phd nursing admission 2022 23

Data Spotlight: A Closer Look at PhD in Nursing Program Enrollment and Graduations

In May 2023, AACN announced that enrollments in research-focused doctoral level nursing programs declined , with an average decline in research-focused doctoral enrollments of 4.1% from the 2021 to 2022 school year. The greatest regional decline in enrollment was seen in the schools in the North Atlantic region, with a 7.8% decline.

Graduation rates also declined between the 2021 and 2022 academic school years, with an average decrease in research-focused doctoral graduations of 4.8%. Graduation rates rose in some regions, increasing the most in the North Atlantic region, with an average increase in research-focused doctoral graduations of 23.8% or 37 additional graduates. The Midwest, however, experienced the largest decline in research-focused doctoral graduations, with an average decrease of 15% or 28 fewer graduates.

Figure 1: Enrollment Changes in Research-Focused Doctoral Nursing Programs 2021-2022 Datasource: AACN Annual Surveys, n = 146 schools

Figure 2: Graduation Changes in Research-Focused Doctoral Nursing Programs 2021-2022 Datasource: AACN Annual Surveys, n = 146 schools

From 2021 to 2022, private religious schools reported an 8.4% decline in enrollment in research-focused doctoral programs. Similarly, public schools reported a 3.8% decrease in enrollment. Private secular schools reported the smallest decline, at 1.3%. In contrast, private religious schools increased graduations within their research-focused doctoral programs from 2021 to 2022, with an average increase of 4.5%. In contrast, from 2021 to 2022, private secular schools saw a decrease in graduations of 1.2% and public schools a decrease of 8.5%. Figures 3 and 4 describe these changes.

Figure 3: Research-Focused Doctoral Enrollment Percentage Change 2021 to 2022, Public and Private Schools

Figure 4: Research-Focused Doctoral Graduation Percentage Change 2021 to 2022, Public and Private Schools  

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PhD Admissions

Admission Requirements

A baccalaureate or master’s degree in nursing from a U.S. program accredited by the Accreditation Commission for Education in Nursing (ACEN) or the Commission on Collegiate Nursing Education (CCNE) or an international program with commensurate standards is required for admission to the PhD Program in Nursing.

Post-baccalaureate Students

Applicants with a baccalaureate degree in nursing must demonstrate exceptional academic qualifications, have clear research-oriented career goals, and choose a dissertation topic congruent with the research program of a Graduate Faculty member in the School of Nursing. Applicants with baccalaureate degrees must complete a nursing research and a graduate-level statistics course.

Applying for Admission

The following admission materials must be submitted online to the  Duke University Graduate School . Prospective applicants should familiarize themselves with the Graduate School requirements.

Official, confidential transcript(s) of all college-level coursework.

Optional GRE (Graduate Record Examination) scores - Applicants can submit GRE scores should they feel the scores enhance their application. [Taken within the past 5 years]. For a free online GRE guide, see  http://www.greguide.com / . For free online GRE practice tests, see  http://www.greguide.com/gre-practice-tests.html . Or visit Go Grad for the GRE Guidebook .

Three letters of recommendation. These letters should be solicited from individuals with doctoral degrees who can address the applicant’s academic abilities and potential for doctoral study.

English language proficiency test scores. Foreign graduates must submit either the Test of English as a Foreign Language (TOEFL) or the International Language Testing System (IELTS) accepted, but IELTS is preferred.

Personal Statement. Applicants should submit a paper (1 - 2 typed pages, 12-point font, single-spaced) indicating:

Purposes and objectives for undertaking graduate study

Research interests and career goals

Strengths and weaknesses in the chosen field

A description of a prior research project or research participation and how this has influenced career choice and desire to pursue graduate studies

Reasons for choosing Duke for PhD studies

Name(s) of PhD Nursing faculty members in the School whose research program most closely fits with the applicant’s research interests.

The application and the $95 application fee must be received by December 1.

Holistic Admissions

The Duke University School of Nursing PhD Program is committed to holistic admissions. A holistic review is a university admissions strategy that assesses an applicant’s unique experiences alongside traditional measures of academic achievement such as grades and test scores. It is designed to help universities consider a broad range of factors reflecting the applicant’s academic readiness, contribution to the incoming class, and potential for success both in school and later as a professional.

Holistic review, when used in combination with a variety of other mission-based practices, constitutes a holistic admission process. Many colleges and universities have employed a holistic admission process to assemble a diverse class of students with the background, qualities, and skills needed for success in the profession.

As part of the Duke University School of Nursing PhD Program holistic review process, faculty review principles of holistic admissions prior to reviewing applications. The PhD Program Admissions Committee utilizes an adapted version of the Duke University Center for Exemplary Mentoring holistic admissions review rubric to guide the evaluation of each applicant.

Personal Interview

Applicants may be asked to interview by Zoom or come to campus for an interview. The School covers the costs for campus interview travel except for international travel. International applicants are interviewed via Zoom.

Duke University's Annual Clery Security Report as Mandated by Federal Statute 20 USC § 1092

The Annual Security Report and Annual Fire Safety Report include institutional policies concerning campus safety and security, as well as statistics for the previous three years concerning reported crimes that occurred on Duke University property and on public property adjacent to campus and fires that have occurred in residence halls. A copy of this Report can be obtained by contacting the Duke Police Department at 684-4602 or writing to 502 Oregon Street, Durham, NC 27708, or by accessing:  duke.edu/police/news_stats/clery

Technology Requirements

Learn more on recommended computer specifications and Duke Office of Information Technology-supported software here .

Students with Disabilities: Duke University encourages persons with disabilities to participate in its programs and activities. If you anticipate needing any type of accommodation or have questions about the physical access provided, please get in touch with the Duke Student Disability Access Office  in advance of your participation or visit.

Nursing License

Students must hold a valid current nursing license in a U.S. state, preferably North Carolina. To obtain information about nurse licensure procedures for the State of North Carolina, consult the  Licensure/Listing Page of the North Carolina Board of Nursing website , or telephone the North Carolina Board of Nursing at (919) 782-3211. Exceptions to holding a U.S state nursing license for international students can be waived by the PhD Program Director.

All PhD in Nursing applicants are required to have a baccalaureate or master’s degree in nursing accredited by either the Accreditation Commission for Education in Nursing (ACEN) or the Commission on Collegiate Nursing Education (CCNE), or an international nursing program with commensurate standards.

Applicants are expected to have completed a graduate-level statistics course prior to starting the program. This course must have been completed within the last 5 years.

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

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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. 

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

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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:

Today marks the 177th Commencement Ceremonies at Emory University! After the activities at the Quandrangle, the Nell Hodgson Woodruff School of Nursing will host a Degree Candidate Recognition Ceremony at 11 a.m. at the Emory Student Center. All events will be streamed live.

Doctor of Philosophy in Nursing (PhD)

Emory’s PhD program in Nursing is committed to improving human health, the experience of health, and the provision of health care through the discovery of new knowledge and its translation into practice. The program is designed to prepare researchers who want to revolutionize health care and improve health outcomes for diverse populations.

The Fall 2025 application deadline is December 1, 2024.

Virtual Open House Events

All virtual open house events will take place Tuesday evenings from 6-7 p.m. EST on Zoom. Use the links below to register.

Upcoming Meetings:

• 08/20/2024 : Tuesday, 6:00-7:00 PM (EST)
• 09/10/2024 : Tuesday, 6:00-7:00 PM (EST)
• 10/08/2024 : Tuesday, 6:00-7:00 PM (EST)
• 11/05/2024 : Tuesday, 6:00-7:00 PM (EST)

Previous Meetings:

• September 26, 2023
• October 24, 2023
• November 14, 2023
• December 12, 2023

Program Contacts

[email protected]

Jean Harrell Graduate Program Administrator

Emory University’s School of Nursing PhD program is a full-time, intense learning experience designed to develop the next generation of researchers who will change the face of health care. The program is interdisciplinary, drawing on the strengths of Emory University and its partners in areas as varied as the humanities, natural and social sciences, public health, engineering, law, and business.

At Emory, we offer a PhD track with a focus on data science in addition to our standard PhD curriculum. 

Signature Areas of Focus

Our program is built on the research strengths of our faculty in six signature areas:

• Aging Studies
• Artificial Intelligence/Data Science
• Natural Disasters, Environmental, and Climate Science
• Translational and Neuroscience
• Women’s Health

Other Areas of Focus

Emory nursing faculty are committed to supporting the learning and discovery for our doctoral nursing students. We have faculty who are renowned scholars within a diverse range of expertise in areas such as:

• Alzheimer's Disease
• Cardiovascular Health
• Caregiver Well-Being
• Data Science
• Environmental Health
• Farmworker Health
• Global Health
• Health Informatics
• Maternal/Child Health
• Mental Health
• Metabolic Disease
• Nurse Workforce and Quality of Patient Care
• Pain, Opioids, and Harm Reduction
• Palliative Care
• Sleep Research
• Symptom Science
• LGBTQIA+/Transgender Health

For additional information, please visit our Office of Nursing research page.

This video gives prospective students pragmatic guidance in selecting a U.S. research-intensive doctoral program in nursing.

Teaching Assistant Training & Teaching Opportunity Program

The PhD in Nursing trains students to teach through the Teaching Assistant Training and Teaching Opportunity Program , or TATTO, program. This program provides a short course offered in late summer before the first year, training and teaching assistantships and teaching associateships.

The Jones Program in Ethics

The Jones Program in Ethics (JPE) at Emory University provides students with a foundational, cross-disciplinary introduction to the question of ethics for their research, training and careers. It is a required, integral part of the curriculum in LGS doctoral programs: Learn more Link here:

T32 Nurse Scientist Training Opportunities

The Nell Hodgson Woodruff School of Nursing invites applications for full time study in the PhD in Nursing program, and applicants for postdoctoral traineeship funded by the T32 program. T32 pre-and postdoctoral trainees will participate in a tailored research training program , which aims to prepare nurse scientists acquire knowledge and skills to employ data science (DS) and/or emerging health information technologies (HIT) into their research.

Provisional Artificial Intelligence Track

Artificial intelligence (AI) and associated computational sciences (machine learning, natural language processing, cybersecurity, etc.) are fundamentally changing the healthcare landscape. Accompanying these changes are tremendous opportunities as well as profound ethical concerns and social impacts. View a summary of the program . View a provisional version of the courses of study .

Admission Requirements

Fall 2024 Application Deadlines

• Priority deadline: December 1, 2023
• Final deadline: January 2, 2024
• All applicants selected for an interview will be interviewed by video/zoom meeting, scheduled at a convenient time for applicant and faculty.
• Admitted applicants will visit campus February 5, 2024 to meet with faculty, other PhD students, and to experience Atlanta.

Applications are submitted through Emory's Laney Graduate School (LGS). For more about LGS admissions, click here .

For admission to the Doctor of Philosophy in Nursing program, Emory University seeks highly qualified applicants with the discipline and motivation to excel in interdisciplinary research. To be considered for admission, you must submit the following items:

• Completed application
• Submission of a Statement of Purpose that describes the applicant’s vision for what they want to study, who they want to study with, and why they want to study at Emory.
• Research interests that match faculty expertise
• Three (3) recommendations
• Satisfactory TOEFL scores (if applicable)
• Credential evaluations from any evaluator affiliated with NACES, The National Association of Credential Evaluation Services .  The most common ones are World Education Services , Educational Credential Evaluators , and Educational Perspectives .
• Transcripts issued by the registrar’s office from each post-secondary institution attended
• Resume or curriculum vitae

Emory University considers applicants who hold a BSN or MSN from a CCNE or NLNAC accredited program in the US or an international equivalent (Applicants holding a degree in a non-nursing related discipline will be considered on an individual basis).

