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A Johns Hopkins postdoc, Herbert Baxter Adams, brought the seminar method of teaching from Germany, where he earned a PhD in 1876. The idea: That students would learn more by doing than by listening to lectures and taking exams.

That spirit of inquiry , of challenging the way things are done, lives on today in our nine academic divisions, all of which offer full-time graduate programs.

More information about our graduate programs is available below

School of Advanced International Studies

Students get global perspectives on today’s critical issues, with programs in international affairs , international studies , economics and finance , and public policy

Krieger School of Arts & Sciences

More than 60 full-time and part-time graduate programs spanning the arts , humanities , and natural and social sciences

Also see:   Part-time graduate options via Advanced Academic Programs

Carey Business School

Offers a Global MBA and other masters programs, with an emphasis on health care management , real estate and infrastructure, financial businesses , and enterprise risk management

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One of the nation’s top schools of education, according to U.S. News & World Report , with degree and certificate programs in teaching , special education , counseling , administration , and leadership

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Programs in fields of critical importance to the future, health, and safety of our world, including robotics , biomedical engineering , cybersecurity , and systems engineering

Also see: Part-time and online options via Engineering for Professionals

School of Medicine

Since 1893, Johns Hopkins Medicine has trained the next generation of great medical leaders and is widely regarded as one of the best med schools and hospitals in the world, with top programs in internal medicine , women’s health , HIV/AIDS , geriatrics , drug/alcohol abuse , and pediatrics

School of Nursing

The U.S. News & World Report top-ranked school prepares graduate level pre-licensure students and current BSN or advanced practice nurses to be health care leaders through a variety of MSN, DNP, and PhD programs. Students can focus on a wide range of advanced practice specialty areas – including health care organizational leadership , nurse anesthesiology , pediatric , adult/Gerontological , family , or critical care .

Peabody Institute

Founded in 1857, this world-renowned conservatory offers degrees in composition , computer music , conducting , performance , jazz , music education , music theory , and recording arts and sciences

Bloomberg School of Public Health

The Bloomberg School, U.S. News & World Report ‘s top-ranked graduate school of public health for more than two decades, offers programs in health administration , health science , and public policy

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Strategies for success in a nursing PhD program and beyond

• School of Nursing

Research output : Contribution to journal › Article › peer-review

Purpose: The purpose of this article is to inform newly enrolled PhD students of program expectations, strategies for success, and next steps in the career of a nurse scientist. Methods: We used empirical evidence and insights from the authors to describe strategies for success during a nursing PhD program and continued career development following graduation. Findings: Measures of success included maintaining health, focus, integrity, and a supportive network, identifying mentors, pursuing new knowledge and advancing research to transform health outcomes. Conclusion: Nursing PhD programs help to shape future researchers and leaders. Choosing to obtain a PhD in nursing is an investment in oneself, the discipline, and the science. Clinical relevance: Nursing PhD programs offer opportunities to advance science, impact healthcare and health outcomes, and prepare for a variety of career opportunities. Informing newly enrolled PhD students may better prepare them for what lies ahead and facilitate student retention.

• Career development
• Nursing PhD programs
• Nursing education
• Nursing science
• Post-graduate education

ASJC Scopus subject areas

• General Nursing

Access to Document

• 10.1016/j.profnurs.2022.01.004

Other files and links

• Link to publication in Scopus
• Link to the citations in Scopus

Fingerprint

• Nursing Medicine & Life Sciences 100%
• Students Medicine & Life Sciences 63%
• Health Medicine & Life Sciences 44%
• Mentors Medicine & Life Sciences 37%
• Nurses Medicine & Life Sciences 21%
• Research Personnel Medicine & Life Sciences 20%
• Delivery of Health Care Medicine & Life Sciences 18%

T1 - Strategies for success in a nursing PhD program and beyond

AU - Fisher, Marlena C.

AU - Gray, Tamryn F.

AU - Uveges, Melissa K.

AU - Heinze, Katherine E.

AU - Pellathy, Tiffany P.

AU - Parrillo, Elaina

AU - Hravnak, Marilyn

AU - Nolan, Marie T.

N1 - Publisher Copyright: © 2022 Elsevier Inc.

