phd in nursing wikipedia

DNP vs. Ph.D. in Nursing: What’s the Difference?

• DNP vs. PH.D. Nursing Compared

Duties and Responsibilities

• Education and Certification

Salary and Career Outlook

• Which Is Best?

Are you ready to earn your online nursing degree?

Nurses who have already earned a masters degree and are looking to pursue the next step in their education have two options: doctor of nursing practice (DNP) and doctor of philosophy (Ph.D.) in nursing.

Both degrees offer nurses a variety of professional opportunities, allowing them to utilize their expertise to benefit the field of nursing.

This guide outlines the differences in earning a DNP vs. a Ph.D. in nursing, and what opportunities lay ahead for graduates of either program. In understanding the roles and responsibilities of each, nurses can determine which degree is right for them.

DNP and Ph.D. in Nursing Key Similarities and Differences

A DNP and Ph.D. are both terminal degrees, meaning they are the highest degree a nurse can earn. Regardless of their choice of program, interested nurses need a bachelor of science (BSN) degree in nursing, an active and unencumbered registered nurse (RN) license, and clinical experience before gaining admittance to either doctorate program.

While a DNP and Ph.D. are both advanced degrees, they prepare nurses for different roles within the nursing field. DNP programs focus on educating nurses who want to pursue leadership roles in a clinical setting. Ph.D. programs provide nurses with an education to pursue academic or research-based positions.

What is a DNP?

A DNP is an advanced degree for nurses who want to become experts in clinical nursing. The degree is an alternative to research-centric doctoral programs, and provides nurses with skills and training to work at an advanced level in the nursing field.

What is a Ph.D. in Nursing?

Earning a Ph.D. in nursing prepares graduates for work either in academia or research settings. Graduates often pursue faculty positions with academic institutions or in a career that involves performing research in a medical laboratory.

Source: Payscale

Popular DNP Programs

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

The roles of a nurse with a DNP vs. a Ph.D. in nursing are fundamentally different. The former focuses on clinical work, whereas the latter is geared more toward research and education.

Their duties revolve around those two major areas. As such, DNPs are more likely to work with patients, while Ph.D graduates focus on educating nurses and analyzing medical practices.

What Can You Do With a DNP?

Nurses with a DNP are considered expert clinicians who are prepared for the highest level of nursing practice.

Upon earning the degree, nurses can choose to focus on leadership and administrative roles (e.g., nurse administrator, public health, healthcare policy, informatics) nursing education (e.g.,clinical nurse specialist, nurse educator), or clinical care (e.g.,certified registered nurse anesthetist, nurse practitioner).

After earning a DNP, nurses’ responsibilities may include:

• Diagnose and treat patients
• Prescribe medications
• Order various diagnostic tests
• Handle patient complains
• Consult on complex cases
• Implement policy changes

Keep in mind that some DNP programs are for roles (clinical nurse specialist, nurse educator) that will not have authorization to perform some of the above responsibilities.

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

Nurses with a Ph.D. often focus on the areas of education and research. They may design studies and conduct research on clinical practices, nursing education, health systems, and public policy.

People with a Ph.D. in nursing often find employment in academic, business, or governmental settings. Overall, nurses with a Ph.D.can:

• Design, conduct, and publish research
• Develop new nursing knowledge and methods
• Utilize research results to improve nursing outcomes
• Write proposals and apply for grants to fund research
• Mentor and advise students
• Compose curriculum for nursing courses

Education Prerequisites

When looking to earn either a DNP or Ph.D., most programs require applicants to have similar prerequisites. Institutions often look for candidates who have attained an undergraduate degree, are actively able to practice nursing, and can meet certain academic requirements.

How to Earn a DNP

To apply for a DNP degree program, candidates need a BSN or master of science in nursing (MSN) from an accredited institution, a GPA of at least 3.0, and an active nursing license.

Once enrolled, students can choose an advanced practice registered nurse (APRN) role such as clinical nurse practitioner (CNP), clinical nurse specialist (CNS), certified nurse-midwife (CNM), or certified registered nurse anesthetist (CRNA).

CNPs and CNSs then choose a population focus (i.e., neonatal, pediatrics, womens health, psychiatric-mental health). DNP candidates often focus on a research or capstone project throughout their entire program.

The program can last 2-4 years, and full-time students are able to earn their degree faster than their part-time counterparts. Students participate in courses on informatics, health policy, healthcare delivery systems, evidence-based practice, and project management.

Learners must also complete a total of 1,000 clinical hours, 500 of which can stem from a previous masters program that resulted in national certification. Learners with previous hours may become more common as some programs, like CRNA, transition from MSN to DNP-only.

How to Earn a Ph.D. in Nursing

To get accepted to a Ph.D. program, candidates need a BSN or MSN from an accredited program, a 3.0 to 3.5 minimum GPA, and an active nursing license. Applicants must also provide a CV or resume, professional references, and a personal statement.

The length of a Ph.D. program ranges from 4-6 years depending on the status of the student (full-time vs. part-time). The curriculum revolves around theory, analysis, and statistics, with students taking classes in grant writing, research design, and research methods. Since their work takes place within education and research, Ph.D. candidates are not required to complete clinical hours.

Upon program completion, DNP and Ph.D. graduates may benefit from a higher earning potential. The Bureau of Labor Statistics (BLS) projects a steady need over the next decade for nurses with advanced training.

Ultimately, degree type, specialization, and population focus dictate the average annual salary and the type of demand nurses should anticipate.

$107,000 Average Annual DNP Salary

$99,000 Average Annual Ph.D. in Nursing Salary

DNP in Nursing Salary and Career Outlook

While the average salary of nurses with DNPs is approximately $107,000, their chosen specialization impacts their earning potential and demand. DNP-holders working a CRNAs average $164,340 per year, according to July 2022 Payscale data, while those who work in pediatrics earn $92,030 .

Not only do CRNAs earn the highest average salary, but they are also one of the most in-demand specializations; the BLS projects a job growth rate of 45%, significantly higher than the 9% average for all other professions.

Another main factor that influences DNP earning potential is years of experience. Entry-level nurses earn an average annual salary of approximately $87,000 , according to July 2022 Payscale data. Whereas those with more than 20 years of experience can earn upwards of $187,000 depending upon the specialization.

Ph.D. in Nursing Salary and Career Outlook

Much like nurses with a DNP, the salary of one with a Ph.D. varies based on focus. According to the BLS , nurse educators with a Ph.D. can receive upwards of $125,930 annually.

While all nurses with advanced degrees continue to be in demand, Ph.D. graduates who choose to become educators can especially benefit from this need. According to the American Association of Colleges of Nursing , nursing schools had to turn away over 80,000 qualified applicants in 2019 due to the shortage of educators.

Many states are looking to provide incentives to nurses who choose to become educators, thereby increasing the benefit of selecting this role.

DNP vs. Ph.D. in Nursing: Which Degree is Right For Me?

Deciding which degree works best depends upon a nurse’s personal and professional goals. The degrees lead nurses down two fairly distinct paths – one clinical and one research-oriented.

DNP and Ph.D. graduates are both in high demand and have above-average earning potential. The degrees differ in time commitment and responsibilities.

Nurses who prefer to work in a clinical capacity either directly with patients or in a nursing leadership role should pursue a DNP. Graduates often find themselves in a variety of clinical settings, such as hospitals, specialty practices, or public health offices.

Learners more interested in preparing future nurses or conducting research that aids in the development of new and effective nursing methods should pursue a Ph.D. Nurse Ph.D. graduates often use their expertise in settings such as colleges and universities, research facilities, medical laboratories, and government agencies.

Related Pages

Why Get a Doctorate in Nursing (DNP)?

Graduating with a doctoral degree in nursing can advance careers, increase salaries, and lead to rewarding jobs. Learn why and how to become a DNP.

Online DNP Programs of 2024

Explore the top online DNP programs. Learn about on-campus requirements, accreditation, cost, and program length while choosing your next career step.

Types of Nursing Degrees and Levels

Learn about the types of nursing degrees available and how to launch your career in this field. Explore in-demand job opportunities and earning potential.

Page last reviewed: May 6, 2022

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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.

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PhD Admissions

Admission Requirements

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

Post-baccalaureate Students

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

Applying for Admission

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

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

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

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

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

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

Purposes and objectives for undertaking graduate study

Research interests and career goals

Strengths and weaknesses in the chosen field

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

Reasons for choosing Duke for PhD studies

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

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

Holistic Admissions

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

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

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

Personal Interview

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

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

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

Technology Requirements

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

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

Nursing License

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

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

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

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Doctor of Philosophy

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

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

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

Program Design

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

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

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

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

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

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

PhD courses are offered in three major areas:

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

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

Concurrent with Coursework

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

Request a Sample Academic Program Plan

Qualifying Examination

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

 Kylie Dougherty, BSN, RN, M.Phil.

