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Work around: Removing barriers to the PhD

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

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

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

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

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

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

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

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

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

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

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

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

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Top PhD in Nursing Programs

What is a ph.d. in nursing.

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

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

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

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

Ph.D. in Nursing and DNP Differences

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

Key Ph.D. in Nursing vs. DNP Differences

>> Related:  Top Online DNP Programs

Types of Ph.D. in Nursing Programs

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

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

>> Show Me DNP Programs

Online Ph.D. in Nursing Programs

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

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

Top Ph.D. in Nursing Programs

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

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

 1. University of Pennsylvania

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

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

Contact UPenn about this program:

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

Source: University of Pennsylvania

2. Duke University

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

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

Contact Duke University about this program:

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

Source: Duke University

3. Duquesne University

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

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

Contact Duquesne University about this program:

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

Source: Duquesne University

4. Columbia University

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

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

Contact Columbia University about this program:

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

Source: Columbia University

5. Rush University

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

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

Contact Rush University about this program:

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

Source: Rush University

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

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

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

>> Related: The Best Nursing Research Topics

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

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

Ph.D. in Nursing Salary

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

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

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

How Long Do PhD in Nursing Programs Take?

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

What Will You Learn in a PhD in Nursing Program?

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

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

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

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

Ph.D. in Nursing Program Requirements

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

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

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

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

Next Steps to Enroll in a PhD in Nursing Degree Program

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

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

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

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

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

Emory University undergoes accreditation at the university level and throughout our colleges and schools to ensure our educational programs meet the highest standards. The Nell Hodgson Woodruff School of Nursing is accredited by multiple organizations. For a list of accreditations, you can visit our Accreditations page.

Featured Story

Emory nursing doctoral students receive prestigious NIH predoctoral fellowship awards

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Emory Nursing

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Nursing, Doctor of Philosophy

School of nursing.

The goal of the PhD program at the Johns Hopkins School of Nursing is to prepare the leaders in nursing science development. Graduates will be prepared for careers as nurse scholars to conduct research that advances the discipline of nursing, health, and health care quality. The school offers an individualized program in selected areas of research congruent with student’s area of interest and the expertise of the research faculty. A key feature of the program is an intensive mentored research experience with an active investigator who has an established program of funded research. In addition to the diverse research interests of the School of Nursing faculty, students have access to the entire Johns Hopkins University, which fosters interdisciplinary and international research projects.

Quality is the defining characteristic of academic life at Johns Hopkins and the School of Nursing. Each student completes a core curriculum and works closely with a faculty advisor to complete an individualized course of study that fulfills the student’s goals and develops the basis for a program of research. The length of the program is expected to be the equivalent of four to five years of full-time study. Students must complete the program within 7 years. The Doctor of Philosophy of Nursing (DNP) to Doctor of Philosophy Nursing (PhD) pathway* can be done in less than 4 years. 

Doctor of Nursing Practice (DNP) to Philosophy in Nursing (PhD) Pathway

This program is a full time PhD program for those who have already completed a DNP Program. Now advance your DNP project’s research from clinical implementation to scientific discovery with a PhD in Nursing from Johns Hopkins and get credit for the work you’ve already done. You may carry over 9 elective credit hours from your DNP program to the PhD program. This reduces the elective credit load to 10 instead of 19 elective credits for the PhD program. With this decreased course load the degree program can potentially be completed in 3 years based on growth from prior DNP work, but that is not a requirement of the program. Please follow the overview, requirements, sample program and learning outcomes as written for the PhD program for all aspects of the DNP to PhD pathway.

Funding for PhD Program

Qualified students interested in the PhD program may be eligible to receive tuition, JHU health insurance and stipend support through the School of Nursing. Complete information is available by contacting the PhD Program Administrator at  [email protected]  

Please Note: In the following Curriculum and Plans of Study, School of Public Health courses (PH.XXX.XXX) are offered on the quarter system and are depicted here as [credits & units] and count accordingly in each school.  The course directory for the Public Health courses (PH) is available at SPH Course Directory 

Summer Registration

PhD students register for all fall and spring semesters from matriculation to degree completion. The only exceptions are students on an approved leave of absence.

Students will register for the summer semester if they:

• take a course;
• request to complete the preliminary oral exam;
• defend their dissertation; or
• graduate (F1 Visa Students).

Students who successfully defended their dissertation within the spring semester, but who will graduate in the summer semester, are not required to register (with the exception of F1 Visa Students).

If a student is not registered for other summer coursework, registering for 1 credit of Dissertation Research is typically sufficient for the summer semester for those students planning their dissertation defense in the summer semester.

Students should work with their faculty mentor, PhD Program Director, and the Registrar’s Office to determine their appropriate student status given their activities during the semester. All students should register prior to the first day of classes in all terms.

PhD Program Research Residency Guidelines

The research residency is an important pedagogical aspect of the PhD program regardless of funding source or student status, full or part time. Students should commit to a research residency each semester – including summer - across the entire period of baseline funding from the JHSON. The purpose of the research residency requirement for the PhD program is to provide full time students with research training. The goal of the research residency is for the student to have experiences in aspects of research that will facilitate embarking on a career of research and scholarship. Given that publication is a vital outcome of any PhD program, the research residency mechanism is an ideal one from which to publish. It is important to point out that not all research training experiences will be the same.

• An average of 15 hours per week (-) should be devoted to the research residency and are covered by the program funding. Ideally, the student will be a part of a research team. Timesheets are available from the PhD Program Administrator to assist in tracking these hours. After completing the required research residency hours, students may choose to serve as an RA for additional time for compensation.
• The range of experiences may include but are not limited to: conceptualization of a study, grant writing, review of literature, data collection, data management, data analysis, preparation of manuscripts, presentations, and laboratory experiences.
• It is highly desirable that the student participates in a variety of research endeavors throughout the residency. There is benefit to be gained from spending “time at task”.
• It is important to have realistic and objective goals and outcomes to both ensure that there are meaningful research training experiences and that research training experiences are documented in the student portfolio.
• The student and mentor shall devise research training goals for full time year around research training experience as well as each semester the student is a research trainee. It is also recommended that the overall goals are reviewed each semester.
• Measurable outcomes addressing each goal should be articulated and monitored for achievement. Outcomes that are salient may include: the development of protocols, publications, presentations, and objective evidence of the above-mentioned range of experiences or other experiences that are deemed appropriate.
• The development of goals and objectives is similarly important for this research training experience.
• Evidence of a successful time away from the primary research mentor would include similar measurable outcomes as described above.
• Exceptions for this requirement can be considered on a case by case basis. Please consult with the PhD Program Director.
• Research residency hours should be proportional to the number of credit hours, e.g., 5 – 10 hour per week
• Flexibility in the requirements for part time students is important. Examples of times during which research experiences can be suggested include semester breaks, weekends, evenings, and during the summer.
• The JH requirement for two successive semesters of full time study will facilitate a similar 15 hour per week research experience during this time for part time students.

PhD Program Teaching Residency Guidelines

Every PhD Student will serve as Teaching Assistant (TA) for at least one course without compensation prior to graduation. The required TA experience will be up to 10 hours per week. After completing their required TA residency, students may choose to serve as a TA for additional courses for compensation.

The purpose of the TA experience is to advance the student’s socialization into the teaching role of the faculty member. Program Directors will determine the availability and approval of courses to count toward the TA experience. Specific learning objectives for the required TA experience will be developed by the student with input from the student’s PhD advisor and the mentoring course coordinator. Learning activities may include but are not limited to:

• Course planning and syllabus development
• Leading interactive learning exercises,
• Using of information technologies to facilitate learning
• Measuring student mastery of knowledge and skills
• Test construction and item analysis
• Assigning and grading papers
• Development of teaching strategies for a class with students of varying abilities
• Determining student grades
• Evaluating student satisfaction
• Participating in curriculum planning and evaluation meetings
• Working with others to plan and conduct an educational research project.
• Working with others to publish a paper on a course or teaching method.
• Attending a national or international nursing education conference

Students should be able to articulate how their teaching and learning philosophy is grounded in their philosophy of the human person. Other areas of critical inquiry and reflection may include theories of learning; duties of teachers and students; virtues of teachers and students; and the objective of the education of nurses at all three levels.

Students considering The Nurse Educator Certificate Option (NECO) should discuss with their advisor whether to apply one of their teaching residencies to the teaching practicum ( NR.110.543 Teaching Practicum ) which is optional within the NECO.

Evaluation: Upon completion of each assigned course, the graduate TA and the faculty of the graduate TA are expected to submit their evaluations to the Academic Program Administrator. Completed evaluations will be discussed at the PhD Curriculum Committee to monitor the quality of TA experiences and also will be shared with relevant Program Directors to be considered for future TA assignments. TAs and the respective faculty member should be encouraged to include metrics in their course evaluations to assess the effectiveness of the TA.

PhD Student Scholarly Progression

PhD students are required to achieve various milestones (see below) in progressing through the program that culminate in the dissertation. These processes serve to assure quality of the scholarship and rigor of the scientific process. Progress/milestones completed will be reviewed in year 3 to approve additional funding of tuition and stipend in year 4.

• Annual Review with advisor
• Annual Review with Dissertation Committee members
• Comprehensive Examination
• Preliminary Oral Examination
• Final Defense

Johns Hopkins University Mentoring Expectations 

Please see the new Johns Hopkins University Mentoring Expectations and the new Johns Hopkins University Policy on Mentoring Commitments for PhD Students and Faculty from the Provost's Office.

Annual Review with PhD advisor

• Conducted in the Spring semester annually as the student prepares to complete an academic year (generally late March – early May)
• Individual development plan
• NIH Biosketch /CV
• Clinical research skills checklist
• Complete online submission of progress ( student and advisor ) to release registration hold in SIS. 

Annual Review with Dissertation Committee

• Once the student has entered into candidacy, an annual meeting with the full dissertation committee is highly recommended
• A review of student progress – academically and scientifically – along with additional development opportunities should be discussed

Challenges in study implementation should be reviewed, and the committee should offer support to help the student overcome the challenge or refine the study as appropriate

PhD Comprehensive Examination

PhD  Comprehensive Exam  Application

• Students must have completed year one required nursing classes and statistics course work, totaling 24 credit hours, to sit for the Comprehensive Examination (with the exception of NR.110.827 Grant Writing and NR.110.891 Responsibilities & Activities of the Nurse Scientist , which need not be taken prior to this examination).
• Students must be registered the semester prior to the examination and have all incompletes cleared from their record in order to take the Comprehensive Examination.
• Purpose: The purpose of the written comprehensive examination is to validate the student’s ability and skills to generate, synthesize, and critically analyze knowledge relevant to the discipline of nursing. Questions related to required nursing and statistics courses are administered by the program in Canvas. 
• The examination is offered the first week of June. All students are tested on the same days.
• Students desiring to take the examination meet with their advisors to review eligibility and assure that all requirements have been met.
• With the approval of the advisor, 30 days or more before the scheduled examination, the student completes the “Comprehensive Examination Application Form” and submits it to the PhD Program Director for approval. A copy of the approval form is kept on file in the students’ personal folder in the PhD Program Director’s office.
• The PhD Program Director informs the PhD Curriculum Committee members of those students approved to take the Comprehensive Examination three weeks before the examination.
• The PhD program office shall inform those taking the examination of its time and place and shall proctor the examination.
• Students not taking the examination when scheduled due to personal reasons are not penalized and need only to reschedule.
• Part A is given on Day 1 and is to be completed in 4 hours. Part B is given on Day 2 and is to be completed in 4 hours.
• Students are required to type answers and submit exam answers via Canvas using Turnitin to the Program Administrator prior to 5p ET.
• Students may access previously assembled references and materials, but are not to access the internet for searches. The use of reference or bibliography databases (such as endnote or reference manager) is not permitted.
• Students should critically analyze and synthesize information in a logical manner, citing major authors.
• Students should structure their time to incorporate any needed breaks.
• The PhD Curriculum Committee appoints the examination committee from Program faculty. The committee includes at least three members, one member having taught in the core theory sequence and one member having taught in the core research design and methods sequence.
• The Program Director and Associate Program Director chair the 2 sections of the exam.
• The committee develops integrating questions for the examination focusing on required nursing and statistics courses. The questions should test students’ ability to synthesize nursing theory and research and statistics application.
• The grade for each question is fail, conditional pass, or pass. To pass the examination, the student must receive a pass or higher score from a majority of the examination committee on all questions. The criteria for adequate completion of the examination are intended to facilitate the judgment of the Comprehensive Examination Committee as to whether the candidate has responded adequately to the questions.
• Reflect accurate, consistent, and appropriate application of concepts to the situation presented in the question.
• Show evidence of in-depth application and synthesis of the content of the courses.
• Reflect the appropriate use of references, e.g., statistical texts for statistical issues, and peer-reviewed journal papers.
• Students are informed of their results in writing within 60 days after completion of the examination. The letter is copied to the student’s advisor, the chair of the PhD Admissions, Progression and Graduation Committee, and the Registrar’s Office. If the student fails to pass any component of the Comprehensive Exam, the letter is also copied to the Associate Dean for Academic Affairs.
• Further feedback on students’ performance may be obtained from their advisors.
• A student who fails the examination may repeat it once. The student should contact their academic advisor to discuss their academic difficulties and may be asked to write a letter to the chair of the PhD Admissions, Progression and Graduation Committee communicating any information including their plan for improvement.
• The repeat examination must be completed within one year of the original examination.
• The appeal process for grades applies to this examination.

