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Nursing science: nursing science phd.

The full-time PhD program prepares scientists with the required analytical and research skills to study nursing, health systems, or other related problems.

Applicants may enter the PhD program via one of two routes: 1) following completion of an appropriate master’s degree; or 2) transfer from the University of Toronto MN program.

PhD Program

Minimum admission requirements.

Applicants are admitted under the General Regulations of the School of Graduate Studies.

Applicants must also satisfy the Graduate Department of Nursing Science's additional admission requirements stated below. Applicants must have a master's degree or its equivalent in nursing or related field with at least a B+ standing from a recognized university.

Applicants whose primary language is not English and who graduated from a university where the language of instruction and examination was not English must demonstrate proficiency in English. See General Regulations section 4.3 for requirements.

For further information about admissions, please contact the Graduate Department of Nursing Science.

Completion Requirements

Successful completion of all required courses by the end of Year 2 in the program.

Students must successfully complete a minimum of 3.0 full-course equivalents (FCEs) that include:

PhD Seminar (1.0 FCE):

NUR1081H . Students attend the seminar biweekly for the Fall and Winter of Year 1.

NUR1082H . Students attend the seminar weekly for the Fall and Winter of Year 2.

Research methods course NUR1079Y Research Methods for Knowledge Discovery

one course (0.5 FCE) related to the substantive area of study and thesis plans

one course (0.5 FCE) may be either a method or substantive area course as determined by the student and the supervisory committee.

Students must attain a minimum average standing at the B+ level for required courses.

Students are normally expected to complete all required courses (3.0 FCEs) by the end of Year 2. If all required courses are not successfully completed (with a minimum average standing at the B+ level) by the end of Year 3, the Faculty of Nursing will normally make a recommendation to SGS for termination of registration.

Literature Review Paper

Successful completion of the literature review paper.

The literature review paper topic as well as type and format of the literature review paper must be approved by the supervisor (with signed documentation by the student and supervisor) by March 1 of Year 1. This agreement should specify the problem statement, the format/type of literature review that is appropriate to the area of study, and to the scholarly traditions within which the student's research is situated.

The literature review paper must be submitted by September 30 of Year 2. The submitted literature review paper will be formally reviewed and evaluated by the supervisor and at least one additional thesis committee member. Written and verbal feedback about the submitted literature review paper will be provided to the student at a supervisory committee meeting. For the literature review paper to be considered a pass, both faculty members' assessments of the literature review paper must be at the successful completion or pass level . If both examinations are considered pass, the student may receive either a satisfactory or excellent rating at their supervisory committee meeting. If one or both paper reviews are rated unsatisfactory or not pass, then the student receives an unsatisfactory rating at the supervisory committee meeting.

If the student does not successfully complete the literature review paper first submitted, the student will have one additional opportunity to revise and rewrite the literature review paper, based on the feedback received at the supervisory committee. The student must resubmit the revised literature review paper by December 1 of Year 2. This revised literature review paper must be formally evaluated by the supervisor and one other thesis committee member (normally the same committee member who completed the assessment of the original literature review paper). The student will receive feedback about the revised literature review paper at a supervisory committee meeting. For the literature review to be considered a pass, both faculty members' assessments of the literature review must be at the pass level. If both reviews are considered pass, the student may receive either a satisfactory or excellent rating at their supervisory committee meeting. If one or both reviews are rated failure/not pass , then the student receives an unsatisfactory rating at the supervisory committee meeting.

If the student does not successfully complete the literature review paper on the second attempt, the Faculty of Nursing will normally recommend to SGS that the student's registration in the PhD program be terminated.

Thesis Proposal

Successful defence of the thesis proposal, normally by the end of Year 2.

Students are normally expected to defend their thesis proposal by the end of Year 2 of their program. Students must successfully defend their thesis proposal no later than the end of Year 3. The format of the proposal will be similar to that of a modified tri-council grant application. Assessment of the thesis proposal consists of both the written proposal and the oral defence of the proposal. Students who do not successfully defend the proposal after the first attempt may have one additional opportunity to successfully present and defend the written proposal, and this must be accomplished before the end of Year 3 of the program.

If the student does not successfully defend the thesis proposal by the end of Year 3 (including a second attempt, if required), the Faculty of Nursing will recommend to SGS that the student's registration in the PhD program be terminated.

The student's dissertation will be defended in the Doctoral Final Oral Examination of the School of Graduate Studies.

PhD Program (Transfer)

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'Nurses can and should be leading, too': U of T doctor of nursing program focused on improving health system

Published: October 27, 2021

By Rebecca Biason

The University of Toronto’s Lawrence S. Bloomberg Faculty of Nursing welcomed its first cohort of students into the inaugural doctor of nursing (DN) program this fall – the first program of its kind in the country.

Unlike the traditional nursing PhD, the DN program offers nurses in leadership and executive positions a doctoral education that teaches them to apply new knowledge into practice, education and policy – much-needed skills in a fast-paced and technologically evolving health-care and education system.

“This is an exciting time for the faculty, the university, and for nurses in leadership,” says Linda Johnston , dean of the Lawrence S. Bloomberg Faculty of Nursing and a leader in the development of the DN program.

“We have recognized an appetite for doctoral education among nurses in clinical and educational leadership roles both here in Canada and around the world.”

To develop and execute their dissertation, students will be provided with a strong foundation in implementation science, which specifically focuses on how newly generated knowledge from research that can be applied in real-world clinical and educational settings.

“There is often a gap between what we know, and what we do in practice,” says Bonnie Stevens , professor emerita at the Lawrence S. Bloomberg Faculty of Nursing and co-developer of the DN program.

Stevens will be teaching a course on implementation science that focuses on evaluating strategies for implementing and disseminating new knowledge, and engages students in the development of a knowledge translation plan.

“My interest in knowledge translation came from my own frustrations at seeing research not used in practice settings,” says Stevens, who is also the associate chief of nursing research at The Hospital for Sick Children and studies interventions for treating acute pain in infants and children.

“Through the DN program, we have an opportunity to strengthen leadership capacity in nurses within clinical practice and education. This is a really strong group of students to do that with. I’m excited about the possibilities.”

