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Need your questions answered?

Transform the future of health.

Advance the theoretical foundation of nursing practice and healthcare delivery with a Johns Hopkins PhD in nursing. This program will provide you with the knowledge and skills in theoretical, methodological, and analytical approaches that will enable you to conduct research to discover and apply knowledge in nursing science and health care. Most full-time Johns Hopkins Nursing PhD students receive 100% tuition funding and guaranteed compensation for the first four years of study.

The Johns Hopkins School of Nursing specializes in eight Areas of Expertise . With access to world-renowned nursing faculty in these specialties, cutting-edge facilities, and opportunities for interdisciplinary collaboration with noted researchers throughout Johns Hopkins University, you’ll build the skills to develop and implement a scientific research program and launch your career. By graduation, most Hopkins nurse scholars have been awarded grants that continue their research and set them well on their way to a successful career.

A DNP Advanced Practice/PHD dual degree is also offered for students who wish to function at the highest level of nursing practice with focuses on both clinical practice and research.

Program Details

Tuition & fees.

Most full-time Johns Hopkins Nursing PhD students receive 100% tuition funding and guaranteed compensation for the first four years of study. Estimated Tuition Cost: $2,430 per credit See Cost of Attendance Details Financial Aid: There are numerous options for financing your education including grants, scholarships, and federal loans.  Learn more.

Upcoming Application Deadlines

Fall entry: November 15

Requirements

Admission criteria.

Graduate of an accredited Bachelor’s or Master’s in Nursing Program ( if applicable. Applicants holding a degree in a non-nursing related discipline will be considered on an individual basis)

A written statement of research goals including reason for interest in Johns Hopkins

Research interests that match faculty expertise and School resources

GRE scores are accepted but not required

A minimum scholastic GPA of 3.0 on a 4.0 scale

Interview with faculty (if moved forward by admissions committee)

Writing sample (publication or graded paper)

Resume or curriculum vitae

Three letters of recommendation (two academic, one professional)*

Official Transcripts (from all previous colleges/universities)

TOEFL or IELTS if English is not your native language

Information for applicants with international education

Prerequisites

No prerequisite courses.

*References should be recent, written for the purpose of your application to this program and from professors who know you as a student or employers who know you as a professional in a job setting preferably in a supervisory role. Personal references from colleagues, friends, or family members do not meet the requirement. For PhD applicants, it is strongly preferred that a least one of your recommenders holds a PhD.

 No. 1 in the nation for its  Doctor of Nursing Practice Program (DNP)

No. 1 (tied) in the nation for its Nursing Master’s Program (MSN)

No. 3 nursing school in the world, according to 2024  QS World University  rankings

Each student completes a core curriculum and works closely with faculty advisors to complete an individualized course of study that fulfills the student’s goals and develops the basis for a program of research.

Full Curriculum

Philosophical Perspectives in Health

Scientific Perspectives in Nursing

Quantitative Research Design and Methods

Qualitative Research Design and Methods

Mixed Methods Research Design

Grant Writing Seminar

Measurement in Health Care Research

Responsibilities and Activities of the Nurse Scientist

Statistical Methods in Public Health I

Statistical Methods in Public Health II

Statistical Methods in Public Health III

Theory and Concepts of Health Behavior

Symptom Evaluation and Management

Special Topics in Violence Research

Advanced Nursing Health Policy

Stress and Stress Response

The Evolving Roles of the Nurse Educator (online)

Statistical Methods in Public Health IV

Writing for Publication (online)

Advanced Seminar in Translational Research

International Health Systems and Research 3

Current Issues and Trends in Cardiovascular Health Promotion Research

Critical Applications of Advanced Statistical Models

Technology and eTools to Conduct, Facilitate, Implement and Manage Research (online)

• Scholarly Research Portfolio for PhD Students

Dissertation Seminar

Dissertation

Sample Course of Study

Statistical Methods in Public Health I & II

Research Residency – 15 hours per week

Comprehensive Examination

Dissertation Seminar*

Dissertation*

Electives (10 credits)

Research Residency – 20 hours per week

Teaching Residency – 10 hours per week

Activities and Responsibilities of the Nurse Scientist

Electives (9 credits)

Preparation for Doctor of Philosophy Board Examination

*PhD students having successfully completed the written Comprehensive Examination must be registered for at least three credits consisting of two credits dissertation advisement plus one credit dissertation seminar each semester they are progressing toward the degree. *Part-time students who have completed the Comprehensive Examination must register for two credits dissertation advisement plus one credit dissertation seminar each semester they are progressing toward the degree after completing half (10) the required elective credits.  *Up to a maximum of 6 credits can be transferred into the PhD Program. ** Per Doctor of Philosophy Board policy, students must either be registered during fall and spring semesters, or be on an approved leave of absence. ***Transfer of credit is granted on an individual basis. Please see the  transfer of credit policy  and ** complete the form  to make a request.

“Prior to joining the PhD program, I felt like I was spinning my wheels. Now I feel empowered to advocate for what I know will help patients and have the tools and soon will have the credentials to do that.” Emily Hoppe, MS, BSN, RN

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Request Information

Speak with Admissions to learn more about our programs.

Virtual Info Sessions

See recordings of some of our recent virtual info sessons.

Tuition & Other Costs

Financial aid.

View the costs for the PhD Program. 2024-2025

Scholarships & Grants: Grants are awards based on financial need that do not have to be repaid. Many students also benefit from scholarships and awards based on merit. Learn more.

Loans: Many students will avail themselves of loans to help finance their School of Nursing education. If necessary, we encourage you to borrow only what is absolutely essential to cover your educational costs. Learn more.

Frequently Asked Questions

The research area in an admission application should be well-defined but not overly rigid. Candidates should demonstrate a clear focus within their field of interest, outlining specific research questions or problems they aim to address. The proposal should show a solid understanding of current literature and gaps in knowledge, indicating how their research could contribute to the field. While applicants may have a general idea of their methodology and potential outcomes, there should be room for refinement and adaptation as they progress in their studies. The research area should align with the program’s strengths and faculty expertise. Overall, the essay should reflect the applicant’s understanding of the issue, and critical thinking skills, and potential for conducting meaningful research, while still allowing for guidance and development throughout the program.

Although contacting a faculty member in your research area is not required, it is an opportunity to become familiar with researchers in your area of interest and to ask questions not addressed on the school’s website. While it can be helpful to have a direct match, students often have great success in the program when a piece of the research overlaps with the advisor.   If there is a particular faculty member whose work interests you, you may discuss this as part of your application essay.   The best place to start is with the PhD Assistant Director of Recruitment , Laura Panozzo at [email protected] and with a review of our most recent PhD virtual information session at https://nursing.jhu.edu/admissions/index.html .

Once you are admitted to the PhD program and decide to matriculate, the PhD Admissions Committee determines who will be your advisor(s). Generally, one advisor is selected, but in some instances-depending on your research area-two advisors are assigned, one of them serving as the primary advisor and the second serving as a co-advisor. One of the faculty would be your primary advisor and the second would serve as a co-advisor. We try to match students with faculty members who have similar research interests.

The PhD program prepares the nurse scholar to develop and conduct scientific research that advances the theoretical foundation of nursing practice and healthcare delivery. The program is designed to prepare nurses for careers as research scientists, often in academic or governmental positions.

The DNP program prepares nurse leaders for evidence-based practice in both direct patient care and executive roles.   View Comparison Chart

View information about a unique opportunity to earn a dual-degree DNP/PhD.

The time needed to complete the program varies, depending on how fast you progress. Some students in our program finish their degree in three years, others take four years or longer.

Students whose native language is not English are required to take the Test of English as a Foreign Language (TOEFL). Johns Hopkins School of Nursing requires a minimum TOEFL-IBT score of 100 to be eligible for admission. More

The PhD program has a Biostatistics heavy curriculum so previous coursework in Biostatistics is helpful.  We encourage students that have not had previous coursework in this area, or have not taken the coursework in the past five years, to look for ways to strengthen that knowledge base before matriculating into the program.  Please reach out to Laura Panozzo, Assistant Director of Recruitment, at [email protected] for a list of resources to help you prepare while applying and before matriculating into the program. 

GRE scores are accepted but not required.

The PhD program is a full time, onsite program only. 

Students should expect to spend 15 hours a week on campus on their funded research residency in collaboration with their faculty advisor for all three years that they receive full funding.  Students should expect to spend an additional 15-20 hours per week on coursework.

Coursework completed outside the United States must be evaluated and translated into US equivalencies.  Official transcript evaluations must be submitted as part of the application process, and applications will not be considered complete until all evaluations for any work completed outside the United States are received.  The Johns Hopkins School of Nursing recommends WES-ICAP .

Pathway to PhD Nursing Scholars Program

Doctoral – PhD in Nursing

About the Program

Georgetown’s PhD in Nursing Program is designed to be a full-time, campus-based, premier doctoral program for individuals who want to be leaders for change by seeking to advance the discipline and those they serve in academic, community health, health care, policy, global, and research settings. The Fall 2025 entry application cycle is open now here with an application submission deadline of December 1, 2024.

Georgetown’s PhD program will lead in creating nurse scientists who generate knowledge with ethics and health equity as its core compass, to advance health, appreciating our shared humanity. Roberta Waite , Dean of Georgetown University School of Nursin g

Program Features

• Draws upon the interdisciplinary and intellectual richness of the campus community
• Develops leaders for change in nursing
• Focus in ethics and health equity
• Intellectual vibrancy with renowned faculty across multiple disciplines
• Globally known, values-based academic community
• Intellectual vibrancy across complimentary academic disciplines such as ethics, law, philosophy, medicine, and policy.
• Full-time, campus-based program

Program Virtual Information Sessions

Register below to attend a virtual information session featuring a formal presentation by the Program Director, Admissions Director and a School of Nursing faculty member. During the online information session webinar presentation, we will give a detailed overview of the Ph.D. in Nursing program features, curriculum and application procedure. The Fall 2025 entry application cycle is open now here with an application submission deadline of December 1, 2024.

• Thursday, August 22, 7:00 – 8:00 p.m. , featuring Dr. Intima Alrimawi and Dr. Edilma Yearwood. Register here to attend .
• Tuesday, September 10, 12:00 – 1:00 p.m. , featuring Dr. Liz Stokes and Dr. Edilma Yearwood. Register here to attend .
• Wednesday, October 16, 12:00 – 1:00 p.m. , featuring Dr. Carol Taylor and Dr. Edilma Yearwood. Register here to attend .
• Thursday, November 7, 7:00 – 8:00 p.m. , featuring Dr. Ella Heitzler and Dr. Edilma Yearwood. Register here to attend .

Program Admissions

Application deadlines.

Submission Deadline – December 1, 2024

Decision Deadline – Mid-January 2025

Program Questions

Please direct questions about the PhD in Nursing program to [email protected] .

Program Leadership

Edilma L. Yearwood, PhD, PMHCNS-BC, FAAN Interim Program Director, PhD in Nursing Program

Program Faculty

Nursing PhD students work with faculty who have expertise in multidimensional and complementary areas, including ethics, health equity, health disparities, mental health, women’s health, cardiovascular science and physiology.

Intima Alrimawi, PhD, MSN, MPH, BSN

Dr. Alrimawi’s research focuses on improving the quality of care for vulnerable families and children with complex health concerns or chronic diseases. Her secondary research interest is the development of nursing education to promote optimal outcomes in nursing education.