PhD Preliminary Oral Examination

PhD Preliminary Oral Exam Form

• complete all required and elective coursework;
• have all incompletes cleared from their record;
• have completed the Johns Hopkins University Residency requirement of 2 consecutive semesters, fall and spring, full-time study; and
• be registered the semester of the examination, this includes summer semester.
• At least three of the five faculty members must be tenure track at the rank of assistant professor, associate professor, or full professor.  This may include full time or part time faculty , visiting faculty , or emeritus faculty if they also hold the titles of assistant, associate, or full professor.
• Three of the five members must be from the candidate’s home department (SON).  One of these must be at the Associate Professor level or higher.
• One (1) of the two outside faculty members must be within Johns Hopkins University, full-time tenure track holding rank of Professor, Associate Professor or Emeritus Professor who serves as Chair of the examination committee .
• One (1) committee member from any department at the University (outside of the SON) or outside of the University pending committee approval
• For DNP/PhD students, because the oral exam stands in place of the DNP exam, it is expected that the student’s DNP advisor will be a voting member of the committee.

Note: With approval, there is an option for a 6 th , non-voting member.  This option is likely to be most relevant for DNP/PhD students. 

• Purpose of Preliminary Oral Examination: The purpose of a preliminary examination is to test the depth and breadth of the student’s knowledge and reasoning abilities. The scope of such an examination cannot, nor should it be, sharply defined. The examination committee can gain a feeling for the limits of the examination by a review of the candidate’s formal course record and by knowledge of the school, group, department, or committee requirements (e.g., whether specific minor as well as major subjects are to be included). Preliminary Oral Examinations are closed to all but the candidate and examination committee members. (Students are encouraged to arrange for a “Dry Run” presentation for colleagues and faculty input prior to exam.)

     Students should refer to relevant oral examination guidelines under PhD Program Dissertation and Final Oral Examination.

• Chair Selection: The Examination Committee chair will be the most senior ranking member of the committee, at or above the level of Associate Professor within the University but outside the School of Nursing. If two members have the same ranks, the chair is the one who has been in that rank the longest. However, if the most senior member is also the student’s advisor/co-advisor, the second most senior-ranked member will be the Examination Committee chair.
• Faculty that do not have an earned Research Doctorate (e.g., DNP, MD), are not tenure-eligible (e.g., Practice-Education Track), or are from outside the University, must have Curriculum Vitae (CV) submitted to School of Nursing PhD Admissions, Progression and Graduation Committee for approval.  This approval is only required the first time they serve on a SON committee.
• Each committee may include only 1 member who is not on faculty at Johns Hopkins University. Faculty members at other institutions and adjunct faculty must be reviewed and approved by the School of Nursing PhD Admissions, Progression and Graduation Committee prior to participation in the Oral Examination.
• SON faculty members are defined as those having primary appointment in the Johns Hopkins School of Nursing or who are assigned as the Faculty advisor.

Duties of the Chair

• Preside at the examination.
• Determine the scope, character, and conduct of the examination before the questioning begins.
• Determine time allotments to inside and outside members of the committee.
• Report the results of the examination to the candidate.
• Notify the Chair, Faculty advisor and Academic Program Administrator of inability to appear at designated time.
• Participate in the examination process.
• Notify the Committee chair, faculty advisor and Academic Program Administrator of inability to appear at designated time.
• Participate in the examination process as a committee member if one of the serving members of the committee fails to appear on the date of the examination.
• Alternate members not called to serve as committee members may attend the examination if they wish to do so, but may not ask questions or vote.
• Dissertation Committee Optional Role: External Reader: An external reader is an individual with an earned research or clinical doctorate who offers additional content and/or methodological expertise but is not a regular member of the dissertation committee. Attendance at the dissertation oral examination is not required for the external reader. If in attendance, they may participate in the private portion of the exam at the discretion of the chair, but cannot vote on the outcome of the exam. In addition, the external reader may not be present during the voting.
• Length of Examination: Examination process will start with a 20-minute presentation on the topic of the student’s proposed dissertation research. The chair will ask for questions from the committee. The student will respond until all members of the committee have completed their questions. The committee will vote by private ballot on its evaluation of the examination with majority ruling. (Total examination period is expected to be about 2 hours.)
• If the candidate receives an unconditional pass (a majority of favorable votes), the committee is to be considered discharged.
• If the candidate receives a conditional pass, the removal of the condition is to be reported to the School of Nursing PhD Admissions, Progression and Graduation Committee by the chair in writing, after which the committee is considered discharged.
• No re-examination.
• Re-examination by the same committee.
• Re-examination in written form and conducted by the same committee.
• Re-examination by a new committee. If the recommendation is for a new committee, at least one outside member of the original committee shall be appointed to the new committee. The committee may recommend whatever action in its judgment seems desirable, taking into consideration the background of the student, their prior performance and future potential, and reactions to oral questioning. The School of Nursing PhD Admissions, Progression and Graduation Committee will be guided by these recommendations and will assume responsibility for whatever actions are taken. Stipulations and/or Re-examination: If there is a recommendation for re-examination, the examination can be repeated once, but only once, and must be repeated within one calendar year. The committee may also make recommendations for the conduct of the proposed research that do not affect the outcome of the examination; the student’s advisor will help them incorporate such recommendations into the proposal.

Faculty who do not have an earned Research Doctorate (e.g., DNP, MD), are not tenure-eligible (e.g., Practice-Education Track), or are from outside the University, must have Curriculum Vitae (CV) submitted to School of Nursing PhD Admissions, Progression and Graduation Committee for approval

Each committee may include only 1 member who is not on faculty at Johns Hopkins University. Faculty members at other institutions and adjunct faculty must be reviewed and approved by the School of Nursing PhD Admissions, Progression and Graduation Committee prior to participation in the Oral Examination. Occasionally, one adjunct or one scientist faculty member, but not both, may serve on the Committee. Neither may serve as the Chair.

SON faculty members are defined as those having primary appointment in the Johns Hopkins School of Nursing

Each committee may include only 1 member who is not on faculty at Johns Hopkins University. Faculty members at other institutions and adjunct faculty must be reviewed and approved by the School of Nursing PhD Admissions, Progression and Graduation Committee prior to participation in the Oral Examination. Occasionally, one adjunct or one scientist faculty member, but not both, may serve on the Committee. Neither may serve as the Chair. 

PhD Program Dissertation and Final Oral Examination

PhD Program Dissertation and Final Oral Examination Form

• Student status: PhD candidates in the School of Nursing must be registered for at least 3 credits per semester (not including summer, unless defending during the summer semester) after passing the preliminary oral examination until taking the final oral examination. Specifically, students are to take no less than NR.110.890 Dissertation Seminar Dissertation Seminar, 1 credit, and NR.110.899 Dissertation Dissertation Research, 2 credits, both fall and spring semester unless they are on an approved leave of absence. The student must be registered the semester prior to the examination. All students must complete all requirements for the PhD Degree within seven (7) years of matriculation (excluding any Leaves of Absence).  Nota Bene: If students are the holders of a research training grant (such as NRSA), they must also comply with the academic requirements of that award.
• Consult with the advisor regarding the composition of the Dissertation Committee.
• Procure agreement of the faculty members to serve on the Examination Committee and arrange a time suitable to all members (including alternates) at least 60 days before the exam.
• Initiates Oral Exam for the PhD Degree form to obtain approval of Dissertation Committee composition and members from the PhD Admissions, Progression, and Graduation Committee at least 60 days in advance of the exam. The Oral Exam for the PhD Degree form should be accompanied by CVs of proposed dissertation committee members meeting any of the following criteria: (a) holds a non-Research Doctorate, (b) not tenured or tenure-eligible at Johns Hopkins University, or (c) does not have a primary faculty appointment at Johns Hopkins University. Form and accompanying CV(s) should be submitted to the PhD Admissions, Progression, and Graduation Committee for approval at least 60 days in advance of the scheduled exam. Exams with forms submitted less than 60 days in advance of the scheduled exam, if approved under special circumstances, will automatically be held remotely.
• Obtains JHMIRB approval or Animal Research Committee approval (with advisor as PI of record) before initiating dissertation research.
• Executes research under the supervision of dissertation advisor.
• Keeps advisor informed of progress while conducting research, requesting meetings with advisor and Dissertation Committee members as appropriate.
• Writes the dissertation according to the “SON Guidelines for Writing the PhD Dissertation.”
• After obtaining advisor’s approval, initiates preliminary scheduling for Final Oral Examination, working with the Academic Program Administrator to coordinate program support and final scheduling.
• Submit dissertation to Dissertation Committee at least 3 weeks before anticipated Final Oral Examination.
• After approval of the dissertation, submit final version to the Sheridan Library’s Electronic Thesis & Dissertation (EDT) Program.
• Prepares a manuscript to include at least some of the results of the dissertation to be submitted to an appropriate journal before graduation.
• Purpose of Dissertation and Final Oral Examination: While the purpose of the preliminary oral examination is to test the depth and breadth of the student’s knowledge and reasoning abilities in areas germane to the dissertation, the major focus of the final oral examination is the dissertation. Questions should be relevant to or based on the dissertation research including implications of the results.
• Chair Selection: The Examination Committee chair will be the most senior ranking member of the committee, at or above the level of Associate Professor within the University but outside the School of Nursing.  If two members have the same rank, the chair is the one who has been in that rank the longest. However, if the most senior member is also the student’s advisor/co-advisor, the second most senior-ranked member will be the Examination Committee chair.
• Determine the scope, character, and conduct of the examination before the questioning begins in concert with the Dissertation Chair (advisor).
• Determine time allotments to members of the committee.
• The chair is responsible for enforcing time limits and not exceeding 2 hours in total.
• The student advisor reports the results of the examination to the PhD Program Director and the Executive Vice Dean immediately after the examination on the form provided for this purpose.
• Alternate members not called to serve as committee members may attend the examination if they wish to do so, but may not ask questions or vote. Dissertation Committee Optional Role – External Reader: An external reader is an individual with an earned research or clinical doctorate who offers additional content and/or methodological expertise but is not a regular member of the dissertation committee. Attendance at the dissertation oral examination is not required for the external reader. If in attendance, they may participate in the private portion of the exam at the discretion of the chair but cannot vote on the outcome of the exam. The external reader is not present during the voting. Length of Examination: The examination process will begin with a 30-minute public presentation followed by 30 minutes of questions from the audience (Total of 1 hour for the Public Portion). The committee then meets in private with the candidate for questions (Total Time of 2 hours for the Private Portion). The chair will ask for questions from the committee. The student will respond until all members of the committee have completed their questions. The committee will vote by private ballot on its evaluation of the examination with majority ruling (total time of exam not to exceed 3 hours).
• If the candidate receives a conditional pass, the exact terms of the condition are to be reported on the examination form, i.e., what course(s), if any, need to be taken, in what time frame the condition(s) should be met, and any other pertinent information that will point out clearly to both the student and the faculty how to satisfy the condition(s). As soon as all conditions have been met, the chair of the Examination Committee must report the removal of the condition in writing to the Doctor of Philosophy Board. The committee is then discharged. The removal of the condition is to be reported to the PhD Program Director and the Executive Vice Dean by the Dissertation Committee chair via the written “Reader’s Report,” after which the committee is considered discharged.
• Re-examination by a new committee. If the recommendation is for a new committee, at least one outside member of the original committee shall be appointed to the new committee.
• The two committee members designated by the PhD Admissions, Progression and Graduation Committee as Doctor of Philosophy Board Readers will be responsible for approving the final Readers’ Report after the student has finished all revisions. The report shall be submitted to the School of Nursing Registrar’s Office with a copy to the PhD Program Director and the Associate Dean for Academic Affairs.