Andrew McLellan (centre) with his nursing and midwifery students at Muhimbili University of Health and Allied Sciences (MUHAS) in Dar es Salaam (photo courtesy of Andrew McLellan)

Andrew McLellan was part of the focus group for the DN program over five years ago and is now one of the first students to take part in the newly launched doctoral degree. He has taught at the University of Sierra Leone and University of Zimbabwe and has a keen interest in strengthening health systems around the world through nursing education.

Currently in Tanzania, where he is a lecturer at Muhimbili University of Health and Allied Sciences as well as a teacher at the University of Global Health Equity in Rwanda, McLellan is looking forward to enhancing his knowledge as a nursing educator and developing improved ways to implement competency-based education models.

“I have seen the pitfalls of lecturer-focused or content-based education, rather than competency and student-centered curricula,” says McLellan who is also an adjunct lecturer at the Lawrence S. Bloomberg Faculty of Nursing and graduate of the master of science in nursing program at the University of Ottawa. “There can be a theory-to-practice gap, where the theoretical knowledge gained by students in the classroom meets barriers to its application in the student’s clinical learning environment.”

McLellan will examine barriers to implementing a competency-based curriculum as part of his ongoing doctoral work in the DN program. As a nurse practitioner and nurse educator, he says he feels strongly that nurses should consider leadership roles both within their health-care organizations and also as clinical experts and educators.

“Nurses are the largest health-care worker group in every health system – they are the ones providing that direct care to the patient. Getting their perspective and building their leadership capacity so that they can be a part of designing health systems is key to improving health care globally,” McLellan says.

Nikki Marks, a member of the first cohort of DN students, co-created a program for COVID-19 patients that used biometric monitoring via video or phone to keep them connected with their care teams and community partners during the pandemic (photo courtesy of UHN) 

Nikki Marks , who is also one of the new students in the DN cohort, has long been focused on improving the health and quality of life for patients who receive lung transplants. As an advanced practice nurse, Marks is hoping to explore how people can self-manage their care following solid organ transplants using technology that incorporates a patient’s entire care team – an idea that gained traction during the COVID-19 pandemic.

Throughout the pandemic, Marks worked with a number of colleagues at University Health Network and witnessed different models of care being employed by nurses to help patients manage their illness once they were discharged. She was also involved in co-creating a program for patients diagnosed with COVID-19 that used biometric monitoring via video or phone so they could stay connected with their care team and community partners.

“It struck me that so many of the nurses I was working with had amazing ideas to help people,” says Marks who is also a graduate of the master of nursing program. “It made me want to explore how, as a nurse, I could have a larger impact on the care of patients. In my practice environment, there is a lot of focus on medical research with physicians as team leads, but I think nurses can and should be leading, too.”

Marks says the DN program offers a perfect balance that allows her to work on leadership competencies, create and implement innovative ways of caring for patients, and also continue to work as a nursing leader.

“With a doctor of nursing, I’m going to be able to lead with focus,” says Marks, “and help nurses investigate and demonstrate how they can have an impact on health at all levels.”

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PhD in Nursing (Online)

Launched in 2008, the Queen's Nursing doctoral degree has an online and in-person blended delivery model. Our experienced faculty use both synchronous and asynchronous teaching modalities to lead small graduate seminars, engaging you in a lively, critical examination of philosophy, policy and theory while you delve into your own areas of research interests.

This innovative research program will not only give you the tools you need to become an expert in clinical, theoretical, and health system issues, but it will also prepare you for a career as a leader in health research, nursing education, clinical practice, and health care administration.

Questions? Contact the graduate nursing office →

Program overview, general information.

Our PhD program consists of six courses, five in the first year and one in the second year. There are three mandatory on-site intensive weeks ranging from 5-10 days in length, normally held in early September, mid-January, and early May of the first year of the program. After the intensive weeks, the courses continue with weekly online seminars.

Following the completion of the first-year courses, students will write the comprehensive exam and then take the sixth and final course which is designed to support students in developing a thesis proposal. After a successful oral examination of the thesis proposal, students submit their project for ethics review and then proceed to data collection, analysis, and writing. The thesis requires independent, original research and makes up at least two-thirds of the time normally required for the program.

Upper year students are expected to visit campus at least once per year, normally coinciding with the annual student research conference in spring (usually May); students are required to attend the final thesis examination in person. Nurtured by close mentoring relationships with faculty supervisors, the Queen’s model is to ensure graduate students present and publish their research, and normally complete their program in 4 years.

Additional Resources

• School of Graduate Studies and Postdoctoral Affairs (SGSPA)
• SGSPA Academic Calendar
• SGSPA Academic Calendar - Nursing Section
• Society of Graduate and Professional Students
• Queen’s Nursing and Health Research
• Queen’s Collaboration for Health Care Quality (QcHcQ)

Interprofessional Education

Interprofessional education is essential to equip health professional students with the knowledge, expertise, and fundamental values required for collaborative practice. Learn more about how Queen’s Faculty of Health Sciences supports interprofessional education .

• Mandatory o nsite residency in September
• NURS 901: Philosophy of Nursing Science   (online)
• NURS 902: Qualitative Research Methods (online)
• NURS 999: Thesis Research (independently with PhD supervisor) 
• Mandatory o nsite residency in January
• NURS 900: Advanced Statistics and Analytic Techniques (online)
• NURS 903: Advanced Quantitative Measurement, Methods and Design (online)
• NURS 999: Thesis Research (independently with supervisor)

Spring/Summer:

• Mandatory o nsite residency in May (includes NURS 905)
• NURS 905: Nursing, Health Services and Public Policy in Canada  
• Prepare for comprehensive exam (independently with supervisor)
• Write c omprehensive examinations in early fall
• NURS 906: Thesis Seminar Course   (online)
• NURS 999: Thesis Research   (independently with supervisor)
• Graduate Research Day (May)
• Oral t hesis proposal exam late summer/early fall

Year 3/Year 4

• Participate in Graduate Student Research Day each spring
• Final oral t hesis exam, onsite at the end of fourth year

For more course information please visit the School of Graduate Studies and Postdoctoral Affairs Academic Calendar .

School of Graduate Studies and Postdoctoral Affairs

International student resources, funding & awards, indigenous applicants.

Deadline to apply: Applications for Fall 2025 are due February 1, 2025.

Applications to all graduate programs are made through the School of Graduate Studies and Postdoctoral Affairs starting in September for admission the following year.

Please note, only complete applications will be reviewed by the Graduate Program Committee in the School of Nursing.

