phd in nursing population health

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Population Health (PhD)

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Explore the complex factors that affect the health and well-being of populations.

The PhD Program in Population Health at Northeastern University integrates interdisciplinary education and experiential learning opportunities to train students to become public health researchers and leaders who understand the complex factors that affect the health and well-being of populations. The program has:

• Close mentoring by distinguished faculty
• A focus on solution-based, innovative research
• Specialized training in critical population health topics

Our program trains students to become public health leaders through simultaneous examination of multiple determinations of health, including social, environmental, nutritional, and behavioral risk factors.

Our students investigate the underlying causes of adverse health, including disease, disparities, and disability, through training in core population health disciplines:

• biostatistics
• epidemiology
• health services

This training is done together with individual-specific and specialized training in topics related to student research.

Our students are mentored by Northeastern’s distinguished faculty, who individually and together conduct innovative, solution-focused research in critical population health topics.

*Requests for part-time study are considered on a case by case basis.   Please refer to the FAQ section below for information about full-time work and part-time study.

Degree type: Doctor of Philosophy in Population Health (PhD)

Study options: – Full-time or part-time – On-ground (Boston campus) only Need flexibility around daytime classes – *Fall semester start only

Application deadlines: Dec 15

Prerequisites: None Most applicants have a master’s degree

Applications accepted: Domestic and international

Grad assistantships available : Full-time students only

GRE: Optional

Population Health doctoral students conduct research that addresses key determinants of health including:

• Social and Neighborhood/Community Contexts
• Environmental Risks
• Health Care Access and Delivery
• Economic Stability

All Population Health PhD candidates must earn at least 33 credits by completing core research courses, selecting a concentration, and taking additional electives and directed study courses, as needed and in consultation with their faculty advisors. They must complete a dissertation in order to earn their degree.

Sample Curriculum

Curriculum subject to change. For most up-to-date information please refer to the university’s academic catalog .

• Research Core
• Social/Environmental Concentration
• Health Services /Policy Concentration

Students investigate the underlying causes of adverse health, including disease, disparities, and disability, through training in core population health disciplines.

Biostatistics in Public Health

Epidemiology

Principles of Population Health

Economic Perspectives on Health Policy

Applied Regression Analysis

Intermediate Epidemiology

Research Skills and Ethics

Students are trained to conduct research examining the social and environmental determinants of health through a cohesive, transdisciplinary program that integrates topics that include the five pillars of public health, including epidemiology, biostatistics, health program evaluation, environmental health, and social determinants of health.

Social Epidemiology

Advanced Methods in Biostatistics

Dissertation preparation classes ( exact credits determined in conjunction with faculty advisor )

Directed Study ( can be repeated as needed )

Sample Electives

Various electives ( exact number of courses determined in conjunction with faculty advisor )

Theoretical Foundations of Personal Health Informatics

Health Organization Management

Public Health Policy and Administration

Strategic Management and Leadership in Health Care

Global Health

Health Education and Program Planning

Advances in Measuring Behavior

Social Movements in Health

Qualitative Methods in Health and Illness

Causal Inference in Public Health

Data Mining

Statistics for Big Data Sets

Students are trained to conduct highly rigorous research examining the financing, organization, and delivery of health care services through the use of quantitative and qualitative research methods.

Microeconomic Theory

Evaluating Health Care Quality

Sample Electives – 3 credits

Admissions requirements.

The Population Health PhD program accepts applications through December 15 for Fall entry. While there are no prerequisites for this PhD, most of our applicants have a Master’s degree.

Applicants with an interest in rigorous research training in public health are encouraged to apply. Receipt of a previous master’s degree in public health or related field is not required however evidence of skills and aptitude in quantitative research methods from degree transcript and work experience will be noted. Submission of GRE test scores is optional. You may be asked to participate in an interview with  member of the admission committee and/or potential faculty mentors prior to an admission being made.

Completed SOPHAS application

Official transcripts Mailing Address:

SOPHAS Transcript Processing Center P.O. Box 9111 Watertown, MA 02471

Electronic transcripts: See  SOPHAS Instructions

Personal Statement

Official test scores Submission of GRE test scores is optional.

TOEFL scores are required from international applicants who possess degrees from institutions outside the United States. Use code #5688. The PhD Program requires a minimum score of 100 on the TOEFL (official test scores from similar English-language tests may not be substituted in place of the TOEFL).

Requests to be waived from the TOEFL requirement are determined on a case by case basis by the Program Director. Email Dr. Beth Molnar at  [email protected]  with your request and relevant materials (eg, CV/resume, transcripts).

3 letters of recommendation Only academic and professional letters of recommendation will be accepted.

SOPHAS application fees and fee waivers:

Got questions?

We welcome your questions about our program. Please send general program inquiries and admissions-related questions to:

Tracy Hunt  Program Manager

Student Spotlight

Northeastern University researcher studies the use of social robots in mental health and well-being research

At a hospital in Bedford, Massachusetts, Jibo asks a group of veterans how they’re doing. They tell Jibo they’re in a lot of pain and Jibo reminds them that stretching helped them the other day. Perhaps they’d like to try it again today?

STUDENT spotlight

Ashley Houston

‘Fulfilling’ and ‘invaluable’ experiences shape Population Health PhD student’s journey The programs at Bouvé are engineered to put our students ahead of their peers. The college’s faculty and staff know what it takes to succeed in competitive fields that are in demand of graduates. You can read all the material put out by the school, but sometimes it’s best to hear it straight from one of our students, like Ashley Houston. 

Interviews with alumni

Why did you choose to apply to this program?

I chose to apply to the Population Health program because it is unique in that it combines multiple facets necessary to understand how to approach improving the health outcomes and behaviors of an entire population. This includes statistical and epidemiological methods, social theory and determinants, and how to translate health outcomes into policy recommendations.

What kind of research are you doing?

I am currently evaluating biases associated with different survival analysis methods and censoring techniques, particularly during their use when analyzing multidrug-resistant tuberculosis treatment cohorts. I aim to identify more efficient means to analyze these data under differing scenarios, resulting in less bias outcomes and more accurate effect measures to inform treatment recommendations.

What kind of research or professional experiences have you had?

I have over 6 years experience implementing clinical trials, including drug trials for asthma treatment and international research assessing tuberculosis treatments. My most current research, evaluating multidrug-resistant tuberculosis treatment outcomes in adolescents, was presented at the 46th UNION World Conference on Lung Health in December 2015.

What are your professional aspirations?

I aspire to be a member of an academic institution, teaching epidemiology and/or research methods courses, to mentor students early in their research careers, and to conduct personal research related to identifying more efficient processes for the diagnosis, treatment, and monitoring of tuberculosis patients worldwide.

I chose this program due to its multidisciplinary take on health research.  It lets me merge together my interests and think of translational research.

I am focusing primarily on nutrition research, but have been able to work with a wide array of projects that incorporate this component, such as air pollution and the human gut microbiome.

I have gone to several conferences and also traveled to San Diego to do a research fellowship.

I like this program because I do not feel limited in my future career and plan to keep the options open.

I actually started in the Personal Health Informatics program but realized that I was doing most of the course work for Population Health and I switch programs last year. The Population Health program fit my interests in healthcare delivery and quality better, and I am glad I made the change.

My research is centered on healthcare delivery, utilization, and quality. I am interested in exploring the challenges in our healthcare system that lead to waste, low efficiency, and poor outcomes. I working on two projects at the moment: one on hospitals in accountable care organizations and how hospitals performed on a variety of measures including quality, community spending, and community benefits; the other is going to explore patterns of diagnostic imaging across Massachusetts with data from a massive claims dataset collected by the state.

I have worked in healthcare for many years in clinical, managerial, and research settings. I have presented at radiology conferences and quality symposiums on several occasions, and have worked extensively with faculty in research and clinical settings.

My goal is to work in an academic setting where I can do healthcare services research and teach.

  A mentor of mine and faculty member at NYU advised me to apply here.

I am working with Becky Briesacher, an amazing new faculty member.  We are researching nursing home prescribing practices. With a novel dataset she has acquired I hope to be able to investigate prescribing practices among HIV/AIDS nursing home patients.

The majority of the last 10 years of my professional career were spent in clinical laboratories in NYC, clinical chemistry and genetics specifically. During my MPH, worked at CHIBPS NYU on a study of young men who have sex with men in NYC and their HIV outcomes. After finishing my MPH, I took a data management and analysis position working with the New York City Fire Department studying health outcomes of 9/11 first responders.

After completing my PhD here at NEU, my hope is to go on to broaden the scope of literature on HIV/AIDS among under represented populations such as the different sub populations within the LGBT community and the elderly. Teaching is a challenge I would like to take on, but research is my real passion.

Frequently Asked Quesions

Do i need an advanced degree to apply to the program.

No, our program does not have specific requirements with regard to classes applicants must take or have taken prior to applying. However, the majority of the students in the program enter with a previous master’s degree.

Can I be waived from submitting official test score ?

Submission of GRE test scores is optional.

TOEFL scores are required from all international applicants who have not earned an undergraduate or graduate degree in the Unites States or in a country where English is the primary language.  Fluency in English is integral to success of graduate students in our program. Guidelines for submitting a request to waiver the TOEFL requirement are outlined in the Admissions section.

Can I be waived from any courses?

Certain required classes (for example, introductory classes in Biostatistics and Epidemiology) can be waived if you’ve taken equivalent classes in previous graduate programs. Course waivers will be determined on a case-by-case basis once a student is accepted and officially matriculates into the PhD program. Please note: course waivers do not substitute for the 33-credit requirement. Students can enroll in elective courses to meet the requirement.

What kind of funding does the PhD program offer?