Students entering with a BSN and intending to pursue advanced practice certification must be eligible for licensure as RN in Georgia by the end of the first year of study.

Application

Meet our students.

Meet our current and past doctoral students and learn a little more about how they impact the world of nursing research.

Student graduate’s dissertations include:

• Evaluating Stochastic Epigenic Mutations as a Potential Mechanism Translating Psychosocial Stressors into Risk for Postpartum Depression (Julianne Todd)
• Relationships among Dietary Patterns, Metabolites and Symptoms in Persons with Heart failure (Erica Nicole Davis)
• The Gut and Vaginal Microbiome in Pregnant Patients with and Without Urogenital Infections (Emily Faith Wissel)
• End-of-Life Care of Uong Adult Solid Organ Transplant Recipients: A Retrospective Cohort Study (Carolina Gustafson)
• LivFit with HIV:  Reducing inflammation and improving endothelial function with exercise adherence among older persons with HIV (Crista Irwin)
• Identifying and Addressing Healthcare Disparities in the Pediatric Acute Care Setting (Amy Rebecca Kolwaite)
• Sexual Dysfunction in Women with Gynecologic Cancer Pre-and Post-Radiotherapy and its Association with Obesity and the Gut Microbiome (Haerim Lee)
• Evaluation of Facility-Based Individual Differentiated Service Delivery Among Stable People Living with HIV in Nairobi, Kenya Using Mixed Methods Research (Rosemary Kinuthia)
• Relationships Among Strong Black Woman Belief, Coping Behaviors, Social Support, and Psychological Distress for Black Mothers after Stillbirth (Carrie Henry)
• The Influence of Postpartum Retention in Care on Mortality in Women Living with HIV (Jade McBroom)
• The role of the circulating registered nurse in communicating and fostering relationships and the impact on time spent in the operating room (Kent Haythorn)
• The Role of Vitamin D in Hypertensive Disorders of Pregnancy and Gene Expression within an African American Cohort (Sheila Jordan)
• Diabetes Management and Self-Care among Emerging Adults: Emerging Adult and Diabetes Care Provider Perceptions of Self-Management Influences, Visit Interaction, and a Tool to Enhance Diabetes Care at Visits (Rachel Wolf)
• Staying Alive in Little Five: Perceptions of Service Industry Workers Who Encounter an Opioid Overdose in Little Five Points, Atlanta (Sara Febres-Cordero)
• The Occupational and Health Histories of Undocumented Immigrants Receiving Frequent, Emergent-Only Hemodialysis (Daniel Smith)
• Characteristics and Treatment Outcomes of Adolescents with Disruptive Mood Dysregulation Disorder in Psychiatric Residential Treatment (Amy Greenblatt)

A full list of student accomplishments is updated regularly (PDF) .

Here are just a few job titles of our graduates.

• Chief Nursing Officer with the Jamaican Ministry of Health
• Epidemic Intelligence Service, Center for Disease Control
• Pediatric Center for Wellness
• RTI International – Division of Public Health and Clinical Research
• The Children’s Hospital of Philadelphia, Center for Pediatric Nursing Research and Evidence Based Practice

Tuition and Awards

Full-tuition scholarships.

All full-time admitted students are granted full tuition waiver and receive an annual stipend over 12 months in exchange for teaching and research services. The stipend is drawn from a combination of faculty advisor grant support, school support and student research grants received during the program. Stipends are renewed each year, contingent upon satisfactory academic and research performance, for a total of four years. Faculty and students work together to identify and apply for National Institutes for Health's National Research Service Award and other fellowships for stipend and research support funding during the doctoral program. Students also receive Professional Development Support Funds from Laney Graduate School to attend conferences and support research-related expenses.

T32 Predoctoral Fellowships through Spring 2023

The School of Nursing offers a research training program for selected predoctoral students to focus on developing and testing interventions to improve health outcomes of persons with or at risk for chronic conditions such as cardiovascular and neurological diseases, cancer, diabetes mellitus, HIV-AIDS, and asthma/COPD. Individuals selected as fellows in this training program receive a monthly stipend, benefit assistance, assistance for professional travel, and modest funds to support research related expenses. The Laney Graduate School also offers scholarships to PhD students.

Charting Innovative Paths for Nursing Research & Scholarship

Many of our students participated in the 11th Annual Georgia Nursing Leadership Coalition Doctoral Symposium, “Charting Innovative Paths for Nursing Research & Scholarship” at Emory Nursing Learning Center on 2/11/23.

Students gave the following presentations at the Event:

• Policing Mental Health: Race and Psychiatry in Atlanta Avi Wofsy – PhD Student, Emory University
• Childhood Trauma Exposure and Length of Labor: A Potential Oxytocin-Linked Contributor to Adverse Perinatal Outcomes in Black Birthing People Abby Britt – PhD Student, Emory University
• Personal Measures of Air Pollution During Pregnancy and Infant Head Circumference and Length at Birth Hina Raheel – PhD Student, Emory University
• Ways of Knowing: The Historical Intersections of Breastfeeding, Capitalism, and Whiteness Octavia Vogel – PhD Student, Emory University
• Bots and Fake Participants: Ensuring Valid and Reliable Data Collection Using Social Media Recruitment MethodsZ Roseline Jean Louis – PhD Student, Emory University

Many students presented posters. Hayden Herring, 1st year student, won 1st place for his poster.

How to Successfully Apply to Our PhD Program

Application process questions.

How Much is the Application Fee

$75 US.  The fee is non-refundable, and can be paid by credit card as part of the online application.

When exactly is the application deadline?

The deadline falls at midnight, U.S. Pacific time, on the deadline date of the each program. Nursing PhD program application deadline is January 1.

May I request a fee waiver?

Yes. Application fee waivers are processed through Laney.  The  application fee waiver page  explains our waiver policy.   https://www.gs.emory.edu/admissions/fee-waivers.html

Should I wait until I have my official test scores before submitting my application?

No.  Complete the online application at your earliest convenience.  When we receive your scores, they will be matched with your application.

Do I need to submit non-degree transcripts?

Yes. Admissions committees consider your complete academic record. 

If my undergraduate Degree is from Emory, Do I need to request a transcript from Emory?

Yes. You will need to upload one as part of your online application.  (If you are offered admission and accept, you will not need to submit an official copy, since we are able to verify the one you uploaded.)

If I participated in an exchange program while an undergraduate, do I have to request that transcript?

If you took some courses at a university as part of an exchange, like a study abroad program, and those course credits (course name, credit hours, and grade) are reflected on the transcript that includes your degree, then you do not need to submit a separate transcript from the university where you studied as part of an exchange. If you list that exchange experience as a separate educational experience on your application, you will need to upload either a separate transcript or a note explaining to us that the credits are included in another transcript. 

How should I submit my transcripts in the application?

Scan and upload them through the online application. Unofficial transcripts issued by the Registrar to you (the student) are acceptable.

You are required to submit one transcript from each post-secondary institution attended, present school included. International transcripts must be translated and notarized.  

Please do not mail paper transcripts.  If you are admitted and decide to attend Emory, then you will need to submit official copies of your transcripts before you can enroll. But for your application, the scanned, unofficial versions are all that's needed.

Does the recommendation letter have to be on the Emory form?

We encourage the use of the online recommendation system. If a recommender is unable to use this system, contact the program you are applying to for instructions.  You can find contact information on  our Degree Programs page .

Must letters of recommendation be submitted by the application deadline?

It is possible to submit letters of recommendation after the application deadline, but it is not advisable.  Most programs begin to review applications very soon after the deadline, and an application is not considered complete unless it has three letters of recommendation. 

Can I make changes to my application after I have submitted it?

No. Contact the graduate program to which you are applying for advice.  You can find contact information on  our Degree Programs page .

Can I reactivate my application from last year?

No. Applicants who wish to reapply must submit a new application, application fee, and supporting credentials.

Technical issues with the application: Email CollegeNet at  [email protected] . 

Additional Questions

Do you have to have your research focus before entering the program?

No, but strongly encouraged.

Can I start the PhD program in the spring semester?

NO.  This program begins with the fall semester matriculation only.

Can this program be completed in 3 years?

It can be done in three years if you are really focused.  But it will be challenging.

What are the fees students pay?

Enrollment, technology, health and wellness, athletic  and activity fees.  

Fall and spring you should be prepared to pay approximately$442, summer fees are about $351

When do I submit the application for the T32 program?

T32 application is due one day after the PhD program application, Jan. 2nd

Can I have my international transcripts reviewed by an agency other than World Education Services (WES)?

Laney Graduate School requires WES services review.

Do I have to have a master’s degree to enter this program?

No.  Students can apply to the program with a BSN

Can I work/ be employed outside the program?

Any work/employment has to be approved by the program

How many hours can I work if approved?

Students are allowed to work 10 hours a week

Accreditation

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PhD Handbook 2022-23

YSN PhD Handbook 2022-23

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How to Apply PhD in Nursing

Application deadlines.

Fall admission

Spring admission

PhD Admission Requirements

Applicants to the PhD Program should meet the following minimum requirements:

• Undergraduate grade point average of 3.3 on a 4.0 grading scale
• A bachelor’s degree in nursing from an NLN- or CCNE-accredited program
• Licensure as a registered nurse in Kentucky or in the state where research will take place.  International students do not need licensure as a registered nurse in Kentucky.
• Three references attesting to the potential of the student for a scholarly career; at least one should be from a doctorally prepared nurse
• Example of scholarly written work that demonstrates excellent writing skills and the ability to communicate clearly and logically; examples could include a publication or class paper.
• Goal statement that addresses short- and long-term academic, research and career goals; a self-evaluation of motivation, initiative and the potential for independent learning with specific examples of each; and examples of leadership experiences where initiative and self-motivation were important to success.
• Two faculty interviews arranged as part of the admission process.
• Admission to the University of Kentucky Graduate School.

Applicants who do not meet the above requirements are reviewed individually on a space-available basis. 

The Graduate School Application

ALL applicants are required to complete the  Graduate School online application .

The University of Kentucky Graduate School is now part of the Hobson’s ApplyYourself Application Network, a system used by more than 700 colleges and universities that provides the opportunity to submit all application requirements via an online system. This includes an electronic process for letters of recommendation and uploading copies of unofficial transcripts. The system allows candidates to monitor their application status and view receipt of supplemental materials.

A non-refundable fee is required for each application to the University of Kentucky Graduate School. The application cannot be submitted without payment of this fee.

NOTE: If you previously submitted an application for the College of Nursing PhD Program, you must now resubmit all materials through the Graduate School’s online application process.

ApplyYourself Application Process

Through the ApplyYourself Application Network: First you must set up a new account and establish a user name and password. Do not lose this information; you will need it if you wish to return to continue an unfinished application or review a completed application. Read this entire page regarding the process and requirements before you establish your new application.

This process is to be used ONLY by PhD applicants. Applicants to the DNP (clinical doctorate) program DO NOT apply through ApplyYourself.

To complete the ApplyYourself application, you will first need to gather several pieces of information, including the following:

A. Unofficial Transcripts The ApplyYourself application requires all applicants to upload unofficial transcripts of ALL previous colleges and universities they have attended; this includes the University of Kentucky. Failure to upload unofficial transcripts will result in an inability to complete and submit the online application.

