phd in nursing ubc

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Related career(s), the university of british columbia - vancouver - faculty of graduate studies, nursing (phd) - doctor of philosophy in nursing, description:, prerequisites:.

* The entrance grade may change from year to year. Please contact the school for further information. * We make every attempt to provide accurate information on prerequisites, programs, and tuition. However, this information is subject to change without notice and we highly recommend that you contact the school to confirm important information before applying.

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Leadership Team

Nassim Adhami (She/Her)

Elisabeth Bailey (She/Her)

Carla Ferreira (She/Her)

Ashley Scott (He/Him)

To read more about our experiences and interests, please click below:

Nassim Adhami

ORCID iD: https://orcid.org/0000-0002-9763-3378

Google Scholar Link

Current Appointment

• Lecturer – Undergraduate & Graduate Programs, UBC Vancouver, School of Nursing

Educational Background

• 2020 – PhD (Nursing) – University of British Columbia
• 2011 – Critical Care Nursing – British Columbia Institute of Technology
• 2007 – BSN – University of British Columbia
• 2005 – BSc (Major Biology) – University of British Columbia

Why nursing education?

My passion for nursing practice is deeply rooted in the profound impact it has at the individual, community, and global level. This passion not only fueled my professional journey as a nurse clinician and leader, it also inspired me to pursue a PhD in Nursing to continue my learning and growth. My PhD training was instrumental in revealing, for me, the interconnectedness of research, nursing practice, and nursing education and it opened doors for me to seek opportunities to teach and mentor – opportunities that ignited my passion for nursing education. My current role as a nurse educator within an academic center presents a unique opportunity for me to seamlessly integrate my three core passions: research, nursing practice, and teaching.  

What are my educational research interests? 

My program of educational research is committed to exploring three distinct, yet interconnected, areas that explore: (1) best practices for conducting ethical and rigorous educational research involving integrated knowledge translation and student engagement; (2) innovative approaches to teaching in academia (i.e., the classroom and labs/simulation) that bridge nursing theory and practice; and (3) best practices for creating learning environments that promote equity, diversity, and inclusivity. 

Elisabeth Bailey

Current Appointment • Associate Professor of Teaching, UBC Vancouver School of Nursing

Educational Background • Doctor of Nursing Practice (DNP), Northeastern University • Certificate of Advanced Graduate Study (Pediatric Primary Care Nurse Practitioner), Northeastern University • MS (Psychiatric Mental Health Nurse Practitioner), Boston College • AB, Brown University

Why nursing education? Personal Mission Statement: “Remembering my core values of kindness and authenticity, I will use my role as a teacher to actively work towards a more compassionate, equitable, and just healthcare system and society. I will also hold my family, relationships with friends, and activities that nourish me as central and valuable in sustaining me in this work .”

My approach to educational leadership is rooted in the same core belief that drives my teaching practice: transformational learning happens when students, faculty, and staff feel mutually invested in and supported by their community. Research shows that strong interpersonal connection and a sense of belonging supports both academic tenacity and professional resilience. I believe that building supportive communities that thoughtfully enhance social connection, mutual respect, and shared purpose encourages deeper learning and bolsters individual and collective resilience. With this in mind, my educational leadership activities and contributions are often focused on creating environments in which all community members – students, faculty, staff, professional practice partners, and others – can thrive.

What are my educational research interests? • Exploring belonging and mattering in nursing educational and professional contexts. • Self & collective care in nursing education and practice. • Quality improvement methodology in nursing education contexts.

Carla Ferreira

Google Scholar Link ORCID iD: https://orcid.org/0000-0001-8204-2850

Current Appointment • Associate Professor of Teaching, BSN Academic Advisor

Educational Background • PhD (candidate) – University of Calgary, Medical Education specialization • MN – University of Victoria, Nurse Educator option, 2012 • BN – University of Calgary, 2003

Why nursing education? I am captivated by the field of nursing education. I have been since I started my first teaching role in the fall of 2007 when I was hired part-time as a clinical instructor to teach a group of first-year nursing students on a surgical unit. Since then, I have taught, not only in clinical practice, but also in labs, theory classes, and simulation. I learned through these experiences that while I may be a capable nurse, my capacity as an educator is limited because I did not have the same foundational knowledge and preparation to practice as an educator as I did as a nurse (hence my deliberate choice to focus on nursing/medical education in graduate school). My hope is that by investing in nursing education I can contribute to the growth of the nursing profession through scholarly work that advances the way we understand and respond to teaching and learning practices within the context of nursing.

