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Advance your career and make a difference in your patients' lives with the help of our online PhD in Nursing degree program.
Develop leadership and advanced population health nursing skills in community-based assessment, program planning, interventions and outcomes. Learn to design and influence population health at the local, regional, and global levels by analyzing risk factors of disease and how to initiate preventative measures by conducting research to improve the health care needs of communities and populations. Explore how data is used to form policy recommendations and to draft legislation that promotes the equal distribution of health resources and reductions in health risks.
Walden students have 8 years to complete their doctoral program unless they petition for an extension.
In general, students are continuously registered in the dissertation/doctoral study course until they complete their capstone project and it is approved. This usually takes longer than the minimum required terms in the dissertation/doctoral study course shell.
To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the Chief Academic Officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.
This sequence represents the minimum time to completion. For a personalized estimate of the number of your transfer credits that Walden would accept, call an enrollment advisor at 855-646-5286.
|Course Code||NURS 8000||Course||Foundations and Essentials of Doctoral Study in Nursing||Credits||(1 cr.)|
Students in this course are introduced to Walden University and are provided with a foundation for professional development in doctoral nursing practice. Students learn professional standards and end-of-program expectations, and they explore the role of the scholar-practitioner as one who effects positive social change. They engage in course assignments focused on the practical application of professional writing, critical-thinking skills, and the requirements for successful participation in an online curriculum. Students also explore the essentials of being a Walden doctoral student, relevant professional and specialty standards of doctoral-level nursing, intra- and interprofessional collaboration, and the process of the DNP scholarly project and PhD dissertation.
|Course Code||RSCH 8110||Course||Research Theory, Design, and Methods||Credits||(5 cr.)|
|Course Code||RSCH 8210||Course||Quantitative Reasoning and Analysis||Credits||(5 cr.)|
|Course Code||RSCH 8310||Course||Qualitative Reasoning and Analysis||Credits||(5 cr.)|
|Research Elective - choose one|
Advanced Quantitative Reasoning and Analysis
Advanced Qualitative Reasoning and Analysis
Advanced Mixed-Methods Reasoning and Analysis
In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed-methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography.
In this research course, students are provided with the opportunity to develop core knowledge and skills for designing and carrying out quantitative research at the doctoral level, including the application of statistical concepts and techniques. Students explore classical common statistical tests, the importance of the logic of inference, and social change implications of conducting quantitative research and producing knowledge. Students approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to derive statistics from quantitative data and interpret and present results. (Prerequisites: RSCH 8110 or RSCH 7110 or RSCH 6110.)
Students in this research course are provided with the opportunity to develop basic knowledge and skills for conducting qualitative research at the doctoral level. Students explore the nature of qualitative inquiry, how theory and theoretical and conceptual frameworks uniquely apply to qualitative research, data collection procedures and analysis strategy, and how the role of the researcher is expressed in the ethical and rigorous conduct of qualitative research. Students practice collecting, organizing, analyzing, and presenting data, and they develop a detailed research topic for conducting a qualitative study. (Prerequisites: RSCH 8110 or RSCH 7110 or RSCH 6110.)
Students in this research course build upon knowledge and skills acquired in the prerequisite quantitative reasoning course and are presented with opportunities to apply them. They are provided with more specialized knowledge and skills for conducting quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts, such as factorial ANOVA, mediation, moderation, logistic regression, ANCOVA, and MANOVA. Students explore existing datasets and apply suitable statistical tests to answer research questions with social change implications. In this course, they approach statistics from a problem-solving perspective with emphasis on selecting the appropriate statistical tests for more complex research questions and social problems. Students use statistical software to perform analyses and interpret and present results. They will apply and synthesize their knowledge and skills by carrying out a quantitative research project. (Prerequisites: RSCH 8110.)