PY - 2022/3/1

Y1 - 2022/3/1

N2 - Purpose: The purpose of this article is to inform newly enrolled PhD students of program expectations, strategies for success, and next steps in the career of a nurse scientist. Methods: We used empirical evidence and insights from the authors to describe strategies for success during a nursing PhD program and continued career development following graduation. Findings: Measures of success included maintaining health, focus, integrity, and a supportive network, identifying mentors, pursuing new knowledge and advancing research to transform health outcomes. Conclusion: Nursing PhD programs help to shape future researchers and leaders. Choosing to obtain a PhD in nursing is an investment in oneself, the discipline, and the science. Clinical relevance: Nursing PhD programs offer opportunities to advance science, impact healthcare and health outcomes, and prepare for a variety of career opportunities. Informing newly enrolled PhD students may better prepare them for what lies ahead and facilitate student retention.

AB - Purpose: The purpose of this article is to inform newly enrolled PhD students of program expectations, strategies for success, and next steps in the career of a nurse scientist. Methods: We used empirical evidence and insights from the authors to describe strategies for success during a nursing PhD program and continued career development following graduation. Findings: Measures of success included maintaining health, focus, integrity, and a supportive network, identifying mentors, pursuing new knowledge and advancing research to transform health outcomes. Conclusion: Nursing PhD programs help to shape future researchers and leaders. Choosing to obtain a PhD in nursing is an investment in oneself, the discipline, and the science. Clinical relevance: Nursing PhD programs offer opportunities to advance science, impact healthcare and health outcomes, and prepare for a variety of career opportunities. Informing newly enrolled PhD students may better prepare them for what lies ahead and facilitate student retention.

KW - Career development

KW - Mentoring

KW - Nursing PhD programs

KW - Nursing education

KW - Nursing science

KW - Post-graduate education

UR - http://www.scopus.com/inward/record.url?scp=85124402710&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85124402710&partnerID=8YFLogxK

U2 - 10.1016/j.profnurs.2022.01.004

DO - 10.1016/j.profnurs.2022.01.004

M3 - Article

C2 - 35272827

AN - SCOPUS:85124402710

SN - 8755-7223

JO - Journal of Professional Nursing

JF - Journal of Professional Nursing

Johns Hopkins University Master's in Nursing

Graduate School (Nursing) • Baltimore, MD •  

Graduate School (Nursing) • Baltimore, MD

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Johns Hopkins University Master's in Nursing (MSN)

Johns Hopkins University is a private school. The School of Nursing has an application fee of $80 for U.S. residents. Tuition for the master's program at the School of Nursing is Full-time: $1,881 per credit. The School of Nursing at Johns Hopkins University has 104 full-time faculty members. The total graduate nursing enrollment is 1,194.

At-a-Glance

Tuition & Fees

Full-time: $1,881 per credit

Enrollment (ALL Programs)

Programs Offered

Master's, Ph.D., DNP

Johns Hopkins University 2024 Master's in Nursing & Specialties Rankings

Overall Score

Peer assessment score (out of 5)

Health care professionals assessment score (out of 5)

Mater's in Nursing (MSN) Program Rankings

• # 1 in Best Nursing Schools: Master's  (tie)

Master's in Nursing Program Admissions

Application fee (U.S. residents)

Johns Hopkins University Admissions

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Master's in Nursing Program Cost

Tuition & Fees (In-State)

$1,881 Per Credit

Tuition & Fees (Out-of-State)

Required Fees

Johns Hopkins University Cost

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Master's in Nursing Program Student Population

Minority Students

International Students

Johns Hopkins University Student Body

Minority Enrollment

Black or African American

Hispanic/Latino

Two or More Races

International

Native Hawaiian or Other Pacific Islander

American Indian or Alaska Native

Not Specified is not included in this breakdown due to an enrollment of 0%.

Gender distribution (full-time) :

Master's in Nursing Program Academics

Department Concentrations

• generalist nurse anesthesia
• nurse practitioner: adult-gerontology acute care nurse practitioner: adult-gerontology primary care
• nurse practitioner: family nurse practitioner: pediatric primary care
• nurse practitioner: psychiatric-mental health, across the lifespan dual majors

Johns Hopkins University Academics

Nursing School details based on 2023 data.

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• Graduate School
• BALTIMORE, MD

Johns Hopkins School of Nursing

• Rating 4.44 out of 5   32 reviews
• Nursing (DNP)
• Nursing (MSN)

Scholarship

Masters programs, most popular masters programs.

• Nursing 225 Students

Doctoral Programs

Most popular doctoral programs.