What are my educational research interests? I am interested in the Scholarship of Teaching and Learning. My scholarly work focuses on areas concerning how nurse educators teach (and learn) and how nursing students learn best. Topics around faculty and professional development (e.g., socialization, professional identity formation, expertise development) are areas that I find compelling to explore.

Ashley Scott

ORCID iD: https://orcid.org/0000-0003-3928-9086

• Associate Professor of Teaching, UBC Vancouver School of Nursing
• PhD Student, University of Manchester, UK
• Fellow of the Higher Education Academy
• Postgraduate Certificate in Academic Practice, University of Salford, UK
• MSc Advanced Healthcare Practice (Clinical), Liverpool John Moores University, UK
• BSc Nursing (Adult Health), Leeds Metropolitan University, UK

My journey into nursing education is deeply rooted in a personal narrative of transformation and discovery. My own academic abilities remained unrecognized until I found and embraced the profession of nursing. Nursing is where I discovered my true potential, guided by passionate, knowledgeable, and compassionate educators. This personal transformation fuels my dedication to nursing education. I aim to instill in aspiring nurses not just the required knowledge, but the ability the think critically, the courage to challenge norms and innovate. In nursing education, I hope to nurture and empower, to unveil the potential in each student just as my educators did for me. The realization of the profound impact educators have on their students’ lives shapes my teaching philosophy. I see my role as a facilitator, adapting my teaching style to meet the unique needs of each learner, creating innovative experiences that ignite a passion for lifelong learning, and driving the nursing profession forward. In nursing education I aim to shape the future of nursing one nurse at a time, ensuring that high quality patient care remains at the core of all we do.

My research interests lie at the confluence of innovative technologies and nursing education. I am committed to exploring how novel technological solutions can be harnessed to enrich nursing education and, by extension, improve healthcare outcomes. One of my key areas of interest spans across the integration of virtual reality (VR), augmented reality (AR), and artificial intelligence (AI) to create immersive and interactive learning experiences for nursing students. I am particularly interested in how these technologies can enhance the development of clinical competencies, from communication and empathy to decision-making and problem-solving skills.

In parallel, I am passionate about investigating the pedagogical frameworks that best support technology-enhanced learning. This involves not just adopting new technologies, but critically assessing their educational value, ensuring they align with and enhance nursing curricula, and evaluating their impact on student engagement, knowledge retention, and clinical proficiency. My goal is to contribute to a body of work that guides nursing educators in the thoughtful, evidence-based integration of technology into their teaching practices, ultimately shaping a future where technology and education work hand in hand to foster a more competent, empathetic, and responsive nursing workforce.

Project Team Members

• Sabrina Gill, RN, MHLP – BC Children’s Hospital/PHSA
• Sheryl Marie Zentner, RPN, MHLP – Vancouver Coastal Health
• Dar’Ya (Dasha) Dyachuk, MSN – Research Assistant
• Bukola Mary Ibitoye, MSN, PhD(c) – Simulation Based Education Project Coordinator
• Christopher Charles – BSN student, Undergraduate Academic Assistant
• Ari Clemens, BSN Student Collaborator, Undergraduate Academic Assistant
• Kasey Knowles, BSN Student Collaborator
• Monica Karnani, RN, MHLP (MHLP 2023) Collaborator
• Nancy Manhas, RN (BSN 2023) Collaborator

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Graduate Programs

Letter of intent – msn/phd application.

