to be wary of schools that advertise this (specific curricula must be completed), some legitimate online programs do allow students to finish faster than traditional, campus programs. This is because students can study at their own pace. If eager to start out in their new role, online learning might be the way to go.

On-Campus Ph.D. in Nursing Program Advantages

While more and more online nursing programs are popping up, some students still prefer traditional campus learning. Some advantages of on-campus education include:

• The ability to interact face-to-face with peers and instructors
• Not having to worry about technology issues
• Not needing to spend extra money on electronic or technological supplies
• Accreditation is usually not a concern

While admission requirements for a Ph.D. in nursing program may vary between schools, prospective students may be required to:

• Hold a current, unencumbered RN/APRN license
• Hold a BSN or MSN from an accredited university (some schools allow admission for BSN nurses)
• Have completed a specific number of clinical hours
• Provide transcripts from all schools attended
• Have a GPA of 3.5 or higher (specific GPA requirements may vary between schools)
• Submit a written goal statement to include research career goals
• Interview with faculty

Ph.D. in Nursing Course Topics

Since the Ph.D. in nursing is more research and education-focused, the course topics differ from that of a more clinically-focused degree program (such as the DNP). Course topics may include:

• Qualitative and quantitative research
• Scientific inquiry
• Synthesis and application of nursing knowledge
• Research development
• Chronic illness and care systems

Program Length

The didactic/clinical portion of the Ph.D. program can take around 1-3 years to complete depending on if the nurse starts from a BSN or MSN. The first year is reserved for core courses, while the following year and beyond focus on electives specific to the student's goals and the completion of a teaching practicum. Students are also required to complete a dissertation as well; the dissertation period may take another 1-3 years to complete, depending on the student’s area of focus.

While some nurses choose to earn a Ph.D. to fulfill their educational goals, sometimes it is a requirement for certain positions. Examples include:

• Nurse educator or instructor
• Nurse or hospital administrator
• Research facilities
• Government and public health nursing roles

Some may even consider a Post-Doctoral Nursing Fellowship Program .

Popular with nurses interested in teaching and research, Ph.D. nursing programs have grown in popularity and are available at schools across the United States. Below you will find a state-by-state guide on available Ph.D. in nursing programs.

Jump to Your State Listings

University of alabama at birmingham.

• Doctor of Philosophy in Nursing Campus

Arizona State University

• Nursing and Healthcare Innovation, PhD Campus

University of Arizona

• Nursing (PHD) Online

University of Arkansas for Medical Sciences (UAMS)

• PhD in Nursing Campus

Azusa Pacific University Monrovia

• Nursing, PhD Campus

Loma Linda University

• BS to PhD in Nursing Online
• MS to PhD in Nursing Online
• Nursing Science and Health-Care Leadership Doctor of Philosophy Campus
• UCLA School of Nursing Doctor of Philosophy (PhD) Campus

University of California San Francisco

• PhD, Nursing Campus
• PhD in Nursing: Health Policy Campus

University of California, Irvine

University of san diego.

• Doctor of Philosophy in Nursing- BSN to PhD Campus
• Doctor of Philosophy in Nursing- Post-MSN PhD Campus
• Doctor of Philosophy in Nursing- DNP to PhD Campus

University of Colorado Anschutz Medical Campus

• Doctor of Philosophy (PhD) in Nursing Hybrid

University of Northern Colorado

• Nursing Education PhD Online

Connecticut

University of connecticut.

• School of Nursing - PhD Program Campus

Yale University

• PhD Program in Nursing Campus

University of Delaware

• Doctor of Philosophy (PhD) in Nursing Science Campus

Barry University

• Doctor of Philosophy in Nursing

Florida Atlantic University

• PhD in Nursing Program Campus
• PhD in Nursing Program BSN to PhD Campus
• PhD in Nursing Program MSN to PhD Campus
• PhD in Nursing Program DNP to PhD Campus

Florida International University

• BSN-to-PhD in Nursing Campus
• PhD in Nursing: BSN to PhD Online
• PhD in Nursing: MSN to PhD Online

University of Florida

• PhD in Nursing Sciences Campus
• PhD in Nursing Sciences: BSN to PhD Campus
• Adult Gerontology NP: MSN to PhD Campus

University of Miami

• Doctor of Philosophy (PhD) in Nursing Campus

University of South Florida

• PhD Program in Nursing Science Campus

Augusta University

• Doctor of Philosophy with a Major in Nursing Hybrid

Emory University

• Doctor of Philosophy in Nursing Hybrid

Georgia State University

• Doctor Of Philosophy In Nursing Hybrid
• Doctor of Philosophy (Ph.D.) in Nursing Online

University of Hawai'i at Manoa

• PhD Nursing: GEPN to PhD Pathway Online
• PhD Nursing: Master's to PhD Pathway Online
• PhD Nursing: Bachelor's to PhD and Master's to PhD Pathway Online

Idaho State University

Illinois state university.

• PhD in Nursing Hybrid

Loyola University of Chicago

Rush university.

• Nursing Science (PhD) Online

University of Illinois at Chicago (UIC)

• Doctor of Philosophy Campus

Indiana University Online

• PhD in Nursing Science Online

Purdue University

• PhD in Nursing* Campus

University of Iowa

• College of Nursing PhD Campus
• College of Nursing PhD BSN to PhD Campus
• College of Nursing PhD MSN to PhD Campus

University of Kansas

• PhD in Nursing Online

University Of Louisville

Southern university and a&m college.

• Doctor of Philosophy in Nursing (PhD) Campus

Johns Hopkins University

University of maryland.

• Post-BSN to PhD in Nursing (without a master's) Campus
• Post-BSN with a Master's to PhD in Nursing Campus
• Post-Master's to PhD in Nursing Campus

Massachusetts

Boston college.

• Ph.D. in Nursing Hybrid

Northeastern University

• PhD in Nursing

University of Massachusetts Amherst

• Nursing PhD Campus

University of Massachusetts Boston

University of massachusetts lowell.

• Ph.D. in Nursing with Health Promotion focus Hybrid

University of Massachusetts Medical School

Michigan state university.

• Ph.D. in Nursing Campus

Oakland University

• Ph.D. in Nursing

University of Michigan

• Nursing, Ph.D. Campus

Wayne State University

• Ph.D. in Nursing Online

University of Minnesota

Mississippi, university of mississippi medical center.

• Nursing Education - DNP to PhD Online

Barnes-Jewish College Goldfarb School of Nursing

• Doctor of Philosophy in Nursing (PhD) Hybrid

Mizzou Online- University of Missouri

• Nursing: Online doctorate Online

University Of Missouri Kansas City

• Nursing PhD Hybrid

University of Missouri - St. Louis

• Nursing PhD Online

University of Missouri Health

• Interdisciplinary Nursing PhD Campus

Bryan College of Health Sciences

• Education Doctorate with Emphasis in Nursing Education Hybrid

University of Nebraska Medical Center

University of nevada, las vegas.

• Doctor of Philosophy in Nursing; Nursing Education Online
• Doctor of Philosophy in Nursing; Post Doctor of Nursing Practice Online
• Doctor of Philosophy - Interdisciplinary Health Sciences Campus

Rutgers School of Nursing

Seton hall university, the university of new mexico, adelphi university, binghamton university, columbia university, nyu rory meyers college of nursing, pace university - pleasantville campus.

• Doctor Of Philosophy In Nursing, Phd Campus

Stony Brook University

University at buffalo.

• Doctor of Philosophy (PhD) in Nursing Online

North Carolina

Duke university.

• PhD Program in Nursing Online

East Carolina University

The university of north carolina at chapel hill, the university of north carolina at greensboro, north dakota, university of north dakota, case western reserve university.

• Dual Doctorate PhD/DNP Hybrid

Kent State University

The ohio state university.

• Post-Master's PhD in Nursing Campus
• BSN to PhD in Nursing Campus

University of Cincinnati

• PhD in Nursing Research Campus

Oklahoma City University

• BSN-PhD in Nursing Campus

The University of Oklahoma

Oregon health & sciences university, pennsylvania, drexel university.