• Nursing Administration 16 Students
• Nursing 6 Students

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• Down-to-earth 6%
• Intellectual 18%
• Just trying to get through 6%
• Homogenous 6%
• Competitive and intense 38%
• Prepared me for the real world 6%
• Supportive/helped me grow 50%

Campus Resources

Return on investment.

• $50,000 - $75,000 12%
• $75,000 - $100,000 18%
• More than $100,000 71%
• $100,000 - $125,000 18%
• Did not graduate yet 82%

Living in the Area

• Cost of Living grade  A minus
• Crime & Safety grade  unavailable
• Nightlife grade  A+

Similar Grad Schools

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Johns Hopkins School of Nursing Reviews

• Rating 5 out of 5   Excellent 21   reviews ( 66 %)
• Rating 4 out of 5   Very Good 8   reviews ( 25 %)
• Rating 3 out of 5   Average 1   reviews ( 3 %)
• Rating 2 out of 5   Poor 0   reviews ( 0 %)
• Rating 1 out of 5   Terrible 2   reviews ( 6 %)
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More Information

• Hopkins Pathways to PhD Initiative [PDF]

Hopkins Pathways to PhD

This initiative creates innovative, well-mentored, sustainable pathways programs in non-stem fields to contribute to the excellence and diversity of  JHU PhD programs across the university. More information about this initiative and the application can be found on the links to the right.

I. Background

Johns Hopkins University was founded as the nation’s first research university.  It continues to be the home for several thousand doctoral students, across more than 60 fields of study, pursuing an independent, scholarly PhD degree.  In its ongoing commitment to excellence, JHU seeks to ensure that it is attracting the most talented and best prepared students to all of its PhD programs.  One strategy for doing so is to create “pathways programs”.  Pathways programs can identify highly curious, creative, and motivated students, can excite them to continue their education at the graduate level, can connect them with JHU faculty in fields of interest, and can contribute to their readiness for the graduate student application process and graduate level research and scholarship.    While slots in pathways programs in STEM fields at Johns Hopkins are included as part of the Vivien Thomas Scholars Initiative , there has not previously been centralized support for programs providing pathways to non-STEM PhD fields.  The Hopkins Pathways to PhD Programs initiative is designed to address that gap. 

II. The Opportunity

To further the identification, excitement, network building, and experience of students from backgrounds underrepresented in non-STEM graduate academic programs, Johns Hopkins University is making funds available, on a competitive basis, to create attractive, impactful, engaging, and sustainable summer and post-bac programs in non-STEM academic fields.  

• Funding may be used to support summer programs, post-bac programs, or programs that provide a combination of these types of training. 
• Post-bac programs may be coupled with the awarding of a master’s degree in a relevant field, or they may be standalone training and/or research experiences. 
• Programs should be designed to expose, prepare, engage, and excite students toward consideration of the PhD degree as a foundational orientation of the pathways program.  
• We expect that programs generally will be designed to prepare students for a “family” of related PhD programs, but with justification may be related to a single PhD program area. 
• Non-STEM is defined here as any PhD program area that is not included under the Vivien Thomas Scholars Initiative . 
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Johns Hopkins men’s lacrosse eyes first Final Four in 9 years behind dependable Garrett Degnon

C onsidering one of his early lacrosse role models was Pat Fraser, a left-handed attackman at Johns Hopkins, Garrett Degnon, another lefty, is widely considered to have one of the hardest shots among the Blue Jays.

Jacob Angelus, a fellow graduate student attackman, can attest.

“He is a scary shooter when he has his hands free and is able to see the net and get that shot off fast,” Angelus said. “It’s definitely tough for the goalies, and I wouldn’t want to be one of them.”

Opponents have had a difficult time preventing Degnon’s shots from finding the net. The Harwood native is tied for eighth among all NCAA Division I players in goals per game at 2.9, and his 45-game streak of at least one goal is the longest active run nationally.

As pivotal as Degnon’s ability to score is, Johns Hopkins coach Peter Milliman said he appreciates Degnon’s dependability.

“He’s as consistent as anybody I’ve ever worked with,” he said. “He shows up every day to work at practice, he shows up on game day, and he’s consistently making the same type of plays that are really challenging to defend.”

Degnon’s path to lacrosse was paved before him. His father George was a defenseman at Air Force from 1986 to 1988 and his older brother, also named George, was an attackman at Colorado State from 2015 to 2016.