As part of your application to the School of Nursing Graduate Program (MSN or PhD Nursing) at UBC Okanagan, you will write a short letter of intent that addresses the area of interest you intend to pursue during your studies. Key points to cover in a letter of intent are:

• Briefly describe your interest in applying to UBC Okanagan to pursue a master’s or doctoral degree in nursing. How will this degree enable you to accomplish your professional and/or academic career goals?
• If you are applying to the course-based MSN : explain the areas that you want to focus on though your coursework and capstone project. Include details, using scholarly sources, on the relevance of your focus to current priorities in nursing, healthcare and/or public health.
• If you are applying to the thesis-based MSN or PhD Nursing program : explain an area of interest you intend to pursue in your thesis research. Include details, using scholarly sources, on the relevance of your proposed research to current priorities in nursing, healthcare and/or public health. Provide a brief description of your proposed research question and methodological approach. Identify the School of Nursing faculty member who has agreed to supervise your proposed research project and describe how their program of research and scholarship fit with your proposed scholarly work.
• Explain how your background and acquired skills have prepared you to succeed in the program and in your areas of focus (course-based MSN) or research specialization (thesis-based MSN or PhD).

Length/format:

• 2-3 pages (maximum 750 words)
• Double spaced
• Use of a standardized format such as APA

Criteria Used for Evaluation of Writing Sample:

• Clarity, organization, logical progression of ideas
• Citation of scholarly sources

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Nurses make a real difference to the health and well-being of individuals, families, communities, and populations – in Canada and globally. You'll learn from faculty members who are continually recognized for groundbreaking and dedicated work to the field of nursing.

This program is also offered at UBC's Okanagan Campus

Why this program.

• The UBC School of Nursing has 100 years of experience educating nursing leaders and innovating research.
• Receive exceptional theoretical and clinical instruction from award-winning faculty.
• UBC nursing students are highly successful in passing the RN licensing exam and graduates are in high demand.

Program information

• Campus: Vancouver
• Length 20 mos
• Co-op No You can combine your studies with full-time, paid work at top local and international organizations.
• Honours No You can study intense specialization in a single field.

The UBC School of Nursing offers an innovative and advanced program designed to prepare leaders in nursing practice. As a nursing student, you’ll be exposed to the latest technology, encouraged by leading academic scholars and teachers, and provided with a broad range of resources.

Through classroom study and clinical practice in acute care and community settings, you will graduate highly prepared to practise as a registered nurse in an ever changing health care environment. You’ll learn from faculty members who are continually recognized for ground-breaking and dedicated work to these substantive areas of nursing including primary health as well as theoretical and relational practice, research, leadership, policy and ethics.

To be considered for admission, applicants must have a completed bachelor’s degree or significant progress (minimum of 48 non-nursing university transferable credits) toward a degree in another field of study, including first-year English (3 credits), and Human Anatomy and Physiology (6 credits). The School of Nursing accepts applications from domestic students only (Canadian citizens, permanent residents, and refugees).

Experiential learning and research

The UBC School of Nursing is nationally and internationally recognized for research that sheds light on the health care experiences and health outcomes of diverse socio-economic and demographic groups across Canada, and for creating health care and policy solutions to reduce health disparities and improve well-being across the lifespan.

As a student, you’ll have the opportunity to apply for research assistant positions available within the School of Nursing.

Campus features

The School of Nursing offers the support and mentorship of a faculty that has been locally and nationally recognized with awards for excellence for nursing research, practice, teaching, and educational scholarship. You will develop productive partnerships and strong professional connections that will serve you well throughout your career.

The Clinical Simulation Lab (CSL) within the school supports the teaching and learning of the required skills and competencies for professional nursing practice. The school uses high fidelity simulation (HFS) technology in many learning activities in the CSL to simulate real world situations and patient encounters.

Life at UBC's Vancouver campus

Nursing students are involved in a number of inter-professional activities on campus, and have opportunities to collaborate with students from other health care disciplines such as medicine, pharmacy, nutrition science, occupational therapy, physiotherapy, dentistry, and more.

