nursing phd columbia

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Our Culture

Diversity, equity, and inclusion.

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

Academic Programs

Admissions at a glance.

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

Research Centers and Programs

Research areas of focus.

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

Patient Care

Primary care services.

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

Global Health

Global opportunities for students.

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

Doctor of Philosophy

Phd faculty.

Columbia University School of Nursing's research faculty are internationally renowned experts in their area of research. Key areas include:

• Infection prevention
• Nursing informatics
• Improving the health of women and children
• LGBT health
• Understanding health disparities
• Health care policy
• Comparative effectiveness

Gregory L. Alexander, PhD, RN, FAAN, FACMI, FIAHSI

Academic appointments.

• Helen Young CUPHSONAA Professor of Nursing

Suzanne B. Bakken, PhD, MS, BSN, FAAN, FACMI, FIAHSI

Departments/divisions, research interests.

• Professor of Biomedical Informatics
• Alumni Professor of the School of Nursing

Melissa P. Beauchemin, PhD, MSN, BSN, BA, CPNP-PC, CPON

• Assistant Professor of Nursing

Natalie Benda, PhD

• Assistant Professor of Health Informatics (in Nursing)

Lauren A. Bochicchio, PhD

• Postdoctoral Research Scientist in the School of Nursing

Walter Bockting, PhD, LP

Specialties.

• Professor of Medical Psychology (in Psychiatry and Nursing)

Primary Location

Schedule an appointment, ulf g bronas, phd, atc, atr, fsvm, faha.

• Professor of Biobehavioral Science (in Nursing)

Jean-Marie Bruzzese, PhD

• Professor of Applied Developmental Psychology (in Nursing)

Billy Caceres, PhD, MSN, BSN, BA, FAAN, FAHA

Elizabeth j. corwin, phd, msn, bs, bsn, fnp, faan.

• Anna C. Maxwell Professor of Nursing Research (in Nursing)

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School of Nursing

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Application Management

Thank you for your interest in the Columbia University School of Nursing.  As a new user, to begin an application, please CREATE AN ACCOUNT under First-time users. To add a new application to your profile, please LOG IN.  Below you will find a listing of our program options : Non-Degree Programs: Online Prerequisites for Entry to Nursing (OPEN) Palliative Care Throughout the Lifespan for Advanced Practice Registered Nurses (APRNs) Degree Programs: Masters Direct Entry for Non-Nurses  (MDE)  DNP in Nurse Anesthesia Masters in Advanced Clinical Management and Leadership (Remote Only) Post-Baccalaureate DNP for RN's Doctor of Philosophy (PhD) Additionally, you may find the resources below useful: Admissions at a glance and deadlines  

Student Profiles

Financial Aid for degree programs only Please note the following application update : All degree program enrolling students will have their references verified by the Office of Admission or a third-party vendor (Re Vera) prior to entry. Good luck on your application and we look forward to getting to know more about you.  

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Office of Admissions  Columbia Nursing

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Columbia University School of Nursing

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• Nursing (MSN)

Scholarship

Masters programs, most popular masters programs.

• Nursing 189 Students

Doctoral Programs

Most popular doctoral programs.

• Nursing Science, Education, and Practice 25 Students

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• Intellectual 25%
• Competitive and intense 33%
• Prepared me for the real world 33%
• Supportive/helped me grow 33%

Campus Resources

Return on investment.

• $50,000 - $75,000 25%
• $75,000 - $100,000 25%
• More than $100,000 50%
• Did not graduate yet 75%

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Read the latest news stories about Mailman faculty, research, and events. 

Departments

We integrate an innovative skills-based curriculum, research collaborations, and hands-on field experience to prepare students.

Learn more about our research centers, which focus on critical issues in public health.

Our Faculty

Meet the faculty of the Mailman School of Public Health. 

Become a Student

Life and community, how to apply.

Learn how to apply to the Mailman School of Public Health. 

Doctoral Programs

The Mailman School's public health doctoral degree programs provide tremendous access to renowned researchers and thought leaders. Through their course of study, doctoral students obtain the tools they need to create knowledge in the field and advance the practice of public health.

The School offers two doctoral degrees, the Doctor of Philosophy (PhD) and the Doctor of Public Health (DrPH). Both train candidates to create new knowledge and research, apply them to important public health issues, and identify and implement potential solutions. They differ only in emphasis:

• The DrPH programs place greater emphasis on the application of science to public health leadership, practice, and program development.
• The PhD programs place greater emphasis on creating new knowledge, with PhD recipients pursuing research and/or teaching as their career goal.

The DrPH can be obtained in:

• Biostatistics
• Environmental Health Sciences
• Epidemiology
• Population and Family Health

The PhD can be obtained in:

• Sociomedical Sciences

Degree Requirements

Graduates of the DrPH degree complete a minimum of 30 credit hours beyond the course work for the MPH degree or equivalent professional degree in public health.

The PhD degree is conferred by the Graduate School of Arts and Sciences , as are all PhD degrees at Columbia University. Graduates of a Mailman PhD degree program complete a minimum of 60 credit hours that constitute the combined requirements for the MA and PhD degree. Students entering the PhD degree program with MA degrees from other universities may receive up to 30 credits of advanced standing.

To learn more about degree competencies, curriculum plans, and student handbooks, visit our  Academics  page. Academic directors in each department are available to provide additional guidance on which program best fits particular academic and career goals. Applicants are also encouraged to review faculty profiles —including their research interests—to identify common interests with their discipline of choice.