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

Dissertation

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

Scholarship Expectations

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

Joseph Belloir, MSN, RN, PMHNP-BC

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

Preparation for Postdoctoral Fellowship: Research Career Next Step 

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

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

PhD Student Handbook

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

Request a PhD Student Handbook

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

Required courses (excluding electives).

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

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

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

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

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

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

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

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

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

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

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

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PhD Education

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There is no doubt that education is the path for a nurse to achieve greater clinical expertise. At the same time, however, the nursing profession needs more nurses educated at the doctoral level to replenish the supply of faculty and researchers. The national shortage of faculty will soon reach critical proportions, having a significant impact on educational programs and their capacity to educate future generations of nursing students.

Although the number of doctorate programs has continued to increase, the total enrollment of students in these programs has remained fairly constant, resulting in a shortage of newly minted PhDs to renew faculty ranks.  As a result, approximately 50% of nursing faculty possess the doctorate as a terminal degree. Furthermore, with many advances being made in the treatment of chronic illnesses, there is a continuing need for research that assists patients in living with their illness.  This research requires individual investigators who are prepared on the doctoral level.

One reason there is a lack of nurses prepared at the doctoral level is that, compared with other professions, nurses have more interruptions in their careers. Many in the profession are females who work as nurses while fulfilling responsibilities as wives and mothers.  As a result, many pursue their education on a part-time basis. Also, the nursing profession traditionally has viewed clinical experience as being a prerequisite to graduate education. This career path results in fewer individuals completing the doctorate at an earlier stage in their career, thereby truncating their productivity as academics, researchers, and administrators. To reverse this trend, many nursing schools have developed programs that admit students into graduate (doctorate and master's) programs directly from their undergraduate or master's programs.

Nursing Research

When nurses do research for their doctorates, many people tend to think that it focuses primarily on nurses and nursing care. In reality, nurses carry out clinical research in a variety of areas, such as diabetes care, cancer care, and eating disorders. 

In the last thirty years, advances in medicine have involved, for the most part, advancing treatment not cures. In other words, no cure for the illness has been discovered, but treatment for that illness has improved. However, sometimes the treatment itself causes problems for patients, such as the unwelcome side effects of chemotherapy. Nurses have opportunities to devise solutions to problems like these through research, such as studies on how to manage the illness and its treatment, thereby allowing individuals to lead happy and productive lives.

The Curricula

Doctoral programs in nursing are aimed at preparing students for careers in health administration, education, clinical research, and advanced clinical practice. Basically, doctoral programs prepare nurses to be experts within the profession, prepared to assume leadership roles in a variety of academic and clinical settings, course work and research, students are trained as researchers and scholars to tackle complex health-care questions. Program emphasis may vary from a focus on health education to a concentration on policy research. The majority of doctoral programs confer the Doctor of Philosophy (PhD) degree, but some award the Doctor of Nursing Science (DNS), and the Doctor of Education (EdD).

Doctoral nursing programs traditionally offer courses on the history and philosophy of nursing and the development and testing of nursing and other healthcare techniques, as well as the social, economic, political, and ethical issues important to the field. Data management and research methodology are also areas of instruction. Students are expected to work individually on research projects and complete a dissertation.

Doctoral programs allow study on a full- or part-time basis. For graduate students who are employed and therefore seek flexibility in their schedules, many programs offer courses on weekends and in the evenings.

Admission Requirements

Admission requirements for doctoral programs vary. Generally, a master's degree is necessary, but in some schools a master's degree is completed in conjunction with fulfillment of the doctoral degree requirements. Standard requirements include an RN license, Graduate Record Examinations (GRE) scores, college transcripts, letters of recommendation, and an essay. Students applying for doctoral-level study should have a solid foundation in nursing and an interest in research. Programs are usually the equivalent of three to five years of full-time study.

Selecting a Doctoral Program

Selecting a doctoral program comes down to personal choice. Students work closely with professors, and, thus, the support and mentoring you receive while pursuing your degree is as vital as the quality of the facilities. The most important question is whether there is a "match" between your research interest and faculty research. Many of the same questions you would ask about baccalaureate and master's degree programs apply to doctoral programs. However, in a doctoral program, the contact with professors, the use of research equipment and facilities, and the program's flexibility in allowing you to choose your course of study are critical.

Some questions to consider asking include: Are there opportunities to present research findings at professional meetings? Is scholarship of faculty, alumni, and students presented at regional and national nursing meetings and subsequently published? Has the body of research done at a university enhanced the knowledge of nursing and health care?

Other questions to consider include: Does the university consider research a priority? Does the university have adequate funding for student research? Many nurses with doctorate degrees make the natural transition into an academic career, but there are many other career options available for nurses prepared at this level. For example, nurses prepared at the doctoral level are often hired by large consulting firms to work with others in designing solutions to health-care delivery problems. Others are hired by large hospital chains to manage various divisions, and some nurses with doctorate degrees are hired to manage complex healthcare systems at the executive level. On another front, they conduct research and formulate national and international healthcare policy. In short, because of the high level of education and a shortage of nurses prepared at this level, there are a number of options.

Salaries are related to the various positions.  Faculty salaries vary by the type of institution and by faculty rank, typically ranging from approximately $80,000 at the assistant professor level to over $115,000 at the professor level.  Salaries of nurse executives also vary, with the lowest salaries being in small rural hospitals and the highest being in complex university medical centers. Consultant salaries are wide ranging but often consist of a base plus some percentage of work contracted. Clinical and research positions vary considerably by the type of institution and the nature of the work.  Needless to say, a doctoral education does provide individuals with a wide range of opportunities, with salaries commensurate with the type and level of responsibilities. 

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The Research Doctorate in Nursing: The PhD

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

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Home / Getting Your Ph.D. in Nursing

Getting Your Ph.D. in Nursing

Becoming a ph.d. nurse, what does a ph.d. nurse do, ph.d. nurse salary & employment, ph.d. vs. dnp in nursing, helpful organizations, societies, and agencies, what is a ph.d. nurse.

A Ph.D. nurse is one who has completed a Doctor of Philosophy in Nursing degree. A Ph.D., or doctoral degree, is the highest level of education a nurse can achieve. Different from a Doctor of Nursing Practice (DNP) degree, which focuses on advanced clinical practice, a Ph.D. in Nursing program is a research and science-focused degree that prepares nurses for careers conducting important medical research that will advance the entire nursing profession and for teaching nursing at the college level.

In order to become a Ph.D. nurse, of course, nurses must complete a Ph.D. in nursing program, which generally takes 4 to 6 years to finish. An aspiring Ph.D. nurse must have a strong interest in conducting medical research and/or teaching future nurses. Strong leadership skills are also important, as many Ph.D. nurses go on to supervise and mentor other nurses, whether they work in scientific research, management, or teaching capacity.

What Are the Educational Requirements For a Ph.D. Nurse Program?

A Ph.D. in Nursing program is known as a terminal degree, meaning it is the highest level of education for the nursing profession (in addition to the DNP degree, another separate nursing doctorate program track). Prior to entering a Ph.D. program, nurses must complete a Bachelor of Science in Nursing (BSN) degree and pass the NCLEX-RN exam. In some cases, applicants to a Ph.D. in Nursing program must also complete a Master of Science in Nursing (MSN) degree, which provides advanced education in nursing practice with courses in pharmacology, pathophysiology, and clinical practice.

Educational Prerequisites

Specific requirements to complete a Ph.D. in Nursing program will vary slightly from school to school. Schools offer Ph.D. in Nursing programs in traditional classroom formats, as well as online and hybrid styles that combine in-person study with online coursework. In addition to a variety of formats for Ph.D. in Nursing programs, students can also sometimes opt to take these programs on a full-time or part-time basis to suit their personal schedules.

The curriculum for a Ph.D. in Nursing program is research-focused, with coursework in advanced scientific research principles, data analysis, and statistical measurement. Ph.D. programs generally culminate in a dissertation and original research project. As an example of Ph.D. curriculum, below is a selection of courses offered by the Medical University of South Carolina as part of their online Ph.D. in Nursing Science program:

• Advanced Quantitative Research Methods
• Qualitative Research Methods
• Advanced Statistical Methods for Nursing Research
• Advanced Study Design and Methods
• Advanced Health Policy & Advocacy
• Research Team Leadership

A Ph.D. nurse conducts scientific research that advances the nursing profession. The knowledge that Ph.D. nurses gather and present as a part of their scientific research powers positive change in the quality of patient care and outcomes in the entire nursing field. In addition to their role as nurse scientists, Ph.D. nurses also teach and mentor nurses at the college/university level, working to shape the next generation of nurses.

What Are the Roles and Duties of a Ph.D. Nurse?