Your future

As a professional nurse and UBC graduate, you will be well-equipped to offer excellent service and garner high satisfaction from your new role. Some of UBC’s nursing graduates maintain their high level of skilled practice in acute care settings or in community. Others contribute to evidence-based practice with research in oncology, geriatrics, or with vulnerable populations in Vancouver’s Downtown Eastside. Some also move into leadership roles, pushing the boundaries of nursing care in hospitals, agencies, extended care, and other institutions.

Program graduates

• Nurse, The Heart Centre at St. Paul's Hospital
• Acute medicine and oncology/chemotherapy nurse, St Paul's Hospital
• Public health nurse, Evergreen Community Health Centre
• Nurse, Queen Alexandra Centre for Children's Health
• General duty nurse, Inpatient Eating Disorder Unit at BC Children's Hospital

UBC stories “Although UBC is a place of mind, I encourage students to also make it a place of heart, by pursuing their passions no matter how hard it might be!” Sara Eftekhar, Nursing Read the full story

Related programs

You’ll find these pages helpful, deep dive into ubc programs and get a taste of campus life on snapchat, meet hayley, a varsity soccer player and nursing student on the okanagan campus, ready to choose your degree.

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Graduate Certificate in Clinical Informatics (GCCI)

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The goal of this 11-month, 9-credit online certificate program is to provide healthcare professionals with foundational knowledge and skills to assume or strengthen roles on clinical informatics teams in healthcare organizations and to lead the design, planning, and implementation of various clinical informatics solutions. The program leverages active learning strategies for clinicians to apply their clinical knowledge and develop deep technology literacy to enable collaboration with technology teams, and tailor technology to the clinical context. Students in this program work collaboratively on real-world-type projects that incorporate current informatics best practices, theories, standards, and recent/seminal literature.  

For specific program requirements, please refer to the departmental program website

What makes the program unique?

Individuals who complete this program will have a solid foundational knowledge of clinical informatics and will be exposed to the design, planning, and implementation of various clinical informatics solutions.

This foundational knowledge will help graduates to:

• Collaborate effectively with technical teams in healthcare organizations
• Communicate functional and design requirements to technical teams
• Elicit information from clinicians to articulate technical needs
• Lead local clinical informatics projects in healthcare organizations
• Navigate implications of design and project decisions

Program Structure

The Graduate Certificate Program in Clinical informatics consists of 3 required courses (9 credits) to be completed over 11 months. Academic credits earned toward the certificate are often transferable to other graduate degrees.

This Program is 100% online. Students will engage in 2-3 hours of online synchronous class once per week and engage in 3-6 hours of course work and/or assignments per week (5-9 hours in total).

Course content will be offered through the UBC Canvas System and UBC Accredited Zoom. The delivery will include a blend of synchronous and asynchronous learning. Students will review journal articles, view video lectures, complete course-specific assignments, and engage in facilitated discussions during synchronous classes. 

Quick Facts

Program enquiries, tuition and fees, related programs, same academic unit.

• Doctor of Philosophy in Nursing (PhD)
• Master of Health Leadership and Policy in Clinical Education (MHLP)
• Master of Health Leadership and Policy in Seniors Care (MHLP)
• Master of Nursing - Nurse Practitioner (MN)
• Master of Science in Nursing (MSN)

Further Information

Specialization.

Students in clinical informatics will be exposed to the design, planning, and implementation of various clinical informatics solutions. This foundational knowledge will help graduates to collaborate effectively with technical teams in healthcare organizations, communicate functional and design requirements to technical teams, elicit information from clinicians to articulate technical needs, lead local clinical informatics projects in healthcare organizations and navigate implications of design and project decisions.

UBC Calendar

Program website, faculty overview, academic unit, classification.

Considering Vancouver as your next home?

This city won’t disappoint. It has it all: sea, parks, mountains, beaches and all four seasons, including beautiful summers and mild, wet winters with snow.

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You are reading the 2024/25 Academic Calendar. The 2023/24 version remains in effect until August 31, 2024 and is available here .

Ph.D. in Nursing

Information on the Ph.D. in Nursing program can be found under the College of Graduate Studies.