Our program offers graduate assistantships for doctoral students, which cover tuition and include a yearly stipend in exchange for 20 hours of work each week. You do not need to do anything further than submitting your application to the Program to be considered for a graduate assistantship.

Does the program offer online courses?

A few required courses have online course equivalents that doctoral students may choose to take. However, we do not offer the program as an  online program , and these online class offerings are very limited.

How does matching between PhD students and faculty advisors happen?

It is a critical part of the admissions process that there be a close match between a prospective student’s research interests and one of our faculty members. The first step is to examine faculty profiles and discuss potential matches in your personal statement. The next step happens within our faculty committee. There is no need to obtain any commitment from a faculty member before you apply.

Contact Information

We welcome any questions you might have about our program. Please feel free to send general program inquiries and admissions-related questions to the Program Manager , Tracy Hunt.

Program Manager, Population PhD Program and Exercise Science Graduate Program Public Health and Health Sciences

Beth Molnar

Director, PhD Program in Population Health; Professor Public Health and Health Sciences

323 International Village

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Welcome to the  Harvard University PhD in Population Health Sciences  (PHS). Our full-time doctoral degree is a joint collaboration between the  Harvard Faculty of Arts and Sciences (FAS)  and the  Harvard T.H. Chan School of Public Health   and offer s a  Doctorate of Philosophy (PhD)  in  P opulation Health Sciences .   Our research program is designed to allow students to benefit from connections between public health disciplines and a broader range of academic disciplines represented across the Harvard Griffin Graduate School of Arts and Sciences (GSAS).  

A  PHS   PhD   offers advanced doctoral-level research and training that builds on multiple disciplinary perspectives to understand the origins and determinants of health and disease across populations. Our students are based at the Harvard T.H. Chan School of Public Health, and belong to one of the following department-based   Fields of Study :  

• Environmental Health (EH)
• Epidemiology (EPI)
• Global Health & Population (GHP)
• Nutrition (NUT)
• Social & Behavioral Sciences (SBS)

This  PhD in Population Health Sciences (PHS)  is intended for students who are looking to pursue careers in academia in one of five   Fields of Study   as well as in organizations related to population health or research-related positions beyond academia. In addition to nurturing the development of the next generation of population health researchers and scientists , PHS provides tremendous opportunities for students to build scientific communication and mentoring, and teaching skills – while all along, building lasting connection s ac ross students, alumni, and faculty at our world- r enown ed Harvard University .  

Harvard University and the PHS PhD program do not discriminate against applicants or students on the basis of race, color, national origin, ancestry or any other protected classification.

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• Weill Cornell Medicine

PhD in Population Health Sciences

The PhD program in Population Health Sciences prepares students to be leading researchers in population health sciences: an emerging interdisciplinary scientific field that aims to improve population health by addressing the multiple determinants of health and health disparities across populations and seeks to improve healthcare delivery.

Our students are trained to investigate the social, behavioral, and biological determinants of health through measurement, design and evaluation of research studies that address the critical issues in health outcomes and delivery of healthcare services across diverse populations. Students receive didactic interdisciplinary training in biostatistics, data science, epidemiology, health informatics, and health policy and economics, as well as principles of population health sciences. Students also receive hands-on training in state-of-the-art data science methodologies such as machine learning that prepare students with cutting-edge tools to solve complex population health challenges.

Featuring a partnership between Weill Cornell’s Department of Population Health Sciences and the Population Sciences Research Program of Memorial Sloan Kettering Cancer Center (MSK), our students have the opportunity to work with internationally renowned and federally funded faculty in multiple areas including biostatistics & data science, epidemiology, health informatics, health policy & economics, outcomes research, and behavioral sciences; addressing multiple determinants of health and health disparities across populations and improving healthcare delivery are cross-cutting themes within these disciplines.

Graduates of the program are positioned for research careers in population health sciences, including postdoctoral positions and tenure-track faculty positions in population health at schools of medicine, public health, and public policy across the country. Population health scientists are also actively recruited by industry, including pharmaceutical, technology and consulting firms, as well as by governmental agencies, such as the National Institutes of Health (NIH), Centers for Disease Control and Prevention (CDC) and the US Food and Drug Administration (FDA).

Applicants to the program are expected to have a minimum of a bachelor’s degree, strong academic record, demonstrated research interest aligning with faculty members, and prerequisite coursework in statistics, calculus, and at least one computer programming or statistical programming language such as R, Python, or SAS. Candidates must apply for admission online.

Successful applicants will likely have a background in one of the following data-driven disciplines:

• Public Health
• Statistics or biostatistics
• Epidemiology
• Health or biomedical informatics
• Health policy
• Computer science
• Industrial engineering or operations research
• Quantitative social sciences such as sociology
• Mathematics
• Medical, genetics or natural sciences

Application materials will include academic transcripts from all post-secondary education, three letters of recommendation, CV/resume, and statement of purpose. Applicants are not required to take the General Graduate Record Examination (GRE exam). International Students who have not completed an academic degree in an English-speaking institution are required to take an English language proficiency exam. Applicants can demonstrate English Language proficiency using IELTS Academic, TOEFL iBT scores.

Applications for Fall 2024 is now open. The application deadline is December 1, 2023.

Program Requirements

Becoming a doctoral candidate.

In years one and two, students are required to complete required core coursework, participate in a credit-bearing colloquium, complete elective courses, and prepare for and complete their admission to candidacy exam (ACE). Students with advanced degrees may be able to complete the ACE after one year. Students will complete at least one 3-credit-hour research rotation directed by a faculty member before beginning their dissertation research, and can take up to 3 research rotations (9-credit hours) as appropriate. These research rotations will provide students an opportunity to broaden their understanding of population health sciences by participating in ongoing faculty research projects or completing an independent project under the guidance of a faculty member.

Students in the program take core and elective courses in their first two years of program. The core coursework includes:

• Biostatistics I with R Lab
• Biostatistics II - Regression Analysis
• Data Science I
• Data Science II
• Principles of Population Health Sciences
• Advanced Epidemiological Methods
• Introduction to Health Services Research
• Introduction to Health Informatics
• Responsible Conduct of Research
• PHS Colloquium series

Students are also required to take 7 elective courses, selected from existing WCGS advanced graduate coursework in biostatistics and data science (including artificial intelligence), health informatics, health policy and economics (including comparative effectiveness), and in computational biology.

PhD Research and Degree

Before beginning their dissertation research, each student will form a dissertation committee with a primary dissertation advisor and at least 3 internal committee members. The dissertation committee will evaluate the student's progress towards their dissertation every year during the dissertation phase.

The culmination of the student's successful progression through the program is the final examination (the "defense") and certification by the dissertation committee that the dissertation satisfies the requirements of the Graduate School for a PhD degree. Students are expected to complete this degree within five years of entering the program.

Program Leadership

Bruce Schackman, PhD, MBA - Program Co-Chair Jonine Bernstein, PhD, MS - Program Co-Chair Samprit Banerjee, PhD, MS - Faculty Director Elisabeth Brodbeck, PhD, MPH - Executive Director

Program Faculty

To learn more about the program, please contact us at [email protected] .

Admissions Information

Academic Calendar

About Our Faculty

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Admissions Events

Population Health Sciences 402 E. 67th St. New York, NY 10065 Phone: (646) 962-8001

• Explore Programs

Doctor of Nursing Practice: Population Health Nursing

Doctor of nursing practice.

Develop the specialized knowledge, critical leadership skills, clinical expertise and systems-thinking to improve population health outcomes.

Is this program right for you?

The Doctor of Nursing Practice in Population Health at the University of Wisconsin–Madison emphasizes the values of the nursing profession through an agile, customized course of study. Students will take the lead in applying an upstream perspective on health, coordinating care across providers and sites, collaborating with interdisciplinary teams and community stakeholders, and advocating for policies that support the well-being of individuals, communities and populations.

As part of the larger Doctor of Nursing Practice lineup, the Population Health program is created for the working professional. Courses are offered completely online and practicum are tailored to bridge experiential gaps, pursue your interests, and help you reach future goals. The curriculum offers both flexibility and convenience to complete your degree over the course of three years with fewer disruptions to your life and career.

Graduates of this program will be well prepared to shape population health improvement and lead population health programs. You’ll also be prepared to help resolve some of the greatest challenges we face as a society, including: the rising rates of chronic disease, figuring out how to adequately and affordably care for an aging population, addiction, climate change, emerging infectious diseases and a global pandemic.

Admissions requirements

All applicants must:

• Have a minimum of a bachelor’s degree in nursing from an accredited institution. Applicants with prior graduate education may be able to waive up to 18 credits based on previous graduate coursework, pending review of syllabi.
• Have earned a grade of B or better in a graduate-level statistics course within the last five years. (Note: The course does not need to be taken before applying, but must be successfully completed prior to the start of the fall term.)
• Have an RN license.
• Have at least one year of professional experience in nursing, public health or a health-related field.
• Have a minimum undergraduate GPA of 3.0 on the last 60 credits of degree. Have a minimum master’s GPA of 3.5 (post-MS applicants only).
• Have CGFNS certification (international applicants only). Submit evidence of English language proficiency, if applicable. The required proficiency scores are: TOEFL IBT 100, PBT 600; MELAB 85 or IELTS 8.0.

Application materials required:

• Online application
• Statement of purpose
• Three letters of recommendation

Program highlights

• Courses draw upon some of the nation’s top educators and leaders in nursing, public health, human factors engineering and medicine.
• Many of our faculty are recognized by the American Academy of Nursing as leaders in nursing who demonstrate sustained and significant impact on health and well-being as well as the profession.