To obtain a University of Kentucky transcript (unofficial or official) go to the registrar’s website for instructions:  http://www.uky.edu/registrar/transcripts (scroll all the way down for instructions on “unofficial transcripts.”)

B. Official Transcripts If you are offered admission and subsequently enroll in graduate school at the University of Kentucky, you will then be required to submit official transcripts to the Graduate School. Transcripts uploaded as part of the online process are NOT considered to be official. Official transcripts must be received by the University of Kentucky in a sealed envelope.

C. Test Scores All applicants whose native language is not English will be asked to self-report one of these scores as part of the online application. Submitted scores must be no more than two years old.

D. Letters of Recommendation You will be asked to supply contact information for the three recommendations required by the College of Nursing. At least one recommendation should come from a doctorally prepared faculty member. 

E. Once your application has been submitted The system will automatically contact each person identified, and their recommendations will be submitted directly to us. You can, at any time, login to see who has submitted a recommendation.

Specific Application Requirements for the PhD in Nursing

Other materials to be uploaded as part of the complete online application process:

A. Curriculum Vitae (CV):  CV should include education, licensures, certifications, work experience, honors and awards, and any publications or presentations of which you were author or coauthor.

B. Personal Statement/Goal Statement:  In one to three double-spaced pages, discuss your reasons for seeking doctoral study, short- and long-term academic and career goals, and area of research interest. Provide a self-evaluation of your motivation, initiative and the potential for independent learning; include an example of leadership experience where initiative and self-motivation were important to success.

C. Writing Sample: Provide an example of scholarly written work that demonstrates excellent writing skills and the ability to communicate clearly and logically.

Applicant Interviews

Applicants will be contacted by the College of Nursing to schedule interviews with two graduate faculty members once all required application materials and fees have been submitted.

Upon submission of all required application materials/credentials and completion of interviews with graduate faculty the PhD Curriculum/Admissions Committee will review the applicant file and make an official recommendation regarding admission to the PhD program in nursing at the University of Kentucky. Admission decisions are made on a competitive basis.

Get started on your PhD in nursing.

• Fall semester admission: Feb. 15
• Spring semester admission: Oct. 15

Student Services : [email protected] 859-323-5108

315 College of Nursing Building 751 Rose Street University of Kentucky Lexington, KY 40536-0232

The baccalaureate and DNP programs at the University of Kentucky College of Nursing are accredited by the Commission on Collegiate Nursing Education, 655 K Street NW, Suite 750, Washington, DC 20001, (202) 887-6791

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Successful applicants will meet the following admission criteria and submit the application materials prior to the application deadline.  The application deadline is November 15th of each year, and admitted students will enter the PhD Program the following Summer semester (May). 

PhD Admission Criteria

• Successful completion of a Baccalaureate of Science in Nursing (BSN), or a BSN and a Masters of Science in Nursing (MSN) from programs within regionally accredited institutions of higher education.
• A cumulative GPA of 3.0 or higher on a 4.0 scale is required, for the BSN degree and for the MSN if applicable. Similar equivalency will be required for graduates of international programs.
• Applicants to the MSN-PhD track only will have successfully completed a 3 credit hour, graduate level Statistics course with a grade of B- or higher before the program start date. 

PhD Application Packet Materials All applicants will submit the online PhD application and provide the following supporting materials

• Official transcripts for all post-secondary coursework
• Evidence of the capacity for success, professional focus, and summary of immediate and long range goals in the PhD program by completing focused essays within the online application.
• Three references indicating ability to succeed in PhD program, preferably including at least one from a nurse faculty member who has direct knowledge of the applicant's academic ability.
• Current resume or CV
• An admission interview with IUSON faculty members that indicates the candidate’s ability to succeed in PhD program.
• Evidence of research focus congruency with a School of Nursing faculty member with the capacity and willingness to potentially serve as the applicant’s research mentor.
• The language of instruction at Indiana University is English, proficiency in reading, writing, speaking, and understanding English is essential. If an applicant’s native language is not English, submission of proof of English proficiency is required. Proof of proficiency can be met by passing the "Test of English as a Foreign Language" (TOEFL) with a minimum total score of at least 79, by passing IELTS with a minimum overall band score of 6.5, or by successfully completing the IUPUI Program for Intensive English (PIE) level 7.

All qualified applicants will be invited to participate in a formal admission interview with PhD faculty.

Application materials should be uploaded to the online application or submitted electronically to the Graduate Advisor for Doctoral Programs by the application deadline.  Official transcripts should be submitted to the Graduate Advisor electronically, or by mail to the address below; copies of transcripts uploaded into the online application will not be accepted.

Graduate Advisor for Doctoral Programs Indiana University School of Nursing Center for Academic Affairs 600 Barnhill Drive, Room NU147 Indianapolis, IN 46202-5107

Last updated April 2022

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Nursing, PhD

Nursing, DNP to PhD Pathway

Become a PhD Nurse Educator or Nurse Researcher

You're ready to take the next step in your nursing career—influencing professional nursing practice through teaching and research. IUP's Nursing PhD degree program will get you there.

Your skills and passion are in high demand. With the shortage of nursing faculty across the country, your doctorate in nursing can prepare you to meet this critical need. You'll use your experience and knowledge to help determine the future of patient care.

IUP has been awarded a Nurse Faculty Loan Program grant that provides up to 85% loan forgiveness for master’s and doctoral students who commit to work full-time for four years in nursing education.

Why earn your phd in nursing at iup.

Skilled nursing faculty and researchers are in demand in Pennsylvania and around the country. You want to be fully prepared to fill these sought-after jobs. At IUP you'll immerse yourself in a doctorate in nursing program grounded in:

• Cutting-edge research that advances nursing education.
• Instructional practices in nursing education.
• Faculty and nursing leadership development.

What You'll Learn

Along with learning how to be an effective leader in a variety of educational settings, you'll also gain valuable skills in how to conduct nursing education research that can make a difference beyond the classroom. Combined with your professional experience, you'll make your mark as a respected nurse educator and scholar.

Already Have a Doctor of Nursing Practice Degree?

Do you already have a doctor of nursing practice (DNP) degree but want to pursue a PhD also? IUP has a unique DNP to PhD program that puts prior work from your DNP program toward a shortened PhD curriculum.

Imagine Your Future

Do you see yourself leading classes of aspiring nurses? Colleges and universities in Pennsylvania and across the US are looking for nurse professionals like you who have a doctorate in nursing. You can choose whether to teach at a small college, a large research university, or anywhere in between. 

Maybe you're interested in working on research projects to advance knowledge within your discipline—to shape nursing instruction and potentially improve patient care outcomes. 

Or do you envision taking on a more administrative role, like being in charge of nurse development in a hospital setting. 

A combination of these roles may be the ideal way to tap into your goals and make the most of your talents. 

Armed with your PhD in Nursing from IUP, you'll create choices that will let you accomplish what you want.

Demand for Nurse Educators and Researchers

The 2022-23 Faculty Vacancy Report shows:

Full-time nursing faculty positions that are vacant

Schools needing additional non-full-time faculty

Schools requiring a doctoral degree

Schools requiring a master's degree

Classes and Requirements

Convenient online course delivery and flexible classes accommodate your work schedule. You can finish your coursework in as few as 11 semesters, including summer sessions—8 semesters for students in the DNP to PhD program.

When you graduate from IUP with your PhD in Nursing, you'll be able to:

• Lead nursing students in diverse educational environments.
• Blend knowledge and research from nursing and related fields to give students a more comprehensive learning experience.
• Perform advanced nursing research that makes a difference in nursing education.

Full Academic Catalog Listing

The course catalog is the official reference for all our degree and course offerings. Check it out for a full listing of the classes available and requirements for this degree.

Nursing, DNP to PhD

Transition your dnp to a phd in record time.

With the unique Doctor of Nursing Practice (DNP) to Doctor of Philosophy (PhD) program at IUP, students will easily combine the skills and education gained throughout their DNP program with the knowledge and teaching abilities provided by a PhD degree. As students progress through this accelerated PhD program, they will encounter a shortened curriculum offered in a convenient timeframe that accommodates their professional schedule and academic needs.

Students enrolled in the program will gain knowledge in everything from curriculum evaluation in nursing to conducting various kinds of research necessary for teaching in the university-level nursing classroom. With PhD-level nursing faculty in high demand nationwide, the DNP to PhD program at IUP prepares you for a career as a professor of nursing in various academic settings, including colleges and universities. It is perfect for nurses who already have a DNP and who wish to obtain tenure-track faculty positions within a university setting.

What the DNP to PhD Program at IUP Can Offer You:

Complete your PhD in half the time. As 27 credits from a DNP degree transfer to this innovative PhD, coursework is completed in a highly accelerated format, requiring only 33 semester hours of graduate credits to complete the DNP to PhD degree as opposed to the 60 hours required by the traditional nursing PhD.

Students will build a supportive professional and academic network with other students in a cohort, progressing throughout the coursework as a group.

Application Requirements

Submit the following items to the IUP Admissions Office for admission consideration:

• Complete the application form online , or request a hard copy by emailing   [email protected] .
• Nonrefundable $50 application fee.
• Two letters of recommendation.
• Signed and dated statement of career and academic goals: Identify your professional goals and research area of interest, a summation of your achievements within the field of practice, and a summary of your research abilities.
• Official transcripts from all colleges and universities attended, including those institutions from which a degree was not earned.
• Nursing license.
• Current curriculum vitae.

Completed applications are forwarded by the Admission Office to the Department of Nursing and Allied Health Professions for review. Selected applicants are invited by the Department for an interview. Applications are accepted on a rolling admission basis.

Nurse Faculty Loan Program

IUP has been awarded a Nurse Faculty Loan Program grant by the Health Resources and Services Administration. The NFLP grant provides up to 85 percent of program funding to students who make a four-year commitment to serve as a full-time nursing educator at any accredited school of nursing or as a clinical educator at an accredited health facility. The program is not dependent on the student’s financial status. Eligibility requirements include at least a 3.0 grade point average and at least part-time student status.

Please reach out to the program coordinator with questions about the grant.

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School of Nursing

Nursing PhD Program

Applying to the nursing phd program, general admission requirements for nursing phd program.

To be admitted to the PhD program, applicants must meet the admission standards of the Graduate School as well as other standards established by the graduate faculty in the School of Nursing.

The application for the Fall 2025 semester is December 31. 

International students having earned a bachelor's or master’s degree outside of the U.S. require a minimum TOEFL score of 79 or a minimum IETLS score of 6.5. Additionally, a nursing license is required for admission along with eligibility for licensure in the state of Connecticut.

Post-Master’s to PhD Applicant Requirements

• Application to the Graduate School of the University, which includes transcripts of all prior academic work.
• A degree in nursing.
• A master's degree from an accredited college or university.
• Eligibility for a Connecticut RN license.
• A cumulative master's grade point average of 3.25 or higher.
• A "B" or better in graduate-level statistics.
• A "B" or better in a graduate-level health policy course, or documented comparable experience.
• If English is not your native language, TOEFL scores of 79 or greater cumulative and a minimum of 22 in speaking, 6.5 or higher on the IELTS test, 53 or higher on the PTE test, or a 100 or greater on the Duolingo test.
• Submission of 3 recommendation letters. The School of Nursing PhD Admissions committee prefers that all 3 references be academic; however, at least 2 of the 3 references must be academic. Academic references, written by current or former professors, focus on the applicant’s academic ability, areas of strength, and suitability for the rigor of a PhD program of study. At least 1 of these academic references must be written by a professor at the school the applicant last attended.
• An interview with UConn School of Nursing faculty.
• A personal statement addressing candidate’s accomplishments, goals research interests, commitment, leadership, practice, professional involvement, and time-frame for degree completion. Be sure to indicate why you wish to study at UConn.
• An essay describing what the candidate is interested in studying during their Ph.D. course of study and with whom this particular area of study fits, given the expertise of our research faculty at UConn School of Nursing.
• Select potential advisor from the School of Nursing Graduate Faculty Directory

Begin your Application

BS to PhD Applicant Requirements

• Application to The Graduate School of the University, which includes transcripts of all prior academic work.
• A cumulative undergraduate minimum GPA of 3.25.
• Description of career and educational experiences that have formed a focus and expertise in a selected area of nursing, and how applicant sees this background as a foundation for developing a scholarly pathway.
• Submission of any published works or scholarly papers.
• Select potential advisor from faculty directory .