• Nursing: MSN-PhD Joint Degree Program Campus

University of Pennsylvania School of Nursing

• Doctor of Philosophy in Nursing (MSN-PhD) Campus

University of Pittsburgh

Rhode island, university of rhode island, south carolina, medical university of south carolina.

• Ph.D. in Nursing Science Online

University of South Carolina

• Doctor of Philosophy in Nursing Science (Ph.D.) Campus

East Tennessee State University

• College of Nursing - PhD Program Hybrid

The University of Tennessee Health Science Center- Memphis

• DNP/PhD Dual Degree Campus

The University of Tennessee, Knoxville

• Doctor of Philosophy in Nursing (PhD) BSN to PhD Campus
• Doctor of Philosophy in Nursing (PhD) MSN to PhD Campus

University of Memphis

• Doctor of Philosophy in Nursing (PhD) Online
• DNP to PhD Bridge Program Online

The University of Texas Medical Branch at Galveston

• Nursing PhD BSN to PhD Online
• Nursing PhD MSN to PhD Online

The University of Texas at Arlington

The university of texas at austin.

• Alternate Entry Doctoral (AE-PhD) in Nursing Campus
• Doctoral (PhD) in Nursing Campus

The University of Texas at Tyler

University of texas health science center at san antonio - ut health san antonio.

• BSN to PhD FT in Nursing Campus
• BSN to PhD PT in Nursing Campus
• Post-MSN FT in Nursing Campus
• Post-MSN PhD PT in Nursing Campus

University of Texas School of Nursing at Houston

University of utah, george mason university.

• Nursing, PhD Hybrid

Hampton University

• Nursing, PhD Online

University of Virginia

Virginia commonwealth university.

• Online Nursing PHD Online

University of Washington

• PhD Doctor of Philosophy in Nursing Science Campus

Washington State University Vancouver

West virginia, west virginia university, marquette university.

• Ph.D. In Nursing Campus

University of Wisconsin-Madison

University of wisconsin-milwaukee.

• Nursing BS to PhD Campus
• Nursing Online PhD Online

Are we missing your school's program or need to update information listed? Please contact us so we can make the necessary changes.

• Introduction
• Information Brochure
• Prospectus & FAQs B.Sc. (N)
• School Board
• Minutes of School Board

Doctor of Philosophy in Nursing (PHDNS)

The maximum duration can be extended by one year with the approval of the Vice Chancellor. In such cases a prescribed fee will have to be paid by the student for the period of extension.

• Programme overview
• Related Information

Course Overview

The PhD Programme in Nursing was launched with the objective of enabling the nursing personnel to develop advance research skills in nursing and to prepare the nurse educators, administrators and practitioners to carry out systematic research to improve the quality of nursing care. The programme will enable the nursing personnel to give evidence-based nursing care to patients/ clients in various settings including evidence based nursing education and practice.

• Enable the nursing personnel to develop advanced nursing research skills. • Prepare the nurse educators, administrators and practitioners to carry out systematic research to improve the quality of nursing care. • Enable the nursing personnel to give evidence based nursing care to patients/clients in various setting. • Develop models and theories based on health care concepts applicable in Indian setting.

Admission Process Admission is as per details in the common prospectus for research degree programmes. Please see the advertisement in newspaper and IGNOU website home page and webpage Research Unit for information. Download the prospectus or purchase from Regional Centre or IGNOU HQ. Fill the application form and submit as per instructions given in prospectus.

Implementation of the Programme The programme is offered full time/part time by the university through School of Studies and Research Unit.

Induction Meeting for Students

Research Unit conducts induction meetings for all enrolled scholars of the university at the beginning of the session.

Guidelines for Theory and Practical Sessions, Attendance and Sample Rotation Plan Pre-Ph.D. course work for six months is conducted for all enrolled scholars. Learners are required to go through guidelines for research degree programme available on webpage of the research degree programme.

As per the Ph.D. Degree programme guidelines.

Programme Coordinator:

Other Programmes

• PG and Advance Diploma
• Post-Graduate Diploma in HIV Medicine (PGDHIVM)
• Post-Graduate Diploma in Hospital and Health Management (PGDHHM)
• Post-Graduate Diploma in Maternal and Child Health (PGDMCH )
• Post-Graduate Diploma in Geriatric Medicine (PGDGM)
• Bachelor's Degree
• BSc Nursing (Post Basic) (BScN(PB))
• Diploma in Nursing Administration (DNA)
• Diploma in Critical Care Nursing (DCCN)
• Certificate
• Certificate in First Aid (CFAID)
• Certificate in Community Health (BPCCHN/CCH)
• Certificate in Adolescent Health and Counselling. (CAHC)
• Certificate in Maternal and Child Health Nursing (CMCHN)
• Certificate in Newborn & Infant Nursing (CNIN)
• Certificate in Home Based Health Care (CHBHC)
• Certificate in Health Care Waste Management (CHCWM)
• Certificate in General Duty Assistance (CGDA)
• Certificate in Phlebotomy Assistance (CPHA)
• Certificate in Home Health Assistance (CHHA)
• Certificate in Geriatric Care Assistance (CGCA)
• Certificate Programme in YOGA (CPY)
• PG Certificate
• Post Graduate Certificate in Medical Management of CBRNE Disasters (PGCMDM)

Employee Section

Mail Service

Regional Network

RC Services

SOUs/Other Institutions

IGNOU Credit Society

Empanelled Hospitals

University House Allotment

Jobs at IGNOU

Recruitment at IGNOU

Tenders of IGNOU

Telephone Directory

Complaint Against Caste Discrimination

Committee Against Sexual Harassment

IGNOU-SAMARTH Portal

• IGNOU-SAMARTH User Manual
• LTC Advance/Intimation Form
• LTC Claim Form

Student Section

Common Prospectus

Podcast Link

IGNOU UDYAMI

IGNOU Online Programmes

Student Grievances

Study Material Status

E-Newsletter

Study Material Catalogue

Placement Assistance

International Students

IGNOU Online

Online Payment for miscellaneous fees

FAQs for Promotion Scheme

Notification on Ragging

Equal Opportunity Cell(EOC)

Swayamprabha Channels(Video Telecast)

Other Links

Jambudweep e-Journal of Indic Studies

Other Official Websites

Videos of NAAC Peer Team Visit (2021)

Photos of NAAC Peer Team Visit (2021)

NAAC Peer Team Visit

MHRD Website

National Voters Service Portal

Partner Institutions

Photo Gallery

Anti Discrimination Officer

National Cyber Crime Reporting Portal

National Youth Parliament

Web Enabled Academic Support (WEAS)

Bharatiya Chhatra Sansad

National Digital Library of India

Student Section II

Frequently Useful Links

Daily Schedule of Videos Telecast for Swayamprabha Channels

Audio Resources of EMPC

Video Resources of EMPC

Schedule of Gyandarshan channels

Subscribe for Updates

[Updated on 10-Apr-2024]

© 2024 Indira Gandhi National Open University. All rights reserved

PhD in Nursing Programs – Doctorate in Nursing

Nursing colleges search.

When you click on a sponsoring school or program, or fill out a form to request information from a sponsoring school, we may earn a commission. View our advertising disclosure for more details.

“The PhD is a great choice if you’re interested in the role of a nurse scientist in both an academic or clinical area. In academia, this would mean the scholar-teacher role, which includes engaging in research, publishing, and teaching nursing students. When considering a PhD program, prospective students should figure out whether a program meets their future goals, offers flexibility in learning (on-site or online), funding assistance, and opportunities to work as a teaching or graduate assistant.”  Rick Zoucha, PhD, Director of Nursing Education, Professor, and Chair of Advanced Role and PhD Programs, Duquesne University School of Nursing

A PhD in nursing provides advanced training for nurses interested in pursuing academic, leadership, and research positions within the healthcare industry. These programs focus on generating new knowledge and promoting evidence-based practice through original research findings in specialized areas such as healthcare administration and public health policy. Graduates of PhD in nursing programs may work as university professors or healthcare administrators or contribute to policymaking at the national level. 