How you'll learn

• Fully online curriculum.
• Teaching strategies are based on best practice for adult learners.
• Course content reflects the DNP Essentials to assure that students are prepared with the expected competencies.
• Complete coursework, a scholarly project, and supervised practicum hours.
• Practicum courses will be taught by faculty with experience and expertise in population health.

Sample curriculum

• Critical Social Theories in Population Health
• Nursing Research
• Leadership Foundations: The Discipline of Nursing Introduction to Epidemiology
• Health Care and Public Policy
• Evaluation and Application of Evidence-Based Practice
• Data-Driven Health Care
• Health Promotion and Disease Prevention in Diverse Communities
• Leadership and Organizational Decision-Making in Health Care
• Evaluation of Health Informatics Solutions
• Population Health Practicum I: Working in the Aggregate
• Population Health Theory and Methods Seminar I: Contemporary Issues and Population Health Ethics
• Population Health Practicum II: Community Action and Collective Impact
• Population Health Theory and Methods Seminar II: Interdisciplinary Practice, Collective Impact, and Coalition Building
• Health Program Planning, Evaluation, and Quality Improvement Scholarly Project I
• Population Health Theory and Methods Seminar III: Emerging Issues and Specialized Roles
• Health Policy Practicum
• Scholarly Project II
• Advanced Health Systems Leadership and Innovation
• Leadership Role Development and Resource Stewardship Practicum
• Scholarly Project III

Ready to learn more about Doctor of Nursing Practice: Population Health Nursing? View the UW-Madison Guide

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Our friendly, knowledgeable enrollment coaches are here to answer your questions. Contact an enrollment coach to:

• Learn how to make this program work with your life/schedule
• Get help with your application
• Determine if financial aid is available

Visit with our coaches on campus or at an upcoming student fair in your area. Search student fairs & events .

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Stories from the field

Podcast Episode 08: Balancing Work, Family & School

Accelerated bachelor’s helps student transition to nursing career quickly

A new career in one year with the Accelerated Bachelor of Science in Nursing

The PhD Program in Nursing prepares scholars to be nursing scientists, educators and leaders who seek to improve health across the lifespan with a concentration on urban, vulnerable and underserved populations.

• Post-Baccalaureate and Master’s entry are available
• Opportunities for interdisciplinary study and research
• Assume leadership in the promotion of health and well-being of urban populations nationally and internationally.
• Design a program of research that builds upon the historical and philosophical foundations of nursing science.
• Implement research studies that advance health science outcomes.
• Participate as a member of an interdisciplinary research team.
• Conduct research that demonstrates the theoretical, methodological, and analytical knowledge, skills, and strategies to address population health.
• Assume faculty, leader, and/or nurse scientist roles.
• Apply principles of professional research ethics and judgment in the conduct of research.

“My experience at Northeastern is preparing me for leadership in the health care system in my country. I am learning how to approach both clinical and public health problems from a leadership perspective.”  —  Maram Alghabbashi, Alumna

All students are expected to participate in a Mentored Research Practicum with a seasoned researcher and his/her research team. In addition, you will have the opportunity to study with nursing faculty and faculty from other Northeastern departments. Collectively, the nursing faculty has expertise in a variety of research interests, such as health issues of women, children and families, HIV, cancer, mental health, depression, substance abuse, and perinatal injury. Our close ties with the University’s Institute on Urban Health Research and School of Social Science, Urban Affairs and Public Policy , as well as with the Center for Community Health Education, Research and Service and other organizations provide opportunities to work across disciplines and access populations and sites for your dissertation.

Our graduates pursue careers within academia and beyond.

• Institute for Aging Research, Hebrew Senior Life
• Mount Auburn Hospital
• Massachusetts General Hospital Institute of Health Professions
• University of New Hampshire School of Nursing
• University of Pennsylvania
• Boston Children’s Hospital
• Laboure College
• University of New Hampshire
• Ben Gurion University of the Negev, Beer-Sheva, Isreal
• University of Massachusetts, Dartmouth

Application Materials

Application.

• Application fee – US $80
• Minimum GPA of 3.5
• Transcripts from all institutions attended
• Minimum GRE of 300 or equivalent for the verbal and quantitative combined, within the last 5 years
• Three letters of recommendation that address your potential for a career in nursing research, with at least 2 recommendations from persons who have a PhD and can speak to the applicant’s ability to be successful in a PhD program.
• Satisfactory completion of a basic statistic course
• Satisfactory completion of an epidemiology course (not required for post-baccalaureate entry)
• Personal Statement describing your goals and reason for pursuing a PhD in nursing and your research area of interest
• TOEFL or IELTS for applicants who do not hold a degree from a U.S. institution and whose native language is not English
• Current Nursing licensure

Deadline: December 15

• Program Website

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Population Health, Ph.D.

The Department of Population Health Sciences, part of the School of Medicine and Public Health, strives to provide leadership in the emerging, integrative field of population health. Its mission is to create, integrate, disseminate, and apply knowledge promoting the most efficient, equitable, and effective possible use of resources to maintain and improve the health of populations.

The department offers two graduate degree programs: an M.S. and Ph.D. in population health and an M.S. and Ph.D. in epidemiology. The M.S and Ph.D in Population Health can be taken with either a named option in Epidemiology or a named option in Population Health .

The research-oriented degree programs are designed to provide rigorous, interdisciplinary training to develop students' abilities to synthesize knowledge and skills needed to address today's health-related problems. Methodological and analytical training is grounded in biostatistics, epidemiology, and health services research, but also emphasizes methods employed in the social sciences and econometrics that contribute to the study of health in populations. While the program is based on a sequence of core courses, students, in consultation with their major professor, have the flexibility to design advanced study and research that best prepares them for their chosen area of interest.

Individuals choose this program because of its innovative approach, strong research focus, and personal attention to students. It is an ideal option for those considering a broad array of fields including epidemiology, public health, health policy, health economics, health services research, environmental health, industrial engineering, demography, and more. UW–Madison ranks as one of the most prolific research universities in the world, consistently placing in the top five among American public universities for research expenditures. The program's interdisciplinary focus allows students the flexibility to work with a wide array of research/faculty on campus. For instance, program faculty include members from a number of other departments such as business, family medicine, industrial engineering, law, medical history and bioethics, medicine, nursing, ophthalmology, public affairs, sociology, and veterinary medicine. The multidisciplinary faculty coupled with the diverse backgrounds of the students provides a rich and stimulating training environment.

Faculty, staff, and students in the Department of Population Health Sciences engage in a wide variety of world-class epidemiological and health services research projects to understand determinants of health and health problems in populations, to analyze public and clinical health policies, and to improve the effectiveness and efficiency of healthcare. Research topics may include (but are not limited to) chronic, infectious, and environmental disease epidemiology; public health; studies of medical outcomes; health economics; maternal and childhood health; the determinants and measurement of population health status; and health administration and policy. These multidisciplinary research programs may include (but are not limited to) the study of the effects and interactions of genetic traits; biologic and metabolic processes; pathogens; pollutants; lifestyles; behaviors; economic social and physical environments; and public health and health care systems on the health of populations. Methods employed involve developing and maintaining long term cohort studies, disease registries, population surveys, and retrospective analyses of large observational databases. Researchers in the department also work to advance methodology in health economics, population health evaluation, and statistical analyses.

For more information, see the graduate program Academic Guide .

Students apply to the Ph.D. in Population Health through one of the named options:

• Epidemiology
• Population Health

Graduate School Resources

Resources to help you afford graduate study might include assistantships, fellowships, traineeships, and financial aid.  Further funding information is available from the Graduate School. Be sure to check with your program for individual policies and restrictions related to funding.

Program Resources

Students admitted to our degree programs are automatically considered for any available scholarships, traineeships, or graduate assistant positions in the department. The most common forms of funding support for our students are assistantships, traineeships, and fellowships.

Minimum Graduate School Requirements

Major requirements, named options.

Review the Graduate School minimum academic progress and degree requirements , in addition to the program requirements listed below.

CURRICULAR REQUIREMENTS

Required courses.

Select a Named Option for courses required.

A named option is a formally documented sub-major within an academic major program. Named options appear on the transcript with degree conferral. Students pursuing the Ph.D in Population Health must select one of the following named options:

View as list View as grid

• Population Health: Epidemiology, Ph.D.
• Population Health: Population Health, Ph.D.

Students should refer to one of the named options for policy information:

Take advantage of the Graduate School's  professional development resources to build skills, thrive academically, and launch your career. 

• Articulate research problems, potentials, and limits with respect to theory, knowledge, and practice of Population Health, based on understanding of its health services, health assessment, microeconomic, biostatistical and epidemiologic foundations.
• Assemble, evaluate and synthesize evidence from literature and data sources to formulate ideas, concepts, designs, and/or techniques beyond the current boundaries of knowledge within Population Health.
• Demonstrate breadth of knowledge of Population Health in its subject matter, historical and social context.
• Create research that makes a substantive contribution to the knowledge base of Population Health.
• Develop mastery of scholarship in Population Health relevant to academia, for-profit and non-profit organization and/or government.
• Communicate complex ideas both in writing and orally in a clear and understandable manner.
• Recognize and apply principles of ethical professional conduct in their scholarship.