For more information, visit these pages:

• Open Houses
• Application Process

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Explore VP&S

Academic programs.

Join our MD program to become a physician with compassion, a sense of self, and true grit in all medical pursuits. 

For Researchers

Areas of research.

VP&S continues to be a world leader across the entire spectrum of basic science, translational, and clinical research

• Patient Care

Departments & Centers

Clinical departments and divisions.

Our mission is to provide world-class patient care, foster innovative research, and train the next generation of leaders in medicine.

Suzanne B. Bakken, PhD, MS, BSN, FAAN, FACMI, FIAHSI

• Professor of Biomedical Informatics
• Alumni Professor of the School of Nursing

Profile Navigation

Credentials & experience.

My program of research focuses on the use of information and communication technologies and informatics processes to advance health equity.

Academic Appointments

Administrative titles.

• Director, Center for PriSSM
• Director, Reducing Health Disparities Through Informatics Training Program

Education & Training

• BS, Nursing, Arizona State University
• MS, University of California - San Francisco
• PhD, Nursing, University of California - San Francisco

Committees, Societies, Councils

• 2023-27: Member, Methodology Committee, Patient Centered Outcomes Research Institute
• 2022-23: Member, Next Generation Technology Research Advisory Committee (NexTRAC) Subgroup, National Institutes of Health
• 2022-23: Member, Advisory Subgroup to National Advisory Council, Agency for Healthcare Research and Quality
• 2018-22: Member, Board of Regents (National Advisory Council), National Library of Medicine
• 2019-: Member, Technical Advisory Group, National Academies of Science, Engineering and Medicine
• 2017:    Chair, Strategic Planning Group on Consumer, Population and Public Health, National Library of Medicine
• 2015-: Member, Health Literacy Roundtable, National Academies of Science, Engineering and Medicine

Honors & Awards

• 2021: Virginia K. Saba Award for Nursing Informatics Leadership, Sigma Theta Tau International
• 2019: Franciois Gremy Award of Excellence, International Medical Informatics Association
• 2018: International Nurse Researcher Hall of Fame, Sigma Theta Tau International
• 2018: Nursing Informatics Award, Friends of the National Library of Medicine
• 2017: Fellow, International Academy of Health Sciences Informatics, International Medical Informatics Association
• 2015: Distinguished Alumni Award, University of California, San Francisco
• 2015-16: AAN/ANA/ANF Distinguished Nurse Scholar in Residenice, National Academy of Medicine
• 2010: Pathfinder Award, Friends of the National Institute of Nursing Research
• 2008: Helen Nahm Lecture Award, University of California, San Francisco, School of Nursing
• 2007: UCSF School of Nursing Centennial Wall of Fame
• 2006: 21st Century Achievement Award for Education and Academia, Computerworld Honors Program
• 2006: Institute of Medicine
• 2004: Presidential Teaching Award, Columbia University
• 2004: Fellow, New York Academy of Medicine
• 1997: Fellow, American College of Medical Informatics
• 1995: Fellow, American Academy of Nursing

Program of research is at the intersection of informatics and health equity. Primary interests include community-engaged design approaches for informatics tools, information visualization, and health communication.

Research Interests

• Clinical decision support
• Community engagement
• Community Informatics Tools
• Data and information visualizations
• Firearm Injury Prevention
• Health Equity and Disparities
• Informatics
• Interventions for patient self-management

Selected Publications

• Informatics and Data Science Perspective on Future of Nursing 2020-2030: Charting a Pathway to Health Equity . Bakken, S., Dreisbach, C. Nursing Outlook (2022).
• Digital Phenotyping of Sleep Patterns Among Heterogenous Samples of Latinx Adults Using Unsupervised Learning . Ensari, I., Caceres, B.A., Jackman, K.B., Suero-Tejeda, N., Shechter, A., Odlum, M.L., Bakken, S. Sleep Medicine (2021).
• Characterizing Shared and Distinct Symptom Clusters in Common Chronic Conditions Through Natural Language Processing of Nursing Notes . Koleck, T.A. Topaz, M., Tatonetti, N.P., George, M., Miaskowski, C., Smaldone, A., Bakken, S. Research in Nursing and Health (2021).
• Helping Hispanic Family Caregivers of Persons with Dementia "Get the Picture" About Health Status Through Tailored Infographics . Arcia, A., Suero-Tejeda, N., Spiegel-Gotsch, N., Luchsinger, J.A., Mittelman, M., Bakken, S. Gerontologist (2019).
• Sometimes More Is More: Iterative Participatory Design of Infographics for Engagement of Community Members with Varying Levels of Health Literacy . Arcia, A., Suero-Tejeda, N., Bales, M.E., Merrill, J.A., Yoon, S., Woollen, J., Bakken, S. Journal of the American Medical Informatics Association (2016).

Nursing Education

Announcement.

The Online Nursing Education program no longer accepts applications and will not admit new students going forward. Thank you.

Become an expert and lead change in nursing education

In our online Ed.D. program in nursing education program you'll challenge the status quo and develop the skills to become nurse educators in academic or staff development settings.

Collaborate with Nurse Educators who want to be pioneers of change

Our curriculum is designed to foster collaboration and scholarship between students and faculty around the globe.

Our Mission, Your Education

We are committed to the development of educators, researchers, scholars, leaders and visionaries in the education of nurses across the spectrum of nursing education programs and health care settings.