The majority of Ph.D. nurses pursue careers in either the research or teaching fields, so their day-to-day duties will vary depending on which career track they have chosen.

For a nurse researcher , typical duties may include:

• Identify research questions, and design and conduct scientific research in partnership with other scientists from various fields
• Collect and analyze scientific data and publish reports detailing findings
• Write proposals and apply for grants to help fund their research
• Establish and maintain quality assurance programs to ensure the validity of their data findings
• Train and supervise laboratory staff and other nurses or scientists

For a Ph.D.  nurse educator who has chosen to pursue a faculty position, typical duties may include:

• Plan, prepare, and revise curriculum and study materials for nursing courses
• Deliver lectures to undergraduate and graduate level nursing students
• Supervise students' laboratory and clinical work
• Grade students' classwork, laboratory, and clinical performance
• Mentor and advise students regarding their future work in the nursing industry

For faculty members who pursue department chair or administration roles, additional duties may include:

• Hire, supervise and conduct performance reviews of faculty members
• Assist with the scheduling of classes and professors
• Oversee department curriculum and provide quality control as to the content and materials of given nursing courses

Workplace Settings

A Ph.D. nurse can work in a variety of settings, depending on the career path he or she has chosen. A Ph.D. nurse may find employment at a hospital, medical laboratory, research facility, or university as a research scientist, or may work at a nursing school, college, or university as a faculty member or department chair. In some cases, a Ph.D. nurse may also work as a public health nurse in a government setting, helping to develop research-based solutions to public health issues.

Salaries for Ph.D. nurses vary based on the type of employment a nurse seeks after graduation. Nurse researchers, a primary career path for Ph.D. nurses, can expect a median salary of $90,000 according to Payscale.com. For Ph.D. nurses who pursue a teaching position, the median annual wage for post-secondary nursing instructors is $77,440 according to the U.S. Bureau of Labor Statistics as of May 2021. Geographical location, career length, and experience level are all factors that can influence a Ph.D. nurse's annual salary.

The nursing profession as a whole has a particularly bright employment outlook, with the employment of registered nurses projected to grow 9 percent from 2020 to 2030 according to the BLS. In addition, a large number of healthcare facilities are looking for nursing professionals with higher degrees, which means the demand for Ph.D. and DNP level nurses will continue to grow. In fact, the Institute of Medicine 's 2015 "The Future of Nursing Report" emphasized the need for more Ph.D. level nurses.

As there are two doctorate-level nursing program types to choose from, there may be some confusion as to the differences between a Ph.D. nursing program and a Doctor of Nursing Practice (DNP) degree. The primary difference between the two programs relates to nurses' career aspirations. A DNP program trains nurses to perform the highest level of nursing practice and to translate research into high-quality patient care, while a Ph.D. program prepares nurses to conduct cutting-edge research that will advance the science of nursing and patient care. In addition to research positions, a Ph.D. program prepares nurses for leadership and teaching positions at hospitals and colleges/universities. To simplify, a DNP is a nursing practice doctorate degree, while a Ph.D. is a research and teaching doctorate.

Other key differences between DNP and Ph.D. programs are curriculum and program length. A typical DNP program includes courses on advanced nursing practice, leadership, and management topics and requires patient care clinical hours as well as a final capstone project. A Ph.D. program includes coursework on research methodologies, data analysis, and healthcare leadership and policy, and requires students to complete original research and a dissertation. In general, a Ph.D. program takes longer to complete than a DNP program, with Ph.D. programs taking an average of 4 to 6 years to complete and a DNP program taking 3 to 4 years, but can be completed in as little as 2 years depending on the school and program chosen.

• American Association of Colleges of Nursing
• American Nurses Association
• International Association of Clinical Research Nurses
• National Institute of Nursing Research

2024-25 Academic Catalog

Doctor of philosophy in nursing.

The Doctor of Philosophy in Nursing (PhD)  Program prepares graduates to function in faculty positions in college and university settings; conduct independent research as nurse scientists, perform scholarly endeavors in nursing; generate and expand the theoretical, empirical, and philosophical bases for nursing practice; provide leadership to the profession; and interpret nursing to society. Students have opportunities to expand their theoretical knowledge and research skills in one of three emphasis areas (Health Systems, Symptom Science, or Education); develop expertise in nursing theory development; expand research skills; and gain a historical and philosophical perspective that broadens their professional orientation and provides a basis for understanding changing social expectations, cultural perspectives, and economic and political trends. The PhD Program prepares nurse scientists for the future with coursework in Precision Health, Data Science, and Grant Writing.

Nurses engaged in doctoral study are adult learners with unique perspectives gained from personal, professional, and educational experiences. These individuals tend to be self-directed, goal-oriented, highly motivated and capable of abstract, original thinking. Individual interests are explored through study in the selected emphasis area. Learning is achieved through independent study and research, as well as instructed courses.

Admission Criteria

New students are accepted to the PhD degree program once a year, for instruction that begins in June during the summer semester. The application deadline is January 1st for admission the following summer. Prospective students can apply using the KU Medical Center online application .

• Completion of a Bachelor of Science in Nursing (BSN), Master of Science (MS) in nursing, or Doctor of Nursing Practice (DNP) degree from a nationally accredited (NLNAC or CCNE) program.
• Current registered nurse licensure in at least one state in the United States. This requirement may be waived for international students who will not engage in patient care while in the program
• Preference is given to applicants with a 3.5 GPA in a BSN program or 3.25 GPA in a Master's or DNP program
• Potential for leadership and scholarship in nursing
• Prerequisite preparation must include a graduate-level statistical methods course and an Analysis of Variance (ANOVA) course
• Satisfactory criminal background check (completed once an offer of admission has been extended to applicant), which may affect the student's eligibility to enter the program

English Language Requirements  

All applicants for study at the University of Kansas Medical Center (KUMC) whose native language is not English must demonstrate an established level of English language proficiency through either the TOEFL (Test of English as a Foreign Language) or the academic format of the EILTS (International English Language Testing System). The test must have been taken within two years of the first semester of enrollment.

See also Admissions in the Graduate Studies section of the online catalog.

Program Options

Students may apply to the research doctoral (PhD) program after completing a doctor of nursing (DNP), master's degree in nursing or a baccalaureate degree with a major in nursing. The post-baccalaureate entry option is for exceptionally well-qualified BSN graduates whose career goals are research-oriented and who wish to progress as rapidly as possible toward the research doctorate in nursing.

Course Requirements

The PhD degree requires 67 credit hours; 52 coursework credit hours and at least 15 dissertation credit hours for Post-MS students. Post-BSN students complete an additional 6 credit hours from the graduate nursing core. DNP-to-PhD students complete 27 credit hours of coursework and 15 dissertation credit hours.

The PhD program is offered through a combination of formats, including:

• Three required on-campus, one-week summer intensives at the University of Kansas Medical Center in Kansas City, Kansas
• Online coursework throughout the year, including synchronous and asynchronous web-based conferencing on a regular basis
• On-campus and videoconference mentoring by faculty for research and career advisement and scholar development

Coursework includes curriculum components: core (41 credit hours for Post-MS), an Emphasis Area (11 credit hours), and Dissertation (at least 15 credit hours). DNP-to-PhD students complete 27 credit hours of coursework and 15 dissertation credit hours.

*Courses will be selected in consultation with advisor.

Emphasis Area

The emphasis area includes 11 coursework credit hours in the student's area of choice from among three options: Health Systems, Symptom Science, or Education. Emphasis area courses must support the student's research interest area. Two of the 11 emphasis area credit hours are taken through enrollment in NRSG 970: Synthesis of Emphasis Area of Study, which is taken after completion of the emphasis area coursework. That course requires completion of a scholarly paper synthesizing content taken throughout the emphasis area course sequence. 

Dissertation

Each PhD student must complete a study that shows the planning, conduct, and results of original research. See  Doctoral Degree Requirements, Ph.D. , in the Graduate Studies section of the online catalog. The minimum number of post-comprehensive dissertation credit hours is 15. The program also requires satisfactory completion of the University's research skills and responsible scholarship requirement, two qualifying examinations at the completion of NRSG 945: Synthesis Workshop I and NRSG 949: Synthesis Workshop II, a comprehensive oral exam, (i.e., the dissertation proposal defense), and a final oral examination, (i.e., the final dissertation defense).

The KU School of Nursing has three entry options to the Ph.D. in Nursing program. You can apply to the research doctoral program after completing a BSN, M.S. or DNP degree. Students may also choose between full-time and part-time plans of study. For more information, see the KU School of Nursing website . 