Academic Requirements

• Master's degree in nursing science or equivalent, and a b accalaureate degree in nursing from an accredited university.
• Minimum overall average equivalent to B+.
• Two academic letters of reference (e.g. course professors).
• Statement of Interest  (see Additional Required Information tab).
• We strongly encourage applicants to contact  potential supervisors before applying.
• Applicants without an baccalaureate degree in nursing will be considered, but are strongly encouraged to contact the program prior to applying.

Additional Required Information

In addition to the online application submitted to the School of Graduate Studies and Postdoctoral Affairs, the following documents must be submitted to [email protected] :  

• Describe your research experience to date (e.g. grants, publications, unpublished studies). Max. 250 words.
• Describe your proposed plan of research. What problem do you plan to address and why? What is its importance to the discipline? Describe a possible study design (e.g. framework, methodology). Max. 400 words.
• Describe how you have advocated for health equity, diversity, inclusion, indigeneity, and/or accessibility (EDIIA) within the healthcare system. How has your experience influenced your career path and other pursuits to this point? Max. 300 words.
• What will be your strategy in your personal and professional life to manage the time commitment this program requires? This can include any academic accommodations that you plan to request. Max. 250 words.
• Proof of registration as a nurse in local province or own country; and
• Curriculum Vitae .

International Applicants

The required  b accalaureate degree in nursing must be equivalent to a 4-year Canadian program.

In addition to the academic requirements, applicants must provide:

Proof of registration as a registered nurse in own country (will not be required to register with College of Nurses of Ontario). International students who are not registered in Ontario will be unable to conduct thesis research that requires registration;

Proficiency in English . Applicants whose first language is not English or who have not recently studied for at least one complete year at a post-secondary institution where English is the official language of instruction, will be required to obtain satisfactory results in an English language proficiency test, as part of the application process, and before their application will be considered complete.

Please visit the   School of Graduate Studies and Postdoctoral Affairs for more details.

Frequently Asked Questions

I am an international student who is not registered with the college of nurses of ontario, can i still apply.

As an international applicant you are not required to be registered with the College of Nurses of Ontario, but must be registered as a nurse in your own country.  If you are not registered as a nurse in Ontario during the program you will be unable to conduct thesis research that requires registration.  This limitation on thesis research topics should be considered and discussed with a potential thesis supervisor prior to submitting your application.

Can I take the program part-time?

No, this is a full-time program only. Most of the course work involved in the program occurs in the first year and most classes are organized for Mondays and Tuesdays.

How do I decide on a thesis supervisor?

The decision on a supervisor is made by the Graduate Program Committee, following discussions between you and a potential faculty supervisor. A faculty member must be able to supervise thesis research in your area of interest and be willing to do so, given their current work commitments. It is recommended that you review profiles of faculty members on the  School of Nursing website  to determine if there is someone who conducts research in your area.

Do I have to have a thesis topic before I come?

Normally, you should have a general area of research interest before you begin the program, but a specific thesis topic is developed as you engage in course work and discussions with your thesis supervisor. We encourage applicants to reach out to a potential supervisor(s) at the time of your application. This will allow for a smoother facilitation of matching applicants with supervisors. 

Are there scholarships available?

The Graduate Program Committee nominates individual applicants and students for internal scholarships and awards for which they are eligible. In order to be considered for awards in the first year, your application should be completed by February 1st. You are also encouraged to apply for external scholarships and fellowships as early as possible, as some of these may then be available to you during your first year of study. These are often offered by professional organizations or associations in nursing. You may also have the opportunity to work as a teaching assistant and/or research assistant.   Contact us  if you would like more information about potential external funding. 

My experience as a student in the Doctorate of Philosophy in Nursing was so many things. The courses were taught by brilliant professors who are experts in the subject matter. I learned the fundamental skills necessary to be a successful researcher and academic. The program encourages dissemination of student research and provides opportunities for national and international networking. After completing the program, I was recruited for a tenure-track faculty position at my university of choice. I have a career that I love and the knowledge and ability to help make a difference.

Amanda Vandyk , RN, PHD (Queen’s 2013) Assistant Professor, School of Nursing, University of Ottawa

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Fully Funded PhD in Nursing at University of Toronto

Join our telegram channel, never miss an opportunity.

The University of Toronto’s Lawrence S. Bloomberg Faculty of Nursing, located in Canada, presents an exceptional opportunity for aspiring doctoral candidates by offering a fully funded PhD program in Nursing.

This program equips students with the comprehensive analytical and research competencies necessary to advance the frontiers of knowledge in clinical, theoretical, and healthcare systems domains.

PhD Program Requirements

The admission eligibility criteria for the PhD in Nursing at the University of Toronto’s Lawrence S. Bloomberg Faculty of Nursing generally include the following:

• A Master’s degree in Nursing or a closely related field.
• A competitive academic record and research background.

PhD Funding Coverage

The base funding package normally consists of 3 elements: Tuition fee, Award, and Teaching Assistantship. Overall, the minimum value of the base funding package is $17,250 plus the tuition fee, or approximately $25,050.

Application Requirement

Prospective students seeking admission to the Nursing PhD program should meticulously prepare their application packages. These typically include:

Online Application: Start by submitting an online application through the university’s application portal, ensuring that you adhere to the application deadlines.

Academic Transcripts: Include official transcripts from all post-secondary institutions attended, reflecting your academic achievements.

Letters of Recommendation: Gather strong letters of recommendation from academic and/or professional references who can attest to your qualifications and potential for success in the program.

Statement of Purpose: Craft a compelling statement of research interests and objectives, outlining your research agenda and how it aligns with the faculty’s expertise.

Curriculum Vitae (CV): Submit a detailed CV highlighting your educational and research experiences, as well as any relevant publications or presentations.

English Proficiency Test Scores: If applicable, provide your TOEFL or IELTS scores to demonstrate English language proficiency.

Application Deadline

January 15, 2025

Application Fee

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School of Graduate Studies

Graduate programs, types of programs.

The training and experience you’ll acquire at the master’s or doctoral level at the University of Toronto will give you tools to drive change and excel in virtually any industry — whether you go on to teach and do research at a university, take a role in government, start a private enterprise, or embark on a professional career. Our research-driven graduate programs will help guide you through a lifetime of intellectual study, opportunity, and challenge.