But in the summer of 2015 after his freshman year of high school, Degnon got ill after dining at a crabhouse in Ocean City. He was diagnosed with salmonella, was hospitalized for two nights, and lost about 25 pounds from his 6-foot-4, 185-pound frame, forcing him to miss three lacrosse tournaments.

“It wasn’t like I was in an excruciating amount of pain,” he recalled. “It was more of just a hassle. I lost a ton of energy and was unable to play, which stunk.”

The next summer, Degnon contracted mononucleosis, and doctors kept him away from lacrosse as a result of a swollen spleen caused by the illness. The virus also contributed to two bouts with abscesses, which required doctors to slice the roof of his mouth to drain excess liquid. Eventually, his tonsils were removed, but he lost some of the weight he had regained after overcoming salmonella.

The frequency of health issues in back-to-back summers alarmed Degnon. “I did continually ask myself, ‘Why am I always getting sick?’” he said.

Fortunately, Degnon recovered quickly enough to shift from attack to midfield for his junior and senior years, which drew interest from Johns Hopkins. In his first three years at Homewood Field, he lined up in the midfield, compiling 34 goals and three assists in 22 games, including nine starts.

But before the sixth game of the 2022 season, Degnon was moved to attack to replace senior midfielder Brendan Grimes, a Lutherville native and Boys’ Latin graduate who had broken his wrist. Since then, Degnon has amassed 117 goals and 15 assists in 43 games — all of which he started.

While Milliman quipped that he “should probably have my head looked at” for waiting almost a season-and-a-half to play Degnon on attack, the latter took a pragmatic view.

“I think the attackmen should be your best offensive players, and when I was younger, there were guys on our offense who were certainly better than me,” he said. “So I felt like they deserved the right to be on the field all the time.”

Offensive coordinator John Crawley pointed out that Degnon’s goals have been timely. Degnon and sophomore midfielder Matt Collison are tied for the most goals by Blue Jays players in the fourth quarter or overtime periods this spring with 12 each.

“The moment is never too big for Garrett, and he does a great job of remaining poised so that he can do his job and show up when he needs to,” Crawley said. “His productivity when we need him has been through the roof, and that’s the cornerstone of a kid who is tough-minded, competitive and a leader.”

Degnon’s career total of 159 goals is tied with Ryan Brown for second place on the program’s all-time ledger, and his 179 points rank 15th. But accolades like that and the goal-scoring streak aren’t a top priority for him.

“I’ve never been chasing that,” he said. “Just the way I play, my teammates do all of the hard work and beat their men and draw slides, and I am fortunate enough to have the teammates that I do because the goals come because of them. I catch and shoot.”

Both Crawley and Milliman insisted that Degnon is not simply a goal scorer. Milliman noted that Degnon ranks fourth on the team in ground balls with 32 and has only seven turnovers this season.

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“That’s really crazy for an attackman who plays 60 minutes of every game,” he said. “That just doesn’t happen. Everyone just assumes he’s an off-ball shooter. He’s highly productive in multiple areas.”

Another quality has been Degnon’s leadership as a two-time co-captain. ESPN analyst and former Johns Hopkins goalkeeper Quint Kessenich credited Degnon as one of several players who shepherded the transition from former coach Dave Pietramala to Milliman between the 2020 and 2021 seasons.

“He helped lead a group from 4-9 [in 2021] back to the NCAA Tournament and back to winning,” Kessenich wrote via text. “He deserves a lot of credit for that impact in the locker room. It’s not easy to fix what’s broken. His ultimate mark on the program is deeper than goals. He redirected the ship — spun it back into the right direction — and that may be more lasting.”

If the Blue Jays (11-4), the No. 3 seed in the NCAA Tournament, hope to defeat No. 6 seed Virginia (11-5) in Sunday’s quarterfinal at 2:30 p.m. at Towson’s Johnny Unitas Stadium, Degnon will likely need to score at his usual rate. He said he has embraced that expectation as Johns Hopkins seeks its first Final Four appearance since 2015.

“I don’t really think of it as a lot of pressure,” he said. “I honestly think it’s a privilege to be in this position.”

NCAA Tournament quarterfinals

No. 3 seed Johns Hopkins vs. No. 6 seed Virginia 

At Towson’s Johnny Unitas Stadium

Sunday, 2:30 p.m.

©2024 Baltimore Sun. Visit baltimoresun.com. Distributed by Tribune Content Agency, LLC.

Department of the History of Art

Congratulations to phd student ella gonzalez on upcoming publication.