Faculty: Professors Durkin (chair), Cruickshanks, Gangnon, Kanarek, Mullahy, Oliver, Patz, Remington, M. Smith, Trentham-Dietz; Associate Professors Astor, Bautista, Burns, Ehrenthal, Engelman, Johnson, Malecki, Peppard, Sethi; Assistant Professors Cochran, Green, Lindberg, Myerson, Ouayogode, Pillai, Warren-Andersen

• Requirements
• Professional Development
• Learning Outcomes

Contact Information

Population Health Sciences School of Medicine and Public Health pophealth.wisc.edu

Graduate Program [email protected] 608-265-8108 744 WARF Building 610 Walnut Street Madison, WI 53726

Corinne Engelman, Director of the Graduate Programs [email protected] 608-265-5491 Room 1007a WARF Building 610 Walnut Street Madison, WI 53726

Quinn H. Fullenkamp, Graduate Programs Coordinator [email protected] 608-265-8108 744 WARF Building 610 Walnut Street Madison, WI 53726

Grievance Advisor, Marguerite Burns, Associate Professor [email protected] 608-265-5282 760a WARF Building 610 Walnut St, Madison, WI 53726

Graduate Program Handbook View Here

Graduate School grad.wisc.edu

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UMass Boston

• Nursing PhD

Take your place on the intersection of nursing, population health, and health policy.

The Nursing PhD program at UMass Boston prepares you to become an effective nurse leader with the highest-level qualifications in order to address critical population health problems/conditions. Graduates have taken on leadership roles as policy analysts, researchers, and educators. The program has a BS-PhD option and an MS-PhD option.

In the Nursing PhD program at UMass Boston, you will:

• Develop advanced research competence in nursing, including proficiency in research methodology, data analysis, and ethical considerations
• Foster scholarly inquiry and critical thinking skills to analyze nursing theories, evaluate existing research literature, and identify research gaps
• Cultivate leadership and advocacy abilities to assume leadership roles, influence healthcare policy decisions, and advocate for evidence-based nursing practice

Career Possibilities

Analyze healthcare policies and assess their impact on nursing practice and patient care as a healthcare policy analyst. Oversee and manage nursing departments, units, or healthcare organizations as a nursing administrator. Or, conducting innovative and impactful research as a nursing scientist. These are just a few of the possibilities a Nursing PhD offers.

Become a(n):

• Nursing Researcher
• Nursing Administrator
• Healthcare Policy Analyst
• Nurse Consultant
• Nursing Faculty

Attend an Info Session    --> Start Your Application

Plan Your Education

How to apply.

• Official transcripts from all colleges and universities attended
• Personal statement: As a prompt, focus on the following: Specific interest in either Health Policy or Population Health, Rationale/basis for interest in pursuing a PhD in Nursing, Current major research and policy or population health interests in nursing/health care, Description of professional post-PhD goals with relevance to health policy or population health.
• Two professional references
• Current résumé or CV
• Bachelor’s degree in Nursing from an accredited program (BS-to-PhD). Master’s degree in Nursing or related field from an accredited program (MS-to-PhD)
• Nursing license, certification (if applicable)
• Candidates are encouraged to schedule an interview with the Program Director or her/his designate as part of the application process.

In addition to the general admissions requirements, international students must take both the TOEFL exam and IELTS exam and meet the minimum score requirements. For additional information on the international student application process, please refer to the “Special Instructions” section in your application.

Deadlines & Cost

Deadlines: March 31 (priority deadline) and July 1 (final deadline) for fall

Application Fee: The nonrefundable application fee is $75. UMass Boston alumni and current students that plan to complete degree requirements prior to graduate enrollment can submit the application without paying the application fee.

Program Cost Information: Bursar's website

Course Requirements - BS to PhD Health Policy and Population Health Track

Required Courses (42 Credits)

• NURSNG 607 - Evidenced Based Teaching Practices  3   Credit(s)
• NURSNG 616 - Evidence Based Practice I: Appraising the Strength and Significance of Evidence  3   Credit(s)
• NURSNG 618 - Introduction to Health Policy, Finance and Ethics  3   Credit(s)
• NURSNG 637 - Mental and Psychosocial Health of the Urban Family  3   Credit(s)
• NURSNG 608 - The Nurse Educator in the Academic Setting  3   Credit(s)
• NURSNG 700 - Philosophy of Nursing Science: Ways of Knowing  3   Credit(s)
• NURSNG 702 - Doctoral Seminar  3   Credit(s)
• NURSNG 715 - Health Informatics  3   Credit(s)
• NURSNG 741 - Health Policy I  3   Credit(s)
• NURSNG 745 - Population Health I  3   Credit(s)
• NURSNG 750 - Contemporary Disciplinary Knowledge  3   Credit(s)
• NURSNG 757 - Social Behavioral Determinants of Health  3   Credit(s)
• NURSNG 760 - Introduction to Biostatistics: Biostatistics I  3   Credit(s)
• NURSNG 765 - Health Systems Leadership  3   Credit(s)
• NURSNG 770 - Biostatistics II: Advanced Statistical Methods in Healthcare Research  3   Credit(s)

Research Methods Courses (9 Credits)

• PPOL-G 609L - Qualitative Methods and Field Research  3   Credit(s)
• EHS 825L - Advanced Quantitative Research Methods I  3   Credit(s)
• NURSNG 825L - Advanced Quantitative Research Methods I  3   Credit(s)
• NURSNG 780 - Epidemiologic Methods  3   Credit(s)
• NURSNG 790 - Integrating concepts & methods for research development  3   Credit(s)

Methods Electives (9 Credits)

Complete three electives chosen in consultation with the graduate program director.

Dissertation Research (9 Credits)

• NURSNG 899 - Dissertation Research  3-9   Credit(s)

Course Requirements - MS to PhD Health Policy and Population Health Track

Required Courses (21 Credits)

Complete three courses chosen in consultation with the graduate program director.

Graduation Criteria

Program requirements - bs to phd health policy and population health track.

Complete 69 credits from 21 courses including 14 required courses, three research methods courses, three methods electives, and nine credits of dissertation research.

Doctoral candidacy:  Students must pass written and oral comprehensive exams which is a prerequisite for doctoral candidacy. The written exam consists of two papers; one conceptual and one methodological. Dissertation:  Candidates must complete and defend a dissertation written in traditional five-chapter format.

Statute of limitations:  Eight years.

Program Requirements - MS to PhD Health Policy and Population Health Track

Complete 48 credits from 14 courses including seven required courses, three research methods courses, three methods electives, and nine credits of dissertation research.

Doctoral candidacy:  Students must pass written and oral comprehensive exams which is a prerequisite for doctoral candidacy. The written exam consists of two papers; one conceptual and one methodological. Dissertation:  Candidates must complete and defend a dissertation written in traditional five-chapter format.

Statute of limitations:  Eight years.

[email protected] (617)287-7571

Graduate Program Director: Ling Shi ling.shi [at] umb.edu

Learn more about UMass Boston's Nursing department, our research, and our faculty.

Manning College of Nursing & Health Sciences

Learn more about the faculty, research, and programs that make up our Manning College of Nursing and Health Sciences.

Population Health Nursing

The Centers for Disease Control and Prevention's  Academic Partnerships to Improve Health  focuses on building public health workforce capacity and improving health of individuals and communities through alliances among academic associations and CDC. AACN works together with the CDC and other national organizations to enhance education on population health and promote opportunities for students to pursue hands-on clinical experiences in community settings. 

CDC-AACN Public Health Fellows

Funded projects, curriculum improvement, building vaccine confidence.

Featured Publication

The essentials: core competencies for professional nursing education.

Used to define quality in nursing education, the AACN  Essentials  outline the necessary curriculum content and expected competencies of graduates from baccalaureate, master’s, and Doctor of Nursing Practice programs.  AACN is committed to providing resources, education, and facilitate this transformation.

Download or Order a Copy Here

Domain 3: Population Health

From the Essentials :   Population health spans the healthcare delivery continuum from public health prevention to disease management of populations and describes collaborative activities with both traditional and non-traditional partnerships from affected communities, public health, industry, academia, health care, local government entities, and others for the improvement of equitable population health outcomes.

View Domain 3

Featured Resource

Navigating a Foodborne Outbreak: Preparation for Interprofessional Practice  

Designed to facilitate collaboration and shared learning experiences among nursing, medical, and public health students,  Navigating a Foodborne Outbreak: Preparation for Interprofessional Practice  is a free, self-paced, interactive, online teaching module demonstrating the importance of interprofessional practice among health professionals to improve and protect population health.  

The module was developed with funding from the CDC to the four national associations that comprise CDC’s Academic Partnerships to Improve Health initiative: American Association of Colleges of Nursing, Association for Prevention Teaching and Research, Association of American Medical Colleges, and Association of Schools and Programs of Public Health.  For more information, please visit the  Training Module Press Release.  

Access the Module

Please contact Allison Jacobs, Associate Director of Special Projects, at [email protected] .

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• v.1(1); 2018 Jul

Population health: a nursing action plan

Deborah a ariosto.

1 Department of Patient Care Informatics, Vanderbilt University Medical Center, 3401 West End Avenue, Suite 100B, Nashville, Tennessee 37203, USA

Ellen M Harper

2 University of Kansas School of Nursing, Kansas City, Missouri, USA

Marisa L Wilson

3 University of Alabama at Birmingham School of Nursing, Family, Community and Health Systems, Birmingham, Alabama, USA

Susan C Hull

4 Wellspring e-Health Consulting, Cincinnati, Ohio, USA

Eun-Shim Nahm

5 Department of Organizational Systems and Adult Health, University of Maryland School of Nursing, Baltimore, Maryland, USA

Martha L Sylvia

6 Medical University of South Carolina - College of Nursing, Charleston, South Carolina, USA

7 ForestVue Healthcare Solutions, LLC, Charleston, South Carolina, USA

The passage of the Affordable Care Act shifted the focus of health care from individual, patient specific, episodic care, towards health management of groups of people with an emphasis on primary and preventive care. Population health management assists to attain and maintain health while improving quality and lowering costs. The recent Catalyst for Change report creates an urgent call for harnessing the power of nurses—in our communities, schools, businesses, homes and hospitals—to build capacity for population health. Informatics Nurse Specialists are prepared to bridge roles across practice, research, education, and policy to support this call. Each year, the AMIA Nursing Informatics Working Group convenes an expert panel to reflect on the “hot topics” of interest to nursing. Not surprisingly, the 2017 topic was on the current state and challenges of population health. The following summary reflects the panel’s perspectives and recommendations for action.