BSN-PhD Sample Full-Time Plan of Study 

MS-PhD Sample  Full-Time  Plan of Study   

TECHNICAL STANDARDS FOR ADMISSION University of Kansas School of Nursing

I.  Introduction

All individuals admitted to the University of Kansas School of Nursing will be asked to verify that they can meet the following Technical Standards, with or without accommodation(s). In courses or programs without clinical components, or involving no direct client care, the Technical Standards may be modified by the Student Admission and Progression Committee (SAPC). After acceptance, but before admission to the School of Nursing, students in all programs must be able to document current certification/evidence of completion of a course in cardiopulmonary resuscitation for healthcare providers. This requires being able to successfully complete both the written and practical test for certification. In addition, with or without accommodation, the following abilities and expectations must be met by all students, undergraduate and graduate, admitted to the School of Nursing.

II.  Standards

A.  Observation/Sensory-motor:  Applicants must be able to observe demonstrations and learn from experiences in the basic sciences, including but not limited to, physiology and pharmacology, microbiology and pathophysiology laboratory situations. Applicants must be able to observe and learn from experiences in the clinical nursing laboratory such as the following examples: accurately read gradients/calibrations on a syringe; measure medications accurately; accurately recognize color changes on chemical reaction strips; assess heart, breath, abdominal sounds; assess normal and abnormal color changes in the skin; observe pupil changes; and observe digital or waveform readings.

B.  Communication : Communications include not only speech but also reading, writing, and computer usage, including handheld digital access. Applicants must be able to communicate accurately and effectively with patients, caregivers, physicians, other health professionals, clinical facility staff, faculty and staff, peers, and the community in general in order to elicit information, describe changes in mood, activity and posture, and perceive nonverbal communications.

C.  Psychomotor:  Applicants should have sufficient motor function to elicit information from patients by palpation, auscultation, percussion, and other diagnostic maneuvers. Applicants should be physically able to collect specimens and perform basic tests (such as glucose finger stick, urine dipstick). Applicants should be able to execute motor movements reasonably required to provide general care and emergency treatment to patients. Examples of emergency treatment reasonably required of nurses are cardiopulmonary resuscitation, administration of intravenous medication, application of pressure to stop bleeding, and assist in moving and lifting patients using proper body mechanics. Such actions require coordination of both gross and fine muscular movements, equilibrium and using tactile and visual senses.

D.  Intellectual-Conceptual, Integrative, and Quantitative:  Applicants must be able to comprehend and interpret documents written in English. Applicants should have cognitive abilities including measurements, calculation, reasoning, analysis, and synthesis.  Critical thinking is the ability to synthesize knowledge. Problem solving, the critical skill demanded of nurses, requires all of these intellectual abilities. In addition, the applicant should be able to comprehend three dimensional relationships and to understand the spatial relationships of structures in order to understand normal and abnormal anatomy and physiology, which may be an essential part of the selected research topic.

E.  Behavioral and Social Attributes:  Applicants must possess the emotional health required to utilize their intellectual abilities fully, exercise good judgment, complete all responsibilities attendant to the nursing diagnosis and care of patients promptly, and the development of mature, sensitive and effective relationships with patients and their families. Applicants must be able to tolerate physically taxing workloads and to function effectively under stress. They must be able to adapt to changing environments, to display flexibility, and to learn to function in the face of uncertainties inherent in the clinical problems of many patients. Compassion, integrity, concern for others, interpersonal communication skills, interest and motivation are all personal qualities that should be assessed during the admissions and education process. As a component of nursing education, a student must demonstrate ethical behavior including adherence to the professional nursing and student honor codes. The honor code at the KU School of Nursing is the Professional Integrity System (PROFITS). KU PROFITS is a peer-oriented integrity system to promote an environment where academic honesty is valued and expected.

III.  Reasonable Accommodation

Applicants who disclose a disability are considered for admission if they are otherwise qualified so long as such accommodation does not significantly alter the essential requirements of the curriculum and the educational program, or significantly affect the safety of patient care or others. When applicants or students disclose a disability, the provision of reasonable accommodations will be considered in an attempt to assist these individuals in meeting these required technical standards. Applicants whose response indicates that they cannot meet one or more of the expectations will be reviewed further by the University’s Office for Academic Accommodations, with applicant and faculty input, to determine if any reasonable accommodations are possible to facilitate successful completion of the nursing curriculum and preparation for the national registry examination.

It is important to give persons interested in enrolling in nursing a realistic view of the vigorous demands of the School of Nursing’s theoretical and practicum curriculum while at the same time investigating reasonable accommodations. Whether or not a requested accommodation is reasonable will be determined on a case by case basis. Interested individuals may schedule an orientation visit to the nursing skills laboratory and actual sites of the University of Kansas Hospital and/or University of Kansas Medical Center. These orientation visits enable persons to assess their interest and ability to function in the actual clinical areas and in learning and demonstrating manual skills.

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

The University of Kansas School of Nursing PhD program prepares graduates to function in faculty positions in college and university settings; conduct independent research and scholarly endeavors in nursing; generate and expand the theoretical, empirical, and philosophical bases for nursing practice; provide leadership to the profession; and interpret nursing to society. The DNP-to-PhD in Nursing program prepares graduates for these purposes for those who previously earned a DNP degree. The advanced practice or leadership cognate area from the DNP program serves as the "emphasis area" for the DNP-to-PhD program. Additional content provided in the PhD program is focused on statistics, theory, data science, or precision health, research methods, grant writing, and conduct of research, (i.e., skills essential to the research doctorate). The DNP-to-PhD program focuses on preparing the graduate for conducting independent and collaborative research for nursing science. DNP-PhD students complete 27 credit hours of coursework and 15 dissertation credit hours.

Eligibility and Requirements

• Completion of a Doctor of Nursing Practice degree from a nationally accredited (NLNAC or CCNE) program.
• Current registered nurse licensure in at least one state in the U.S.
• Minimum cumulative graduate grade point average (GPA) of 3.0 on a 4.0 scale. Preference is given to applicants with a 3.25 GPA in the DNP program.
• Potential for leadership and scholarship in nursing.
• Prerequisite preparation must include a graduate-level statistical methods course and an analysis of variance (ANOVA) course.

Satisfactory criminal background check, which is completed once an offer of admission has been extended to applicant.

  Course Requirements

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2023-24 Entire Catalog

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Doctor of Philosophy

The Doctor of Philosophy in Nursing Science program is designed to prepare nurse scientists with expertise in clinical-translational research methods to advance the scholarly discipline and to contribute to the growing body of knowledge in the field of nursing.

As the most trusted profession and the primary caregivers in the healthcare setting, nurses bring a uniquely personal perspective to research. Nurses know that optimal patient health requires a whole-person approach that recognizes the interdependencies of the different, and sometimes deeply personal, aspects of a patient’s life. That is why our PhD program emphasizes the combination of translational science methods with traditional models for research to comprehensively address health and healthcare needs of local, national and global communities.

The PhD program is high-touch, and students will have a mentor in their area of research interest and have immediate immersion in research with the opportunity to work as a Teaching Assistant or Research Assistant on day one of the program. Students will work closely with their mentor throughout the program, who will help them develop expertise in their area of interest and develop into a scholar. Students are educated by nurse scientists conducting cutting-edge research in their respective fields. In addition to their course work, the student’s education will be enriched through research seminars in which students will have the opportunity to engage with leading scientists in and outside of nursing who are conducting novel and high impact research.

Program Highlights

Areas of focus.

• Guaranteed funding for the first four years of the program
• Guaranteed housing offer (visit UCI Housing for more information)
• Leading research faculty who incorporate interdisciplinary integrative health approaches to promote population health and well-being one person, one family, one community at a time
• Strong collaborative relationships across schools — from engineering to the arts — to create novel solutions for the health challenges facing underserved communities
• Commitment to using community-informed and community-based research methods to tackle population health needs with compassion, determination, and a keen understanding of the need for appealing, user-friendly approaches to providing healthcare
• Dedicated, one-on-one mentorship in research and teaching

UCI nursing science faculty conduct interdisciplinary research that incorporates integrative health approaches to promote population health and build healthy communities. The PhD program will specifically promote the development of scientific and theoretical expertise that contributes to scholarly endeavors in six key areas:

• Integrative health and wellness promotion
• Community health
• Philosophical and theoretical foundations in nursing
• Health services and practice
• Digital technology and health
• Health disparities and diversity
• You are passionate about developing and comprehensively testing new knowledge in a selected area of nursing science.
• You are excited about incorporating translational science into nursing research endeavors.
• You desire to provide leadership for the health and well-being of communities through translational science and the understanding of social, cultural, economic and political milieu within which knowledge translation operates.
• You desire the opportunity to contribute to interdisciplinary research initiatives in your area of expertise.