UBC Okanagan Academic Calendar

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Graduate Student in Nursing Association (GSNA) Research Symposium 2024

Our UBC IDEA Lab members/ trainees Michelle, Joey, and Margaret made impactful contributions at the Graduate Student in Nursing Association (GSNA) Research Symposium 2024.

Michelle received the prestigious Poster Award for her insightful e-poster on “Students’ Perspectives on the Use of AI in Academia.” Her research offers a valuable look into how AI shapes students’ academic experiences and expectations today.

Joey delivered an engaging oral presentation on “VR and Psychosocial Needs in Older Adults Living with Dementia in Long-term Care,” highlighting the beneficial potential of virtual reality in enhancing patient well-being.

Margaret presented her interdisciplinary work through an e-poster titled “An Interdisciplinary Co-design Journey to Develop, Implement, and Evaluate Healthy Aging Resources,” emphasizing collaborative approaches to creating effective health solutions for our older people.

To explore more, see the below snapshots:

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New Indigenous parenting app provides culturally grounded parenting advice

UBC Faculty of Applied Science researchers and Indigenous Elders and members of the səxʷkn̓xitəlx k̓l̓ c̓əc̓málaʔ Central Okanagan Aboriginal Early Years Table have launched a new app designed to support young Indigenous parents and contribute to revitalizing language within the Okanagan Nation community. 

The Two-Eyed Seeing for Parents app combines Indigenous wisdom and contemporary knowledge and is now available for download on  Google Play and Apple’s  App Store .

Tailored to meet the unique needs of Okanagan Nation families, the app provides information on nutrition, health, safety and traditional parenting approaches. It reflects the preferences of Okanagan Nation parents, who expressed a desire for content that integrates syilx parenting values, histories and traditions, including a mix of content in nsyilxcən and English to support language revitalization efforts.

The app was developed through a collaborative effort led by Elders Wilfred “Grouse” Barnes, Pamela Barnes and Margaret Eli, and facilitated by UBC School of Nursing professor emeritus Dr. Wendy Hall , in partnership with the Interior Health Authority and multiple community service providers.

“We believe that children are sacred gifts who deserve the best possible start in life,”  said Elder Wilfred “Grouse” Barnes. “Our app aims to empower Okanagan Nation parents with the knowledge, confidence and skills to nurture their children's development while honouring our cultural heritage.”

“Two-Eyed Seeing for Parents can be used offline, reducing potential cost and connectivity barriers for the communities where internet access and data costs may be challenging,” said Hall, a maternal and child health expert. By downloading the app in a location with internet access, like a coffee shop, parents gain access to a wealth of resources directly on their mobile devices, enabling them to learn at their own pace and revisit information when needed.

The Okanagan Nation, which includes seven communities in the southern interior of BC and the Colville Confederated Tribe in northern Washington state, faces significant challenges in accessing culturally relevant parenting support. Despite comprising almost six per cent of British Columbians, Indigenous groups face barriers including limited internet access in remote areas and expensive data rates. In response to these challenges, the Elders saw the potential of offline mobile technology to bridge gaps in access and provide vital support to parents.

“We recognize the importance of preserving our language and passing down our cultural teachings to future generations,” said Elder Margaret Eli. “Through this app, we hope to strengthen our community by empowering parents with the knowledge and tools they need to raise healthy, thriving children.”

Emma Dovell, a Westbank First Nation member and parent to two young boys has tested the app and commented: “The Two-Eyed Seeing for Parents app is very user-friendly, broken down into ages with different topics under those ages. 

“As a parent that doesn't have very much nsyilxcən and cultural protocol knowledge and limited ways to learn, it was great that this app incorporated nsyilxcən language with audio clips and videos throughout so that it can be easily accessed and used as a learning opportunity for myself and my children.”

About səxʷkn̓xitəlx k̓l̓ c̓əc̓málaʔ Central Okanagan Aboriginal Early Years Table

The səxʷkn̓xitəlx k̓l̓ c̓əc̓málaʔ Table works to promote children as sacred gifts who can flourish. Table members include representatives from Westbank First Nation, Ki-Low-Na Friendship Society, Okanagan Nation Alliance, Okanagan Métis Community Services Society, Central Okanagan Public Schools, and Interior Health Authority as well as a community Elder. They regard Two-Eyed Seeing — a blend of Indigenous and Western knowledge and principles, with past traditions and contemporary adaptations to society — for parenting as contributing to their mission to promote pride in their culture and heritage.

