phd in holistic nursing

School of Nursing

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• Adult Gerontological Primary Care Nurse Practitioner
• Adult/Gerontological Clinical Nurse Specialist
• Family Nurse Practitioner
• Health Innovation and Leadership
• Integrative Health and Healing
• Nurse Anesthesia
• Nurse Midwifery
• Nursing Informatics
• Pediatric Clinical Nurse Specialist
• Pediatric Nurse Practitioner Primary Care
• Psychiatric/Mental Health Nurse Practitioner
• Women's Health/Gender-Related Nurse Practitioner
• Information Sessions

What Makes Our Program Distinct?

The Integrative Health and Healing DNP program specialty is the first of its kind in the country, and provides a strong foundation for nursing leadership and expertise in integrative health.

Specialty courses are offered through the Earl E. Bakken Center for Spirituality and Healing at the University of Minnesota. Courses include clinical aromatherapy, acupressure, health coaching, mind body interventions, workforce wellbeing, functional nutrition, lifestyle medicine and optimal healing environments. Clinical experiences focus on skill development and leadership and are available in a range of settings including outpatient clinics, inpatient acute care, and long-term care facilities. Students can opt to concurrently earn a graduate certificate in Integrative health coaching that prepares them for national board certification .

Our graduates are prepared to:

• Integration of the 6 principles of integrative nursing into direct patient care, community and population-based care, and health care system change.  
• Understanding, analysis, and synthesis of the scholarship, research, and theory relevant to integrative nursing practice, integrative health care, interdisciplinary health care, and individual integrative therapies.
• Performance of an integrative nursing assessment on patients with acute or chronic health problems that includes physical, social, emotional, mental and spiritual aspects of health and wellbeing. 
• Performance of beginning level competency in use of selected integrative therapies for management of common symptoms.
• Understanding of the professional standards and legal basis of practice that regulate scope of practice for integrative health care providers in a variety of clinical settings.
• Performance of an integrative health teaching activity that assesses the learning needs of a population in order to develop, implement, and evaluate a teaching plan.
• Application of principles and practices of contemporary leadership theory, business models, and health policies in program design and evaluation of integrative therapies and healing practices.
• Demonstration of proficiency in conducting a needs assessment, development of a plan for implementation of integrative services, and an evaluation plan within a patient population, clinical program or product line that includes clinical and financial components.

Certifications & APRN Designation

Students sometimes ask, “Does the IHH DNP prepare me to be a nurse practitioner?” The IHH specialty does not meet the requirements for advanced practice certification. It is a leadership focused integrative health program. Some of our IHH graduates choose to take the Advanced Holistic Nurse board certification (AHN-BC) through the American Holistic Nurses Credentialing Corporation (AHNCC). Learn more about the scope of practice with this certification.

If you have a career goal of becoming a nurse practitioner or other type of advanced practice nurse, there are several options for accomplishing this. We have advised students through all of the following options, and would be happy to walk you through them as well. 

Dual Specialties: You may consider applying for dual specialties at the University of Minnesota. In most cases, it is a good idea to be in touch with the specialty coordinators. We can guide you through the process of applying for dual specialties. We have had graduates complete the integrative health & healing specialty alongside the adult/gerontological NP track, psychiatric/mental health NP track, nursing informatics, and more! Dual specialty intent can be established prior to beginning the DNP program, or it can be added on during the program. In many cases, doing dual specialties adds an additional year to your individualized program of study. This option is best for students who aspire to be both an advanced practice nurse and a leader in integrative nursing systems change. Note: not all specialties can be completed from a distance. 

Integrative Therapies & Healing Practices Certificate or Graduate Minor: If completing two DNP specialties isn’t realistic, you may consider applying to your APRN specialty area of interest and adding the graduate certificate or minor in integrative therapies & healing practices. Both the minor and the certificate are 12 credits, and include some credits that are already required for other specialties. L earn more about the Integrative Therapies & Healing Practices minor and the  Certificate in Integrative Therapies & Healing Practices . Adding the minor is a relatively simple process, and requires you to submit a form. The certificate requires a full application through the graduate school prior to starting. These options are best for students who aspire to be an advanced practice nurse with a skill set in integrative therapies and/or health coaching. With these options, there is less exposure to gaining leadership skills in integrative health & healing compared to the full specialty track. 