Research/knowledge development

• Utilize professional and research ethics and judgment in the conduct of research
• Conduct independent original research
• Critique and integrate different scientific perspectives in the conduct of original research
• Engage in and prepare to lead interdisciplinary research teams
• Situate their knowledge within the history and philosophy of science
• Conduct culturally and linguistically compentent scholarship
• Lead in advancing the discipline through scholarly and scientific contributions
• Provide career and research mentorship to others

Dissemination

• Communicate scholarship to professional, interdisciplinary, policy, and lay audiences
• Communicate scholarship through publications and presentations
• Demonstrate understanding of the influence of politics and policy on knowledge generation and implementation

Substantive area of specialization

• Demonstrate mastery of in-depth knowledge in a substantive area

The PhD in Nursing Science is a three to five-year, full-time commitment that includes a combination of formal courses, electives, independent study, teaching assistant assignments, formal examinations, and the completion and successful defense of a doctoral dissertation based on original research that contributes to the scholarly and scientific knowledge of the nursing discipline.

Early coursework will introduce you to theoretical foundatio ns in the nursing discipline and to advanced research methodologies in nursing, health sciences, and related fields. Elective and independent studies will contribute to expertise in areas of research leading to your dissertation.

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College of Nursing: PhD in Nursing

• College of Nursing
• Bachelor of Science in Nursing (BSN)
• Master of Science in Nursing (MSN)
• Doctor of Nursing Practice
• PhD in Nursing

Learning Outcomes

Minimum degree requirements, core curriculum, focus areas (15 credits), completion of the doctoral capstone, residency requirements, course sequence.

• Doctoral Writing Assessment

8-Year Maximum Time Frame

• Post-Master’s Certificate in Adult Gerontology Acute Care Nurse Practitioner
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The PhD in Nursing program prepares nursing professionals for advanced careers in nursing research, practice, and education. With a focus on readying students to contribute to nursing science, advance knowledge in nursing practice, and improve healthcare services, practices, and policies, course topics include: research methods, theoretical and scientific perspectives in nursing, strengthen scholarly writing skills, enhance critical analysis of the literature advanced quantitative, qualitative, and mixed-methods research design; quality improvement systems and leadership which culminates in the dissertation. The doctoral dissertation enables students to conduct and publish original research that contributes to the body of knowledge in their chosen specialty. Based on their educational and career goals, students will choose from among five focus areas: Nursing Education, Healthcare Administration, Interdisciplinary Health, Leadership, and Population Health.

Graduates of this program will be prepared to:

• Conduct research to generate findings that advance the knowledge and practice of nursing.
• Demonstrate advanced competency in research design and methodology to address social problems and needs.
• Engage in scientific inquiry that advances the knowledge base of research and practice in the profession.
• Evaluate the role of research and scholarship in the field of nursing in relation to its role in improving health interventions and advancing the development of related theory.
• Demonstrate leadership by generating new knowledge that promotes positive social change and addresses the social determinants of health.
• Contribute to the science of nursing through social change and social policy initiatives.
• Apply ethical decision making and values to the profession.
• Advocate for policies and programs that improve health outcomes by addressing the social determinants of health among culturally diverse populations.
• Demonstrate professional communication that supports the discipline and practice of nursing.
• Demonstrate the ability to act as a role model and mentor to others who wish to pursue the profession (stewardship).

The PhD in Nursing offers three entry options: BSN-PhD, Master's-PhD, and DNP to PhD Bridge Option. See specialization pages for details on minimum required credits by specialization and entry option.

• Foundation course (1 credits)
• Core courses (45 credits or 20 credits, depending upon BSN-PhD or Master's-PhD/DNP Bridge entry option)
• Research courses (20 credits)
• Doctoral Seminar (5 quarter credits)
• Focus area courses (15 credits)
• Dissertation (minimum 20 quarter credits, taken continuously until completion of the dissertation)
• Doctoral Writing Assessment (0 credits)
• Four PhD residencies

BSN-PhD entry:  This entry option is for registered nurses (RN) who have earned their bachelor’s in nursing degree.

Master's-PhD entry:  This entry option is for registered nurses (RN) who have earned their master’s in nursing degree or a bachelor’s degree in nursing and a master’s degree in a business or non-nursing health related field.

DNP-PhD entry:  This entry option is for registered nurses (RN) who have earned their doctor of nursing practice degree.

Foundation Course (1 credits)

Core courses (45 credits or 20 credits), bsn-phd entry students take 45 credits of core courses. see each focus area for msn level core course information..

20 credits of MSN level core courses based on the focus area

• Students may take this as a non-degree course.

Master's-PhD and DNP Bridge entry students take 20 credits of core courses.

Research courses (20 credits), foundation research courses (15 credits), advanced research course (5 credits).

• Students may take this a non-degree course.

Doctoral Seminar (5 credits)

See each focus area for course information.

Bridge Option for Students With a DNP

Focus area in healthcare administration, focus area in interdisciplinary health focus, focus area in leadership, focus area in nursing education, focus area in population health.

Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval.

To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the  Dissertation Guidebook .

• Complete Residency 1 as soon as you begin your program ; required in order to advance into RSCH 8110.
• Complete Residency 2 prior to entering NURS 8750.
• Complete Residency 3 prior to entering NURS 9000.
• Residency 4 General  (RESI 8404) OR
• Residency 4 Proposal Writing  (RESI 8404Q) OR
• Residency 4 Methods & Data Collection: Qualitative  (RESI 8404R) OR
• Residency 4 Methods & Data Collection: Quantitative  (RESI 8404S) OR
• Residency 4 Publishing & Presenting  (RESI 8404T) OR
• a  dissertation intensive  (DRWI 8500). Contact Student Success Advising to register. 
• Optional:  Complete a PhD  dissertation intensive  retreat (DRWI 8500) during your dissertation (in lieu of residency 4). Contact Student Success Advising to register.
• BSN-PhD Entry
• Master's-PhD Entry

Bridge Option for Students with a DNP

Bsn-phd entry course sequence.

The BSN-PhD entry course sequence is as follows.

Master's-PhD Entry Course Sequence

The Master's-PhD entry course sequence is as follows.

Students who start or readmit to doctoral programs at Walden University in the university catalog for academic year 2017 or later will complete the university’s required  doctoral writing assessment . Designed to evaluate incoming doctoral students’ writing skills, this assessment aims to help prepare incoming doctoral students to meet the university’s expectations for writing at the doctoral level.

Students have up to 8 years to complete their doctoral degree requirements (see  Enrollment Requirements  in the student handbook). Students may petition to extend the 8-year maximum time frame, but an extension is not guaranteed.

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Nursing and Healthcare Innovation, PhD

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Christina Watkins

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(602) 496-0776

The Edson College PhD program in Nursing and Healthcare Innovation prepares students to design, conduct, and disseminate scientific research aimed towards solving complex health challenges, enhancing health and well-being, and promoting health equity across the lifespan. We accept students with nursing backgrounds as well as students from other related disciplines.  

Mission Statement

We educate researchers who co-create knowledge in partnership with individuals, families, and communities to enhance health and health equity. We do this in an environment that embraces transdisciplinary science to optimize innovation and discovery.  

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Our graduates are visionary leaders whose research transforms health, healthcare, and social justice. Our innovative PhD program will prepare you to pursue a career as a leader in research, education, and health policy with an emphasis on the generation and application of research and theory. The program will prepare you as a scholar with the inquiry skills of a researcher and the leadership skills necessary to influence health processes, outcomes, and policy. The majority of our graduates work in academic settings while others work in research or leadership positions in corporate hospital systems, clinics, and other healthcare organizations.  

Featured Research Faculty Mentor – Gabe Shaibi, Ph.D.

Featured Research Faculty Mentor – DeAnnah Byrd, Ph.D.

Featured Research Faculty Mentor – Fang Yu, Ph.D.

Program Format

The program is offered in a traditional on-site format and innovative, synchronous online delivery, designed to maintain our commitment to a highly mentored, interactive learning experience. A week of in-person, on-site immersion is required at the beginning of each fall and spring semester. During immersion, students discuss trending professional topics, participate with faculty in innovative panels and other presentations, and present their research at Scholars’ Day (spring). Students also attend the first class of the semester that week; some then return to their distant homes and attend online synchronous classes for the remainder of the semester. Others, who live locally, have the option of attending class face-to-face, which increases the opportunity for socialization and peer support, or they may attend synchronously online.

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As part of an institution that is ranked #1 in research volume among public research universities, the U-M School of Nursing offers exceptional opportunities for Ph.D. students. Our robust research infrastructure will afford you access to the resources necessary to pursue your scholarly interests, including funding that enables you to be a full-time student, interdisciplinary connections with scholars throughout U-M and one-on-one mentorship from our world-renowned faculty.

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• v.30(2); 2022 Jun

Expected Roles of PhD Graduated Nurses: A Scoping Review

Reza negarandeh.