Faculty who do not have an earned Research Doctorate (e.g., DNP, MD), are not tenure-eligible (e.g., Practice-Education Track), or are from outside the University, must have Curriculum Vitae (CV) submitted to School of Nursing PhD Admissions, Progression and Graduation Committee for approval.

Steps of Successful Completion of Final Oral Exam

• Make edits to the written dissertation with guidance from the advisor and committee
• Send  a copy of the final abstract and title to the Academic Program Administrator ([email protected])
• Send a copy of  CV and post-graduation plans to the Academic Program Administrator  ([email protected])
• Make sure to read the submission check list: https://www.library.jhu.edu/library-services/electronic-theses-dissertations/submission-checklist/
• Submit dissertation to the library (directions included in link above)
• Students must submit completed edits of an electronic copy of the dissertation to the Welch library and receive a receipt from the library confirming that the electronic thesis has been accepted by the deadline for the current semester when they defend. If unable to do so, they will have to register for one credit of dissertation seminar for the semester following the defense.
• Forward  a copy of the library receipt to the Academic Program Administrator ([email protected])
• The application for graduation is available online via SIS. https://sis.jhu.edu/sswf/

Dissertation Guidelines for Manuscript Format

• Integrated knowledge of field, identification of gaps in the selected science and provision of a theoretical foundation for the research

Chapters 2-4: Manuscripts 1, 2, 3

• Concise summary tying work together
• Discussion of the contribution this research makes to the related field of science (new knowledge)
• Complete list of references

Appendices (optional):

• Analysis not in manuscripts (tables, and/or narrative)
• Instruments
• Methods details not in the manuscript
• A minimum of three manuscripts ready for submission to a peer-reviewed journal
• Student must be first author
• Subject must be student’s original research
• Subject to approval of Dissertation Committee
• Literature review article
• Methodological
• Concept analysis and/or theory application
• Instrument development
• Results May also be results from three separate but related experiments
• Timing: Articles must be produced while the student is matriculated in the SON PhD Program

Example of Reference List Format

American Psychological Association (2019). Publication Manual of the American Psychological Association

(7th Ed.). Washington, DC: APA.

Gross, D., Alhusen, J., & Jennings, B.M. (2012). Authorship ethics with the dissertation manuscript option.

Research in Nursing & Health , 35, 431-434.

International Committee on Medical Journal Editors (ICMJE) (2010) Uniform Requirements for Manuscripts

Submitted to Biomedical Journals , www.icmje.org/urm_main.html , Accessed on November 25, 2012.

Mangiardi J.R. & Pellegrino E.D. (1992). Collegiality: What is it? Bulletin of the New York Academy of

Medicine , 68(2), 292-296.

McCammon S.D. & Brody H. (2012). How virtue ethics informs medical professionalism. Health Education

Forum, Nov 9. [Epub ahead of print]

To comply with copyright law, it is important that you do not include journal proofs or printed articles unless you receive permission from the journal in which your work has been published. You should include the word processing format (i.e., MSWord) in the dissertation. Be sure to include the full citation for the manuscript, indicating it has been published, has been accepted for publication, or under review as appropriate.

Program Requirements

PhD students will be required to repeat a course if they earn a grade below a B (83%) for core nursing courses, and a grade below a C (73%) in non-nursing core courses. PhD students can repeat more than one course one time.

Electives can be taken through any division of Johns Hopkins University including the School of Public Health, School of Medicine, School of Engineering, and all of the Social Science Departments. Some SON elective courses are offered every other year. Please check with the Academic Program Coordinator regarding course offerings. Independent study credits do not count toward the 19 credits of electives required. Students may apply up to 6 credits of a 500 level course offering (in or outside the SON) toward their doctoral program requirements. The PhD Curriculum Committee has assigned 9 credits for the completion of the NIH Summer Genetics Institute, which may be applied to the PhD Program elective requirement.

Sample Program of Study

Electives can be taken through any division of Johns Hopkins University including the School of Public Health, School of Medicine, School of Engineering, and all of the Social Science Departments. Some SON elective courses are offered every other year. Please check with the Academic Program Coordinator regarding course offerings. Independent study credits do not count towards the 19 elective credits of electives required. Students my apply up to 6 credits of 500 level course offering (in or outside the SON) toward their doctoral program requirements. The PhD Curriculum has assigned 9 credits for the completion of the NIH Summer Genetics Institute, which may be applied to the PhD Program elective requirement.

Learning Outcomes

Upon graduation from the PhD program, students will:

• Possess knowledge and skills in theoretical, methodological, and analytic approaches that will enable them to conduct research to discover and apply knowledge in nursing science, health, and health care.
• Assume a leadership role in nursing and in the broader arena of health care both nationally and internationally.

PhD in Nursing Science 

Drive the future of nursing through scientific discovery.

• School School of Nursing | Graduate School
• Duration 4 years, full-time
• Format Hybrid
• Enrollment Fall
• Tuition Fully funded, stipend provided

About the Program

Conduct multidisciplinary, cutting-edge research that will transform nursing with Vanderbilt’s PhD in Nursing Science degree . This four-year, full-time program prepares diverse scholars to lead the nation in nursing research, education and policy.  

The program is delivered predominantly online with limited campus visits once a semester, and its state-of-the-art curriculum emphasizes both clinical and health services research. All students receive a customized plan of study tailored to their specific research interests. Research is organized into the following signature areas: Acute and Chronic Illness, Data Science and Health Technologies, Palliative Care Science, and Pregnancy Outcomes and Mother, Infant, Child and Family Health.     

Student tuition for the program is fully funded, covering up to four years of research and coursework, and students receive annual stipends.    

Facts & Stats

• #8 U.S. News & World Report 2023 rankings of Best Value School
• #13 U.S. News & World Report 2023 rankings of National Universities
• 26% Ethnic racial student enrollment across all VUSN programs in 2020

Key Takeaways   

• Bene f it from a blended learning format that pairs online classes and coursework with periodic campus vi sits  
• Receive competitive financial awards, including fully funded tuition and an annual stipend  
• Conduct cutting-edge , multidisciplinary r e search alongside nationally and internationally recognized faculty w ho have a wide range of research foci  
• Learn with a n advanced curriculum that emphasizes both clinical and health services research   
• Launch your research or academic career with strong faculty mentorship and a personalized plan of study  

Who Should Enroll ?

The PhD in Nursing Science program is designed for diverse nurse scholars who are interested in pursuing research and academic careers in public or private health care. Admitted students seek to advance nursing through scientific discovery, and they hold bachelor’s degrees in nursing (or BSN equivalent) and master’s degrees in nursing (or a related field) or doctoral degrees in nursing (or a related field).   

Admission to the program is competitive and requires research and career goals that are in alignment with the School of Nursing’s research efforts and faculty expertise.   

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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:

Top 6 Reasons to Consider a PhD in Nursing After Your Master’s Degree

Blog summary  , introduction  , 1) understanding the mindset of an msc nursing graduate  , 2) leadership career opportunities  .

• 3) Contribution to Nursing Research 

4) Increased Professional Recognition  

5) influence and impact  , 6) benefits of online phd in nursing  , conclusion  .

After completing a Master’s degree in Nursing, many individuals contemplate their next educational step. Pursuing further education, mainly a PhD in nursing, holds immense significance. Advanced degrees like online PhD in nursing offer career advancement and specialization opportunities. Nursing distance learning programs allow working professionals to continue their education while balancing other commitments.  

Exploring online nursing doctoral programs can lead to discovering the best-accelerated nursing programs suited to individual needs. In today’s dynamic healthcare landscape, continuous learning is vital for staying abreast of advancements and contributing meaningfully to the nursing profession’s growth and development.  

Completing a Master’s degree in Nursing marks a significant milestone in one’s career journey within the healthcare field. It represents a culmination of dedication, hard work, and a commitment to advancing one’s knowledge and skills in nursing practice. As individuals transition from their MSc Nursing programs, they often possess a distinct mindset characterized by the following:  

• Aspirations for Excellence : MSc Nursing graduates typically aspire for excellence in their field. They aim to become proficient practitioners who deliver high-quality patient care, promote health outcomes, and contribute positively to their healthcare teams.  
• Goals of Continuous Learning : One common trait among MSc Nursing graduates is the desire for continuous learning and professional development. They recognize that the healthcare landscape is dynamic, with new challenges and advancements emerging regularly. As such, they are keen on staying updated with the latest research, technology, and best practices in nursing.  
• Motivations for Career Advancement : MSc Nursing graduates often harbour ambitions for career advancement within the nursing profession. They are driven to advance in their careers and have a significant influence in the fields in which they work, whether they are pursuing leadership positions, specializing in a particular area of nursing, or entering the academic world. 

For MSc Nursing graduates looking to further their education and career prospects, pursuing a PhD in Nursing opens up a plethora of leadership opportunities:  

Potential Leadership Roles : A PhD in Nursing equips individuals with the knowledge, skills, and credibility to assume leadership positions within various healthcare settings. Whether it’s leading multidisciplinary healthcare teams, spearheading research initiatives, or shaping health policy, PhD-prepared nurses are poised to make a significant impact.  

Contribution as Faculty : PhD-prepared nurses play a vital role in shaping the future generation of nursing professionals as faculty members in nursing education programs. By sharing their expertise, conducting research, and mentoring aspiring nurses, they contribute to the growth and development of the nursing workforce.  

Leadership Opportunities in Diverse Settings : Beyond academia, PhD-prepared nurses can assume leadership roles in clinical agencies, health policy organizations, governmental agencies, and industry. Their advanced knowledge and research skills enable them to influence healthcare delivery, policy-making, and organizational management.  

Administrative Leadership : A PhD in Nursing also opens doors to administrative leadership positions within healthcare institutions. Whether directing nursing departments, overseeing quality improvement initiatives, or managing healthcare operations, PhD-prepared nurses are well-equipped to navigate the administrative aspects of nursing leadership.  

3) Contribution to Nursing Research  

PhD holders in Nursing play a pivotal role in advancing the field of research. 

Advancing Nursing Research : PhD-prepared nurses contribute to advancing nursing research by conducting rigorous studies, generating new knowledge, and exploring innovative solutions to healthcare challenges. Their research endeavours contribute to evidence-based practice, inform policy decisions, and drive improvements in patient outcomes.  

Facilitating Evidence-Based Practice : PhD graduates facilitate evidence-based practice within the nursing profession through their research findings and scholarly contributions. They disseminate their findings through publications, presentations, and educational forums, empowering fellow nurses to incorporate the latest evidence into their clinical decision-making.  

Informing Policy Development : PhD-prepared nurses are instrumental in informing healthcare policy development at local, national, and international levels. Their research insights, expertise, and advocacy efforts influence policy decisions related to healthcare delivery, patient safety, and healthcare equity, ultimately shaping the future of nursing and healthcare.  

Enhancing Professional Recognition and Credibility  

Earning a PhD in Nursing is a significant milestone that can improve professional recognition and credibility within the healthcare industry. Individuals demonstrate a deep commitment to advancing their knowledge and expertise by obtaining the highest academic achievement in nursing.  

Importance of Expert Recognition  

Being recognized as an expert in the field of nursing carries immense importance. Nursing PhD holders are in high demand because of their specialized knowledge and abilities, and they significantly influence the standards, practices, and policies of the healthcare industry. They frequently act as mentors and leaders in their organizations, and their perspectives are highly valued throughout decision-making processes. 

Earning a PhD in Nursing from one of the best accelerated nursing programs can greatly enhance professional recognition and credibility within the healthcare industry, showcasing a deep commitment to advancing knowledge and expertise in the field. 

Shaping Healthcare Policies and Practices  

Individuals with a PhD in Nursing have the unique opportunity to influence healthcare policies, practices, and standards at the institutional and national levels. Their advanced expertise allows them to conduct groundbreaking research, develop innovative strategies, and advocate for evidence-based approaches to patient care.  

Making a Meaningful Difference in Patient Care  

One of the most rewarding aspects of a PhD in Nursing is the ability to make a meaningful difference in patient care. Through their research, education, and clinical practice, doctoral-prepared nurses can identify areas for improvement, implement effective interventions, and evaluate outcomes to ensure the highest quality of patient care. Whether working directly with individuals, families, or communities, their contributions have a lasting impact on health outcomes and the overall well-being of populations.  

Earning Potential   

According to the U.S. Bureau of Labor Statistics (BLS), nurses with a PhD earn a median annual salary of around $97,000. This figure reflects the high demand for advanced nursing professionals in various healthcare settings and the specialized expertise and leadership skills they bring to their roles.  