INTRODUCTION

Population health is defined as the “health outcomes of a group of individuals, including the distribution of such outcomes within the group.” 1 The passage of the Affordable Care Act (ACA) shifted the focus of health care from individual, patient specific, episodic care, towards health management of groups of people with an emphasis on primary and preventive care. Population health management assists these groups to attain and maintain health with an increased focus on shared accountability for the upstream environment, social, and community factors that contribute to chronic disease and cost. With more than 3 million nurses in the United States 2 , 3 in all sectors of health care, nurses, because of their role, their education, and the respect they have earned, are well positioned to help shape and improve our nation’s health status and care infrastructure. The recent Catalyst for Change report (RWJF, 2017) creates an urgent call for harnessing the power of nurses—in our communities, schools, businesses, homes, and hospitals—to build capacity for population health. 4 Informatics Nurse Specialists (INSs) are prepared and well positioned to bridge roles across practice, research, education, and policy to support this call.

Each year, the AMIA Nursing Informatics Working Group (NIWG) convenes an expert panel to focus on a “hot topic” of interest to nursing. Not surprisingly, the 2017 topic was on the current state and challenges of population health. The following summary reflects the panel’s perspectives and recommendations for action.

POPULATION HEALTH IN PRACTICE

Nursing practice is experiencing a paradigm shift from siloed health information technology (HIT) designed to collect data at points-of-care within organizations, to data collected along a patient’s health trajectory, co-ordinated across where they live, work, and play. However, the health care data collected today is largely designed, maintained, and groomed for transactions between providers and payers and for managing point-of-care contacts with patients. The information, communication, and technology infrastructure must: integrate data, creating robust analytic environments designed to assemble and assess populations; identify and predict adverse outcomes; support programs and interventions to address inter-professional work flow needs across all care venues; and measure success.

Nurse leaders, nurses, and INSs are active and innovative in addressing the move from transactional systems to a robust data warehouse environment with an operational analytic infrastructure. Basic capabilities start with patient identity management (PIM) and patient/primary care provider attribution. Health Information Exchanges (HIE) deal with complex PIM issues and where no HIE exists, PIM may not be possible. 5 , 6 Successful population health management requires primary care at its core; however; attribution is, at its best, a compromise among a complex set of methodological choices and, at its worst, fraught with errors in the data collection and workflow management process. 7

While organizations accountable for care can demonstrate analytic expertise using risk prediction and prescription models, these capabilities come at high cost when manually executed, lacking in scale and efficiency. These challenges make it near impossible for organizations to make informed, strategic decisions for managing the health outcomes of patients, risk contracting, and gaining overall competitive advantage.

Recommendations for practice include:

• Assemble a workforce of INS’s prepared to manage the complexities of population health.
• Incorporate robust analytic tools that provide near real-time knowledge that bridge patient-centered care across the continuum.
• Test translational models for moving population health methods and findings from research into practice.
• Inform HIT policymakers on practice challenges and barriers to achieving population health knowledge.

POPULATION HEALTH IN EDUCATION

Population health is not a new concept for nursing education. As far back as Florence Nightingale, nurses have fostered a philosophy of care that focuses on the assessment and management of physical, biological, social, psychological, and environmental influences on patients and populations. 8 This population focus, however, has diminished over time with a push towards education and competency development to prepare nurses for acute and critical care. Today, there is a resurgence of interest in population health-based nursing education, encouraging nurses to reclaim their history and take on key roles in a health care system responsive to the needs of populations.

Nurses must be competent in: near real-time assessment and identification of issues negatively affecting health and well-being; discernment of patterns from data and populations; creating linkages among community resources and services; developing population-focused interventions; and evaluating the impact of the efforts. 9 , 10 Next generation INSs must elevate their support of population health efforts through: training and competency in data capture from disparate systems; validation and maintenance of data; transformation and analysis of data; inclusion of social determinants of health (SDOH) to address disparities; predictive and prescriptive analysis; risk stratification; and evaluation of education programs.

Accreditation and certification bodies as well as licensing boards for the graduates of programs must ensure that all nursing students from entry to practice to graduate level, including INS students are provided learning opportunities to attain these competencies and advance graduates who demonstrate these skills. As we move our emphasis from an acute care focus to population health model, it will require rethinking and a shift in focus for many nursing and informatics programs.

Recommendations for education:

Nursing education programs must prepare nurses to:

• Tackle the impact of SDOH on improving health and reducing health inequalities
• Consider community resources and provide learning opportunities to build engagement
• Assess process and outcomes of community-based interventions

Nursing informatics graduate programs must prepare the INSs to:

• Manage data capture from disparate systems, beyond the electronic health record (EHR)
• Understand data validation, transformation, and maintenance
• Develop skills in data science and analytics to assess the health status and risk levels of populations
• Evaluate the use of risk stratification, as well as predictive and prescriptive analytics

POPULATION HEALTH IN RESEARCH

Population health research investigates various determinants of health, including health care services, individuals’ genetics and health behaviors, physical and social environments. 11–13 Funding agencies have increased their support for population health research in response to rapidly growing chronic illness populations and skyrocketing medical costs. 11–13 For example, the strategic plan of the National Institute of Nursing Research (NINR) focuses on 4 scientific themes: symptom science, wellness, self-management of chronic conditions, and end-of-life and palliative care. The Agency for Healthcare Research and Quality (AHRQ) supports research initiatives to improve health care quality and make health care safer, more accessible, affordable, and efficient. 14

Health information technology (HIT) is a vital component that supports population health research. Some of examples HIT areas includes: meaningful use of EHRs, HIE, interoperability, Big Data, and health care analytics. 15 Many studies have demonstrated the important roles of HIT components in knowledge discovery and the development and implementation of new health interventions while engaging patients in their care.

Informatics Nurse Specialists including both researchers and practitioners, have an in-depth understanding of the associations among the data, clinical practices and workflow, and track records of using HIT in health-related research. They can also significantly contribute to the advancement of population health research by using robust HIT tools that improve quality of care and patient outcomes and contributing to the development of efficient and interoperable health care systems.

Recommendations for research:

• Enhance nurses’ knowledge about big data and population health knowledge
• Develop new systems and tools that engage and empower patients to improve quality of care, outcomes, and wellness activities.
• Map data to standardized terminologies and protocols for interoperability and outcome measurement
• Contribute to the science of the associations among the data, clinical practices, and workflow.
• Research health information systems that can contribute to reducing health disparities.

POPULATION HEALTH IN POLICY

The AMIA NIWG panel concluded with an update on public policy and invited continued engagement in population health efforts supported by AMIA 16 and The Alliance for Nursing Informatics (ANI). 17 Multiple policy issues impact population health, with only a few highlighted during this event. For example, AMIA’s Policy Invitational (API 2017) 18 explored “redefining our picture of health,” through the lens of how patients experience care, research, wellness, and community—rather than those of provider institutions, payers, and health IT vendors. Policy recommendations focused on the development of an integrated, socio-technical ecosystem that enables an individual (the “n-of-1”) to improve the health of populations (the “n-of-many”), and vice versa.

Implementation of the 21st Century Cures Act and testimony to the Senate Health, Education, Labor & Pensions committee 19 reports progress on: interoperability; secure and trusted bi-directional exchange; Trusted Exchange Framework and Common Agreement (TEFCA); clinician burden; and information blocking. The new Centers for Medicare and Medicaid Services “Meaningful Measures” Initiative 20 was launched to reduce regulatory burden and promote innovation in the transition value-based payment.

The fields of public, population, and community health informatics offer overlapping perspectives to policy considerations, recognizing social, economic, and environmental risk factors as predictors of health disparities at the individual and community level. Nurse-led population health improvement efforts need to consider policies which address SDOH, health inequities, access to affordable care, and healthy behaviors. 4 Although early in development, infrastructure is needed across nursing practice, education, and research settings to develop and test population-based care and payment accountability models. Alternate Payment Models (APM) and payment reforms that seek to deliver better care at lower cost achieved 29% in 2016, with expected progress toward the goal of 50% by 2018. 21 Policy will continue to evolve to find ways to significantly improve affordability and value for both consumers and the health care system.

Policy recommendations:

• Promote health policy that encourages person-centered, integrated health care, research, preventive care, and wellness in the context of a community ecosystem
• Monitor progress on the Office of the National Coordinator's Shared Nationwide Interoperability Roadmap and the 21st Century Cures Act
• Incentivize data transparency and bi-directional health data exchange bridging institution-centric and person-centric approaches
• Advocate funding for population-focused nursing education and research, including support of the recommendations laid out in the Institute of Medicine’s 2010 report, The Future of Nursing and the RWJF 2017 Catalyst for Change: Harnessing the Power of Nurses to Build Population Health for the 21 st Century

In conclusion, the AMIA NIWG Population Health panel acclaims that INSs are in integral roles to actively support capacity building for nurses to build population health in the 21st century, aligned with the Catalyst for Change white paper. 4 Informatics Nurse Specialists are critical partners to lead population health, care coordination across settings of care, and inter-professional and community stakeholder collaboration. Informatics Nurse Specialists are well positioned to influence practice, education, research, and health care policy. Preparing nurses for robust roles to improve population health will require clear articulation of nursing’s value proposition to impact health, cost, and outcomes for both the individual and populations; and active engagement in redesigning health data infrastructures to address current gaps. The AMIA NIWG panel of opinion leaders have provided background, identified recommendations, and perspectives to meet the demands of an evolving health care system, including the application of new knowledge and skills.