1 Nursing and Midwifery Care Research Center, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran

Sahar Khoshkesht

2 Department of Medical-Surgical Nursing, School of Nursing & Midwifery, Tehran University of Medical Sciences, Tehran, Iran

The aim of this study was to investigate the expected roles of the Doctor of Philosophy graduated nurses and their challenges. This study was conducted as a scoping review based on Arksey and O'Malley’s approach. After a search in valid databases such as Google Scholar, Information Sciences Institute, Science Direct, Ovid, PubMed, and Scientific Information Database between 2000 and 2019 and review the websites of some well-known universities and the contents of some of the global nursing websites such as the American Association of Colleges of Nursing, National League for Nursing (NLN), International Network for Doctoral Education in Nursing (IDEN), as well as reports such as Institute of Medicine. All data were collected, summarized, and then described narratively. There was much evidence that the Doctor of Philosophy programs had failed to prepare graduated nurses for the related roles and responsibilities. The expected roles of the Doctor of Philosophy graduated nurses in this study summarized in five domains of education, clinical practice, research, leadership and management, and policy-making along with worldwide challenges, especially those highlighted in Iran. It seems that besides clarifications of the expected roles of the Doctor of Philosophy graduated nurses, there should be more thought about the contents of the programs along with roles responsibilities, as well as the establishment of better communications between universities and workplaces.

Introduction

The Doctor of Philosophy (PhD) refers to the philosophy and scientific diligence in knowledge which is also regarded as the highest academic degree in all disciplines. The term “doctorate” is rooted in the Latin word “docere” which means teaching ( Winter et al., 2000 ) and it is also characterized by an advanced level of education and research that is employed to create new knowledge ( Ellis, 2005 ). The graduates of disciplines such as medicine labeled as “MD,” pharmacy called “Pharm.D,” veterinary named as “DVSc,” and dentistry termed as “DT” are also mentioned as doctorate which is a degree equivalent to a bachelor’s and master’s in other sciences.

History showed that PhD education was established in Europe and Germany. Then, it was brought to the United States in the 1860s. Yale University was the first academic center to award a PhD degree in 1861. Then, Oxford University in the United Kingdom began to accept students in PhD programs in 1920 ( Carpenter & Hudacek, 1996 ).

In general, the goal of a PhD program is to educate scholars and scientists to develop disciplines and to create new knowledge in which there is an emphasis on preparing students to assume expected roles after completion of the courses ( Fiedler et al., 2015 ). The global competition for doctoral study is growing. Moreover, PhD graduates play an important role in the development of communities because of having specific skills in research methods and abilities to create, implement, and publish knowledge and innovation ( Auriol, 2010 ).

The concept of PhD in nursing is not new. In the past, most nurses could also obtain their doctoral degrees in disciplines such as physiology, education, or social sciences. Doctorate of Education (EdD) was created between 1900 and 1940 and the first EdD in nursing was awarded in 1933 at Columbia University. In the 1950s, the University of Pittsburgh emphasized the importance of clinical research for the development of a body of knowledge and nursing profession in the PhD program. Then Boston University launched the Doctorate of Nursing Science (DNSc) ( Robb, 2005 ). Later, different types of nursing doctorates were developed including Doctorate of Science in Nursing, Nursing Doctorate, Doctor of Philosophy in Nursing (PhD), and Doctor of Nursing Practice (DNP) ( Meleis, 1988 ; Rosseter, 2017 ). The history of PhD degrees development in nursing in some countries across the world such as the United States (1933), the United Kingdom (1970), Sweden (1986), Australia (1987), South Korea (1988), Brazil (1990), Canada (1991), Venezuela (1998), and China (2003) is reflecting the historical record and the importance of developing PhD studies in nursing worldwide.

Historically, the first PhD program in nursing in Iran was held by Tabriz University of Medical Sciences in 1995. Then, Iran University of Medical Sciences, Tehran University of Medical Sciences, Shahid Beheshti University of Medical Sciences, and Isfahan University of Medical Sciences started accepting PhD students in nursing. Currently, a total number of 17 universities of medical sciences in Iran have permission to train PhD students in this domain.

In general, two models of PhD programs in nursing are known worldwide. In the research-based/oriented European model, students only focus on the implementation of research projects. This model is being used in European countries, North Africa, Egypt, Japan, Australia, and New Zealand. But in the North American model or the Pan-American model, students first take courses that are related to the subject of the dissertation and, after successfully passing the relevant exams; they concentrate on doing their dissertations. This model is being implemented in countries such as Brazil, Canada, the United States, Venezuela, South Korea, the Philippines, Taiwan, Thailand, and Iran ( Ketefian et al., 2001 ).

In recent years, scientific research studies have put more stress on the professional development of nursing and they have particularly focused on the unique characteristics of nursing. Unlike other disciplines that start with general studies and then make progress toward specializations in the postgraduate programs, nursing is a profession that requires a general perspective in the PhD program ( Rosseter, 2017 ). Nursing programs traditionally present courses in the fields of nursing history and philosophy and development of healthcare techniques as well as socio-economic, political, and ethical issues. Data management and research methods are also included as the most important areas in doctoral education in nursing ( American Association of Colleges of Nursing [AACN], 2018 ).

Undoubtedly, the purpose of PhD programs in the development of nursing sciences is through research. In this respect, graduates are trained in research-based disciplines to contribute to a collection of unique knowledge in nursing and they are expected to accept leadership positions in their fields. As noted, the nursing process has been toward increasing PhD programs. Having doctoral degrees, as the most known and highest degree of science, has also clarified the value of PhD in nursing. Although the American Association of Colleges of Nursing (AACN) announced in 2004, there are mainly two types of nursing doctorate including PhD and DNP in Nursing; but most of the nursing leaders who recognize and accept PhD as a degree at the postgraduate level are strongly advocating the removal of other specialized programs such as DNP named as PhD in Nursing. Moreover, the AACN has differentiated PhD graduates as knowledge developers and DNP and DNSc ones as experts in using the new knowledge ( AACN, 2002 ; Rosseter, 2017 ).

Growing knowledge and increasing complexity of health systems increase the need for advanced and qualified nursing. Therefore, nursing education and the training of Ph.D. students are very important ( Patelarou et al., 2009 ). According to the Institute of Medicine (2011) , “The Future of Nursing: Leading Change, Advancing Health,” nurses could play a very important role in reforming and redesigning health systems that need improving the levels of knowledge and attitudes. Based on the recommendations in this report, there is an emphasis on increasing levels of nursing education, doubling the number of PhD graduates in nursing by 2020, and using the full extent of nurse education and training; therefore, nurses should be responsive to changing needs of health care systems. However; there is much more evidence that PhD programs in nursing have failed to prepare graduates for relevant roles and responsibilities ( Booth et al., 2016 ). Generally, the relationship between doctoral education and expectations and roles is vague and there are sometimes no defined roles and responsibilities for nursing graduates in health systems ( Agger et al., 2014 ; Bullin, 2018 ). Even if the roles and responsibilities have been defined, they have not been properly addressed in practice. Considering the increasing importance and the need for training nurses with PhD degrees as the source of changes in healthcare systems, as well as the controversies in preparation of graduates that exposed them to the confusion of their roles, there is the need to discuss the role of PhD graduate students. Therefore, this study aimed to investigate the expected role of PhD graduate nurses.

Research Questions

1. What are the roles and responsibilities of PhD graduate nurses? 2. Is there compatibility between the expected roles, curriculum, clinical environment, and organizations that provide job opportunities? 3. What are the worldwide PhD graduate nurses challenges; especially those highlighted in Iran?

Study Design

This study was a scoping review based on Arksey and O’Malley approach (2005).

Study Process

The five-stage approach of Arksey and O’Malley (2005) includes identifying the research question, identifying relevant studies, study selection, charting the data, collating, summarizing, and reporting. A summary of the stages is shown in the below flowchart ( Figure 1 ).

Flowchart of the Process of Study Based on Arksey and O’Malley’s Five-Stage Approach.

Search Process and Study Identification

Regarding the importance of the subject in the field of nursing and the lack of sufficient evidence in this domain, the main research question was about the expected roles of PhD graduated nurses and their challenges. Accordingly, various keywords such as doctorate in nursing OR PhD in nursing AND roles of PhD nurses AND scope of practice of PhD nurses were searched in valid databases such as Google Scholar, Information Sciences Institute, Ovid, PubMed, and Scientific Information Database in the related studies published between 2000 and 2019.

Eligibility of Resources

More than 414 articles were extracted. After removing duplicate items, examining the relevancy of titles, and reviewing the relevance of the subject, the validity of the source, and accessibility to the article, finally, the 23 articles were examined. Also, seven articles and two books were added after reference lists review. Since the purpose of a scoping review is a brief analysis around key concepts in the research subject and finding main sources and types of evidence without considering the quality of the studies ( Tricco et al., 2016 ), the studies were selected only based on the proximity to the subject and scope of the investigation. Exclusion criteria included irrelevant, duplicate, and non-English articles. However, lectures, summaries, studies related to other disciplines, and studies just related to DNP were excluded from the final review. In addition, the websites of some well-known universities and the contents of some of the global nursing websites such as AACN, NLN, IDEN, as well as reports such as IOM were reviewed. All data were collected, summarized, and then described narratively and discussed.