Online Learning

Our program offers a flexible and practical alternative to nurses who wish to become faculty but who find it difficult to travel to an educational institution.

Welcome to the Nursing Education program

We’ve been educating nurse education leaders since 1899. And now we’re doing it online! Teachers College offers exceptional classes that fit into your busy schedule. The Doctor in Education degree (Ed.D.) and an advanced certificate program in Nursing Education provide maximum flexibility for busy nurse professionals seeking advanced training. The focus of the program is on evidence-based teaching strategies and research in nursing education. We are accepting applications for a Fall start date.

Request Info   Apply

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Admissions Information

Application requirements.

• Nursing Education [Program is no longer running and therefore not accepting applications.]
• Nursing Education (Distance Learning) [Program is no longer running and therefore not accepting applications.]

Fund Your Degree

• Tuition & Fees
• Financial Aid
• Request Info

Teachers College, Columbia University 525 W. 120th Street, New York, NY 10027

Phone: (212) 678-3130, (212) 678-3120 Fax: (212) 678-3120

University of Missouri

Sinclair school of nursing, doctor of philosophy in nursing (phd) degree information.

Our doctor of philosophy in nursing (PhD) program prepares clinical scholars, educators and researchers for leadership roles in a variety of academic, industry and healthcare settings. Because the knowledge and skills needed to produce excellent health-related research is not discipline specific; the PhD program does not require a prior degree in nursing. Indeed, we have had PhD students with academic preparation in health administration, health education, medical ethics, nursing, occupational therapy, physical therapy, public health and social work.

Program Overview

Our PhD program is highly individualized and flexible with the goal of accommodating the wide variety of learning needs of our students.  To that end, we have an online option for distance learners and an international residential option for international students.  We welcome both nurses and non-nurses with a degree in a health-related field into our PhD program and have plans of study to accommodate both post-baccalaureate or post-masters students. Once selected for admission, you are paired with a PhD advisor with whom you have a good research match in terms of research methodology, population of interest and/or phenomenon of interest. Your advisor provides guidance on establishing your PhD program committee.  Your PhD program committee guides your Plan of Study, research practicum experiences and, ultimately, your dissertation research.  All new PhD students are required to start during the summer semester and attend a 4-day June On Campus Intensive Orientation on the University of Missouri Campus in Columbia, Missouri. The required coursework in the PhD curriculum includes content related to theoretical and philosophical basis of research, nursing and healthcare applied sciences, substantive science seminars, statistics, responsible conduct of research, research methodologies and research practica. The core curriculum is completed in sequence and provides a strong foundation upon which to examine your research interest area.  In collaboration with your PhD program committee, you will select collateral coursework to support your research interests and professional goals.  Regardless of program option, all PhD students are expected to attend the 4-day April On Campus Intensive each year they are enrolled in coursework. Once the plan of study is completed, you prepare for your doctoral comprehensive examination, develop your research proposal, and begin your dissertation research project. The doctoral dissertation and its defense are the program’s culmination and demonstrate your ability to identify and pursue research that meets the highest of professional standards.

Student Program Outcomes

While maintaining a foundational commitment to building nurse scientists, faculty collaborations within and outside the MU SSON provide a rich environment for both nurses and non-nurses to flourish and develop their scholarship.  Regardless of academic background, all PhD students are mentored to achieve the following program outcomes: • Assume leadership roles in nursing and health care. • Initiate and maintain collaborative relationships with nurses and individuals in other disciplines. • Advance nursing and health care knowledge by critically evaluating existing theories and knowledge and identifying new areas of inquiry for research • Develop the science that guides nursing practice and/or health care by conducting original research using established ethical principles and disseminating research findings to advance new directions in theory, practice and education. • Educate the next generation through formal teaching and mentoring. • Advance development of health policy, through application of research and advocacy for ethical decision-making.

• Doctor of Philosophy in Nursing (PhD)
• Graduate School
• Prospective Students
• Graduate Degree Programs

Canadian Immigration Updates

Applicants to Master’s and Doctoral degrees are not affected by the recently announced cap on study permits. Review more details

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The Ph.D. program prepares graduates who will provide leadership in the generation, integration, and implementation of knowledge aimed at improving health and health care. Our graduates have expanded spheres of influence in academic institutions, practice settings, and policy arenas. Students join a community of scholars where supervisors are committed to supporting educational programs that meet students’ interests and growth in scholarly engagement with the nursing discipline. All doctoral students must successfully complete a comprehensive examination, an oral candidacy examine, and a research dissertation meeting the Faculty of Graduate and Postdoctoral Studies requirements. Program applicants are admitted based on outstanding achievement in their master's program; evidence of leadership potential for research and scholarship; self-direction; and goals that fit with program resources. Canadian students must hold practicing nurse registration in BC or another province. International students must meet general eligibility criteria for nurse registration in BC. Transfer from the M.S.N. to the Ph.D. program occurs based on Faculty of Graduate and Postdoctoral Studies regulations.

For specific program requirements, please refer to the departmental program website

What makes the program unique?

This exciting program prepares researchers and leaders to advance research knowledge, and the dissemination and application of findings to nursing and health care. Students join research supervisors in a community of scholars (other students and faculty members) to develop a program that takes them to new levels of knowledge and skill with career relevant competencies. In addition to core courses, students are encouraged to gain advanced expertise in research methods and other skills through rich course offerings, seminars, colloquia, conferences and independent studies available at UBC. Interdisciplinary collaboration is promoted.