View our types of graduate programs at a glance . Here’s a quick overview:

• More than 70 professional graduate programs in health sciences, management, engineering, and more.
• Approximately 140 combined degree programs.
• 14 dual degree programs.
• More than 40 collaborative specializations if you are interested in interdisciplinary studies.
• 4 diploma programs for professionals who would like to pursue academic study but don’t wish to enrol in a graduate degree program.

Ready to apply?

Are you ready to launch a lifelong path of intellectual discovery and professional enrichment? Apply to graduate school at Canada’s #1 research institution.* Visit our Future Students page to find out more.

*According to Times Higher Education’s World University Rankings 2021 . View our rankings.

U of T graduate program directory

Explore our 400 areas of study within more than 300 graduate program below.

Questions? Explore the 2024-25 SGS Calendar to access comprehensive information about graduate programs.

Still can’t find what you’re looking for? Contact the graduate unit (department, centre, or institute) you’re thinking of applying to. Visit the graduate unit and collaborative specializations directory.

Master of Nursing (MN) - Course Stream

Become a leader in healthcare policy and education

A master’s degree in Nursing opens the door to incredible nursing opportunities in education, advanced practice, management and leadership.

Toronto Metropolitan University's Master of Nursing (MN) Course Stream prepares our graduates to excel in these roles with rich, relevant learning experiences and challenging practice placements that build real, on-the-job skills.

Our graduates go on to become educators, take leadership roles in policy, and manage public health and hospital environments.

Program at a Glance

Program formats.

• Full-time (18 months)
• Part-time (up to 36 months)

September Entry

Fields of Study

• Leadership in Health Care Policy and Education
• Health and Illness of Individuals and Communities

In-Person Learning

Degree Earned

Master of Nursing (MN)

Tuition Fees

Tuition fee details

Career Opportunities

Prepare for a career in nursing education, advanced practice, management and leadership.

Our comprehensive curriculum, programs tailored to learners’ goals, and part-time study options all help students fit graduate education into their professional career development.

Equally strong in research, advanced practice and teaching, we educate professional nurses to pursue the career of their dreams.

A Master of Nursing opens the door to advancement in:

Education and policy

Management and leadership

Graduates pursue advanced practice and leadership roles across all health care sectors, helping to shape the future of our health system.

Why Toronto Met?

Preparing tomorrow’s health care leaders.

Toronto Metropolitan University’s Master of Nursing is part of Canada’s largest nursing school. But it's our small classes, outstanding faculty, and unmatched sense of community that draws the country’s best and brightest nursing professionals here.

Conveniently located in downtown Toronto, the Daphne Cockwell School of Nursing  is a hub for advancing nursing knowledge and transforming nursing practice.

Our faculty members are leaders in their fields – researchers, clinicians, and gifted educators whose caring and commitment create an unparalleled learning environment.

Our students are smart, committed professionals preparing to take their careers to the next level in:

Advanced practice

Public health and more

We offer them rich, rewarding opportunities for practice, education and research, and support their success with resources like our Advanced Health Assessment Lab, monthly research colloquia, Faculty Advisors, and dedicated Graduate Placement Coordinators.

Graduates from our programs go on to advanced practice and leadership roles across health care sectors and play an active role in shaping the future of our health system.

Our challenging curriculum gives students a rich, balanced education and prepares them to reach the next level in their careers.

Courses in the Master of Nursing Course Stream program address advanced nursing theory, research and practice.

Program Requirements

Our Master of Nursing Course Stream program is offered on a full- or part-time basis, helping our students fit education and career advancement into their already busy lives.

As a student, you’ll choose a field of study based on your particular practice and research interests:

Leadership in Health Care Policy and Education: Prepares students for nursing leadership roles. Covers advanced nursing knowledge in health services, systems, and policy.

Health and Illness of Individuals and Communities: Prepares students for health promotion, patient care, and community and public health roles. Covers advanced knowledge in nursing, theories of health and illness, and enhancing and promoting health.

The Master of Nursing Course Stream curriculum covers theory, research and practice, providing a solid, balanced advanced nursing education. The program is made up of 5 required Core courses, 2 required Field of Study courses, and 3 Electives.  

Full-time students are expected to complete the program in 18 months (5 terms); part-time student have up to 36 months (9 terms).

Our programs are demanding. Students who will be working full-time while they complete their studies are strongly advised to enroll part-time.

Admissions Requirements

To be considered for admission to the Master of Nursing course stream, you must meet the minimum program requirements:

• A Bachelor’s degree in nursing, or its equivalent.
• A minimum CGPA or equivalent of 3.00 (B) overall with 3.00 (B) average in the last two years or 20 graded courses of study.
• Proof of current registration or proof of registration eligibility with the College of Nurses of Ontario (CNO).

Admission to Toronto Metropolitan University’s graduate nursing course stream is highly competitive.  We look for applicants who have good academic standing in nursing  and  non-nursing subjects. Strong preference is given to students with a 3.33 (B+) average or above in the final half of their undergraduate nursing program or last 20 one-term/semester courses.

Funding your Master of Nursing

There are a number of funding packages – internal and external – available to Master of Nursing students. Internal funding can include graduate scholarships, graduate awards, and teaching assistant positions. External funding can include funding from nursing organizations, as well as from the provincial and federal governments.

Returning full-time students who did not receive an entry Scholarship or Award, but who perform at the level required, will be eligible for consideration for a TMGF and/or a Graduate Departmental Award (GDA) after their first year in the Master of Nursing program. Such awards will be dependent on availability of funding.

Returning full-time students who did receive an entry Scholarship or Award must refer to their Terms and Conditions document for information related to the terms of renewal. Note that typically an internal scholarship, fellowship or award is tenable for the term set out in the award letter, usually two terms or three terms; they are not renewable. Eligible students will automatically be considered for scholarships, fellowships and awards in subsequent years.

Assistantships

Research assistants.

As a Research Assistant (RA), students assist principal investigators in conducting research activities not related to the student’s studies. The minimum rate of pay is defined by the Granting Council (SSHRC, NSERC or CIHR) or organization/institution which is funding the principal investigator. When that institution is Toronto Metropolitan University, the minimum rate of pay is defined in the  OPSEU Collective Agreement , Article 14, Section 14.06. The terms of employment of graduate students will be consistent with this collective agreement. However, the minimum recommended rate of pay for graduate students is the rate at which Graduate (Teaching) Assistants are paid, which is outlined in the CUPE 3 Collective Agreement.

