Ph.D. Program Info

Graduates will be prepared as scientific scholars and stewards of the discipline. Upon completion of the program, graduates will be able to:

Scientific scholar

• Critically evaluate and synthesize the scientific literature to formulate new research questions to address gaps in current knowledge.
• Demonstrate mastery of study designs and ability to select a design that is appropriate to address specific aims.
• Demonstrate a thorough understanding of causal inference, sources of bias and methods that can improve the rigor of research. 
• Understand key quantitative and qualitative analysis processes, principles and methods of measurement, data collection and data management in the design and conduct of research.
• Demonstrate an understanding of methods and processes of theory development and application.
• Demonstrate mastery of scientific knowledge in a substantive research area.
• Routinely guide themselves by diversity, equity and inclusion principles in scholarship and research.

Stewards of the discipline

• Understand the historic, philosophic and theoretical foundations, contemporary issues and trends for nursing science.
• Demonstrate an understanding of the evolving discipline of nursing science and the integration of theory, practice and policy. Articulate the contributions of nursing science for improvement of health and health care.
• Utilize professional and research ethics and judgment in the conduct of research.
• Show evidence of excellent written and oral communication in all aspects of the research process with articulation of implications for practice, public policy and future research.
• Participate in, engages with and begin to lead interdisciplinary teams.

Students may elect to enroll as full-time students based on either a three-year (accelerated) or four-year (traditional) program plan. Students are required to enroll in three terms per year. These three- and four-year, full-time program plans are outlined below.

Please see table 1 for comparisons of the program plans.

 Table 1: Ph.D. program plan comparisons

Tables 2A, 2B, 3A and 3B below outline the funding packages available to students who elect a three- or four-year, full-time program plan beginning in the fall of 2024. Based on projections, the funding packages are estimated to be worth:

• $231,950 for an in-state resident in the accelerated three-year program.
• $297,820 for an out-of-state non-resident in the accelerated three-year program.
• $292,960 for an in-state resident in the traditional four-year program.
• $363,960 for an out-of-state non-resident in the traditional four-year program.

Our Office of Business and Financial Aid is available to answer questions about program costs at [email protected]. In addition, students may visit the registrar’s office website for current tuition rates.

All Ph.D. students are eligible to apply for dissertation grants from the Rackham Graduate School and UMSN. Grant awards typically range from $3,000 to $6,000. Students use the funding to offset the costs associated with their dissertation research (e.g., subject incentives, equipment and materials, computer software, publication fees). Students may also compete for other grants designed to support their scholarship. 

Ph.D. students at UMSN work hard. Full-time students should consider their responsibilities like a full-time job that requires approximately 40 hours per week of dedicated investment. However, we strongly value and support a satisfactory work-life balance for students with diverse backgrounds and personal lives — our students are successful regardless of who they are or what they like to do. For example, our students represent those who are:

• Novice or experienced nurses.
• BSN-prepared or already have earned a graduate degree.
• Parents, married, partnered or single.
• Accomplished athletes.
• Musicians or artists.
• Members of an underrepresented minority community.
• Living in Ann Arbor or commuting regularly.
• Clinically active (limited to eight to ten hours per week)
• Graduates of UMSN or other domestic or international universities.

Students interact and socialize with fellow cohorts and take advantage of the university’s vast extracurricular opportunities such as recreational sports, faith-based organizations, and musical groups, among others. Established students who “know the ropes” welcome the new students and encourage their new peers to stay connected via Facebook and other social media venues. Here’s what our Ph.D. students say about their work-life balance.

"The Ph.D. program is a whole new experience and requires adjustment to achieve a healthy work-life balance no matter who and where you are. However, the U-M School of Nursing Ph.D. community is special because we truly care about, support and mentor one another. Students find ways to connect, whether over the enjoyment of coffee, happy hours, or sports and outdoor activities. The Rackham Graduate School also shows a clear commitment to promoting students' well-being by providing various campus social events for all the graduate students throughout the year. During the Ph.D. program, I have served regularly at my church, played intramural sports, clinically practiced biweekly, and spent time with my family and friends."

– Grace Kanzawa-Lee, Ph.D., RN, Class of 2020

“We have a tradition of celebrating each other's accomplishments together. Several students have hosted writing retreats and get-togethers in their homes, and groups of students get together for IM sports and trivia nights.”

–  Elizabeth Umberfield, Ph.D., RN, Class of 2020

"I like to train for triathlons and practice yoga after I finish classes and research for the day. I'm able to find time for exercise with thoughtful time management. My mentor and other faculty members care about my work-life balance as well. They emphasize that wellness is a priority during graduate school."