My supervisors are an example of the university’s critical mass of world-renowned scholars in the field of chronic diseases, cardiovascular nursing and stroke care, respectively. In addition, the environment in the UBC School of Nursing is well suited for those interested in conducting work that aligns with social justice.

Ismália De Sousa

Quick Facts

Program enquiries, admission information & requirements, 1) check eligibility, minimum academic requirements.

The Faculty of Graduate and Postdoctoral Studies establishes the minimum admission requirements common to all applicants, usually a minimum overall average in the B+ range (76% at UBC). The graduate program that you are applying to may have additional requirements. Please review the specific requirements for applicants with credentials from institutions in:

• Canada or the United States
• International countries other than the United States

Each program may set higher academic minimum requirements. Please review the program website carefully to understand the program requirements. Meeting the minimum requirements does not guarantee admission as it is a competitive process.

English Language Test

Applicants from a university outside Canada in which English is not the primary language of instruction must provide results of an English language proficiency examination as part of their application. Tests must have been taken within the last 24 months at the time of submission of your application.

Minimum requirements for the two most common English language proficiency tests to apply to this program are listed below:

TOEFL: Test of English as a Foreign Language - internet-based

Overall score requirement : 100

IELTS: International English Language Testing System

Overall score requirement : 7.0

Other Test Scores

Some programs require additional test scores such as the Graduate Record Examination (GRE) or the Graduate Management Test (GMAT). The requirements for this program are:

The GRE is required by some applicants. Please check the program website.

2) Meet Deadlines

3) prepare application, transcripts.

All applicants have to submit transcripts from all past post-secondary study. Document submission requirements depend on whether your institution of study is within Canada or outside of Canada.

Letters of Reference

A minimum of three references are required for application to graduate programs at UBC. References should be requested from individuals who are prepared to provide a report on your academic ability and qualifications.

Statement of Interest

Many programs require a statement of interest , sometimes called a "statement of intent", "description of research interests" or something similar.

Supervision

Students in research-based programs usually require a faculty member to function as their thesis supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.

Instructions regarding thesis supervisor contact for Doctor of Philosophy in Nursing (PhD)

Applicants are expected to identify a faculty member who has agreed to serve as supervisor before the application will be assessed. All applicants are strongly encouraged to speak with the Graduate Programs Admission Officer and/or PhD program coordinator prior to completing the application form, and to seek assistance (as necessary) in identifying a potential supervisor. Applicants should also browse faculty profiles to identify faculty they are interested in working with.

Citizenship Verification

Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.

4) Apply Online

All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.

Tuition & Financial Support

Financial support.

Applicants to UBC have access to a variety of funding options, including merit-based (i.e. based on your academic performance) and need-based (i.e. based on your financial situation) opportunities.

Program Funding Packages

All full-time students in UBC-Vancouver PhD programs will be provided with a funding package of at least $24,000 for each of the first four years of their PhD from September 2024. The funding package may consist of any combination of internal or external awards, teaching-related work, research assistantships, and graduate academic assistantships. Please note that many graduate programs provide funding packages that are substantially greater than $24,000 per year. Please check with your prospective graduate program for specific details of the funding provided to its PhD students.

Average Funding

• 10 students received Teaching Assistantships. Average TA funding based on 10 students was $11,004.
• 2 students received Research Assistantships. Average RA funding based on 2 students was $25,222.
• 11 students received Academic Assistantships. Average AA funding based on 11 students was $6,411.
• 28 students received internal awards. Average internal award funding based on 28 students was $16,129.
• 6 students received external awards. Average external award funding based on 6 students was $32,500.

Scholarships & awards (merit-based funding)

All applicants are encouraged to review the awards listing to identify potential opportunities to fund their graduate education. The database lists merit-based scholarships and awards and allows for filtering by various criteria, such as domestic vs. international or degree level.

Graduate Research Assistantships (GRA)

Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their supervision. The duties constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is considered a form of fellowship for a period of graduate study and is therefore not covered by a collective agreement. Stipends vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded.

Graduate Teaching Assistantships (GTA)

Graduate programs may have Teaching Assistantships available for registered full-time graduate students. Full teaching assistantships involve 12 hours work per week in preparation, lecturing, or laboratory instruction although many graduate programs offer partial TA appointments at less than 12 hours per week. Teaching assistantship rates are set by collective bargaining between the University and the Teaching Assistants' Union .

Graduate Academic Assistantships (GAA)

Academic Assistantships are employment opportunities to perform work that is relevant to the university or to an individual faculty member, but not to support the student’s graduate research and thesis. Wages are considered regular earnings and when paid monthly, include vacation pay.

Financial aid (need-based funding)

Canadian and US applicants may qualify for governmental loans to finance their studies. Please review eligibility and types of loans .

All students may be able to access private sector or bank loans.

Foreign government scholarships

Many foreign governments provide support to their citizens in pursuing education abroad. International applicants should check the various governmental resources in their home country, such as the Department of Education, for available scholarships.

Working while studying

The possibility to pursue work to supplement income may depend on the demands the program has on students. It should be carefully weighed if work leads to prolonged program durations or whether work placements can be meaningfully embedded into a program.

International students enrolled as full-time students with a valid study permit can work on campus for unlimited hours and work off-campus for no more than 20 hours a week.

A good starting point to explore student jobs is the UBC Work Learn program or a Co-Op placement .

Tax credits and RRSP withdrawals

Students with taxable income in Canada may be able to claim federal or provincial tax credits.