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PhD students receive numerous awards this semester

The School of Nursing’s PhD students received a great number of awards this spring semester for their work. See the list below, and congratulations to all!

PhD student winners from the annual Partners for Health Research Symposium Podium presentations:

• Third Place: Suzanne Kreuziger, MSN, RN; Nurse educators’ perceptions of students with mental health symptoms
• First Place: Kathie DeMuth, MSN, RN; Intermediary and Structural Causes of Black/White Infant Mortality Rate Inequities: A Concept Analysis

Eta Nu Chapter of the Honor Society of Nursing Awards:

• PhD Student: Doris Richardson, MSN, RN received the Outstanding PhD Student Performance Award.
• PhD Student: Shannon Brickner, MSN, RN received the Outstanding PhD Student Award.
• MN Student: Faith Mhone, BS, RN received Outstanding MN Student Performance Award
• Undergraduate student: Armonie Dotson, BS, SN received Outstanding Undergraduate Student Performance Award
• Eta Nu Grant Award Winner: PhD student Wilawan Christraksa, MSN, RN
• PhD Student Kathie DeMuth received the Eta Nu 2024 Excellence in Education Award
• PhD Student Sherri Hanrahan, MSN, RN received the Eta Nu 2024 Excellend in Leadership Award
• PhD Student Kylateia Farrar-Stern, MSN, RN, CNE received the Aaron G. Buseh Mentoring Award
• UWM Alumnus Florine Ndakuya-Fitzgerald, PhD, RN received the 2024 Sheryl T. Kelber Researcher Award
• UWM Alumnus Martin Mikell, PhD, RN, CEN received the 2024 Excellence in Practice Award

Student Poster Awards received by PhD Students:

• Patchara Chotchaisthit, MSN, RN
• Pornnapa Naknonehun, MSN, RN
• Kathie DeMuth, MSN, RN
• Wilawan Christraksa, MSN, RN
• Sherri Hanrahan, MSN, RN
• Dorothy Kent, MSN, RN
• Suzanne Kreuziger, MSN, RN
• Christopher Lartey, MSN, RN
• Redson Machongo, MSN, RN
• Pamela Treisman, MN, RN

Class of 2024 Commencement Event Schedule

The University will host numerous events honoring members of its graduating class of 2024 on Friday, May 17, Saturday, May 18, and Sunday, May 19, with many events live streamed as well.

Friday evening events include the The Panuska College of Professional Studies (now the Leahy College of Health Sciences) Outstanding Graduate Awards Ceremony , which will take place at 4 p.m. in the Kane Forum of Leahy Hall. At 5:30 p.m., Kania School of Management will host a reception for their graduates on the 5 th floor of Brennan Hall.

Also on Friday evening, undergraduates will be recognized for academic achievement, leadership and service at Class Night , which begins at 7:30 p.m. in the McIlhenny Ballroom of the DeNaples Center.

On Saturday, May 18, at 9 a.m., the University will conduct a pinning ceremony for nursing graduates in the Byron Recreation Complex. A reception will follow in the lobby of the Long Center. The Donning of the Stole Ceremony will begin at 11:30 a.m. in the Byron Recreation Complex. A reception immediately follows the ceremony in the lobby of the Long Center. The Class of 2023 Legacy Photo will take place at 2:45 p.m. on the patio area near the Atrium of the Loyola Science Center. At 5:30 p.m. on Saturday, ROTC Army cadets will be commissioned as second lieutenants in the U.S. Army during a ceremony in the Kane Forum of Leahy Hall.

The Baccalaureate Mass begins at 4 p.m. in the Byron Recreation Complex.

Saturday evening, at 8 p.m., the University will host the President’s Reception for Graduates and Parents in the Byron Recreation Complex. Tickets are required to attend this event. 