Those seeking a PhD in nursing should note that this terminal degree takes several years of dedication and intense study to complete. Additionally, PhD in nursing programs typically require applicants to have a bachelor’s or a master’s degree and may have specific prerequisites such as clinical and leadership experience. Unlike a clinically-based doctorate of nursing practice (DNP), a PhD in nursing emphasizes scientific research to make a lasting impact in the healthcare field.

Earning a PhD in nursing can open doors to leadership roles in clinical settings or advanced positions in academia. These programs also offer opportunities for collaboration with experts within the field and for presenting findings at national conferences. While time to completion varies from two to six years, a PhD in nursing is a worthwhile investment that pays well. Salaries for nurses with PhDs vary based on several factors, including position title, employment location, industries, and experience. According to data from PayScale.com (April 2024), a self-reported aggregator of salaries, the average annual salary for a nurse researcher is $81,500. The US Bureau of Labor Statistics (BLS) shows that postsecondary nursing instructors and teachers can earn $84,180, and the top-paying states are Massachusetts, Nevada, California, the District of Columbia, and New York ( BLS May 2022). 

Read on to learn more about PhD programs in nursing, including types of programs, accreditation, featured online programs, accreditation, admissions requirements, and three career options for this research-based nursing degree.

Featured Doctoral Programs

Ask the experts.

Ruth Taylor-Piliae, PhD, RN, FAHA, FAAN

Dr. Ruth Taylor-Piliae is a professor and the PhD program director (interim) in the College of Nursing at the University of Arizona. She is recognized internationally as a nurse scientist and mind-body exercise interventionist, with training in cardiovascular epidemiology and clinical trials. Her research is focused on promoting physical activity and improving patient-centered outcomes among older adults with heart disease and stroke through the implementation of innovative non-pharmacologic interventions such as Tai Chi.

Dr. Taylor-Piliae has received several teaching, research, and service awards, including the Suzanne Van Ort Peer Award for Graduate Teaching, the Extraordinary Faculty Award, the Distinguished Alumni Award from the Chinese University of Hong Kong, the Mathy Mezey Excellence in Aging Award from the American Heart Association/American Stroke Association’s Cardiovascular and Stroke Nursing Council, and the Award of Distinction for Excellence in Research from Sigma Theta Tau International, Beta Mu Chapter.

NursingColleges.com: What is something you wish the public understood about nursing PhD programs and/or nurses with PhDs?

Dr. Taylor-Piliae: A PhD in nursing is similar to PhDs in other disciplines, and conveys that nurses with PhDs have the scientific knowledge to apply or create philosophy, theory, and research methods to answer questions that are important for humanity.

NursingColleges.com: What advice would you give to aspiring nursing PhD students?

Dr. Taylor-Piliae: Find a nursing-relevant topic or problem in need of inquiry that you’re passionate about, engage with the PhD program and faculty, and participate in as many research-related experiences as possible while a student.

NursingColleges.com: What does the future look like for nurse PhDs and/or nursing PhD programs?

Exciting and dynamic. The critical need for practicing nurses means there is equally the need for nursing scientific knowledge and those who generate it: the PhD nurse.

Rick Zoucha, PhD, PMHCNS-BC, CTN-A, FTNSS, FAAN

Dr. Rick Zoucha is the director of nursing education, professor, and chair of advanced role and PhD programs at Duquesne University School of Nursing. In addition, he is certified as a psychiatric-mental health clinical nurse specialist by the American Nurses Credentialing Center. 

Dr. Zoucha’s research interests include understanding various phenomena related to health and well-being in the Nicaraguan, Mexican American, African American, and African refugee and immigrant communities. He has served as PhD dissertation chair for studies seeking to understand cultural care phenomena related to people of the Puerto Rican, Taiwanese, Mexican American, African American, Peruvian, Dominican, Appalachian, and homeless cultures globally. 

Dr. Zoucha is a certified transcultural nurse-advanced and a fellow of the American Academy of Nursing and the Transcultural Nursing Society. He was inducted as a transcultural nursing scholar in 2004 and bestowed the Leininger Award in 1998.

Dr. Zoucha: It is important to understand that a PhD in nursing is a terminal doctoral degree that prepares nurse scientists to create, translate and communicate new knowledge as leaders within institutions of higher education and outside of academia (AACN 2022). The PhD and DNP (doctor of nursing practice) are the highest degrees available in the nursing field. The focus and outcome of the degrees are different, and prospective students should have a clear understanding of these distinctions before pursuing their chosen degree. 

The DNP has a specific focus on nursing practice and uses current evidence to promote quality improvement and evidence-based changes usually in the clinical setting. The PhD emphasizes creating the evidence through research. There is an emphasis on research, scholarship, and inquiry as part of PhD programs and beyond earning the degree. 

Nurses pursuing PhDs and those who have PhDs are in the unique position to investigate simple to complex clinical problems that have the potential to promote health, well-being, and positive health outcomes for individuals, families, and populations. One of the primary goals of a PhD program is to promote a deep understanding and ability to engage in research through in-depth knowledge of research methods, commitment to a clinical phenomenon of interest, data analysis, and interpretation. This is critical in advancing nursing science now and in the future. 

The nursing profession needs more nurse scientists in both the academic and clinical setting to continue to promote healthy outcomes and prepare the next generation of nurse scientists and nursing faculty.

Dr. Zoucha: I advise aspiring PhD students to understand and be clear about the differences between the PhD and DNP degrees, including both the focus of each program and how the degrees can be used after graduation. 

The PhD is a great choice if you’re interested in the role of a nurse scientist in both an academic or clinical area. In academia, this would mean the scholar-teacher role, which includes engaging in research, publishing, and teaching nursing students. When considering a PhD program, prospective students should figure out whether a program meets their future goals, offers flexibility in learning (on-site or online), funding assistance, and opportunities to work as a teaching or graduate assistant. 

It’s important to look for a potential research match between faculty and the student-research and topic interest. Once you’ve narrowed your program choices down, a prospective student should ask to have conversations with both current students and or program graduates. Ask questions about the courses, the process, and faculty support in the program.  And most importantly, enjoy the chosen program!

NursingColleges.com: What does the future look like for nurse PhDs and/or nursing PhD programs? 

Dr. Zoucha: The future outlook of PhDs in nursing is excellent, and there are many opportunities to work in the academic setting in the role of a nurse scientist as a scholar/educator. This is especially true for nurse scientists working in clinical settings as well. 

PhD nurses in the clinical setting greatly assist in obtaining and maintaining Magnet status for healthcare institutions. Magnet status means hospitals are certified by the American Nurses Credentialing Center (ANCC), where nurses are empowered to not only take the lead on patient care but also be the leaders of institutional healthcare change and innovation (ANCC 2021). Currently, there is a significant nursing faculty shortage in the United States, and PhD-prepared nurse scientists can fill this critical need.

What is a PhD in Nursing?

A PhD in nursing is a terminal degree, with the primary goal of adding original research findings to the scientific foundation of nursing and healthcare. Some nursing PhD programs offer specializations in high-priority areas emphasizing research and teaching critical attributes such as leadership, education, healthcare administration, interdisciplinary health, and public health policy. 

Please note that a PhD in nursing is a research-based degree, not a nursing licensure program. This means a PhD in nursing will not prepare students as nurse practitioners or other clinical APRN roles.

Types of PhD in Nursing Degree Programs

There are several factors to consider when choosing a PhD in nursing program, including online or on-campus programs, the type of degree required for admission, and specializations. 

On-Campus and Online Programs

PhD nursing programs are offered on-campus and online. Some PhD in nursing programs are hybrid, a blend of on-campus and online formats, due to in-person clinicals, laboratory requirements, and required weekend residencies. 

On-campus programs offer in-person convenience for students who live in or can commute to campus to complete their studies. By comparison, online degree programs are more accessible to students who don’t live near a college or university campus and are gaining in popularity. In fact, 40 percent of post-baccalaureate students exclusively took courses via distance education in 2021, according to the National Center for Education Statistics .