Goals of PhD in Nursing

By exploring PhD programs in nursing across the world, it becomes clear that the educational goals of training PhD graduates are different due to discrepancies in defined roles and responsibilities. The following cases are examples of such differences.

The University of Virginia in the United States which accepts students through two PhD and DNP programs aims to educate clinical professionals, nursing scholars, and researchers to develop nursing knowledge in the 21 century ( The University of Virginia, 2018 ), while the John Hopkins University, in the United States, emphasized the empowerment of students in development and direction of research toward improving provision of healthcare services ( The Johns Hopkins University School of Nursing, 2018 ). Accordingly, the general purpose of this university is to educate nursing scholars to develop and conduct research studies and finally progress the nursing discipline and deliver better healthcare services ( The Johns Hopkins University School of Nursing, 2018 )

The University of Alberta in Canada also expects the following roles from nursing graduates including nursing progress, knowledge mobilization, research development, and change in leadership ( The University of Alberta, 2018 ). Also, the objective of nursing education in China, which has been working on nursing education since 2003, is to educate future nurses in the domains of research and management ( Wang et al., 2016 ).

In general, the major objectives of establishing the nursing discipline in Iran include training specialized staff to provide the required workforce in the areas of research, education, technology, management, and services. Therefore, graduates can play roles in the domains of education, research, care, counseling, management, and prevention in communities. Accordingly, the positions considered for nurses can extend from hospitals to private centers, welfare and rehabilitation centers, research centers and institutes, planning centers related to nursing, growth centers, and knowledge-based companies as well as the community. However; the goals, visions, roles, and responsibilities of PhD graduated nurses in Iran have undergone changes in three periods since 1994. The focus of the first PhD programs in nursing was on improving the quality of education and research in order to achieve professional independence to supply the required human resource and also to promote nursing ( The Iranian Curriculum of PhD in Nursing, 1995 ). In 2003, following the graduation of only ten students, the curriculum of PhD programs in nursing was revised and training of high-quality students in terms of research gained more weight ( The Iranian Curriculum of PhD in Nursing, 2005 ). In the last period and following the approval of the curriculum for PhD programs in nursing which had been implemented since 2017, the main goal was training specialized nursing staff to provide the required human resources in the field of research, education, technology, management, and nursing services as well as participation in policy-making in the health system. By adding six non-core units to the curriculum, a clinical perspective was formed ( The Iranian Curriculum of PhD in Nursing, 2017 ). Moreover, 24 professional responsibilities were considered for graduates. But there are not enough infrastructures to prepare nurses for gaining enough knowledge and skills during the years of education.

It seems that the shift in the locus of attention to the nursing PhD programs in Iran and some other countries from education to research and then clinical practice, as evident in curriculum changes, along with inappropriate consideration of specialized roles and responsibilities in PhD programs that distinguish graduates of PhD nursing from other nursing groups can be a reason for the role confusion among PhD graduates.

PhD in Nursing Careers

Based on the IOM (2011) reports as well as AACN (2018) , the nursing profession requires much more nurses at the doctoral level to deal with the difficulty of the lack of nursing faculty members and scholars. The Doctor of Philosophy programs in nursing is held with the purpose of preparing graduates to accept careers in health, education, research, and clinical practice.

Most nurses with PhD degrees have a normal transition to achieve an academic career; however, there are other alternatives for nurses at this level. For example, PhD graduated nurses are often recruited by large consulting companies to work with other individuals in terms of designing solutions related to problems in providing healthcare services. Some other nurses are employed by big hospitals to manage different wards. Moreover, a group of such nurses is hired for the management of complicated healthcare systems at an executive level. In other places, these nurses could carry out research and also formulate and develop national and international healthcare policies. No need to say that PhD studies can meet individuals with a wide range of appropriate job opportunities.

Roles, Expectations, and Challenges

Within the nursing profession, graduate students are trained to develop new nursing knowledge and to prepare future nurses in the fields of research, education, clinical practice, leadership, and health-related policies. However, one of the major challenges of nursing education is the lack of clarity in the roles and responsibilities of graduated nurses, especially those involved in PhD programs ( Bunkers, 2002 ).

In the study by Cheraghi et al. (2014) , clinical nurses’ perceptions and expectations about the roles and responsibilities of nursing doctorates were addressed. This study suggested that although nurses were good perceptions of PhD in nursing and believed that PhD nurses had been prepared to do research and to utilize theoretical knowledge in practice and they could also make use of their own specific conditions to improve current nursing status, PhD nurses, in reality, in the clinical setting cannot analyze issues related to healthcare systems and establish strategies to address nursing challenges.

Also, McKenna et al. (2014) highlighted the inadequate competency of PhD graduated nurses in confronting existing challenges in health systems. They acknowledged that although PhD graduates were expected to deal with nursing problems via knowledge and in-depth insights, in practice, such individuals had failed to play their roles in reforming the health system.

On the other hand, Sahebi et al. (2017) reviewing the challenges of the nursing doctoral curriculum in Iran conceded that with regard to the dynamism nature of needs of the health system and the development of nursing education, the nursing curriculum was faced with challenges and needed some changes. One of the most important findings of this study was that the nursing doctoral curriculum could not meet the needs of the community, health care system, the nursing profession, and even faculty members and PhD students. In the study by Zamanzadeh et al. (2014) investigating students’ attitudes toward the quality of PhD programs in nursing, the lowest score was associated with “no consistency between the curriculum of PhD programs and the nursing profession as well as its missions and obligations.”

Following the changes that occurred in the curriculum approved by the Ministry of Health and Medical Education in 2017, it seemed that no adaptation was expected in this domain via adding six non-core units whose method of implementation was not defined clearly. The confusion and challenges faced by PhD students in relation to the expected roles of passing these six units also increased. In a study by Feizalahzadeh and Hassani (2012) , the participants showed that if nurses with PhD degrees were to be employed in clinical practice, necessary and sufficient infrastructure and organizational positions, as well as salaries, are required.

Expectations from PhD graduated nurses are miscellaneous and multifaceted. So, it is expected that individuals demonstrate their best performance in different domains and positions; while there is no proper and practical preparation in the clinical, care, decision-making, policy-making, and education fields. There actually seems to be a contradiction in what universities are producing and what employers expect from the graduated nurses. The following is a summary of the expected roles of PhD graduated nurses in five domains of education, clinical practice, research, leadership and management, and policy-making along with worldwide challenges, especially those highlighted in Iran.

Before the mid-19th century, the main focus of PhD programs was on teaching and higher education, aimed at training faculty members ( Glanville & Houde, 2004 ). Nonetheless, with the expansion of PhD programs in nursing and admitting more students, teaching became a secondary activity and concentration was directed to research programs ( AACN, 2016 ). One of the tasks of schools in this domain is to train experts, that is, future students and nurses, in terms of theoretical and clinical education ( Oermann et al., 2016 ). It is also one of the professional responsibilities and roles of PhD graduated nurses in Iran. Thus, nursing education has great importance in the development of the nursing profession and preparation of future nurses to accept today’s advanced roles and to take on responsibilities for providing safe and high-quality nursing services ( Burton et al., 2009 ).

Nursing graduates are expected to be able to prepare for the quality training of future nurses, but this readiness is low or not at all ( Bullin, 2018 ). Previous studies have shown that insufficient preparation among graduates to assume the role of lecturers and faculty members could reduce job satisfaction and have a negative impact on their performance in the educational role ( Whitehead, 2015 ). In the study by Moghadam et al. (2017) , it has been reported that PhD nursing students and graduates were not ready for nursing education. PhD graduated nurses further acknowledged that organizational expectations were much beyond their abilities, clinical competencies were low, and uncertainties and obligations could lead to identity threats in PhD students. Also, McNelis et al. (2019) showed that there is a vague process for preparing graduates for teaching in both PhD and DNP curricula. so, should prepare graduates for faculty roles by including coursework on teaching.

Currently, the presence of Iranian PhD graduated nurses in clinical practice is defined as lecturers in undergraduate and postgraduate courses in clinical settings ( Cheraghi, et al., 2014 ). But based on the contents of the PhD programs, students are not completely prepared for clinical education. So, assuming the role of clinical instructors by PhD graduated nurses is neither acceptable nor cost-effective. Perhaps, teaching-specialized clinical education can be assigned to experts of the related field and the educational role of nursing doctorates can be limited to teaching how to acquire knowledge and research and how to enhance the body of nursing knowledge. It has been highlighted in most PhD programs worldwide, and PhD nursing students are prepared in that domain.