Ella Heitzler, PhD, WHNP, FNP, RNC-OB

Dr. Heitzler’s research seeks to support healing and increase the health equity of cisgender women and transgender persons who have experienced gender-based violence. Her current work explores the sexual violence screening practices (screening rates, questions utilized to screen, barriers to screening, and facilitators of screening) of nurse practitioners, midwives, and physicians who specialize in reproductive health care.

Roxanne Mirabal-Beltran, PhD

Dr. Mirabal-Beltran studies women’s health inequities and patient-provider communication. She is particularly interested in the use of Community-Based Participatory Research to facilitate access to health and health education. Her current work partners with the Wash and Spin to Health / Washington Avanzando la Salud Hispana (W.A.S.H.) Community Advisory Board to develop a reproductive health educational intervention to roll out in DC laundromats.

Carol Taylor, PhD, RN

Dr. Taylor’s passion is making health care “work” for everyone — equity. She studies pedagogical strategies to prepare the next generation of frontline caregivers to address ethical challenges. Her research interests include clinical and organizational ethics and spiritual care. She is the primary author of all 10 editions of WolterKluwer’s “Fundamentals of Nursing: The Art and Science of Person-Centered Care.”

Sarah Vittone, DBe, MSN, MA, RN

Dr. Vittone has more than 25 years of experience in clinical ethics consultation and is a primary consultant with the ethics consultation service of the Pellegrino Center for Clinical Bioethics. Her clinical ethics interests are in complex decision-making, surrogate decision-makers, and issues at the interface of vulnerable populations and health systems.

Krista White, PhD, RN, CCRN-K, CNE

Dr. White’s research focuses on nursing education science, mentorship, compassionate teaching, equity within education, and an inclusive learning environment that fosters student outcomes. Dr. White is an instrument developer. The “Nursing Anxiety and Self-Confidence with Clinical Decision Making” scale and has been used in approximately 250 empirical studies worldwide, and has been translated and validated in Korean and Turkish.

Edilma Yearwood, PhD, PMHCNS-BC, FAAN

Dr. Yearwood, a qualitative researcher, uses community-based participatory action, ethnography and grounded theory methodologies in her research grounded in promoting and advocating for health equity. Her current grant is titled “Nurturing Child Well-Being: Educating Communities on Social Determinants of Health.” The project examines family and community dynamics and social determinants (FCDSD) — all of which impact the health and well-being of children and may result in poor health outcomes.

Doctor of Philosophy in Community Health Sciences

UCLA Fielding School of Public Health

The PhD in Community Health Sciences is an academic degree that prepares students for a career in which research predominates. The curriculum integrates basic and applied approaches to address public health problems in the community, using the key tools of assessment, planning, and evaluation. Training for the PhD is highly specialized, emphasizing the in-depth expertise necessary for a research career. It emphasizes the integration of theory and research in a focused substantive area; this content area is developed by each student in consultation with their guidance committee.

Students who have not taken the following courses (or their equivalents) are required to do so: CHS 212; Biostatistics 100A, 100B, and 406. These courses do not count toward the minimum course requirements for the doctoral degree, and must be taken for a letter grade.

If the student does not have a master’s degree in public health, the following courses are also required. These courses do not count toward the minimum course requirements for the doctoral degree, and must be taken for a letter grade.

• School of Public Health core courses for the Masters in Public Health (MS):  Biostatistics 100A, B, and Epidemiology 100
• Community Health Sciences (CHS) core courses: CHS 210, 211A, and 211B

The program requires the completion of the following elements:

1. Course Requirements

• A minimum of 48 units in residence in the doctoral program. Only four units of individual studies (CHS 596) may be counted toward this requirement; the Doctoral Roundtable does not fulfill any of this requirement.
• The 2-quarter theory class, CHS 270 A&B: Foundations of Community Health Sciences
• As the PhD is a research degree, students are expected to take substantial course work in research methodology (i.e., data collection) and statistics (i.e., data analysis). The type of methods studied should be appropriate to the kind of research that will be conducted for the dissertation and thereafter.
• Doctoral Roundtable (CHS 286) every quarter for the first two years of doctoral study.
• Students minor in a PhD-granting department outside the School of Public Health in a discipline relevant to community health sciences. The minor should provide a theoretical foundation and, therefore, may not be in methodology or statistics. Four graduate-level courses (16 units) are required, and must not include a 596 course.

The  CHS Doctoral Handbook courses  document outlines recommended courses in methodology and statistics.

2.  Additional Requirements

• Minor area exam
• Departmental Exam - a standardized examination administered by the CHS Doctoral Committee
• Oral Exam – the defense of the dissertation proposal
• Dissertation
• Dissertation Defense

The typical time to degree for the PhD in Community Health Sciences is six years. The maximum amount of time permitted to obtain the degree is eight years.

The typical sequence for the doctoral degree is two years of coursework, followed by preparation and completion of two written qualifying exams, preparation of a research proposal, oral qualifying exam (proposal defense), completion of a dissertation, and oral dissertation defense. Doctoral students are advanced to candidacy after they have passed their oral qualifying exam. 

View a list of faculty in the Department of Community Health Sciences.

Graduates of the program generally assume teaching, research, and managerial positions in universities, government agencies, nongovernmental organizations, international health agencies, and research centers.

Graduates often enter careers in the following areas:

• Direct application of information, research, and technology to health problems
• Promoting public and policy maker awareness of health problems, devising and advocating public policies to address those problems, and monitoring the implementation of policies
• Community organizing and community development to address health problems
• The design, implementation, and evaluation of community-based public health interventions
• Teaching and research at research and other academic institutions
• Research in government and independent agencies and research centers
• Overseeing research and demonstration grants in private foundations and government

For the most up to date fees and more information on fee breakdown, visit the  registrar's office .

Please see the cost and aid section of our website for information on awards, scholarships, training opportunities, employment, summer internship funding, and need-based aid. Please note that opportunities listed under 'Summer Internship Funding' are only applicable to MPH students.

Desired Qualifications

In addition to meeting the  University’s minimum requirements , the department requires:

• A masters degree in public health or other appropriate degree in a related field with a grade-point average of at least 3.5 for graduate studies
• Acceptance by an initial doctoral advisor in the department
• Although not required for admission, work experience in the field is viewed favorably when competing applications are judged

Admissions Process

Visit the application guide to learn about our admissions process. 

Please note:

This information is intended as an overview, and should be used as a guide only. Requirements, course offerings and other elements may change, and this overview may not list all details of the program. 

Admission requirements listed are departmental requirements, and are in addition to the University's minimum requirements. Many programs receive more applicants than can be admitted, so meeting the minimum requirements for admission does not ensure admission. Every effort is made to ensure minimum admissions requirements are up to date - for the most up-to-date information on the University's minimum requirements, please visit the  UCLA Graduate Division .

Fees are subject to change and should be used as a guide only. For the most up to date fees and more information on fee breakdown, visit the  registrar's office.

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• Education /
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• Public and Community Health PhD

Public and Community Health (PhD) at the Medical College of Wisconsin

Message from the Director

Kirsten M. Beyer, PhD, MPH, MS, Associate Professor

PhD Program in Public and Community Health

[email protected] (414) 955-7530

The students in our program come from a variety of personal and professional backgrounds with a shared interest in improving the health of our communities - locally, nationally and globally. They gain a strong foundation in the public health and social sciences and cultivate expertise in community health improvement, community engagement, and health equity. Students benefit from numerous opportunities to work with community organizations as well as MCW research faculty, clinicians and academic centers. Students have been successful in obtaining extramural funding for their dissertation work, including from the National Institutes of Health. Alumni are highly successful in securing positions in academia, government, and the non-profit sector after graduation, including at foundations such as the Robert Wood Johnson Foundation and governmental agencies such as the Centers for Disease Control and Prevention. We look forward to welcoming new students, both full-time and part-time, who seek to improve health and enhance health equity at home and abroad.

Steven John, PhD, MPH

Public & Community Health Statistical Director

Steven A. John, PhD, MPH (he/him), is an Associate Professor of Psychiatry and Behavioral Medicine, Core Faculty member of the Center for AIDS Intervention Research, and Co-Director of the Prevention and Implementation Sciences Training Lab. Dr. John has a PhD and MPH in Public Health from the University of Wisconsin-Milwaukee, as well as a Postdoc in Biostatistics & Behavioral Science at Hunter College of the City University of New York. Dr. John joined MCW in 2018 and has been involved with the PhD in Public and Community Health since 2021. He is Course Director of PUCH-19226 - Regression Analysis using STATA (i.e., “STATA II”) and has also served the program in roles as an admissions committee member, proctor for the stats portion of the DQE, and dissertation committee member for several students. More broadly, Dr. John is an NIH-funded implementation scientist who serves the field as a Governing Councilor of the American Public Health Association, a frequent NIH study section reviewer, and an Associate Editor of Archives of Sexual Behavior – a prominent journal within his field of HIV prevention and LGBTQ+ health.

Sara Kohlbeck, PhD, MPH

Public & Community Health Assistant Director

Sara Kohlbeck, PhD, MPH, is the Director of the Division of Suicide Research and Healing in the Comprehensive Injury Center, and an Assistant Professor in the Department of Psychiatry and Behavioral Medicine. As a graduate of the PhD PCH program, Dr. Kohlbeck has a unique perspective into the program as a former student and is excited to use that experience to continue the growth of this program. Dr. Kohlbeck also has a Master of Public Health from UW-Milwaukee, which afforded her experience in applied public health as well. Dr. Kohlbeck also received her Bachelor of Science in Education from UW-Oshkosh, so she is formally prepared in secondary education. Dr. Kohlbeck has had the opportunity to guest lecture in courses at MCW, UW-Milwaukee, and Marquette, and mentors undergraduate, graduate, and medical students in her role in the Comprehensive Injury Center.

Public & Community Health (PhD) Program Details

About the program, current students, competencies and curriculum, tuition and fees.

MCW's Institute for Health & Equity offers the first PhD program of its kind in Wisconsin and one of very few nation-wide with the purpose of transforming the research paradigm in public and community health by integrating the rigors of traditional public health sciences with the essential components of community health improvement through participation and partnership. This program is now offered in both a part-time and full-time format.

• Educate graduates who will conduct original research, impact policy development and become future faculty scholars with public and community health expertise.
• Emphasize integrated, interdisciplinary approaches to address important public and community health issues.

Capitalize on the diverse strengths of health sciences, population health, medicine, nursing and the social and behavioral sciences.

These competencies will be achieved through coursework, seminars, teaching, research projects, readings and research and the dissertation. While there are core courses, doctoral training is individualized and tailored to the interests and needs of the particular student. The responsibility of translating program requirements into an individualized program lies with the student and the faculty who are working with the student, including the faculty advisor, Faculty Committee and Student Advisory Committee. Intellectual independence, self-initiation and the ability to take charge of a body of knowledge with confidence and critical acumen are qualities to be developed throughout the program.

Competencies

Basic Public Health Sciences

• Demonstrate an in-depth knowledge and understanding of issues in substantive interest area in the public and community health sciences.
• Display a high degree of mastery in appropriate theories, analytical skills, research design and methodology in the public and community health sciences.

Partnerships

• Demonstrate experience in developing and sustaining community partnerships.
• Identify and apply strategies for interdisciplinary approaches that support collaborative models that interface public health with other health professional disciplines so as to improve the health of the public and community.