Graduate (Teaching) Assistants

At Toronto Met, a Graduate (Teaching) Assistant or GA refers to a graduate student who is employed to assist with teaching or related duties. The student has be a Toronto Met student currently enrolled on a full-time basis in one of the university’s Master’s or PhD programs.

This type of employment opportunity is typically offered by a department or school. Full-time graduate students can be employed for a maximum of 10 hours per week. The rate of pay can be found on the Human Resources website in the  CUPE Local 3904 Unit 3 Collective Agreement . Students may be offered a GA position by their program, and/or the positions will be posted on the HR website.  Click  GA Opportunities  for current postings.  Terms of employment of graduate students will be consistent with the collective agreements between the university and its employee groups.

Internal Awards and Scholarships

There are a number of scholarships and awards available to full-time Master of Nursing students on a competitive basis. Click on the individual scholarship or award name for detailed information including eligibility criteria and application deadlines.

• Toronto Metropolitan Graduate Fellowship  (TMGF)
• Toronto Metropolitan Graduate Development Award  (TMGDA)

External awards and scholarships

• Ontario Graduate Scholarship (OGS)
• The Queen Elizabeth II Graduate Scholarships in Science and Technology (QEII-GSST)
• In addition to these internal and prestigious external awards, visit Financing your studies .

Funding from Nursing Organizations and Associations

As a nurse in Ontario, you can apply for educational grants, bursaries, and scholarships from nursing organizations and associations.

Find out more about opportunities and eligibility.

Canadian Nurses Foundation (CNF) Scholarships  (external link) 

Nursing Leadership Network of Ontario  (external link) 

Registered Nurses Association of Ontario (RNAO)  (external link) 

Registered Nurses Foundation of Ontario (RNFOO)  (external link) 

Nurse Practitioner Association of Ontario (NPAO)  (external link) 

• Canadian Nurses Students’ Association (CNSA)  (external link) 

Tuition and Fees

Tuition fees in the Masters of Nursing and PHCNP Certificate programs are course-based.  Your fees will be calculated based on the number of courses that you take per term; one unit is equal to one course.

As a student of the School of Graduate Studies, ancillary fees also apply to cover health benefits, access to the athletic centre, and more.

To determine the overall tuition cost of your program, multiply the number of required degree or certificate courses by the tuition amount found on the detailed  Fees Information page.

The approximate total domestic tuition cost for the MN Course Stream Program is $12,500 plus ancillary fees.  Total tuition for International students is approximately $33,000 plus ancillary fees.

A tuition deposit is due upon acceptance into the program.

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Bridget Basile, PhD, MA, RN, FNP-BC

Assistant Professor in Nursing

Yale School of Nursing - Room 20512

email :  bridget.basileibrahim@yale.edu

Dr. Bridget Basile is a nurse-scientist with over a decade of clinical experience working as a family nurse practitioner providing primary care to underserved communities in urban and rural areas of the United States and Canada, and a registered nurse in inpatient pediatric oncology and stem cell transplant. She also has experience caring for women and their families as a doula and certified breastfeeding specialist. Prior to entering nursing, she worked as an anthropologist on international development projects funded by agencies such as the World Bank and USAID. Dr. Basile Ibrahim holds a PhD from Yale University, an MSN from the University of California Los Angeles, a BSN from The Johns Hopkins University, and a BA and MA in Anthropology from Boston University. She completed an NIH-funded Rural Health Equity Postdoctoral Fellowship at the University of Minnesota School of Public Health.

Research Interests

Dr. Basile’s research aims to improve birth outcomes for women and birthing people marginalized by intersections of race, socioeconomic status, and geography by improving the experience and quality of perinatal care and interactions with the health system. She employs qualitative, quantitative, and mixed methods approaches to conduct person-centered, health equity focused interdisciplinary research. Her research interests include: health equity, social determinants of health, respectful maternity care, maternal-child health, and physiologic birth. Dr. Basile Ibrahim’s program of research has been supported by the Association for Women’s Health, Obstetric, and Neonatal Nurses, the March of Dimes, the Heilbrunn Family Center for Research Nursing at the Rockefeller University, the Institute for Advanced Study at the University of Minnesota, and the Health Equity Research Working Group at University of Minnesota School of Public Health.

Selected Publications

NIH bibliography

Basile Ibrahim, B.,  Kennedy, H.P., Combellick, J. (2021) Experiences of Quality Perinatal Care During the US COVID-19 Pandemic.  Journal of Midwifery & Women’s Health.  doi: 10.1111/jmwh.13269

Basile Ibrahim, B.,  Barcelona, V., Condon, E., Crusto, C., Taylor, J. (2021) The Association Between Neighborhood Social Vulnerability and Cardiovascular Health Risk among Black/African American Women in the InterGEN Study.  Nursing Research.  doi: 10.1097/NNR.0000000000000523

Basile Ibrahim, B.,  Knobf, M.T., Shorten, A., Cheyney, M., Illuzzi, J., Vedam, S., Kennedy, H.P. (2021). “I had to fight for my VBAC”: A Mixed Methods Study of U.S. Women’s Experiences of Pregnancy and Vaginal Birth After Cesarean.  Birth, 48(2) .doi: 10.1111/birt.12513

Basile Ibrahim, B.,  Kennedy, H.P., & Holland, M.L. (2021). Demographic, Socioeconomic, Health Systems, and Geographic Factors Associated with Vaginal Birth After Cesarean, An Analysis of 2017 U.S. Birth Certificate Data.  Maternal and Child Health Journal.  doi: 10.1007/s10995-020-03066-3

Basile Ibrahim, B. , Kennedy, H. P., & Whittemore, R. (2020). Women’s Perceptions of Barriers and Facilitators to Vaginal Birth After Cesarean in the United States: An Integrative Review.  Journal of Midwifery & Women’s Health,  65(3); 349-361. doi 10.1111/jmwh.13083

Chinkam, S.,  Basile Ibrahim, B.,  Diaz, B., Steer-Massaro, C., Kennedy, H.P., Shorten, A. (2022). Learning from women: Improving experiences of respectful maternity care during unplanned caesarean birth for women with diverse ethnicity and racial backgrounds.  Women and Birth.  doi:10.1016/j.wombi.2022.05.004