The Department of the History of Art at Johns Hopkins proudly congratulates Ella Gonzalez, a graduate student in the program, on her forthcoming publication (co-edited with Cynthia Coburn and Ellen Caldwell), titled   Gender Violence, Art, and the Viewer: An Intervention . The book is set to be released by Penn State University Press and is currently available for pre-order.

“We extend our warmest congratulations to Ella Gonzalez on this remarkable achievement,” said Mitch Merback, chair of History of Art at Johns Hopkins. “Her dedication to critical scholarship and her contributions to this important field of study are truly commendable. We are proud to have her as a member of our academic community.”

Ella Gonzalez is currently pursuing her graduate studies in the History of Art program at Johns Hopkins University. Her research interests include Art and archaeology of Ancient Greece and the Mediterranean world.

For more information about Ella Gonzalez and her forthcoming publication, please visit Penn State University Press .

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Women's Tennis 5/15/2024 12:44:00 PM Jill Guise - Assistant Director of Athletic Communications

Three Blue Jays Named to CSC Academic All-District Teams

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Lackland Independent School District

Technology help desk intern (summer 2024).

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Lackland ISD seeks Help Desk interns to help us in our Technology Department. This is an excellent entry-level opportunity for those interested in a career in information technology and technical support. We will consider applications on a rolling basis, so please do NOT wait until the deadline to apply for this position. We will be considering applicants as they apply.

In this role, you will support students, staff, and teachers alike across our entire district. Sample tasks are:

• Resetting locked user accounts
• Installing and removing software
• Setting up printers
• Working with interactive displays
• Punching down cables
• Configuring iPads and other tablets

You may also be asked to assist with cyber security tasks such as:

• Interfacing with vendors regarding data privacy agreements
• Writing up policy and procedure documents
• Documenting current practices for audit purposes

The exact tasks that will be performed will be depending upon student experience. If an applicant has greater levels of experience, we may add server administration tasks into that mix. Regardless, we will grow applicants in their knowledge.

Interns will gain a sound grounding in the utilization of an ITSM solution as well as in ITIL and other best practices for technical support. Interns will also gain a basic introduction to the field of cyber security, but primarily from a business vantage point. Pen tests, cracking, hacking, etc. are performed by other members of our team.

This position is a summer internship ONLY, and there is no potential for a full-time position at this time. This is a full-time opportunity, but this is NOT a virtual position: you must physically come to work at our district in San Antonio. For out-of-state candidates, there are affordable temporary housing options in the greater San Antonio area. Uber and Lyft are both active in the city, and there is a public transportation system (bus). Numerous bike paths also exist. For much of the summer, the district typically operates 4 days a week for 10 hours a day. This means that nearly every weekend is a three-day weekend, perfect for exploring the city and the surrounding area. This position reports to the Technology Coordinator, with daily supervision and regular performance feedback.

We do believe that this internship offers a superior experience to build a resume in this domain, and the Director of Technology provides strong reference letters for excellent interns.

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• What is Public Health?

Elizabeth Selvin Named Next Director of the Welch Center for Epidemiology, Prevention and Clinical Research

Elizabeth Selvin, PhD, '04, MPH, has been appointed the next director of the Welch Center for Epidemiology and Clinical Research at the Johns Hopkins University, effective May 1, 2024. She follows in the footsteps of Lawrence J. Appel, MD, MPH, who has led the Center for the past 14 years.

The Welch Center was established in 1989 with the primary mission of improving population health by conducting rigorous research that integrates clinical medicine with public health expertise and by training the next generation of interdisciplinary researchers and scholars. The Center is a collaborative effort between the Johns Hopkins Bloomberg School of Public Health, the School of Medicine, and the School of Nursing.

Selvin is a professor of Epidemiology at the Bloomberg School and holds a joint appointment in the School of Medicine, Division of General Internal Medicine. She is the author or co-author of over 550 peer-reviewed papers. Selvin has devoted her career to leading translational research projects designed to evaluate and improve screening, diagnosis, and patient care for persons with diabetes. Her work has directly influenced clinical practice guidelines for diagnosis and management of diabetes. She is an internationally recognized leader in the field. Her many awards include the Harry Keen Memorial Award from the International Diabetes Epidemiology Group of the International Diabetes Federation and the Kelly West Award for Outstanding Achievement in Epidemiology from the American Diabetes Association. Selvin currently serves as a deputy editor of Diabetes Care. Importantly, Selvin is committed to training the next generation of leaders and has mentored or co-mentored over 65 students and fellows from across divisions of the university. In 2024, she received the David M. Levine Excellence in Mentoring Award from the Johns Hopkins Department of Medicine.