Canadian residents with RRSP accounts may be able to use the Lifelong Learning Plan (LLP) which allows students to withdraw amounts from their registered retirement savings plan (RRSPs) to finance full-time training or education for themselves or their partner.

Please review Filing taxes in Canada on the student services website for more information.

Cost Estimator

Applicants have access to the cost estimator to develop a financial plan that takes into account various income sources and expenses.

Career Outcomes

34 students graduated between 2005 and 2013: 1 is in a non-salaried situation; for 0 we have no data (based on research conducted between Feb-May 2016). For the remaining 33 graduates:

Sample Employers in Higher Education

Sample employers outside higher education, sample job titles outside higher education, phd career outcome survey, career options.

Graduates of our PhD Program have advanced competencies in nursing research and scholarship, research team participation and management, interdisciplinary collaboration, teaching, entrepreneurship, and translating results to action. They are innovative in their approaches to finding solutions to problems in nursing and healthcare delivery. Our graduates follow a long tradition of being recognized leaders in the field of nursing, who are working to advance the profession for future generations. Graduates take leadership roles within the health authorities or business and faculty positions at university and colleges worldwide.

Alumni on Success

Heather McDonald

Job Title Health Director

Employer Seabird Island Band

Sandra Lauck

Job Title Clinician Scientist

Employer St. Paul's Hospital

Enrolment, Duration & Other Stats

These statistics show data for the Doctor of Philosophy in Nursing (PhD). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.

ENROLMENT DATA

Completion rates & times, upcoming doctoral exams, friday, 7 june 2024 - 9:00am.

• Research Supervisors

Advice and insights from UBC Faculty on reaching out to supervisors

These videos contain some general advice from faculty across UBC on finding and reaching out to a supervisor. They are not program specific.

This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.

• Abdulai, Fatawu (Clinical nursing, primary (preventive care); Health informatics; human-computer interaction; Health technology design; Informatics/Digital health; Sexual health equity)
• Baumbusch, Jennifer (long-term residential care, family caregiving, Intellectual Disability, nursing care of older adults )
• Boschma, Geertje (History of nursing and health care, with special emphasis on mental health and mental health nursing)
• Brown, Helen Jean (Maternal-infant and women)
• Browne, Annette (Health inequalities, indigenous peoples, women's health, cultural safety, primary health care interventions to improve health outcomes, marginalized populations, health policy)
• Bungay, Vicky (sexuality, sex work, harm reduction, drug use, intersectionality, ethnography, communication technologies, community based research, Health inequities affecting men and women working in the commercial sex industry and people who are street-involved, leadership, public health nursing, mental health, sexual health, HIV, and harm reduction programming)
• Campbell, Suzanne (Clinical nursing, primary (preventive care); lactation support; interprofessional health professional education; health communication; Interpersonal Communication; leadership in nursing; Community Health / Public Health; Health Promotion; Educational Technologies; Health Care Technologies; simulation nursing education; social determinants of health; Adult Education and Continuing Education; global maternal-infant-child health)
• Clark, Drew (Health sciences; healthcare ethics; Health Equity; healthcare decision making; transgender health)
• Currie, Leanne (Nursing; Health Care Technologies; Health information systems; Artificial Intelligence; Biomedical Technologies; decision making; Computer Architecture; Software Development; Artificial Intelligence in Healthcare; Biomedical and Health Informatics; data science; Human Computer Interaction and Design)
• Dahinten, Susan (Social determinants and processes of child development, identification, intervention and the prevention of developmental problems)
• Dev, Rubee (Pediatrics and reproductive medicine, n.e.c.; Nursing; women's health; maternal & child health; sexual & reproductive health; chronic disease prevention & management; health system & services)
• Garrett, Bernard Mark (Nursing; Health Care Technologies; Ethics and Health; Deception in Healthcare; Media Influence on Behavior; Virtual Reality (VR); Augmented reality; Evidence-based practice; Alternative Medicine; CAM; Healthcare Regulation)
• Haase, Kristen (Nursing, n.e.c.; oncology; Older Adults; Geriatric oncology; Health systems research; Mixed Methods Research; Qualitative research; Self-management; E-health)
• Havaei, Farinaz (Nursing; factors that influence nurses’ ability to provide effective patient care; health human resource optimization)
• Hirani, Saima (Psychosocial, sociocultural and behavioral determinants of health; Mental health nursing; Social sciences; mental health; Mental health promotion; psychosocial interventions; Vulnerable Groups; social support; resilience)
• Howard, Fuchsia (health service needs of vulnerable, high-risk survivors of acute life-threatening illness, specifically, cancer survivors and survivors of critical illnesses; hereditary cancer prevention and risk management and psychosocial and ethnocultural factors that shape health and illness experiences)
• Hung, Lillian (Geriatric nursing; Medical and biomedical engineering; Impact of technology and environment on the care experiences of persons with dementia; dementia education; quality improvement; Participatory action research)
• Jenkins, Emily (optimizing mental health and substance use outcomes; collaborative mental health promotion strategies; health services and policy development and redesign; knowledge translation approaches; healthy public policy development)
• Lauck, Sandra (health service delivery to support the implementation of innovative approaches to cardiac disease, minimally invasive treatment of valvular heart disease)
• Ojukwu, Emmanuela (Health sciences; Social sciences; Humanities and the arts; Racial and gender health disparities and inequities; African, Carribbean and Black Immigrant Health; Women, Maternal-Infant, Youth Health; Psycho-social and Socio-ecologic determinants of health; Mental health, HIV/AIDS and other STIs; intersectionality)
• Oliffe, John (Care; Sociology and related studies; Men's Health Promotion; Male Depression and Suicide; Psychosocial Prostate Cancer Care; Smoking Cessation)
• Phinney, Alison (Capacities of older people for successfully coping with the functional consequences of aging and disease)
• Ramsay, Scott (impact of neurological disorders on children and youth, their families, and the health care system; health inequities; health and wellbeing of children and youth)
• Ranger, Manon (Neurodevelopment; Clinical nursing, secondary (acute care); neurodevelopment; Early-adversity; Biomarkers of early stress exposure; Brain development; pain; Prematurity)
• Saewyc, Elizabeth (Homeless or street involved youth, sexual minority youth, sexual exploitation of youth, discrimination, trauma and resilience., Youth health issues, stigma, violence, trauma, adolescent health, protective factors, sexual minority, homeless, immigrant, indigenous)