On Sunday, May 19, the Undergraduate Commencement Ceremony will take place in the Mohegan Sun Arena, Wilkes-Barre, at 11 a.m. Doors will open at 9:45 a.m. Shabana Basij-Rasikh , the co-founder and president of the School of Leadership, Afghanistan (SOLA), will serve as the commencement speaker . Basij-Rasikh ; Sister Mary Persico , IHM, Ed.D., the president of Marywood University; and Joseph M. Vaszily ’95, former University trustee; will receive honorary degrees at the ceremony.

At 12 p.m., noon, the University will hold the Doctor of Physical Therapy Graduation Awards Ceremony in the DeNaples McIlhenny Ballroom.

The University will hold its Graduate Commencement Ceremony at 4:30 p.m. in the Mohegan Sun Arena.

Guests attending the events at the Mohegan Sun Arena can review their security procedures , which include a clear bag policy and security checkpoints, to assist with alleviating the time required for entry to the commencement ceremonies. Tickets are not required for the undergraduate and graduate commencement ceremonies.

The University will live video stream several of the commencement events. Post on social media using  #Royals2024  for a chance to be featured on the  University’s commencement page . For additional information about the University’s 2024 commencement events, including live stream of events, visit scranton.edu/commencement .

‘Let us in!' Howard U. nursing graduation cut off after venue reaches capacity

“i didn’t get to walk. i graduated magna cum laude and i didn’t even get to walk. i’m the class of 2020. i didn’t get to walk for my high school graduation and i didn’t get to walk for my college graduation", by walter morris, news4 reporter • published may 10, 2024 • updated on may 10, 2024 at 3:34 pm.

A graduation ceremony for nursing students at Howard University ended abruptly Thursday after the auditorium reached capacity.

Families filled Cramton Auditorium to watch students in the College of Nursing and Allied Health Sciences walk across the stage. But as they walked, dozens of loved ones were locked out, with some trying to push their way in.

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“Let us in! Let us in!” some chanted.

“While they were doing the keynote speaker, there was, like, loud banging, even before that, for like 10 minutes straight,” graduate Bria Flowers said. “Just like boom, boom, boom, boom, boom.”

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“Because of the size of the room and because our relatives sometimes do not know how to act, the fire department is now here to shut us down,” Dr. Gina S. Brown, dean of the College of Nursing and Allied Health Sciences, told the crowd to a chorus of boos.

But D.C. Fire and EMS denied shutting down the ceremony.

"D.C. Fire and EMS did not shut down tonight’s event,” the department said in a statement. “At 6:42 p.m., we responded to the Cramton Auditorium for a medical local at the request of campus police. The patient was evaluated and refused transport, and D.C. Fire and EMS departed."

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“I’m confused why it got so crazy, how it got so quick, so bad so fast,” graduate Kiana Hamilton said.

A glass door broke during the commotion.

“Glass started getting broken,” graduate Halle Ragoonanan. “One of my classmate’s hands got cut.”

Howard said security removed someone from the building prior to the ceremony. That person returned and broke a window.

"This incident led to a disturbance among guests outside of the facility, resulting in a disruption of the program,” Howard’s statement said. “Guests in attendance were immediately dispersed following this incident."

One student was treated for a cut.

Ragoonanan said her heart was broken as she and her family looked to make up for moments they missed because of the pandemic.

“I didn’t even get to walk,” she lamented. “I didn’t get to walk. I graduated magna cum laude and I didn’t even get to walk. I’m the class of 2020. I didn’t get to walk for my high school graduation and I didn’t get to walk for my college graduation.”

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“All the money we spent,” another graduate said. “My father and grandmother came down from North Carolina.”

Some of those students will get to walk this weekend. The university’s main commencement ceremony is scheduled for Saturday.

The school plans to give individual awards to students Friday.

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It's rare when a mother and her child graduate from college together

Maureen Fogarty and her son Timothy Ozminkowski both graduated over the weekend at Fox Valley Technical College in Wisconsin. She earned a nursing degree, he got his degree in software development.

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