Research Preparation, Data Collection and Analysis

• Identify knowledge gaps in the selected field, critically analyze the literature, synthesize relevant information, and formulate focused research questions to address the gaps.
• Design and conduct original research that contributes to knowledge in selected field.
• Incorporate knowledge of cultural, social, behavioral and biological factors in formulating research questions, designing and implementing research.
• Identify the ethical implications of research methods.

  Policy Development, Program Planning and Management

• Demonstrate knowledge in public and community health policy development, implementation and evaluation.
• Apply systems thinking skills in the assessment, development, implementation and evaluation of community health improvement efforts.
• Understand the grant writing process and demonstrate the ability to write and manage research grant proposals.

  Dissemination to Professional and Lay Audiences

• Translate and disseminate research findings in order to improve public and community health in diverse populations.
• Effectively communicate orally and in writing, present public and community health issues and disseminate findings in area of expertise to appropriate professional and public audiences.
• Demonstrate teaching skills in working with students and other professionals in academic, research or practice settings and community settings.
• *Adapted from the following sources: Association of Schools of Public Health, Council on Linkages between Academia and Practice and the American Academy of Health Behavior, and developed in collaboration with faculty from the University of Wisconsin-Milwaukee Colleges of Health Sciences and Nursing.
• View PhD Curriculum and Competencies Plan (PDF)
• See below for the curriculum details

Academic Qualifications In order to satisfy the minimum requirements for admission, students must:

• Present evidence of capacity for graduate study in public health.
• Have a strong foundation in the quantitative, behavioral and biological sciences, regardless of undergraduate major.
• Provide a carefully constructed personal statement describing research interests, career goals and reasons for interest in graduate school.

An official test score, GRE or otherwise, is no longer required for admission consideration. However, test score submissions will be consider if they are submitted voluntarily.

Other indicators of a commitment to a graduate program, which are carefully weighed in the admissions process, include participation in public health research, particularly mentored research programs, and related professional and life experiences.

If students have an undergraduate degree in public health, they automatically meet the requirements.

If not, students will be required to have:

• 6 credits of psychology, sociology or anthropology
• 3 credits of anatomy, physiology or biology (minimum)
• 3 credits of statistics
• 3 credits of research methods

Students deficient in any of these may still apply on the condition that they indicate a plan for completing the necessary coursework prior to matriculation.

Application Information Applications for Fall semester admissions are due December 1st.

Additional Part-time Requirements:

• Master’s degree preferred
• Employment in relevant field
• Tuition paid by student
• One letter must be from current employer
• Part-time students have up to 7 years to complete the degree

If you have questions regarding tuition or your account, please contact the Office of Student Accounts, at (414) 955-8172 or  [email protected] . Please refer to the All Student Handbook  (PDF) for tuition payment policies and information.

• Tuition and Fees Schedule  (PDF)
• View your Tuition Statement  (login required)

PhD Students All full-time PhD degree-seeking students in good academic and professional standing receive the following financial support package:

• Full tuition coverage
• Yearly stipend ($33,612 for the '23-'24 academic year)
• Complimentary health insurance

There is no additional process to secure this package aside from accepting an offer of admission. Further, this package is guaranteed from the time of enrollment through completion of degree requirements.

Current MCW Employees Tuition Course Approval Form - Human Resources (PDF)

Late Fees There is a $250 late payment fee for tuition not paid on time according to the Tuition Payments policy in the All Student Handbook (PDF).

Visit the Public & Community Health PhD Program Faculty page to learn more about our faculty members.

Curriculum Details

While there are core courses, doctoral training is individualized and tailored to the interests and needs of the particular student. The responsibility of translating program requirements into an individualized program lies with the student and the faculty who are working with the student, including the faculty advisor and Faculty Committee. Intellectual independence, self-initiation and the ability to take charge of a body of knowledge with confidence and critical acumen are qualities to be developed throughout the program.

Credit Requirements for Full-time Students The program is designed for a four-year, full-time commitment. All full-time students in the program are required to be enrolled in a minimum of 9 credits in the fall and spring semesters and 6 credits in the summer. The student is responsible for maintaining full-time enrollment. Full-time students must complete the required coursework and need a minimum of 60 credits to graduate. Students must maintain a full-time credit load each semester to be eligible to receive a stipend. *The program director may waive program requirements in exceptional circumstances. Credit Requirements for Part-time Students It is recommended that all part-time students in the program be enrolled in 1-8 credits in the fall and spring semesters and 1-5 credits in the summer. The student is responsible for maintaining part-time enrollment. Part-time students must complete the required coursework of the Public and Community Health program and need a minimum of 60 credits to graduate. *The program director may waive program requirements in exceptional circumstances.

BIOETHICS 10222. Ethics and Integrity in Science (1 cr.) Prerequisite: None

This course provides the basis for understanding the ethical issues related to basic scientific and medical research, including animal and human subject research, fraud and misconduct, and governmental, institutional, and researcher responsibilities.

BIOETHICS 10444. Research Ethics Discussion Series (1 cr.) Prerequisite: 10222 Ethics and Integrity in Science

The course is directed by members of the Bioethics Faculty and provides facilitated discussions of a series of topics in research ethics. Discussions are led by faculty and are focused on ethical issues that commonly come up in research. The course is meant to not only reinforce the basic ethics taught in the online course "Ethics and Integrity in Science" (Bioethics 10222B), which is a prerequisite, but also to explore the gray areas of the individual topics. The intent is to offer students illustrative examples of ethical issues that might arise in their careers, to emphasize the ethical principles that apply in such situations, and the provide practical guidance on how these types of situations should be correctly handled. This course is offered as a discussion series. Students are expected to attend and participate in the discussion.

PCH 19201. Community Health Improvement I: Foundations of Public and Community Health (3 cr.) Prerequisite: None

This course is for students enrolled in the PhD Program in Public and Community Health. This course covers the central concepts and theories of public and community health. Students will obtain an in-depth understanding of the foundations of public and community health, theoretical models and research models that are used.

PCH 19202. Community Health Improvement II: Health Disparities and Underlying Determinants of Health (3 cr.) Prerequisite: PCH 19201 Community Health Improvement I, General Epidemiology or Basic Biostatistics

This course is for students enrolled in the PhD Program in Public and Community Health. This course will provide students with an in-depth introduction to health disparities and social determinants of population health. The course will help clinicians and other public health students and professionals develop and strengthen their knowledge, skills, and ability to critically examine issues of health disparities and to develop a better understanding of some of the underlying social determinants of health disparities, from a multidisciplinary perspective. The ultimate goal of the course is to help students develop the skills needed to apply knowledge and theory of health disparities and determinants of health in designing health services and epidemiological studies and interventions to reduce and ultimately eliminate health disparities.

PCH 19203. Community Health Improvement III: Principles and Practices of Community-Academic Partnerships (3 cr.) Prerequisite: Community Health Improvement I and II

This course is for students enrolled in the PhD Program in Public and Community Health. This course will examine concepts and techniques for organizing partnerships for health improvement at the community level. Students will learn about major models and methods of practice, analytical skills, and roles of partnership and coalition building in improving health outcomes. Through readings, case studies, and a community-based project, students will identify forces that facilitate and limit community partnerships and will develop action principles for work with communities. Additionally, course content will encourage students to consider the implications of health disparities in community organizing and partnerships.

PCH 19204. Community Health Improvement IV: Translating Community Health Improvement into Policy: Theory & Practice (3 cr.) Prerequisite: Community Health Improvement I, II and III

This course is for students in the PhD Program in Public and Community Health. Students will apply their knowledge of community health improvement to their understanding of health policymaking in the US. Students will gain understanding of theoretical foundations of policymaking, the policymaking process, and strategies for translating community health improvement activities into policy. Students will develop a policy and advocacy agenda for a current health policy issue.

PCH 19210. Health and Medical Geography (3 cr.) Prerequisite: Biostatistics I

Geography and physical and social environments have important implications for human health and health care.  This course will explore the intersections among geography, environments and public health, with an emphasis on geographical analysis approaches for health data, to address two key questions: (1) How can concepts from geography help us to better understand health and well-being? (2) How can geographic tools, such as Geographic Information Systems (GIS) be used to address pressing questions in health and medical research? 

PCH 19229. Survey Research Methods (3 cr.) This course will introduce survey methodology for health research, including the broad concepts of survey design, conduct, and analysis. The course will include lectures, reading assignments, class discussions, individual and group presentations, and exams. Evaluation is based on class participation, assignments, presentations, and exams. Students will gain a detailed and comprehensive understanding of survey research methods including questionnaire design, sampling, data collection, avoiding and handling missing data, and analysis of survey data.

PCH 19230. Qualitative and Mixed Methods (3cr.) Prerequisite: None

This course is for students enrolled in the PhD Program in Public and Community Health. Qualitative and mixed methods can be highly useful in the conduct of community-based population health research. This course will provide introductory classroom and field-based learning experience in qualitative methods research. Students will receive training in the design, and implementation of qualitative methods, and the integration of qualitative research in mixed methods projects. The course will include both the theoretical foundations of qualitative research and research design, and practical methods of data collection and analysis. In particular, this course will focus on linking the appropriate research methods to the theoretical and empirical questions being asked. Emphasis will be given to the appropriate uses of commonly-used methods in community-based health research. Course participation will provide students with the basic foundation necessary to develop a research study using qualitative or mixed method designs.

PCH 19232. Qualitative Data Analysis (3 cr.) Prerequisite: Qualitative and Mixed Methods, or permission of the course director

This course will introduce students to the analysis of qualitative data in public health research. The aim of the course is to explore the process of transforming various types of qualitative data (interview transcripts, field notes, and other texts) into analyses and interpretations. We will introduce students to various analytic approaches, explore their use, and guide students in applying them to data. The course will explore both theoretical and practical dimensions of qualitative data analysis, including identifying themes, developing and using codebooks, making systematic comparisons, and building and testing models. Approaches to qualitative data analysis will include grounded theory and content analysis. Students will also be introduced to the use of computer software for coding and managing qualitative data. The course will emphasize the connection between theory and methodology, with particular attention to the relationship between the research question, study design, data sources, analytic approach, and interpretation of results. Course participation will provide students with the basic foundations necessary to analyze and interpret data collected through qualitative and mixed methods research projects. This course is for graduate students in the doctoral degree program for Public and Community Health.

PCH 19295. Readings and Research (varied credits) Prerequisite: Approval from Program Director and/or student’s advisor

The course of study for Readings and Research is designed by each student with his/her advisor to focus on readings in literature in the student’s field, to build bibliographic resources for the dissertation, and to conduct supervised, independent research. During the first and second years, Readings and Research is also a time for the students to dedicate concerted efforts toward preparing for the Doctoral Qualifying Examinations.

PCH 19301. Doctoral Seminar in Public and Community Health (1 cr.) Prerequisite: None

This is a weekly seminar for students enrolled in the PhD Program in Public and Community Health. The seminar will consist of several types of activities: 1) presentations on content areas by faculty, community organizations, and community and academic partners in collaboration, 2) sessions focused on issues of professional development, 3) sessions focused on specific research skills or methods, 4) workshop and discussion sessions that provide students with a forum for engagement and collaboration around issues of mutual concern, and 5) student presentations.  A total of 7 semester hours of this course are required for graduation.

