non thesis masters in nursing

• Communications
• Computer Science
• Criminal Justice
• Environmental Management
• Forensic Psychology
• Healthcare Admin
• Human Resources
• Project Management
• Social work
• Special Education
• Sports Management
• Supply Chain Management
• Adult Education
• Business Intelligence
• Early Childhood Education
• Educational Technology
• Homeland Security
• Information Systems Security
• Information Technology
• International Business
• Management Information Systems
• Nonprofit Management
• School Counseling
• Academic Publishing Guide
• Building a Graduate School Resume or CV

Choosing Between a Thesis or Non-thesis Master's Degree

• Expert Guide to Studying Abroad
• FAQ: Online Master's Degrees
• Grad School Guide Book
• Graduate School for Students with Disabilities
• Green Graduate Degrees
• How to Be a Successful Grad Student
• How to Choose the Right Graduate Program
• How to Get a Master's Degree in an Unrelated Field
• How to Transfer College Credits in Grad School
• How to Write a Winning Personal Statement
• Inside Graduate Admissions
• Ivy League Grad Schools
• Master's Degrees for Veterans
• Master's Degree for Women
• Mental Health in Grad School
• Progressive LGBTQ Graduate Degrees
• Should You Apply for a Graduate School Assistantship?
• Surviving Grad School with a Family
• Taking a Gap Year Before Grad School
• Women in STEM Graduate Resources
• Writing a Successful Statement of Purpose
• Alternative Ways to Pay for School
• The Best Part-Time Jobs During Grad School
• Company Funded Graduate School
• FAFSA For Grad Students
• Financial Aid Resources
• Graduate Student Loans
• Paying for Your Master's Degree
• Paying Off Student Loans
• Paying for Your PhD
• Fellowship Opportunities
• LGBTQ Scholarships
• MBA Scholarships
• Scholarship Resources
• Scholarships for Veterans
• Scholarships for Women
• Crushing the GRE Guidebook
• GMAT Guidebook
• Guide to the LSAT
• MCAT Prep for Medical School
• Study Guide: Exam Resources
• TOEFL Prep for Non-Native English Speakers
•       Resources       Choosing Between a Thesis or Non-thesis Master's Degree

As of 2015, approximately 25.4 million Americans held advanced degrees , with more citizens joining these ranks each year. As studies continue to show the career advancement and salary benefits of completing a master's degree, more and more students elect to pursue advanced educations. When considering their options, many question whether to enroll in a master's requiring a thesis or not. The following guide examines some of the reasons degree seekers may want to write a thesis while also highlighting why they might not. Students on the fence about this important decision can find expert advice, actionable tips, and relevant guidance to help them make an informed choice in the guide that follows.

Understanding the Master's Thesis

What is the difference between a thesis & non-thesis master's program, the decision not to do a thesis.

As students research various master's programs in their chosen discipline, it's common to find that many degrees require a thesis – especially if they want to enter a research-heavy field. While this word gets thrown around a lot in academia, some learners may want more information regarding what it entails in order to make an informed decision.

What is a Master's Thesis?

The master's thesis is an original piece of scholarship allowing the student to dig into a topic and produce an expanded document that demonstrates how their knowledge has grown throughout the degree program. These documents require significant independent research of primary and secondary sources and, depending on the subject, may require interviews and/or surveys to support the overarching argument.

Individual schools and departments dictate the length of these documents, but they typically range between 60 and 100 pages – or approximately 20,000 to 40,000 words. While tackling a document of such heft may seem overwhelming at first, learners need not fret. Each master's candidate receives a faculty advisor early in their tenure to provide support, feedback, and guidance throughout the process. Because the final thesis is expected to be of a publishable quality, learners seeking the highest marks typically send their supervisor excerpts of the document as they write to ensure they are on the right track.

When picking a thesis topic, no magical formula exists. Students should consider their interests and read extensively on that topic to get a better sense of existing scholarship. They should also speak to other academics working in that sphere to familiarize themselves with ongoing projects. Only after they feel reasonably well-read should they begin looking for uncovered angles or interesting ways of using emerging methodologies to bring new light to the topic.

When considering formatting, degree seekers should check with their specific schools and departments, as they may have unique requirements. To get a general understanding of what to expect, learners can review Simon Fraser University's guidelines on thesis formatting. After completing the thesis, some programs require an oral defense before a committee while others read the document and provide a grade. Check with your prospective schools to get a better sense of procedure.

Format & Components of a Master's Thesis

While this guide attempts to provide helpful and actionable information about the process of deciding whether to follow a thesis or non-thesis track in a master's program, readers should remember that specific components and requirements of a thesis vary according to discipline, university, and department. That being said, some commonalities exist across all these – especially when it comes to what students must include in their final drafts.

As the first section a reader encounters after moving through the table of contents and other anterior text, the introductory allows the writer to firmly establish what they want to accomplish. Sometimes also called the "research question" section, the introductory must clearly state the goals of the paper and the overarching hypothesis guiding the argument. This should be written in a professional yet accessible tone that allows individuals without specializations in the field to understand the text.

This section allows learners to demonstrate their deep knowledge of the field by providing context to existing texts within their chosen discipline Learners review the main bodies of work, highlighting any issues they find within each. Constructive criticism often centers around shortcomings, blind spots, or outdated hypotheses.

Students use this section to explain how they went about their work. While scientists may point to a specific method used to reach conclusions, historians may reference the use of an emerging framework for understanding history to bring new light to a topic. The point of this section is to demonstrate the thought processes that led to your findings.

This section allows for learners to show what they learned during the research process in a non-biased way. Students should simply state what information they gathered by utilizing a specific framework or methodology and arrange those findings, without interpretation, in an easy-to-read fashion.

After providing readers with all the necessary information, the discussion section exists for candidates to interpret the raw data and demonstrate how their research led to a new understanding or contributed a unique perspective to the field. This section should directly connect to the introduction by reinforcing the hypothesis and showing how you answered the questions posed.

Even though the previous sections give prospective degree seekers a better sense of what to expect if they decide to write a thesis during their master's program, they don't necessarily help learners decide whether to pursue a thesis or non-thesis track. The following section highlights some of the reasons students frequently choose to complete a thesis or bypass the process altogether by providing a pros and cons list.

Why a Thesis Program

• Especially when entering a research-heavy discipline, completing a thesis shows prospective schools and employers that you possess the skills needed for researching and writing long-form reports.
• Students hoping to pursue a Ph.D. stand in better stead with admissions panels if they wrote a thesis during a master's program.
• Individuals hoping to enter a field that values syntax and grammar often better their writing skills by completing a thesis.
• Students who write a thesis can submit the final product to various academic journals, increasing their chances of getting published.
• Theses expand students' understanding of what they're capable of, deepen their ability to carry out an argument, and develop their skills in making connections between ideas.

Why a Non-thesis Program

• Because they don't require a significant written product, non-thesis master's tend to take less time to complete.
• Often mirrors a bachelor's program in terms of structure, allowing learners to complete classes and take exams without a great deal of research or writing.
• Students who excel in project-based assignments can continue building skills in this arena rather than focusing on skills they don't plan to use (e.g. research)
• Provides learners the opportunity to work more closely and more frequently with faculty on real-world projects since they don't spend hundreds of hours researching/writing.
• Allows learners to take more classes and gain hands-on skills to fill the time they would have spent researching and writing a thesis.

How to Choose a Master's Program: FAQs

Within some academic disciplines and professional fields, research and writing plays a key role in work done on a daily basis. Because of this, master's programs in these fields require learners to complete theses to compete against peers and be seen as competent in their work. Other disciplines, conversely, rely on other tools to accomplish work and progress ideas – making theses less important.

Yes. Master's programs focused more on application than research typically don't require a thesis – although they may still give students the option. Examples of common non-thesis master's programs include nursing, business, and education.

Even though non-thesis students won't be writing a 100-page paper, that doesn't mean they avoid completing a significant project. In place of a thesis, most applied master's programs require students to take part in at least one internship or complete a culminating project. These projects typically ask learners to take what they learned throughout coursework and create an expansive final project – examples include case studies, creative works, or portfolios.

While students who followed a non-thesis path routinely receive acceptance to Ph.D. programs, those with theses often find the process easier. Even if a learner pursues a Ph.D. in a discipline that isn't research-heavy, admissions panels still want to get a sense of your academic interests and ability to engage in independent, nuanced thought. Students with theses can provide solid proof of these skills, while those without may struggle to demonstrate preparedness as thoroughly.

The answer to this question depends on many factors, but typically it is okay not to do a thesis if you plan to enter a field that doesn't depend heavily on research or writing, or if you don't plan to complete a Ph.D.

Students wanting to work in academic, research, or writing should always opt for the thesis track. They should also follow this path if they have any doctoral degree aspirations.

Ultimately, the decision of whether or not to complete a thesis rests with the individual student. Figuring out how to proceed on this front requires lots of careful consideration, and learners should ensure they consider various aspects before coming to a final decision. The following section helps students consider how they should and should not come to a conclusion.

Dos and Don'ts of Choosing a Thesis or Non-thesis Program

• Consider the longevity of your decision: will you feel the same in 5-10 years or are you making a decision based on current desires?
• Talk to others who with experience in this area. Ask them questions about their decision-making process and if they regret their choice.
• Research potential thesis topics before starting a program. Going in with a game plan can help you feel more confident and settled about the process than if you're scrambling for a topic while in school.
• Reach out to prospective schools to speak with faculty and/or current students following both tracks. This will provide knowledge specific to the school while also expanding your network if you choose to attend there.
• Research Ph.D. entrance requirements to ascertain if the majority expect learners to possess a thesis when applying. This will give you a sense of whether you may experience issues later on if you do not complete one.
• Decide not to complete a thesis simply because you have never taken on such a task and feel overwhelmed or fearful that you will fail.
• Complete a thesis simply because you think it will look good on your resume. Theses require intense devotion over an extended amount of time; learners who complete them without conviction often find the process miserable.
• Forget to research alternatives to writing a thesis. Just because you don't complete a research paper doesn't mean a non-thesis track lacks rigor or challenging coursework.
• Forget to read examples of theses by previous students. If you feel overwhelmed by the task, reading work other people have done can often make the task at hand feel less scary.
• Let yourself off easy by taking the non-thesis path. If you find you have extra time in the program, talk to your advisor about taking more classes, develop meaningful projects for yourself, or see about presenting at an academic conference.

From the Expert

Sudiksha Joshi, Ph.D. is a learning advocate. Her mission is to empower our youth to think bigger, bolder thoughts and forge a career path that will change the world. She taps into her natural curiosity and ability to identify strengths to help students and those in transition find their path from feeling lost in the traditional ways of achieving success to charting their own path. Her work has been featured in Forbes, Huffington Post, Thrive Global, Medium and LinkedIn.

Why might a student decide to follow a thesis track? Why might they follow a non-thesis track?

A student might decide to take a thesis track if she/he wants to pursue a Ph.D. Also, if the students want to focus on careers where research and writing have a strong focus, the students opt for the thesis option. Research assistantships at the graduate level are also more often available to students who opt for the thesis option.