Flexibility and Accessibility  

The flexibility that an online PhD in nursing programme gives is one of its main benefits. Online programmes make it easier for students to grow in their jobs without having to move or disrupt their personal lives by allowing them to match their education with employment and personal obligations.  

Additionally, the accessibility of online education allows individuals from diverse backgrounds and geographic locations to pursue advanced degrees in nursing, contributing to greater diversity and inclusivity within the profession.  

Nursing distance learning programs are crucial in addressing the rising need for nurses with advanced education. By offering flexible and accessible educational opportunities, these programs empower nurses to enhance their knowledge and skills while continuing to work in their communities.  

Pursuing a PhD in Nursing after completing a Master’s degree holds numerous advantages for individuals seeking to advance their careers and significantly impact healthcare. From enhancing professional recognition and credibility to opening doors to leadership opportunities, a doctoral degree in nursing equips individuals with the knowledge, skills, and expertise needed to drive innovation, influence policy, and improve patient outcomes. With the flexibility and accessibility offered by online PhD programs in nursing, professionals can continue their education while balancing work and other commitments, contributing to the growth and development of the nursing profession.  

MSc Nursing graduates typically have aspirations for excellence, continuous learning goals, and career advancement motivations.  

Pursuing a PhD in Nursing provides opportunities to assume leadership roles in various healthcare settings, contribute as faculty, and enter administrative leadership positions.  

PhD-prepared nurses advance nursing research, facilitate evidence-based practice, and inform policy development through scholarly contributions.    

Obtaining a PhD in Nursing demonstrates a deep commitment to advancing knowledge and expertise, leading to increased recognition and credibility within the healthcare industry.  

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Is a PhD in Nursing Right for You?

Earning a terminal degree in nursing is a great way to advance your career. Each year, 4,000 to 5,000 nurses enroll in online PhD in Nursing programs at schools like Wilkes University.

A PhD in Nursing opens the door to unique professional opportunities and is a rewarding option for nurses who want to play an influential role in healthcare. As the industry and best practices evolve quickly, knowledgeable and qualified nurse scientists are needed more than ever to help address the complex issues facing patients, practitioners and the healthcare industry itself.

Depending on your interests and the type of job you want to have, a PhD in Nursing may be the right degree for you. This blog will help you understand the professional opportunities available to PhD-prepared nurses as well as specifics about the requirements, curriculum and advantages of the online PhD in Nursing program offered at Wilkes University.

What is a PhD in Nursing?

In general, a PhD is a doctoral degree earned by someone who has done extensive research to generate new knowledge within a discipline. A PhD in Nursing prepares a nurse at the highest level of nursing science to conduct research to advance the science of nursing.

During a PhD program, students conduct research that will serve as the foundation of their dissertation, which is an in-depth and extensive piece of academic writing based on original research, conducted through a specific process in order to solve a real-world problem. Once students identify the question they want to answer that advances nursing knowledge, they develop a literature review and determine a mode of inquiry. Finally, they conduct their research, analyze data, summarize findings, draw conclusions and make recommendations for future research on the topic.

At Wilkes University, PhD in Nursing students begin to develop their research topic in the first semester of the program. This creates a foundation that subsequent courses can build upon to create a robust plan of research that can be implemented. Students can complete their dissertation with the support of a dedicated chairperson and committee in three years.

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PhD vs. DNP: What’s the difference?

Another terminal nursing degree that is sometimes confused with a PhD in Nursing is a Doctor of Nursing Practice (DNP). The biggest difference between these two degrees is their focus. While a DNP degree prepares a nurse for a practical, clinical career focused on leadership, systems and quality improvement, a PhD in Nursing prepares a nurse for a research-focused career.

The primary objective of the DNP is to prepare nurses to improve outcomes of patient care and population health. Nurses who pursue a PhD in Nursing strive to develop new nursing knowledge and scientific inquiry.

The chart illustrates the difference between these two programs at Wilkes University.

PhD vs DNP comparison chart

A nurse with a DNP may work in a leadership role or a direct care role in a clinical setting such as a hospital. Nurses with a PhD in Nursing can also work in a clinical setting, such as a hospital, but their work typically focuses on examining and solving current patient or system problems through scientific research.

What Can You Do with a PhD in Nursing?

Having a PhD in Nursing qualifies a nurse to teach at an academic institution such as a college or university. There are a variety of teaching roles, including professor, associate professor and assistant professor. Currently, there is a national shortage of nursing faculty, which is causing nursing schools to turn away otherwise-qualified aspiring nurses. Nursing faculty are crucial in meeting the growing demand for nurses, as their availability determines how many nursing students can be taught each year. The more faculty, the more nurses can be trained and join the workforce. (Read on to learn more about the demand for nursing instructors.)

Research and Leadership

Nurses with a PhD in Nursing who want to conduct research or lead research teams can work in a number of different settings , including:

• Government organizations (such as drug regulators, infectious disease agencies, public health and national health administrations)
• Hospitals and health systems
• Private organizations (such as health insurers, medical device manufacturers and pharmaceutical companies)
• Nonprofit advocacy groups and foundations such as RAND Corporation

Across these settings, PhD prepared nurses can directly advance the field of nursing by expanding the body of knowledge. Some specific roles they fulfill can include:

• Connect findings from research to patient care
• Facilitate quality improvement initiatives
• Encourage a culture of inquiry and knowledge discovery among nursing teams
• Inform and advocate for policies based on original research
• Create and participate in multidisciplinary coalitions
• Increase racial, ethnic and gender representation in settings where they lead
• Write grants and source funding opportunities
• Advise organizations on pertinent health care topics

Another important area PhD-prepared nurses contribute to is policymaking. According to the Centers for Disease Control, policy is defined as “a law, regulation, procedure, administrative action, incentive or voluntary practice of governments and other institutions.” Policies written for governments, health care providers, insurers, researchers and many other institutions have a direct impact on public health. Nursing scholars offer a unique patient-centered perspective in the formation of policies that are ethical and improve the health of individuals and populations.

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PhD in Nursing Job Outlook

The job outlook for doctoral-prepared nurses is strong—especially for those who want to teach. As long as there is a high demand for nurses, there will be a high demand for nurse educators. Currently, there are more than 1,700 nursing faculty vacancies across the country. These openings are projected to grow because by 2025, approximately one-third of current nursing faculty are expected to retire.

The medical research profession is expected to grow 6% by 2029, according to the Bureau of Labor Statistics , which is faster than the average occupation. This uptick will encompass the need for nurse researchers working in government, nonprofits and nongovernmental organizations (NGOs) to advance nursing knowledge.

Becoming a PhD-Prepared Nurse

Earning a PhD in Nursing is a years-long but professionally and personally rewarding achievement. PhD students have many options to consider when pursuing a doctoral degree such as where they will study, whether they will complete their coursework online or in-person and the topic of their research.

Choosing a Degree Program

Depending on where you live, your financial situation, your lifestyle and your career goals, you will want to choose a PhD in Nursing program that meets your needs. Many working nurses pursue online PhDs for their convenience; they are accessible no matter your location and often allow you to complete your coursework while maintaining your employment.

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Wilkes University Online PhD in Nursing Program

Wilkes University’s online PhD in Nursing program is a robust three-year program that prepares candidates to be leaders with a high level of expertise in their chosen research field. With two start dates per year and one two-day residence, the program offers flexibility to suit your personal and professional schedules.

Program Benefits

Students who complete the program enjoy:

• Elevated professional presence with a terminal degree that establishes expertise in a specific field
• Convenient online format and competitive tuition that allows working nurses to balance work, life and education
• The opportunity to play a central role in nursing science innovation through their dissertation research

Students are supported by:

• Mentors in research settings with appropriate resources
• Information and research technology resources
• Financial aid

The program’s curriculum includes courses on, but is not limited to:

• Theory in nursing education, a course unique to the Wilkes program which acquaints students with philosophical issues and nursing theories relevant to nursing education
• Health care issues and policy, through which nurse researchers contribute toward the development of healthcare policy and politics in local, state, national, and global healthcare markets
• Research process, which introduces students to the seven steps of the research process, focusing on the development of researchable problems, literature review and hypothesis/question generation within the context of quantitative and qualitative research designs and methods
• Grant writing for publication

Whether you have always dreamed of a career in research or are interested in taking your nursing career in a new direction, a PhD in Nursing is a valuable credential that allows you to expand the body of nursing science and, in doing so, impact the health and well-being of individuals and communities.

Learn more about Wilkes University’s PhD in Nursing program.

What to read next?

• Wilkes’ DNP Student Shares Her Story
• What Does a Psychiatric Nurse Practitioner Do?
• Considering a Career as an Adult-Gerontology Nurse Practitioner in Primary Care?
• How Family Nurse Practitioners Can Help Battle COVID-19 Through Patient Education
• Is a Master of Science in Nursing (MSN) Right for You?
• Get Your ABSN and Become a Nurse in Just One Year
• Top 8 Benefits of an RN to MSN Online Program
• The Doctor of Nursing Practice (DNP) Degree: 7 Common FAQs Answered

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At Wilkes, we support and applaud lifelong learning. We are constantly changing, evolving and growing to meet the needs of our online student nurses. We look ahead to the degree programs, experiences and opportunities our students will need to succeed, and that includes complimentary nursing clinical placement services.

Our online nursing programs offer a variety of options for working nurses. Whether you're looking to advance your current role or broaden your career path and pursue a new specialty, Wilkes has a flexible program for you. Going back to school is a big decision. That's why we offer the mentoring and faculty member support of skilled nurse educators you need to succeed.

Out-of-State Students

Our online nursing degree programs prepare graduates to take the national board certification exam appropriate to their degree or chosen NP concentration. ABSN graduates are eligible to take the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Please see our full list of state authorizations to determine whether our program fulfills requirements for licensure in your home state. For the online ABSN program, your primary state of residence must be PA. Wilkes University will not be able to place any students who move to an unauthorized state before or during the program and this may impact your ability to continue with the program.

Primary State of Residence (PSOR)

Your PSOR is the state in which you declare as your primary residence for legal purposes. Sources used to verify your PSOR may include driver's license, federal income tax return, or voter registration. Only one state can be identified as the primary state of legal residence.

Requirements Not Met

To proceed with the Associate Degree in Nursing (R.N.) to M.S.N. program, you are required to have an associate’s degree in nursing and hold a current unencumbered R.N. license.

If you don’t meet these requirements but would still like further information, please contact us .

To proceed with the M.S.N. program, you are required to have a bachelor’s degree in nursing and hold a current unencumbered R.N. license.

To proceed with either the D.N.P. , Ph.D. or the Post Graduate A.P.R.N. Certification programs, you are required to have a master’s degree in nursing and hold a current unencumbered R.N. license.

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DNP or PhD: Which is Right for You?

Published on: october 19, 2022, written by carol scimone.

Nursing professionals who earn advanced degrees position themselves for incredible career opportunities, increased earning potential, and the ability to expand their scope of practice in their areas of interest.

There is more than one terminal nursing degree to choose from, so how do you know which of these two nursing graduate programs is best for you?

Request more information about USD School of Nursing>>

Keep reading to get a better understanding of these nursing education options and how to know which one will help you achieve your nursing career goals.

The difference between DNP and PhD programs

Nursing doctorate degrees — dnp or phd, earning a doctor of nursing practice (dnp) degree.

One of the most common paths for nurses who want to earn advanced degrees is to enroll in a Doctor of Nursing Practice (DNP) program . DNP programs are designed to help you expand your clinical role and provide you with in-depth knowledge of healthcare leadership and policy.

Earning a DNP will open the doors to increased earning potential and high-paying senior leadership opportunities. Most often, DNP graduates take on heavier responsibilities as advanced practice nurse practitioners, educators, or nurse administrators.

If you choose the advanced practice route, you’ll have the opportunity to focus on specific areas of emphasis depending on your passions and career goals. You can focus on family care, gerontology, or psychiatric mental health, just to name a few. The important thing to know is you’ll be able to learn how to deliver the very best care to the patient population and in the work setting that you’re most passionate about.

If you’ve already earned a Master of Science in Nursing (MSN) degree, you can enroll in an MSN to DNP program that’ll help you utilize the education and clinical expertise you already have and take that next step to earning a DNP.

If you're wondering how to get a DNP if you have a BSN, a BSN to DNP program will put you on the fast track to becoming an advanced practice nursing professional.

Should I Earn a PhD in Nursing?