PCH 19399. PhD Public and Community Health Doctoral Dissertation (9 cr.) This course is required for the completion of the PhD degree. The PhD candidate must submit a dissertation based on original research of a high scholarly standard that makes a significant contribution to knowledge in the field of public and community health. Each student is encouraged to draft one or more papers for publication in a peer-reviewed journal describing results of the research.

PCH 19150. Introduction to Epidemiology (3 cr.) Prerequisite: None Course is open to all students enrolled in the Graduate School and to other qualified students with permission of the instructor. The course provides: 1) an overview of epidemiologic concepts; 2) an introduction to the approaches and techniques that are used to measure and monitor health status in populations; 3) an introduction to study designs to assess disease prevention and intervention; and 4) an introduction to clinical research study designs that elucidate causative factors for disease.

PCH 19225 Introduction to Statistical Analysis using Stata This course will provide an introduction to the foundations of using Stata for data analysis through an applied format. Statistical analyses covered will include descriptive statistics, univariate and bivariate analysis, and basic regression. Students will become acquainted with the basics of cleaning and organizing datasets, completing descriptive analysis, coding and interpreting results of univariate and bivariate analyses, as well as linear and logistic regression. By the end of the course students will be able to analyze data independently and interpret results. Coursework will include weekly reading, in-class Stata analyses, and completion of a focused course project developed throughout the semester. Course projects will allow students to develop their skill set and experience independently coding in Stata to complete statistical analyses, and interpreting results within the context of strengths and limitations of their data. The final project will also incorporate both literature review and developing a research question that can be analyzed using existing data.

PCH 19226 Regression Analysis Using Stata This course will provide an introduction to the foundation’s regression through hands-on training in advanced regression techniques using Stata. Statistical analyses covered will include multiple linear regression, analysis of variance, logistic, polytomous, and ordinal logistic regression, and mixed models. Students will become acquainted with the basics of coding and interpreting results of regression analyses, as well as diagnostics to confirm correct model fit. By the end of the course students will be able to conduct regression analyses independently and interpret results. Coursework will include weekly reading, in-class Stata analyses, and completion of a focused course project developed throughout the semester. Course projects will allow students to develop their skill set independently coding in Stata to complete statistical analyses, and interpreting results within the context of strengths and limitations of each test. The final project will also incorporate both literature review and developing a research question that can be analyzed using

19290 Critical and Analytical Writing (3 cr) Critical and Analytical Writing provides hands-on training, practice, and feedback in the construction of clear, well-written documents and arguments. With a focus on critical analysis and rhetorical situations, the successful student will be able to write effectively to any audience. Interactive sessions and structured assignments highlight the importance of developing these skills you will use throughout your professional life. 

The blend of research through community engagement is at the foundation of a successful doctorate in public and community health. This program will offer a rich array of independent research opportunities from which students can select. Exploration of these topics will begin in the doctoral seminar in the first semester and continue through the first two years. This research training will then be translated into direct community-based participation while students prepare dissertations.

The Medical College of Wisconsin and Institute for Health and Society's commitment to this model extends throughout the College and is integrated across its priorities in research, education, clinical care and community partnerships. More than 150 faculty work with over 200 community organizations to better identify health needs and to create solutions for the greatest areas of health risk, both in Wisconsin and nationally.

Biostatistics Consulting Services The Biostatistical Consulting Center of the Division of Biostatistics offers statistical support to biomedical investigators. This support includes assistance with design and analysis of clinical trials, design and analysis of observational studies, design and analysis of surveys, assistance with public databases, sample size and power calculations and data analysis and interpretation.

Bioethics - Midwest Ethics Committee Network MECN is a membership organization that supports and enhances the functioning of Wisconsin health care ethics committees. MECN provides bioethics resources, services, and educational opportunities that enable its members to network and stay up to date on important bioethics topics.

Center for AIDS Intervention Research The research mission of the CAIR is to develop, conduct, and evaluate new interventions to prevent HIV among persons most vulnerable to the disease.

Center for Healthy Communities & Research The CHC develops community-academic partnerships that improve health and emphasize health promotion and education in communities, research and evaluation on community-identified needs, as well as community-responsive education for medical students and residents.

Center for the Advancement of Underserved Children The focus of this center is on preparing professionals to provide services that are effective and valued by children and families who have traditionally been underserved due to economic poverty, cultural barriers and other factors.

Clinical and Translational Science Institute The five-year Clinical and Translational Science Award is being used to create a borderless, synergistic biomedical research enterprise that will accelerate the translation of research discoveries into new and improved medical treatments. The Medical College coordinates the grant, which is administered through a new academic entity recognized by all partner institutions – the Clinical and Translational Science Institute of Southeast Wisconsin.

Epidemiology Data Resource Center The Epidemiology Data Resource Center (EDRC) is the Medical College of Wisconsin's centralized resource for secondary health and demographic data. The EDRC also provides expertise in the use of spatial data and geographic information systems (GIS).

Global Health Established in January 2010, the Medical College of Wisconsin (MCW) Global Health Program will establish a sustainable platform of global health partnerships to support the education, research, clinical, and public and community health training and collaborative activities of our faculty and trainees.

Healthier Wisconsin Partnership Program The resources found at this site provide links to information about Wisconsin health initiatives and data, proposal writing, and community partnerships.

The funded projects tab on this site lists funding awarded to community-academic partnerships committed to improving the health of Wisconsin residents. Each funded partnership consists of at least one community organization partner and one academic partner from the Medical College of Wisconsin and exemplifies the Healthier Wisconsin Partnership Program's vision to improve the health of the people of Wisconsin.

Human Research Protection Program The Human Research Protection Program’s (HRPP) primary mission is to protect the rights, welfare and privacy of all individuals participating in research sponsored by the Medical College of Wisconsin and Froedtert Hospital. The HRPP oversees and supports the MCW and Froedtert Hospital Institutional Review Boards (IRBs) which review all research studies involving human subjects for safety, compliance with regulations, scientific quality, and ethical standards.

Injury Research Center The IRC-MCW is an interdepartmental collaboration of the Departments of Emergency Medicine, Family and Community Medicine, Neurosurgery, Surgery, Pediatrics, Physical Medicine and Rehabilitation, Orthopaedics, Ophthalmology, Plastic and Reconstructive Surgery, and Population Health.

Community Engagement The Medical College of Wisconsin's nationally acclaimed programs in public and community health serve the social, health and education needs of the people in metro Milwaukee and throughout Wisconsin.

MCW Libraries PhD students in public and community health will have access to public health holdings that are housed in the MCW libraries as well as in other resource centers on campus. Students may use UWM’s library (through the Cooperative Access Program) and all libraries affiliated with the University of Wisconsin System. The PhD Program in Public and Community Health also has resources available to students.

Office of Research The Office of Research supports a broad array of investigative endeavors across our campus. It is our goal to support administrative needs of investigators and research staff to facilitate scientific discovery, promote translational approaches to research, and foster scientific collaboration across the Medical College of Wisconsin campuses.

The PhD Program in Public and Community Health has the opportunity to connect with many community organizations either through community-academic partnerships, faculty connections, student work with these organizations, or seminar sessions. Please look over some of these sites to see the wide range of community assets available to PhD students.

• Benedict Center
• Black Health Coalition of Wisconsin, Inc.
• Center for Urban Population Health
• Children’s Health Education Center
• City of Milwaukee Health Department
• Community Advocates
• Ecocultural Family Interview Program, City of Milwaukee Health Department
• Fondy Food Center
• Guest House
• Holton Youth and Family Center
• Johnson Park Health Alliance
• Journey House
• Lindsay Heights
• Menomonee Valley Partners, Inc
• Metropolitan Milwaukee Fair Housing Council – Inclusive Communities Program
• Milwaukee Health Care Partnership
• Milwaukee LGBT Community Center
• Milwaukee Latino Health Coalition
• Pan-African Community Association (PACA)
• Sixteenth Street Community Health Center – Community Development/Revitalization and Health
• United Community Center
• United Neighborhood Centers of Milwaukee
• Urban Ecology Center
• UW Milwaukee – Zilber School of Public Health
• Vistelar Group-Bullying
• Voces de la Frontera
• Westside Healthcare Association (Progressive Community Health Centers)
• Wisconsin Center for Health Equity
• Zilber Family Foundation 

Graduate School Suite H2200 8701 Watertown Plank Rd. Milwaukee, WI 53226

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Diversity, equity, and inclusion.

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

Academic Programs

Admissions at a glance.

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

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Research areas of focus.

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

Patient Care

Primary care services.

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

Global Health

Global opportunities for students.

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

Doctor of Philosophy

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

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

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

Program Design

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

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

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

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

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

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

PhD courses are offered in three major areas:

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

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

Concurrent with Coursework

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

Request a Sample Academic Program Plan

Qualifying Examination

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

 Kylie Dougherty, BSN, RN, M.Phil.

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

Dissertation

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

Scholarship Expectations

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

Joseph Belloir, MSN, RN, PMHNP-BC

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

Preparation for Postdoctoral Fellowship: Research Career Next Step 

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

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

PhD Student Handbook

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

Request a PhD Student Handbook

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

Required courses (excluding electives).

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

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

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

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

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

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

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

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

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

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

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

Total Credits:

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

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

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

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

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

Family and Community Health

Faculty in the Department share a commitment to teaching, research and practice that embeds individuals’ experience of health and illness in the context of their families and their communities. We are particularly interested in exploring how we can strengthen the context in which nursing care is delivered to achieve health equity for all and healthy outcomes for those at different points along the health and illness continuum. 

About Our Department

Global leaders.

The Department’s commitment to enhancing the experiences of families and communities leads inexorably to its commitment to diversity - diversity of thought, of experiences, and a faculty dedicated to eliminating the disparities that plague our health and educational systems.

It also leads to our unique emphasis on historical methods to understand, challenge and change the systems we have inherited from the past as we look to a more just and equitable future.

We also have a long tradition of interprofessional leadership in our teaching, research and practice. And we now seek the same in our education of students who will assume new roles in a changing healthcare environment.

Department Programs

Undergraduate.

Global Health Health Communication

Master’s Programs

Acute care aprn.

Neonatal Nurse Practitioner Pediatric Acute Care Nurse Practitioner

Primary Care APRN

Family Nurse Practitioner Pediatric Primary Care Nurse Practitioner Psychiatric-Mental Health Nurse Practitioner Women’s Health/Gender-Related Nurse Practitioner

Advanced Specialist Programs

Nurse-Midwifery

Master’s Minors

Global Health

Starting the Conversation: Implications of Generative AI for Gerontology

Recently, Penn Nursing and the Penn Artificial Intelligence and Technologies Collaboratory for Healthy Aging (PennAITech) – funded by the National Institute on Aging – invited experts from academia, industry, and government to participate in a two-day (December 5-6, 2023) roundtable discussion to discuss challenges and opportunities in the use of Large language models (LLMs) and Generative Artificial Intelligence (AI) in gerontology. LLMs and the platforms they support such as ChatGPT have experienced an exponential growth in popularity and use in recent months.

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

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

New Multi-year, Multi-million Dollar Grant Supports Ongoing Partnership Between Penn Nursing and City of Philadelphia

The Philadelphia Community Engagement Alliance (CEAL), funded by the National Institutes of Health (NIH), is pleased to announce a new $5.5 million NIH grant focused on chronic disease self-management among Philadelphia residents. The project builds on a sustained strategic partnership between Penn Nursing , the Philly CEAL Community Advisory Coalition, and the City of Philadelphia’s Office of Community Empowerment and Opportunity (CEO). 