A student who might feel that writing is not one of their strengths might choose to go the non-thesis track. Likewise, a student who has other work commitments may find a non-thesis option more convenient.

Do you have any tips for deciding on a program?

I chose a thesis option because being able to conduct independent research was a big reason to go to graduate school. Also, showing the ability that I could do research was what afforded me research assistantships which meant that my tuition was paid for and I got a stipend that paid for expenses while I was in graduate school. This also allowed me the opportunity to work closely with the faculty mentor that provided me with the support and the accountability I wanted.

I would not recommend taking a non-thesis option if all the degree requires is for you to take courses. You have little to show in terms of your learning other than your grades unless you are already working on something on the side that does that for you and all you need is a certificate.

Opt for a non-thesis option if you can still work closely with a professor or on a project and if you'd rather be involved in multiple projects rather than focus on a single project. If you already have a good (informed) reason for choosing one over the other, go for it.

What's the most important thing to consider when choosing a program?

The most important thing to consider when choosing a program is getting excited about the projects that at least one of the faculty members are involved in. Do some research and see why you are excited about a particular work that at least one of the faculty members have been involved in.

Who should students talk to when considering options?

Students should talk to other students and also reach out directly to the graduate coordinator and even individual faculty members. This means that students should have done prior homework and have some good questions ready. Asking good questions will get you at least halfway through to make the right decision.

• October 15, 2023
• Academic Advice

Thesis vs. Non-Thesis Master’s Programs: Which is Right for You?

UOTP Marketing

Continuing your educational journey within your chosen field is an experience that fosters personal and professional growth. The next milestone in your academic path often involves pursuing a Master’s degree , with options ranging from thesis-based programs to non-thesis alternatives.  Deciding between these two paths is significant as it shapes your academic and career paths.

But how can you decide which is right for you before getting decision fatigue?

Let’s explore the difference between thesis vs. non-thesis Master’s programs, their unique characteristics, and reasons for choosing one or the other. 

Do You Have to Write a Thesis for Your Master’s Program?

Whether you have to write a thesis for your Master’s program depends on the specific requirements of the program you’re enrolled in. It’s important to note that while not all Master’s programs require writing a thesis, a significant number of them do.

What is a Thesis vs. Non-Thesis Master’s Program?

A thesis Master’s program involves completing a large research project spanning over several semesters. Students are expected to conduct original research on a specific topic under a faculty advisor’s guidance, culminating in a thesis likely to be published. Completing and defending the thesis is a crucial part of the degree requirement.

A non-thesis Master’s program doesn’t involve a specific research focus but rather a more coursework and practical experience, allowing students to gain specific skills and knowledge applicable to their field of study. After completing their program’s core course requirements, students can choose any of the electives to meet their degree requirements. Depending on the institution, you may be required to do a Master’s Degree Capstone project, including reviewing previous courses, a comprehensive exam, or a summary project. 

Why Choose a Thesis Master’s Program?

Thesis Master’s programs offer several advantages, be that contributing to new findings in your field, close collaboration with professors and researchers, and standing out to potential employers with your abilities to work independently and analyze complex issues. However, the primary advantages are:

Research Experience

Thesis programs allow you to conduct extensive research on a specific topic that piques your interest.  This way, you’ll gain expertise and a comprehensive understanding of the subject matter. 

Academic Growth 

Writing a thesis helps sharpen your critical thinking, analytical, and writing skills. It also challenges you to think independently, analyze a large amount of data, and draw meaningful conclusions. Furthermore, it prepares you for doctoral studies, familiarizing you with the rigor of independent research and equips you with the necessary skills to succeed.

Why Choose a Non-Thesis Master’s Program?

Non-thesis master’s programs also come with numerous advantages for students, including flexibility in scheduling, a range of career opportunities, shorter competition time, etc. Here are the main advantages: 

Non-thesis programs prioritize coursework, fostering the development of practical skills and their real-world application. This approach enables you to actively engage in hands-on learning experiences highly sought after in today’s job market. Critical thinking, communication, problem-solving, and leadership abilities are some of those skills.

Suitability for Professionals

Another advantage to pursuing a non-thesis Master’s program is that it doesn’t take as much time as the thesis Master’s programs. That way you can enter the workforce faster. It’s also well-suited for professionals already established in their field who are seeking to further their education and advance in their careers. 

The Academic and Career Outcomes of Thesis vs. Non-Thesis Master’s Programs

The academic outcomes for the thesis Master’s program graduates involve preparation for Ph.D. programs , opening doors to advanced research and specialized roles in research institutions. This provides solid research skills and helps them publish their work. Common career paths for graduates include research positions in academia, government, or private sectors. Some also pursue teaching careers in colleges and universities. Degree programs that usually require a thesis include sciences, social sciences, engineering, and humanities (history, philosophy, and language studies).

Non-thesis Master’s program graduates typically achieve academic outcomes focused on mastering practical, directly applicable skills within their field. While these programs are more career-oriented, graduates can still pursue a Ph.D. They can benefit from diverse career options in different settings and find employment in managerial, administrative, or specialized roles in their field. Degree programs that don’t usually require a thesis are business, education, healthcare administration, IT management, etc.

Thesis vs. Non-Thesis Master’s Programs, That is the Question 

With their abundance of advantages, choosing between the two can be pretty tricky. So, let’s compare thesis vs. non-thesis Master’s programs and help you make an informed decision. 

Personal and Career Goals

A thesis Master’s program is ideal if you’re interested in furthering in academia and want to pursue a Ph.D ., as these programs can provide the necessary tools to enhance your credentials for research-based careers. Meanwhile, a non-thesis Master’s program will suit you better if you’re seeking to gain practical skills to integrate into the industry immediately, as they can include practical projects or internships according to industry demands. 

Time and Financial Considerations

Thesis Master’s programs can extend the duration of your studies, as researching, writing, and defending the thesis can take several semesters to complete and can cause financial strain due to additional costs like lab fees and materials. In contrast, non-thesis ones can help you enter the job market promptly as they are shorter, allowing you to save time and money.

Interested in pursuing a degree?

Fill out the form and get all admission information you need regarding your chosen program.

This will only take a moment.

Message Received!

Thank you for reaching out to us. we will review your message and get right back to you within 24 hours. if there is an urgent matter and you need to speak to someone immediately you can call at the following phone number:.

By clicking the Send me more information button above, I represent that I am 18+ years of age, that I have read and agreed to the Terms & Conditions and Privacy Policy , and agree to receive email marketing and phone calls from UOTP. I understand that my consent is not required to apply for online degree enrollment. To speak with a representative without providing consent, please call +1 (202) 274-2300

• We value your privacy.

Field of Study and Program Requirements

When deciding between a thesis and a non-thesis Master’s program, a crucial element to take into account is the field of study and the program’s specific requirements. A thesis Master’s program is better suited for those pursuing research-oriented fields, while a non-thesis program is a more fitting choice for individuals with a strong focus on their career. Furthermore, program requirements for thesis programs require substantial research to culminate in a thesis, whereas non-thesis ones require capstone projects, internships, or comprehensive exams. 

Switching from a Non-Thesis to a Thesis Master’s Program, or Vice Versa

Switching from a non-thesis to a thesis Master’s program, or vice versa, is possible in many institutions, although the process and requirements may vary. Switching from a non-thesis to a thesis program generally requires getting approval from the academic advisor or department, completing additional research methodology classes, finding a thesis advisor, and applying to the thesis program. 

Switching from a thesis to a non-thesis Master’s program requires having at least a 3.0 GPA, getting approval from the academic advisor, transferring credits of research methodology classes, and formally applying to the thesis program.

Choosing between a thesis and a non-thesis Master’s program ultimately depends on your career goals, research interests, and personal preferences. Thesis programs provide a robust foundation for research-oriented careers and advanced studies, while non-thesis programs offer practical skills tailored for immediate industry integration. Regardless of your choice, both paths offer unique advantages, ensuring you gain the knowledge and skills needed to thrive in your chosen field. 

Frequently Asked Questions (FAQs):

What is the difference between a thesis vs. non-thesis master’s program.

The key difference between a thesis and a non-thesis Master’s program is that thesis Master’s programs require original research and completion of a thesis, whereas non-thesis ones focus on coursework and practical experiences. 

Do I have to write a thesis for a Master’s program?

If you’re pursuing a research-oriented Master’s degree in sciences, engineering, social sciences, humanities, etc., you’ll probably have to write a thesis. Whereas, if you’re pursuing a Master’s degree in education, business healthcare administration, or IT management, you’re more likely not to have to complete a thesis. 

Is a thesis required for all Master’s degree programs?

Although a thesis isn’t required for all master’s degree programs, many programs require one.

What should I consider when deciding between a thesis and non-thesis program?

There are several factors to consider when choosing between a thesis and a non-thesis Master’s program, including your career goals, interest in research, duration of studies, personal strengths and preferences, cost, and program requirements.

Are there any financial and duration differences between thesis and non-thesis Master’s programs?

There can be financial and duration differences between thesis and non-thesis Master’s programs. Thesis programs can be more expensive as you’ll have to spend additional resources on materials, lab fees, and data collection. In contrast, the main cost for non-thesis programs is tuition fees, which can be slightly lower. Furthermore, thesis programs require additional time to conduct research, write, and defend the thesis. In contrast, non-thesis programs allow students to earn the degree in a shorter period. 

Why should I choose a thesis Master’s program?

You should choose a thesis Master’s program if you’re interested in a research-heavy discipline and want to showcase your knowledge and expertise in an evidence-based, thorough thesis. 

Why should I choose a non-thesis Master’s program?

You should choose a non-thesis Master’s program if you want to enter the workforce earlier, don’t want to spend several semesters collecting data, and want to focus more on application than research.

Can non-thesis Master’s graduates still pursue doctoral studies later?

Yes, non-thesis Master’s graduates can still get accepted into a doctoral program. However, thesis Master’s graduates can go through the process more efficiently, as admissions panels want to gain insight into your academic interests and ability to engage in nuanced thought.

Share it with your friends!

Explore more.

Accounting vs. Finance Degree: Which Major to Choose?

12 Important Bookkeeping Skills You Need for a Successful Career

Recent resources.

What Can You Do With a Hospitality Management Degree? Best Hospitality Careers

What Can You Do with an International Studies Degree [2024]

9 Benefits of Learning a Second Language

Associate’s vs. Bachelor’s: Which One To Choose?

INTERESTED IN LEARNING MORE?

Chat with an Admissions Officer Now!

• Associates Degree
• Bachelors Degrees
• Masters Degrees
• Doctoral Degrees
• Faculty & Staff
• Accreditation
• Student Experience

QUICK LINKS

• Admission Requirements
• Military Students
• Financial Aid

Request More Information

Ohio State nav bar

The Ohio State University

• BuckeyeLink
• Find People
• Search Ohio State

Thesis/Non-Thesis Options

The M.S. in Nursing student selects, in consultation with and approval of the advisor, a program of study within an approved M.S. in Nursing specialty track.  The student should make an early decision regarding the thesis or non-thesis option.  Both options follow the guidelines of the Graduate School. The thesis option requires conducting a research study.  The non-thesis option requires taking a comprehensive examination in the semester the student expects to graduate. For either option, students must also complete a minimum of 30 graduate level semester credit hours to be eligible for graduation.