Type of Degree Required for Admission

PhD in nursing programs admit students based on the nursing degree they currently hold: a bachelor of science in nursing (BSN) or a master of science in nursing (MSN). The two most common program titles are: 

• BSN-to-PhD in Nursing
• MSN-to-PhD in Nursing

PhD in Nursing Specialization Areas

Many PhD in nursing programs offer specialization areas, including but not limited to nursing education, healthcare administration, interdisciplinary health, leadership, and population health.

DNP vs PhD in Nursing: What’s the Difference?

A DNP, or doctor of nursing practice , and a PhD, or doctor of philosophy in nursing , are both advanced degrees for nurses. DNP programs heavily focus on clinical practice and leadership skills, while PhD programs emphasize research and academics. DNP programs typically take less time to complete than PhD programs, with DNP students completing about 75 credits compared to the 90 credits required for a PhD in nursing. As previously mentioned, DNP programs have clinical hour requirements, whereas most PhD in nursing programs do not. 

Many colleges and universities offer DNP and PhD programs. For example, the University of Central Florida offers two types of online doctoral degrees: a PhD in nursing , and two doctorates of nursing practice (DNP) degrees: an advanced track for clinical leadership roles and an executive track for those pursuing healthcare administration nursing roles. 

The PhD in nursing program is considered research-based, requires a dissertation, and leads to careers in research science. By comparison, the DNP programs are practice-based, require a final DNP project that demonstrates the application of advanced clinical and evidence-based practice and leads to careers in nursing case management, clinical nursing, and nurse practitioner clinical leadership.

DNP graduates often go on to work as advanced practice nurses or healthcare administrators, while PhD graduates often pursue careers in academia or research positions. Both DNP and PhD degrees are respected qualifications within the nursing field, but they lead to different career paths and opportunities. It is important for prospective students to carefully consider their individual goals before deciding on a DNP or PhD program.

PhD in Nursing Program & School Accreditation

Attending a PhD in nursing program that has received both types of accreditation can give students peace of mind that they are receiving a quality education. It also allows them to easily transfer credits, take out financial loans, and apply for licensure upon graduation.

Programmatic accreditation for clinical nursing degree programs, such as BSN, MSN, post-master’s certificate programs, and DNP programs, is provided by the Commission on Collegiate Nursing Education (CCNE) or the Accreditation Commission for Education in Nursing (ACEN). 

Institutional accreditation ensures that the school as a whole meets educational standards set by the six regional organizations approved by the Council for Higher Education Accreditation (CHEA): 

• Higher Learning Commission (HLC)
• Middle States Commission on Higher Education (MSCHE)
• New England Commission of Higher Education (NECHE)
• Northwest Commission on Colleges and Universities (NWCCU)
• Southern Association of Colleges and Schools Commission on Colleges (SACSCOC)
• Western Association of Schools and Colleges (WASC)

It’s important to note that PhD in nursing programs only hold institutional accreditation, but may be housed in a school of nursing that also holds programmatic accreditation. For example, the University of Wisconsin Milwaukee’s College of Nursing offers an online PhD in nursing. The university holds institutional accreditation from the Higher Learning Commission (HLC), and the College of Nursing is programmatically accredited by the Commission on Collegiate Nursing Education (CCNE). Since the PhD in nursing is not clinically focused, it is only essential that this program has institutional accreditation, not programmatic accreditation. 

When considering a clinical nursing graduate or doctoral program, it is important to look for both programmatic and institutional accreditation. However, in the case of a research-based PhD in nursing, institutional accreditation is the most important factor in a research-based PhD in nursing.

Lastly, the NC-SARA (National Council for State Authorization Reciprocity Agreements) is a voluntary state-level agreement that allows institutions to provide distance education to students across state lines without seeking separate state approval. This is called state authorization status, and it helps improve access and flexibility for both students and institutions by simplifying the state approval process for distance education programs. Institutions offering distance education often advertise their NC-SARA status; if they don’t, please contact the program before applying. 

Ultimately, accredited PhD in nursing programs provide a strong foundation for successful nursing leadership and research careers across state borders.

Typical Admissions Requirements for PhD in Nursing Degrees

Overall, entry into a PhD in Nursing program is competitive and requires dedication to both academic and professional achievement. Admissions requirements for PhD programs in nursing vary depending on the university and program, but there are some common expectations. 

Most programs require applicants to have the following:

• A bachelor’s or master’s of science degree in nursing from a CCNE- or AACN-accredited program
• A copy of an active registered nurse (RN) license 
• An essay outlining the applicant’s career goals and potential contributions to the field of nursing
• Application fee
• Clinical hours verification form
• Evidence of research experience and expertise in the specialization area
• Minimum GPA of 3.0 
• Official transcripts
• One year or more of clinical nursing experience 
• Online application
• Standardized test scores, such as the GRE or GMAT
• Strong letters of recommendation from previous professors or supervisors

Supervised Hour Requirements for PhD in Nursing Degrees

While supervised clinical hours may be valuable for those pursuing a doctor of nursing practice (DNP) degree, they are typically not necessary for those obtaining a PhD in nursing. The reason is that PhD in nursing programs focus on furthering scientific inquiry and gaining knowledge through research, rather than improving practical skills. 

In place of the clinical hours component, PhD nursing candidates complete a dissertation to demonstrate expertise in the field. It is important to note that supervised hours may still be helpful or even required for certain courses within a PhD in nursing program, but overall they are not mandated as part of the degree requirements.

Featured Online PhD in Nursing Degrees

Liberty University – PhD in Nursing Education

Liberty University offers a PhD in nursing education, designed for nurse educators who want to advance their careers and impact the next generation of nurses. The program is 100 percent online, with eight-week courses and the potential to transfer up to 50 percent of the degree’s credits. 

Students in this 60-credit PhD program take courses such as learning theories and teaching methods for nurse educators; curriculum development and program evaluation for nurse educators; advanced evaluation strategies for nurse educators; and assessment and accreditation for nursing programs.  

The nursing faculty at Liberty University are nationally recognized educational leaders, and as a Christian university, they are also committed to promoting personal and professional success for their students. With a PhD in nursing education from Liberty University, graduates will be well-equipped to become leaders in nursing education.

• Location: Lynchburg, VA
• Accreditation: Southern Association of Colleges and Schools Commission on Colleges (SACSCOC)
• Expected Time to Completion: Three years

University of Central Florida – PhD in Nursing

The University of Central Florida offers an online PhD in nursing for individuals looking to advance their careers in the field. The program offers two tracks: BSN-to-PhD and MSN-to-PhD, comprising 63 to 72 credits and 16-week terms. 

Coursework includes healthcare systems and policy; philosophical and theoretical foundations of nursing science; concept development in nursing; qualitative methods in nursing research and healthcare; quantitative methods for nursing and healthcare; and research approaches and designs for nursing and healthcare. The curriculum prepares graduates for leadership roles that contribute to the body of nursing knowledge through research. 

Graduates from this program can become nurse scientists, faculty members at a research-focused university, or leaders within healthcare systems or industries. While students can complete the program primarily online, there are two mandatory onsite intensives per year. With this PhD in nursing, individuals can continue advancing their careers and making a significant impact in the field.

• Location: Orlando, FL
• Accreditation: Collegiate Nursing Education (CCNE); Southern Association of Colleges and Schools Commission on Colleges (SACSCOC)
• Expected Time to Completion: Two to five years

Walden University – PhD in Nursing

As one of the leading online universities for PhD in nursing, Walden University offers a range of options and specializations for nurses at all levels. Whether students are looking to start their PhD journey with a BSN, MSN, or DNP degree, Walden University offers specializations in areas such as nursing education, healthcare administration, and population health so students can tailor their PhD program to align with their career goals. 

In addition to this flexibility, Walden University also supports its PhD students through dedicated mentors and access to research resources such as the nursing simulation lab and virtual clinical trials center. As a result, nurses can pursue their PhD while advancing in their careers and positively impacting healthcare.