Students build upon the knowledge and skills acquired in RSCH 8310 - Qualitative Reasoning and Analysis. and have experience applying them. Students develop a more sophisticated understanding of the theoretical antecedents and practical applications of eight contemporary qualitative approaches. Students gain experience developing qualitative interview guides, collecting data, and managing the process from transcription through analysis. The unique challenges of confidentiality and ethical issues are explored as well as implications for social change. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan using a topic relevant to their capstone.
Students build upon knowledge and skills acquired in RSCH 8210 - Quantitative Reasoning and Analysis and RSCH 8310 - Qualitative Reasoning and Analysis for more specialized knowledge and skills to design mixed-methods research at the doctoral level. Students are provided with more specialized knowledge and skills for designing mixed-methods research at the doctoral level. They gain an understanding of the types of mixed-methods designs and how to select the most appropriate approach for the research question(s). The emphases of this course are on integrating quantitative and qualitative elements into true mixed-methods studies, practice in data analysis, and integration of qualitative and quantitative data within a research write-up. Students will apply and synthesize their knowledge and skills by developing a mixed-methods research plan that incorporates qualitative and quantitative elements appropriately. (Prerequisites: RSCH 8110 or RSCH 7110 or RSCH 6110 and RSCH 8210 or RSCH 7210 or RSCH 6210 and RSCH 8310 or RSCH 7310 or RSCH 6310.)
|Course Code||NURS 8110||Course||Theoretical and Scientific Foundations for Nursing||Credits||(5 cr.)|
|Course Code||NURS 8210||Course||Transforming Nursing and Healthcare Through Technology||Credits||(5 cr.)|
|Course Code||NURS 8250||Course||Advanced Theoretical and Scientific Perspectives in Nursing||Credits||(5 cr.)|
|Course Code||NURS 8300||Course||Organizational and Systems Leadership for Quality Improvement||Credits||(5 cr.)|
|Course Code||NURS 8551||Course||Preparing for Dissertation||Credits||(5 cr.)|
In this course, students focus on the integration of scientific, philosophical, and theoretical concepts as the basis for the highest level of nursing practice. They examine the scientific underpinnings for nursing practice, including biobehavioral, pathophysiological, psychosocial, and environmental sciences, and they explore the interrelationship among knowledge, research, and practice. Students also explore and discuss clinical inquiry, ethical issues, and models of evidence-based practice. Considering various philosophies, students describe their own philosophy of nursing. They also apply course concepts to a variety of practical assignments, including a literature review, concept map, and evaluation of current clinical practice problems, among others.
When used effectively, information technology can support generation of new knowledge and emerging information technologies. In this course, students examine the critical appraisal and use of information technology in advanced nursing practice. Students work toward gaining the skills and knowledge to process and manage information systems/technology resources in consumer, clinical, and public health settings. Students engage in a variety of discussions and assignments designed to provide practical application of content on topics including retrieval and critical analysis of digital data to support healthcare quality improvement; electronic health records integration and evaluation; and Web-based learning and intervention tools to support and improve patient care. They also explore ethical, regulatory, and legal issues as well as the healthcare standards and principles for selecting and evaluating information systems and patient care technology.
Students in this course focus on the sufficient formal and informal learning experiences to build scientific depth in an identified area of study. Students gain the competencies to critique, utilize, and integrate different theoretical and scientific perspectives for the conduct of research, including team science, to generate new ideas based on a critical evaluation of existing knowledge. Attention is given to integration of the components of scholarship, research, teaching, mentoring, and service to the profession gained from understanding the theoretical/scientific underpinnings of nursing and other disciplines.
The focus of this course is on the development of leadership strategies and competencies to support healthcare and organizational quality delivery of care. Emphasis is placed on a systems approach exploring the organizational structures, which impact healthcare quality performance and, ultimately, patient outcomes. Using macro (enterprise-wide) and micro (individual and team performance) perspectives, students examine the leadership roles, which define, develop, and support decisions effecting quality strategies. In this course, students address how key organizational theories, principles, and concepts relate to achieving the effective and efficient delivery of safe healthcare services. Through the development of a quality program initiative, students demonstrate an understanding of the impact an initiative has on organizational structure, its environment, and the system's leadership.
