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Nursing Education

Department of Health & Behavior Studies

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Program Description

Teachers College was the first academic setting to educate nurses. Nursing Education began at Teachers College in 1899. The Nursing Education Program has a long and distinguished tradition of commitment to the education of nurses who have diverse roles in academic and community settings in the United States and abroad. The newly revised curriculum for the Ed.D. in nursing education was designed by a group of nursing education experts and is being delivered entirely online. 

The Program in Nursing Education at Teachers College Columbia University is committed to the development of nurse educators into researchers who will then become scholars, leaders, and visionaries in the education of nurses across the spectrum of nursing education programs.

In addition to the EdD Program, the Nursing Education program offers an Advanced Certificate in Nursing Education. The purpose of the Certificate in Advanced Nursing Education is to offer doctorally prepared students, currently working in or interested in nursing education, an opportunity to gain academic preparation in the role of nurse educators.

Degrees

  • Doctor of Education

    • Points/Credits: 90

      Entry Terms: Fall Only

      Degree Requirements

      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 encourages a unique collaborative approach to dissertation design and development.

      Outcomes of Program

      1. Integrate knowledge from nursing and higher education that supports the development of innovative teaching strategies that address diverse learning needs.
      2. Apply theories from nursing, higher education, and related disciplines as a foundation for enacting the nurse educator role in academic and health care settings.
      3. 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.
      4. Pursue intellectual inquiry and scholarly endeavors individually and collaboratively to advance knowledge in nursing education.
      5. Serve as a scholar, leader, and advocate in nursing, nursing education, and higher education.

      Degree Requirements

      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.

      Course Requirements

      Nursing Education: All courses count for 3 credits; 24 credits are required.

      • HBSN 6000 Nursing Knowledge in Nursing Education
      • HBSN 6030 Curriculum Development in Nursing Education
      • HBSN 6040 Teaching and Learning Strategies 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

      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

      • Cognitive studies
      • Communication, Media, and Learning Technologies Design Health education
      • Diabetes education

      Total: 51 Credits

      It is expected that students will transfer between 33 and 45 credits from their master’s programs if those credits are determined to be acceptable by the Teachers College registrar and program faculty.

      Other Requirements

      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 five-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., 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.

  • Advanced Certificate

    • Points/Credits: 15

      Entry Terms: Spring/Summer/Fall

      Degree Requirements

      The purpose of the Academic Certificate in Nursing Education is to improve Nursing Education and to improve the teaching skills of those nurses who already have doctoral degrees. The goal of the program is to offer doctorally prepared nurses, who are currently working in or interested in nursing education, an opportunity to gain academic preparation as nurse educators. There are currently 1,200 nursing faculty vacancies across the U.S., and this number is expected to climb sharply over the next few years as current faculty begin to retire. An Academic Certificate in Nursing Education prepares those seeking to extend or advance their teaching skills to improve nursing education generally.

      Outcomes of Program

      1. Integrate knowledge from nursing and higher education that supports the development of innovative teaching strategies that address diverse learning needs.
      2. Apply theories from nursing, higher education, and related disciplines as a foundation for enacting the nurse educator role in academic and health care settings.
      3. 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.

      Courses

      The program consists of five core courses designed to help nurses with doctorates to deploy their advanced clinical or research expertise to enhance the education of new nurses and advanced practitioners.

      • HBSN 6030 Curriculum Development in Nursing Education - 3 credits
      • HBSN 6040 Teaching and Learning in Nursing Education - 3 credits
      • HBSN 6043 Innovations in Nursing Education - 3 credits
      • HBSN 6044 Assessment and Evaluation in Nursing Education - 3 credits
      • HBSN 6045 Simulation in Nursing Education - 3 credits

      The program can be completed in two years if students take one course per semester for five consecutive semesters. Classes are taken with current doctoral students in the Nursing Education Ed.D. program, assuring a high-quality program.