Post-Graduate Certificate: If you know you want to complete the IHH DNP, and you are undecided about adding an advanced practice specialty, there is the option of completing a post-graduate certificate after completing the IHH DNP. The University of Minnesota allows post-graduate certificates in some of the advanced practice specialties. To learn more, reach out to the specialty coordinator of the area that interests you. We’ve also had graduates who complete post-graduate certificates from other institutions. This option works best for distance students.

Certifications

The American Holistic Nurses Credentialing Corporation (AHNCC) offers a certification exam which confers certification as American Holistic Nurse, Board Certified (AHN-BC).

The Advanced Practice Registered Nurse designation is not used for the Integrative Health and Healing DNP graduate. This designation is reserved for advanced practice nurses prepared as certified nurse specialists, nurse midwifes, nurse practitioners and nurse anesthetists, recognizing their ability to prescribe pharmaceuticals. This is not the focus of the integrative health and healing DNP program

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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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A Midrange Theory of Empowered Holistic Nursing Education: A Pedagogy for a Student-Centered Classroom

2014, Creative Nursing

The purpose of this article is to propose Empowered Holistic Nursing Education (EHNE) as a midrange theory—developed through induction, explication, deduction, and retroduction—to help nurse educators teach holistically and create a student-centered classroom, to establish a theoretical basis for a nursing pedagogy reflecting nursing’s foundational principles, and to guide future research. The model’s 5 core concepts, how to use the model as a pedagogy for practice, and its application to research will be presented. Holistic nursing will be defined, and traditional holistic nursing, holistic pedagogy, and emancipatory pedagogy will each be described.

Related Papers

An aromatherapy program for home care nurses was underutilized. A quality improvement project was undertaken to improve rate of documentation of use of aromatherapy. An evidence-based clinical practice guideline was implemented and the education for using it was tailored to the existing level of knowledge of the nurses as recommended by the Empowered Holistic Nursing Education Theory. The Plan, Do , Study, Act stages of quality improvement work well with the components of Empowered Holistic Nursing Education. Nurse education theory is useful to nurse leaders in practices and for quality improvement.

Teddie Potter

RECOVERING LOST THREADS OF THE STORY OF NURSING: ILLUMINATING PATTERNS OF PARTNERSHIP Aim of study Social theorist Riane Eisler describes human history as a persistent conflict between two patterns of social organization. Her Cultural Transformation Theory identifies ideological differences between dominator and partnership paradigms. The first objective of this study was to determine if nursing fundamental textbooks in the United States use the story of the history of nursing to support a dominator paradigm. The second objective was to illuminate historic exemplars of partnership in nursing. Rationale/significance Nursing fundamental textbooks initiate socialization and profoundly impact the self-identity and practice of future nurses. Therefore the assumptions and ideologies within the texts must be critically evaluated. Assumptions and beliefs are most evident in chapters describing the history of nursing. These sections offer powerful images that initiate development of nursing identity in novices. Recent nursing research has demonstrated patient outcomes improve with implementation of collaborative care. Yet new nurses are exposed to limited models of collaboration. To shift the current health care paradigm, nurses need to be educated in partnership. History provides inspirational stories of nurses who partnered with patients to create new models of care. Methodology This study applies a Critical Theory approach to reveal and deconstruct current ideological messages embedded in the history of nursing chapters in nursing fundamental textbooks. The writings of Mary Seacole, Lillian Wald, Sister Elizabeth Kenny, and Mamie Odessa Hale are analyzed for themes that support an alternative paradigm of partnership and collaboration. Findings Nursing has a rich history of collaboration and partnership but currently dominator stories are used more frequently to socialize novices. The writings of nurses through history provide inspiring examples of partnership care. Despite dominator pressures, nursing pioneers offered alternative models of care based on respect and empowerment. Conclusions The history of nursing in nursing textbooks is essentially a subjective story carefully crafted to impart select values to new nurses. Currently nursing is defined by the needs of health care systems. Loss of identity promotes powerlessness and decreases meaning and career satisfaction for nurses. This contributes to attrition and the critical shortage of nurses. Eisler’s theory offers insights about the historic roots of the dominator paradigm which limits the art of caring today. This research demonstrates collaboration and partnership have been part of the nursing identity through history. Recovery of this lost thread of history may improve patient care outcomes and enrich nursing practice.