This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.

Conflict of interest statement . None declared.

CONTRIBUTORS

All authors contributed to overall intellectual content and sections of writing.

ACKNOWLEDGMENTS

The authors thank our colleagues in the AMIA Nursing Informatics Working Group (NIWG) who helped inspire and shape this work: Juliana Brixey, Sarah Collins, Kandace Kelly, Laura Heerman-Langford, Judy Murphy, Marisa Wilson, and Ron Piscotty.

Public Health, MPH

Program description.

Designed to build and strengthen the public health workforce, this innovative degree prepares students for new approaches to emerging global and public health issues, including prevention and communicable disease, environmental health, public health surveillance, and health management in a context of human rights and cultural understanding.  The proposed Master of Public Health (MPH) curriculum was developed in accordance with the Council on Education for Public Health (CEPH).

Student Learning Outcomes

Students will demonstrate an understanding of the principles, practices, and applications common to public health promotion and disease prevention, including the foundational elements in basic Health Sciences.

Students will be able to :

• Employ analytical skills and information technology appropriate to public health.
• Utilize community and cultural aspects of public health practice and ethics.
• Communicate effectively in development of public health policies and practices.
• Develop leadership and systems thinking skills, including marketing, financial planning and management, that will effectively advance the goals and objectives of the organization

Admission Requirements

For admission to the graduate program, applicants must:

• Complete an application to the University for admission to the College of Graduate Studies.  Applications should be made through the College of Graduate Studies using the application in Apply Texas.
• A nonrefundable application fee ($50 domestic / $70 international)
• A Bachelor's degree or equivalent from an accredited college or university with a GPA of 3.0 in the last 60 undergraduate units.
• A current resume
• An essay describing your professional and educational goals in at least 500 words.

General Requirements

The number of hours required for the MPH degree is 45.  The program is only offered in an online format.

Program Requirements

This course addresses current issues in public health. Presentations and discussions focus on the dissemination, synthesis, and application of knowledge acquired through coursework and other public health learning experiences. Enrollment is concurrent with PUHE 5250 .

The scholarly project is one component of the MPH Culminating Experience, and enrollment is concurrent with PUHE 5100 . Students complete a project that demonstrates the synthesis and application of knowledge acquired through coursework and other public health learning experiences.

This course introduces the selection, use and interpretation of basic statistical tests and concepts that may be used in addressing, analyzing, and solving problems in public health and healthcare research.

This course explores historic global environmental disasters, and policy while examining exposure assessment and epidemiologic study designs commonly used in environmental health in order to characterize the impact of environmental exposures on population health and our environment. It provides an overview of the major pollutants including detection, impact on health, and principles of remediation. Ethical issues related to environmental health are discussed.

This course continues the introduction to biostatistics begun in PUHE 5300 on the selection, use, and interpretation of basic statistical tests and concepts that may be used in addressing, analyzing, and solving problems in public health and healthcare research. Topics include nonparametric analysis, multiple linear regression, analysis of variance as a special case of multiple linear regression, and introduction to logistic regression.

Prerequisite: PUHE 5300 .

This course introduces social and behavioral sciences theories and methods that are applied to public health problems. It covers: (1) description of social and behavioral determinants of health and health inequalities; (2) individual- and social/ interpersonal-level theories of health behavior and change methods; (3) theories and methods for improving the health of communities and populations; and (4) public health evaluation strategies.

This course introduces the basic epidemiologic concepts used to study health and disease in populations including measurement, study design, and related statistical tests. Observational and experimental epidemiologic studies are described, and their advantages and disadvantages are compared. The course provides an overview of the major causes of morbidity and mortality in populations. Ethical issues related to epidemiology are discussed.

This course develops advanced skills in biostatistics, with an emphasis on applied research in public health and medicine. Students learn how to derive quantitative answers to an applies research question by using multivariate statistical modeling. The course covers advanced topics in the analysis of variance, linear and logistic regression, survival analysis, and generalized linear models.

Prerequisite: PUHE 5300 and 5320 .

This course introduces communication theories and concepts applied to public health problems. Students will develop the skills necessary to use media strategically to advance public health policies and health. The course covers the planning and development, design and testing of concepts, implementation, and evaluation of media campaigns to promote public health goals.

This course introduces students to the field of public health and develops their appreciation of the unique and important role of public health in promoting health and preventing disease and disability in communities and populations; their understanding of the principles of population health; and their knowledge of how public health functions today, including its organization, financing, policy priorities, and core functions in the United States and other countries.

This course is designed to provide students with a critical understanding of intermediate epidemiological principles. This second course of epidemiology is a continuation of the PUHE 5325 , which introduced basic epidemiology concepts. PUHE 5345 covers methods and techniques for designing, implementing, analyzing, and interpreting observational studies, including cross-sectional, case-control, and cohort studies. Students will also be introduced to special topics in epidemiology, such as reproductive epidemiology, social epidemiology, and environmental epidemiology, among other topics.

Prerequisite: PUHE 5325 .

This course is designed to introduce students to major theories and concepts of leadership, and ways of applying these to public health issues requiring leadership and provides an opportunity for students to develop skills and resources for further developing leadership skills. The course focuses on preparing healthcare professionals with the foundational skills needed to work in teams to effectively collaborate and coordinate services in population health management. Key themes focus on interprofessional communication, collaboration, leadership, and professionalism will be ingrained throughout the content.

This course provides an overview of the research process including conducting a literature review, formulations, and motivation of a research problem, measurement and management of variables, selection of a sample, description, and graphing of variables, analysis, and interpretation of quantitative and qualitative data, use of statistical software, and writing a research report. Topics include how to identify a research question, reasons, and procedures for reviewing the literature, descriptive statistics, graphing data, inferential statistics, qualitative study design and data analysis, different types of data, commonly used measures in public health-related research, and data mining techniques.

This course introduces students to the basics of data management using statistical software packages. The course emphasizes the management and manipulation of large data sets using the active learning approach. Data for exemplification will be chosen from the large array of online and publicly available health-related data sets.

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WHAT ARE YOU LOOKING FOR?

Key searches, 2024 master of public health graduates share their education highlights and career aspirations.

(Photo/Pexels)

Year after year, graduates from the Department of Population and Public Health Sciences go on to powerfully impact health and health outcomes in their own neighborhoods, in California, and around the globe. Meet just a few of the 2024 Master of Public Health graduates poised to continue this tradition.

Mehaly Bekele, MPH

Mph concentration: biostatistics-epidemiology bs health promotion & disease prevention, minor in healthcare studies.

“Engaging in research projects and collaborative work in this program with faculty and fellow students was incredibly enriching,” shares Mehaly Bekele, a first-generation college graduate in the progressive degree program. Bekele’s interest in the field of public health stems from her desire to mitigate health disparities within underserved communities. During her time at USC, Bekele served as an EH MATTERS fellow, where she contributed to the Inland Empire Children’s Respiratory Health Study, investigating environmental and social factors influencing children’s respiratory well-being in the San Bernardino and Riverside area. “Engaging with community members during this study was enlightening,” she reveals. “Their enthusiastic advocacy and participation in this study made our work deeply gratifying. My goal is to engage in comprehensive work that not only addresses healthcare frameworks but also delves into the broader context of social determinants of health. I am committed to bridging the gap for communities that feel marginalized and unheard within our current framework, ensuring that their voices and concerns are central to public health initiatives. I aspire to conduct community-driven epidemiological research aimed at developing tailored solutions to combat health disparities prevalent in these communities.”

Mia Chakroun, MPH

Mph concentration: global health.

“Growing up, I’ve always been fascinated by different cultures, languages, and how they relate to health,” expresses progressive degree student Mia Chakroun.  “When I discovered public health and learned about its multidisciplinary approach to improving the well-being of communities, I knew it was the field I wanted to pursue. During her time at USC, Chakroun worked on a tobacco control project, where she gained hands-on research experience. “Seeing how our work directly influenced the California Department of Public Health made me realize the significant impact one can have in this field.”

Chakroun completed her practicum experience at the Southern California Clinical and Translational Science Institute (SC CTSI). “This experience was an integral and transformative part of my degree, putting my knowledge and skills into practice while benefiting from the guidance of experienced professionals who helped shape my career aspirations,” she explains. “Working with the dedicated evaluation and improvement team was a particularly rewarding and meaningful experience. For my capstone project, I collaborated with SC CTSI’s community engagement team— the insights, abilities, and connections I gained have been invaluable and will undoubtedly serve me well in my future endeavors.” After Graduation, Chakroun intends to work in the non-profit sector, government, or in a role focused on community engagement.

Megan Enciso, MPH

Mph concentration: community health promotion.

“My interest in public health was driven by my desire to help underserved and marginalized communities,” shares Megan Enciso. “I enjoy identifying resources and information using social determinants of health to make effective interventions or approaches.” “My most impactful education experience at USC was learning about concepts of program design and evaluation. They helped me develop better research skills and I learned the step-by-step process of creating and implementing a public health program.” Aligned with Enciso’s community health interest, her favorite course in this program was ‘Organizing and Mobilizing Communities for Public Health’, due to its focus on community-based activities away from a traditional classroom environment. Another highlight featured a field trip in the ‘Public Health Disaster Management and Response’  course, where students visited the Los Angeles Fire Department and toured the emergency operations center.

Enciso completed her practicum requirement at Children’s Hospital Los Angeles (CHLA). “The highlight of my practicum was interacting with different families at CHLA! I learned how to use RedCap and developed my community engagement skills,” she says.  After graduation, Enciso plans to apply her public health and communication skills to provide more services to underserved communities.

Aaron Lee, MPH

Mph concentration: biostatistics-epidemiology.