The curriculum includes courses such as theoretical and scientific foundations of nursing research; effectively leading organizations in quality improvement initiatives; advanced theoretical and scientific perspectives in nursing; and transforming nursing and healthcare through technology, among others.

• Location: Minneapolis, MN
• Accreditation: Higher Learning Commission (HLC)
• Expected Time to Completion: 2.5 to eight years

University of Arizona – PhD in Nursing

The University of Arizona offers a PhD in nursing program focusing on research in a clinical, academic, scientific, or industry environment. Coursework for the program is almost completely online, except for resident-intensive summer experiences. 

Students can pursue BSN-to-PhD, MSN-to-PhD, PhD-DNP dual degree, or post-DNP PhD paths, with individualized study plans. The program also offers three tracks in precision science, data and systems science, and health determinants science. With this PhD program, nurses have the opportunity to advance nursing science and improve health outcomes through research and innovation.

• Location: Tucson, AZ
• Accreditation: WASC Senior College and University Commission (WSCUC)
• Expected Time to Completion: Four to six years

Indiana University – PhD in Nursing Science

Indiana University offers an online PhD program in nursing science, allowing students to earn their degree online or through a hybrid distance-accessible program. This 90-credit program accepts applicants with a BSN or MSN from accredited programs and prepares them for careers in nursing education, research, health systems, or clinical science. 

PhD students are paired with faculty mentors throughout the program and can choose from clinical nursing science, health systems, and nursing education concentrations. With this online PhD in nursing science, IU provides top-notch education with in-person campus residencies to advance the field of nursing and improve care for individuals and families across the lifespan.

The curriculum includes courses such as theoretical perspectives of nursing science; quantitative research design and methods; foundations of qualitative research; dissertation in nursing; biostatistics for public health; and nursing inquiry and scholarship: introduction to doctoral study.

• Location: Campuses across Indiana
• Expected Time to Completion: Two to six years

University of Missouri – PhD in Nursing

The University of Missouri offers a PhD in nursing, preparing individuals for research, leadership, and clinical roles depending on their specialization. The interdisciplinary program is made possible by the diverse academic backgrounds represented in the program. Though some on-campus visits are required, students can complete most courses online. 

Students can choose from three options for credit requirements: BSN-to-PhD (77 credits), MS-to-PhD (59 credits), or post-clinical PhD (48 credits). With this versatility, the University of Missouri’s PhD in nursing program prepares students for successful careers as clinical scholars, educators, and researchers.

• Location: Columbia, MO

Duquesne University – PhD in Nursing

The PhD in nursing program at Duquesne University offers a unique and exciting opportunity for those looking to advance their careers in nursing education, research, and leadership. With a focus on rigorous and intensive engagement, students will develop the skills necessary to become independent nurse scholars. 

The program also offers flexibility, with options for a three or four-year curriculum and a DNP-to-PhD track. Over the past 25 years, more than 100 nurses have graduated from this program and gone on to successful careers in the field. 

PhD students can choose to specialize in healthcare decision science or clinical nurse leadership and complete a dissertation research project on a topic of interest. Students also have the option to fulfill residency requirements at the Pittsburgh campus or Duquesne’s Dublin, Ireland campus as part of a study abroad experience. 

The curriculum includes courses such as state of the science and discovery; measurement issues; foundations of social and distributive justice in health policy; philosophy of science and theory; structure of nursing knowledge; and applied quantitative methods,

• Location: Pittsburgh, PA
• Accreditation: Middle States Commission on Higher Education (MSCHE)
• Expected Time to Completion: Three to four years

Jobs for PhD in Nursing Graduates

Nurse educator.

A nurse educator is a nurse with advanced education and training who educates nursing students and practicing nurses. Ever wondered why nursing careers are in demand but nursing program admissions are so competitive? According to the American Association of Colleges of Nursing , one of the biggest reasons is a shortage of qualified nursing faculty. Nurse educators work in nursing schools, hospitals, or other healthcare settings as faculty members, clinical instructors, or nurse managers. In addition to providing educational instruction, nurse educators may also develop curricula, conduct research, and provide professional mentorship to new nurses. 

Becoming a nurse educator often requires graduate-level education at the MSN, DNP, or PhD level, and certification. The role can be gratifying as it combines clinical expertise with the opportunity to shape the future of healthcare. Nursing education is essential for providing safe and high-quality patient care, making nurse educators a valuable asset to the profession.

The US Bureau of Labor Statistics shows nurse educators (postsecondary nursing instructors and teachers) are in demand, with a growth rate of 18 percent from 2022 to 2032, which is six times the national average (3 percent) and will create 15,600 new positions ( BLS May 2022). 

Nurse Scientist

A nurse scientist is a nurse dedicated to using scientific inquiry and evidence-based practice in nursing. They strive to integrate their research findings into clinical practice and contribute to the overall body of knowledge in the field. 

Nurse scientists often hold advanced degrees in nursing research and evidence-based practice, such as a PhD. In addition to conducting their research, nurse scientists facilitate and support others’ research efforts and provide staff development opportunities related to evidence-based practice. Nurse scientists are essential in improving patient care and outcomes by promoting a culture of clinical inquiry.

Whether their research field is patient-based, provider-based, or clinically based, nurse scientists can be classified as medical scientists or advanced practice registered nurses (APRNs). The BLS predicts a 10 percent growth rate for medical scientists and a staggering 45 percent growth rate for nurse practitioners . Both jobs are predicted to grow beyond the national average (3 percent) from 2022 to 2032, adding 11,600 new medical scientists and 118,600 nurse practitioner positions. 

Medical scientists (except epidemiologists) earn median annual salaries of $99,930, while nurse practitioners earn median annual salaries of $121,610, according to BLS statistics from May 2022—the latest data available as of April 2024. 

Medical and Health Services Managers

Representing a wide range of healthcare administration leadership roles, medical and health services manager titles include but are not limited to nurse managers, nursing directors, and the c-suite leadership title: Chief Nursing Officer (CNO). According to O*Net Online , an affiliate of the US Department of Labor, medical and health services managers’ responsibilities include directing, coordinating, supervising, and evaluating work activities of medical, nursing, technical, clerical, service, and maintenance personnel. 

Medical and health services managers in nursing have a DNP or PhD and several years of experience working as a nurse manager, hospital administrator, or in another healthcare leadership role. These individuals oversee the day-to-day operations of hospitals, clinics, nursing homes, medical offices, and other healthcare facilities, ensuring that they run efficiently and effectively while providing high-quality patient care. 

The BLS shows that careers in medical health and services management are predicted to grow by 28 percent in the coming decade, creating 144,700 new jobs from 2022 to 2032. The median annual salary is $104,830, with the lowest 10th percentile earning $64,100 and the highest 10th percentile earning $209,990 ( BLS May 2022).

Matt Zbrog is a writer and researcher from Southern California. Since 2018, he’s written extensively about the modern nursing workforce, conducting hundreds of interviews with nurse leaders, nurse educators, and nurse advocates to explore the issues that matter to them most. His Advocates to Know series focuses on nurse practitioners (NPs) who go above and beyond in changing policy and practice in important areas like veteran’s care, human trafficking prevention, and telehealth access. He regularly collaborates with subject matter experts from the American Nurses Association (ANA) and the National Association of Pediatric Nurse Practitioners (NAPNAP) to elevate issues that empower nurses everywhere.

Rachel Drummond, MEd

At NursingColleges.com, Rachel Drummond has applied her extensive experience in education and mindfulness to elucidate the importance of self-care for nursing students since 2022. Through her writings, she underscores the role of mental and physical well-being in fostering resilient and compassionate healthcare professionals.

Rachel is a writer, educator, and coach from Oregon. She has a master’s degree in education (MEd) and has over 15 years of experience teaching English, public speaking, and mindfulness to international audiences in the United States, Japan, and Spain. She writes about the mind-body benefits of contemplative movement practices like yoga on her blog , inviting people to prioritize their unique version of well-being and empowering everyone to live healthier and more balanced lives.