Lindback for Jacoby

The University of Pennsylvania is honoring Penn Nursing ’s Sara Jacoby, PhD, MPH, MSN, FAAN , Associate Professor in the Department of Family and Community Health , Penn Nursing’s Calvin Bland Professor, and a Senior Fellow at the Leonard Davis Institute for Health Economics and a Senior Scholar of the Penn Injury Science Center with a 2024 Christian R. and Mary F. Lindback Foundation Award for Distinguished Teaching .

New Leadership Appointment for Penn Nursing Professor

Catherine C. McDonald, PhD, RN, FAAN , has been appointed Chair of Penn Nursing ’s Department of Family and Community Health effective July 1, 2024. Currently, she is the Vice-Chair of the Department and the Dr. Hildegarde Reynolds Endowed Term Chair of Primary Care Nursing.

Congratulations to the 2024 Penn Nursing Faculty Award Recipients

All the honorees will be recognized at the Student, Alumni, and Faculty Awards event on Friday, May 17, 2024, 4-5:30 PM EST in the Ann L. Roy Auditorium .

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DNP - Public Health Nursing (DNP-PHN)

Admits in fall and spring

Advanced Public Health Nursing Degree

The DNP-PHN program prepares students for nursing leadership roles in public and community health settings.

DNP Public Health Focus Pathways

There are four pathways to the Doctorate of Nursing Practice that specialize in public health. The pathways are differentiated by the applicant’s professional preparation.

• For applicants who hold a master’s degree in public health nursing or community health nursing, admission to either the DNP-Public Health Nursing program or the DNP/MPH dual degree program is appropriate. Participants in the dual degree program acquire a greater depth of knowledge in public health science than those in the DNP-PHN, as reflected in a comparison of the two curricula.
• For applicants who are Advanced Practice Registered Nurses (APRNs) in a clinical nursing specialty (other than Public/Community Health Nursing) , the DNP/MPH dual degree is the appropriate program. Additional coursework and/or clinical practicum hours in advanced public health nursing may be required for those without graduate nursing education in PHN.
• For applicants with a BS in nursing and a master of public health (MPH) , the DNP-Public Health Nursing program offers doctoral preparation in public health nursing. Additional clinical practicum hours beyond those described in the DNP-PHN curriculum may be required.
• For applicants whose highest degree in nursing is a BS, and who do not have an MPH , the DNP/MPH dual degree is the appropriate program. Additional clinical practicum hours beyond those described in the dual degree curriculum may be required.
• DNP-PHN Curriculum Plan
• Clinical Experience
• Out of State Applicants

As a part of the DNP Capstone series of courses, all DNP-PHN and DNP/MPH students are required to complete practicum credit hours in public/community health settings. Practicum experiences for out-of-state students must be negotiated among course instructors, students, and their program advisors to best fit the learning needs and professional goals of the student. For Colorado students, the majority of current practice sites are in local and state, community-based agencies, including public health departments. Many of the sites serve the most vulnerable populations in Colorado and Region VIII.

As established by the American Association of Colleges of Nursing (2006), a minimum of 1,000 hours of supervised academic post-baccalaureate practice is required to achieve learning objectives associated with the DNP Essentials and specialty competencies. CU College of Nursing DNP curricula, including the DNP-PHN and DNP/MPH, are based on the expectation that the first 500 hours are accomplished in master’s level nursing education. Baccalaureate-prepared nurses and other applicants who cannot document 500 post-baccalaureate academically-supervised clinical practicum hours will be required to supplement their DNP program by enrolling in additional (1-12) credit hours of advanced public health nursing practicum to complete the balance of the full 1,000 practicum hours.​​​​​​​​​

Please see the following notice: Nursing Certification Disclaimer

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University of Manitoba

University of Manitoba Winnipeg, Manitoba Canada, R3T 2N2

Community Health Sciences (PhD)

The Community Health Sciences (PhD) program prepares you for a career teaching community health sciences, training other researchers, designing and executing major research projects and serving as a senior advisor or consultant in health care policy and planning. Gain broad multidisciplinary training in the concepts and methods of population-based health sciences and their application in the practice of population and public health and preventative medicine.

Program details

Admission requirements.

• Rady Faculty of Health Sciences • Faculty of Graduate Studies

• Doctor of Philosophy

Expected duration

Program options.

• Full-time and part-time

Study with us

In 1987, the Department of Social and Preventive Medicine (SPM) and the Division of Community and Northern Medicine (CNM) merged to form the Department of Community Health Sciences. Merging these two units and combining their interests and activities, created a well-rounded, innovative department with a national reputation for excellence in teaching, research and service.

The Department of Community Health Sciences aims to create, preserve and communicate knowledge with respect to the health of populations and thereby contribute to the physical, psychological, cultural, social and economic well-being of the people of Manitoba, Canada and the world.

Internationally recognized research programs

Units, programs and Centres within the department focus on particular areas of research and service, including the Manitoba Centre for Health Policy and the Centre for Global Public Health.

Ongomiizwin – the Indigenous Institute of Health and Healing

The Department of Community Health Sciences maintains a close relationship with Ongomiizwin – the Indigenous Institute of Health and Healing. Ongomiizwin supports the department in the development of its undergraduate and graduate teaching programs to enhance the incorporation of Indigenous health.

Access both internationally regarded researchers and award winning teachers.

The Faculty of Graduate Studies and the Rady Faculty of Health Sciences offer a four-year program of study leading to a Doctor of Philosophy in Community Health Sciences.

Expected duration: 4 years

Tuition and fees:  Tuition fees are charged for terms one and two and terms four and five. A continuing fee is paid for term three, term six and each subsequent term. (Refer to Graduate tuition and fees .)

In addition to the minimum course requirements of the Faculty of Graduate Studies, found in the Graduate Studies Regulations Section , students must complete:

• A minimum of 18 credit hours of coursework at the 7000-level

Sample course offerings

• CHSC 7200: Current Concepts in Global Health: Populations, Policies and Programs
• CHSC 7212: Critical Perspectives on Gender and Health
• CHSC 7270: Epidemiology of Chronic (Non-Cancer) Diseases
• CHSC 7320: Organization and Financing of the Canadian Health Care System
• CHSC 7510: Problem Solving in Public Health
• CHSC 7520: Principles of Epidemiology
• CHSC 7710: Social Aspects of Aging
• CHSC 7860: Methods and Concepts for Community Health Sciences

For full course descriptions, please visit the Academic Calendar .

The following are minimum requirements to be considered for entry into the Community Health Sciences (PhD) program. Meeting these requirements does not guarantee acceptance into the program.

To be considered for admission to the Community Health Sciences (PhD) program, you must have:

One of the following degrees:

• A thesis-based master's degree in community health sciences or public health with content equivalent to that offered by the department, or
• A thesis-based master's degree in basic medical sciences, biological or social sciences, or
• A thesis-based professional master's degree such a nursing, education or social work

A satisfactory English language proficiency test score, if applicable. Higher English language test scores are normally required to be competitive in the admissions review process, particularly for the writing band of these specific English language tests:

• IELTS:  An overall score of at least 7, must include all components of the test (i.e., listening, reading, writing and speaking), where the writing band is not lower than a score of 7.
• TOEFL (iBT):  a minimum total score of 92 is required, with a writing score no lower than 21
• If an applicant does not meet these writing score requirements, the Intensive Academic English Program (IAEP) is accepted if completed prior to starting the program.

Meeting these requirements does not guarantee acceptance into the program.

In addition to the admission requirements described here, all applicants must meet the minimum admission and English language proficiency requirements of the Faculty of Graduate Studies .

How to apply

The Community Health Sciences (PhD) program accepts applications for Fall entry only. Applications must be completed online and include several parts:

• Application fee (non-refundable)
• Unofficial copies of transcripts and degree certificates
• Three* letters of recommendation (must be requested from within the application). *If your CHS MSc Supervisor has agreed to supervise your PhD program, only two letters of recommendation are required.
• Supervisor support letter
• Publication or writing sample
• Proof of English language proficiency , if required

For the most up-to-date information on your chosen program, please consult the Academic Calendar .

Please read the Faculty of Graduate Studies online application instructions before beginning your application.

Application deadline

Applications are reviewed on a committee basis . The Admissions committee for Architecture reviews applications in March.

Applications open up to 18 months prior to start term.

Applicants must submit their online application with supporting documentation and application fee by the deadline date indicated.

Start or continue your application

Applications are reviewed on a committee basis . The Admissions committee for City Planning reviews applications in March.

Winter applications are accepted on a case-by-case basis.

Applications are reviewed on a committee basis . The Admissions committee for Design and Planning reviews applications in March.

Applications are reviewed on a committee basis . The Admissions committee for Interior Design reviews applications in March.

Applications are reviewed on a committee basis . The Admissions committee for Landscape Architecture reviews applications in March.

Applications are reviewed on a committee basis . The Admissions committee for Anthropology reviews applications in March/April.

Applications are reviewed on a  committee basis . Please contact the department for admission committee review timelines.

Applications open September 1 of year prior to start term.

Application deadlines

Applications open   up to 18 months prior  to start term.

Applications are reviewed on a  committee basis . The Admissions committee for History reviews applications in February.

Applications are reviewed on a  rolling basis .

Applications open July 1 of year prior to start term.

Applications are reviewed on a  Committee basis . The Committee for German and Slavic Studies reviews applications in February/March.

Applications are reviewed on a rolling basis .

Applications are reviewed on a committee basis . The Admissions committee for Management reviews applications in February / March.

Applications are reviewed on a committee basis . The Admissions committee for Physical Therapy reviews applications in April / May.

Applications open  August 1 of the year prior to start term.

Applications are reviewed on a committee basis . Please contact the department for admission committee review timelines.

Applications are reviewed on a committee basis . The Admissions committee for Orthodontics reviews applications in August/September and holds interviews in September/October.

Program currently undergoing review, applications will not be opening at this time.

Select Preventive Dental Science in the Program drop-down on the application form.

Applications are reviewed on a  committee basis . The Admissions committee for Educational Administration, Foundations and Psychology reviews applications in March / April.

Applications are reviewed on a  committee basis . The Admissions committee for Education reviews applications in February / March.

Applications are reviewed after the deadline, with decisions issued in March - April.

Currently not accepting applications to this program.

Applications are reviewed on a  committee basis . Please contact the department for admission committee review timelines.

Applicants must submit their online application with supporting documentation and application fee by the deadline date indicated. Applications received by the March 1 deadline for a September start-date will receive first consideration for any available funding. Late applications will be considered on a case-by-case basis for any available funding, please contact the department for further information.

Applications are reviewed on a  committee basis . The Admissions committee for Human Rights reviews applications in January - March.

Applications are reviewed on a  committee basis . The Admissions committee for Law reviews applications in January - March.

Applications are reviewed on a  committee basis . The Admissions committee for Nursing (MN) reviews applications in April / May.

Applications are reviewed on a  committee basis . The Admissions committee for Nursing PhD reviews applications in February / March.

Applications are reviewed on a  committee basis . The Admissions committee reviews applications as per the timelines noted below each table.

Winter applications reviewed in October Summer applications reviewed in February Fall applications reviewed in June

Winter applications reviewed in June Summer applications reviewed in October Fall applications reviewed in February

Applicants must submit their online application with supporting documentation and application fee by the deadline date indicated. This includes having the support of a faculty supervisor before you apply.