For over three decades the Welch Center has fostered the integration of public health, medical, and nursing expertise to tackle some of the leading causes of mortality and morbidity here at home and globally. It is widely recognized as one of the world’s premier centers for training and research in clinical epidemiology, with a focus on translating science for impact.

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Speech Language Pathologist

The Department of Neurology is seeking a Speech-Language Pathologist for the Johns Hopkins Center for ALS Specialty Care. The Center for ALS Specialty Care is a multidisciplinary care team, where a neurologist, nurse practitioner, palliative care specialist, physical and occupational therapists, research coordinator, respiratory therapist, dietician, ALS Association social worker and assistive technologist as well as other support staff work together to care for patients with Amyotrophic Lateral Sclerosis. The goal of our team is to improve the quality of life for ALS patients, families and care partners. Each of our team members exhibits a different area of expertise to guide patients through challenges faced by those affected with this disease.

The Speech-Language Pathologist will play an important part in helping patients maximize speech, language, cognitive and swallowing abilities.

Specific Duties & Responsibilities

• Provide comprehensive speech therapy evaluations including review of pertinent history information, performance of specific assessments, and determination of recommendations.
• Provide a comprehensive treatment plan including long and short-term goals, frequency, duration and treatment modalities, therapeutic interventions, clinical and technical guidelines.
• Explain evaluation findings and treatment plans to patients and families and incorporate the patient and family in the goals setting.
• Refer patients for follow-through programs as needed.
• Communicate patient progress or problems to team members.
• Document patient care in accordance with regulatory, licensing, payer and accrediting requirements.
• Participate as requested in program planning and protocol development and assist the team in meeting established goals.
• Consult with other healthcare professionals as indicated.
• Demonstrate interdisciplinary, safe, patient-centered care and deliver excellent customer service.
• Master’s Level or equivalent graduate degree in Speech Pathology.
• ASHA certification, and eligibility for Maryland state licensure and neuroimaging experience are preferred.
• Certificate of Clinical Competence (CCC-SLP) is desirable but not required.
• Minimum of six months speech therapist / speech-language pathologist experience working with an adult and geriatric population.
• Current CPR certification.

Classified Title: Speech-Language Pathologist Role/Level/Range: ACRP/04/MD Starting Salary Range: $28.30 - $49.53 HRLY (Commensurate with experience) Employee group: Part-time Schedule: M-F; 20 hrs/week Exempt Status: Exempt Location: School of Medicine Campus Department name: SOM Neuro Neuromuscular Personnel area: School of Medicine

Total Rewards The referenced salary range is based on Johns Hopkins University’s good faith belief at the time of posting. Actual compensation may vary based on factors such as geographic location, work experience, market conditions, education/training and skill level. Johns Hopkins offers a total rewards package that supports our employees' health, life, career and retirement. More information can be found here: https://hr.jhu.edu/benefits-worklife/ .

Please refer to the job description above to see which forms of equivalency are permitted for this position. If permitted, equivalencies will follow these guidelines: JHU Equivalency Formula: 30 undergraduate degree credits (semester hours) or 18 graduate degree credits may substitute for one year of experience. Additional related experience may substitute for required education on the same basis. For jobs where equivalency is permitted, up to two years of non-related college course work may be applied towards the total minimum education/experience required for the respective job.

**Applicants who do not meet the posted requirements but are completing their final academic semester/quarter will be considered eligible for employment and may be asked to provide additional information confirming their academic completion date.

The successful candidate(s) for this position will be subject to a pre-employment background check. Johns Hopkins is committed to hiring individuals with a justice-involved background, consistent with applicable policies and current practice. A prior criminal history does not automatically preclude candidates from employment at Johns Hopkins University. In accordance with applicable law, the university will review, on an individual basis, the date of a candidate's conviction, the nature of the conviction and how the conviction relates to an essential job-related qualification or function.

The Johns Hopkins University values diversity, equity and inclusion and advances these through our key strategic framework, the JHU Roadmap on Diversity and Inclusion.

Equal Opportunity Employer All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, or status as a protected veteran.