Related Articles

• February 12, 2024 Ask an NP: What is the Nursing Process? By Sophia Khawly, MSN
• January 18, 2024 Guide to NP-Led Research By Matt Zbrog
• January 2, 2024 An NP’s Guide to Becoming a Home Health Nurse By Sophia Khawly, MSN
• December 14, 2023 Cultural and Linguistic Awareness for Nursing Professionals By Kimmy Gustafson
• November 29, 2023 NP Advocates to Know: Dr. Kelli Garber on Telehealth By Matt Zbrog

Related Careers

• 1 Acute Care Nurse Practitioner (NP) – Education, Licensure & Salary
• 2 Adult-Gerontology Nurse Practitioner (AGNP) – Education, Licensure & Salary
• 3 Become a Nurse Practitioner (NP) – Education, Licensure & Salary
• 4 Family Nurse Practitioner (NP) – Education, Licensure & Salary
• 5 Forensic Nurse Practitioner (NP)

Related Programs

• 1 DNP Degree – Doctor of Nursing Practice Programs
• 2 Dual-Degree MSN-MBA Programs
• 3 MSN Degree – Master of Science in Nursing Programs
• 4 NP Certificate Programs – Post-Master’s Certs
• 5 Online Neonatal Nurse Practitioner (NNP) Programs

• Nebraska Medicine
• Current Faculty & Staff
• Current Students

PhD in Nursing

The PhD in Nursing is a research-focused doctorate that prepares scholars for leadership roles in academia and outside of academia.

Why Study Nursing?

If you want to contribute to the discipline and profession of nursing as a nurse scientist, a PhD in Nursing Program will prepare you to meet your goals. Nurse scientists conduct research, contributing to the body of evidence to improve health outcomes for people in health and illness in general and specifically for populations that may have social and health inequities. Some nurse scientists conduct educational or health systems research, also contributing to health outcomes via education of students or changing health care delivery.

The PhD prepares you as a scholar in an academic setting as well as outside of academia. As a nurse scientists you will disseminate the knowledge you discovered through publications and presentations at professional meetings. PhD nurse scholars are prepared for leadership roles in research, education, practice, health policy, and administration. PhD in Nursing graduates will be the stewards of the nursing profession.

Why Study Nursing at UNMC?

Whether you have a BSN or MSN, the program will prepare you with foundational knowledge and skills to be a nurse scientist. You'll be able to individualize your education, focusing upon a specific research area. Those entering with a BSN will also take masters courses, expanding clinical nursing knowledge.

You'll be matched with an advisor with similar research interests, guiding your individualized research plan of study. Faculty include nationally recognized researchers, teachers and practitioners that advanced their fields. The research emphasis of faculty at the UNMC College of Nursing is broad and includes the following areas:

• Cardiovascular health
• Symptom science
• Cancer survivorship
• Social determinants of health
• Health disparities
• Health promotion and wellness
• Health systems and quality
• Nursing education

Program Snapshot

Program highlights.

• The PhD in Nursing Program is offered on campus as well as distance accessible. Courses are offered “live” so that students and faculty interact in the physical classroom or via technology.
• Most PhD nursing courses are offered on Thursdays so that students can plan their schedules.
• Students may have the possibility of gaining research experience as a Research Assistant or teaching experience as a Graduate Assistant (along with receiving a stipend and tuition).
• Faculty advisors  are mentors to students in their plan of study as well as facilitators of their development as scholars in their field.

Careers & Outcomes

Often graduates become faculty in academic nursing programs where they conduct research. Sometimes graduates are employed in the private sector such as pharmaceutical companies or health care institutions’ research or clinical arms. Some graduates continue their research education through post-doctoral training programs.

Post-Doctoral Programs

• National Institutes of Health
• University of California San Francisco
• University of Colorado
• University of Nebraska Medical Center

Notable Employers

• Augustana College
• California State University - Fresno
• University of North Dakota
• University of Missouri - Kansas City
• University of Wyoming
• UNMC College of Nursing
• Veterans Affairs

Research Facilities

Niedfelt nursing research center.

The College of Nursing’s Niedfelt Nursing Research Center provides support for faculty and student research initiatives such as help with specific grant application submission and posters for presentation at professional research conferences.

Center for Patient, Family, and Community Engagement in Chronic Care Management (CENTRIC)

CENTRIC was established to expand the college’s interdisciplinary research related to self-management of chronic conditions. PhD students have the opportunity to expand their research knowledge and skills by attending regular research seminars sponsored by these two resources.

PhD in Nursing PHD

The PhD in Nursing program integrates science, theory, and research to educate the next generation of nurse scientists and leaders. Our students strive to advance nursing knowledge and translate research into practice that promotes the health and care of patients.

The program is offered on-campus both full-time and part-time. The courses are structured so that the required doctoral nursing courses are offered only one day per week.

Program Type

Program format, the potential of a phd in nursing from uwm.

As the largest School of Nursing in the state, UW-Milwaukee partners with over 160 agencies to prepare nurse scientists, researchers and educators. Go beyond the bedside and make an impact on the world around you with a PhD in nursing from UWM.

• How to Apply
• Statistics Courses

What students accomplish in the school’s traditional PhD program depends on their focus area, personal interests, and long-term research and career preferences. The student’s major professor helps to define student success early so they can plan and conduct cutting-edge research.

Research and mentorship experiences prepare doctoral students for successful careers as academic or clinical scientists, as educators, and for other opportunities in the rapidly evolving nursing professions.

Scholarships & Funding

We understand that financial support is important to every student. A variety of options are available to help students finance their education at UWM, including over $500,000 in nursing scholarships & funding awarded annually, as well as loans, grants, student employment, fellowships, military education benefits and more. UWM offers generous aid options for students seeking to be nurse educators or nurse faculty.

Full-Time On-Campus PhD – 3-year plan

Full-time on-campus phd – 4-year plan, part-time on-campus phd – 5-year plan.

All applicants must apply through the  Graduate School’s application system and upload the following:

• a nonrefundable application fee;
• unofficial transcripts from each academic institution attended where at least nine or more credits were attempted or completed. Applicants are required to submit official transcripts after an admission offer is accepted;
• current curriculum vitae;
• references from three different people who know about your academic experience and your potential for graduate study in nursing.
• a written statement from the applicant that includes previous professional experience, professional career goals, research interests, motivation for PhD study and educational objectives for the program.
• Two examples of original work that demonstrate the applicant’s academic potential.
• A conversation with a faculty member is required as part of the application process. A telephone conversation or video meeting (e.g. Zoom, Skype) may be used when travel is prohibitive.

Prerequisites

Applicants to the PhD in Nursing at UWM must have:

• a bachelor’s degree or master’s degree in nursing or health related field from a professionally accredited program with a cumulative grade point average of at 3.2 (4.0 scale) for all previous graduate coursework;
• completion of a graduate-level statistics course (within the last five years) with a grade of B or higher.