Application Process

When completing the application form, under the Intended Program tab select the following:

• Levels of Study: PhD/Doctoral
• Academic Areas: Health
• Program: Nursing PhD
• Campus: Storrs
• Entry Term: Fall 2024

• Indian Nursing Council Act 1947
• Nightingale Challenge
• Letter to the Hospitals / Organizations /Institutions
• #NurseMidwife4Change: From Advocacy to Action campaign on 22nd August, 2022 at 10:30 a.m.
• List of State Nursing Council
• Universities Offering Recognized Nursing Qualification
• Nursing Programs
• Publications
• Latest Updates & Notifications
• Gazette Notification
• Annual Reports
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• Webinar's Video
• Prescribed Application Form for Institute Verification

National Consortium for Ph. D Nursing in India.

• Applications are invited from candidates who are interested to enroll themselves for part time Ph.D. in Nursing 2023-2024 - ( Prospectus ).

17th Batch Students to submit term papers I & II.

General Notification For Students And Guides.

Merit List : Selected Candidates for Ph.D Nursing under National Consortium for the year 2023-2024.

Research Topic Presentation For 17th Batch Students.

Conduct of Pre-Ph.D Examination during May-2022 under RGUHS INC Consortium dated 20.04.2022.

Announcement Regarding Submission Of Progress Report

Proforma For The Submission Of Half Yearly Progress Report

Guidelines For Conduct Of Ph.D Viva Voce Examination.

Application Invited to be a Ph.D. Guide Under National Consortium.

Research Topic Under National Consortium.

Syllabus for the PH.D. Entrance Examination.

SYLLABUS FOR THE PH.D. ENTRANCE EXAMINATION.

corrigendum : Applications are invited from candidates who are interested to enroll themselves for part time Ph.D. in Nursing 2022-2023 dated 05.07.2022.

Topics for Seminar and Term Papers for 15th Batch Ph.D Students.

Ph.D Curriculum

Guide Student Ratio

Research Topic Presentation 17th Batch (2022-2023).

Calendar of Events of Ph.D Nursing.

List of Research topics, Seminar’s and Term Paper’s for 16th Batch Ph.D Students (2021-2022)

corrigendum : Application for entrance examination .

Selected list of candidates for admission to Ph.D. in Nursing under National Consortium.

List of Research topics, Seminar’s and Term Paper’s for 17th Batch Ph.D Students.

Notification: Conduct of Pre-P.h.D Examination during May-2023 under RGUHS INC Consortium.

• Ph.D Announcements
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• Abstracts of thesis of Ph.D Nursing

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Noida 15 May 2024 PET Date 04 June 2024

Lucknow ---------- PET Date 30 Jan 2024 & 06 Feb 2024 ( Last for Jan 2024 session): Only those who qualify for PET will be called for Interview

Jaipur 31 May 2024 PhD Application - July 2024 Session

Gurugram (Manesar) 31 May 2024 Last Date to Apply

Gwalior ---------- Last Date To Apply Is 2nd February 2024

Greater Noida 02 Jun 2024 PET Dates 4th June 2024 (July 2024 session): Only those who qualify for PET will be called for Interview.

Mumbai ---------- Last Date To Apply Is 2nd February 2024

Raipur ---------- Last Date To Apply Is 19th Feb 2024

Kolkata 06 Jan 2024 Last date to apply

Ranchi 30 Dec 2023 Last Date To Apply Is 30th December 2023

Patna ---------- Last Date To Apply Is 30th December 2023

Mohali ---------- Last Date To Apply Is 30th December 2023

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Refer www.manipal.edu/phd for PhD MET 2021 shortlist for Interviews

MAHE Ph.D. portal is now open for registrations for the 2024 admissions.

--> "Admissions for the academic year 2024–25, Batch 1, Candidate registrations are now open."

July 2024 Admissions (Academic Year 2024 – 25 Batch 1)

For phd applicants 2023 – 24 batch 1 (applicable for dr. t.m.a. pai scholarship, part-time ph.d. program for working professionals), for phd applicants, for faculty, timeline for july 2024 admissions (academic year 2024 – 25 batch 1).

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Ph.D Application form - Calendar Session - January 2024

Ph.d application form.

Instructions

• The online application is for admission to programs offered in Ph.D. Education.
• Application Form Fee is Rs.1200/- and it is Non-Refundable.
• Email ID submitted at the time of registration will be used for all correspondences until enrollment is completed Change in Email ID will NOT be permitted under any circumstances.

Important Dates - Ph.D Application Form Academic Session - Visvesvaraya Scheme Phase-II - 2024

Last date to submit the application : 15 th May 2024

Department level entrance and interview : 20 th May 2024

Release of list of candidates for provisional registration : 07 th June 2024

Last date to pay tuition fee : 25 th June 2024

Reporting date at directorate of research : 03 rd July 2024

Important Dates - Ph.D Academic Session - January 2024

Last date to submit the application : 05 th May 2024

Steps to Follow

Register yourself, fill application form, upload documents, pay application fee, document verification & eligibility, provisional order & enrollment.

Pre-requisites

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Email: [email protected]

Major code BS1221- Traditional B.S.N.

College of Health Sciences and Professions   School of Nursing   Grover Center E317 Phone: 740.593.4494 Phone: 800.560.0144 Fax: 740.593.0286 [email protected] www.ohio.edu/chsp/nursing/bachelors-degree

Athens: Phone: 740.593.4494 or 800.560.0144 Fax: 740.593.0286 Email: [email protected] www.ohio.edu/chsp/nursing/bachelors-degree Chillicothe:    Phone:  740.774.7282  Email:  [email protected]   www.ohio.edu/chillicothe/academics/bachelor/nursing   Eastern:   Phone: 740.699.2345 Email: [email protected] www.ohio.edu/eastern/academics/bachelor/nursing Lancaster: Phone: 740.681.3768 Email: [email protected] www.ohio.edu/lancaster/academics/bachelor/nursing Southern:   Phone: 740.533.4633  Email: [email protected]   www.ohio.edu/southern/academics/bachelor/nursing   Zanesville:    Phone: 740.588.1514   Email: [email protected]   www.ohio.edu/zanesville/academics/bachelor/nursing  

Program Overview

The Bachelor of Science in Nursing (BSN) program prepares students in the science and principles of nursing to provide care for individuals, families, and populations within complex healthcare systems. The BSN curriculum includes courses in the sciences, humanities, and human behavior in addition to the nursing courses. Students learn through a combination of classroom, laboratory, and supervised clinical instruction and graduate with the competencies to provide evidence-based practice care as a generalist nurse. Graduates of the BSN program will be eligible to take the National Council Licensing Exam for registered nurses (NCLEX-RN).

Program Learning Outcomes

Upon completion of the program: 

• Apply knowledge from nursing and other disciplines as a basis for clinical judgment, clinical reasoning, and evidence-based practice.
• Demonstrate clinical reasoning and clinical judgment in the delivery of person-centered care to enhance health outcomes across the lifespan.
• Identify and apply principles of population health, advocacy strategies, and collaborative interdisciplinary team approaches that optimize health outcomes for individuals, families, communities, and populations.
• Integrate evidence-based interventions into person-centered care.
• Describe and apply the principles of quality improvement that create a culture of safe, professional nursing practice that optimizes health and protects all.
• Demonstrate leadership skills as a member of the interprofessional team to optimize the health of individuals, families, and populations within complex healthcare environments.
• Demonstrate an awareness of and responsiveness to economic and social determinants of health necessary to provide quality person-centered care within complex healthcare delivery systems.
• Utilize information management and care technology systems to communicate, manage knowledge, mitigate error, and guide clinical decision-making to support optimal health outcomes.
• Utilize professional communication to act as an advocate and deliver culturally sensitive person-centered care adhering to ethical and legal frameworks.
• Identify healthy self-care behaviors and commit to continuous professional growth.

Admissions Information

First-year admission.

Students are not directly admitted to BS1221. Individuals interested in the BSN program should apply to the pre-BSN major (ND1220) and complete specified prerequisite courses required for admission to the BS1221 major.

Requirements for first-year applicants to be considered for the pre-BSN (ND1220) include:

• Graduation from high school with a minimum 3.0 grade point average on a 4-point scale
• Completed application and admission to Ohio University

BSN (BS1221) selection:

Individuals must apply and meet specific School of Nursing requirements in order to be considered for selective admission into the BSN program (BS1221). Admission to the BS1221 is competitive, and success in the pre-BSN major (ND1220) does not guarantee admission to the BSN program. A minimum college grade point average (GPA) of 2.75 and other criteria are required for consideration of admission to the BSN major. Meeting minimum program requirements does not guarantee admission.  Individuals interested in the BSN program major (BS1221) should speak with a College of Health Sciences and Professions Student Success Advisor or refer to the School of Nursing website for additional program information and specific requirements for admission.

Change of Major Policy

Individuals seeking to change their major to ND1220 (pre-BSN) need to contact the School of Nursing, schedule an advising appointment, and complete the required paperwork.  All applicants must meet specific School of Nursing requirements.

External Transfer Admission

Transfer students are reviewed individually for admission to the BSN major. Transfer Applicants must have:

• Overall minimum college grade point average of 2.75 on a 4-point scale
• Accumulated at least 30 credit hours at the undergraduate level

Opportunities Upon Graduation

Graduates are eligible to sit for the registered nursing licensing exam (NCLEX-RN) to become licensed RNs. Upon successful passing of the NCLEX-RN, graduates can be employed in a variety of settings to provide care for individuals, families, and populations within complex healthcare systems. Graduates are prepared to enter master’s or doctoral programs in nursing, which prepare baccalaureate registered nurses for advanced nursing roles.

Requirements

University-wide graduation requirements.

Ohio University requires completion of a minimum of 120 semester hours for conferral of a bachelor’s degree. However, the Nursing Major (B.S.N.) program requires a minimum of 121 semester hours. For more information on the minimum hours requirement and other university-wide requirements, please review the Graduation Requirements – University-wide    page.

College-Level Requirements for the College of Health Sciences and Professions

View the College-Level Requirements for the College of Health Sciences and Professions   .

Nursing Major Prerequisites

Complete the following courses with an overall GPA of 2.75 or better and a C (2.0) or better grade in each course (18 hrs minimum).

Upon successful completion of the requirements you must seek admission to the major.

• BIOS 1300 - Principles of Human Anatomy and Physiology I Credit Hours: 4
• BIOS 1310 - Principles of Human Anatomy and Physiology II Credit Hours: 4
• CHEM 1205 - Survey of Chemistry for Health Sciences Credit Hours: 4
• CHEM 1205L - Survey of Chemistry for Health Sciences Laboratory Credit Hours: 1
• ENG 1510 - Writing and Rhetoric I Credit Hours: 3
• NRSE 1102 - Professional Essentials and Applications of Clinical Judgment I Credit Hours: 2

(NRSE 1102: Must complete with an 80% (B-) grade or better.)