Thesis option

The student following the thesis option must complete the required number of hours in the program of study in a specialty track and write a thesis based on a completed research study.  The student’s advisor usually chairs the thesis committee and provides primary oversight of the student’s thesis research.  The format of the thesis must conform to requirements described in the Graduate School Guidelines for Preparing Theses, Dissertations, and D.M.A. Documents (Part III of the Graduate School Handbook), and students should consult the publication “Human Subject Program Guidelines” published by the university.  A copy of the final thesis must be submitted electronically as a PDF document to OhioLink, the Ohio Library and Information Network, the Graduate School, the student’s advisor, and the Student Affairs Office in the College of Nursing.  For further technical information concerning the thesis, students should contact Graduation Services in the Graduate School at 292-6031.

The student should gain approval from the advisor at all stages of the thesis.  The thesis is designed, implemented, and written by the student with the guidance of the thesis advisor; it is approved by the advisor and the M.S. in Nursing Thesis Examination Committee.  After the thesis is written, the student must submit copies of the complete, typed draft of the thesis and abstract to each member of his or her Thesis Examination Committee.  The draft of the thesis must be approved by the committee members before the student may schedule the oral defense of the thesis.

The oral defense is scheduled after all Thesis Examination Committee members have read the thesis.  The advisor is responsible for coordinating the oral defense according to the following guidelines:

• Only the Thesis Examination Committee members and the student attend the defense.
• The defense must be scheduled to meet the examination deadline set by the Graduate School.
• The defense is not to exceed two hours in length.
• The final decision is made in the absence of the student but is announced to the student prior to the end of the defense meeting.

If one or more Thesis Examination Committee faculty evaluate the defense as Unsatisfactory, the student fails the defense and is required to revise the thesis and to schedule a repeat defense meeting in compliance with the guidelines of the Graduate School and requirements of the Thesis Examination Committee. A second failure of the defense will result in dismissal from the M.S. in Nursing program. Additional information regarding Review and Appeal processes is located in the Graduate School Handbook.

• The advisor informs the student and the College of Nursing Graduate Studies Committee of the Thesis Examination Committee decision. Each committee member submits a grade for the student’s examination via gradforms.osu.edu.

Non-thesis option

The non-thesis option for a M.S. in Nursing student consists of a comprehensive examination that must include a written portion and may include an oral portion. The purpose of the comprehensive Master’s in Nursing examination is to test the ability of students to synthesize knowledge acquired throughout the course of nursing graduate study.  The written portion may be in the form of examination or a substantial paper or project appropriate to the discipline and consistent with best practices in the field. The oral portion, if scheduled, must take place during announced university business hours, Monday through Friday.

The following guidelines apply for the non-thesis (comprehensive examination) option:

• Students consult with their advisors to determine their readiness for the examination, areas to be included, and preparation.
• Students must take the exam the semester or summer session in which they graduate.  The exam is usually scheduled for around mid-semester. Students completing two specialties must take the comprehensive exam when they have completed both specialties.
• Examinations are scheduled by the College of Nursing Graduate Studies Chairperson who notifies students of the timing and other logistical arrangements for the examination.
• Areas of the examination address the content of required coursework based on questions developed by specialty track faculty.
• Where applicable and as included in examination instructions, students are expected to cite appropriate authors of major works in nursing and in students’ areas of specialization.
• All students must complete their examination by computer.
• The student’s advisor serves as the first reader of the Comprehensive Examination Committee. A second reader is recommended by the Specialty Track Director and approved by the Graduate Studies Committee Chairperson. The examination readers independently evaluate the examination. An oral component for the examination may be scheduled by the Comprehensive Examination Committee for the student to clarify written examination responses.
• If one or more Thesis Examination Committee faculty evaluate the defense as Unsatisfactory, the student fails the defense and is required to revise the thesis and to schedule a repeat defense meeting in compliance with the guidelines of the Graduate School and requirements of the Thesis Examination Committee. A second failure of the defense will result in dismissal from the M.S. in Nursing program. Additional information regarding Review and Appeals processes is located in the Graduate School Handbook.
• The advisor informs the student and the College of Nursing Graduate Studies Committee Chairperson of the decision of the Comprehensive Examination Committee decision. Each committee member submits a grade for the student’s examination via gradforms.osu.edu.

https://gradsch.osu.edu/completing-your-degree/dissertations-theses

Writing a Thesis for Nursing School

NurseJournal.org is committed to delivering content that is objective and actionable. To that end, we have built a network of industry professionals across higher education to review our content and ensure we are providing the most helpful information to our readers.

Drawing on their firsthand industry expertise, our Integrity Network members serve as an additional step in our editing process, helping us confirm our content is accurate and up to date. These contributors:

• Suggest changes to inaccurate or misleading information.
• Provide specific, corrective feedback.
• Identify critical information that writers may have missed.

Integrity Network members typically work full time in their industry profession and review content for NurseJournal.org as a side project. All Integrity Network members are paid members of the Red Ventures Education Integrity Network.

Explore our full list of Integrity Network members.

Are you ready to earn your online nursing degree?

Writing a thesis presents an opportunity for graduate students to conduct scholarly inquiry, with the potential of publishing their finished paper. A thesis requires nursing students to identify a problem in nursing, and review academic literature while developing advanced research skills. Thesis advisors and committees guide students from the proposal phase to the final oral defense, a process that spans about two semesters.

Not every nursing student is required to complete a thesis. Some nursing programs offer a non-thesis option, in which candidates complete a final capstone project or oral examination on topics such as nursing theories and clinical practices.

The thesis process and requirements vary by school. Ohio State University’s master of science in nursing program’s final examination includes oral and written portions.

Want to know what to expect during the thesis process? Read on to learn how you can choose a thesis topic and orally defend your paper.

Choosing Your Nursing Thesis Topic

Nursing students must choose a thesis topic before they begin the research and writing process, typically within the first two terms of nursing school. A solid thesis must present an original argument, manageable research scope, and worthy academic pursuit. A thesis advisor or research professor will help to guide each student through the process of choosing a topic.

In the conceptual phase, candidates research potential thesis topics based on their interests within their nursing specialty. Students may start with a broad topic such as obesity and weight management, depression, or cardiovascular disease. To narrow their thesis argument, graduate students might focus on racial or ethnic groups, socio-economic issues, or current events.

After settling on a topic, students draft and submit a thesis proposal to an advisor or committee chair. Once this proposal has been approved, students can begin the formal work on his or her approved thesis topic.

While graduate students must complete a thesis to fulfill the requirements of a master’s degree in nursing, the thesis process also offers a chance for future nurses to immerse themselves in current academic literature and collaborate with fellow graduate students, faculty, and professors. A thesis can also serve as the foundation for doctoral studies. A thesis at the doctoral (PhD) level is called a dissertation.

Completing Your Nursing Thesis

Brainstorming a thesis topic begins as early as the first semester of a master’s in nursing program. The formal thesis process, which typically spans multiple terms, does not take place until the student’s final year, usually during the last term.

Thesis requirements vary by school, and students must meet specific deadlines and take prerequisite courses beforehand. At the University of Texas-Houston’s School of Nursing , candidates take a public health class before they submit a thesis proposal.

Future nurses work under the guidance of a thesis committee and advisor. The experience of writing a thesis trains students in original investigation, data collection, implementing research design, and public speaking. Candidates also learn to flex their analytical thinking skills and master a specific area of nursing as they develop the ability to analyze and draw conclusions through data.

At a program’s conclusion, students submit their thesis as a bound manuscript or electronic file. In addition to submitting a written report, students orally defend their final thesis in front of the committee. Many graduates also submit their manuscripts for publication.

Presenting Your Nursing Thesis

Graduate students generally orally defend their proposal and present their completed thesis in front of their committee. This committee also includes the thesis mentor, a faculty member specializing in the nursing discipline of their scholarly inquiry. There are generally 3 total committee members on a thesis committee.

Fellow graduate students or consultants outside of the college may attend presentations, if the process is open to the public. Otherwise, the thesis defense remains a private session, with students presenting their findings. The oral examination of the thesis takes up to one hour, but can last longer depending on how many questions the committee has for the student.

During that time, the committee evaluates the thesis based on how the research experience has shaped the student’s graduate education and the findings’ significance to the nursing field. When the exam concludes, the committee either accepts or rejects the thesis defense.

How is a Nursing Thesis Graded?

Nursing schools rely on each committee to formally grade each product in the thesis process. Some graduate nursing students may receive a letter grade, while other nursing schools adhere to a “pass” or “fail” policy.

To determine a grade, the committee assesses the thesis based on set criteria. Committee members look at the project’s key components, including the statement of purpose, literature review, research methodology, analysis, findings, and implications. The process and grading criteria for the thesis process can be found in the school’s graduate handbook. Most of these handbooks are published online for student review.

The thesis must identify significant issues or service gaps in nursing and present them in a concise and coherent fashion. Candidates must support all findings and analysis by research and explain the implications for healthcare.

The oral defense also factors into the grade. The committee grades the defense based on the quality of the student’s presentation, taking into consideration if the student spoke clearly and presented a logical and well-organized argument.

What is the Difference Between a Nursing Thesis and a Capstone?

A nursing thesis and a capstone demonstrate the student’s comprehensive knowledge and educational journey. Graduate students in a non-research track may have the choice of completing a clinical project. Doctoral of Nursing ( DNP ) students complete a capstone project.

Graduate-level nursing students work on an original scholarly inquiry during their thesis, while undergraduates recap their cumulative learning experience. The thesis process, which includes completing nursing courses and writing a proposal, takes place over the entire program.

Learn more about the difference between a thesis and capstone project on this page .

Reviewed by:

Whether you’re looking to get your pre-licensure degree or taking the next step in your career, the education you need could be more affordable than you think. Find the right nursing program for you.

You might be interested in

HESI vs. TEAS Exam: The Differences Explained

Nursing schools use entrance exams to make admissions decisions. Learn about the differences between the HESI vs. TEAS exams.

10 Nursing Schools That Don’t Require TEAS or HESI Exam

For Chiefs’ RB Clyde Edwards-Helaire, Nursing Runs in the Family

Jump to navigation

The Department of Nursing

• Department of Nursing
• Nursing B.S.

Direct Entry to Master of Science in Nursing Program for Non-Nursing Majors

• Direct Entry Doctor of Nursing Practice
• Doctor of Nursing Practice
• Postgraduate Doctor of Nursing Practice
• Postgraduate APRN Certificate
• Success Stories
• Student Opportunities
• Appletree Bay Primary Care

College of Nursing and Health Sciences

Program Overview

If you have a non-nursing bachelor’s degree and a passion for healthcare, the Direct Entry to Master of Science in Nursing program is an accelerated pathway to a career in nursing. This full-time program builds on your undergraduate experience and prepares you for licensure as a registered nurse with an advanced nursing education.