Faculty

  • Faculty

    • Kathleen O'Connell Isabel Maitland Stewart Professor of Nursing Education
  • Lecturers

    • Jane K Dickinson Senior Lecturer
    • Tresa Kaur Lecturer
  • Adjunct Faculty

    • Colleen Manzetti Adjunct Assistant Professor

Courses

  • HBSN 5044 - Advanced Research Methods: Literature Review and Critique
    This course builds on introductory research methods courses to enhance the students' abilities to design research, to interpret research findings, to critique research reports, and to write the review of literature for their dissertation proposals. Issues affecting the design of research and interpretation of research findings in Nursing Education studies are the specific focus of the course. The literature review will be done in consultation with students’ dissertation advisors.
  • HBSN 6000 - Nursing Knowledge in Nursing Education
    This course introduces students to major theoretical perspectives on nursing education/practice/research and how nursing theory can be used to guide nursing education that promotes nursing disciplinary knowledge. Students are introduced to definitions, philosophies, and patterns of knowing in nursing. Discussions focus on what makes nursing actions nursing, and how that can be taught effectively at the various levels of nursing education. Students also learn how to identify problems, research questions, and theories to guide their dissertation research.
  • HBSN 6030 - Curriculum Development in Nursing Education
    This course explores the essential structures, components, and factors of curriculum development pertaining to nursing education. Concentration will be on the curriculum development process.
  • HBSN 6040 - Teaching and Learning Strategies in Nursing Education
    This course explores associations of key aspects of learning development to educational interventions in higher education.
  • HBSN 6043 - Innovations in Nursing Education
    This course examines innovations in education that support and promote a culture of active teaching and learning. Use of technologies in nursing education will be a focus. Evidence-based teaching strategies will be identified for use in the classroom and clinical settings.
  • HBSN 6044 - Assessment and Evaluation in Nursing Education
    This course examines evaluation methods in nursing within the classroom, laboratory, and clinical setting. Current issues, trends, and research related to educational testing instruments, alternatives to standardized evaluation methods, and outcome measurement in nursing education will be discussed. Students will develop reliable and valid evaluation measures for use in nursing education.
  • HBSN 6045 - Simulation in Nursing Education
    This course explores the teaching strategy of role play, focusing specifically on simulation and its application for both classroom and clinical practice within nursing education. Evidence-based simulation strategies will be explored using active teaching strategies.
  • HBSN 6053 - Clinical Teaching in Nursing Education
    This course investigates best practices in nursing education for planning and developing student-centered clinical activities. A preferred specialty area of nursing practice will be the focus for planning and developing these activities.
  • HBSN 6310 - Practicum I: The Nurse Educator Role
    In this course students will examine and implement the role of the nurse educator in higher education and/or health care organizations
  • HBSN 6320 - Practicum II: Leadership in Nursing Education
    In this course students will examine the role of the nurse educator in relation to broader perspectives of selected higher education and/or health care agencies. Further, students will implement aspects of the nurse educator role in selected academic units, institutions, and in the profession of nursing.
  • HBSN 6540 - Seminar on dissertation design development
    Permission required. Required of all doctoral candidates. Group critique of dissertation proposals; focus on beginning- to intermediate- level aspects of analysis of theory and research design. This course may be repeated as often as necessary until the student is ready for the departmental examination. Once HBSN 6540 is taken, continuous fall/spring enrollment in the course is required until the semester during which the departmental examination is held.
  • HBSN 6541 - Advanced seminar on dissertation design development
    Focus on advanced aspects of research design and method.
  • HBSN 6930 - Independent study in nursing education
    Permission required. Individual guided learning experience at the doctoral level in a selected aspect of nursing education. Topic agreed upon between student and faculty.
  • HBSN 6940 - Independent study in nursing research
    Permission required. Allows student to contract with individual faculty member for research-related work in a defined area of study.
  • HBSN 7500 - Dissertation Seminar
    Permission required. The departmental examination, involving presentation of dissertation proposal for faculty approval. This course is required of all certified doctoral candidates and may be taken only once.
  • HBSN 8900 - Dissertation advisement in nursing
    Individual advisement on doctoral dissertation following completion of all course-work. Fee to equal 3 points at current tuition rate for each term. See catalog on continuous registration requirements for Ed.D. degree.
  • HBSS 5040 - Research methods in health and behavior studies I
    Introduction to research, study designs, and data collection methods in research in health and behavior studies, including nursing, nutrition, and health education with emphasis on reading and understanding research literature.
  • HUDM 4122 - Probability and statistical inference
    An introduction to statistical theory, including elementary probability theory; random variables and probability distributions; sampling distributions; estimation theory and hypothesis testing using binomial, normal, T, chi square, and F distributions. Calculus not required.
  • HUDM 5122 - Applied regression analysis
    Least squares estimation theory. Traditional simple and multiple regression models and polynomial regression models, including use of categorical predictors. Logistic regression for dichotomous outcome variables is also covered. Class time includes lab time devoted to applications with IBM SPSS. Prerequisite: HUDM 4120 or HUDM 4122. Students who have taken statistics at the graduate level may contact Amina Abdelaziz (aa3915@tc.columbia.edu) to request a prerequisite override.
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