Applications are reviewed on a  committee basis . The Admissions committee for Natural Resources Management reviews applications in March - June.

After the annual application deadline (see below), applications are reviewed on a committee basis by the Faculty of Social Work internal admissions committee. Once this process is complete, decisions are sent to all applicants in March / April. 

Applications open  July 1 of year prior to start term.

Applications are reviewed on a  committee basis . The Admissions committee for Social Work reviews applications in March / April.

Applications are reviewed on a  committee basis . The Admissions committee for Music reviews Fall term applications in December / January, and Winter term applications in July.

Applications are reviewed on a committee basis . The Admissions committee for Occupational Therapy reviews applications in May / June.

Master of Occupational Therapy regular program  applications open September 15 of the year prior to deadline .

Master of Occupational Therapy accelerated program  applications open October 1  of the year prior to deadline .

The name of your confirmed supervisor is required at the time of application. To identify a prospective thesis research supervisor on your application, please  contact Immunology Faculty members .

Applications are reviewed on a  committee basis . The Admissions committee for Community Health Sciences reviews applications in March / April.

Canadian, US and International applicants

The name of your preferred supervisor is required at time of application.

Applications are reviewed on a  committee basis . Students selected for in-person interview will be notified in February.

Applications are reviewed on a  committee basis . The Admissions committee for Physician Assistant Studies reviews applications in April.

Offers of admission will be released to successful applicants on May 17, 2024 from the University of Manitoba Master of Physician Assistant Studies, the same day as the University of Toronto BScPA Program and McMaster University Physician Assistant Education Program. The three institutions are pleased to provide applicants their offers on the same day to help with the decision-making process.

Applications are reviewed on a  committee basis . The Admissions committee for Pharmacology and Therapeutics reviews applications one month after the application deadline.

Applications for Pathology MSc are reviewed on a  rolling basis .

Applications for Pathologist Assistant are reviewed on a  committee basis . The Admissions committee for Pathologist Assistant reviews applications in April / May. 

The Pathologist Assistant program only admits Canadian and US students every two years. The next intake is tentatively scheduled for Fall 2026.

Canadian and US applicants

International applicants

Applications are reviewed on a  committee basis . The Admissions committee for Statistics reviews applications in March / April.

Applications are reviewed on a  committee basis . The Admissions committee for Biological Sciences reviews applications one month after deadline.

Applications are reviewed on a committee basis . The Admissions committee for Indigenous Studies reviews applications in February and June.

Applicants must submit their online application with supporting documentation and application fee by the deadline date indicated. For those who wish to be considered for scholarships, applications must be received by January 15 of the year in which you're seeking admission.

Applications are reviewed on a committee basis . The Admissions Committee for Applied Human Nutrition reviews applications in February.

Les demandes d’admission sont évaluées par un comité . Le comité d’admission évalu les demandes durant les mois de Mars et Avril.  

Les demandes peut être surmise jusqu’à concurrence de 18 mois avant le début de premier trimestre.

Toute demande d’admission en ligne doit être déposée, avec documents à l’appui, au plus tard aux dates indiquées.

Soumettre ou continuer votre application

Department of Community Health Sciences

Community Health Sciences is an interdisciplinary department focusing on the creation, preservation and communication of knowledge with respect to the health of populations.

Tuition and fees

Learn about the tuition and fee requirements associated with graduate studies at UM.

Financial aid and awards

There are a variety of awards and funding options to help you pay for school as a student in the Max Rady College of Medicine.

Explore program requirements and detailed descriptions of required and elective courses offered in Community Health Sciences (PhD) program.

Explore the Max Rady College of Medicine

For over 125 years, the Max Rady College of Medicine has contributed to education, research and clinical service. Western Canada’s first medical school, the College develops qualified medical graduates who distinguish themselves through excellence in clinical care, health system innovation and leadership, and internationally recognized research.

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Explore the Faculty of Graduate Studies

Discovery happens here. Join the graduate students and researchers who come here from every corner of the world. They are drawn to the University of Manitoba because it offers the opportunity to do transformational research.

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Keep exploring

Discover more programs

With over 140 graduate programs across multiple faculties, schools and colleges, the University of Manitoba offers more learning, teaching and research opportunities than any other post-secondary institution in the province.

• Master of Science in Community Health Sciences (MSc)
• Master of Public Health in Community Health Sciences (MPH)

Join students from around the world in a diverse and supportive community.

What it's like to be a UM undergraduate

Be adventurous, challenge yourself and make a difference.

Opportunities for Indigenous students

Experience a world-class education in the heart of Canada

Why international students study with us

We offer state-of-the-art facilities with 140 years of history.

Admission and application inquiries

Faculty of Graduate Studies Room 500 UMSU University Centre 65 Chancellors Circle University of Manitoba (Fort Garry campus) Winnipeg, MB R3T 2N2 Canada

[email protected] Phone: 204-474-9377

Monday to Friday 8:30 a.m. to 4:30 p.m.

Program inquiries

Department of Community Health Sciences Max Rady College of Medicine, Rady Faculty of Health Sciences S111, Medical Services Building, 750 Bannatyne Avenue University of Manitoba Winnipeg, MB R3E 0W3 Canada

[email protected] Phone: 204-789-3655

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Community Health Sciences

Doctor of Philosophy (PhD)

Thesis-based program

Program overview.

Students in Community Health Sciences pursue solutions to complex problems in a wide range of big-picture health issues. This is one of the most diverse medicine programs offered by the University of Calgary, representing individual, family and population health in variety of healthcare, education and community settings. Students gain a strong foundation in core competencies in research and professional practice, with applied learning gained through interactions in clinical settings. Specializations touch on wide-ranging issues in community and population health and disease, health services, disabilities and more, preparing students for careers that require a deep understanding of - and the skills to act on - the many factors and relationships that affect community health.

Completing this program

• Courses: Courses are determined according to the specialization and background of the student.
• Research Ethics: Students are required to attend Research Integrity Day sessions in the first year of their program.
• Sex & Gender Module: Students are required to complete one of the CIHR sex and gender online training modules found at discoversexandgender.ca in the first year of their program.
• Candidacy: Students will complete both oral and written candidacy exams.
• Seminars: Students attend Community Health Sciences and O'Brien Institute for Public Health seminars during the academic year.
• Research proposal: Students must submit a research proposal for approval by their supervisory committee.
• Thesis: Students will be required to submit and defend an original research thesis.

Specializations

• Biostatistics
• Community Rehabilitation and Disability Studies
• Epidemiology
• Health Economics
• Health Services Research
• Medical Education
• Population/Public Health

Analyst; researcher; academic; rehabilitation/case/respite worker; consultant; recreation therapist; family outreach/advocacy; resource teacher; clinical trials biostatistician; epidemiologist; statistician; psychometrician; knowledge translation/prevention/development/health promotion specialist.

A PhD in community health sciences is usually considered a final degree; graduates may go on to pursue post-doctoral research.

Students are required to prepare a thesis and successfully defend in an open oral defense.

Two or more, depending on specialization and background

Learn more about program requirements in the Academic Calendar

Classroom delivery

Time commitment.

Four to five years full-time; six years maximum

A supervisor is required, and must agree to oversee the student's research before admission will be granted

See the Graduate Calendar for information on  fees and fee regulations,  and for information on  awards and financial assistance .

Virtual Tour

Explore the University of Calgary’s (UCalgary) Foothills Campus from anywhere. Experience all that the Cumming School of Medicine has to offer for interested prospective graduate students. Explore this state of the art campus from wherever you are. Discover the buildings, student services and available programs all from your preferred device.

Supervisors

Learn about faculty available to supervise this degree.

Camila Aquino

Herman Barkema

Cheryl Barnabe

Dr. Tanya Beran

Kathryn Birnie

Allison Brown

Sonia Butalia

David J.T. Campbell

Gillian Currie

Admission Requirements

A minimum of 3.3 GPA on a 4.0 point system, over the past two years of full-time study (a minimum of 10 full-course equivalents or 60 units) of the undergraduate degree.

Minimum education

An MSc or equivalent from a recognized institution.

Work samples

• A letter from a faculty member indicating interest in supervising the student
• A statement outlining the applicant's interests and reasons for choosing the program

Reference letters

Note:  When choosing your references, it is preferred that you choose individuals who are external to your supervisor.

Test scores

Work/research experience.

Work and/or research experience related to your specialization of choice is highly recommended.

English language proficiency

An applicant whose primary language is not English may fulfill the English language proficiency requirement in one of the following ways:

• Test of English as a Foreign Language (TOEFL ibt)  score of 105.
• International English Language Testing System (IELTS)  score of 7.5 (minimum of 6.0 in each section)
• Pearson Test of English (PTE)   score of 75, or higher (Academic version).
• Canadian Academic English Language test (CAEL)  score of 70 (minimum 70 in each section)  
• Academic Communication Certificate (ACC)  score of A- in each course.
• Cambridge C1 Advanced or Cambridge C2 Proficiency  minimum score of 200.
• Duolingo English Test  and obtaining a minimum score of 145* (with no sub-score below 125*). ( temporary until Fall 2024 intake )

For admission on September 1:

• Canadians and permanent residents: Dec. 1 application deadline
• International students: Dec. 1 application deadline

If you're not a Canadian or permanent resident, or if you have international credentials, make sure to learn about international requirements

Are you ready to apply?

Learn more about this program, department of community health sciences.

Health Science Centre, Room HSC G341B 3330 Hospital Drive NW Calgary, AB T2N 4N1

Contact the Graduate Program Administrator

Visit the departmental website

Health Sciences Centre Foothills Campus, University of Calgary Calgary, ABT2N 4N1

Visit their website

Learn more about UCalgary by taking a virtual tour

Related programs

If you're interested in this program, you might want to explore other UCalgary programs.

Thesis-based MSc

Thesis-based PhD

Anthropology

Thesis-based MA

Communication and Media Studies

Kinesiology.

Course-based MKin

Thesis-based MSc

Math and Statistics

Course-based MSc

Course-based Cert

Course-based Diploma

Course-based MN

Course-based MN/NP

Thesis-based MN

Social Work

Thesis-based MSW

Course-based MSW

Veterinary Medicine

Highlights of the community health sciences program.

These stories from those involved in the program show what it's like to be involved yourself.

Pets, people and urban places

Melanie Rock's research recognizes intricate connections between the health of humans, animals and ecosystems

Understanding the public health impact of fluoridation

Lindsay McLaren has found that removing fluoride from drinking water has worsened tooth decay among Calgary children

MEDi robot comforting young patients

Dr. Tanya Beran, founder of Rxrobots, is studying children's interactions with robots in hospital settings

Curious about the University of Calgary?

Located in the nation's most enterprising city, we are a living, growing and youthful institution that embraces change and opportunity with a can-do attitude.

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Community Health Nursing

Meadows, Phyllis PhD, RN

Phyllis Meadows is the director and health officer of the Department of Health and Wellness Promotion of the City of Detroit.

Contact author: [email protected] .

Great challenges and great opportunities.

Many challenges influence the overall health of communities. Infectious diseases, such as tuberculosis, can spiral out of control in many urban settings. Children's health and well-being are still threatened by preventable diseases, environmental toxins, violence, accidents, and injuries. Unequal access to health care and insurance coverage has notably increased morbidity and mortality among infants, pregnant women, and other vulnerable populations.