Start working as a nurse in one year

• After completing the one-year in-person pre-licensure year and successfully passing the NCLEX-RN exam, you can practice as a registered nurse (R.N.) in Vermont or in a Nurse Licensure Compact (NLC) state.
• Advance your career while you work as a nurse and complete your master's in nursing online.

Choose your passion

While earning your master’s in nursing, you'll develop advanced clinical expertise through a combination of lectures, simulation labs, seminars, and experiential learning.

As you progress through the program, you’ll choose a specialty area you’re passionate about and earn a master’s micro-certificate, a 9-credit intensive, in an area of interest. Some options include: 

• Business Leadership
• Integrative Health and Wellness Coaching
• Public Health (Epidemiology, Public Health Informatics, Public Health, Health Equity, Global Health, Climate Change and Human Health, Health Services Administration and Health Policy and Law)
• Trauma-Informed Care

Why a master’s in nursing at UVM?

• 100% NCLEX pass rate in 2023, well above the national average of 87%.
• 98% of UVM graduates are employed or continuing their education within 6 months of graduating.
• UVM’s master’s in nursing is one of the few programs that allows you to receive an advanced nursing degree with specialization through micro-credentialing.
• Gain hands-on clinical experience within the University of Vermont Health Network.

Fill the need for more nurses

In Vermont alone, over the next seven years, there's a pressing need to almost double our current nursing workforce to keep up with demand. This demand is echoed nationwide.

Embark on a journey towards rewarding and fulfilling employment by joining our direct entry master’s in nursing program. Become a registered nurse within just one year, then advance into a master's program in nursing tailored to your specific needs.

Students must be able to commit to the first year of in-person learning and the second year online.

Students develop proficiency in clinical skills, including nursing procedures, clinical decision-making, and nursing concepts through 675 hours of hands-on experience.

This prelicensure year culminates with the NCLEX-RN exam and licensure to work in Vermont while completing the two-year master’s degree.

Fall (12.75 credits)

• GRNS 5130: Pathophysiology - 3 credits
• GRNS 5280: Pharmacology - 3 credits
• GRNS 6020: The Science of Nursing: Across Life I - 3 credits
• GRNS 6030: Practicum: Adults Lifespan I - 3.75 credits, 225 clinical hours

Spring (15.5 credits)

• GRNS 5320: The Science of Nursing: Children - 3 credits
• GRNS 6000: Professional Nursing Issues - 2 credits
• GRNS 6120: The Science of Nursing: Adult Lifespan-II - 2 credits
• GRNS 6050: Practicum: Complex Nursing Care of Adults - 2.5 credits, 150 clinical hours
• GRNS 6060: The Science of Nursing: Mental Health - 3 credits
• GRNS 6080: The Science of Nursing: Gyn Care & Family - 3 credits

Summer (6 credits)

• GRNS 6303: Compassionate Care for Nurses - 2 credits
• GRNS 6090: Practicum: Women and Newborns - 1.25 credits, 90 clinical hours
• GRNS 6070: Practicum: Mental Health - 1.5 credits, 120 clinical hours
• GRNS 6110: Practicum: Children - 1.25 credits, 90 clinical hours
• ATI 3-day Intensive NC

Total: 34.25 credits, 675 clinical hours

Year Two and Beyond

Students progress into the master’s core curriculum and earn a micro-certificate or a 9-credit cognate intensive (CI) in an area of interest.

With options ranging from public health, education, and integrative health to business leadership and trauma-informed care, your program will foster the development of niche skills that are increasingly vital in today's complex healthcare.

Courses are offered with participating faculty from the Department of Nursing, Department of Rehabilitation and Movement Science, Larner College of Medicine, College of Engineering and Mathematical Sciences, College of Education and Social Sciences, and the Department of Mathematics and Statistics.

Fall (11 credits)

• GRNS 6300: Advanced Concepts in Health Assessment, Pathophysiology, and Pharmacology - 5 credits
• STAT 5000: Biostatistics - 3 credits
• GRNS 6210: Professional Role Development - 3 credits

Spring (6 credits)

• GRNS 6301: Research, Quality Improvement Methods & Evidenced Based Practice - 3 credits
• GRNS 6302: Quality and Informatics in Healthcare - 3 credits

Summer (5-7 credits)

• GRNS 6240: Nursing Theory - 2 credits
• GRNS 6303: Compassionate Care for Nurses [if not taken in PL year] - 2 credits
• mCGS/Intensive cognate - 3 credits

Fall (7-10 credits)

• GRNS 6590: Master's Project and Thesis Seminar - 1 credit
• GRNS 6304: Planetary Health for the Health Care Provider - 3 credits
• GRNS 6391: Master's Thesis Research - 3 credits
• Comprehensive Exam

Spring ( 9 credits)

• GRNS 6391: Master's Thesis Research - 3 credits OR GRNS 6392: Master's Project - 3 credits
• GRNS 6305: Transformational Leadership in Nursing - 3 credits

Total: 38-41 credits

Clinical Placements

The first year of the direct entry M.S. in Nursing program is completed in person at UVM in Burlington, Vermont. There are opportunities for clinical placements within the University of Vermont Health Network in Burlington and across the state.

The application deadline is May 31, 2024.

Prerequisites

This program is designed for non-nursing majors who hold a bachelor's degree in a non-nursing field and wish to become highly skilled and compassionate nurses with advance nursing knowledge.

Students applying to the program must have completed undergraduate-level coursework, with a minimum GPA of 3.0, in Anatomy and Physiology I/II, Microbiology, Nutrition, and Statistics.

If you need prerequisites, please visit UVM Professional and Continuing Education and explore the Pre-MEPN track for courses and additional information.

Frequently Asked Questions

Is this a Master’s Entry Program in Nursing (MEPN)?

Yes. The accelerated program to receive your M.S. in Nursing is commonly known as a Master's Entry Program in Nursing, or MEPN.

Is this an online direct entry M.S.N program?

The program is a hybrid of in person and online learning. You’ll need to commit to the first year in person and after that can complete your master’s degree online. The degree you’ll receive is a Master of Science (M.S.) in Nursing which is comparable and prepares students at the same level of competency as an M.S.N, according to the American Association of Colleges of Nursing.

Is this program for me if I already have a nursing degree and want to gain a master’s degree?

This master’s degree is also designed for registered nurses with a bachelor’s degree looking to gain an advanced specialization in a particular area.  It also provides a seamless transition into the Doctor of Nursing Practice program for students wanting to progress to their terminal degree in nursing practice. Reach out to our program advisors to learn more about whether this program is a fit for you.

How does this program compare to other direct entry M.S. in nursing or M.S.N. programs for non-nursing majors?

Other schools in the region, including John Hopkins School of Nursing and Columbia University, provide the opportunity for individuals with bachelor's degree in a non-nursing field to become nurses, but few provide the opportunity to receive an advanced nursing degree with specialization through micro-credentialing. UVM’s M.S. in Nursing program is also more affordable than most programs in the Northeast.

Though many schools offer a Master of Science in Nursing (M.S.N), UVM’s program degree is a Master of Science (M.S.) in Nursing to keep with university degree naming policy. An M.S.N. and an M.S. in Nursing are comparable and prepare students at the same level of competency, according to the American Association of Colleges of Nursing.

Information Sessions

Attend an information session to learn more. 

Next session:

• Wednesday, April 24 at 5 PM

Email [email protected] to register.

"I had never heard of a direct entry program, but I liked the idea of being able to work as an RN while continuing my education as a provider. Gaining nursing skills along the way will make me a well-rounded provider who has formidable diagnostic skills but also takes patients’ mental, emotional, and spiritual health into consideration." - Shane

Ready to Get Started?

Request information , type of degree.

Master’s Entry Program in Nursing (MEPN)

School or College

Area of study, program format, credit hours to graduate.

72.5 to 75.25

Length of Program

2 to 3 years

Next Start Date

For tuition information, visit the UVM Student Financial Services website.

Pursuing a non-thesis master’s degree: Is it worth it?

When navigating the world of master’s programs, the plethora of choices can be bewildering. For instance, prospective candidates often grapple with questions regarding the nature and value of non-thesis master’s degrees. To demystify these programs and provide clarity, delve into this guide to gain insights into commonly asked questions about non-thesis master’s degrees and equip yourself with the knowledge needed to determine whether such a program aligns with your academic and career goals.

What is a non-thesis master’s degree?

The difference between non-thesis and thesis master’s degrees, how common are non-thesis master’s degree, the length of a thesis vs. non-thesis master’s degree, reasons to pursue a non-thesis master’s degree, how to decide whether a non-thesis master’s degree is right for you.

A non-thesis master’s degree, also known as a coursework-based master’s degree, is a graduate program where students typically do not need to complete a research-based thesis as a requirement for graduation.

These programs are often more focused on coursework, examinations, projects, or practical experience.

Instead of conducting original research and writing a thesis, students in non-thesis master’s programs primarily take courses and complete a set number of credits or specific coursework.

Non-thesis master’s programs are common in various fields, especially in disciplines where practical skills and knowledge are more important than conducting independent research. For example, non-thesis master’s programs are often found in business administration (MBA), education (M.Ed.), public administration, healthcare administration, and some engineering and technology-related fields.

A non-thesis master’s degree can be definitely worth it is you are aware of the differences and decide that this option best fits to your ambitions, learning style and future career prospects.

A non-thesis master’s degree can undoubtedly be worth it, provided that you are well-informed about the distinctions between program types and have carefully concluded that this option aligns with your aspirations, preferred learning approach, and the potential pathways it offers for your future career.

In contrast to a non-thesis master’s degree, thesis-based master’s programs require students to conduct original research, write a thesis based on their research findings, and defend their thesis in front of a committee of faculty members. The choice between a thesis and a non-thesis master’s program often depends on the goals and career aspirations of the student and the requirements of the specific program or institution.

It’s crucial to understand that a thesis-based master’s degree isn’t exclusively tailored for those aspiring to enter academia or pursue a Ph.D. In fact, a significant majority of individuals pursuing a master’s program that includes a thesis ultimately find their paths in various professional fields.

Engaging in a thesis offers a unique opportunity to delve deeply into a specific subject, foster independence in research, and gain invaluable experience in project management. It involves conceiving an idea, structuring a project, and executing it, reflecting a multifaceted skill set.

A thesis-based master’s degree serves as a testament to one’s complex analytical thinking, as well as their unwavering determination.

However, it’s important to note that this does not imply that non-thesis master’s degrees are inherently inferior or misguided choices. The decision to pursue a non-thesis program should be a well-considered one, grounded in a thorough assessment of your personal motivations and objectives.

Non-thesis master’s degrees vary in prevalence across different regions. In many European contexts, for instance, most master’s programs tend to culminate with a more extensive project that necessitates original research. However, internships and practical projects also hold a stronger presence in many programs.

Furthermore, the prevalence of non-thesis master’s degrees is significantly influenced by the academic discipline in question. For instance, these degrees are more commonly found in fields like business and education as compared to social sciences or humanities.

Non-thesis master’s programs are designed to equip students with practical skills and knowledge that can be immediately applied in a professional context, as opposed to focusing on original research. In several European countries, these programs may be referred to as “professional” or “applied” master’s degrees, emphasizing practical training and real-world experience.