If you have a strong desire to be an independent thinker with a demonstrated ability to articulate, investigate, and report on original research that makes a substantial contribution to healthcare knowledge, advances policy, and teaches the next generation of nurses, earning a PhD in Nursing will put you on those career paths. 

While enrolled, students receive a substantial foundation in scientific inquiry with a focus on a clinically relevant area for scholarship and research. You'll conduct research, collect and analyze data, publish, and lead both scientific and technological advances to further develop the nursing profession. Opportunities are also available to train the next generation of exceptional nurses by preparing course curriculums, delivering lectures, evaluating program outcomes, and publishing scholarly work. 

At the University of San Diego, BSN to PhD and MSN to PhD programs are offered.

Exploring USD's Nursing Programs

Whether you’re considering earning a DNP or PhD (or still haven’t decided), The University of San Diego’s Hahn School of Nursing and Health Science should be on your list.

We prepare the next generation of nurse scientists, leaders, advanced clinicians, and informaticists to meet humanity’s most urgent needs — with compassion and intellectual rigor. Through an intentional blend of rigorous academics, state-of-the-art technology, and a culture of compassion, you’ll receive an education that strikes a balance between technical skills and that know-it-when-you-see-it nursing excellence.

If you’re leaning towards earning a DNP, we invite you to check out our DNP program that’s designed for change-makers like you who want to master their practice.

Or, if you’re thinking about pursuing the PhD route, visit our PhD program page to learn more about how our program is designed to empower change-makers through science.

A Guide to Achieving the Doctor of Nursing Practice at USD

Our DNP program prepares nurses at the highest level of proficiency as they learn to translate science into clinical practice. Download the guide to learn about clinical placements, get answers to FAQs, and read about options to help finance your graduate nursing degree.

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Written By:

Carol scimone.

Topics: PhD in Nursing , MSN to DNP , BSN to DNP , DNP

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A Guide to Achieving the Master of Science in Nursing at USD

For future Executive Nurse Leaders, Nursing Informaticists, or Adult-Gerontology CNSs.

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Join us for a preview of academic study and student life at one of the top-ranked nursing schools in the nation.  Meet our faculty and currents students and learn about our MSN, DNP and PhD Programs.

Explore Our Programs

Learn about your program of interest by visiting the programs page on our website. Review information on admissions, financial aid, and much more.  

15 Nurse Blogs You Should Be Following

Why should you read nursing blogs? What’s the return on the investment of your time and energy? There are three reasons that most people follow bloggers. They want to:

• Learn something new
• Be entertained
• Discover new trends

You can meet each of these by reading online news or magazines. But you get something “extra” reading blog posts from nurses who are on the industry’s front line. You’ll connect with a real person who speaks authentically about the challenges and rewards of nursing. This can be inspiring and provides you with information to help improve your skills.

We share 15 nursing blogs that will inspire, challenge, and make you laugh. Find links to podcasts and Instagram accounts because blogs come in many different forms today!

Nurses Recommend You Check Out These 15 Nurse Profiles

We asked experienced registered nurses (RNs) who participate in advocacy and content creation to tell us their favorite nursing influencers. These are their choices.

Nurse Blake

@nurse.blake

Nurse Blake consistently posts comic relief for nurses and nursing students. He also supports NurseCon.com , a community of nurses and free continuing nursing education courses. Nurse Blake recently took his comedy on the road on his 55-location PTO Comedy Tour.

Bundle Birth Nurses

@bundlebirthnurses

Bundle Birth Nurses posts education and support for labor and delivery (L&D) nurses . They post several images sent from L&D nurses from around the country. The founder Sarah Lavonne has a YouTube channel and offers birth coaching and online classes for pregnant individuals.

Nurses of Instagram

@NursesofInstagram

This Instagram account curates many other Instagram posts and reshares memes, TikToks, and nursing blog posts. They showcase content that is funny, sarcastic, inspirational, and tender. There is a little something for everyone on this account.

Kati Kleber, MSN, RN, CCRN-K

The FreshRN Podcast

The podcast is hosted by seasoned nurses who share basic information nurses must know about their first year of work as an RN . The host is Kati Kleber, a well-known Instagram influencer and educator.

She has written several books with tips and tricks for nursing students. She also developed online courses and other resources for nurses. One of her books talks about building a brand and income as a nurse influencer.

Maureen (Nurse Mo), MSN, RN, CCRN

Straight A Nursing

Nurse Mo is an experienced intensive care unit (ICU) and postanesthesia care unit nurse. Since starting the blog in 2014, she has written a book helping students thrive in nursing school. She has developed online courses to help nursing students graduate.

Nurse Mo hosts two podcasts, Straight A Nursing and Study Sesh. Study Sesh is a paid membership podcast that teaches students study techniques.

Popular Online RN-to-BSN Programs

Learn about start dates, transferring credits, availability of financial aid, and more by contacting the universities below.

Nurse Nacole, RN, BSN

Nursenacole.com

Follow Nurse Nacole on YouTube

Nurse Nacole is a board-certified critical care advanced practice nurse with a master of science in nursing and master of business administration. She speaks to nursing students and new nurses about relevant topics, such as passing the National Council Licensure Examination , advancing nurses’ education, or remaining focused on the job. She posts a tip of the day and maintains a YouTube channel too.

ANS: Advances in Nursing Science Blog

https://ansjournalblog.com/

The Advances in Nursing Science journal aims to promote the development of knowledge and the integration of nursing philosophies and research with practice. Posts are published to the nursing blog intermittently, covering many of the clinical and legislative issues pertinent to the profession. You can subscribe to their list, so you don’t miss a post.

Diversity Nursing Blog

http://blog.diversitynursing.com/blog

This website features a blog to address nurses’ demands across the U.S. The blog connects nurses with employers while expanding diversity in nursing for working nurses and student nurses. It is a resource for news and insights with a focus on inclusion and cultural competence for nurses . The website also hosts a forum, job board, and podcasts.

Julianna Paradisi, RN, OCN

https://jparadisirn.com/

Paradisi is an oncology-certified nurse who is also an artist. Her website is a place where science, humanity, and art converge. Her paintings have been exhibited in galleries in the Pacific Northwest, and her written work has been published nationally.

She is also one of the authors and illustrators of the American Journal of Nursing blog. Paradisi shares her personal stories and advocates for change.

American Journal of Nursing Blog

https://ajnoffthecharts.com/

Off the Charts is the blog of the American Journal of Nursing. They cover nursing topics like research, history, and nursing perspectives. They also cover public health, technology, ethics, and patient concerns.

When you sign up for an email subscription, you’ll be notified of every new post.

Lori Roscoe, DNP, Ph.D., APRN, ANP-C, CCHP-RN

Correctionalnurse.net

Lori Roscoe’s nurse blog is focused on supporting nurses working in correctional facilities. Roscoe provides consulting services to jails and prisons throughout the U.S., helping them in operations and nursing practice. She also offers an online education program specialized for correctional nurses.

Brittney Wilson, RN, BSN

Thenerdynurse.com

Follow Brittney on Twitter

Brittney Wilson works to build communities to support nurses and help them feel confident in their skills. The Nerdy Nurse began in 2010 and focuses on nursing and technology. She covers personal branding, lifestyle, healthcare, and nursing products and services.

Wilson has worked in medical-surgical units, clinical informatics administration and implementation, and as a community strategist.

Kathy Quan, RN, BSN, PHN

Kathyquan.com

Quan has been a nurse for over 35 years. She has written several books addressing nursing issues and caring for aging parents. She runs and writes two nursing blogs. TheNursingSite.com covers topics about nursing school, stress, travel, and what to expect as a new graduate. AboutAgingParents.com focuses on providing content and resources for children caring for their aging parents.

Keith Carlson, BSN, RN, NC-BC

@Digitaldoorway.blogspot.com

Follow Keith on Twitter

Keith Carlson is a holistic career coach, writer, blogger, and speaker. He produces a weekly podcast and blog in which he offers career advice and commentary on trending and current healthcare news. He coaches nurses on burnout, self-care, and entrepreneurship .

Editor’s note: Carlson is a contributing writer for NurseJournal.

Jerome Stone, RN

@Mindingthebedside.com

Follow Jerome on Twitter

Jerome Stone is a registered nurse with over 30 years of experience in pain management, hospice care, ICUs, and research. He is a practitioner of meditation with an emphasis on Tibetan Buddhism. He uses his degrees in environmental education, comparative mythology, and depth psychology to provide nurses with a broad range of meditation and self-care information.

Meet Our Contributor

Liesel Teen, BSN RN

LinkedIn or Professional Website:

• Website : http://www.mommylabornurse.com
• Instagram : @mommy.labornurse
• Podcast : The Mommy Labor Nurse Podcast

Liesel Teen is a registered nurse, mom to two boys, and founder of Mommy Labor Nurse. She has been practicing bedside nursing since 2013. Liesel empowers expecting moms, erases their fear surrounding labor and delivery, and boosts their confidence for an EVEN better birth. Since starting her online platform Mommy Labor Nurse in 2017, she’s been able to do that for so many more new moms than she ever could in her role as a bedside L&D nurse alone.

She is extremely passionate about educating new moms, and thoroughly enjoys spreading knowledge and awareness about birth through her Instagram posts, online birth courses, and popular Mommy Labor Nurse podcast.

Liesel’s work has been featured on VeryWell Family, Romper, Happiest Baby, Owlet, and Nurse.org. And her graphics have been shared by Parents, Healthy Pregnancy, Peanut, BabyList, Pregnant Chicken and others.

You might be interested in

35 Instagram and Twitter Accounts for Nurses to Follow

You can use nursing social media to increase your knowledge and find ways to relax and get support. These 35 accounts are aimed at the unique needs of nurses.

10 Podcast Recommendations for Nurses

Podcasting is one of the fastest growing industries in the world and provides easy access to new information.The following top 10 podcasts focus on helping nurses grow both professionally and personally.

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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Ranked #5 in the " Top 50 Best Value PhD Nursing Programs. "

Ranked #8 in Top 100 Teaching Hospitals 2020 by Fortune/IBM Watson Health

Please note: PhD Nursing Program Entirely Online

Take advantage of UTMB's tuition reimbursement benefit !

Dr. Mary O'Keefe, PhD, JD, APRN, CNS P/MH, LPC, FAAN

PhD Program Director

Built on a legacy of excellence and innovation, the UTMB Health School of Nursing PhD program mission is to prepare the next generation of nurse scientists, nurse leaders, and nurse educators to engage in current and emerging health care challenges with diverse populations in Texas, as well as nationally and globally.

The UTMB Health School of Nursing PhD Program aims to transform the landscape of nursing through innovative and translational research, leadership, health policy, and education that will contribute to improving the health of uniquely diverse and often vulnerable populations in Texas, as well as nationally and globally.

Purpose Statement

The purpose of the UTMB School of Nursing PhD program is to develop nurse researchers who embrace interdisciplinary collaboration, generate knowledge, advance science, and impact health policy with the goal of promoting holistic health and wellbeing of diverse individuals and populations across the lifespan.

Learn more about the PhD Program's Philosophy

PhD Program Tracks & Curriculum

Funding opportunities, scholarships.

UTMB Scholarships

PhD Scholarship Opportunities

Orientation: Residency 1, 2, 3

Residency I - General Information

Residency II - General Information

Residency III - General Information

A successful graduate of the Ph.D. Program at UTMB School of Nursing will demonstrate the ability to:

Create conceptual systems that reflect synthesis, coherence, and the extension of knowledge about health promotion, human response, and healing within the context of biobehavioral research, vulnerable populations, and contemporary pedagogies.

Design, conduct, communicate, and evaluate research that contributes to a body of knowledge in nursing science.

Test, generate, and extend knowledge about nursing practice that includes health promotion, human response, and healing into clinical settings.

Collaborate with others on the integration of conceptual, practical, and ethical knowledge of human health in the organization, implementation, and evaluation of health care practices and policies.

Provide leadership to improve the local, national, and international health care environments.

Online Educational Framework

Purpose statement & philosophy, program objectives, faculty biographies & research.