UWM College of Nursing Approved Graduate Statistics Courses:

Program Advising

• Graduate Program Manager
• [email protected]
• Cunningham Hall 621

Academic Resources

• Academic Catalog
• Academic Enrichment Team
• Academic Programs
• Clinical Simulation Center
• Professional Nursing Major
• Schedule of Classes
• Scholars & Honors Programs
• Second Degree Programs
• Study Center

• Mission & Goals
• Accreditation
• Faculty Directory
• Staff Directory
• Leadership and Staff
• Research Resources
• Research Presentation Series
• Employment Opportunities
• Graduate Preceptorship
• Undergraduate Preceptorship
• Sigma Theta Tau
• Application Process

Admission Requirements

• Application Deadlines
• Site Preferences
• Connect with an Admissions Advisor
• Financial Aid
• Get More Information
• Residency Information
• Scholarships
• Tuition and Fees
• Academic Programs Overview
• Accelerated BSN
• Traditional BSN
• MSN Administration

Program FAQ

• MSN Clinical Nurse Specialist
• DNP Completion
• BSN to DNP CNS Adult/Gerontology
• BSN to DNP Executive Leadership
• BSN to DNP FNP
• BSN to DNP Psychiatric Mental Health Nurse Practitioner Program
• BSN to DNP Neonatal Clinical Nurse Specialist
• BSN to DNP Neonatal Nurse Practitioner
• Doctor of Philosophy in Nursing
• OU Health Degree Accelerator Program
• Family Nurse Practitioner
• Clinical Nurse Specialist
• Psychiatric Mental Health Nurse Practitioner
• Neonatal Nurse Practitioner
• Academic Calendar
• Nurse Refresher Course
• Course List
• Honors Program
• Student Concern Report
• Accessibility & Disability Resource Center (ADRC)
• Anonymous Concern Report (Ethicspoint)
• Connect with the Student Affairs Team
• Course Descriptions
• Course and Faculty Evaluations
• Vaccinations
• Background Checks
• Drug Screens
• OnPoint Training
• Enrollment Form
• New Student Orientation
• Technology Support
• Parking Info
• Student Counseling
• Student Employment Resource
• Student Handbooks
• College of Nursing Student Organization (CONSA)
• Accelerated Bachelor Student Nursing Association (ABSNA)
• Masters Doctoral Student Nursing Association
• Student Self Service
• Student Support & Success
• Alumni Association
• Areas of Giving
• Dean's Leadership Circle
• Distinguished Alumni Award
• Ways To Give
• Alumni Store
• Alumni Employment Resource
• Alumni Transcript/Degree Verification Resource
• Care Transition
• Private Care Management

Interviews with PhD nursing faculty members, in person or via telephone conference (arranged by the College of Nursing).

* Students conducting a quantitative dissertation must complete Special Focus in Quantitative Methods; those conducting qualitative dissertations must complete 3 Special Focus in Qualitative Methods.

IF I WANT TO TEACH NURSING, WOULDN'T IT MAKE SENSE TO GET MY DOCTORATE IN EDUCATION?

Your greatest opportunity for advancement and security in a teaching post is to have comparative educational credentials and a record of scholarship in your profession. If you are teaching nursing, the PhD in nursing provides advanced knowledge in the science of nursing as well as in nursing research, publication and grantsmanship. There are opportunities in the program to acquire skills in presentation, organization and information technology that would enhance your work as a teacher.

WHY WOULD I NEED A DOCTORATE IN NURSING IF I DON'T WANT TO TEACH?

While the greatest need for PhD prepared nurses is as faculty for nursing programs of all levels, the program prepares nurse scientists who are employed in a wide variety of settings, including health care systems, commercial corporations, research institutions, government agencies and the military, as well as in their own enterprises.

IF I DON'T HAVE A SPECIAL AREA OF NURSING RESEARCH INTEREST, SHOULDN'T I GET A NON-NURSING DEGREE?

Your specific area of research interest need not be perfectly conceptualized in order to begin doctoral study, particularly if you are a recent graduate of your undergraduate program. However, you should have a general focus of interest in order to find appropriate mentorship. Engaging in PhD study in nursing will provide a major support to your search for a specific area as you progress through the program.

WHAT KINDS OF POSITIONS DO NURSES WITH PHDS IN THE NURSING HOLD?

PhD-prepared leaders are needed in nursing education, administration, and research. Not all are teaching faculty; some are academic administrators and deans of major schools of nursing or chief executive officers of large health facilities. Others hold high-level positions in state, federal, and international government. Some work in research institutes, such as the NIH, while others may work in commercial research development.

WHAT KINDS OF RESEARCH DO NURSE SCIENTISTS DO?

Nurse scientists are involved with research encompassing every kind of methodology and topic. Some acquire skills in basic science (e.g., microbiology, physiology, genetics, molecular biology), others in clinical science to study patient problems (e.g., nausea after chemotherapy, osteoporosis prevention, low birthweight neonatal development), and others study psychosocial or biobehavioral issues (e.g., intimate partner violence, depression in the elderly, palliative care at end of life).

AS A NURSE SCIENTIST, WILL I BE ABLE TO BECOME AN INDEPENDENT RESEARCHER?

Yes. Research and proposal writing skills are among those developed in the PhD program. These are essential skills needed to design and implement research projects, publish, and prepare grants. New graduates may enter academic systems at the entry level as assistant professors. As such, faculty often work in collaboration with senior investigators to get their research programs and partnerships established. Students who wish to advance their programs of research may undertake post-doctoral fellowships.

WON'T GETTING A DEGREE IN NURSING TAKE ME AWAY FROM CLINICAL ISSUES?

On the contrary. The research programs and proposals of many nurse scientists are focused on answering clinical issues, from patient symptoms to testing nursing interventions. Nurse scientists generate nursing care research studies that provide evidence for evidence-based practice.

HOW CAN I WORK AND GO TO SCHOOL AT THE SAME TIME? AND CAN I GO PART-TIME?

Many doctoral students are employed while in doctoral studies. Full-time students typically work on a part-time basis. However, we strongly discourage full-time students from attempting to work full-time. Full-time employees can study on a part-time basis but should realize that part-time study will require a longer timeline for completion.

HOW LONG IS THE PROGRAM?

Full-time students should be able to complete course work in just over two years. Part-time students can complete course work in three years. Completion of the dissertation requirement may take an additional one or two years but could be less depending on the study.

WHAT IS THE DIFFERENCE BETWEEN A PHD (DOCTOR OF PHILOSOPHY) AND A DNP (DOCTOR OF NURSING PRACTICE)?

The PhD curriculum and objectives are focused on developing and enhancing the science and theory of nursing through research. Research options are diverse and can include physiological, behavioral, clinical, and community-oriented studies. As an academic degree, PhD graduates must meet all the requirements of the Graduate College. The DNP is a professional degree, granted by the College of Nursing, and is designed to prepare nurses at the highest level of nursing practice who will lead in applying and translating research into practice.

ARE ANY COURSES OFFERED ONLINE?

Most of the nursing courses will be available online within the coming years. Substantive courses in other disciplines are not always available in distance formats but there is flexibility in where these courses are taken. You may find these courses close to you if they are acceptable to our program

HOW DO MENTORSHIPS FIT INTO THE PLAN OR PROGRAM FOR MY AREA OF NURSING INTEREST?

Doctoral students will work closely with a faculty advisor until they select their dissertation chair. They will work closely with the dissertation chair throughout completion of the program. Additional mentors are available for methodological help.

WHAT IS THE DIFFERENCE IN A PROSPECTUS AND A PROPOSAL?

In our PhD program, the prospectus is the blueprint, background, literature review, and methodology for the actual dissertation proposal.

WHAT ARE THE EMPLOYMENT OPPORTUNITIES FOR A NURSE (RN) WITH A PHD IN NURSING?

Employment opportunities are high, despite the current economic situation. The highest need is in teaching positions. Gaining experience in this area may be an excellent first employment situation before preparing for others.

WHAT DO I DO IF I AM UNABLE TO FIND FACULTY DOING RESEARCH IN MY AREA OF INTEREST?

Discuss this with the PhD program Director or faculty in areas that seem related. Your area of interest may have a related link to that of one of our faculty. Your interest may not be as restricted as you initially thought.

NEXUS (NURSING EDUCATION XCHANGE) COLLABORATIVE

The University of Oklahoma College of Nursing is a member of  NEXus  (The Nursing Education Xchange). NEXus is collaboration between participating doctoral programs in nursing that allows doctoral students enrolled at member colleges and universities to take courses that may not be offered at his/her home institution for a common price. Our NEXus liaison, Maurissa Trujillo, Campus Staff Coordinator, facilitates the registration and transcription of these courses from partner institutions. You can view currently available courses in the  Course Catalog  at NEXus.

REGISTRATION DEADLINES, ENROLLMENT PROCEDURES, AND TRANSCRIPT REQUESTS

The student is responsible for meeting the registration and payment deadlines of the institution that is offering the course. In most cases, this will not coincide with your home institution's calendar, so advanced planning regarding finances and academics is critical. For a complete list of registration deadlines of participating institutions, please visit  Registration Information . To view a complete list of deadlines for The University of Oklahoma Health Sciences Center, please visit our  Admissions and Records  page. 