Additional Courses

Complete two of the following courses with a C or better grade to seek admission to major. 

• PSY 1010 - General Psychology Credit Hours: 3
• PSY 2410 - Child and Adolescent Psychology Credit Hours: 3
• EDEC 1600 - Introduction to Child Development Credit Hours: 3

Nursing Major Requirements

Biological sciences.

Upon admission to the nursing major, complete one of the following with a C or better: 

• BIOS 2210 - Microbes and Humans Credit Hours: 3
• BIOS 2010 - Elementary Microbiology Credit Hours: 3

Statistics Requirement

Complete one of the following (3 hrs minimum) with a grade of C or better:

• MATH 1500 - Introductory Statistics Credit Hours: 3
• PSY 1110 - Elementary Statistical Reasoning Credit Hours: 3

Advanced Writing

Complete the following course:

• NRSE 3700J - Writing for Nursing and Health Care Professions Credit Hours: 3

Interdisciplinary Health Studies

Complete the following courses with a grade of C (2.0) or better:

• IHS 2215 - Medical Humanities: Global Health and Literature Credit Hours: 3
• IHS 2220 - Cultural Competency in Interprofessional Health Care Credit Hours: 3

Nursing Courses

Complete the following Nursing courses with 80% (B-) or better:

• NRSE 2102 - Professional Essentials and Applications of Clinical Judgment II Credit Hours: 2
• NRSE 2112 - Pathophysiology for Nursing Practice Credit Hours: 3
• NRSE 2122 - Nursing Health Assessment Across the Lifespan Credit Hours: 3
• NRSE 2132 - The Nurse’s Role in Health Promotion Across the Lifespan Credit Hours: 2
• NRSE 2202 - Professional Essentials and Applications of Clinical Judgment III Credit Hours: 2
• NRSE 2212 - Foundations of Person-Centered Nursing Care Credit Hours: 6
• NRSE 2222 - Pharmacology for Nursing Practice Credit Hours: 4
• NRSE 3102 - Professional Essentials and Applications of Clinical Judgment IV Credit Hours: 2
• NRSE 3112 - Scholarship for Nursing Practice Credit Hours: 3
• NRSE 3122 - Person-Centered Nursing Care of Adults I Credit Hours: 8
• NRSE 3202 - Professional Essentials and Applications of Clinical Judgment V Credit Hours: 2
• NRSE 3212 - Psychiatric/Mental Health Nursing Care Credit Hours: 4
• NRSE 3222 - Person-Centered Nursing Care of Adults II Credit Hours: 8
• NRSE 4102 - Professional Essentials and Applications of Clinical Judgment VI Credit Hours: 2
• NRSE 4112 - Nursing Leadership and Management for System-Based Practice Credit Hours: 2
• NRSE 4122 - Nursing Care of Women, Children, and Families/Caregivers Credit Hours: 6
• NRSE 4132 - Population Health Nursing Credit Hours: 5
• NRSE 4202 - Professional Essentials and Applications of Clinical Judgment VII Credit Hours: 2
• NRSE 4212 - Professional Nursing Practice Capstone Credit Hours: 8
• NRSE 4222 - Health Economics and Healthcare Policy for Contemporary Nursing Practice Credit Hours: 2

Frontier Nursing University

Distance Education from the Birthplace of Nurse-Midwifery and Family Nursing in America

Student Spotlight: Heather Figi plans to integrate background in arts as a PMHNP to offer whole-person care

May 22, 2024 By Frontier Nursing University

At the heart of Frontier Nursing University is a talented and diverse community of students, alumni, faculty, staff, couriers and preceptors. Spotlight blogs feature members of our FNU community who are focused on the mission of educating nurse-midwives and nurse practitioners to deliver quality healthcare to underserved and rural populations.

Heather Figi and FNU Dean for Inclusive Excellence and Student Success Dr. Paula Alexander-Delpech at the APNA National Conference

For FNU student Heather Figi, RN, BSN, life is about fulfilling two principles: “we are here to do great things with the gift of our lives” and “we are here to serve others.”

These beliefs empowered her to resume her education in 2011 with the aim of becoming a Psychiatric-Mental Health Nurse Practitioner. On track to graduate this year, Figi is currently pursuing her MSN in the Psychiatric-Mental Health Nurse Practitioner program at FNU. Drawing from her rich background in music and education, Figi intends to integrate these experiences with her healthcare education. She said she seeks to embody the essence of psychiatry, derived from its Greek roots, where “psukhē” denotes soul or mind, and “iatreia” signifies healing.

“With the education I am receiving from Frontier Nursing University, I plan to merge my background in the arts with healing to offer holistic, whole-person psychiatric care,” she said.

A resident of Janesville, Wisconsin, Figi currently serves as a psychiatric RN, primarily providing care for underserved populations. In her work, she seeks to offer dignity to patients while assessing and addressing unmet medical needs such as dental needs, wounds and injuries. She said many of her patients receive inpatient care at the area psychiatric hospital, and are in the acute phase of schizophrenia. Many of her patients also have substance use disorder and lack of housing.

In pursuing her degree at FNU, Figi said she seeks to alter perspectives, advocating for the brain to be regarded as neutrally as any other organ, thereby diminishing the stigma surrounding mental health. She said her favorite subject she has studied at FNU thus far has been psychopharmacology due to the way in which instructors weave together the brain with biological mechanisms and symptomatology.

APNA National Conference

Figi said FNU has offered the structure and flexibility to allow her to reach her goals.

“I feel that through the structure of this program , FNU honors nursing professionals by accommodating them for individualized plans that allow for life to happen, trajectories to change and lots of personal guidance along the way,” she said.

Figi said FNU has also been a catalyst for professional development, particularly through the Professional Organizational Mentoring Program (POMP) , which matches FNU faculty with nurse practitioner and nurse-midwifery students from underrepresented groups to provide support and mentorship. The program allows students to join a professional organization in their field and gives them the opportunity to attend a professional conference with their mentors. Figi attended the APNA National Conference with Dr. Paula Alexander-Delpech.

“I deeply valued attending the national conference, connecting with one of the stunning faculty members here at FNU, and getting to pick her brain, have fun and share some dessert,” she said. “I had several degrees before coming to FNU and have never felt as supported as I have with the POMP opportunity.”

When she is not at work or pursuing coursework at FNU, Figi enjoys taking walks, pursuing HIIT and capoeira exercise, singing, drawing and spending time with her nephews and niece.

Thank you, Heather, for your work with underserved populations and for your ongoing commitment to expanding your impact through education at FNU.

Learn more about advanced nursing degrees and specialties at Frontier Nursing University, including our Women’s Health Care Nurse Practitioner Program . Subscribe to our blog for the latest news and events at FNU and to get inspired with stories featuring our alumni, students, faculty and staff!

About Frontier Nursing University

Frontier Nursing University is one of the largest not for profit universities in the United States for advanced nursing and midwifery education. Frontier Nursing University offers MSN and DNP degrees and four specialties: nurse-midwife, family nurse practitioner, women’s health care nurse practitioner and psychiatric-mental health nurse practitioner.

FNU Information

Request Information

Frontier Nursing University has been approved to participate in the National Council for State Authorization Reciprocity Agreements.

2050 Lexington Road Versailles, KY 40383 (859) 251-4700

For education verification requests: • Web: degreeverify.org • Mail: National Student Clearinghouse, 2300 Dulles Station Boulevard, Suite 220, Herndon, VA 20171

For program inquiries: [email protected] or 859-279-0890

Accreditation

Learn more about FNU's Accreditation

View FNU Policies & Procedures

Dr. Jamal-Eddine’s goal is to create transformative change within healthcare education praxis by developing engaging pedagogic strategies to educate healthcare students about ableism and intersectional identity-based oppression. Her long-term goal is to found an interdisciplinary, applied public-humanities community-engaged healthcare equity center in a university that confronts healthcare inequity, violence, and oppression and promotes intersectional, cross-identity liberation, humanization, and belongingness for all patients, students, and practitioners.

She is an artist, poet, and historian. She uses her art and poetry to bring awareness to maternal health. She provides women’s health care at Planned Parenthood of Southern New England. She currently hosts web discussions Overdue Reckoning on Racism in Nursing. She founded Lucinda’s House, a Black Maternal Health Collective, to promote maternal health equity through community collaboration and programs that provide support and education. Dr. Canty has received funding for her research from the Robert Wood Johnson Foundation.

She has published in various journals, including AJN, American Journal of Nursing, Nursing Inquiry, Journal of Advanced Nursing, Birth, and Nursing Philosophy. Dr. Canty is a contributing editor for the Journal of Midwifery and Women’s Health’s Ask the Midwife Column. Additionally, she is a sought-after nurse scholar in addressing both maternal health equity and anti-racism initiatives. She is a frequent featured speaker virtually and in person at local, regional, national, and international conferences focused on the challenges of reducing disparities in maternal morbidity and mortality.

She is a fellow in the American Academy of Nursing and the American College of Nurse Midwives. She is the 2023 Yale School of Nursing Alumni Association (YSNAA) Distinguished Alumni Award Recipient and the recipient of the 2023 Florence S. Wald Award from the Connecticut Nurses’ Association. She is the 2024 Columbia University School of Nursing 2024 Distinguished Alumni Award for Nursing Practice.

In addition to developing impactful programs, Dr. Meeks plays a pivotal role in advancing equity through her collaborations with health professions associations. Through these collaborations she spearheads efforts to ensure that health science trainees and program leadership receive the support and resources they need to thrive in their respective specialties.

Dr. Meeks is a prolific scholar and widely recognized as a leading expert in this field. Her research findings have been published in leading journals, including the NEJM, Lancet, JAMA, and Academic Medicine, underscoring the significance of her work. Her contributions extend beyond research to the realm of education and advocacy, where she has co-created impactful social media campaigns and podcasts, working tirelessly to promote disabled clinicians and scholars and reduce harmful disability stereotypes in health professions training and STEM.

Within the wide range of accomplishments she holds, Dr. Meeks most valuable role to date is becoming a grandmother. She cites her time with her grandson Charlie as the most rewarding and “bucket filling” moments in her life.

With over 15 years of experience in public health and nursing, Nikia has dedicated herself to advancing reproductive rights and justice, birth justice, and midwifery. Her passion for midwifery shines through in her commitment to diversifying the workforce of midwives and birth workers, especially in the southern United States. As a fervent disruptor of the current healthcare system, Nikia is pioneering new models of care that prioritize midwifery and center
the needs of Black and brown communities. Every day, she works Tirelessly to ensure that all individuals have the agency and resources to make informed decisions about their sexual and reproductive health.

At CHOICES Center for Reproductive Health, Nikia serves as the Chief Clinical Officer, spearheading initiatives that have led to the establishment of the first nonprofit comprehensive reproductive health care center, the first Black midwifery fellowship program and the city’s inaugural birth center. Beyond her clinical leadership, Nikia sits on the Board of Directors for both the American College of Nurse Midwives and SisterReach, Tennessee’s foremost Reproductive Justice organization.

Driven by a profound sense of purpose, Nikia Grayson is transforming the landscape of reproductive healthcare, leaving an indelible mark on the lives of those she serves and the communities she uplifts.

All new alumni are automatically welcomed into the FNU Alumni Association. We appreciate the commitment and dedication of our alumni who play an integral role carrying out the FNU mission in everyday practice.  Visit our Alumni Association page .