“My passion for public health emerged during my time at the non-profit organization, Big Brothers Big Sisters, where I witnessed firsthand the transformative impact of mentorship on young children,” reveals Aaron Lee. “My enduring interest in population-based interventions is rooted in my aspiration to effect positive change within my community. My fascination with epidemiology stems from my curiosity about disease etiology and the varying health outcomes resulting from diverse exposure statuses within socioeconomically disparate communities.” Lee completed his practicum requirement at the Pasadena Department of Public Health. He conducted an outbreak investigation of a locally acquired dengue case. “Having gained valuable insights into epidemiological principles at USC, I honed my skills in identifying potential mosquito breeding sites in front- and backyards of households,” he shares. “Furthermore, I enhanced my proficiency in contact tracing through thorough interviews with residents to ascertain their exposure and travel history.”

Lee served as the President of the Master of Public Health Student Association (MaPHSA) from 2023-2024. After graduation, he plans to pursue a doctoral degree in epidemiology.

Christina Longmire, MPH

“My passion for public health was fueled during my undergraduate studies, where I majored in Global Health,” shares progressive degree student Christina Longmire. “This educational journey broadened my perspective on global challenges and deepened my interest in the field. One particularly enlightening course was ‘Health Behavior Statistical Methods’, where I was captivated by the intersection between public health and statistics, steering me towards a focus on biostatistics and epidemiology. Through this graduate program, I found a special interest in maternal health and nutrition. I am eager to use data-driven approaches to improve the health and well-being of these individuals.”

Longmire completed her practicum experience at the Maternal, Child and Adolescent Center for Infectious Diseases and Virology at the Keck School of Medicine of USC. “One of my most impactful educational experiences was my practicum where I looked at the transmission of COVID-19 from mother to child. This opportunity deepened my interest in maternal health and inspired my passion to pursue research as a future career,” she shares. “I also gained proficiency in a range of advanced laboratory techniques, acquiring invaluable skills along the way that I know I will be able to use in my career. These included nucleic acid sequence extraction, polymerase chain reaction (PCR) and PCR data analysis, nanopore sequencing, and utilizing a Qubit fluorometer, to name a few.”

After graduation, Longmire intends to explore Europe, and after aspires to embark on a career as a research scientist.

Learn more about how the Keck School of Medicine is celebrating the Class of 2024 .

• Campus News
• Master of Public Health
• Master of Public Health Online
• Population and Public Health Sciences

Disability Inclusion in Nursing

A Grants Program to Advance Innovation and Systems Approaches for Nursing Education and Practice

The Josiah Macy Jr. Foundation is pleased to announce a special initiative to fund demonstration projects that enhance equity, inclusion, and access for students with disabilities in schools of nursing and their affiliated clinical sites. Supporting the inclusion of learners with disabilities will help to build a nursing workforce that is representative of the patients they serve and supports improved quality of care and health equity. This grants program has been developed to support the rights of persons with disabilities to participate in an inclusive education system for the full development of human potential and sense of dignity and self-worth . This program builds on the National Academies of Sciences, Engineering, and Medicine Future of Nursing 2020-2030 report, including recommendations that nurse educators must be prepared to provide education that promotes nurse wellness and belonging.

Disability Inclusion in Nursing: A Grants Program to Advance Innovation and Systems Approaches for Nursing Education and Practice will provide support for projects, ideally centered in the clinical learning environment, that dismantle ableism in nursing education and practice. Proposals selected for support through this initiative will describe, implement, and evaluate innovative strategies to foster usable, accessible, and inclusive learning and working environments in nursing, with the goals of creating lasting institutional change and providing innovative models and exemplars that other institutions can draw upon to ensure inclusive and equitable learning and working environments. 

Each of the projects will be funded for three years with annual costs of $50K – $75K, depending on the scope of the project. Further, as a demonstration of institutional commitment, letters of support will be required from either or both the nursing school and its affiliated health system leadership along with required in-kind support, preferably at no less than 50% of the direct costs.  

Support for this grants program was provided in part by the Robert Wood Johnson Foundation.

Examples of Demonstration Projects: 

• Developing or aligning current academic and practice partnerships around approaches within educational and clinical practice settings to enhance inclusion of student nurses and nurses with disabilities
• Incorporating universal design for instruction in nursing didactic education, skills labs, simulation, clinical experiences, and assessment practices to support greater inclusivity and accessibility for all
• Promoting and updating technical standards for admission and retention that focus on inclusion, not exclusion
• Developing up-to-date accommodations with clinical affiliates that focus on disability inclusion at clinical sites
• Developing effective and equitable processes and procedures for nursing schools that facilitate retention when students become disabled
• Designing and implementing faculty and staff development to mitigate implicit and explicit biases toward student nurses, nurses, and patients with disabilities
• Aligning AACN Essentials competencies at Level 1 or Level 2 with curricular plans for nursing education to achieve culturally sensitive care for patients with disabilities

Our Advisory Committee

Brigit M. Carter, PhD, RN, FAAN

Chief Diversity, Equity, and Inclusion Officer, American Association of Colleges in Nursing

View Profile

Lauren Clark, RN, PhD, FAAN

Professor of Nursing and Shapiro Family Endowed Chair in Developmental Disability Studies, UCLA School of Nursing

Brandy Jackson, MSN, MBA, RN

Director of Undergraduate Nursing Programs, Wichita State University

Bonnielin K. Swenor, PhD, MPH

Endowed Professorship of Disability Health and Justice, Director, Johns Hopkins Disability Health Research Center

May 16, 2024: Application portal opens

September 3, 2024: Application deadline @ 11:59 PM

December 16, 2024: Notification to applicants

February 1, 2025 – January 31, 2028: Period of grant support

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• Correctional Health
• Reentry for Formerly Incarcerated
• CDC Recommendations

Public Health Considerations for Correctional Health

• To provide people who are justice system-involved, correctional facility staff, public health professionals, community organizations, and anyone else with an interest in correctional health with resources.
• Review CDC resources, guidelines, and data on correctional health and justice-involved populations

Correctional health is community health

Correctional health encompasses all aspects of health and well-being for adults and juveniles who are justice system*-involved. This starts at the point of arrest, continues at detention or incarceration, and carries through after they return to their community (called "reentry"). Correctional health also includes the health of families and communities of persons who are justice system-involved, as well as the health administrators and staff who work in facilities.

Justice System-Involved‎

Persons who are justice system-involved are more likely to experience risk factors for HIV, viral hepatitis, sexually transmitted infections (STIs), tuberculosis (TB), latent TB infection (LTBI), and traumatic brain injuries (TBI) and concussions . The prevalence of these infections, diseases, and injuries is higher than in the general population. Additionally, a high proportion of people with justice system involvement have a history of unstable housing and mental health and substance use disorders, which increases vulnerability and risk for HIV, viral hepatitis, STIs, tuberculosis/latent tuberculosis infection, and injuries like TBI. This puts many in need of linkage to substance use and mental health treatment, employment, and permanent housing upon release. Justice-involvement also leads to family and community instability and adverse childhood events , with 1 in 28 children having a caregiver who is incarcerated.

Taken together, these multiple health conditions and social determinates of health contribute to the health disparities found in this population and their communities.

CDC has worked to provide people who are justice system-involved, correctional facility staff, public health professionals, community organizations, and anyone else with an interest in correctional health with data, testing and treatment guidelines, educational materials, and other correctional health resources.

How CDC supports correctional health

Community support.

• Funds partners working with health departments to improve health in the communites of justice-involved persons, particularly related to priority pathogens such as HIV, hepatitis, STIs, and TB.
• Develops programs and guidance that address community health disparities and social determinants of health (SDOH).

Intake / entry

• Develops intake screening and treatment guidance for use by clinicians/administrators of correctional health services and health departments.

During incarceration

• Works with state, tribal, local, and territorial health departments to investigate disease outbreaks.
• Develops and provides useful health education materials for staff and justice-involved persons.
• Supports projects that improve the continuity of care for people returning to their communities.
• Offers policy and planning guidance that support efforts to improve the continuity of care within communities.

Surveillance

• Identifies/monitors cases and potential exposures to HIV, viral hepatitis, STIs, TB, and other pathogens among persons who are justice-involved or work in correctional facilities.

According to the U.S. Bureau of Justice Statistics , over 5 million people are estimated to be under the supervision of U.S. adult correctional systems (in prison or jail, or on probation or parole). Many persons who are justice-involved experience multiple risk factors for HIV, viral hepatitis, sexually transmitted infections (STIs), tuberculosis (TB) and latent TB infection (LTBI), and traumatic brain injuries (TBI) and concussions . The prevalence of these infections, diseases, and injuries among people who are incarcerated is higher than in the general population.

• In 2021, about 1.1% of persons incarcerated in state and federal prisons were known to be persons with HIV; this rate was three times higher than the prevalence in the general U.S. population.
• In 2021, 16 U.S. states conducted mandatory HIV testing of all persons under state law enforcement custody, and 23 states and the U.S. Federal Bureau of Prisons offered opt-out HIV testing, accounting for 84% of all persons admitted and sentenced to more than 1 year in the custody of state and federal correctional authorities.
• In a 2013 survey of women across 20 metropolitan areas with high HIV prevalence, women who were recently incarcerated were significantly more likely to have factors that increase their risk for HIV infection than those who were never incarcerated, including receiving money or drugs in exchange for sex with a partner, multiple casual partners, multiple casual condomless partners, and sexually transmitted infection (STI) diagnosis.

More information on HIV Surveillance in the United States .