Amid these challenges, all nurses can improve health outcomes and expand the infrastructure for monitoring and managing diseases. In traditional public health settings, community health nurses work to ensure that expectant and new mothers have the resources to appropriately care for themselves and their children. They can be found in the WIC Program (the Special Supplemental Nutrition Program for Women, Infants, and Children) administering well-baby assessments, vaccinations, and newborn screenings, as well as in lead abatement programs managing the care of children with lead poisoning.

Community health nurses are valued for their adaptability and willingness to provide care in many settings, including community health clinics, churches, homeless shelters, and schools. These nurses provide comprehensive care to patients within their homes, at organized events such as health fairs, and at agencies and institutions serving people who have particular health needs. Advanced practice nurses in communities improve access to care and lower costs at nurse-managed clinics on college campuses and at primary and secondary schools. They develop and implement corporate wellness programs, thereby supporting the health and productivity of employees and their organizations.

Nurses in community health work with diverse partners and providers to address complex challenges in the community. Nowhere is this more evident than in current efforts to identify, reach, and treat people living with HIV and AIDS and in efforts to help the elderly effectively manage their chronic health problems and remain at home.

The Public Health Security and Bioterrorism Response Act of 2002 added a new dimension to the public health professional's role. It catapulted community health nursing to the center of emergency response plans that would provide mass prophylaxis and contain and manage biochemical threats. Community health nurses, especially those in public health settings, are now considered first responders—a role that traditionally belonged to law enforcement and emergency response professionals. In the event of a public health threat, community health nurses will organize and administer immediate care.

Community or public health nurses may specialize in areas such as home care; case management; clinical, school, or corporate nursing; or pharmaceu-tical sales. Community health nurses with advanced degrees can also find opportunities in higher education and clinical research. The skills needed for these diverse areas can vary, but at a minimum, nurses should have a bachelor's degree and sound clinical experience. Some public health settings have relaxed their minimum requirements in response to the nursing shortage. Nurses who choose traditional public health or home care should have a broad understanding of health issues and be comfortable with autonomy, change, and uncertainty.

Nurses entering this specialty must highlight not only their clinical skills, but also their critical thinking, advocacy, and analytical abilities. Communities are dynamic, and nurses must adapt to be able to provide patients with whatever care they need. The pay for community health positions can be lower than that for similar positions at major health facilities; however, many community positions require few, if any, weekend or holiday hours.

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Self-funded phds in health and social care: allied health professions, phd research project.

PhD Research Projects are advertised opportunities to examine a pre-defined topic or answer a stated research question. Some projects may also provide scope for you to propose your own ideas and approaches.

Self-Funded PhD Students Only

This project does not have funding attached. You will need to have your own means of paying fees and living costs and / or seek separate funding from student finance, charities or trusts.

Analysing PFAS Influents to Minimize Environmental Impact and Safeguard Community Health

Competition funded phd project (students worldwide).

This project is in competition for funding with other projects. Usually the project which receives the best applicant will be successful. Unsuccessful projects may still go ahead as self-funded opportunities. Applications for the project are welcome from all suitably qualified candidates, but potential funding may be restricted to a limited set of nationalities. You should check the project and department details for more information.

Self-funded PhDs in Health and Social Care: Nursing and Midwifery

Digital literacy for workers in ageing health workforces, funded phd project (students worldwide).

This project has funding attached, subject to eligibility criteria. Applications for the project are welcome from all suitably qualified candidates, but its funding may be restricted to a limited set of nationalities. You should check the project and department details for more information.

Reframing Critical and Socially Engaged Arts Practices from a Creative Health / Health Humanities Perspective

Self-funded phds in health and social care: social work and social care, addressing the psycho-emotional impact of climate anxiety on children and young people through illustration, arts-led approaches to trauma, memory and healing, take your research degree with the jeffrey cheah school of medicine and health sciences, monash university malaysia, funded phd programme (students worldwide).

Some or all of the PhD opportunities in this programme have funding attached. Applications for this programme are welcome from suitably qualified candidates worldwide. Funding may only be available to a limited set of nationalities and you should read the full programme details for further information.

International PhD Programme

International PhD programs are often designed for international students. Your PhD will usually be delivered in English, though some opportunities to gain and use additional language skills might also be available. Students may propose their own PhD topics or apply for advertised projects.

Applying a system approach to public health – Making a real-life impact on physical inactivity and health inequality in children and young people in collaboration with a local authority (ref: SF24/HLS/SER/LING)

Model-based health economic evaluation of interventions for improving primary healthcare for patients with non-communicable diseases (ncds) during severe flooding in india, funded phd project (uk students only).

This research project has funding attached. It is only available to UK citizens or those who have been resident in the UK for a period of 3 years or more. Some projects, which are funded by charities or by the universities themselves may have more stringent restrictions.

Self-funded PhDs in Sport and Physical Activity: Physical Activity, Wellness and Public Health

Representations of illness and/or disability and/or the national health service in british film and television, exploring behavioural change skills to support health promotion activity in the uk chiropractic profession, phd studies in mental health, substance use disorders, multimorbidity, health services research (nursing, pharmacy, allied or public health focus).

The PhD opportunities on this programme do not have funding attached. You will need to have your own means of paying fees and living costs and / or seek separate funding from student finance, charities or trusts.

PhD Research Programme

PhD Research Programmes present a range of research opportunities shaped by a university’s particular expertise, facilities and resources. You will usually identify a suitable topic for your PhD and propose your own project. Additional training and development opportunities may also be offered as part of your programme.

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What a PhD at the Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care can do for you

14 August 2024

Dr Mary Abboah-Offei came to King’s as she won a Ghana Education Trust Fund PhD Fellowship. During her PhD, she published three papers and is now working as a Lecturer in Public Health and International Health and Social Care at Edinburgh Napier University. Mary speaks to us below about her background and what she has gone on to do since finishing her PhD, demonstrating the wide-ranging possibilities of life after King’s.

Briefly, could you explain your background and career before coming to King's?

Prior to coming to King’s, I worked as a nurse at Surgical-Medical Emergency Unit of the Korle-bu Teaching Hospital in Ghana, where I had the opportunity to care for patients with various diagnosis including HIV/AIDS. I was particularly drawn to people diagnosed with HIV/AIDS as most of them often deteriorate rapidly on discovering that they were HIV positive. I wanted to investigate how best to care and support people living with HIV/AIDS (PLWHA) in order to improve their wellbeing, health outcomes and quality of life.

When I went on to do a master’s degree in nursing at Queen Margaret University, Edinburgh, I learned more about research methods, how to develop a research question and proposal in my research methods module. This led me to develop a research proposal to explore the potential of integrating palliative care into HIV/AIDS care in Ghana for my master’s dissertation, where my reading and understanding was shaped about the complex physical, psychological, social and spiritual experiences of PLWHA following diagnosis and their poorer health related quality of life (QoL) than the general population. Having also read about palliative care, which addresses broader psychosocial and spiritual concerns of patients using a person-centred approach, this then deepened my passion to adopt palliative care principles to care for PLWHA in Ghana.

However, due to the short duration of my master’s degree programme, I could not implement my dissertation proposal so, I had to find another opportunity where my proposal could come to fruition. This led me to do a PhD at King’s.

What was your experience of winning the Ghana Education trust PhD fellowship?

Winning the Ghana Education Trust Fund (GETFund) PhD fellowship was an incredibly gratifying experience. The application process was rigorous, involving the submission of a detailed research proposal, academic transcripts, and letters of recommendation. I felt a deep sense of accomplishment and validation for all the hard work and dedication I had invested when I received a notification of a fully funded PhD scholarship from GETFund to undertake a three-year full time study at King’s College London. The scholarship not only provided financial support, which eased the burden of tuition, living and research expenses, but also offered a platform to network with other scholars and professionals, which significantly enriched my research. The GETFund PhD fellowship was a pivotal moment in my academic career, propelling me towards new heights of scholarly achievement and professional development.

What did your research at King's focus on?

My PhD was entitled ‘Development and feasibility testing of a novel community-based enhanced care intervention (CECI) to improve person-centred outcomes for people living with HIV/AIDS in Ghana’, which was informed by the Medical Research Council (MRC) guidelines for developing and evaluating complex interventions. The development of this intervention started with a review of person-centred interventions for PLWHA to ensure CECI did not duplicate an existing intervention. The findings from this review were used to inform a qualitative interview study with PLWHA and healthcare professionals published study to understand what outcomes matter to PLWHA and to use that to inform CECI development.

The components of CECI as developed consists of: (i) a training programme for healthcare professionals on person-centred communication, (ii) holistic assessment of PLWHA’s symptoms and concerns in the domains of physical, psychological, social, and spiritual wellbeing using a structured tool, (iii) a care plan to facilitate collaborative care planning and delivery, (iv) mentorship support for healthcare professions and fidelity monitoring. The CECI was then tested in a feasibility trial . The recruitment and retention targets set for the feasibility trial were met, and we also achieved small to medium potential effects, with the validated outcome measures used. These findings warrant a future definitive trial to test the effectiveness and cost-effectiveness of CECI.

What have you gone on to do in work since your PhD?

Since my PhD, I worked as a post-doctoral researcher at the University of York, where I supported two global health projects focusing on: (i). Improving Early Childhood Development in Urban Slums in Kenya funded by the British Academy; and (ii). Adapting the Community-based Health Planning and Services in rural and urban, which was a health system-strengthening study in Ghana funded by the MRC. I then got an academic post at the University of the West of Scotland as lecturer in Professional Health Studies for one year before moving on to Edinburgh Napier University in 2022, where I currently work as a lecture in Public Health and International Health and Social Care.

Can you tell us a bit about the MRC full trial that you won earlier this year?

I am thrilled to have received a research grant of £1,463,809.67 from the MRC earlier this year to continue my PhD work titled ‘ExtraCECI: A cluster randomised controlled trial of community-based person-centred enhanced care for people with HIV/AIDS in Ghana’, aiming to test the effectiveness and cost-effectiveness of CECI. Key lessons learnt during the feasibility trial of CECI will be used to refine CECI including an ‘extra’ component to be added to empower PLWHA to engage, participate and contribute to their care decisions, hence the name ‘ExtraCECI’. This is a collaboration between King’s College London, University of York, University of Ghana and the Ghana Health Service.

Where are you looking for your work and research to take you next?

I am delighted to have the opportunity to begin this study, having previously worked in healthcare in my home country Ghana, this feels like a way of giving back. I am particularly excited to be leading this project, as my ultimate dream would be to see ExtraCECI and its person-centred principles adapted as part of routine care for PLWHA and replicated to the whole health system in Ghana. If proven effective, ExtraCECI will provide decision-makers in Ghana with a context specific and evidence-based person-centred intervention with projections of costs and benefits to support HIV care delivery. This will serve as the starting point for bridging the person-centred skills gap among health professionals beyond Ghana and I will seek to collaborate with other researchers within Africa with the aim of adapting ExtraCECI for the management of other infectious diseases. Person-centred care puts the individual at the centre of their care, helping them to access the care they need, when they need it, by involving them in their own care decisions. I hope this wider trial can lead to a better quality of life for PLWHA and for other conditions in improving health outcomes globally.

How has your experience at King’s set you up for the work you’ve done since and are planning to do?