Doctoral Citations

Sample thesis submissions.

• Concussion among children and youth in British Columbia : follow-up visits and health outcomes
• Characterization and management of technology-mediated adverse events in primary and community care
• Development and application of destigmatising design principles in sexual health-related technologies
• Learning from experiences of peer support at an integrated youth service organization : a qualitative study
• Testing the theoretical framework of the Runaway Intervention Program
• Cervical cancer screening uptake and experiences of Black African immigrant women in the context of a comprehensive provincial screening program in B.C. Canada
• Nurses' enactment of equity-promoting practices in the emergency department : a discourse analysis
• Living as a young person with home mechanical ventilation : a critical narrative inquiry

Related Programs

Same specialization.

• Master of Science in Nursing (MSN)

Same Academic Unit

• Graduate Certificate in Clinical Informatics (GCCI)
• Master of Health Leadership and Policy in Clinical Education (MHLP)
• Master of Health Leadership and Policy in Seniors Care (MHLP)
• Master of Nursing - Nurse Practitioner (MN)

At the UBC Okanagan Campus

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Bonnie Leung

The UBC School of Nursing is Canada's top-ranked nursing program and is internationally renowned for their contributions to nursing and health research, nursing philosophy and health system leadership.

Olivia Maracle

I have a BA in Psychology and Sociology from the U of A, but that was many years ago. As I no longer live in Alberta, the communities I know now are situated in Vancouver, so it made sense to complete my BSN and MSN at UBC. This is the University I personally feel most comfortable at. I have felt...

Sammy Iammarino

I chose UBC because of its reputation for high quality education and proximity to harm reduction environments that allow me to stay connected to my nursing practice. Studying at UBC has made it possible for me to be a PhD student, nursing leader in public health, and mama to two little kids. I am...

Eunice Bawafaa

I am drawn to the University of British Columbia’s Nursing program because of Faculty’s research expertise in areas of international nurse education, primary care areas, health leadership, community health, and health equity. In particular, my research interests align well with Suzanne Campbell in...

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Stories from the VP&S Class of 2024

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This week, Columbia University Irving Medical Center celebrates the graduating Class of 2024 with commencement events for all four schools. We spoke to a few graduates from the Vagelos College of Physicians and Surgeons about why they decided to pursue medicine, their experience entering school during the COVID-19 pandemic, and how their time at Columbia impacted them. Read below to hear from a few of our graduates.  

Columbia Medicine | On May 15, Columbia University Vagelos College of Physicians and Surgeons celebrated the Class of 2024’s graduation with friends and fa... | Instagram

View this post on Instagram Columbia Medicine | On May 15, Columbia University Vagelos College of Physicians and Surgeons celebrated the Class of 2024’s graduation with friends and fa... | Instagram

Halil Beqaj, MD and MS in Biomedical Sciences 

Why did you decide to pursue a degree in medicine? 

My father helped me discover my passion for science at the earliest birthday I can remember. As the nerdy PhD pathologist that he is, he got me a microscope for my fifth birthday. I very vividly remember him poking himself in our kitchen and placing a few drops of his blood on a slide under the microscope. Bewildered, I looked through the lens to find what my father excitedly described as “millions and millions of blood cells!” It was in that moment that I realized that there was so much that I couldn’t see that explained the world around me. 

It was around the age of 12, while my family and I visited our home village in Montenegro, when a close relative died suddenly from a complication during a procedure that was supposed to be relatively routine that I discovered a passion for medicine. Seeing how this event, and how other consequences of the health care disparity in the region impacted my family, I developed a deep sense of wanting to make sure nobody else had to experience what my family had—in addition to needing to understand the underlying mechanisms that caused such mortality and morbidity, from both physiologic and health system levels. 

How has your time at Columbia impacted you? 

One main reason I came to Columbia is the diversity, both in the class selected each year and in the patient population. I have been incredibly lucky to learn from such bright peers who have such a wide variety of interests, passions, and backgrounds! I am not sure how the medical school’s admissions team does it, but the mix of people they select seems to foster a culture of camaraderie, making the learning environment extremely collaborative. From a patient perspective, I feel extremely lucky to get to learn in one of the most diverse cities in the world; I never thought I would have the opportunity to directly treat fellow Albanians. In addition, there are some diseases that I was certain I would only see in textbooks; yet, the reality I have been so fortunate to experience is that people come from all over the world for the rarest of diseases to be treated by the experts here at Columbia. 