Witness: The Canadian Journal of Critical Nursing Discourse

Jennifer Spurr

The story of land-based immersion learning for nursing students in remote First Nations communities is told through the stories of ten authors. We represent a collaboration between First Nations Knowledge Keepers, nursing students, and nursing faculty. Our inquiry draws on Indigenous knowledge paradigms and research methodologies. Currently in the preliminary stages of gathering our findings, we are learning how transformation happens through culturally safe relationships and ethical learning spaces. We are learning that inquiry requires commitment, authenticity, and a respect for differences. Most importantly, we are learning that nurses need to uncover ingrained and colonized assumptions in order to imagine new possibilities for learning and inquiring with Indigenous people and communities.

Teddie Michelle Potter Carey Clark RN Ph.D., Committee Chair California Institute of Integral Studies, 2010 RECONSTRUCTING A NEW STORY OF NURSING: CRITICAL ANALYSIS OF NURSING TEXTBOOKS USING RIANE EISLER’S PARTNERSHIP PARADIGM ABSTRACT Paradigms and stories shape our perception of the world around us; they frame the past and suggest possible futures. Nursing fundamental textbooks initiate socialization for and profoundly impact the self-identity and practice of future nurses; therefore, the paradigms and ideologies within the texts must be critically evaluated. Chapters describing the history of nursing offer powerful stories and images that initiate the development of nursing identity in novices. Social theorist Riane Eisler (1987, 2002) describes human history as a persistent conflict between two paradigms or patterns of social organization. Her cultural transformation theory identifies ideological differences between dominator and partnership paradigms. The first objective of the present study was to determine if nursing fundamental textbooks in the United States use the story of the history of nursing to support a dominator paradigm. The history of nursing was critiqued in eight current nursing fundamental textbooks. Content and narrative analysis revealed that dominator values and themes were consistently used while partnership themes were weak or absent. The second objective of the study was to reconstruct a new story of nursing by illuminating historic exemplars of partnership and collaboration. Recent nursing research has demonstrated patient outcomes improve with implementation of collaborative care, yet new nurses have limited exposure to models of collaboration. The writings of Mary Seacole (1857/2005), Lillian Wald (1915), Margaret Sanger (1923/1971), Sister Elizabeth Kenny (Kenny & Ostenso, 1943), and others were analyzed for themes that support partnership and collaboration. Content analysis also revealed themes of the interconnection of humans and nature, the importance of a global perspective, the use of multiple ways of knowing, the value of astute observation, and the necessity for medicine to be individualized. Recovering lost threads of the nursing story will improve self-identity and empower nurses to be active partners in the creation and delivery of sustainable models of healthcare.

Nurse Education Today

Em M Pijl , Brad Hagen

New Trends and Issues Proceedings on Advances in Pure and Applied Sciences

Samar Jallad

In the 21st century, continuous and evolving complex treatment needs required health professionals to be educated about using social media for their ethical and legal responsibilities that are more influenced. So, the learners should be adapting to become power users of education and demand up-to-date interesting models of teaching by using social media to encourage dialogue and self-efficacy. Using social media tools, such as Blogs, Twitter, Wikis, Facebook and YouTube in nursing education develops critical reflection skills, promotes life-long learning and supports decision-making skills. While the risks raise privacy concerns regarding the interactions among learners and between learners and educators. Hence, nurse educators and learners must be aware of e-professionalism when using social media, and how to separate their personal and professional life to communicate with peers, patients, family and friends. In this context, this paper reviews how social media impacts on nursing ...