EEO is the Law: https://www.eeoc.gov/sites/default/files/2023-06/22-088_EEOC_KnowYourRights6.12ScreenRdr.pdf

Accommodation Information If you are interested in applying for employment with The Johns Hopkins University and require special assistance or accommodation during any part of the pre-employment process, please contact the Talent Acquisition Office at [email protected] . For TTY users, call via Maryland Relay or dial 711. For more information about workplace accommodations or accessibility at Johns Hopkins University, please visit https://accessibility.jhu.edu/ .

Johns Hopkins has mandated COVID-19 and influenza vaccines, as applicable. The COVID-19 vaccine does not apply to positions located in the State of Florida. Exceptions to the COVID and flu vaccine requirements may be provided to individuals for religious beliefs or medical reasons. Requests for an exception must be submitted to the JHU vaccination registry. For additional information, applicants for SOM positions should visit https://www.hopkinsmedicine.org/coronavirus/covid-19-vaccine/ and all other JHU applicants should visit https://covidinfo.jhu.edu/health-safety/covid-vaccination-information/ .

The following additional provisions may apply, depending upon campus. Your recruiter will advise accordingly.

The pre-employment physical for positions in clinical areas, laboratories, working with research subjects, or involving community contact requires documentation of immune status against Rubella (German measles), Rubeola (Measles), Mumps, Varicella (chickenpox), Hepatitis B and documentation of having received the Tdap (Tetanus, diphtheria, pertussis) vaccination. This may include documentation of having two (2) MMR vaccines; two (2) Varicella vaccines; or antibody status to these diseases from laboratory testing. Blood tests for immunities to these diseases are ordinarily included in the pre-employment physical exam except for those employees who provide results of blood tests or immunization documentation from their own health care providers. Any vaccinations required for these diseases will be given at no cost in our Occupational Health office.

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Regular faculty -nursing.

• San Mateo, California, United States

Department of Chemistry

Alessandra bertacche wins the excellence in undergraduate teaching by a graduate student.

This award is particularly special, as they are chosen solely based on student nominations and feedback. Students spoke highly of Alessandra’s inclusiveness, dynamism, and enthusiasm for the material. Last year she received an honorable mention for this award, so you can see that her impact on the students continues! One of the students in particular stated ” “She explained things with an energy that just made everything she said engaging, even the hardest reactions felt like something understandable- more importantly – something I WANTED to understand, and even master.” Congratulations on winning this well-deserved award.

Doctor of Nursing Practice (DNP): Advanced Practice Track/Doctor of Philosophy in Nursing (PhD) Dual Degree

School of nursing.

The Doctor of Nursing Practice program at the Johns Hopkins School of Nursing is accredited by the: 

Commission on Collegiate Nursing Education (CCNE) 655 K Street, NW, Suite 750 Washington, DC 20001 202-463-6930

The DNP Advanced Practice Track/PhD creates rigorously prepared clinical DNP Advanced Practice Track/PhD scholars that offers the profession a ‘best of both worlds’ approach, creating innovative solutions for faculty practice, research, discovery, and translation. By combining the PhD goal of creating leaders in nursing science development with the DNP Advanced Practice Track’s mission to prepare expert nurse clinicians into an integrated curriculum, students receive both outstanding research and clinical practice experience.

The DNP/PhD Advanced Practice program is designed to be completed in a 5 year full-time plan of study. This shorter timeframe to achieve two doctoral degrees is accomplished by designing the program to align each educational component with the students desired research focus, creating connections that allow the DNP Advanced Practice Track/PhD student to seamlessly transfer evidence to practice, practice to research, and research to the classroom. The program also highlights both a structured teaching residency and a structured research residency.

Students can complete this program with the following DNP/PhD Advanced Practice Tracks:

• DNP/PhD Adult-Gerontological Acute Care Nurse Practitioner (129 credits/784 clinical hours)
• DNP/PhD Adult-Gerontological Primary Care Nurse Practitioner (127 credits/784 clinical hours)
• DNP/PhD Adult-Gerontological Critical Care Clinical Nurse Specialist (124 credits/784 clinical hours)*
• DNP/PhD Adult-Gerontological Health Clinical Nurse Specialist (124 credits/784 clinical hours)*
• DNP/PhD Family Primary Care Nurse Practitioner (132 credits/784 clinical hours)
• DNP/PhD Pediatric Critical Care Clinical Nurse Specialist (125 credits/784 clinical hours)*
• DNP/PhD Dual Primary/Acute Care Nurse Practitioner or Pediatric Primary Care Nurse Practitioner (130 credits/784 clinical hours)
• DNP/PhD Psychiatric Mental Health Nurse Practitioner

* This track is no longer accepting applications.