Additionally, in some contexts non-thesis master’s programs might maintain a research-oriented element, where students are expected to complete a final project or a capstone experience that could involve some original research or data analysis, albeit usually less extensive than a traditional thesis.

In general, non-thesis master’s degrees are relatively less prevalent, and their particular structure and prerequisites exhibit variations not only between countries but also among different universities.

Consequently, conducting comprehensive research to comprehend the specific program requirements and expectations is of paramount importance prior to applying.

It is erroneous to assume that a non-thesis master’s degree requires less time to complete than a master’s program with a thesis component.

It’s essential not to conflate thesis and non-thesis master’s degrees with one-year or two-year master’s programs . In fact, many one-year programs do incorporate a thesis component.

Thus, if your primary goal is expediency and obtaining a degree within a shorter timeframe, the question of whether to pursue a non-thesis master’s degree may not be the most relevant one to consider.

Pursuing a non-thesis master’s degree can offer unique advantages for individuals with diverse career goals and learning preferences:

• Interest in practical and applied knowledge: Non-thesis programs often emphasize practical, hands-on knowledge that can be immediately applied in real-world scenarios.
• Leadership development: Many non-thesis degree programs place a stronger focus on leadership skills, preparing students for roles where practical skills are essential in leading projects or teams.
• Broadening career opportunities: Some fields, like business and education, highly value practical skills and knowledge, and a non-thesis master’s can open doors to a wider range of career opportunities.
• Balancing work and study: For individuals who are working professionals or have other commitments, non-thesis programs can be more accommodating in terms of managing work-study balance.
• Lack of interest in research or academic writing: Some students may simply prefer coursework over extensive research and thesis writing, finding non-thesis programs a better fit for their academic and career goals.

Choosing the ideal master’s degree program is a significant decision, and it’s essential to align your academic journey with your aspirations. Pursuing a non-thesis master’s degree presents distinctive benefits that cater to a wide range of career objectives and learning styles. To make an informed choice, ponder the following questions:

• What are your career goals and aspirations? Think about the specific roles or industries you want to work in after completing your master’s degree.
• Do you enjoy research and academic writing? Consider your preferences for in-depth research and thesis writing as some programs require these components.
• Do you value practical, real-world experience? Assess whether you prioritize hands-on learning and the application of knowledge in practical settings.
• What are the specific industry requirements in your field of interest? Research whether non-thesis or thesis-based programs are more aligned with the expectations of your desired industry.
• What is your learning style? Reflect on your preferences for coursework, projects, and presentations versus extensive research and academic writing.
• What type of assessment methods do you find engaging? Determine if you enjoy diverse evaluation methods, such as projects, presentations, and coursework, or if you prefer a single research-based project.

Master Academia

Get new content delivered directly to your inbox.

Subscribe and receive Master Academia's quarterly newsletter.

10 tips for engaging your audience in academic writing

The best online courses for phd researchers in 2024, related articles.

10 reasons to do a master’s degree right after graduation

10 amazing benefits of getting a PhD later in life

100 things to do before university starts

Ten reasons NOT to pursue an academic career

Get our weekly advice

Keep up-to-date with the latest advice from Abound Grad School.

What to Think About When Choosing Between a Thesis & Non-Thesis Master’s Degree

When choosing a graduate program, you’ll find that you may have to decide between pursuing either a thesis or non-thesis master’s degree. Although employers do not consider which you choose during the hiring process, your decision can significantly impact the skills you acquire in your academic career. 

What Is the difference?

A non-thesis master’s degree focuses on coursework . Students are immersed into projects and learning environments that help strengthen their knowledge in their field. Similar to undergraduate programs, a non-thesis program is structured around assignments, group and individual projects, and exams. Research may be included somewhere in the program, but it is primarily focused on helping students achieve skills that will help them become more successful in their careers. This degree path typically has more courses than a non-thesis degree but can be completed in a shorter amount of time.

A thesis master’s degree is more research intensive. Students who aim to work on a thesis can expect to do more reading and writing as they specialize their knowledge. The coursework is generally centered around preparation for a final thesis, building their skills in research, data collection, analysis, and writing. Professors act more as guides and advisors who help students clarify their goals and aid in their research projects and thesis development. Master’s theses are a great primer for anyone looking to pursue a Ph.D., as research skills will be crucial in the development of a dissertation.

Which One Should You Choose?

Ultimately, there is no right or wrong degree path. Both degrees offer a quality education that can help you excel. One thing to consider when deliberating is why you’re pursuing your graduate degree. If you’re going back to college to help you change fields or get to that next level of your career, a non-thesis master’s degree can help you get there. If you want to dive into a career in research and development or pursue a Ph.D., a thesis master’s degree may be more worthwhile. 

Another thing to consider is your learning style. What methods of learning do you enjoy more? If you thrive in group projects and assignments, a non-thesis degree may be more efficient in helping you retain information. For those of you independent thinkers who love to dive deeply into subjects, you might relish in the idea of the research needed in the production of a thesis. Think about what type of academic environment will motivate you to earn your degree. 

Here are 7 questions that you can ask yourself to help you decide:

• What are my career goals?
• Where do I see myself in 5 to 10 years?
• What motivated me to pursue a master’s degree in the first place?
• What are my plans after graduation?
• Do I want to learn in a classroom setting, or do I want to be more independent?
• Am I interested in learning about research?
• How much writing do I want in my program?

If you have any questions or want to learn more about what each program has to offer, reach out to your school’s faculty and admissions officers. After all, the most important thing about a program isn’t the name of the degree, but what you gain from it.

Ultimate Guide to Grad School Applications

How to Choose a Grad Program as an International Student

How to Network in Graduate School

Home > College of Nursing > Nursing Student Scholarship and Creative Works > Nursing Graduate Theses and Dissertations

Nursing Graduate Theses and Dissertations

A collection of Nursing Masters Theses and Doctoral Dissertations.

Theses/Dissertations from 2023 2023

Racial Discrimination, Social Support and Psychological Distress among Black Pregnant Women , Camilla Carey

The Associations Among Racial Discrimination, Perceived Stress and Birth Satisfaction Among Black Women , Amanda de la Serna

A Digitally Enhanced Virtual Cognitive Behavior Skill Building Intervention to Reduce Parent Stress and Family Obesogenic Behaviors , Sharlene Smith

Mother-Father Relationship and Perceived Stress among Black Pregnant Women: A Mixed Methods Approach , Jenna Wheeler

Theses/Dissertations from 2022 2022

Nurse Managers' Patient Safety Communication , Christine Deatrick

Exploration of the Oral Microbiome in Non-Ventilated Hospitalized Patients , Kimberly Emery

Social Support and Empowerment Among Caregivers of Children with Asthma , Lauren Lebo

Theses/Dissertations from 2021 2021

Factors Associated with Resilience and Sense of Coherence in Adult Transgender Persons: Identifying Predictors to Reduce Health Disparities in a Vulnerable Population , Jake Bush

Cognitive Rehearsal, Self-efficacy, and Workplace Incivility Among Baccalaureate Nursing Students , Alina Diaz-Cruz

Survivors of Human Trafficking: Reintegration into the Community and Society , Charrita Ernewein

Remembering to Resume: Using Simulation-based Education to Teach Nursing Students to Manage Interruptions , Peggy Hill

First Impressions of the Bedside Nurse From the Patient Perspective , Sharon Imes

The Influences of Generational Membership and Practice Environment on Nurse Manager Job Satisfaction , Angela Keith

Knowledge and Attitudes of Nurse Practitioner's Assessment of Adults with Signs and Symptoms of Posttraumatic Stress Disorder , Kelli Lipscomb

Ethical Decision Making Among Nurses Participating in Social Media , Melissa Lynn

Hospital Readmission After Major Abdominal/Colorectal Surgeries: A Mixed-Methods Study , Ansu Sebastian

The Effect of the Medilepsy Mobile App on Medication Adherence and Transition Readiness in Adolescents and Young Adults with Epilepsy , Michelle Tall

Theses/Dissertations from 2020 2020

Access and Utilization of Prenatal Care in Florida and its Effects on Preterm Birth , Corinne Audette

Nurse-Physician Collaboration during Bedside Rounding: What is the Impact on the Nurse? , Martha Decesere

The Relationship of Cognitive Load and Different Participant Roles on Knowledge Retention in Simulation-based Learning Among Undergraduate Nursing Students , Amanda Houston

Undergraduate Nursing Students' Depth of Reflection and Perceptions of Self-Debriefing Following Virtual Simulation: A Multi-method Descriptive Study , Valorie MacKenna

Patients with a Left Ventricular Device and Factors Affecting Readmission , Diana Pitcher

Geographic Access to Community Mental Healthcare and Adherence to Treatment Among Patients with Schizophrenia Spectrum Disorders , Marie Smith-East

The Effect of Acuity-based Nurse Staffing on Nursing Medication Errors , Egidius Maria Eugene Waterval

Theses/Dissertations from 2019 2019

Persistence of Physical Activity Among Veterans , Jean Davis

Factors Influencing Nurse Practitioners' Weight Management Practices in Primary Care , Suzanne Hyer

Evaluation of Postoperative Air Leak and Chest Tube Drainage Systems after Pulmonary Resection , Kristina Jacobsen

Stress, Coping, and Quality of Life Among Parental Caregivers of Children with Autism Spectrum Disorder , Dawn Turnage

Theses/Dissertations from 2018 2018

Understanding the Perceived Experiences of Goal Setting of Mothers of Preschool Children: A Narrative Analysis , Dawn Eckhoff

Theses/Dissertations from 2017 2017

The Influences of Mindfulness and Neuromotor Exercise Mode on Balance in Healthy Older Adults , Maxine Hicks

Theses/Dissertations from 2016 2016

An Evaluation of Anxiety Following Substance Abuse Withdrawal and Assessment of Somatic Treatments presently Available with a Focus on Cranial Electrotherapy Stimulation , Janet Hutchison

Perceived readiness to transition to adult health care for youth with cystic fibrosis and congruence with their caregivers' views , Valerie Lapp

Evaluating Moral Distress, Moral Distress Residue and Moral Courage in Oncology Nurses , Lolita Melhado

Preschool Attendance: A Parental and Teacher Perspective of Barriers and Behaviors using Grounded Theory Research , Anne Meoli

Prehabilitation (Prehab): Prevention in Motion , Billie Russell

Theses/Dissertations from 2015 2015

Impact of Interruption Frequency on Nurses' Performance, Satisfaction, and Cognition During Patient-Controlled Analgesia Use in the Simulated Setting , Kristi Campoe

Perceived Social Support and Self-care in Patients Hospitalized with Heart Failure , Lyne Chamberlain

Rapid Response Teams versus Critical Care Outreach Teams: Unplanned Escalations in Care and Associated Outcomes , Valerie Danesh

The Impact of Relational Coordination and the Nurse on Patient Outcomes , Fanya DeJesus

Family Care Giver Knowledge, Patient Illness Characteristics, and Unplanned Hospital Admissions in Older Adults with Cancer , Patricia Geddie