ABSTRACT Every day nurses work in environments that expose them to trauma and they move through their professional space as embodied creatures with their own histories of trauma. Because trauma changes our bodies in multiple ways, these diverse, changed and changing embodied selves are the people who come to class when nurses engage in higher education. From Adult Education emerging interests in several discourses are present to inform this picture: complexity science and education, embodied learning, neuroscience, and trauma. Although the discourses have intersecting theoretical underpinnings, they are not yet interconnecting in explicit ways. This mixed-methods, primarily qualitative research study grounded in a complexity science theoretical framework sought to understand how RN-BS clinical students learned through their bodies, how they formed new patterns of connection, and how these patterns related trauma. It examined, retrospectively, the learning that occurred for a group of 16 RN-BS students who took two courses in health assessment and complex clinical problems, using a pedagogy that included experiential anatomy, yoga trance dance, mindfulness exercises, reflective journaling, and clinical storytelling that attended to body experiencing. Course content incorporated an ethological neurobiological model of human development and trauma and a complexity science informed perspective of nursing and healthcare. Outcomes were examined as new patterns of connection into the contexts of personal and professional lives. Findings revealed the ubiquitous presence of trauma in nurses’ clinical learning. The trauma arises from education and socialization processes and the paradoxes of hi-tech healthcare. Embodied connection with self emerged, branching into new patterns of connection as new personal / professional knowledge and actions.

Judy Duchscher

Vikrant Kumar

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Empowered Holistic Nursing Education as the Philosophical Framework for an RN-BS Program: A Six-Year Impact Evaluation Study

Affiliation.

• 1 About the Author Katie Love PhD, RN, PHCNS, BC, AHN-BC, is an advanced holistic nursing consultant, Love Grows Consulting Nursing, West Hartford, Connecticut. She was program director for the RN-BS program and associate professor at University of Saint Joseph when this study was conducted. For more information, contact Dr. Love at [email protected].
• PMID: 31478988
• DOI: 10.1097/01.NEP.0000000000000500

The educational structure of many nursing programs is largely monocultural, with a traditional pedagogy. Empowered holistic nursing education (EHNE) creates a learning environment with more cultural responsiveness and support for diverse classrooms. The aim of this study was to determine what impact the theory had on diversification. With EHNE the philosophical framework of a new RN-to-BSN program, student demographic data were collected, along with exit survey questions. A statistically significant increase was found in the diversification of the six cohorts. The EHNE shows potential as a programmatic framework for increasing diversification of the nursing profession.

• Cultural Diversity
• Education, Nursing, Baccalaureate / organization & administration*
• Holistic Nursing / education*
• Nursing Education Research
• Nursing Evaluation Research
• Philosophy, Nursing*
• Students, Nursing / statistics & numerical data
• Surveys and Questionnaires

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School of Nursing

Holistic Nursing Online Graduate Certificate

Holistic Nursing

Online graduate certificate.

Holistic Nursing Online Graduate Certificate A 9-Credit Online Graduate Certificate Program for Nursing Professionals

Initially launched in 2016, UConn's Holistic Nursing Certificate was the first 100% online graduate program in the nation.

To fill an important role in reducing a healthcare skills gap, the University of Connecticut's (UConn) School of Nursing developed the Holistic Nursing Online Graduate Certificate.

UConn's Holistic Nursing certificate program includes a total of three, 3-credit online courses that can be completed within one year beginning in the fall semester. The program is designed for Registered Nurses (RNs) with a Bachelor's Degree or higher interested in integrating holistic principles and evidence-based approaches in their professional practice. Students will learn about the state of the science in holistic care and the latest research on the efficacy and safety of a variety of complementary and integrative health approaches.

The Holistic Nursing Online Graduate Certificate provides nurses the educational foundation required to take the national board certification examination in Holistic Nursing.

Students will learn:

• The core principles, scope and standards of practice related to Holistic Nursing;
• The theories, models, definitions, and popular perceptions of Holistic Nursing, and how to apply them to address issues in health systems, services, practices, policy and research;
• The methods, effectiveness, and impact of holistic-based research, and how to apply them to develop evidence-based programs, policy, advocacy, and disseminate that information;
• The skills for selected complementary and integrative health approaches relevant to Holistic Nursing; and
• How to integrate the concepts and approaches of Holistic Nursing into professional nursing care for individuals, families, groups, and populations.