Kozhimannil, K.B., Interrante, J.D., Admon, L.K.,  Basile Ibrahim, B . (2022). Rural Hospital Administrators’ Beliefs About Safety, Financial Viability and Community Need for Offering Obstetric Care.  JAMA Health Forum.  doi:10.1001/jamahealthforum.2022.0204

Combellick, J.,  Basile Ibrahim, B.,  Julien, T., Scharer, K., Jackson, K., Kennedy, H.P. (2022). Birth During the Covid-19 Pandemic: What Childbearing People in the U.S. Needed to Achieve a Positive Birth Experience.  Birth.  doi: 10.1111/birt.12616

Condon, E., Barcelona, V.,  Basile Ibrahim, B ., Crusto, C., Taylor, J. (2021) The Influence of Perceived Racial Discrimination and Traumatic Life Events on Parenting among African American Mothers in the InterGEN Study.  Journal of the American Academy of Child and Adolescent Psychiatry.  doi: 10.1016/j.jaac.2021.05.023

Current PhD Students

• PhD in Nursing Science Program
• Current Students

2022 - 2023 Cohort

Rose feinberg.

Rose Feinberg graduated from the University of Pennsylvania in 2010 with a BA in Health and Societies. She went on to complete a master’s degree in public health in the Department of Maternal and Child Health at the University of North Carolina at Chapel Hill, after which she worked as a public health analyst at RTI International, focusing on access to health coverage and care for low-income and uninsured individuals. In 2020, she completed her Bachelor of Science in Nursing degree from Duke University while participating in the University Scholars Program, which seeks to facilitate multidisciplinary and intergenerational collaboration across the university. Following graduation, she worked as a public health nurse at a county health department in Colorado, a role that deepened her passion for addressing root causes of maternal and child health disparities. In 2021, she returned to research at RTI and headed back to school once again. During her doctoral training at Vanderbilt University School of Nursing, Rose hopes to pursue research related to maternal health disparities and social determinants of health. She is interested in a multidisciplinary research approach that draws on expertise from a variety of fields – including the policy sphere – and centers the perspectives of individuals and communities most affected by health inequities. 

2021 - 2022 Cohort

Vera borkowski.

Research Interests: Nursing Informatics, Social determinants of health and pediatric populations, School-based services

Vera Borkowski graduated from Pennsylvania State University with a Bachelor’s in Science, Nursing with Highest Distinction in 2004.  She worked in a variety of settings as a Registered Nurse for 11 years, including Neonatal Intensive Care, Pediatric Intensive Care, Post-anesthesia Care Unit, and Pediatric Transport. In 2015, Vera graduated from Georgetown University with a Master’s in Science, Family  Nurse Practitioner degree. Since 2015, she has practiced in School Based Health Centers (SBHCs) at Child and Family Agency of Southeastern   Connecticut. She is also Adjunct Online Faculty for undergraduate nursing students and works per diem with a national telehealth service. Vera has received the Health Resources and Service Administration NURSE Corps Loan Repayment Award and the National Health Service Corps (NHSC) Loan Repayment Award for her work with underserved populations with limited access to healthcare.

Vera has worked on numerous projects for the SBHC program including the “National Quality Initiative Collaborative Improvement and Innovation Network (CoIIN)” and “Enhancing the Female Adolescent Well-care Visit” with the School Based Health Alliance. She was also part of the National Project on Implementing the Screening, Brief Intervention, and Referral to Treatment (SBIRT), in schools, attending the 2018, 2019, and 2020 SBIRT Convenings with the Conrad N. Hilton Foundation. Her most recent project involved implementation of an alerts system for use in her SBHC program, with publication in the  Journal for Nursing Informatics  in 2021 .  In her doctoral program at Vanderbilt, Vera hopes to explore informatics utilization for healthcare providers serving vulnerable populations, addressing social determinants of health.

Faculty Advisors: Drs. Mariann Piano and Alvin Jeffery

2020 - 2021 Cohort

Francesca blanchard.

Research Interests:  Provider-patient communication in pediatric palliative care  

Francesca Blanchard graduated from the University of Miami in 2009 with a BSN. While completing her undergraduate nursing program, she received the Baptist Health South Florida Service Excellence Award and was inducted into the Sigma Theta Tau International Honor Society of Nursing. In 2013, she completed an MSN specializing in Pediatric Primary Care at Florida International University (FIU). In the course of her studies at FIU, she had the opportunity to do a research practicum in the area of child bereavement. For several years, she has enjoyed volunteering with the Dr. Moises Simpser’s Ventilation Assisted Children’s Center Camp for children with chronic conditions. More recently, she has provided care to children in several villages in Ghana and supported the training of local nurses. As she joins Vanderbilt University’s PhD in Nursing Science program, it is her intent to study communication between nurses and children with life-limiting conditions and their families as a way to improve palliative care training for nurses. 

Faculty Advisors: Drs. Deonni Stolldorf and Terrah Foster Akard

Amy Campbell

Research Interests: Autism and abnormal feeding behaviors in pediatric patients

Amy Campbell earned her BSN from Purdue University (2001), graduating with honors. Early in her career as a staff RN at Riley Hospital for Children in Indianapolis, Indiana, she became passionate about pediatrics and caring for children with special needs. These interests led her to obtain her MSN from Indiana University (2007) with a specialization as a Pediatric Nurse Practitioner. For several years, Amy has worked as a PNP in a private pediatric primary care setting in Denver, Colorado, providing care to children of all ages and including children with special needs. Amy gained valuable research experience in her MSN program, participating in pediatric diabetes research, as well as being involved in several studies when she worked as a PNP at the University of Colorado Hemophilia and Thrombosis Center. Both her research experience and extensive experience in pediatrics inspired her to pursue her PhD in Nursing Science. Amy’s research interests focus on autism and abnormal feeding behaviors as an early indicator of autism. Her research goals are to help identify additional signs of autism in infants and young children to start interventions earlier and help with their overall long-term prognosis. 