Deborah Jones

PhD, MSN, RN, FAAN

Senior Vice President and Dean, School of Nursing Chief Integration Officer Rebecca Sealy Distinguished Centennial Chair

Adrian Juarez

Assistant Professor

J. (John) Michael Leger

PhD, MBA, RN, NEA-BC, CNE, CNL

Professor Interim PhD Track Coordinator Executive Nurse Leader Track Coordinator John P. McGovern Chair in the Healing Practices of Nursing

Elizabeth Lorenzo

Cheyenne (Darlene) Martin

PhD, RN, FAAN

Professor Rebecca and Edwin Gale Professorship

Hoang Nguyen

Associate Professor Biostatistician

Mary O'Keefe

PhD, JD, APRN, CNS P/MH, LPC, FAAN

Professor Constance Brewer Koomey Professorship in Nursing

Patricia Richard

Department Chair for Undergraduate Studies Professor The Florence Thelma Hall Distinguished Professorship

Linda Rounds

PhD, APRN, FNP, FAANP, FAAN

Assoc. Dean for Professional Development Professor Betty Lee Evans Nursing Professorship

Y. Kristen Starnes-Ott

PhD, BS, CRNA, FAANA, FNAP

Vice Dean for Academic Affairs and Professor Betty P. Akins Endowed Chair in Nursing

Huey-Ming Tzeng

M. Terese Verklan

PhD, RNC, FAAN, CCNS

Student Research

Frequently asked questions, nursing phd program transition from gsbs to son.

Who will be available to answer questions about this transition?

Dr. Mary O'Keefe , PhD Program Director and Dr. Ainslie Nibert , Department Chair for Graduate Studies, will be readily available to answer any questions regarding the transition of the Ph.D. program from the GSBS to the School of Nursing.

When will the Ph.D. program administratively move to the School of Nursing from the Graduate School of Biomedical Sciences?

The official transfer date is September 1, 2023.

Will my candidacy (CQE) process change?

The CQE process has been updated effective May 2023 and is outlined in your student resources, which you can access through your Student Blackboard Information Site.

Will the degree plan change for academic year 2023-2024?

No, the degree plan will remain the same during this academic year.

Will there be any changes to the approval or defense process for my dissertation in 2023-2024?

No, there will be no changes to the overall approval processes. However, required forms will be processed through the SON beginning September 1, 2023.

Will my dissertation committee members change?

No, the committees members for dissertations that are established prior to September 1, 2023 will not change.

Will tuition change for academic year 2023-2024?

No, tuition will remain the same.

Before You Apply

What information will the Nursing PhD Program consider when reviewing files for admission?

All elements of applications to the Nursing PhD Program are reviewed: In addition to the applicant's educational and professional history, special attention is paid to the applicant's personal statement and research interests as well as statements by individuals who provided references for the applicant.

Do former UTMB students have to submit transcripts to NursingCAS?

No. If you are an alumni of UTMB you do not have to submit your transcripts. You will still have to log into NursingCAS, submit all other required documents, and after you submit your application, email the Nursing PhD Office at [email protected] and inform us that you have submitted your application and you are an alumni. We will attach your transcripts to your application for you. If you have attended another university after you attended UTMB, then you will have to follow the previous instructions and submit only the transcript of the school attended after UTMB.

How do I request credit for nursing courses taken at another school?

PhD students may transfer up to six (6) credit hours. After you are admitted to the UTMB Nursing PhD program, you may submit a petition to the Program Director for a transfer of credits. Email the Nursing PhD Program Office at [email protected] and inform us that you have courses that you would like to receive credit for. After your petition is reviewed, you will be notified which courses are approved or denied for transfer credit.

I live outside of the United States of America. May I attend UTMB PhD program?

Since the PhD program is online, this program does not meet the requirements for students who have VISAs for educational purposes and are required to enroll in courses offered on campus.

Can I transfer to UTMB School of Nursing if I have a degree from another country?

Applicants with international credits must submit an official course-by-course credentialing report to NursingCAS using one UTMB's required Credentialing Services. Please click here to see the Credentialing services approved by UTMB.

Additional Program Information

What is the difference between a PhD degree and a DNP degree?

The PhD emphasizes fundamental research. The DNP is focused on practice, with students completing a quality improvement project. In the PhD program, students conduct original research, completing a dissertation, a form of inquiry that results in improved patient outcomes and transformations in health care.

Is the program online?

Yes. All the courses are taught online.

How often will I be required to come to campus?

Students are only required to come to campus once a year in August for 4-5 days for on-campus seminars and meetings with faculty and fellow students.

How long will it take to complete the program?

On a suggested plan of study, PhD coursework takes two years to complete, in addition to the comprehensive qualifying exam and dissertation. The dissertation typically takes two to three years following completion of the comprehensive qualifying exam.

Can I work while attending the PhD program?

Most students work full- or part-time. MSN to PhD students can choose to enroll full- or part-time. BSN to PhD students are required to be enrolled full time. Most MSN to PhD students are part-time typically enrolling in 2 courses each semester. Students should recognize that working and going to school is challenging, especially when balanced with other commitments such as a family. Students are encouraged to plan for how to best balance personal and work demands with the need for reading, study, and completing course assignments.

How many admissions does the PhD programs have per year?

The Nursing PhD program only has one admission per year, in the fall. Our application dates are October 1 st — July 1 st . Applications will continue to be accepted and reviewed on a space available basis.

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• Open access
• Published: 26 April 2024

Factors influencing the development of nursing professionalism: a descriptive qualitative study

• Xingyue He 1 ,
• Huili Cao 2 ,
• Linbo Li 1 ,
• Yanming Wu 1 &
• Hui Yang 1 , 3  

BMC Nursing volume  23 , Article number:  283 ( 2024 ) Cite this article

281 Accesses

Metrics details

The shortage of nurses threatens the entire healthcare system, and nursing professionalism can improve nurse retention and enhance the quality of care. However, nursing professionalism is dynamic, and the factors influencing its development are not fully understood.

A qualitative descriptive study was conducted. Using maximum variation and purposive sampling, 14 southern and northern China participants were recruited. Semi-structured interviews were conducted from May 2022 to August 2023 in face-to-face conversations in offices in the workplace or via voice calls. The interviews were transcribed verbatim and analyzed via thematic analysis.

Three main themes emerged: (1) nourishment factors: promoting early sprouting; (2) growth factors: the power of self-activation and overcoming challenges; and (3) rootedness factors: stability and upward momentum. Participants described the early acquisition of nursing professionalism as derived from personality traits, family upbringing, and school professional education, promoting the growth of nursing professionalism through self-activation and overcoming challenges, and maintaining the stable and upward development of nursing professionalism through an upward atmosphere and external motivation.

We revealed the dynamic factors that influence the development of nursing professionalism, including “nourishment factors”, “growth factors”, and “rootedness factors”. Our findings provide a foundation for future development of nursing professionalism cultivation strategies. Nursing administrators can guide the development of nurses’ professionalism from many angles according to the stage they are in, and the development of professionalism deserves more attention. In the future, we can no longer consider the development of nursing professionalism solely as the responsibility of individual nurses; the power of families, organizations, and society is indispensable to jointly promoting nursing professionalism among nurses.

Peer Review reports

Introduction

The number of nurses leaving hospitals has been increasing, and the shortage of nurses is a significant problem faced globally [ 1 , 2 ]. According to earlier studies, professionalism improves nurses’ clinical performance [ 3 ] and positively affects their adaptability (Park et al. 2021), reducing nurses’ burnout and turnover rates. Therefore, fostering professionalism in nurses and the factors that influence the development of professionalism are essential to producing effective nurses.

Nurses comprise the largest group of healthcare providers [ 4 ]. Nurses are a vital part of the healthcare system, with 27.9 million caregivers worldwide, according to the World Health Organisation’s Global Status of Nursing Report 2020 [ 5 ]. However, an unbalanced number of nurses and patients, high work pressure, and the fact that nurses face patients’ suffering, grief, and death each day have exacerbated burnout and led to the resignation of many nurses [ 6 ]. The COVID-19 outbreak has further exposed the shortage of nursing staff, especially in low- and middle-income countries where the scarcity of nurses remains acute. The lack of nurses not only has direct negative impacts on patients but also poses a threat to the entire healthcare system.

Nursing professionalism is closely associated with nurse retention and nursing practice [ 7 , 8 , 9 ]. Nursing professionalism is defined as providing individuals care based on the principles of professionalism, caring, and altruism [ 6 ]. As a belief in the profession, nursing professionalism is a systematic view of nursing that represents the practice standards and value orientation nurses utilize [ 10 , 11 ]. According to previous research, nursing professionalism can enhance nurses’ clinical performance and positively impact their adaptability, reducing job burnout and turnover rates [ 6 ]. Furthermore, as nurses are the ones who provide “presence” care, cultivating nursing professionalism among nurses can promote interactions between nurses and patients, further improving the quality of nursing care and patient outcomes and injecting new vitality and hope into the entire healthcare system [ 12 ].

However, nursing professionalism is dynamic, and the cultural context also shapes nursing professionalism to some extent, leading to ambiguity in the factors influencing nursing professionalism. Initially perceived as mere “caregivers,” nurses have transformed into “professional practitioners,” emphasizing the nursing field’s seriousness and distinct professional characteristics [ 13 , 14 ]. Nursing professionalism is also the foundation for developing the nursing profession [ 15 ]. Focusing on the factors influencing the development of nursing professionalism is one of the essential elements in providing an optimal environment for nurses’ professional growth and development in clinical practice [ 16 ]. Although some scales, such as the Hall Professionalism Inventory (HPI) [ 17 ], Miller’s Wheel of Professionalism in Nursing (BIPN) [ 18 ], Hwang’s Nurse Professional Values Scale (NPVS) [ 19 ], and Fantahun’s Nursing Professionalism Questionnaire [ 20 ] have been used to measure factors influencing the awareness, attitudes, and behaviors, they have their limitations. They struggle to encompass professionalism’s multidimensionality and complexity fully, overlook multilayered background factors, are constrained by standardization issues, may not account for individual differences, and often fail to capture dynamic changes over time [ 21 , 22 , 23 ].Compared with quantitative research methods, qualitative research can provide insights into the “unique phenomenology and context of the individual being tested,” which can help the researcher stay close to nurses’ professional lives during the research process and understand the personal, familial, and societal factors that influence nursing professionalism [ 24 ].Additionally, the understanding of nursing professionalism varies across different cultural and social contexts. In Western countries, research on nursing professionalism tends to incorporate professionalism across the entire nursing industry. In contrast, within China, research on professionalism tends to focus more on the individual level, with less attention to the perspectives of groups or the industry [ 25 ]. Therefore, through qualitative research, we can present nursing professionalism in a deeper, more affluent, and more transparent manner. Secondly, it is more authentic to understand the factors influencing nursing professionalism by directly obtaining relevant information from the perspective of nurses through dialogue with research participants as mutual subjects.

Given these considerations, we aim to answer the question of what factors influence the development of nursing professionalism. To provide more targeted strategies and recommendations for optimizing the nursing professional environment, enhancing nurses’ job satisfaction, improving t nursing quality, and contributing sustainably to patients’ and nurses’ health and well-being.

To explore the factors influencing the development of nursing professionalism. By incorporating nurses’ perspectives, we aim to improve our understanding of professionalism as individual, family, and socio-cultural influences. With this knowledge, we can inform strategies for developing nursing professionalism.

Study design

A descriptive qualitative approach was adopted based on naturalistic inquiry [ 26 , 27 ] and analyzed using the thematic analysis method described by Braun and Clarke [ 28 ]. Semi-structured interviews were conducted between May 2022 and August 2023 with nurses in southern and northern China hospitals. Furthermore, the research findings were reported in accordance with the consolidated criteria for reporting qualitative research (COREQ) (Supplementary Material S1 ) [ 29 ].

Participants and settings

We chose hospital nurses as study participants based on considerations of their nursing experience. Firstly, the Chinese government has implemented a policy of accountable holistic care, whereby registered nurses take on the entire cycle of a patient’s physical, mental, and spiritual care [ 30 ]. Secondly, new nurses must undergo two weeks to one month of basic training and a 12–24 month specialty rotation (for most new nurses who graduated before 2016, their training was completed by their departments). During this time, they are under the supervision of a superior nurse for holistic and responsible care [ 31 ].

We used maximum variance purposive sampling to recruit a heterogeneous sample of information-rich key participants [ 32 ]. Participant selection considered variations in role classification, years of experience, and educational levels of Chinese nurses [ 33 ]. The purposive variation allowed the discovery of Chinese nurses’ unique perceptions of nursing professionalism. Inclusion criteria: (1) registered nurses (providing direct services to patients within the unit), nurse managers (directly supervising and guiding the clinical work of registered nurses), nursing department managers (managing nurse managers throughout the hospital), with at least one year of nursing experience; (2) voluntary participation. Exclusion criteria: (1) nurses not working during the hospital’s study period (holidays, maternity leave, or sick leave); (2) refresher nurses.