The focus of this course is on the preparation for the dissertation phase of training. In this course, students identify a dissertation topic and potential dissertation committee members; begin to conduct a literature review; develop a problem statement and research questions; and evaluate research designs, methods, and types of analyses to use for their dissertation. Students also complete their initial premise in this course and an annotated outline of their prospectus.
Choose three (3) courses:
|Course Code||NURS 8310||Course||Epidemiology and Population Health||Credits||(5 cr.)|
|Course Code||PUBH 8030||Course||Socioecological Perspectives on Health||Credits||(5 cr.)|
|Course Code||PUBH 8031||Course||Public Health Administration and Leadership||Credits||(5 cr.)|
|Course Code||PUBH 8032||Course||SPSS Revealed||Credits||(1 cr.)|
|Course Code||PUBH 8033||Course||Interpretation and Application of Public Health Data||Credits||(5 cr.)|
|Course Code||PUBH 8035||Course||Epidemiology: Decoding the Science of Public Health||Credits||(5 cr.)|
|Course Code||PUBH 8050||Course||Global Health and Issues in Disease Prevention||Credits||(5 cr.)|
|Course Code||HLTH 8127||Course||Public Health Policy, Politics and Progress||Credits||(5 cr.)|
|Course Code||HLTH 8475||Course||Advanced Program Implementation and Evaluation||Credits||(5 cr.)|
|Course Code||HLTH 8451||Course||Public Policy Analysis||Credits||(5 cr.)|
|Course Code||HLTH 8431||Course||Finance and Budgeting for the Public Sector||Credits||(5 cr.)|
Students in this course are provided with an overview of epidemiologic methodology in the study of the distribution and etiology of disease and health-related conditions in human populations. Students examine important study designs and discuss the strengths and weaknesses inherent in each. They explore and discuss select global problems, such as infectious diseases, bioterrorism attacks, and effects of disasters and emergencies, and they apply epidemiologic and biostatistical methods to study factors related to aggregate, population, and individual health. Additionally, students work toward gaining cultural sensitivity and an interprofessional approach to caring for diverse populations at risk to ensure access to care.
In this course, students identify and discuss social and ecological perspectives of public health including individual, interpersonal, organizational, community, societal, and public policy factors. Students explore and apply the socioecological model (SEM) and other theoretical frameworks that aim to address current public health problems and reduce health disparities, morbidity, and mortality. Students demonstrate understanding of course concepts through peer discussion and through researching and describing a specific health issue in a community, discussing the contributing factors, and proposing an appropriate intervention.
In this course, students are provided with a foundational understanding of the administrative, managerial, and organizational practices of public health and healthcare delivery systems. Students examine theories of leadership as well as the professional attributes, skills, styles, and strategies required to advance public health goals. They engage in a variety of contextual and practical assignments focused on management theories, policy processes, systems thinking, strategic planning and partnerships, quality and performance improvement, leadership, and organizational behavior. Students also consider the impact of global trends on public health practice, policy, and systems.
This is a laboratory-type course where students learn the skills needed to use the statistical computer package SPSS in public health practice and research. Topics include importation of data, management of various types of data, creation and exportation of tables and graphs, and computation of basic statistical tests using SPSS.