Faculty Advisors: Drs. Sharon Karp and Mulubrhan Mogos

Stacey Carter

Research Interests: Disparities for Hispanic women in breast and cervical cancer screening  

Stacey Carter earned her BA in Biology from the University of Texas at Austin in 2010, followed by her BS in Nursing from the University of Texas at Houston (UTH) in 2013. During her time at UTH, she was accepted into the honors program, inducted into Sigma Theta Tau, and won multiple research awards. Her many awards included receiving the Undergraduate Research Award as a senior at UTH’s Research Symposium. This research was conducted at The Methodist Hospital in Houston and focused on assessing and implementing patient centered communication. Its aim was to improve communication between providers and patients to help bridge the gap between medical necessity and patient understanding. After graduation, she took a job at St. Luke’s Emergency Department in the greater Houston area. This unearthed her passion for working with underserved, minority populations. Soon after, Stacey enrolled in Georgetown University’s Master of Nursing Program, where she graduated Summa Cum Laude in 2016. Stacey then began working as a nurse practitioner in Chicago at ACCESS Community Network, a Federally Qualified Health Center. She worked primarily with Chicago’s underserved Hispanic population and began witnessing firsthand, the discrepancies in breast and cervical cancer screenings between the United States’ population (as a whole) versus Hispanic women. This realization drove Stacey to discover new ways to increase access to breast and cervical cancer screenings among Hispanic women. To further her knowledge about this subject, she is bringing her talents to Vanderbilt University’s Nursing Science program. She looks forward to continuing the work that she did in Chicago and addressing disparities in Tennessee’s health system and implementing programs to help Hispanic women increase their access, quality, and affordability to breast and cervical cancer screening programs. 

Faculty Advisors: Drs. Kate Clouse and Mary Jo Gilmer

Emma V. Clark

Research Interests: Maternal health and human resources for health  

Emma V. Clark graduated from Smith College cum laude with a BA in Economics in 2006. Following a Fulbright Fellowship to Botswana, where she studied adherence to AIDS medications, she completed a master’s degree in global disease epidemiology and control at Johns Hopkins University in 2008 and worked on humanitarian health programs in Jordan and Iraq. In 2010, she received her BSN from New York University and returned to international work, first in South Sudan, then with Somali refugees in Kenya, and finally managing humanitarian health programs in Somalia itself. During her time in Africa, she also pursued an MSN from Frontier Nursing University. After receiving her degree in 2013, she became a full-time Certified Nurse Midwife at a federally-funded health care center in Washington, DC. Though she continues to serve there on a per diem basis, she returned to global work four years ago and is currently a Senior Maternal Health Advisor at the United States Agency for International Development. She was a 2016-2017 Duke University-Johnson & Johnson Nurse Leadership Fellow. She is Chair of the Reproductive Health Supplies Coalition’s Maternal Health Supplies Caucus and Chair of the American College of Nurse-Midwives Division of Global Engagement Networking Committee. She also teaches in the nurse-midwifery program at Georgetown University. Emma’s research in maternal health and human resources for health will specifically build the evidence base for investments in midwives in low-income countries, particularly fragile settings, to improve maternal and newborn health outcomes.  

Faculty Advisor: Dr. Jeremy Neal

Rachel Hilton

Research Interests: Implementation research relating to utilizing technology to increase healthcare access  

Rachel Hilton graduated with her BS with honors in Movement Science from Texas Christian University in 2011. She then developed wellness grant-sponsored programs for oncology patients before returning to study at Vanderbilt University, obtaining her MSN as a Hillard and Nancy Travis scholarship recipient. She is a board certified Psychiatric-Mental Health Nurse Practitioner. During her master’s education, Rachel had the incredible opportunity to work with Vanderbilt University’s Dr. Leanne Boehm, as a research assistant examining the role of telehealth in ICU recovery care. During this work, Rachel’s passion for implementation science and technology innovation bloomed. She has recently presented posters on topics such as utilizing behavior change and social marketing principles in global health quality improvement and has submitted work regarding post-traumatic growth for publication. She is a member of the American Academy of Sleep Medicine and the American Psychiatric Nurses Association. During her doctoral training at Vanderbilt, Rachel hopes to pursue implementation research relating to utilizing technology to increase healthcare access. 

Faculty Advisors: Drs. Lori Schirle and Bethany Rhoten

2019 - 2020 Cohort

Heather bradford.

Research interests:  Provider weight bias and birth outcomes in women with obesity

Heather Bradford graduated from the University of Pennsylvania in Philadelphia summa cum laude with her BSN in 1999 and MSN in midwifery in 2001. She also holds a BA from Boston College. Heather has practiced as a full-scope midwife since 2002. She is full-time faculty and the Assistant Program Director for the Nurse-Midwifery/Women's Health Nurse Practitioner (WHNP) and WHNP Programs at Georgetown University School of Nursing & Health Studies. Her passion is to help grow the midwifery and women’s health NP workforce, with a special focus on retention of students of underrepresented groups. She is an active member of the American College of Nurse-Midwives, where she serves as Vice Chair of the Fellows of ACNM. Throughout her career, her goal has always been to improve maternal and child health outcomes and care, with a focus on marginalized populations. She has served on the WA State Maternal Morbidity and Mortality Panel as well as the WA State Hospital Association Safe Delivery Roadmap Steering Committee. Her research area of interest is understanding why women with obesity are more likely to birth via cesarean section, with a focus on provider weight bias in the intrapartum setting from a health services perspective.

Faculty Advisor: Dr. Jeremy L. Neal

Emilie Cecil Pozoulakis

Research Interests: Symptom management, clinical and functional outcomes, and quality of life in adults with head and neck cancer

Emilie Cecil graduated with honors in 2015 with her MSN from the University of Maryland, Baltimore. She went back to obtain her post-master’s certificate as an Adult-Gerontology Nurse Practitioner In 2018, graduating with honors from George Washington University. Though she started her nursing career in the medical ICU, she found her true passion working and caring for the irradiated head and neck cancer patient as an RN. She now practices as a full-scope nurse practitioner in radiation oncology at The Johns Hopkins Hospital where she has had the opportunity to foster her love for scientific inquiry and clinical research. Emilie is an active member of Sigma Theta Tau International and the Oncology Nursing Society. She recently authored a head and neck cancer book chapter. She is passionate about improving functional and clinical outcomes alike and minimizing the late effects of treatment for these patients. Through her doctoral program at Vanderbilt University, she hopes to pursue research that seeks to mitigate these late effects, such as fibrosis and lymphedema, while intertwining her enthusiasm for the phenomenon of exercise as medicine.  