– Alex Fauer, Ph.D., RN, Class of 2020

Perhaps more than with other degree programs, excellent Ph.D. programs rely on apprenticeship-based teaching and learning methods. Academic success in Ph.D. programs is not only an outcome of hard work, but outstanding mentoring is also a key to success. Because our faculty take mentoring very seriously, we created the Collaboration for Leadership and Innovation in Mentorship (CLIM) Program. The CLIM program targets four key domains of effective Ph.D. mentorship: 1. Mentor-mentee fit, 2. Individual training plans, 3.Multi-mentor teams and 4. Mutual benefit.

Mentor-mentee fit: Upon admission to our program, we match our students with dedicated mentors who have experience working with doctoral students, compatible personalities and work styles, and deep scientific expertise in areas related to the student’s scientific interests. Starting with the application process, applicants and potential mentors meet to initially assess work style, personality and scientific compatibility. Because optimal mentor-mentee matching is critical to the success of the dyad, we do not admit students who do not have an acceptable mentor match.

Individual training plans: Once a student has been matched with an ideal primary mentor, the pair works closely together to set mutually agreed-upon goals. The pair will attend training programs that assist the dyad to build a productive and mutually respectful relationship; develop, monitor and readjust (as needed) an individual training plan (IDP); consider multiple career options; and celebrate success. The primary mentor provides intensive one-on-one support to their mentee throughout the program and typically becomes a lifelong mentor.

Multi-mentor teams: Further, our Ph.D. students become members of large and productive research teams. Through these connections, students gain additional experience through engagement in broader research activities and learn about “team science.” This engagement facilitates support from a multi-mentor team of diverse scientific experts not only from within the University of Michigan, but also from national and international research networks. The following student quotes illustrate the depth of these phenomenal research-intensive experiences.

“I am grateful for opportunities presented throughout the nursing Ph.D. program to collaborate with researchers from the schools of Medicine, Public Health, Law and Business. I welcomed the chance to develop effective cross-cultural teams with students and professors in Zambia, Ghana, Ethiopia and Brazil. We maintain these diverse team relationships, and I am confident they will lead to many more fruitful international research endeavors in the future.”

– Dr. Julie Buser, Class of 2018

"As part of a multi-mentor team, I had the opportunity to conduct research at other universities and to work with well-known leaders in my area of research. Through this collaboration, I was able to study and publish with some of the top researchers in my field at both the national and international level."

– Dr. Monica Wagner, Class of 2017

Mutual benefit: The student and mentor work together throughout the program, and the outcome of this relationship is mutually beneficial. Students and mentors learn from each other. Mentors pass along their experience and scientific knowledge, provide opportunities for exploration and professional development, facilitate connections with key leaders in the field, and provide career coaching. Students can teach their mentors about contemporary research topics and methods, and provide valuable hands-on support as research and teaching assistants. As coauthors on papers, abstracts and grants, the mentor-mentee team advance the science more quickly. Lastly, faculty promotion and tenure is supported by this enhanced productivity, and the student is better positioned to move into postdoctoral fellowships or other competitive career opportunities.

Our Ph.D. students not only complete course work; students complete a variety of academic products that build scholarship and team collaboration skills. Our faculty assist students to write scholarly papers for publication in peer-reviewed journals. Student serve as first and coauthors on papers and abstracts; these student-authored publications demonstrate strong potential for future academic productivity as future scientists. Our students present their work at local, regional, national and international scientific conferences. All students write and submit a training grant and contribute to the submission of their mentor’s grants. Because of their scholarly productivity, our students are highly competitive applicants for a variety of career opportunities following graduation.

Many Ph.D. students want to maintain their clinical practice expertise while in our program. Full-time students can chose to work a maximum of eight to ten hours per week at an outside clinical job.

BSN-Ph.D. students who have less than six months of clinical practice experience can participate in our Clinical Fellowship Program. Beginning the summer prior to starting the Ph.D. program, we work with the University of Michigan hospital system to place board-certified RNs in staff nurse positions. Following a full orientation, RNs work 40 hours per week on an inpatient unit that aligns with their interests. Students decrease their work hours to eight to ten hours per week upon starting the Ph.D. program in the fall.

Once students obtain their Ph.D., many new career opportunities will become available. However, it is not always easy to decide on the best path. Our faculty mentors provide guidance based on what they have learned over time about their students’ unique talents. Faculty alumni frequently give seminar presentations that provide real-world perspectives about the job market for Ph.D.-prepared nurses. Further, the Rackham Graduate School has many resources to help emerging graduates find their way.

Informed by their dreams and talents, students can achieve their career goals with help from UMSN faculty. Our students are prepared to continue their research training as postdoctoral fellows. For example, some of our graduates have accepted fellowship positions at very prestigious universities (e.g., Harvard, University of Pennsylvania, University of Southern California-Los Angeles, University of Pittsburgh). Others have been immediately hired into faculty positions at research- and teaching-intensive universities. Several graduates have taken high-level leadership positions as directors of nursing at large academic medical centers and become leaders at the Centers for Disease Control and Prevention, American Academy of Nursing, and the Centers for Medicare and Medicaid Services, just as a few examples.