Megan Chung, MD 

I think I decided to go to medical school in high school when I saw the Ebola crisis break out, and I learned more about Doctors Without Borders. And I thought the mission really spoke to me. It really paired with my interest in serving people and working with people in my career and not just science. 

What is your most memorable educational moment? 

Definitely the most memorable educational moments were on my clinical rotations when I was actually working in the hospital. So many patients come to mind. So many stories and relationships I've made. Maybe the most memorable experiences are the ones where I'm in the OR and allowed to do something in the case. Maybe that's because of the adrenaline and feeling like time is going by really slow, but I ended up going into surgery. So maybe that's why! 

What's next after graduation, and how has your time at Columbia prepared you for your next step? 

I matched at Columbia for cardiothoracic surgery so I'll be staying here for at least six more years. At Columbia, I felt that it was really easy to find mentors who would believe in me and support me, even for my first year of medical school. Those advocates really got me to land my dream position and get me where I wanted in life. I think the mentorship, the research opportunities, and really just exposure to such an amazing patient population and community were really the highlights. 

What was it like to enter school during the COVID-19 pandemic? How did that experience affect your time at Columbia and inform your future career? 

In the beginning, you had to be really flexible. We had no idea what to expect coming up. Personally, I felt like part of me wanted to be on the front lines, helping out and wishing I was already a health care provider. But on the other hand, I felt kind of protected from that because of the virtual semester of medical school, and in a way kind of safe from some of the dangers of the unknowns. It was kind of conflicting, but it did teach me a lot about how to stay flexible. You can never know what you're going to expect in your career or in your lifetime. And I was really inspired by the front-line workers in New York City and at Columbia and NYP.

Omid Cohensedgh, MD 

I was raised by a single mom who is legally blind, and so growing up, I saw firsthand how illness can impact a person’s life and the lives of their loved ones. At the same time, I witnessed how physicians had the unique ability to connect with their patients and guide them through their experience of illness. This sparked my initial interest in medicine, which was further solidified by my experiences in college at Columbia, including my time working at the Gay Health Advocacy Project and conducting biomedical research. I also saw a career in medicine as a way to connect with and give back to communities that have been historically underserved, including the LGBTQ+ community. 

What do you hope to do after you finish medical school? 

After graduating, I plan to start my first year as a resident! I’m still exploring my specific interests within psychiatry; some contenders include child and adolescent and consultation-liaison psychiatry, but I know that I want to continue working with patients from marginalized backgrounds, including patients who identify as sexual and gender minorities. Long term, I also hope to be involved in medical education, which is another passion of mine within medicine. 

Isabella Tous, MD 

Since I was a little girl, I have always really loved science and interacting with people. Medicine was a very nice intersection of the two and was on my radar as I was growing up. My tipping point came in 2012 when my grandmother was diagnosed with pancreatic cancer. It was a very difficult time for her and the rest of my family. However, we were lucky in that she had the most exemplary physician as her oncologist and the exceptional care he gave has really stuck with me to this day—he was very caring, attentive, thoughtful, and every minute he spent with us felt meaningful and intentional. As a family member, it was priceless to see how the oncologist gave my grandmother strength that none of us could really give her at that point. I understood then that medicine was about more than curing people, and I wanted to be able to be that source of support for others in the future. This experience was so impactful for me that I was unable to envision any other path for myself outside of medicine after then.   

What is your most memorable educational moment at VP&S?  

Definitely the Ready for Residency course we took this spring! I really enjoyed learning a lot of practical things that I know I will be able to use from day 1 of residency as well as continuing to develop our team building skills. Particularly, the simulation sessions that we had were really fun and gave us ample space to do high-yield learning in a low-stakes environment.   

What's next after graduation, and how has your time at VP&S prepared you for your next step?  

After graduation, I will be starting internal medicine residency here at Columbia. I definitely feel like VP&S prepared me well: from having a strong curriculum for the foundations to giving us a wide array of clinical experiences at the medical center. I know I still have much to learn but I feel like I was exposed to enough during my clinical years that I am less intimidated by whatever may come at me in the future.   

What was it like to enter school during the COVID-19 pandemic? How did that experience affect your time at VP&S and inform your future career? 

I moved across the country for medical school during the pandemic, which was a scary experience. I had no social support here and building that during a worldwide pandemic was definitely challenging. At the same time, I feel like the experience bonded my class in a unique and unusual way that only we will understand. It was difficult having a fully virtual first semester, learning material such as anatomy that is usually taught in person, and navigating the challenges that came from that. I admire our faculty immensely for their ability to quickly adapt the curriculum to keep us safe and for engaging us with the material as best as they could through Zoom. For me, that really sheds light on the ability all of us have to be resilient and I will carry that lesson with me as I go through my career and the rest of my life. 

Watch videos from the Mailman School of Public Health and School of Nursing commencement ceremonies below. 

Columbia Medicine | Congratulations to #ColumbiaPublicHealth‘s Class of 2024 graduates! 👏🎓 We look forward to celebrating your future triumphs.

View this post on Instagram Columbia Medicine | Congratulations to #ColumbiaPublicHealth‘s Class of 2024 graduates! 👏🎓 We look forward to celebrating your future triumphs.

Columbia Medicine | Congratulations to the #ColumbiaNursing Class of 2024 as they embark on their nursing journeys. 🎓🥳

View this post on Instagram Columbia Medicine | Congratulations to the #ColumbiaNursing Class of 2024 as they embark on their nursing journeys. 🎓🥳

College of Nursing

Yamnia cortés, phd, mph, fnp-bc, faha, faan.