Viral hepatitis

• In 2009, a systematic review of 23 studies from incarcerated populations in the U.S. reported a wide chronic hepatitis B virus (HBV) prevalence range of 0.9%–11.4%.
• HBV prevalence has been estimated to be 3 to 38 times higher in correctional settings than in the general population in 2009.
• From 2013–2016, people who were incarcerated were estimated to have a rate of current hepatitis C virus (HCV) infection 10 times higher (10.7% vs 1%) than persons in the general population.
• Approximately 30% of all persons infected with HCV in the United States spend at least part of the year in correctional facilities.

More information on viral hepatitis surveillance in the United States.

• Males and females 35 years of age and younger in juvenile and adult detention facilities have been reported to have higher rates of chlamydia and gonorrhea than nonincarcerated persons in the community.
• Jail-based chlamydia screen-and-treat programs can potentially decrease chlamydia prevalence in communities with higher incarceration rates —as much as 13% in large communities and 54% in small communities.

More information on STIs among persons detained or incarcerated .

Tuberculosis (TB)

• In 2021, 2.4% of persons 15 years of age or older diagnosed with tuberculosis were current residents of correctional facilities at the time of diagnosis.
• From 2003–2013, annual median tuberculosis incidence was about 6 times higher for persons in jails and federal prisons compared with the general population.
• An analysis during 2011–2019 demonstrated that large tuberculosis outbreaks still occur in state prisons and account for a large proportion of total tuberculosis cases in some states.

For more information on Tuberculosis cases by residence in and type of correctional facility .

Traumatic brain injury (TBI)

• Research in the United States and from other countries suggests almost half (46%) of people in correctional or detention facilities such as prisons and jails have a history of TBI, but the exact number is not known.
• Studies show an association between people in correctional or detention facilities with a history of TBI and mental health problems, such as severe depression and anxiety, substance use disorders, difficulty controlling anger, and suicidal thoughts and/or attempts.
• People in correctional or detention facilities with TBI-related problems may not be screened for a TBI or may face challenges with getting TBI-related care. These challenges may continue after a person is released from the facility.

Find more information about TBI and other brain injuries .

CDC guidance and resources

HIV, viral hepatitis, STIs, and tuberculosis

• At-A-Glance: CDC Recommendations for Correctional and Detention Settings for Testing, Vaccination, and Treatment for HIV, Viral Hepatitis, TB, and STIs – Summary of current CDC guidelines and recommendations for testing, vaccination, and treatment of HIV, viral hepatitis, TB, and STIs for persons who are detained or incarcerated. Links to full guidance documents are included.
• Guidance on Management of COVID-19 in Homeless Service Sites and in Correctional and Detention Facilities – Guidance that can be used to inform COVID-19 prevention actions in homeless service sites and correctional and detention facilities.

Worker safety

• Safe and Proper Use of Disinfectants to Reduce Viral Surface Contamination in Correctional Facilities – Steps to reduce viral surface contamination through safe and proper use of disinfectants for persons who work in correctional facilities, including a companion printable poster to be displayed throughout the facility. The poster is available in English and Spanish.
• Reducing Work-Related Needlestick and Other Sharps Injuries Among Law Enforcement Officers (PDF) – Provides recommendations for reducing needlesticks and other sharps injuries to law enforcement officers, which specifically includes guidance for correctional employees.

Overdose prevention

• Partnerships Between Public Health and Public Safety – Overview of CDC partnerships built through multiple public health and public safety collaborations to strengthen and improve efforts to reduce drug overdoses.
• Public Health and Public Safety Resources – Resources for jails and prisons that support public health and public safety related to overdose prevention and medication-assisted treatment (MAT) for opioid use disorder.
• What Health Departments Need to Know When Responding to Mumps Outbreaks in Correctional and Detention Facilities – Job-aid with guidance for health departments and facilities during mumps outbreaks.
• LM Maruschak. HIV in Prisons, 2021—Statistical Tables. U.S. Department of Justice, Bureau of Justice Statistics, Washington, DC (Published May 2022). https://bjs.ojp.gov/document/hivp21st.pdf , Accessed 16 Mar 2023
• Wise A, Finlayson T, Nerlander L, Sionean C, Paz-Bailey G; NHBS Study Group. Incarceration, Sexual Risk-related Behaviors, and HIV Infection Among Women at Increased Risk of HIV Infection, 20 United States cities. J Acquir Immune Defic Syndr. 2017 Jul 1;75 Suppl 3:S261-S267. Incarceration, Sexual Risk-Related Behaviors, and HIV Infection Among Women at Increased Risk of HIV Infection, 20 United States Cities – PubMed (nih.gov)
• Harzke AJ, Goodman KJ, Mullen PD, Baillargeon J. Heterogeneity in Hepatitis B Virus (HBV) Seroprevalence Estimates from U.S. Adult Incarcerated Populations. Ann Epidemiol. 2009;19(9):647-650. doi:10.1016/j.annepidem.2009.04.001. Heterogeneity in Hepatitis B Virus (HBV) Seroprevalence Estimates from U.S. Adult Incarcerated Populations | Elsevier Enhanced Reader
• Roberts H, Kruszon-Moran D, Ly KN, Hughes E, Iqbal K, Jiles RB, Holmberg SD. Prevalence of Chronic Hepatitis B Virus (HBV) Infection in U.S. Households: National Health and Nutrition Examination Survey (NHANES), 1988-2012. Hepatology. 2016 Feb;63(2):388-97. doi: 10.1002/hep.28109. Epub 2015 Oct 27. PMID: 26251317. Prevalence of chronic hepatitis B virus (HBV) infection in U... : Hepatology (lww.com)
• Hofmeister MG, Rosenthal EM, Barker LK, et al. Estimating Prevalence of Hepatitis C Virus Infection in the United States, 2013-2016. Hepatology. 2019;69(3):1020-1031. doi:10.1002/hep.30297. Estimating Prevalence of Hepatitis C Virus Infection in the United States, 2013-2016 – PubMed (nih.gov)
• CDC 2021 Sexually Transmitted Infections (STI) Treatment Guidelines: Persons in Correctional Facilities
• Bernstein KT, Chow JM, Pathela P, Gift TL. Bacterial Sexually Transmitted Disease Screening Outside the Clinic–Implications for the Modern Sexually Transmitted Disease Program. Sex Transm Dis. 2016;43(2 Suppl 1):S42-S52. Bacterial Sexually Transmitted Disease Screening Outside the Clinic–Implications for the Modern Sexually Transmitted Disease Program – PubMed (nih.gov)
• Owusu-Edusei K Jr, Gift TL, Chesson HW, Kent CK. Investigating the potential public health benefit of jail-based screening and treatment programs for chlamydia. Am J Epidemiol. 2013 Mar 1;177(5):463-73. doi: 10.1093/aje/kws240. Epub 2013 Feb 12. PMID: 23403986. Investigating the potential public health benefit of jail-based screening and treatment programs for chlamydia – PubMed (nih.gov)
• CDC Tuberculosis Data & Statistics: Reported Tuberculosis in the United States, 2021 in Residents of Correctional Facilities https://www.cdc.gov/tb/statistics/reports/2020/risk_factors.htm Lambert LA, Armstrong LR, Lobato MN, Ho C, France AM, Haddad MB. Tuberculosis in Jails and Prisons: United States, 2002-2013. Am J Public Health. 2016 Dec;106(12):2231-2237. doi: 10.2105/AJPH.2016.303423. Epub 2016 Sep 15. PMID: 27631758; PMCID: PMC5104991. Tuberculosis in Jails and Prisons: United States, 2002-2013 – PubMed (nih.gov)
• Stewart RJ, Raz KM, Burns SP, Kammerer JS, Haddad MB, Silk BJ, Wortham JM. Tuberculosis Outbreaks in State Prisons, United States, 2011 – 2019. Am J Public Health. 2022, 112(8), 1170-1179. PMID: 35830666; PMCID: PMC934802. Doi: 10.2105/AJPH.2022.306864
• Hunter S, Kois L, Peck A, Elbogen E, LaDuke C. (2023). The prevalence of traumatic brain injury (TBI) among people impacted by the criminal legal system: An updated meta-analysis and subgroup analyses. Law and Human Behavior , 47(5), 539–565.
• Moore E, Indig D, Haysom L. Traumatic brain injury, mental health, substance use, and offending among incarcerated young people. Journal of Head Trauma Rehabilitation. 2014;29(3):239-247.
• Ray B, Sapp D, Kincaid A. Traumatic brain injury among Indiana state prisoners. Journal of Forensic Sciences. 2014;59(5):1248-1253.
• Walker R, Hiller M, Staton M, Leukefeld C. Head injury among drug abusers: An indicator of co-occurring problems. Journal of Psychoactive Drugs. 2003;35(3):343-353.
• Slaughter B, Fann J, Ehde D. Traumatic brain injury in a county jail population: Prevalence, neuropsychological functioning and psychiatric disorders. Brain Injury. 2003;17(9):731-741.
• Blaauw E, Arensman E, Kraaij V, Winkel F, Bout R. Traumatic life events and suicide risk among jail inmates: The influence of types of events, time period and significant others. Journal of Traumatic Stress. 2002;15(1):9-16.
• Allely C. Prevalence and assessment of traumatic brain injury in prison inmates: A systematic PRISMA review. Brain Injury. 2016;30(10):1161-1180.
• Williams W, Mewse A, Tonks J, Mills S, Burgess C, Cordan G. Traumatic brain injury in a prison population: Prevalence and risk for re-offending. Brain Injury. 2010;24(10):1184-1188.
• “Criminal legal system” may also be used as an alternative to “justice system” to reflect historic and current challenges to achieving justice in the U.S. criminal legal system.

CDC provides health resources to protect the health of people in correctional settings who are at higher risk for HIV, Viral Hepatitis, STIs, and Tuberculosis.