Helping Mothers Defend their Decision to Breastfeed , Kandis Natoli

Nurse Managers, Work Environment Factors and Workplace Bullying , Joy Parchment

A Faith-Based Primary Diabetes Prevention Intervention for At-Risk Puerto Rican Adults: A Feasibility Study , Sylvia Torres-Thomas

Pre and Post Implementation Evaluation of an Emergency Department Severe Sepsis Alert and Practice Protocol , Darleen Williams

Theses/Dissertations from 2014 2014

Factors Associated With Information Literacy Competencies Of The Traditional Baccalaureate Nursing Student , Patricia Lafferty

Mobile Phone Short Message Service (SMS) to Improve Malaria Pharmacoadherence in Zambia , Elinda Steury

Theses/Dissertations from 2013 2013

Evaluation Of A Mind-body Website By Women With Breast Cancer , Laura Beck

Nutrition Literacy And Demographic Variables As Predictors Of Adolescent Weight Status In A Florida County , Leslee D'Amato-Kubiet

Ventilator-associated Complications In The Mechanically Ventilated Veteran , Joan Grano

The Early Postpartum Experience Of Previously Infertile Mothers , Sigrid Ladores

Early And Intermediate Hospital-to-home Transition Outcomes Of Older Adults Diagnosed With Diabetes , Jacqueline Lamanna

Improving Chronic Kidney Disease Care With Group Visits , Vicki Montoya

Theses/Dissertations from 2012 2012

An Exploratory Study Of Physiologic Responses To A Passive Exercise Intervention In Mechanically-ventilated Critically Ill Adults , Christina M. Amidei

The Self-described Experience Of Coping And Adaptation Associated With Workplace Stress Of Registered Nurses In The Acute Care Setting In Florida: An Ethnographic Study , Joyce Burr

Predictors Of Immunosuppressant Adherence In Long-term Renal Transplant Recipients , Sandra J. Galura

Stressors Experienced By Emergency Department Registered Nurses At The Bedside: A Phenomenological Study , Stephen D. Heglund

Noncardiac Chest Pain: The Use Of High Resolution Manometry As A Diagnostic Tool , Iman Hilal

Infection Control And Health Care Associated Infection (hcai) In The Nursing Home: A Study To Determine The Impact Of An Educational Video And Pamphlet About Infection Control On Knowledge And Perception Of Hand Hygiene In Certified Nurse Assistants , Kathe Hypes

Barriers To Timely Administration Of Thrombolytics In Acute Ischemic Stroke Patients , Elizabeth Joseph

Development And Evaluation Of An Instrument To Measure Mother-infant Togetherness After Childbirth , Carol Lawrence

Perceptions Influencing School Nurse Practices To Prevent Childhood Obesity , Susan Quelly

Front-line Registered Nurse Job Satisfaction And Predictors: A Meta-analysis From 1980 - 2009 , Deborah Anne Saber

Impact Of Cancer-specific Advance Care Planning On Anxiety, Decisional Conflict, And Surrogate Understanding Of Patient Treatment Preferences , Lynn Waser

Theses/Dissertations from 2011 2011

Duplicated Laboratory Tests : A Hospital Audit And Evaluation Of A Computerized Alert Intervention , Sharon Bridges

Exploring Women's Life Course Experiences With Weight Using Story Theory , Poff Allison Edmonds

Adherence Practices Of Caucasian Women With Hypertension Residing In Rural Florida An Exploratory Study , Jeanne M. Hopple

The Lived Experience Of Young-onset Dementia , Debra A. Hunt

Identifying Patients At Risk For Obstructive Sleep Apnea In Primary Health Care : Can Obesity In Combination With Other High-risk Diagnoses Be Used For Screening Purposes? , Clelia Lima

Clopidogrel Provision For Indigent Patients With St-elevation Myocardial Infarction , Sita S. Price

Comparative Retrospective Analysis Assessment Of Extracellular Volume Excess In Hypertensive Hemodialysis Patients , Amma Serwaah-Bonsu

Spirituality And Expectations Of Care Providers Of Older Patients With Chronic Illnes In North Central Florida , Myra Sherman

Factors Related To Birth Transition Success Of Late-preterm Infants , Karen L. Wright

Theses/Dissertations from 2010 2010

The Experiences Of Health Care Providers Providing Comfort For Nursing Home Patients At The End Of Life , Herma Baker

Comparison Of Arnp And Physician Malpractice In States With And Without Controlled Substance Prescribing Authority , Deborah Chandler

A New Measure Of Parental Self-efficacy For Enacting Healthy Lifestyles In Their Children , Jonathan W. Decker

Effectiveness Of Probiotics In Preventing Antibiotic Associated Diarrhea And Clostridium Difficile In Long Term Care , Marva Edwards-Marshall

The Effect Of Combat Exercises On Cardiovascular Response: An Exploratory Study , MeLisa Gantt

The Impact Of Pre-operative Mupirocin Prophylaxis On Surgical Site Infections In Same-day Admission Open Heart Patients , Joanna Gerry

Evaluation Of A Simulation-enhanced Obstetric Clinical Experience On Learning Outcomes For Knowledge, Self-efficacy, And Transfer , Mary Elizabeth Guimond

The Incidence And Epidemiologic Factors Of Community-acquired Methicillin-resistant Staphylococcus Aureus Skin And Soft Tissue I , Ivonne Johnson

The Impact Of An Interdependent Conferencing Activity In An Online Rn-bsn Practicum Clinical Conference On Psychologocial Sense Of Community , Barbara Lange

Advanced Practice Nursing In The Faith Community Setting: A Case Study , Chianta Lindsey

Prevalence Of And Risk Factors For Intraoperative Non-euglycemia Events In Premature Neonates >2500 Grams , Zulay Ritrosky

Retrospective Analysis Of Screening Patterns In Cirrhotic Patients With Heptocellular Carcinoma , Shelly-Ann Scott-Castell

A Phenomenological Description Of The Lived Experience Of Creating Art For Women With Breast Cancer , Laurie Stark

Assessing Adult Attitudes Toward End-of-life Issues And Advanced Directives After Implementing An Educational Intervention In A , Marchina Tolbert-Jones

Theses/Dissertations from 2009 2009

Cohort Study Of Pain Behaviors In The Elderly Residing In Skilled Nursing Care , Allison Burfield

Effects Of An Evidence-based Intervention On Stress And Coping Of Families Of Critically Ill Trauma Patients , Sandra Knapp

Awareness Of Increased Risk For Heart Disease And Cardiovascular Risk Factors In Women With Systemic Lupus Erythematosus , Patricia Weinstein

Consumer Perspectives Of Health During Prenatal Care In The Usa And Iceland: An Exploratory Study , Claudia Wiseman

Theses/Dissertations from 2008 2008

A Comparison Of Computer And Traditional Face-to-face Classroom Orientation For Beginning Critical Care Nurses , Patricia Anzalone

Health-care Seeking Behaviors Of Puerto Ricans With Diabetes Mellitus Who Live In South Florida: An Exploratory Study , Laura Gonzalez

Evaluation Of The Antecedents Of Cultural Competence , Mary Harper

The Impact Of A Nurse-driven Evidence-based Discharge Planning Protocol On Organizational Efficiency And Patient Satisfaction In , Tracey King

Theses/Dissertations from 2007 2007

Resiliency In Adolescent College Students , Nancy Ahern

The Impact Of Music On Postoperative Pain And Anxiety , Kelly Dixon Allred

Evaluation Of An Education Intervention For The Staff On The Head Of The Bed Elevation In The Pediatric Intensive Care Unit , Randall Johnson

Quality Of Life In Older Breast Cancer Survivors , Victoria Loerzel

Evaluating Neonatal Facial Pain Expression: Is There A Primal Face Of Pain? , Martin Schiavenato

Theses/Dissertations from 2003 2003

The Effect of Parent Education on Maternal Self-efficacy and Preference for Pain Control During Labor , Aubrey Willard

Browse Advisors

• Browse recent Advisors

Advanced Search

• Notify me via email or RSS
• Colleges & Departments
• Disciplines
• Expert Gallery
• My STARS Account
• Frequently Asked Questions
• Follow STARS
• About STARS

Home | About | FAQ | My Account | Accessibility Statement

Privacy Copyright

• General Nursing
• Nursing Specialties
• Nursing Students
• United States Nursing
• World Nursing
• Boards of Nursing
• Breakroom / Clubs
• Nurse Q&A
• Student Q&A
• Fastest BSN
• Most Affordable BSN
• Fastest MSN
• Most Affordable MSN
• Best RN to BSN
• Fastest RN to BSN
• Most Affordable RN to BSN
• Best LPN/LVN
• Fastest LPN/LVN
• Most Affordable LPN/LVN
• Fastest DNP
• Most Affordable DNP
• Medical Assistant
• Best Online Medical Assistant
• Best Accelerated Medical Assistant
• Most Affordable Medical Assistant
• Nurse Practitioner
• Pediatric NP
• Neonatal NP
• Oncology NP
• Acute Care NP
• Aesthetic NP
• Women's Health NP
• Adult-Gerontology NP
• Emergency NP
• Best RN to NP
• Psychiatric-Mental Health NP
• RN Specialties
• Best RN Jobs and Salaries
• Aesthetic Nurse
• Nursing Informatics
• Nurse Case Manager
• Forensic Nurse
• Labor and Delivery Nurse
• Psychiatric Nurse
• Pediatric Nurse
• Travel Nurse
• Telemetry Nurse
• Dermatology Nurse
• Best NP Jobs and Salaries
• Family NP (FNP)
• Orthopedic NP
• Psychiatric-Mental Health NP (PMHNP)
• Nurse Educator
• Nurse Administrator
• Certified Nurse Midwife (CNM)
• Clinical Nurse Specialist (CNS)
• Certified Registered Nurse Anesthetist (CRNA)
• Best Free Online NCLEX-RN Study Guide
• The Nursing Process
• Question Leveling
• NCLEX-RN Question Identification
• Expert NCLEX-RN Test-Taking Strategies
• Best Scrubs for Nurses
• Best Shoes for Nurses
• Best Stethoscopes for Nurses
• Best Gifts for Nurses
• Undergraduate
• How to Become an LPN/LVN
• How to Earn an ADN
• Differences Between ADN, ASN, AAS
• How to Earn a BSN
• Best MSN Concentrations
• Is an MSN Worth It?
• How to Earn a DNP
• MSN vs. DNP

Msn, man,mn no differences at all

World International

Published Sep 2, 2010

FYI. MSN, MAN,MN NO DIFFERENCES AT ALL

PLS BE ENLIGHTENED

THESIS OR WITH THESIS?

1. There is MSN with thesis (ex. UE, SLU,CEU) and non-thesis (CLDH, URCarmeli, St. Paul University Tugeugarao)

2. There is MAN with thesis (ex. UST, MCU...etc..) and there is also non-thesis (HAU, La Salette)

3. They say MN (Master in Nursing) is non-thesis (AUF, Siliman, SLU etc) but in UP-Manila MN before is with thesis like Dean Divingracia of UERM.