Faculty Advisor: Dr. Bethany Rhoten

Maggie Root

Research interests: Pediatric palliative care nurse retention and burnout

Maggie Root earned her BSN from Marymount University in 2010. During her work as a pediatric oncology nurse after graduation, she became interested in the role of pediatric palliative care teams. She received her MSN in 2015 from the University of Pennsylvania with a minor in palliative care. She also holds a BA in Rhetoric and Media studies from Willamette University. Maggie is a board-certified Acute Care Pediatric Nurse Practitioner and Certified Pediatric Hospice and Palliative Care Nurse. She is an active member of the Pediatric Palliative Care Research Network and Hospice and Palliative Nurses’ Association, where she serves as co-chair of the Pediatric Special Interest Group. Maggie has presented at national conferences on the state of pediatric palliative care research and role of the Advanced Practice Nurse in palliative care. Her research area of interest is how pediatric palliative care teams affect children’s hospitals, using a health services approach. Her specific area of inquiry examines the role that pediatric palliative care teams play in supporting bedside nursing staff, and the association with nurse retention and burnout. 

Faculty Advisor: Dr. Terrah Foster Akard

Jenine Yager Stone

Research interests: Treatment adherence and self-management behaviors among individuals with diabetes, with a focus on habit formation

Jenine Yager Stone is a graduate of Yale University School of Nursing where she earned an MSN in 2015. She earned a BA in Psychology in 2006 from San Diego State University. She is a member of Psi Chi and Sigma Theta Tau international honor societies in psychology and nursing, respectively. She is board certified as a Family Nurse Practitioner and specializes in research and clinical care for individuals with diabetes. She serves as a clinical trial investigator and the Assistant Director of Research at AMCR Institute, a clinical research center in Escondido, CA focused primarily on diabetes research. In this role, she contributes to protocol development for diabetes device, human factors, and behavioral research trials. Jenine has several publications and abstracts published in reputable peer-reviewed journals such as Diabetes and Expert Review in Endocrinology and Metabolism. Her goal is to conduct research related to treatment adherence and self-management behaviors among individuals with diabetes. 

Faculty Advisor: Dr. Shelagh Mulvaney

Bethany Young

Research interests: ICU delirium, post-intensive care syndrome, and neurocritical care  

Bethany Young graduated with her BSN from Cedarville University in 2009. During this time, she was awarded the Cedarville Scholars Award for academic achievement, leadership, and service. She subsequently earned an MSN from The Ohio State University in 2014. Bethany is board certified as an Adult-Gerontology Clinical Nurse Specialist. She is a clinical expert in Neurocritical Care and an active member of the American Association of Neuroscience Nurses, Neurocritical Care Society, and American Association of Critical Care Nurses. In 2017, she received the American Association Critical-Care Nurses, Circle of Excellence Award for achieving excellent outcomes in the care of acutely and critically ill patients and their families. Bethany has presented at national and international conferences on early mobilization in patients with subarachnoid hemorrhage and various other quality improvement initiatives in the Neurointensive care unit. Her work has been published in the  Neurocritical Care Journal, Journal of Neuroscience Nursing,  and  Critical Care Nursing Clinics of North America . Bethany’s research interests focus on ICU delirium and long-term clinical outcomes in patients with primary brain injury. Her specific area of inquiry seeks to describe delirium and its relationship to long-term functional, cognitive, and psychiatric outcomes in patients with primary brain injury.  

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The University of Toronto, Lawrence Bloomberg Faculty of Nursing’s accelerated, two-year Bachelor of Science in Nursing (BScN) program opens the door to a long and rewarding career in health care. For over a century, Bloomberg Nursing has been a leader in educating nurses at the baccalaureate level and is internationally recognized as one of the top 10 Schools of Nursing in the world for both education and research.

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To pass the course, the student must pass both the clinical and classroom components. Normally students will receive a verbal mid-term evaluation and a written final evaluation of their clinical performance from their clinical instructor.

Students who are identified at the mid-term point as being at risk of failing clinical practice, will receive a written mid-term evaluation. Students whose performance is unsatisfactory at any time after the midpoint of the clinical experience, will also be informed in writing.

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A full schedule of in-person classroom, simulation lab, and clinical learning with no electives

Scheduled classroom and lab learning takes place Monday through Friday

Scheduled clinical placements vary by course but overall will include 8- or 12-hour shifts Monday through to Sunday on day, evening, and/or night shifts.

• Emphasis on theory, research, and practice relevant to care of patients, families and communities.
• Clinical courses introduce students to nursing practice across range of practice environments for two client populations and their families: older persons and persons with mental disorders.
• Clinical practice takes place in hospital and residential care settings
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• Course work focuses on health system, health policy, leadership, ethics, research and scholarship, theory and practice, and issues in medical microbiology.
• Students complete clinical course NUR460/461 integrating theory, research and clinical practice in relation to the complexity of coping with persistent illness OR Clinical course integrating theory, research and clinical practice in relation to primary health care
• Students complete clinical course NUR460/461 integrating theory, research, and clinical practice in relation to the complexity of coping with persistent illness OR Clinical course integrating theory, research and clinical practice in relation to primary health care
• Final course prepares students for independent practice after graduation

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Pathophysiology and Pharmacotherapeutics 1

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Introduction to the Discipline and Profession of Nursing

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Introduction to Acute Care Nursing: Adult

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Summer nursing internship in Abu Dhabi provides unique opportunity to explore international nursing experience

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As a student, my most memorable learning experience took place in a second-year class on reflexive nursing practice. Prior to taking this class, I was unaware of reflexive practice and many of the systemically rooted issues in nursing. This class shaped my perspective by encouraging me to reflect on my own positionalities, identities and experiences to better challenge and address issues in nursing such as systemic racism. This class truly inspired me to become as advocate for patient justice and nurse’s rights!

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Zoraida DeCastro Beekhoo , RN, MA

Associate Professor, Teaching Stream (Research and Study Leave July 1, 2024 – June 30, 2025)

Erica Cambly , RN, MN

Associate Professor, Teaching Stream

Charlene Chu , RN, PhD, GNC(C)

Laura Fairley , RN MN CHPCN(C)

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Mary Ann Fegan , RN, MN

Associate Professor, Teaching Stream Undergraduate Coordinator, Year 1

Quinn Grundy , RN, PhD

Nadine Janes , RN, PhD

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Lindsay Jibb , RN, PhD, CPHON

Assistant Professor Signy Hildur Eaton Chair in Paediatric Nursing Research

Sarah Johnston , RN, MN

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Joanne Louis , NP, MN

Shan Mohammed , RN, MN, PhD

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Jean Wilson

Related programs, master of nursing.

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