Clinical Practice

As stated, the nursing discipline is inherently clinical and one of the goals to train future nurses is helping in terms of provision of safe and high-quality services and consequently improvement of community health ( Edwards et al., 2018 ). By assessing the roles for PhD graduates in clinical practice, it can be realized that the expected clinical role is promoting health in communities at higher executive and managerial levels, and no direct clinical role for such graduates in the care domain has been taken into consideration. In contrast, in Iran, planning, implementation, and evaluation of nursing services, working with healthcare teams, as well as patient follow-up after discharge, have been considered as responsibilities of PhD graduated nurses, while the defined positions for playing these roles have been not considered ( The Iranian Curriculum of PhD in Nursing, 2017 ). Additionally, the lack of well-defined and purposeful program have faced students with more confusion. There is no doubt about the role that nurses can play in clinical practice, but if nurses with PhD degrees have the same responsibilities assumed by other nursing groups, what is the need to spend money, time, and manpower to train nursing doctorates.

Certainly, DNP has a different definition of PhD. Accordingly, there are different programs, goals, missions, and job positions ( Oermann et al., 2016 ). The launch of the DNP program alongside PhD in nursing as a separate discipline considering educational infrastructure, manpower, working environment, community acceptance, and … can be debated; however, the problem is to what extent the integration of these two programs will be practical.

Research and Investigation

The goal of the PhD programs is to prepare nursing students to produce new knowledge, develop the profession, and improve the quality of healthcare and health policies that are possible in the light of research studies. Therefore, one of the expected roles of PhD students in nursing is the ability to carry out applied research ( Henly et al., 2015 ). Now, in the PhD Programs in Nursing in Iran (2017), students are required to fulfill a final research dissertation. In fact, one of the prominent roles of PhD graduated nurses is setting up and conducting proper and high-quality research. Thus, PhD students can identify concepts and structures of their interest, study their relationships, develop predicted models, and finally test them. The result can be the production of new knowledge for the nursing profession. However, AACN (2013) and Quality Assurance Agency for Higher Education ( The Quality Assurance Agency for Higher Education [QAAHE], 2011 ) in the United Kingdom have expressed concerns about the quality of PhD theses.

It seems that attention to the quantity of the dissertations, limited research areas, and lack of interest in fundamental subjects, along with the prolongation of the research period, can all reduce the quality of research in PhD programs in nursing.

Leadership and Policy-Making

Although the tasks of governments or nursing leaders appointed to state affairs are policy-making, the presence of nurses in policy-making can improve nursing performance and consequently increase the quality of care services ( Sullivan & Garland, 2010 ).

More than any other efforts up to the present, the IOM report (2011) has encouraged nurses to make changes in policies. According to this report, nurses have been called on to enhance their leadership capacities in order to design, implement, and support health policies that affect community health.

In recent years, Iranian nurses have tried to increase their participation in policy-making in nursing affairs although the status of nurses in the domain of policy-making is not still clear enough ( Ministry of Health Policy Making Council, 2014 ).

It is also obvious that PhD graduated nurses have the most important role in shaping leadership. In the curriculum ( The Iranian Curriculum of PhD in Nursing, 2017 ), there are at least eight to ten leadership responsibilities that have been listed for PhD graduated nurses. It is also believed that the endpoint of the nursing profession is a leadership position to provide nursing services or train nurses. Accordingly, the PhD degree puts more emphasis on the leadership position of nurses, particularly in clinical practice. Moreover, it is claimed that nursing managers should benefit from the cooperation of PhD nurses in decision-making processes ( Brar et al., 2010 ).

In regard to the preparation of PhD graduated nurses to assume leadership and policy-making roles, there are still ambiguities. Recently, two units of policy-making have been included in the nursing syllabus, but they have not been enough and also failed to prepare nurses for such situations. Therefore, it seems necessary to change the goals and the plans of PhD programs in nursing in order to prepare nurses to take on leadership and policy-making roles in the future.

On the other hand, due to the lack of a precise definition for organizational positions in leadership and policy-making groups in the Ministry of Health or at hospitals, graduates have no idea of employment in such organizations. Moreover, the terms “cooperation” or “participation” have been used in the responsibilities listed in the curriculum and independent roles have not been considered for PhD graduated nurses.

Study Limitations

One of the limitations of this study was the difficulty of fully accessing up-to-date and reliable sources. However, the best and most reliable sources were selected and retrieved according to the situation and needs.

Conclusion and Recommendations

The Doctor of Philosophy graduated nurses are expected to play the roles of agents for the development of the body of knowledge and nursing profession, as well as for educators, researchers, leaders, policy-makers, and professional consultants. Nevertheless, one of the major challenges facing nursing education is ambiguity in defining the roles of nursing graduates particularly those with PhD degrees (Bunkers, 2001). The definition of nursing roles can be challenging because studies in many countries have indicated disruptions in roles as well as overlaps ( Chiarella & McInnes, 2010 )

There is much evidence that PhD programs in nursing do not prepare graduates for their roles and responsibilities ( Booth et al., 2016 ). In general, the relationships between doctoral education, expectations, and career roles for PhD graduated nurses have not been well defined ( Agger et al., 2014 ; Bullin, 2018 ). Therefore, for possessing graduates with multiple abilities and multiple tasks, there is a need for the enrichment of the curriculum, defining clear roles, and proper preparation to achieve these roles ( Adib-Hajbaghery & Hosieni, 2018 ).

It seems that PhD programs lasting for 4–5 years have failed to create the competency required to provide these complex, broad, and sometimes cooperating roles with other medical and nursing staff. On the other hand, the working environment is not ready to accept these graduates.

As a whole, all the expected roles of PhD graduated nurses need further clarifications and there is a need to think about the consistency between curriculums and roles, as well as the establishment of better relationships between academic settings and educational programs and organizations providing job opportunities.

Educational planning to achieve the competency to accept the roles needed for the market in order to meet the needs of communities and the nursing profession is worthwhile because the type of investments in an educational system will be equal to its outputs. Therefore, the type of perspectives to educational programs can direct human resource policy. Therefore, the results of this study, while reporting the situation in Iran, should be considered as a basis for expanding awareness of the challenges in this field, and the authorities should find a solution in the field with proper planning.

This article provides an overview of the expected role of nursing PhD graduates around the world with a special focus on nursing PhD graduates in Iran and discusses its challenges. Obviously, because of cultural differences and the educational and care structure of each country, roles and expectations will be different. Therefore, it is suggested that this issue be discussed in several countries and a solution be found to its challenges.

Peer Review: Externally peer-reviewed.

Author Contributions: Concept – S.K., R.N.; Design S.K., R.N.; Supervision – R.N.; Resources – S.K., R.N.; Materials – S.K., R.N.; Data Collection and/or Processing – S.K.; Analysis and/or Interpretation – S.K., R.N.; Literature Search – S.K., R.N.; Writing Manuscript – S.K.; Critical Review – R.N.

Declaration of Interests: The authors have no conflicts of interest to declare.

Funding: The authors declared that this study has received no financial support.

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• News & Events
• Faculty & Staff

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

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

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

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

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

New, National Leadership Role for Penn Nursing Professor is a First

Penn Nursing ’s Sharon Y. Irving, PhD, CRNP, FCCM, FAAN, FASPEN , is the first nurse, nurse practitioner, and woman of African-American heritage to be elected Vice President of ASPEN , the American Society for Parenteral and Enteral Nutrition. Her term begins June 1, 2024. Irving, Irving, who was recently promoted to full Professor effective July 1, is also the Miriam Stirl Endowed Term Chair in Nutrition, and Vice-Chair of Graduate Education in the Department of Family and Community Health .

Founded in 1976, ASPEN is a multi-professional, interdisciplinary professional organization whose members are involved in the research and provision of clinical nutrition therapies across the lifespan. With members from around the world, ASPEN is a community of dietitians, nurses, nurse practitioners, pharmacists, physicians, physician assistants, scientists, students, and other health professionals from every facet of nutrition support clinical practice, research, and education. Currently, there are 5500 members in ASPEN.

The Vice President of ASPEN’ s has responsibility for monitoring progress in the implementation and updating of the Society’s strategic plan. In the absence of the President or the President-Elect, or in the event of their inability or refusal to act, the Vice President performs the duties of the President. As Vice President, Irving will automatically succeed to the office of President-Elect (2025), then President (2026), then Immediate Past President (2027). Her term on the Board will end on May 30, 2028.

“We are incredibly lucky and grateful for Dr. Irving’s guidance and leadership. Her vast experience as a nurse practitioner and educator and her unwavering dedication to enhancing patients’ lives provides a unique perspective that will be extremely valuable in ASPEN’s mission to widen and increase our influence as an interprofessional organization,” noted Wanda Johnson, CMP, CAE, Chief Executive Officer of ASPEN.

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