REMEMBER: ITS WRONG TO SAY THAT MSN IS ALWAYS NON-THESIS. THESIS IS NOT THE PROPER WAY TO DIFFERENTIATE MSN FROM MAN OR MN. MSN ABROAD LIKE IN U.S. IS ALWAYS WITH THESIS. HAVE YOU REALIZED THAT?

CLINICAL OR ADMIN MAJOR ?

1. There is MSN major in Admin (ex. SLU, CLDH Tarlac) and there is major in Clinical (ex.SLU,CEU, URCarmeli, Concordia, ST PAUL UNIVERSITY)

2. There is MAN major in Admin (UP Manila and almost all schools) and there is major in Clinical (ex. UP Manila Arellano Univ, Trinity and EAC)

3. There is MN major in Admin (Siliman University) and there is MN major in clinical (AUF, UP Manila-before, SU)

REMEMBER: ITS WRONG TO SAY THAT MSN FOCUS IS CLINICAL AND MAN OR MN FOCUS IS ADMIN.

CHED, WHICH IS WHICH? WHAT'S THE DIFFERENCE AFTER ALL?--NOTHING! YOU JUST SIMPLY APPROVE PROGRAMS WITHOUT HAVING IT CHECKED IN INTERNATIONAL NURSING BUREAU. IT'S CHAOTIC. CHED PERSONNEL ARE YOU EVEN A NURSE TO KNOW THESE THINGS?WHAT DO YOU KNOW?MY GOSSSSSSSHHHHHHH. YOU ASK THE SAME QUESTION ABOUT THE DIFFERENCE OF THE MAN, MSN AND MN IM CERTAIN YOU CAN'T ANSWER.

Trinity Univ Asia- Doctor of Nursing Management, is there such thing?or it's the Doctor of Business Management and forcefully aligned it to Nursing thus Doctor of Nursing Mangement. From "Business" to "Nursing".

Base on our research, as of now we only have three kinds of established doctoral programs in nursing:

Doctor of Philosophy in Nursing (PhD)

Doctor of Nursing Science (DNSc)

Doctor of NUrsing Practice (DNP)

Collegues think twice before we decide what to enroll. Would it be MSN, MAN, or MAN?thesis or non-thesis?admin or clinical major? Would I rather take PhD or DNM and take all the risks?

• + Add a Comment

Thanks for this info.. really helpful.. anyways, I'm planning to enrol for masteral. which do you think will you recommend in metro manila area only..? I'm looking at the quality and affordability.. thanks!

thanks for the enlightenment! I am also confused about these degrees.

lunatic_nars

plethoraldork

i have my masteral at CNU (cebu normal university) the school offers MSN and MN degree. MSN with thesis and MN without thesis. and i have taken the MSN. whichever degree you are planning to take, just choose the best school

spongebob6286, BSN, RN

a bit confusing huh.

correct plethoraldork! look at your MSN in CNU it is with thesis right? so for those who are claiming the MSN is thesis and MAN is with thesis well you're wrong guys...it depends on the school really...think.think.think.choose the best school and program depending on your purpose.

Our reactions in this thread are based on our personal opinions and queries. As the goal of the thread is to help fellow nurses who are seeking for good schools and credited program that can be acknowledge not just in the philippines but also abroad as many of nurses are leaving for abroad to work.opinions are very personnal and no one has the right to question.

if there is no difference between the 3 nursing graduate programs why offer such courses? do you even know what your talking about eloi eloi? who are you in the nursing community and are you credible enough to state such claims?

and please refrain from using the term masteral, there is no such word.

shampoostar

Absolutely, there are differences:

1. NAMING/BRANDING

The school may have the discretion to the branding of their program but ultimately the courses may be the same with other schools. You may look how Australia named their program, it's so diverse.

2. RESEARCH PERCENTAGE

A program may be comprised of:

75% coursework, 25% research

or 100% coursework

or 80% theories, 20% research

It depends.

3. ACCREDITATION ABROAD

The problem lies to the Philippine education system. We only have 10 years (GS/HS) pre-college education while US, UK, CANADA, AUSTRALIA and a lot more have 12. So there goes the problem. Primarily, we are not at par. To some schools overseas, finishing Masters here is like finishing Bachelors there. Those unis, the more prestigious ones cannot accept your Masters here when applying for PhD/DNP there. You may undergo Masters over again.

BUT few may accept it, few.

albinahaide

thanks a lot for this thread.....but still im confused on what to take........ any one here knows which is better to take...msn or man based on requirements abroad?????more input please....

i don't understand why colleges and schools of nursing in the philippines, advertised their graduate nursing programs as "thesis & non-thesis", when in reality, a research work is a requirement to complete their degrees. and, that's a thesis!

a graduate degree requires a thesis, research or a capstone project, whatever they'll call it, to confer the degree. in nursing, a research work or a project is a must to finish a graduate degree- whether it's a master's (thesis) or doctorate (dissertation/capstone project).

some, even require clinical hours to complete the degree, aside from the research, depending on your specialty or concentration.

if you're a foreign graduate and wants to pursue further studies, say in the us, the school that you're applying for will require you to submit your credentials for evaluation, i.e., transcripts, diploma, to an official evaluator, to see if they'll match to their standards- a us equivalency summary.

GRADUATE SCHOOL PROGRAMS

St. Paul University Manila is offering a myriad of Graduate School programs, which are committed to excellence in academics and the student's field of expertise. In line with its mission and vision, the University has expanded its program offerings in the Graduate School—ranging from Business and Entrepreneurship to Education to Social Sciences to Music and the Performing Arts and to Health Sciences.

Programs Offered

AY. 2022 - 2023

MASTERS DEGREE

• Master in Business Administration - Major in Hospitality and Tourism Management - Major in Organizational Development - Major in Information System
• Master of Arts in Curriculum Design, Development and Supervision - Major in English - Major in Entrepreneurship - Major in Filipino - Major in MAPEH - Major in Mathematics - Major in Science - Major in Social Studies
• Master of Arts in Communication
• Master of Arts in English with I.T. and
• Multimedia Arts
• Master of Arts in Guidance and Counseling
• Master of Arts in English Language Teaching
• Master of Arts in English Major in Information Technology and Multimedia Arts
• Master of Arts in Education Major in Academic Support Services
• Master of Arts in Education Major in Educational Leadership and Management
• Master of Arts in Education Major in Early Childhood Education
• Master of Arts in Education Major in Guidance and Counselling
• Master of Arts in Education Major in Learning Management
• Master of Arts in Education Major in Management of Human Resources for School Effectiveness
• Master of Arts in Education Major in Resilient School Leadership and Management
• Master of Arts in Special Education Major in Learner Developmental Needs
• Master of Arts in Music Major in Music Therapy
• Master of Music - Major in Chamber Music; Choral Conducting: Collaborative Piano; Instrumental Performance; Music Education; Piano Pedagogy; String Pedagogy; Theory Pedagogy; Vocal Performance; Vocal Pedagogy
• Master of Arts in Nursing Major in Academic Management
• Master of Science in Nursing - Academic Track - Professional Track - Major in Adult Health Nursing, Maternal and Child Nursing, Mental Health and Psychiatric Nursing, Public Health Nursing, Gerontology Nursing, Leadership and Governance in Nursing, Oncology Nursing (Academic Track) - Major in Adult Health Nursing, Maternal and Child Nursing, Mental Health and Psychiatric Nursing, Public Health Nursing, Gerontology Nursing, Leadership and Governance in Nursing, Oncology Nursing (Professional Track)
• Master in Hospital Administration
• Master of Arts in Religious Education

DOCTORATE DEGREE

• Doctor of Philosophy in Education Major in Educational Leadership and Management
• Doctor of Philosophy in Education - Major in Curriculum Design, Development and Supervision
• Doctor of Philosophy in Education Major in Institutional Resilience and Sustainability
• Doctor of Philosophy in Education Major in School Transformation
• Doctor of Business Administration
• Doctor of Musical Arts - Major in Choral Conducting - Major in Choral Pedagogy - Major in Composition - Major in Music Education - Major in Orchestral Conducting - Major in Performance
• Doctor of Philosophy in Nursing Education Major in Leadership, and Management
• Doctor of Leadership and Governance in Health Care Organizations

AY. 2023 - 2024

• Master in Business Administration - Major in Hospitality and Tourism Management - Major in Organizational Development - Major in Information System - Major in Marketing Management
• Master of Arts in Curriculum Design, Development and Supervision Major in: Mathematics, Filipino, English, Entrepreneurship, Science, Social Studies, MAPEH - Academic Track - Professional Track
• Master of Arts in English with I.T. and Multimedia Art - Academic Track
• Master of Arts in Guidance and Counseling - Academic Track
• Master of Arts in Education Major in Academic Support Services (Professional Track)
• Master of Arts in Education Major in Educational Leadership and Management - Academic Track - Professional Track
• Master of Arts in Education Major in Early Childhood Education (Professional Track)
• Master of Arts in Education Major in Guidance and Counselling - Academic Track - Professional Track
• Master of Arts in Education Major in Learning Management - Academic Track - Professional Track
• Master of Arts in Education Major in Management of Human Resources for School Effectiveness - Academic Track - Professional Track
• Master of Arts in Education Major in Resilient School Leadership and Management - Academic Track - Professional Track
• Master of Arts in Special Education Major in Learner Developmental Needs - Academic Track - Professional Track
• Master of Arts in Music Major in Music Therapy - Academic Track - Professional Track
• Master of Music Major in Chamber Music - Professional Track
• Master of Music Major in Choral Conducting - Professional Track
• Master of Music Major in Collaborative Piano - Professional Track
• Master of Music Major in Instrumental Performance - Professional Track
• Master of Music Major in Music Education - Academic Track - Professional Track (Non- Thesis Track)
• Master of Music Major in Piano Pedagogy - Professional Track
• Master of Music Major in String Pedagogy - Professional Track
• Master of Music Major in Theory Pedagogy - Professional Track
• Master of Music Major in Vocal Performance - Professional Track
• Master of Music Major in Voice Performance - Professional Track
• Master of Science in Nursing - Academic Track - Professional Track
• Master of Science in Nursing Major in: Adult Health Nursing, Maternal and Child Nursing, Mental Health and Psychiatric Nursing, Public Health Nursing, Gerontology Nursing, Leadership and Governance in Nursing, Oncology Nursing - Academic Track - Professional Track
• Master in Digital Business (MDB)
• Master of Arts in Education Major in Religious Education - Academic Track - Professional Track
• Master of Arts in Religious Education - Major in Pastoral Liturgical Music - Major in Values Education and Good Manners and Right Conduct
• -->Doctor of Philosophy in Education Major in Educational Leadership and Management -->
• Doctor of Philosophy in Education - -->Major in Curriculum Design, Development and Supervision -->
• -->Doctor of Philosophy in Education Major in School Transformation -->
• Doctor of Business Administration - Major in Hospitality and Tourism Management - Major in Global Business Leadership (Dubai Based Students)

Admission ongoing for S.Y. 2023-2024

This website uses cookies and similar technologies to enhance visitor experiences. By using this website, you consent to the use of your cookies in accordance with  UT's privacy statement.