Students interested in participating in courses should review the NEXus  Student Enrollment Procedures  and proceed with completing the NEXus Tracking/Enrollment Form. (ADD THE TRACKING FORM) The procedures and form are also available at the NEXus  Registration Information  page. 

Students outside of the OUHSC CON will apply through  Apply OUHSC Application  as a Special Student. Please select the NEXus Special Student code: 1299NEXus . If at any time you need assistance with your online application, please contact Debbie Shell at (405) 271-2359 ext. 48907. 

Once the semester has been completed, a student may request their transcript through Admissions and Records.

FINANCIAL CONSIDERATIONS

Current NEXus common prices may be found on their website under  Cost for a Course . The common price is adjusted once/year for the following academic calendar. This fee is intended to cover all associated university fees such as technology, library, or application fees. As with all courses, you are responsible for the cost of your books and educational materials.

Please note, there is no fee with the application or to request the final transcript.

NEXUS POLICY AND PROCEDURES- OUHSC CON STUDENTS

Students enrolled in the PhD program at OUCN are required to complete 9 credits of cognate coursework. Students may select course offerings available through NEXus to meet this requirement with approval from their advisor and the PhD Program Director.

Students who are taking a NEXus course to meet the 9 credits of cognate coursework that are required AND who have advisor approval along with Program Director approval, will pay the OUHSC tuition rate. The College of Nursing will provide additional funds to cover the gap between the OUHSC tuition and the NEXus common price if there is in fact a gap. PhD students are limited to a maximum of 9 credits of tuition assistance for NEXus courses. 

Students may choose to take  additional  courses beyond the coursework required by either of the doctoral programs. In this situation, the student is responsible for the full OUHSC NEXus tuition at the actual NEXus common price. 

NEXus courses  may not  be used as substitute courses for required core courses in the PhD Program without specific approval of the Program Director and Associate Dean for Academic Affairs. In general, students are expected to take the required core courses at OUCN. Students with extenuating circumstances may submit a petition to the Program Director requesting permission to take a NEXUS course as a substitute for a required core course taught at OUCN. Courses are subject to the maximum allowable number of courses for tuition assistance by program .

OUHSC CON students need to also complete the NEXus  Approval to Enroll form . This form is to be completed and submitted to your Advisor and Program Director for approval. 

ACADEMIC CONSIDERATIONS

• Decisions about selecting a NEXus course must be made in consultation with your academic advisor/committee chair.
• Students enrolled in a NEXus course must meet all course requirements.
• Students are encouraged to contact the course faculty in advance to ensure that they understand the course requirements: for example, prerequisite courses, vacation periods, on-campus requirements, technology requirements, synchronous versus asynchronous discussions.

The University of Oklahoma College of Nursing provides financial assistance to those Ph.D. students enrolling in NEXUS courses to meet the required 9 hours of cognate courses. The financial support is to cover the difference between OUCN tuition and the NEXus common price. In other words, OUCN students will pay the same tuition and fees for a NEXus course as they would for an OUCN course. For D.N.P. students, OUCN provides financial support for 3 hours of electives. If a student wishes to take a NEXUS course and it is beyond the 9 hours of cognates required in the Ph.D. program or the 3 hours of electives in the D.N.P. program, the student may do so; however, the student will be responsible for the tuition costs.

For assistance in registering for and enrolling in a NEXus course contact:

Maurissa Trujillo Campus Staff Coordinator                [email protected]

Dr. Jennifer Heck Campus Faculty Coordinator [email protected]

Reynolds Scholarship

Nursing Graduate Faculty Research Interests

Doctor of Philosophy (Education)

• Programme Synopsis

(R3/142/8/0004 (A6267) 08/27)

The multifaceted challenges facing 21st-century education require researchers who can collect and analyse information from a number of academic disciplines — history, psychology, engineering, education, science, and more — and translate these findings into transformative ideas for education policy reform and practice.

The PhD in Education at OUM is an interdisciplinary doctoral program designed to meet the needs of educators in various positions. The requirements for the PhD programme include completing coursework for two modules; Educational Research Methodology and Doctoral Seminar. Both these modules focus on developing knowledge and expertise in conducting high quality research using quantitative and qualitative methods. Candidates are also required to prepare a research proposal for the Proposal Defence, where both oral and written work will be assessed.

As a Ph.D. candidate, you will enjoy unrestricted access to OUM Digital Library where we have a collection of close to 100,000 e-books and an extensive collection of academic journals.

Our core mission in the PhD programme is to produce scholars who can and will use research to contribute to understanding and improving education. The programme prepares you to become a researcher in the area you are passionate about, guided by the goal of having a transformative impact on education research, policy, and practice. Graduates of the programme will be given opportunities to discover exemplary educational practices through research that may contribute to future advancement in education.

Assessment will be based on performance in the two modules and successful completion of the dissertation proposal and final thesis.

Dr Harvinder Kaur A/P Dharam Singh Programme Director

Tel (Office): 603 78012191

Email : [email protected]

• Entry Requirements
• PEO & PLO
• Programme Structure

Discount for the Physically Challenged Learners (OKU) and Senior Citizens * Fees applicable to Malaysians and Permanent Residents only. * The University reserves the right to revise the fees without prior notice.

The University offers 50% discount for: 1. Senior citizens aged 60 and above on registration date; and 2. Physically challenged learners – a valid Orang Kelainan Upaya (OKU) is required. The discounts are not valid for second time registration and repeating of subjects. Learners who receive this discount are not entitled to other discounts and promotions.

Note Processing fee: RM50 Re-registration fee of RM220 per semester is chargeable for extension of the Research Thesis/Dissertation 

* The University reserves the right to revise the fees without prior notice. **LATEST UPDATE: 30 August 2022

This programme comprised three parts:

• Part I – Compulsory Core Courses
• Part II – Research
• Part III – Thesis Examination
• What is OUM PhD? Doctor of Philosophy (Ph.D.) Degree Programme is a doctoral level qualification with a purpose of enabling students to gain expertise in conducting research in a particular field related to education.
• What is the core mission of PhD programme? Our core mission in the PhD programme is to produce scholars who can and will use their knowledge on research to contribute to the understanding and improving of education.
• A comprehensive research methodology course covering all aspects of educational research settings and data analysis procedures.
• Scheduled classes/seminars for the Educational Research Methodology and Doctoral Seminars in the 1st semester. Assignments are graded and students need to pass a minimum of Grade B before proceeding to the next stage.
• Educational Administration
• Curriculum and Instructional Design
• Research and Evaluation
• Educational Technology
• Educational Sociology
• Educational Psychology
• Educational Philosophy
• Special Education
• Any other area approved by faculty
• Master’s degree in Education; OR
• Master’s degree other than Education and hold a Bachelor’s degree in Education; OR
• Master’s degree other than Education and hold Diploma/Certificate in Teaching; OR
• Master’s degree other than Education with at least two (2) years of teaching experience; OR
• Other qualifications recognized as equivalent by the Malaysian Government.
• What is the mode of study for the programme offered? Research: Research is the principal requirement for attaining a higher degree. Students are required to attend some pre-requisite courses as prescribed by the University.
• How many intakes a year are there in your University and when can I start applying? There are three semesters a year. Semester 1 of the academic year commences in early January while Semester 2 commences in early May and Semester 3 commences in early September.
• Educational Research Methodology
• Doctoral Seminar: Research Area in Education Both these modules focus on developing knowledge and expertise in conducting high quality research using quantitative and qualitative methods.
• How can i apply for the program? Applications must be done through online at https://fastrac.oum.edu.my/
• Academic Matters: Dr. Harvinder Kaur Dharam Singh (03-7801 2191) [email protected]
• Admin Matters (RPMU staff): Pn Azah Mohamed Aris (03-7801 1817) [email protected]
• Exam Matters: En Mohd Firdaus Mohd Ali (03-78011831) [email protected]
• Finance Matters: Pn Haslinda Haron (03-78012076) [email protected]