Students in this course learn about biostatistical methods and concepts used in public health practice and research. Emphasis is placed on interpretation and application of concepts rather than statistical calculations. Major topics include identification of types of data, creation and interpretation of narrative and graphical descriptive statistics, conceptualization of statistical inference and probability, and interpretation of common nonparametric tests, analysis of variance, and simple linear regression models. Students are required to use the statistical computer package SPSS. PUBH 8032
Students in this course are provided with an epidemiological approach to the study of the incidence, prevalence, and patterns of disease and injury in populations, and the application of this study to the control of public health problems. Key sources of data for epidemiological purposes are identified, and principles and limitations of public health screening programs are addressed. Students learn to calculate basic epidemiological measures and to draw appropriate inferences from epidemiological data and reports. PUBH 8032 and PUBH 8033
An in-depth review of how population-based strategies are used in the prevention of disease and disability is provided to students in this course. Students explore the topics of population health and disease prevention from the perspective of understanding the determinants of health. Using a cross-disciplinary approach, students examine how economics, social factors, health policy, urbanization, globalization, the environment, and other factors influence disease. Students consider how research in disease prevention, health determinants, and population health applies to public and community health efforts.
In this course, students examine the role of federal, state, and local government in the assurance of public health through health policy and law. Consideration is given to contemporary policy, law, and regulatory issues arising in public health practice, as well as to the economics and financing of public health programs. The advocacy, political, and creative process in the formulation, implementation, and modification of health policy are examined and discussed. Students also learn how to write and structure a health policy analysis.
Students in this this course focus on the competencies required of the public health professional in planning for the design, development, implementation, and evaluation of community health promotion and disease prevention initiatives. Attention is given to needs assessment, logic models, and collaboration with stakeholders. Strategic approaches to planning, implementation, and evaluation with particular attention to study design and sampling are addressed. Health behavior theories are considered in the development of health promotion programs, the application of evaluation findings, and prioritization of community concerns and resources.
Contemporary public administrators work in a dynamic, partisan environment with unprecedented access to public policy data—conditions leading to extraordinary opportunities and, often times, severe constraints. Students in this course thoroughly examine key stakeholders involved in the public policy process and devote special attention to their function, impact, and constraint on policy development. In addition, students explore professional ethics related to the role of the policy analyst and consider the significant social outcomes of public policy. They examine the theories and strategies used by policy makers and policy analysts to develop, implement, execute, evaluate, and promulgate public policy. They also assess the impact and consequences of public policy and evaluate it though a social justice framework. Using critical-thinking and communication skills, students craft a policy memorandum regarding a current public policy problem, for which they consider and evaluate competing policy alternatives.
Sound financial practices are crucial to managing scarce funds in both public and nonprofit operations. Students in this course examine finance and budgeting concepts, policies, and practices related to organizations as well as the fiscal climate within which they operate. They assess theories for motivating major fiscal-policy debates, and they explore and discuss auditing practices, tax systems, financial management, budgetary reform, financial technology systems, the use of dashboards for financial reporting, and the impact of globalization on finance and budget. Students read and analyze budgets, financial statements, and reports. They contextualize their learning as they apply knowledge gained from their analysis to develop a new budget and financial plan for either a public or private organization.
|Course Code||DRWA 8000||Course||Doctoral Writing Assessment||Credits||(0 cr.)|
This course is part of Walden's commitment to help prepare students to meet the university's expectations for writing in courses at the doctoral level. In this course, students write a short academic essay that will be scored by a team of writing assessors. Based on the essay score, students will be guided toward any further recommended or required writing support needed to meet writing proficiency standards. This required course is free. Students will be enrolled automatically in it after they complete their first term of their doctoral program.
|Course Code||NURS 9000||Course||Dissertation||Credits||(5 cr. per term for a minimum of 4 quarters until completion)|
In this course, doctoral students have the opportunity to integrate their Program of Study into an in-depth exploration of an interest area that includes the completion of a research study. Students complete the dissertation independently, with the guidance of a dissertation supervisory committee chair and committee members, in a learning platform classroom in which weekly participation is required. Students complete a prospectus, proposal, Institutional Review Board application, and dissertation.Students take this course for a minimum of 4 quarters and are continuously enrolled until completion of their Dissertation with final Chief Academic Officer (CAO) approval.To complete a dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the Chief Academic Officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.