Application Deadline:

Fall Semester: June 21

Early application to the program is advised to avoid last minute processing delays. 

Begin Your Application

Request Information

Apply for the Certificate

Take an Individual Course

Application Deadline

Endorsed by The American Holistic Nurses Credentialing Corporation

What Students Are Saying?

Elle Moreno (2023) Elementary School Nurse, Holistic Care "If you’re going to go into nursing, this should be required… There’s a mental health crisis in healthcare, and so we really need to take care of our nurses. Not just so they can be nurses, but so that they can be present and alive and healthy… "... READ MORE

Audrey Stoppel (2021) Radiation Oncology Nurse at Rush Copley's Cancer Care Center, Aurora, IL “Since graduating from the program, I am now leading meditations for staff, physicians, and patients. The holistic nursing program gave me everything I need to fulfill my dreams in the holistic nursing arena. "... READ MORE

Renae Martin (2020) Project Coordinator for the Narragansett Prevention Partnership, Narrangansett, RI "I feel fully prepared to take the Holistic Nursing National Board Certification exam (HN-BC) after having successfully completed the Holistic Nursing Online Graduate Certificate program. "... READ MORE

Kate Johnson (’19) Adjunct Faculty, Westfield State University, MA and Concordia University, NY "Even though we were all located in different places, we were a very tight-knit group of people who care about looking at health from a holistic perspective. For anyone concerned about the online platform, don’t let that be a barrier"... READ MORE

SEE MORE TESTIMONIALS

Holistic Nursing

The Holistic Nurse is an instrument of healing to promote and optimize Health and Wellness by focusing on the whole person. Holistic nurses aim to promote a union of the body, mind, emotion, spirit, energy, and environment. The holistic nurse incorporates therapeutic relationships, core values, ethics, principles, and modalities for self-care. Holistic nursing care can be applied in all healthcare settings in clinical/non-clinical practice.  

The holistic nursing sequence is designed to draw on nursing knowledge and coach practicing nurses across all specialties to apply the principles of holistic nursing while incorporating complementary alternative and integrative medicine approaches. It is based on the American Holistic Nursing Association's core values and curriculum. The program can be completed in three semesters and consists of three (3) credit courses typically taken in the last three semesters of your master's program.

• Opportunity to learn from experienced, nationally renowned faculty who are both academicians and practicing Holistic Nurses Ability to develop specialized expertise in Holistic Nursing and apply modalities.
• Opportunities for clinical placements with practicing Holistic Nurses.
• Opportunities for self-reflection, self-development, and self-care. Pathways for self-healing are applied throughout the curriculum.
• Curriculum education incorporates holistic philosophies, theories, ethics holistic nursing scope of standards and practice current trends holistic caring process and interprofessional practice nurse coaching.
• Issues on diversity culture ethics safety and quality of care are incorporated into the holistic nursing curriculum.
• Education preparation for national certification of holistic nursing practice.
• Evidence accumulating in the field of psychoneuroimmunology, holistic nursing, complementary, alternative, and integrative medicine are appraised and related to advanced holistic nursing practice.
• Apply theoretical knowledge of holistic nursing and (CAIH) (complementary, alternative, and integrative) approaches to wellness, health, illness, and disease.
• Demonstrate an understanding of the therapeutic relationship between the client’s values, spirituality, health beliefs and practices, health care disparity issues, culture and diversity, and the use of complementary, and alternative modalities.
• Develop advanced holistic nursing approaches that reflect cultural competence, advocacy for clients with health care disparities, provision of safe, high-quality care, and evidence-based practice.
• Demonstrate an understanding of how authenticity, intuition, consciousness, presence, centering relationships, unconditional acceptance, and intentionality are integral to the healing process.
• Comprehend the complexity of holistic nursing practice and how education dissemination of research policy and advocacy shape and impact the holistic nursing profession.
• Reconnect with the ideology of innate healing as intrinsic to life and nursing.

Practicum Opportunities

All practicum placements are arranged by the Program Faculty; Supervision is provided by licensed clinicians at diverse practicum sites.