Doctor of Education (Ed.D.)
Ed.D. in Nursing Education
The Doctor of Education in Nursing Education is designed for nurses with master’s degrees who want to become nurse educators in either academic or staff development settings. Although all courses are online, the program fosters deep collaboration among students and faculty to maximize preparation for educator roles and to facilitate efficient progress through the program. The program features a unique collaborative approach to dissertation design and development.
Outcomes of Program
- Integrate knowledge from nursing and higher education that supports the development of innovative teaching strategies that address diverse learning needs.
- Apply theories from nursing, higher education, and related disciplines as a foundation for enacting the nurse educator role in academic and health care settings.
- Demonstrate expertise as an advanced nurse educator that models the pursuit of lifelong learning and that reflects trends in nursing and higher education, inter-professional education, health care, and nursing practice.
- Pursue intellectual inquiry and scholarly endeavors individually and collaboratively to advance knowledge in nursing education.
- Serve as a scholar, leader, and advocate in nursing, nursing education, and higher education.
Nursing education courses have been designed to merge knowledge of the role of nursing faculty with the role nursing programs play in higher education. Courses have a theoretical foundation, along with a research underpinning so that best practices in didactic and clinical practice areas are taught, used, and tested. Ed.D. students learn how to actively engage their students in the learning process and how to be facilitators of learning, not just givers of knowledge. The program requires that students take a specific complement of courses in Nursing Education, Research Methods and Statistics, and Broad and Basic Courses and meet other requirements as outlined below.
Nursing Education: All courses count for 3 credits; 30 credits are required.
HBSN 6000 Nursing Theory in Nursing Education
HBSN 6030 Curriculum Development in Nursing Education
HBSN 6040 Teaching and Learning Strategies in Nursing Education
HBSN 6053 Clinical Teaching in Nursing Education
HBSN 6043 Innovations in Nursing Education
HBSN 6044 Assessment and Evaluation in Nursing Education
HBSN 6045 Simulation in Nursing Education
HBSN 6310 Practicum I: The Nurse Educator Role
HBSN 6320 Practicum II: Leadership in Nursing Education
HBSN TBA Colloquium in Nursing Education
Research Methods: 12 credits are required.
HBSS 5040 Research Methods in Health and Behavior Studies
HBSN 5044 Advanced Research Methods: Literature Review and Critique
HBSN 6540 Dissertation Design and Development
HBSN 7500 Dissertation Seminar
Statistics: 6 credits are required
HUDM 4120 Basic Concepts in Statistics OR HUDM 4122 Probability and Statistical Inference
HUDM 5122 Applied Regression Analysis
Broad and Basic Courses 9 credits required
9 credits in electives taken at Teachers College that are outside Nursing Education
Adult Learning and Higher Education
Communication, Media, and Learning Technologies Design
Total: 57 Credits
It is expected that students will transfer at least 33 credits from their master’s programs if those credits are determined to be acceptable by the Teachers College registrar and program faculty.
The Ed.D. requires the completion of 90 credits of graduate study (including transfer credits), certification as a doctoral candidate, which involves taking a certification examination in person at the College, a dissertation proposal approved as a result of a proposal hearing, successful oral defense, and acceptance of a research-based doctoral dissertation.
Enrolled students begin their doctoral student experience with a four-day in-person orientation to the program that occurs in the August prior to the beginning of the Fall semester. All admitted students are required to attend this orientation. During the orientation, students will be guided to plan their entire program of study. They plan the types of experiences they want to include in their courses and practica. They are apprised of the courses where they will be required to find a suitable nursing education setting in which to complete some of the course objectives (e.g. Clinical Teaching in Nursing Education and Simulation in Nursing Education), and they are instructed on the need to identify preceptors for Practicum I and Practicum II early in the program so that the credentials of the preceptors can be vetted, the preceptors can receive information about what will be required, and appropriate agreements can be executed.