• Nursing Degrees

Clinical Resources

Four-Year BSN

• M.S. in Nursing
• Doctor of Nursing Practice
• Nursing Accreditation
• Nursing Scholarships

Nursing Skills Lab

• Organizations
• Mission Statement and Program Goals

The University of Tampa’s baccalaureate and graduate nursing programs prepare students to respond to diverse health care needs. Nursing graduates will find opportunities in an array of stimulating and meaningful careers.

Graduate and Health Studies Building Tour

Four-Year Bachelor of Science (BSN) Designed generally for students without nursing college credit.

Master of Science in Nursing (MSN) Offers graduate-level study with adult-gerontology nurse practitioner primary care and family nurse practitioner concentrations. Nursing faculty have established collaborative relationships with more than 120 facilities and area experts in numerous health disciplines. This network helps prepare students for primary care and clinical management roles in pediatrics, adult and family health, geriatrics, women’s health, administration, informatics, education and other fields.

Doctor of Nursing Practice (DNP) This convenient, online program consists of 30 credit hours spread over six semesters. Choose from two tracks: advanced practice nursing and leadership in population health.

The baccalaureate degree program in nursing, the master's degree program in nursing, the Doctor of Nursing Practice program and the post-graduate APRN certificate programs at The University of Tampa are accredited by  The Commission on Collegiate Nursing Education .

• Sigma Theta Tau International
• Delta Beta Local Chapter
• BSN Licensure Disclosure
• BSN Program Flyer
• MSN Licensure and Certification Disclosure
• MSN Program Flyer
• DNP Program Flyer
• Nursing Department eBrochure
• Professional Licensure Disclosure

Undergraduate Admissions   University of Tampa  401 W. Kennedy Blvd.  Tampa, FL 33606  Phone: (813) 253-6211  Toll free: 888-MINARET (646-2738)  Fax: (813) 258-7398  [email protected]   MSN and DNP Admissions   University of Tampa  401 W. Kennedy Blvd.  Tampa, FL 33606  Phone: (813) 258-7409  Fax: (813) 259-7403  [email protected]

Graduates To Move on to Careers in Technology, Nursing

Part-Time MBA Program, Master’s in Nursing Named Among the Best

UT Nursing Students Collaborate with Physicians in Ghana

Students are prepared to respond to diverse health care needs.

The debrief rooms allow for students to receive individualized responsive feedback.

The UT nursing program has formal affiliations with more than 120 clinical agencies and practices.

Six patient exam rooms allow students to practice their health assessment and physical exam skills.

The nursing simulation lab features more than a dozen realistic medical manikins.

"I'd recommend UT's nursing program because of the supportive professors, the clinical opportunities in Tampa and how well it prepares students for the NCLEX."

Master in Nursing Major in Adult Health [non-thesis]

Course Catalog

Quick links.

• Scholarships and Aid
• Senior High School
• Institutional Development

61st Cultural season opens with strings concert

Divinity School celebrates Peace Month

Martial Law documentary to be screened in Silliman

• Friends of Silliman
• Scholarships
• Facilities Development
• Faculty Development
• Faith Strengthening
• Administrators
• Code of Christian Collegiality
• Vision, Mission & Goals
• Board of Trustees
• President’s Corner
• Virtual Tour
• Linkages & Partnerships
• University Manual
• Silliman University Data Privacy Policy
• Website Privacy Policy
• Republic Act 11313 (Safe Spaces Act)
• University Policy on Gender-Based Sexual Harassment
• My Environment
• Student Manual
• Admission Procedures and Requirements
• Enrollment Flow for First Year Applicants
• Enrollment Flow for Continuing Students
• Estimated Tuition & Fees
• Dormitory & Board Rates
• Payment Options
• Schedule of Fees
• School Calendar
• International Students
• Quick Guide
• Requisition of Documents, University Clearance, Apply for Graduation
• Undergraduate & Graduate Programs
• Culture & Arts Council
• Research & Development Center
• Academic Units
• Centers & Institutes
• Accredited Programs
• Faculty Listing
• Museums & Gallery
• National Writers Workshop
• mySOUL Information Hub
• Dr. Mariano C. Lao Global Studies Center
• Silliman Alumni Professional Engagement Program
• Service-Learning Asia Network (SLAN)
• Community Engagement and Service-Learning
• University Library System
• University Research Ethics Committee
• Scholarships for Faculty and Staff
• Student Affairs
• Campus Housing
• Food Services
• Student Organizations
• Campus Chaplaincy
• Guidance Counseling
• Student Online Services
• Careers at Silliman
• Administrators Page
• E-Publications
• Leadership Reflections
• Alumni Updates
• Invitations to Bid
• Internet Radio
• Strategic Partnerships e-News
• University Christian Life Emphasis Month Calendar
• COVID-19 Safety Guidelines
• 122nd Founders Day
• Outstanding Sillimanian Awardees
• No to 174 Reclamation
• Avail of FREE Microsoft Office
• Emergency Hotline Numbers

Main navigation

• Continuing Nursing Education
• News & Events
• Applying to Nursing
• Applying to Bachelor Programs
• Masters of Science Applied (Non-Thesis) - Nursing
• Masters of Science Applied (Non-Thesis) - Advanced Nursing

Masters of Science Applied (Non-Thesis) Nurse Practitioner

• Doctoral Program in Nursing

Our Master's of Science (Applied) - Nurse Practitioner is the program for you if you are a licensed Nurse interested in becoming a Nurse Practitioner

Note that applicants can apply to more than one Master’s degree/program (up to a maximum of two).

Mental Health

Primary care, prerequisites and admission requirements.

Applicants require:

• Bachelor’s of Nursing or a Master‘s of Nursing degree comparable to the undergraduate or graduate degree offered at McGill University, Ingram School of Nursing.
• Minimum cGPA of 3.0 on a scale of 4.0 in nursing studies.
• Current Ordre des infirmières et infirmiers du Québec (OIIQ) license or equivalency.*
• 12-credits in university-level biological sciences content (physiology, pathophysiology, pathology and pharmacology), only if the undergraduate nursing degree was obtained in a university outside of Quebec.**
• Work experience in nursing within the last 5 years , refer to the "Required Nursing Experience" section below.
• While a statistics course is not a requirement, it is strongly recommended that you complete a University-level introductory statistics course (3 credits) prior to starting your MSc (A) in Nurse Practitioner degree.

Please note:

*Nurses licensed outside of Quebec must: 1) have nursing experience within a healthcare context in Canada; 2) have the capacity to be licensed as a nurse in Quebec; 3) be able to understand and communicate in French 

**Applicants with an undergraduate nursing degree obtained outside of Quebec may have the option to complete pathophysiology and pharmacology courses at McGill University to fulfill this requirement. For further details regarding course availability and the registration process, please contact the Nursing Student Affairs Office at graduate2.nursing [at] mcgill.ca .

NP Program French-Language Proficiency Requirement

The language of instruction at McGill University is English, however, the Nurse Practitioner (NP) program of study includes mandatory clinical placements - which will be completed in Quebec health care institutions where the ability to communicate proficiently in French is essential. Proficiency in French is a requirement for NP students to effectively and safely work with the interdisciplinary teams and to support patients and families. The French proficiency exam of l’Office québécois de la langue française (OQLF) is part of OIIQ licensure and is administered according to the OIIQ French language requirement policies.

Compulsory Immunization Requirement

Applicants who accept an offer of admission are required to complete their immunization form by the first day of the start of the program.

Applicants are strongly encouraged to begin obtaining the required immunizations as soon as they accept their offer of admission, as this process can take up to six months. Applicants must upload their immunization form directly to the Student Wellness Hub by June 15 th . The immunization form can be found here . For information on this program requirement, please review the Ingram School of Nursing’s Clinical requirements web page and contact the School for any questions.

Applicants who have not completed their immunization form, by the deadline, will be required to defer their admission for one year.

Required Nursing Experience

B y the application deadline , applicants must have completed a minimum of 3 360 hours of clinical nursing work experience (equivalent to two (2) years, full-time nursing experience in the last 5 years) with  a minimum of one (1) year of this experience in one (1) adult care specialty setting (e.g., in-patient medicine and/or surgery, emergency department or critical care unit). Experience in an out-patient specialty clinic (e.g., endocrinology, cardiology, nephrology, oncology) may be considered.

The hours worked as a GPL (Graduate pending license) will not be considered. CEPI hours may be considered in exceptional circumstances (e.g., when extended due to French language requirements).

Note: A minimum of one (1) year of experience in a Canadian healthcare institution is required. 

Documents to be submitted

Application deadlines.

Interview: only applicants selected by the Graduate Admissions Committee will be invited to an interview. Interviews are usually scheduled between March and May. 

• 12-credits in university-level biological sciences content (physiology, pathophysiology, pathology and pharmacology), only if the undergraduate nursing degree was obtained in a university outside of Quebec.**

*Nurses licensed outside of Quebec must: 1) have nursing experience within a healthcare context in Canada; 2) have the capacity to be licensed as a nurse in Quebec; 3) be able to understand and communicate in French

NP Program French-Language Proficiency Requirement

B y the start of the academic year , applicants must have completed a minimum of 3360 hours of clinical nursing work experience (equivalent to two (2) years, full-time nursing experience in the last 5 years) with one (1) year of nursing experience completed in mental health settings (in-hospital or ambulatory/out-patient clinics).

Note: A minimum of one (1) year of experience in a Canadian healthcare institution is required.

Interview: only applicants selected by the Graduate Admissions Committee will be invited to an interview. Interviews are usually scheduled between March and May.

B y the start of the academic year , applicants must have completed a minimum of 3360 hours of clinical nursing work experience (equivalent to two (2) years, full-time nursing experience in the last 5 years) with two (2) years of nursing experience in NICU (Level 3) settings required.

Applications open every two (2) years. Admissions are open for Sept 2024.

B y the start of the academic year , applicants must have completed a minimum of 3360 hours of clinical nursing work experience (equivalent to two (2) years, full-time nursing experience in the last 5 years) with two (2) years of nursing experience completed in acute care pediatric settings required.

Note: A maximum of one (1) year experience in neonatal intensive care (NICU) may be considered

Nursing applicants who accept an offer of admission are required to complete their immunization record by the first day of the start of the program.

Applicants are strongly encouraged to begin obtaining the required immunizations as soon as they accept the offer of admission, as this process can take up to six months. Applicants must upload their immunization record directly to the Student Wellness Hub by June 15 th . The immunization form can be found here . For information on this program requirement, please review the Ingram School of Nursing’s Clinical requirements web page and contact the School for any questions.

Applicants who have not completed their immunization record, by the deadline, will be required to defer their admission for one year.

B y the application deadline , applicants must have completed a minimum of 3360 hours of clinical nursing work experience (equivalent to two (2) years, full-time nursing experience in the last 5 years) with one (1) year of this experience in a primary care setting (GMF, CLSC, CHSLD, homecare, emergency department).

The hours worked as a GPL (Graduate pending license)  will not be considered. CEPI hours may be considered in exceptional circumstances (e.g., when extended due to French language requirements).

Department and University Information

Ingram school of nursing.