Data collection

The same researcher conducted each interview to ensure consistency. Before the interviews, the interviewers systematically conducted in-depth theoretical research on relevant studies. The interviewer received guidance from professors with rich experience in qualitative research and undertook practice interviews to improve her interviewing skills. Interviewers encouraged interviewees to talk freely about their perceptions and used an interview guide (Supplementary Material S2 ), which was based on the findings of previous research on the conceptual analysis of nursing professionalism [ 6 ]. The questions were open-ended and general; ample space was left between questions to respond to interviewees’ comments. Semi-structured interviews began with a brief introduction to the topic (e.g., definition and explanation of nursing professionalism). Although the interviewer had an agenda for discussion, this format allowed the interviewee to deviate from this agenda and direct follow-up questions [ 34 ].

All interviews were conducted from May 2022 to August 2023 in face-to-face conversations in offices in the workplace or via voice calls and lasted between 35 and 94 min. Participants were asked to complete the main demographic questionnaire at the end of the interviews. The researcher recorded participants’ expressions, body language, and pauses during the interviews. Memos written by the researcher during the study were also used as analytical material.

Data analysis

For rigorous qualitative sampling and data saturation, Braun et al. [ 35 ] propose that qualitative researchers require a sample appropriate to the research questions and the theoretical aims of the study and that can provide an adequate amount of data to answer the question and analyze the issue entirely. We reached thematic saturation after 14 interviews when no new codes or themes emerged.

A thematic analysis approach was used, following the phases described by Braun and Clarke [ 28 ]. The analysis comprised six stages: (1) immersing in the data; (2) creating initial codes; (3) identifying themes; (4) reviewing; (5) defining and labeling these themes; and (6) finally, composing the analysis report. Two researchers transcribed and analyzed the textual data. In the first stage, the researchers carefully read the interview transcripts to familiarize themselves with the depth and breadth of the content. In the second stage, preliminary codes were generated based on the research questions, initial interpretation of the data, and discussion of initial emerging patterns. At this stage, ensuring that all actual data extracts were coded and organized within each code was necessary. In addition, the following principles were used as guidelines: (1) code for as many potential themes/patterns as possible; (2) code extracts of data inclusively, i.e., preserve small sections of the surrounding data when relevant; and (3) code individual extracts of data for as many different “themes” as appropriate [ 36 ]. In the third phase, the two authors analyzed the initial codes, sorted them into potential themes, and debated their meanings and emerging patterns to reach a consensus. This phase, which refocused the analysis on the broader level of themes rather than that of codes, involved sorting the different codes into potential themes. In the fourth stage, reviewing themes ensures that the data supports the themes and allows an iterative process between different levels of abstraction without losing grounding in the raw data. Finally, defining the “essence” of each theme during the development of the main themes by identifying the “story” as consistent with the data and the research question while ensuring that the themes did not overlap but still fit together in the overall “story” of the data. It told the “story” by writing analytical narratives with illustrative quotes.

This study achieved credibility by selecting a heterogeneous sample, performing member checks, and taking field notes [ 37 ]. This study ensured dependability by verifying the findings with the researchers and participants, appropriately numbering the direct quotations (e.g., DN1), and comparing the results with the previous literature. This study established confirmability via audit trails [ 38 ] and the comprehensive reporting of all research processes. This study ensured transferability by describing the data collection process and seeking a heterogeneous sample.

Fourteen participants were interviewed (the demographic information is presented in Table  1 ). The thematic analysis identifies three major themes (Fig.  1 ). These interconnected topics illuminate the growth process and factors influencing nursing professionalism. The first theme, “nourishment factors: promoting early sprouting,” includes personal traits, family upbringing, and professional education at school and emphasizes early factors influencing nursing professionalism. The second theme, “growth factors: the power of self-activation and overcoming challenges,” included self-activation and overcoming difficulties, focusing on the dual attributes of the growth process of nursing professionalism. The final theme, “rootedness factors: stability and upward momentum,” includes an upward atmosphere and external motivation and explores the factors that maintain the stability and sustainability of nursing professionalism.

Factors influencing the development of nursing professionalism

Nourishment factors: promoting early sprouting

Personal traits.

Personal traits are called “nature” [ 23 ]. There exists a close connection between personal traits and professional behavior. When nurses confront patients’ physiological and emotional needs, innate qualities like kindness and compassion predispose them to be more sensitive to patients’ suffering and needs. Nursing professionalism transcends mere task fulfillment; this inner emotional drive compels nurses to fulfill their duties and engage in nursing work out of a genuine desire and sense of responsibility, practicing the nursing mission nobly. Thus, whether individual traits align with the nursing mission profoundly influences the nursing professionalism of nurses in their work.

“At 32, I became a head nurse, full of vitality and boundless enthusiasm, particularly compassion. I have no idea where this compassion comes from.” (ND1) .

Family upbringing

Education begins in the family, and it is through family education that nurses develop an early sense of professionalism. China has a “family culture” that defines the responsibility of family education. The study participants recalled that in childhood, the “living” nature of family education shaped early professionalism, in which the concepts of “kindness” and “altruism” were acquired through interactions with family members.

“My mother was an early childhood educator, and when she told me fairy tales, it was to promote kindness. Loving others and being selfless, you can’t be a bad person. That’s what altruistic education is about.” (ND1) .

The impact of family education on the acquisition of nursing professionalism extends into adulthood. In Chinese Confucianism and collectivism, family members usually have close emotional ties, and this “strong bond” family structure promotes nurses’ understanding and care for others and their ability to be wiser and more caring in the nursing profession. This strong bonding plays a catalytic role in the emergence of nursing professionalism.

“Some nurses are very adept at expressing care, perhaps because grandparents and parents live together. Since childhood, parents have taught them how to express care.” (N4) .

School professional education

Nursing professionalism is further acquired through professional education in schools. Nursing professional education emphasizes respect and care for patients, adherence to social responsibility, and the integration of traditional Chinese oriental medical thought and Western nursing concepts, internalized into behaviors to form the concept of professional nursing spirit. Participants indicated that the virtues of dedication, responsibility, respect, and caring that permeate school professional education are incorporated by nurses into nursing practice.

“The best nursing comes from the heart. When I was administering injections, I thought about how to alleviate the patient’s pain. Later, I learned that if I entered the needle quickly, it would be less painful, so I often practiced in the operating room.” (N8) .

Other participants also shared that they felt positively guided by professional education at school, constructing a comprehensive nursing philosophy system within the educational context. They realized that nursing is a multidisciplinary field encompassing human care, social responsibility, and ethical values.

“University was my most unforgettable learning experience. I studied 36 courses here, including nursing aesthetics, literature, sociology, ethics, education, etc. I realized that the nursing work we engage in has such rich depth! has become an invaluable treasure in my nursing career.” (ND1) .

Growth factors: the power of self-activation and overcoming challenges

Self-activation, professional benefits.

Professional benefit perception refers to the advantages nurses perceive while engaging in nursing work, acknowledging that their involvement in nursing promotes their holistic personal growth [ 39 ]. Consistent with traditional perspectives, this study finds that nurses generate a sense of professional benefit through both “tangible benefits” and “spiritual benefits,” recognizing the value and significance of nursing work, thereby furthering the development of nursing professionalism.

The dynamic updating achieves “tangible benefits.” Nurses require outstanding professional competence and ongoing continuing education. Participants mentioned that nurses utilize their professional knowledge and clinical experience to save patients’ lives, and exceptional professional competence can rekindle their enthusiasm for work. Continuous and dynamic continuing education, supplementing the latest technology and knowledge in the nursing field, can generate positive professional emotions.

“There’s only one doctor on duty at night, and nurses are the first responders when we encounter emergencies. Even before the doctor arrives in the ward, I must act quickly and urgently. Every time I bring a patient back from the brink of death, I feel excited throughout the night.” (N6) . “Experience is und oubtedly important. I’ve been working for over a decade, and I undergo training every year. No one likes stagnation; we can forge ahead only by continually moving forward.” (NM3) .

Self-worth realization through “spiritual benefits.” Experiencing a sense of value in nursing practice provides nurses with positive reinforcement, enhancing nursing professionalism behavior. Moreover, as healthcare practitioners, the ability of relatives and family members to benefit from it distinguishes Chinese nurses’ unique approach to self-worth realization from nurses in other countries. This unexpected feedback, whether in material or spiritual forms, enables nurses to fulfill their sense of worth.

“Sometimes, friends and relatives ask me about hospitalization-related questions, and I am more than willing to help them.” (N2) . “ I changed my mother’s gastric tube without any complications.” (NM3) .

Professional identity

Nursing professional identity refers to nurses acknowledging their work and affirming their self-worth [ 40 ]. This study defines professional identity as a gradual “process” and a “state.”

One participant mentioned that professional identity is a psychological “process” that nurses develop and confirm their professional roles through their personal experiences. It is closely related to the individual experiences of nurses. Nurses’ gradual recognition of their work prompts them to progress and develop a positive work attitude and professionalism.

“Gradually, I discovered that being a nurse makes me realize my significance, which keeps me moving forward, time and time again.” (ND2) .

Simultaneously, as a “state,” professional identity represents the degree to which nurses identify with the nursing profession. This “state” of professional identity reflects nursing professionalism’s long-term accumulation and formation. It indicates nurses’ long-standing dedication and emotional involvement in nursing, leading to higher professional competence and a sense of responsibility in their work.

“It’s not just a job to make a living; it’s about wholeheartedly identifying with this profession, unleashing one’s potential, which results in better professional conduct.”(N5) .

Overcoming challenges

Balancing roles.

Balancing roles refers to the equilibrium individuals establish between their roles in the nursing profession, family, and organization. Nursing professional roles are inherently multifaceted, and when faced with multiple responsibilities, such as family demands and organizational tasks, nurses must balance these roles. The tension and complexity between personal and organizational roles can potentially inhibit their emotions and professional motivation. However, in China, families are tightly knit, and strong family support can help reconcile this tension.

“To be a good nursing department manager, you need strong family support. The commitment to one’s career and the dedication to family don’t always align. For instance, my job keeps me busy regarding family matters, and I have limited time to care for my children. My parents-in-law take care of them more. I do rounds every Sunday, and the phone never stops ringing, even on my days off. There’s no way around it; this is the role I’ve taken on. Family support allows me to work with peace of mind.” (ND3) .

Adaptation organization

Nurses also face challenges in adapting to organizational systems. These adaptability challenges include rapidly learning new technologies, processes, and the culture of practice in different departments. This “unfamiliarity” impedes the manifestation of nursing professionalism. Participants indicated that the inability to adapt to clinical work quickly affects new graduate nurses’ transition into practice. Initially, there is a “honeymoon period” when becoming a registered nurse, but as actual capabilities do not align with expected performance, the excitement gradually wanes.

“I didn’t know the routine procedures in ophthalmology, I couldn’t measure eye pressure, and I didn’t know how to perform eye injections. I was terrified, which brought various challenges when I started working.” (N4) .

Furthermore, nurses must adapt to the practice culture of “this is how things are done” and “it’s always been done this way” in their workplace. Due to the promotion and title system requirements in Chinese hospitals, nurses with several years of experience often need to rotate through departments such as Intensive Care Unit and emergency for a period. The differences in operations and management between different departments also frustrate these nurses during rotations. However, a certain social prestige is attached, making it challenging for the nurses from the original department to provide direct guidance to the rotating nurses, leading to isolation for the latter in new departments.

“A blank slate regarding the department’s hierarchy, administrative procedures, and so on.” (N3) . “Although there’s a set of procedures, mostly similar, it’s the slight differences that always set me apart.” (N6) .

Rootedness factors: stability and upward momentum

Upward atmosphere, peer support.

Peer support has a positive impact on nursing professionalism. Peers are individuals of the same age group who have formed a connection due to shared experiences in similar socio-cultural environments, with emotional support, mutual assistance, and understanding constituting the core elements of peer support [ 41 ]. Firstly, nursing work often involves highly stressful situations, including heavy workloads, complex patient conditions, and urgent medical cases. Peer support provides emotional support, allowing nurses to find comfort and encouragement when facing stress and difficulties. Secondly, peer support cultivates a positive work atmosphere and team spirit. In a mutually supportive, trusting, and cooperative team, nurses are more likely to experience a sense of accomplishment in their work. They feel they are not isolated but part of a united and collaborative whole. Furthermore, peer support also promotes professional development and knowledge exchange among nurses. In an open and supportive team environment, nurses are more willing to share their experiences and knowledge, learn from each other, and grow.