Studying at King’s gave me the opportunity to develop critical thinking, academic writing and research skills through expert supervision, which helped in developing a deeper understanding of my subject area, enabling me to conduct high-quality research. The Cicely Saunders Institute is an excellent research centre, championing innovative research and attracting researchers across the globe. This opened doors to a wide network of professionals, researchers and organisations in the field of palliative care, which has been invaluable for my future collaborations. I also gained an understanding of an interdisciplinary approach to both healthcare and research, with collaborations across various disciplines, fostering a holistic understanding of patient care that integrates medical, psychological and social aspects. These experiences, including the prestige of having a PhD from King's, equipped me to take on leadership roles and to advocate for better holistic care policies and practices for patients.

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Experiences in and outside the classroom prepare nursing grad for future success in health care

Brooke Anderson didn’t have to go far to see what a nursing degree from the University of Wisconsin-Eau Claire could do for her. After all, growing up she saw her mom — Cassie Anderson, a UW-Eau Claire nursing graduate — enjoy a successful career in health care thanks to her degree.

Anderson, who will graduate this month with a nursing major and a public health minor, now is eager to use the knowledge and experiences she gained as a Blugold to forge her own path within health care.

The Hudson native will begin her career as a nurse but hopes eventually to continue her education so she can pursue other opportunities within health care. She says nursing will be an exceptional foundation for a variety of potential future careers, such as becoming a nurse practitioner, physician assistant, researcher, public health official or educator.

“I don’t know exactly where I will end up, but the great thing about nursing is that there are many different career paths that I can take,” Anderson says of her future.

Discovering public health

Anderson always has had a passion for science and an interest in health care, so when she discovered UW-Eau Claire’s public health program, she knew it would be the perfect complement to her nursing studies.

At the time, she had no idea that a year after declaring it as her minor, public health would take center stage as the COVID-19 pandemic upended the world. Topics she was studying in public health courses, such as vector-borne diseases and epidemiology, were relevant to what was happening in real time, making her classes even more meaningful.

“I’m so glad I decided to do the public health minor because the courses I’ve taken have given me a new perspective of what health is and why the health of various populations is so important,” Anderson says. “It also opened my eyes to many career opportunities and allowed me to experience things that will make me a more well-rounded nurse.”

During the pandemic, she volunteered with the Eau Claire City-County Health department, providing COVID-19 testing to people who did not have health insurance or did not have access to other testing. She also volunteered at the COVID-19 vaccine clinics on campus, administering vaccines to members of the Eau Claire and campus communities.

As a public health minor, Anderson participated in the Area Health Education Center (AHEC) program, which helped her learn more about vulnerable populations in Eau Claire County. She also designed posters for the Eau Claire City-County Health Department that aimed to help decrease tick bites and the incidence of Lyme disease.

“Having a minor in public health has helped me see the importance of health education not only on an individual level, but also for entire communities,” Anderson says. “I would definitely consider working in a public health position at some point in my career because I find it so interesting and so important.”

Real-world research

Since her sophomore year, Anderson has been part of a research project that focuses on how to improve care for children with multiple chronic health conditions, another real-world experience that is helping to shape how she sees her future.

“These children have complex medical needs, which can be challenging for the patients and families to handle, so they need extra support from health care systems,” Anderson says of her research.

The research involves making follow-up phone calls to patients and their families after the patient is discharged from the hospital.

“We are looking at how the level of education of the caller (nurse versus provider), the topics discussed on the phone calls and other factors impact the outcomes of these patients,” Anderson says. “Some of the outcomes we are looking at are the number of calls made to the clinic, how many clinic visits the patient has and how many readmissions there are after the patient is discharged.”

The project has been an extraordinary learning experience, especially regarding the care of complex patients and the process of doing research, Anderson says.

“This project helped me discover my passion for research and the need for continuous improvement within health care,” Anderson says.

Her research mentors are Dr. Amanda Seeley, who was an assistant professor of nursing at UW-Eau Claire when Anderson joined the project and a pediatric nurse practitioner at Gillette Children’s Specialty Healthcare in St. Paul, Minnesota, and Dr. Rhonda Cady, a clinical scientist at Gillette.

“Dr. Seeley is a wonderful mentor and professor; I’ve been lucky to work with her for the past couple years,” Anderson says. “Her confidence in me has made me more confident in myself and my ability to work as a nurse or any other career path that I may end up in.”

All the faculty and staff she’s met through her UW-Eau Claire nursing studies have been “supportive and understanding,” Anderson says. “I believe they really want each individual student to succeed, so they put in extra effort to make sure that we do.”

Life-changing immersion

In addition to research, Anderson also was part of a clinical program that takes nursing students to the Rosebud Reservation in South Dakota, home to the Rosebud Sioux Tribe. Her experiences there also will help her in her future career.

During the immersion, Anderson spent time with community members in a variety of settings, such as in the hospital, clinic, dialysis center, church and schools. She also joined community members in many community events.

The community events were the best part of the experience because it allowed her to interact with and learn from community members, Anderson says. A highlight of their time on the reservation was attending the Veterans Day Powwow, where students were invited to dance with community members and observe a naming ceremony. Being part of the event was “an honor,” Anderson says.

Her experiences on the Rosebud Reservation will influence how she goes about her work as a nurse, Anderson says. The immersion opened her eyes to “the health and educational disparities that are present on the reservation,” she says. “Because of the lack of jobs, many people are unemployed and struggle to afford transportation, health services, food and other necessities.”

Others she talked with don’t trust the medical system or aren’t aware of the health care services available to them, Anderson says. Still others shared the challenges they face as they try to pursue an education. For example, a staff member at the dialysis center shared that his dream is to become a registered nurse, but with no nursing schools close by, he would have to move away from his family to complete his education.

“Even with these issues present, it was amazing to see how tight-knit and supportive the community was,” Anderson says.

Given her experiences on the reservation, Anderson says when working as a nurse she’s even more determined to be intentional about integrating cultural and religious practices into health care.

“It is important to be respectful of cultural preferences that will make each patient and family more comfortable during stressful situations,” Anderson says. “I hope that in my career, I am able to look at each patient holistically to provide the best possible care.”

Embracing opportunities, connections

Anderson also found plenty of other mentors and opportunities on and off campus during her four years at UW-Eau Claire.

For example, Dr. Sarah Conlin, who was the clinical instructor for Anderson’s pediatric clinical at Gillette Children's Specialty Healthcare, “was an amazing instructor who was knowledgeable and enthusiastic about providing quality care to the pediatric population,” Anderson says. “She gave us the opportunity to be independent, while also providing support when needed. She helped improve my confidence with completing various nursing skills and helped me discover my passion to care for pediatric patients.”

Describing her student as a “gem,” Conlin says Anderson is an “exemplar” nursing student who will do well in the health care field.

“Brooke seeks rationale to her nursing interventions and shows compassion in her care,” Conlin says. “She listens first and asks questions if needed, which is an important attribute while learning the art and science of the nursing profession.”

As a Blugold, Anderson says she also found opportunities to build her interpersonal skills, which also will be valuable when working as a nurse. She held leadership positions in the Researchers and Innovators Club and worked as a teaching assistant for an anatomy and physiology class.

In addition, she is a certified nursing assistant at Mayo Clinic Health System, which, she says, “has been a great way to prepare myself for working as a registered nurse after graduation.”

After earning her degree this spring, Anderson hopes to work as a pediatric registered nurse in the Twin Cities area.

“Working on my research project and having clinical experience at Gillette Children’s Specialty Healthcare helped me discover my passion for working with younger populations, so that is something I am going to pursue,” Anderson says. “In the future, I plan to go back to school to become a health care provider or to pursue a career in research.”

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Dr. Matthew Rossheim receives prestigious Public Health Advocate award

• August 14, 2024
• By: Sally Crocker

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He has researched and advocated for effective alcohol, tobacco and cannabis prevention and control policies. He is an internationally-recognized expert on the dangers of supersized alcopops , potent fruit-flavored alcoholic drinks that have come under fire for their disproportionately high consumption and associated harms among underage drinkers. In recent years, Dr. Rossheim has focused on a new and significant area of research:  the risks posed by derived, intoxicating cannabis products , that are widely sold in vape shops across the U.S. These harmful products, Rossheim reported, are circumventing cannabis laws in ways that make them appealing and accessible to young adults and even children.

Using public health research to inform advocacy efforts that create healthier communities has been the backbone of Rossheim’s career. In recognition of his impactful work, he has been selected to receive the prestigious Public Health Advocate of the Year award by the Community Anti-Drug Coalitions of America, a nonprofit organization representing over 7,000 community coalitions involving schools, law enforcement, youth, parents, health care, media, tribal communities and others. CADCA’s membership spans every U.S. state and territory and more than 30 countries around the world. CADCA is committed to creating safe, healthy and drug-free communities globally.

“This award recognizes outstanding individuals whose research and advocacy efforts have profoundly influenced public health policy,” said U.S. Army retired major general Dr. Barrye L. Price, CADCA president and CEO.

Dr. Price noted that Rossheim’s work “has played a pivotal role in supporting federal and state efforts to ban intoxicating hemp-derived products, which have posed major threats to public health and safety.”

“You have established yourself as not only a national expert on this topic, but also an invaluable ally to fellow public health advocates, epitomizing the spirit and purpose of this award. Your relentless pursuit of protecting public health – including conducting impactful research, developing and disseminating advocacy materials and providing timely feedback on health advisories and legislative language – has not gone unnoticed,” Price added.

The CADCA award, Price noted, serves as a testament to Rossheim’s “tireless commitment” and as an acknowledgement from the broader community and peers regarding the “substantial impact” of Rossheim’s work in protecting public health and safety.

“I am deeply honored to receive this award,” Rossheim said. “However, this work is far from a solo effort. It reflects the collective successes of many dedicated teams.

“I’ve been fortunate to collaborate with talented and passionate mentors and colleagues on both research and advocacy projects. I extend my sincere gratitude to all of my collaborators, including my research and advocacy teams, HSC for supporting research that drives meaningful public health improvements, and CADCA leadership – particularly public policy consultant Sue Thau and her team – for helping connect this research to lawmakers and community advocates. I look forward to continuing our work together.”

The organization will formally present the award at CADCA’s annual forum in February 2025.

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• [Achievements in public health service in the RSFSR during the Soviet rule]. Chikin SIa. Chikin SIa. Sov Med. 1977 Nov;(11):3-10. Sov Med. 1977. PMID: 607449 Russian. No abstract available.
• [Public health of Udmurtia in the 60 years of Soviet power]. Savel'ev VN. Savel'ev VN. Med Sestra. 1982 Dec;41(12):23-30. Med Sestra. 1982. PMID: 6218363 Russian. No abstract available.
• [Development of public health in the Primorskiĭ Territory during the years of Soviet rule]. Magaril MIu, Shkurin GN. Magaril MIu, et al. Sov Zdravookhr. 1977;(10):69-72. Sov Zdravookhr. 1977. PMID: 337502 Russian. No abstract available.
• [Public health of the Chuvash ASSR during 50 years of Soviet power]. Filippov IF. Filippov IF. Med Sestra. 1968 Jul;27(7):23-7. Med Sestra. 1968. PMID: 4232607 Russian. No abstract available.
• [At the Irkutsk section of the all-Russian Society of Hygienists and physicians]. Grushko IaM. Grushko IaM. Gig Sanit. 1966 Oct;31(10):116. Gig Sanit. 1966. PMID: 6000847 Russian. No abstract available.
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