View information including eligibility criteria and ceremony preparation and sign up to participate. August 18, 2023 is the last day to RSVP via the self-registration dashboard (MarchingOrder).

Coming Soon!

New FNU graduates and their guests are invited to join us for a celebration event on the FNU campus following the commencement ceremony, 2:00 p.m. – 6:00 p.m. EST. (will include sign-up Google form link when ready so we can tailor appropriate follow-up)

Local Attractions

Rupp Arena, part of The Lexington Center, is located in a very walkable area of downtown Lexington, KY. The Center is conveniently situated within 10 miles from both I-64 and I-75, and just under 6 miles from Blue Grass Airport. There are numerous hotels and restaurants within easy reach. Below are some links to help you plan your trip:

• Rupp Arena   (our event venue)
• VisitLex.com
• KentuckyTourism.com
• Blue Grass Airport

Area Lodging

The following hotels offer special pricing and courtesy holds for FNU commencement guests:

Best Western Parkside Inn – Frankfort

80 Chenault Road, Frankfort, KY 40601 (23.7 miles from the venue, via I-64 E) – 20 rooms per day held for the following 2023 dates: 9/22 & 9/23. Room type(s): Double Queen. Rate: $102 + tax. A credit card is required for a security guarantee. Book by phone: 502.695.6111.  You must mention “Frontier Nursing University” to book with this offer . The offer ends on 7/22/2022 or when rooms are filled, whichever comes first.

Holiday Inn Express – Versailles

365 Commerce Drive, Versailles, KY 40383 (12.4 miles from the venue, via US 60) – 10 rooms per day held for the following 2023 dates: 9/22 – 9/23. Room type(s): 5 Single King ($164 + tax) or 5 Double Queen ($174 + tax). A credit card is required for a security guarantee. Refunds are available if requested within the cancellation window.  CLICK HERE  to book online or call 859-873-5501.  When calling, you must mention “Frontier Nursing University” to book with this offer . The offer ends on 8/22/2022 or when rooms are filled, whichever comes first.

Candlewood Suites – Lexington

603 Adcolor Drive, Lexington, KY 40511 (2.0 miles from the venue, via Newtown Pike) – 10 rooms per day held for the following 2023 dates: 9/22 – 9/23. Room type(s): Single Queen Studios Rate: $159 + tax. A credit card is required for a security guarantee. Refunds are available if requested within the cancellation window.  CLICK HERE  to book online or call 859-967-1940.  When calling, you must mention “Frontier Nursing University” to book with this offer . The offer ends on 8/31/2022 or when rooms are filled, whichever comes first.

Homewood Suites by Hilton – Lexington/Hamburg

2033 Bryant Road, Lexington, KY 40509 (6.9 miles from the venue, via Sir Barton Way & Winchester Rd) – 10 rooms per day held for the following 2023 dates: 9/22 & 9/23. Room type(s): King one-bedroom Suite Rate: $175 + tax. A credit card is required for a security guarantee. Refunds are available if requested within the cancellation window.  CLICK HERE  to book online or call 859-543-0464.  When calling, you must mention “Frontier Nursing University” to book with this offer . The offer ends on 8/31/2023 or when rooms are filled, whichever comes first.

Holiday Inn – Lexington/Hamburg

1976 Justice Drive, Lexington, KY 40509 (6.7 miles from the venue, via Sir Barton Way & Winchester Rd) – Rooms held for the following 2023 dates: 9/22 & 9/23. Room type(s): 10 single King/ 10 double Queen; Rate: $149 + tax. A credit card is required for a security guarantee. Refunds are available if requested within the cancellation window. Group Code: FRN  CLICK HERE  to book online or call 1-888-HOLIDAY.  When calling, you must mention “FRN” to book with this offer . The offer ends on 9/8/2023 or when rooms are filled, whichever comes first.

Commencement Ceremony Timeline – Saturday, September 23, 2023:

• 9:00 a.m. EST – doors open at Rupp Arena (ceremony venue)
• 9:00 – 10:30 a.m. EST – Graduate Check-In 
• 10:40 – 10:50 a.m. – Lineup for Processional
• 11:00 a.m. EST – Ceremony Processional
• Approx. 1:30 p.m. EST – Ceremony Recessional
• 2:00 – 6:00 p.m. EST – FNU campus celebration event for all new graduates & their guests

The first dancer to be named People Magazine “Women Changing the World,” and named InStyle Magazine Badass 50, Adidas “women reimagining sport,” CBS News “People Making a Difference”, and featured on Good Morning America and NBC Today, Marisa is an award-winning Transformational Movement Artist, Speaker, and Changemaker dedicated to creating a more inclusive just world where we can each feel alive, not just survive.

Marisa’s lived experiences of her body repeatedly not being accepted as a dancer, her Japanese American identity not fitting the box in many spaces, and surviving a stroke that initially paralyzed her from the neck down, eventually led her to create Infinite Flow, an award-winning nonprofit dance company that employs disabled and nondisabled artists with diverse, intersectional identities with a mission to use dance as a catalyst to dismantle biases and promote inclusion.

During the last year, Marisa was diagnosed with two invisible disabilities: PTSD and Autism. The diagnoses brought much clarity to the challenges she’s coped with throughout her life.

Marisa is passionate about transforming forward-thinking businesses through keynotes, performances, and content that inspire inclusivity and move hearts, bodies, and minds, so that their teams become more connected, purpose-driven, and alive. She has brought unique unforgettable keynote presentations and performances to some of the biggest enterprises in the world, including Meta, Apple, Red Bull, NBCUniversal, Deloitte, PayPal, International Monetary Fund, Farmers Insurance, Kaiser Permanente, Porsche, McKinsey & Co, Clifford Chance, amongst other brands. Marisa made history along with wheelchair dancer Piotr Iwanicki by becoming the first dancer to perform at Apple’s Steve Jobs Theater, sharing the stage with Apple CEO Tim Cook.

Since 2015, Marisa has led Infinite Flow to perform at over 160 events, from large global events to local school assemblies & community festivals. Heading the creative & artistic direction, Infinite Flow’s videos have tracked over 100 million views on Facebook alone. During the Covid-19 pandemic, Marisa spearheaded Infinite Flow to turn its in-person elementary school assembly program into a virtual program, launching Scoops of Inclusion, a 47-minute short film celebrating diversity and empowering kids to take an active role in creating a more inclusive world where we each feel we belong.

Marisa is bilingual and bicultural. She completed her BA & MA from Keio University, Tokyo. She is an Honorary Member (Distinguished Artist) of the International Association for Dance Medicine and Science. She is a speaker, thought leader, performing artist, and multi-dimensional creator on the rise, seeking to creatively inspire inclusion, innovation, and transformation through movement, dance, and storytelling.

More on Marisa at MarisaHamamoto.com.

Lucero, Robert J. PhD, MPH, RN, FAAN

Associate Dean for Diversity, Equity, and Inclusion

Professor of Nursing, and Audrienne H. Moseley Endowed Chair in Diversity, Equity and Inclusion

University of California, Los Angeles, School of Nursing

My research program focuses on improving health outcomes of vulnerable populations using innovative health systems and informatics approaches. Two prominent themes of my work are: enhancing the quality of care for hospitalized older adults and improving self-management of chronic health conditions among Hispanic, African-American, and LGBTQ+ populations. My research is distinguished by interdisciplinary team science, which bridges nursing, medicine, psychology, computer science, and engineering, health systems, communities, and other academic institutions. 

My research is leading the way to inform infrastructure development for data-driven knowledge generation that serves as a model for organizations across the United States (US) to improve the quality of care for hospitalized older adults. I am leveraging electronic patient, clinical, and administrative data and data science methods to identify valid, modifiable factors that predict hospital-acquired falls (HAF), which affect annually approximately one million US hospitalized patients. Studies I have published show that, in 168 US hospitals, poor nursing care quality was associated with more adverse patient events, including HAF. Using artificial intelligence approaches with electronic health record (EHR) data, I have discovered a set of six new clinical and organizational factors that can predict HAF. These findings were among the most downloaded in 2019, and have widespread implications since hospital patient falls continue to be a significant clinical concern internationally in healthcare systems. My lab also explores the use of registered nurses’ (RNs’) progress notes, or text data on patient observations, to predict HAF. We were the first to publish that RNs’ notes contain information about clinical, environmental, and organizational factors that can predict fall risk. I am Principal Investigator (PI) of a 5-year $2.57 million award from the National Institute on Aging. This cutting-edge health systems project is exploiting the use of text and structured EHR data to validate predictors of HAF and hospital-induced delirium. This study will expand the University of Florida Health EHR research infrastructure for data-driven knowledge generation. 

The other cornerstone of my research program is developing health information technology (HIT) to promote chronic disease self-management. I pioneered and published a HIT design approach, known as Consumer-centered Participatory Design (C2 PD). Unlike other design approaches, C2 PD provides public health and community-based organizations, academic researchers, and commercial designers with a theoretically informed approach that engages consumers throughout the development and evaluation of HIT. C2 PD builds on the strengths and resources within a community, promotes a collaborative learning and empowering process, facilitates collaborative partnerships, and incorporates four components of HIT design, namely; user preferences, functions, tasks, and representational requirements, to develop highly usable systems. We introduced this innovative approach and presented our findings to informaticians at the International Medical Informatics Association Nursing Informatics Congress in 2012. We demonstrated that using the C2 PD approach resulted in a highly useful and usable fall prevention self-management system for English- and Spanish-speaking older adults. Since then, multiple investigators of HIT development and systematic review articles have referenced the use of the C2 PD approach. The C2 PD approach has been the basis of my other funded studies, including a $2.8 million National Institute of Nursing Research and $1.0 million Agency for Healthcare Research and Quality award. I have disseminated further wide-ranging use of the C2 PD method, including creating a mobile Health (mHealth) application (app) interface for Hispanic caregivers of persons with dementia to self-manage chronic stress and burden and an mHealth app to support African American caregivers of children with chronic asthma and obesity. The lessons I learned developing the C2 PD approach are represented in a paper I co-authored that focuses on using HIT to engage communities to improve health and reduce health disparities in populations. This is significant to the work I am conducting among people living with HIV. A study I published showed that a large proportion (85.5%) of people living with HIV are interested in using a mHealth app that supports HIV self-management, including functions to identify health services, provide health tips and medication reminders, communicate with healthcare providers, track their mood and emotions, and engage in social networking. My lab is expanding this research with funding from the Health Services and Resources Administration (HRSA) and the Florida Department of Public Health to inform creating and testing a technology-enabled self-management intervention. 

I have developed an independent and externally funded health services and informatics research program of over $8.85 million as PI. I publish in high impact journals and researchers and scholars in nursing, health services, and informatics cite my research regularly according to citation analytics (>1024, h-index:14, i10-index:18). Additionally, federal government agencies have recognized my research. I was a standing member of the Agency for Healthcare Research and Quality HIT Research review panel from 2016-2020, and served on multiple NIH Special Emphasis Review Panels. My peers have recognized the impact of my research nationally, and I am disseminating my research program internationally. I am a Fellow of the American Academy of Nursing and the New York Academy of Medicine. In 2019, I received a 3-year UF Term Professorship that acknowledged my academic accomplishments in shaping the UF College of Nursing and the nursing discipline. I am currently the Associate Dean for Diversity, Equity, and Inclusion; Professor of Nursing (with tenure); and, the Adrienne H. Mosely Endowed Chair in Diversity, Equity and Inclusion at the University of California, Los Angeles, School of Nursing.