“The spirit influences the spirit, especially those of my age group who have left a deep impression on me with their admirable qualities in their work. It makes me reflect on my shortcomings in my work and constantly strive to improve and adjust myself.” (N2) .

Intergenerational role models

Inter-generational refers to the relationships between generations [ 42 ]. In nursing practice, inter-generational relationships exist, such as those among nurses of different ages and levels of experience. This study’s inter-generational role models include managerial role models and senior nurses.

Participants believe that managers’ professionalism influences subordinate nurses’ attitudes and performance. The professionalism of managers not only plays a guiding and leadership role in daily work but, more importantly, sets an example, inspiring and encouraging subordinate nurses who are willing to follow and inherit professionalism.

“The department’s leadership has a significant impact on professionalism. When managers have a strong sense of professionalism, the nurses they oversee follow suit. Because leadership represents the management level and higher things, it’s difficult for things at the bottom to go well if it’s not well-controlled at the top.” (N8) .

On the other hand, senior nurses, as role models within the nursing generation, also significantly impact the upward development of professionalism. Senior nurses’ rich experience and professional competence guide new nurses to maintain a rigorous attitude at work. New nurses often draw from and learn senior nurses’ work attitudes and behaviors, catalyzing the elevation of nursing professionalism.

“Senior nurses have a role model effect because new nurses learn from the older ones. If senior nurses work rigorously and new nurses make mistakes or lack a sense of dedication, they will immediately point it out. Over time, you also become more rigorous.” (NM3) .

Perceived professional respect

Societal respect for nursing work creates an atmosphere of care and emphasis on nursing. Nurses within this atmosphere become aware of the importance of nursing work and the profound significance of patient care. They are inclined to exhibit positive nursing professionalism behaviors to meet the expectations of society and the general public.

“The nursing industry has experienced the COVID-19 pandemic, and during the anti-epidemic efforts, nurses were at the forefront, risking their lives to care for patients, receiving acclaim from patients, doctors, and the public.” (N2) .

Professional respect is the manifestation of nurses’ self-acknowledgment of nursing values. It is more than an external acknowledgment; it is an internal affirmation. This mutual respect aligns nurses’ professional and societal worth, catalyzing increased potential and motivation.

External motivation

The stability of nursing professionalism relies on external resources, including the diverse support from nursing managers and the guidance of national healthcare policies. Nursing managers are the frontline leaders who interact with nurses, and their support serves as a management tool and a direct means to sustain nursing professionalism. This multifaceted support encompasses economic incentives such as compensation and reward mechanisms. It extends to non-material motivations such as career advancement opportunities, adequate staffing, modern equipment provision, and fair and equitable treatment form crucial aspects of managerial support. Providing nurses with stable external support creates a space to focus on their professional mission and responsibilities, thus maintaining the stability of nursing professionalism.

“Economic foundation determines the superstructure(spiritual world)).” (NM1) .

Furthermore, the guidance of national healthcare policies serves as a beacon for the development of the nursing profession. At the national level, healthcare policies can regulate the organization and operation of healthcare systems and services, providing nurses with a more stable and favorable working environment. This environment allows nurses to fulfill their professional roles better and maximize their value. The environmental changes brought about by policy guidance offer nurses more favorable professional conditions, effectively promoting the upward development of nursing professionalism.

“Government documents summarize the needs of our society, and nursing will continue to improve in the direction of policy guidance.” (NM3) .

Discussions

This study provides insights for understanding the factors that influence the development of nursing professionalism. We emphasize the themes of early nourishment factors that promote the emergence of nursing professionalism, growth factors associated with self-activation and overcoming challenges, and rootedness factors that stabilize upward, which reveal the dynamic factors that influence the development of nursing professionalism.

We added the early influence of personality traits, family upbringing, and school professional education in the development of nursing professionalism, which is similar to the pathway through which nurses’ foundational values are acquired [ 43 , 44 ]. Building on previous research, we highlight the sequential order of socialization in family education and school professional education, with individual socialization within the family achieving individual socialization before school professional education, emphasizing the importance of intergenerational family transmission on the development of nursing professionalism [ 45 ]. Education commences within the family, a social organization with an educational function. China values its “family culture” and emphasizes defining parental responsibilities for family education based on blood relations. It is a common folk law in China that parents are regarded as the first teachers. In addition, Chinese society promotes Confucianism, which emphasizes instilling the concept of “self-improvement” through “educational living” [ 46 ], as mentioned in our study, the interpersonal interactions such as “altruism” and “caring” arising from family interactions can help nurses establish a deeper emotional connection with their patients. Therefore, future consideration could be given to incorporating programs that foster culture and emotions into professional education. Similar studies are necessary in East Asian countries and other countries with similar cultures to broaden the results of factors influencing nursing professionalism.

The growth of nursing professionalism requires real work scenarios. Our results present the dual factors of nursing professionalism upon entering the workplace. Regarding self-activation factors, we delve into the significance of “professional identity” and, for the first time from the perspective of Chinese collectivism, explain the unique influence of “professional benefits” on nursing professionalism. Our study aligns with previous research, viewing professional identity as an ongoing “process” [ 47 ]. By developing a professional identity, nurses can exhibit “stateful” self-satisfaction and self-motivation, contributing to their job satisfaction and professionalism [ 48 ]. The “professional benefits” involve integrating rational and emotional aspects. The “tangible benefits” of professionalism and technical competence at work lead to positive experiences and emotions among nurses. Nurses voluntarily invest more passion and energy in their work [ 49 ]. In addition, what sets our results apart is how Chinese nurses obtain ‘spiritual benefits,’ which come from the convenience of medical access that their relatives enjoy due to their work. Some studies have shown that “spiritual benefits” are more apparent among nurses aged 40 and above and those with higher professional titles [ 50 ]. The accumulation of clinical experience and the harmonious interpersonal relationships achieved through medical collaboration can help family members access reliable medical resources, leading to greater professional gain. This phenomenon is closely related to the collective consciousness of Chinese nurses, revealing that people are not always “self-interested and rational”; their behavior is influenced by more complex factors such as intuition, emotions, and attitudes [ 49 ].

In terms of the challenges faced, on the one hand, we emphasized the supportive role of intergenerational relationships in nurses’ work-family conflicts. Previous studies have shown that Chinese nurses perceive nursing work as a means to fulfill family responsibilities rather than the ultimate goal, reflecting a prioritization of family over work [ 51 ]. Consequently, nurses are more likely to resign during work-family conflicts, reallocating their resources from work to family [ 52 ]. Compared with previous studies, we found that China is a highly connected society, and multi-generational households are relatively common [ 53 ]. Hence, the importance of maintaining good intergenerational relationships cannot be ignored in Chinese society and culture, substantially impacting nursing professionalism. On the other hand, we reveal the underlying reasons for the restricted development of nursing professionalism among nurses during the transition period. Newly graduated nurses face negative experiences such as incompetence, lack of preparation, exhaustion, and disappointment in their work, hindering the development of nursing professionalism, which is especially evident in departments such as obstetrics and gynecology, ophthalmology, and emergency, where teaching hours for these specialties fall significantly below those for general internal medicine and surgical nursing [ 54 ]. The educational experiences of nurses are insufficient to meet clinical demands [ 55 ]. Moreover, this is compounded by differences in the structure and content of the 12–24 month “standardized training” for new nurses that has already begun in most cities in China, further exacerbating the experience of separation of new nurses from their organizations [ 56 ]. The development of rotational nurses is often neglected, and transfer systems are a mere formality [ 57 ]. Therefore, developing nursing adaptability and creating a supportive work environment should be incorporated into the content and structure of different organizational transition programs to make a positive work environment and promote nurses’ engagement, enhancing nursing professionalism.

It is worth noting that the rootedness factor involves individual, organizational, and societal dimensions. At the personal level, peer support and intergenerational role models integrate the demonstration of actual “peers” and “role models” with nurses’ self-awareness and agency to achieve upward mobility in nursing professionalism [ 58 ]. However, while peer support offers emotional and social cognitive consistency based on age, background, and learning experiences, it may lack experiential depth [ 59 ]. In contrast, intergenerational role models involving a “superior-subordinate” relationship can initially lead to “nurturing” relationships, potentially leading to lateral violence and bullying [ 60 ]. At the organizational level, our findings highlight that professional respect in the workplace is more relevant to nurses’ professionalism than social appraisal. Professional respect is the nurses’ perception of their subjective social status within the profession and an analysis of the social value associated with the nursing profession [ 61 ]. However, nurses are not always respected, especially as insults and disregard from patients, superiors, or physicians can lead to negative emotions, professional burnout, and a desire to quit [ 62 , 63 , 64 ]. Regarding the societal dimension, providing external motivation tailored to nurses’ specific backgrounds and needs is beneficial for the stable development of nursing professionalism. Financial incentives are often considered a common strategy to improve nurses’ motivation and retention in motivation management [ 65 ]. However, the effectiveness of incentives is, more importantly, dependent on the response of nurses after implementation, and it is crucial to understand the needs and preferences of nurses in terms of incentives as well as the level of nurses’ participation in policy development, in addition to material rewards [ 66 , 67 ].Therefore, maintaining the stability of nursing professionalism is therefore complex, and nursing managers should consider ways to deepen peer support and reduce workplace bullying through “intergenerational parenting”, and should develop policies that support nurses, have zero-tolerance for disruptive behaviours, uphold the professional dignity of nurses, and ensure that their voices are heard and valued, which contributes to a more positive, fulfilling, and motivating nursing work environment.

Limitations

Given the persistently low number of men in nursing, all participants recruited for our study were female. However, considering the relatively narrow focus of the research, The purposive variation, and the richness of the generated data, the sample size was deemed sufficient to achieve our objectives. In addition, although the study results reveal dynamic influences on the development of nursing professionalism, they do not differentiate between nurses at different career stages, such as novice and expert nurses. We consider these factors as “common characteristics” for them, intertwined with each other, which can be further clarified in future research.

Conclusions

This study is an important addition to previous research in that we reveal the dynamics of factors that influence the development of nursing professionalism, including the “nourishment factor,” “growth factor,” and “rootedness factor.” Our findings provide contextual factors that can be changed during the development of nursing professionalism and lay the foundation for future strategies to foster nursing professionalism.

Relevance to clinical practice

The findings of this study have important implications for exploring the development of nursing professionalism. Nursing managers can support nurses’ professionalism from various perspectives, depending on the stage of the nurse’s life, such as valuing nurses’ family relationships, focusing on nurses in transition, listening to nurses’ voices, and creating a “magnetic nursing” work environment. These measures will not only positively impact the careers of individual nurses but will also help improve the standard and quality of health care in general. In the future, we should no longer view the development of nursing professionalism as solely the responsibility of individual nurses; the influence of family, organizations, and society is indispensable in collectively promoting the development of nurses’ nursing professionalism.

Data availability

Data used to support the findings of this study are available from the corresponding author upon request.

Abbreviations

The Hall Professionalism Inventory

Miller’s Wheel of Professionalism in Nursing

SHwang’s Nurse Professional Values Scale

The consolidated criteria for reporting qualitative research

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The authors would like to express their gratitude to all participating nurses.

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School of Nursing, Shanxi Medical University, Taiyuan, 030001, China

Xingyue He, Ya Mao, Linbo Li, Yanming Wu & Hui Yang

Department of Nursing, Linfen Hospital Affiliated to Shanxi Medical University (Linfen People’s Hospital), Linfen, 041000, China

Department of Nursing, The First Hospital of Shanxi Medical University, Taiyuan, 030001, China

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XYH, YM, and HLC were responsible for the study’s inception, study design, and data collection. All authors analyzed the data. XYH wrote the first draft of the manuscript, LBL, YMW, and HY reviewed the manuscript, and HY finalized the final version. All authors reviewed and approved the manuscript prior to submission.

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Correspondence to Hui Yang .

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All methods were performed in accordance with the relevant guidelines and regulations of the declaration of Helsinki (ethical approval and consent to participate). The aims and methods of the project were explained to all participants, and necessary assurance was given to them about the anonymity and confidentiality of their information and audio files. Informed consent was taken from all participants. The participants had the right to withdraw from the study during or at any other time. Ethical approval was obtained from the ethics committee of The First Hospital of Shanxi Medical University (Ref. 201811049RIND).

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He, X., Mao, Y., Cao, H. et al. Factors influencing the development of nursing professionalism: a descriptive qualitative study. BMC Nurs 23 , 283 (2024). https://doi.org/10.1186/s12912-024-01945-6

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Received : 03 March 2024

Accepted : 17 April 2024

Published : 26 April 2024

DOI : https://doi.org/10.1186/s12912-024-01945-6

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