Dr. Yamnia I. Cortés directs the CortésMenoLab , which promotes the health of women in midlife and beyond through science, community mobilization, education, and policy. Her interdisciplinary program of research is focused on understanding the sociocultural, environmental, behavioral, and biological factors across the life course that impact midlife women’s cardiovascular health and menopause health disparities. Additionally, Dr. Cortés develops culturally based, community engaged interventions to improve menopause-related outcomes and reduce cardiovascular disease risk in midlife Latinas. She is also actively involved in research evaluating the interface between reproductive aging, sleep, and cognitive decline. Dr. Cortés obtained her BA in Biology and a concentration in Latino/a Studies at Williams College. She completed her MPH in the Department of Sociomedical Sciences at Columbia University, where she also received her BS/MS in Nursing. In 2015, she received her PhD from Columbia University School of Nursing and subsequently completed postdoctoral training in cardiovascular epidemiology at the University of Pittsburgh Graduate School of Public Health. In 2019, she received a New Investigator Award from the North American Menopause Society. She is an Associate Investigator in the Study of Women’s Health Across the Nation, Associate Editor of Frontiers in Reproductive Health - Menopause, and a Fellow of the American Heart Association. 

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Alumni Spotlight: Nurses Make the Difference

We're celebrating National Nurses Week 2024, May 6 - May 12, and throughout May. This year's theme, "Nurses Make the Difference," honors the incredible nurses who embody the spirit of compassion and care in every health care setting.

Gamecock Nursing Alumni share their stories

After eight years of dedicated service in bedside nursing, six years spent in a progressive care unit, followed by two years in an emergency department, Ptacin returned to where her journey began — USC Salkehatchie.

Last year, she embraced a full-time nursing instructor role with USCB, focusing her efforts solely on the USC Salkehatchie-Walterboro campus. As Ptacin marks her first year as a nursing educator, she is filled with gratitude for the opportunity to shape the future of aspiring nurses. Her passion for guiding nursing students towards their dream shines through as she witnesses their growth and progress through the program.

Mary Snelling dedicated over 30 years of service to the VA system, primarily stationed in Augusta, Georgia. One of Snelling's most significant contributions to USC Nursing, as a new NP graduate, was playing a role in hiring the college's Dean of Nursing.

“[Dean Andrews] elevated the status of NPs [at USC] through her hard work, persistence and high standards. She also worked tirelessly to elevate the influence, status and overall perception of the nursing profession. Now, she continues her hard work to educate and prepare the current and future generations of nurses. I am proud to have been a small part of her trajectory and influence.”

As a Pediatric Trauma Program Manager at an American College of Surgeons Level II Pediatric Trauma Center, Mandy Felder collaborates with regional, state, and national leaders to enhance pediatric patient care. Her focus lies in Pediatric Emergency and Trauma Care, specifically pediatric readiness across all emergency departments, regardless of size or type.

Felder has led quality improvement projects, notably reducing time in Pediatric Massive Transfusion Drills, significantly improving process timing. Her team's work was presented at the Pediatric Trauma Society and other regional, state, and national platforms.

Amy Redd has been a nurse for 30 years. The past eight years she's focused on caring for persons with Alzheimer's Disease and other forms of dementia. Redd advocates for the Alzheimer's Association at both the state and federal level, attending the Alzheimer's Associations Advocacy Forum in Washington, DC. There, she had the opportunity to share her experience and advocate for bills to advance the treatment, care of, and workforce education of persons with Alzheimer's Disease and other forms of dementia with South Carolina senators and Capitol Hill representatives. 

“School nursing is definitely not as difficult as working in the CVICU, but I would not call it easy! Each day is a new adventure with the students. I know a lot of people think school nursing is just handing out band aids and ice packs. Although there is a lot of that, there are also so many opportunities to make a difference. Every day I educate my students on healthy choices at home and school to keep their bodies healthy and fight off sickness. School nurses are important in keeping students healthy and in school learning! And I am so thankful my path led me here, making a difference in health care as a school nurse!“

While completing her MSN degree, Slade was one of the first nurses to practice Home IV Therapy in the Midlands, educating patients and caregivers on caregiver competency techniques. She also wrote SC DHEC's first teaching protocol for Home Care Program Nurses. Slade was Richland Memorial Hospital's (now Prisma Richland) first Oncology Case Manager. Here she led a team to successfully streamline timely administration of chemotherapy. The wait time was decreased so patients could return home quickly.

“I love my job even on the tough days. I get to be here for the biggest and sometimes hardest moments in my patients and their families lives. On the good and hard days I go home knowing I have made a difference and strive every day for that difference to make a beneficial impact on my patients lives. I may not remember all my patients names or faces, but I will always know I got to help bring their tiny humans into this world making a positive impact during these monumental life moments!”

"As a new graduate nurse, I started working at my dream job in Labor and Delivery providing care for women during their antepartum, intrapartum, and postpartum experiences. I am constantly learning and developing relationships with my patients. I am so grateful to the college for providing me with the education and knowledge to care for women in my community. Forever to Thee!"

"When working at the bedside, I make my patients feel safe and taken care of. When precepting new nurses, I encourage them to feel confident and safe in their practice. As a clinical instructor, I teach my student nurses about patient safety and medicine administration. I also focus on teaching them to be confident and that asking questions and jumping in is how to learn in nursing."

Challenge the conventional. Create the exceptional. No Limits.