Born in Orange, California and raised in the beautiful state of Oregon, Rebekka Eshler has had an adventurous life. Being raised by her wonderful grandmother, she learned valuable life lessons earlier than her peers. After graduating high school and a few confusing years in college, Rebekka decided it was time to make a change and decided to join the United States Army and becoming a Fire Support Specialist Paratrooper. Rebekka was stationed all the way up in the last frontier state of Alaska. Even before transitioning, she was embraced by the LGBTQIA’s community.

After leaving the service, Rebekka delayed her transition as she started her professional piloting career at University of Alaska Anchorage. After many nights of deep thought and struggle, Rebekka decided that she loved helping people and redirected her efforts towards a Political Science Degree. She also took biology and chemistry classes because she fell in love with medicine after becoming an Emergency Medical Technician. While at UAA Rebekka’s passion for helping others and leadership got even stronger. She was participated in many different student leadership organization and even became the Student Veterans of America Chapter President at UAA. Rebekka also began working as a volunteer for the Non Governmental Organization Mobile Medics International, that provides medical response to natural disasters and humanitarian crises around the world.

After coming out as a proud trans woman in 2018, Rebekka began reconnecting with her local LGBTQIA community in Anchorage. She began being a major voice for the LGBTQIA Community in her final year of college. From being the first openly transgender SVA UAA Chapter President, to working at the homeless shelter as an EMT, Rebekka wasn’t afraid to speak up and make sure that everyone was receiving equal treatment. After Graduating in 2020, during the pandemic, Rebekka decided it was time to be more active and joined the board of Transgender American Veteran Association as the Director of Strategic Partnerships and Collaborations. In this role she built relationships with other Veteran organizations and LGBTQIA organizations.

Rebekka represented her state as Miss Trans Alaska 2022 and won Miss Congeniality at the national Miss Trans USA 2022 pageant. She is currently serving as the National President of The Transgender American Veteran Association.

Shea Rose has held a variety of titles throughout her career, including singer-songwriter, yogi, style icon, and music curator, to name a few. Her music, influenced by soul, hip-hop, rock, and folk, addresses identity, self-acceptance, and spiritual transformation. Former Boston Globe music critic Steve Morse described her as “that rare artist who can bridge diverse styles such as soul, funk, rock, rap, and jazz — and bring her unique stamp to each.”

Rose is a featured songwriter and vocalist on two Grammy Award-winning jazz albums by legendary drummer Terri Lyne Carrington, The Mosaic Project, and Money Jungle: Provocative in Blue. She has received numerous accolades for her musical abilities, including multiple Boston Music Awards, a SESAC National Performance Activity Award, the Songwriters Hall of Fame’s Abe Olman Scholarship, and, most recently, the Andrea C. Silbert Rising Star Award from the Center for Women & Enterprise for her Embodied Voice & Yoga business.

Rose has independently released three full-length solo projects: Little Warrior Mixtape, Rock’ n Rose EP, and D.T.M.A. (Dance This Mess Around) EP. In 2020, Rose recorded a cover of Sinéad O’Connor’s “Black Boys on Mopeds,” a powerful commentary on police brutality in black communities. The music video was published and promoted by TEDxTalks. Rose has performed in Barbados, Cuba, Jamaica, Italy, Greece, and Romania, as well as at Symphony Hall in Boston, the Blue Note Jazz Club, and SXSW.

Rose is an Assistant Professor at Berklee College of Music. When she’s not on the stage offers Embodied Voice & Yoga coaching and consulting to individuals and organizations. Embodied Voice & Yoga Coaching by Shea Rose is a certified Women and Minority Owned Business whose mission is to empower brown and black women and girls to communicate their highest goals with courage, compassion, and clarity. 

For more on Shea Rose visit: 

www.shearose.com

www.instagram.com/shearose

Patricia K. Bradley PHD, RN, FAAN is an Associate Professor and the Inaugural Associate Dean of Inclusive Excellence at the Fitzpatrick College of Nursing (FCN) at Villanova University. 

Dr. Bradley’s current work focuses on diversity, equity and inclusion and fostering cultural humility in students, faculty, staff, and healthcare providers. Her research and service activities represent her commitment and contribution to ensuring a “voice for the voiceless” and to developing a culture of trust with vulnerable populations who lack access to address their concerns.

Dr. Bradley is a fellow in the American Academy of Nursing. She is the immediate past Chair of the Academy’s Health Equity Expert Panel and a mentor for the Academy’s Jonas Policy Scholars Program’s National Policy Mentoring Council (NPMC). 

A graduate of the American Association of Colleges of Nursing’s (AACN) 2022 Diversity Leadership Institute, Dr. Bradley is the chair elect for AACN’s Diversity Equity and Inclusion Leadership Network (DEILN) and a contributor to the Diversity, Equity, and Inclusion Faculty Tool Kit. 

At Villanova Dr. Bradley serves as faculty co-advisor for the newly formed Multicultural Student Nurses Organization (MSNO), a service organization developed by students and dedicated to fostering an inclusive environment for historically underrepresented nursing students. Dr. Bradley is also chair of a parallel program, the FCN’s steering committee for Healthy Work Environment Initiatives working with faculty and staff to foster an inclusive environment where all faculty, staff, and students are respected, accepted, and valued.

Dr. Vicki Hines-Martin is a Professor and the Associate Dean, Office of Community Engagement and Diversity Inclusion in the University of Louisville School of Nursing. In addition, she holds a joint appointment as the Director of Community Outreach in the UofL Health Sciences Center Office of Diversity and Inclusion which serves the schools of dentistry, medicine, nursing, and public health. Dr. Hines-Martin is an associate director in the NIEHS funded UofL Center for Integrative Environmental Health Sciences and a Commonwealth Scholar in the Kentucky Commonwealth Institute. She has been a psych-mental health clinical nurse specialist for 36 years. Her area of scholarship includes mental health disparities, culture, social justice/equity, and community engagement.  

Dr. Hines-Martin has numerous presentations and publications which include the Routledge Handbook of Global Mental Health Nursing: Evidence, Practice and Empowerment . New York, NY: Routledge/Taylor & Francis Group (Yearwood, E. & Hines-Martin [Eds], 2017).  Dr. Hines-Martin has received many awards and recognitions for her work from organizations such as The Global Alliance for Behavioral Health and Social Justice. Dr. Hines-Martin served as the President of the International Society for Psychiatric Mental Health Nursing and is a Fellow in the American Academy of Nursing.

Michelle DeCoux Hampton, RN, PhD, MS is the Director of Academic Nursing and Patient Care Research in the Office of Research Patient Care Services at Stanford Health Care. Dr. Hampton formerly served in a variety of academic roles at Samuel Merritt University (2005-2018) including Professor and Director of the Doctor of Nursing Practice program and at San Jose State University (2018-2022) as Professor and Doctor of Nursing Practice Program Coordinator in the Valley Foundation School of Nursing, as well as Assessment Facilitator and Special Director of Diversity, Equity and Inclusion in the College of Health and Human Sciences. 

Her expertise and experience includes psychiatric mental health nursing and research methods for undergraduate, master’s and doctoral students with knowledge of student engagement in various modalities including face-to-face, hybrid, online, and simulation. Her research and service interests are focused on promoting health equity for underserved populations, in part by increasing access to health professional education for members of underrepresented communities, and by educating current students and practicing professionals regarding health equity. As an Advisory Council Member for the Salvation Army, Garden Street Center in Oakland, she spearheaded an initiative to create a certified nursing assistant program within the vocational education program as an entry point to the nursing profession for shelter residents and others in the local community. She also serves as a holistic admissions review consultant for the American Association of Colleges of Nursing providing training for faculty and administrators in US nursing programs. Workshops educate participants in methods to increase diversity within nursing programs that are considering or have already implemented holistic admissions review and/or evaluation.

Kendra M. Barrier. PhD, MSN, RN, CNE

Louisiana State University Health Sciences Center-New Orleans School of Nursing (LSUHSC-NO SON)

Dr. Barrier is an Assistant Professor of Clinical Nursing, serving as the Inaugural Associate Dean for Diversity, Equity, and Inclusion (2021 to present) and the former Assistant Dean for Student Services (2015-2021) at the Louisiana State University Health Sciences Center-New Orleans School of Nursing (LSUHSC-NO). She is also an Associate Faculty for the School of Graduate Studies at LSUHSC-NO, a National League for Nursing (NLN) Certified Nurse Educator, an American Association of Colleges of Nursing (AACN) Diversity Leadership Institute Fellow, and an AACN Elevating Leaders in Academic Nursing (ELAN) Fellow. She a mentor for the third cohort of AACN Diversity Leadership Institute. She provides a strategic vision and leadership by engaging in quality improvement and programmatic development by promoting a culture of inclusive excellence. She is currently piloting the Diversity, Equity, and Inclusion Elements Tool (DEIET), threading DEI through the SON curricula. She is a mentor and coach, and is passionate about the academic success of underrepresentative minority students. 

Externally, Dr. Barrier is the President for New Orleans District Nurses Association (2020 to present). An active member several committees and taskforce for the Louisiana State Nurses Association; the Chair of the AACN DEI Leadership Network; and a member of the AACN Organizational Leadership Network (OLN) Steering Committee and Co-Chair of the Communications Committee; a member of the National League for Nursing Education Awards Committee; a member of the American Nurses Association (ANA), a member of the Epsilon Nu Chapter-at-Large of Sigma Theta Tau International (STTI), and a member of the Southeastern Conference (SEC) DEI Collaboration. Dr. Barrier also serves as the Presidential Consultant for the Louisiana Association of Student Nurses. Lastly, she is a member of the New Orleans (LA) Chapter of The Links Incorporated.

Dr. Barrier has presented diversity, equity, and inclusion content, diversity leadership vision, and where DEI fits into Academic Nursing Education locally, regionally, and nationally. She has also been a member of several DEI panel presentations. 

She earned her BSN (2000) and MSN (2009), in Nursing Education, from LSUHSC, and received a PhD (2016), in Nursing Education and Administration, from William Carey University.

Jean Edward , PhD, RN, CHPE, is an Associate Professor and Assistant Dean for Diversity, Equity, and Inclusion at the College of Nursing, and Nurse Scientist for UK HealthCare’s Markey Cancer Center.

Dr. Edward’s program of research is focused on promoting equity in healthcare access, affordability, and health outcomes for underserved communities by intervening on the social determinants of health. She utilizes mixed methods and implementation science approaches to design and implement sustainable multi-level interventions that promote equity in access to and affordability of care. She has implemented several nationally funded oncology financial navigation programs to address financial toxicity of cancer experienced by pediatric and adult patients, survivors and caregivers. Dr. Edward has been funded by the National Cancer Institute, Robert Wood Johnson Foundation, American Cancer Society, Kentucky Nurses Association, Sigma Theta Tau International, and the Kentucky Pediatric Cancer Trust Fund. Her work has been published in over 40 peer-reviewed publications and presented at over 70 national, regional, and local conferences. She is the Associate Editor of Clinical Nursing Research and a fellow of the American Association of Colleges of Nursing’s Diversity Leadership Institute.

Heidi Loomis, DM, CRNP, CNM  enjoys supporting clinical midwifery and women’s health nurse practitioner students and their preceptors in her role as Regional Clinical Faculty at Frontier Nursing University. She recently completed a Doctorate of Midwifery degree at The Midwifery Institute at Jefferson. Her doctoral research focused on biases that midwifery students across the U.S. experience in their clinical settings – the types and prevalence of bias as well as its impact on midwifery students’ commitment to the completion of their academic programs and to the profession of midwifery. Part of her research also included the emotional responses and behavioral coping mechanisms employed by students in response to bias, whether midwifery students witnessed anyone intervening, and whether or not students reported experiences of bias. For this work, Heidi received the American College of Nurse-Midwives Foundation’s 2022 W. Newton Long Award for the Advancement of Midwifery. Heidi has been interested in culturally respectful care and the growth of midwifery for decades. She has presented to academic, government, non-governmental, and private institutions on topics including anti-racism, privilege, and midwifery. Heidi also enjoyed clinical practice as a family nurse practitioner and certified nurse-midwife for over 30 years in Pennsylvania, Massachusetts, and Connecticut. She is a graduate of Juniata College, Yale School of Nursing, Frontier Nursing University, and The Midwifery Institute at Jefferson, College of Health Professions, Thomas Jefferson University in Philadelphia.

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The Class of 2024 Award Winners

Members of the Class of 2024 are being recognized for their academic excellence.

Every year, faculty members in each division choose the winners of the following awards. Congratulations to all of this year’s winners. 

• Association of Certified Fraud Examiners Award for Excellence: Elijah J. Eberly.
• Institute of Internal Auditors Award for Excellence in Auditing Studies: Shane M. Artis. 
• The Business Faculty Award for Excellence in Accounting: Brandon N. Rank. 
• The Business Faculty Award for Excellence in Business Administration: Calvin D. Shelly.  
• The Business Faculty Award for Excellence in Economics: Kerrigan L. de Meij.  
• The Business Faculty Award for Excellence in Finance: Benjamin J. Phillippy.  
• The Business Faculty Award for Excellence in Healthcare Administration: Nicole S. Eck. 
• The Business Faculty Award for Excellence in Management: Harkiran K. Bhullar. 
• The Business Faculty Award for Excellence in Marketing: Jordan F. Lewis.  
• The Business Faculty Award for Excellence in Pharmaceutical Marketing: Rachel M. Vlassis. 
• The Business Faculty Award for Excellence in Supply Chain Management: Colin M. McCunney. 
• The Healthcare Administration Award for Leadership in Professional Development: Brenda S. Colangelo and Lynsey R. Hunt,  Ex Aequo .
• The Jeff Focht Leadership Award in Management and Marketing: Lindsay N. Gordon.
• The Sport Management Award for Academic Excellence: Ryan M. Freda.

HEALTHCARE PROFESSIONS

Medical studies .

• Medical Studies Award for Academic Excellence: Christopher M. Matera. 

Sport and Exercise Physiology 

• The Exercise is Medicine Award for Service: Kevin M. Trahey.  
• The Sport and Exercise Physiology Award for Academic Excellence: Alyssa H. Bartczak, Elizabeth M. McCarthy, and Breana Cahill,  Ex Aequo .
• The Sport and Exercise Physiology Award for Excellence in Research: Kevin M. Trahey, Evan M. Lapp, Thomas J. Guydan, and Trent N. Talipan,  Ex Aequo. 

LIBERAL ARTS & SOCIAL SCIENCES

Communication .

• The Award for Excellence in Communication: Zachary V. Rizzuto. 
• The Award for Excellence in Service to the Humanities Department: Amelia M. Grube. 

Education 

• Alumni Teacher of the Year: Sofia G. Villatoro. 
• Graduate Education Student Teacher of the Year: Suzanne L. Hammond. 
• Traditional Undergraduate Student Teacher of the Year: Jozlyn J. Minnema. 
• The Bob Misko Award in Secondary Education: Carl H. Tyce. 
• The Jean Baptiste de la Salle (Patron Saint of Teachers) Award: Mallory J. Searle. 
• The Sister John Marie Award: Becky A. Hunsberger.

English 

• The English Award for Excellence in Creative Writing: Fiction: Michael J. Spear. 
• The Ross Baker Award for Excellence in Academic Writing: Laura I. Rohrbach. 
• The Samuel Nock Award for Excellence in English: Michael J. Spear. 

Fine Arts 

• The Play it Forward Award: Amelia M. Grube. 

History 

• The Award for Excellence in History: Ethan J. Russell. 

Philosophy and Theology 

• Award for Excellence in Theology: Gemma A. Lopena. 

Social Sciences 

• The Albert Sproule Memorial Award for Excellence in Criminal Justice Studies: Hope M. Hoppe. 
• The Reverend Bernard F. Donahue, OSFS, Award for Excellence in Political Science: Sarahjane R. Galvin. 
• The St. Thomas More Society Award for Excellence in Law & Society: Jesus S. Delgado. 
• The Homeland Security Award for Academic Excellence: Emma M. Laliberte. 
• The Criminal Justice Award for Academic Excellence: Talon G. Spess. 
• The Psychology Award for Academic Excellence: Hannah E. Schappell.  
• The Psychology Award for Academic Excellence in Adult Studies: Harvey L. Yerger. 
• The Matthew Hammerstone Memorial Award for Excellence in Digital Forensics: Talon G. Spess.  
• The Psychology Undergraduate Research Award: Hannah E. Schappell. 

Spanish 

• The Award for Excellence in Spanish: Faith L. Chadwick. 
• The Lehigh County Medical Auxiliary Scholarship and Education Fund for Nursing: Leila R. Joseph.  
• The Nursing Excellence Award-Adult Studies: Kristin A. Wyrwa. 
• The Nursing Excellence Award-Traditional BSN: Amanda L. Dobeck.  
• The Nursing Leadership Award-Adult Studies: Stephanie DiTraglia. 
• The Nursing Leadership Award-Traditional BSN: Valentina L. Bartolucci.  
• The Susan Ratzell Scholarship for Nursing: Madeline C. Cochran. 

PERFORMING ARTS

Dance .

• The Conservatory of Dance Award: Lena N. Eaton.  
• The Dance Alumni Award: Breana Cahill and Kayleigh B. Pugh,  Ex Aequo. 
• The DeSales University Dance Ensemble Award: Paige N. Ingoglia and Caitlyn F. McGullam,  Ex Aequo. 
• The Jeanne Meixell Award: Megan E. Streichenwein. 

Theatre 

• The DeSales University Act 1 Theatre Award: Nicole F. Lawrie and John J. Drumgoole,  Ex Aequo.
• The Gerard J. Schubert, OSFS, Award in Theatre Arts: Nicole F. Lawrie. 

Performing Arts 

• Performing Arts Division Award for an Outstanding Student: Isabella R. Trocino. 

TV/Film 

• TV/Film Award for Service and Leadership: Danielle I. Herbert. 
• TV/Film Spirit of the Filmmaker Award: James M. Hartranft. 

SCIENCES & MATHEMATICS

Biochemistry-molecular biology .

• The Biochemistry-Molecular Biology Award for Academic Excellence: Abigail P. Stocker.  
• The Biochemistry-Molecular Biology Award for Excellence in Research: Abigail P. Stocker.  

Biology 

• The Award for Excellence in the Association for Women in Science: Flynn E. Casey.
• The Biology Award for Academic Excellence: Catherine E. McGrath and Batur B. Yaman,  Ex Aequo.
• The Biology Award for Excellence in Research: Alexis R. Armstrong.  
• The Medical Studies Award for Excellence in Research: Mercille N. Nguyen.  

Chemistry and Physics 

• Alpha Sigma Chi Award for Excellence in the Natural Science Club: Rebecca J. Kibler.  
• The Award for Excellence in the Chemistry Demonstrations Program: Emily E. Ringholm.  
• The Chemistry Award for Academic Excellence: Nicholas J. Manidis.  
• The Chemistry Award for Excellence in Research: Rebecca J. Kibler.  
• The Lehigh Valley Section of the American Chemical Society Award in Chemistry: Abigail P. Stocker.  

Mathematics and Computer Science 

• The Computer Science Award for Academic Excellence: Harkiran K. Bhullar.  
• The Departmental Award for Excellence in Mathematics/Computer Science: Luke P. Cossman. 
• The Mathematics Award for Academic Excellence: Abigail M. Davis.  

Neuroscience 

• Neuroscience Award for Academic Excellence: James G. Buentello.  

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Seminar sessions offer career prep for MS-IS students

Master of information systems students hear from industry professionals.

The recent fall and spring semesters offered students enrolled in Lindner's Master of Science in information systems (MS-IS) program the opportunity to connect their academic learnings with the realities of the business world.

In lieu of traditional classroom instruction, the students gathered on Fridays for a seminar class that featured company representatives showcasing applications of information systems in the real world, the qualities sought by companies in their employees and/or a challenge facing the company or its industry.

MS-IS Program Director Rob Rokey noted that the format, length and topic of the seminar sessions is up to the company representative. Students also practice networking and other soft skills during this time.

Kevin Thomas, staff technical product manager, GE Aerospace, BBA, BS ’19, chose to convey the “importance of real-world experience” during his spring semester address. This was Thomas’ third academic year presenting to MS-IS students.

Kevin Thomas, staff technical product manager, GE Aerospace (first row, far left) and Rob Rokey, MS-IS program director (first row, far right) with MS-IS students at Lindner Hall. Photo/Suzanne Buzek.

“There is nothing that can replicate hands-on work, and the University of Cincinnati continues to have a cutting-edge experiential learning program ,” said Thomas, who fulfilled four co-op rotations with GE Aerospace before joining the company full-time in 2019. “I hope the students take advantage of the opportunities the university and businesses in the Cincinnati region provide to enhance their education and make themselves stand out among other applicants as they graduate and begin the next chapter of their journey.”

Shreyas Nadig, MS ’24, said that the Friday seminars are one of the many “extra steps” the MS-IS program takes to assist students with networking-building, as well as providing exposure to different industries.

Shreyas Nadig, MS ’24 (right), with Lindner Dean Marianne Lewis after being honored as Outstanding MS-IS Student of the Year. Photo/Joseph Fuqua II.

“Companies from finance, ed-tech, retail, consumer packaged goods and many other industries participated, and the speakers come with great knowledge and enthusiasm to share their experiences with us,” said Nadig, recently recognized as Outstanding MS-IS Student of the Year at the Lindner Student Awards . “This is a great way to stay connected with the current trends, and it has personally helped me route my focus towards my career goals.”

Thomas said his favorite part of the seminar is the Q&A session, offering examples of what he has heard from students in the past.

• “Sharing your real-world product owner experience helped me understand what someone in this role does and if that type of job would be a good fit for me.”
• “I was familiar with GE Aerospace. However, I thought you only made engines. It was great to learn more about the company, including your work in the wider aerospace and defense industry.”
• “Thank you for sharing insights into what it is like to work in technology in a non-digital technology company. I have a better idea of what ‘a day in the life’ looks like.”

During the 2022-23 academic year, MS-IS students surveyed three months after graduation reported a mean starting salary of $106,264. Rokey said that students enter the MS-IS program — which requires a bachelor’s degree in any discipline to be considered for entry — for a range of practical reasons.

“What I hear all the time from students is that they come because of the mix of business and technical subjects. They come because of our faculty, and, of course, they come because of our emphasis on experiential learning.”

Featured image at top: Kevin Thomas, staff technical product manager, GE Aerospace, BBA, BS ’19, addresses MS-IS students. Photo/Suzanne Buzek.

Study information systems at Lindner

Lindner’s Master of Science in information systems program combines core business knowledge with focused technical courses and real-world learning opportunities. The program accommodates students with diverse educational backgrounds and work experiences. Request more information , attend an information session and view the program’s application deadlines .

• Lindner College of Business
• Graduate-Programs

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