Students are expected to complete degree requirements within seven years within the school of nursing.

DNP Advanced Practice Track/PhD Program Funding

Qualified students interested in the DNP/PhD program may be eligible to receive up to three years tuition and stipend support through the School of Nursing. Contact the PhD Program Administrator at [email protected] for more information.

• DNP Advanced Practice Tracks

The DNP Advanced Practice Track option is a post-baccalaureate to DNP program that prepares students for the Nurse Practitioner role with a focus on a specific population (adult-gerontological primary, adult-gerontological acute, pediatric primary, pediatric primary/acute, family primary, or psychiatric mental health), or the Clinical Nurse Specialist role focused on a specific population (adult health, adult critical care, or pediatric critical care), or the Nurse Anesthetist role. The length of the program, number of credits, and clinical hours vary according to the role and specialty, ranging from 78 to 88 credits and 784 clinical hours for the Nurse Practitioner or Clinical Nurse Specialist tracks; 88 credits and 2.128 clinical hours for the Nurse Anesthesia track. The balance of the minimum of 1000 practice hours required for the DNP is obtained while conducting the DNP Project.

The DNP Advanced Practice program (Nurse Practitioner and Clinical Nurse Specialist tracks) is online with required on-site course immersions. The Nurse Anesthesia track is a hybrid program. The first year of the program is online and can be completed at a distance* (with 1-2 on-site immersion experiences in Advanced Health Assessment).  All Nurse Anesthesia track students are required to be on campus beginning Summer Year 2 of the Plan of Study.

Students matriculated in the JHU School of Nursing are required to satisfy all academic requirements and adhere to all policies of the school. Students are expected to complete degree requirements within six years of enrollment.

Core courses that lay the foundation for advanced practice nursing are listed below. Additional core courses taken by students in the FNP, PNP, and CNS Pediatric Critical Care are so noted in the track descriptions that follow the DNP Advanced Practice Core Curriculum.

Core Curriculum

The DNP core courses are required for all Advanced Practice DNP students. There is variation by specialty track in the minimum number of DNP Practicum credits and associated practicum hours.

Core Totals 27cr (AGPNP, ACNP, CNS ACC, CNS AH); * 19cr (Nurse Anesthesia track only) Core Totals: 30cr (FNP, PNP] 29cr (CNS PCC)

Program Totals 27-30cr/224-336PH

Doctor of Nursing Practice Advanced Practice Track DNP Project Progression

DNP students are required to successfully complete a DNP Project Proposal and Final Project.

Program Requirements

For program requirements for both the DNP and PhD, please refer to the specific program section:

• DNP Adult-Gerontological Acute Care Nurse Practitioner
• DNP Adult-Gerontological Primary Care Nurse Practitioner
• DNP Adult-Gerontological Critical Care Clinical Nurse Specialist
• DNP Adult-Gerontological Health Clinical Nurse Specialist
• DNP Family Primary Care Nurse Practitioner
• DNP Pediatric Critical Care Clinical Nurse Specialist
• DNP Pediatric Primary Care Nurse Practitioner
• DNP Dual Acute/Pediatric Primary Care Nurse Practitioner
• DNP Psychiatric Mental Health Nurse Practitioner

Sample Programs of Study

Please Note: In the following Plans of Study, School of Public Health courses (PH.XXX.XXX) are offered on the quarter system and are depicted here as [credits & units] and count accordingly in each school. Course descriptions for the Public Health courses (PH) are available on  Course Search Page .

DNP Advanced Practice/PhD Dual Degree Adult-Gerontological Acute Care Nurse Practitioner Track Program of Study

Program Total: 129 Credits [cr]/784 NP Clinical Hours [CL]

A minimum of 1000 practice hours is required for the DNP. The Dissertation Seminar & Dissertation courses will provide additional practice hours to meet this requirement.

DNP/PhD students must take 9 credit elective hours PhD specific coursework to be considered having completed their required electives for the program.

DNP Advanced Practice/PhD Dual Degree Adult-Gerontological Critical Care Clinical Nurse Specialist Track Program of Study

Program Total: 124 Credits [cr]/672 CNS Clinical Hours [CL]

A minimum of 1000 practice hours is required for the DNP. Dissertation Seminar & Dissertation courses provide additional practice hours to meet the requirement. CNS Students may take NR.210.605 Diagnostic Skills and Procedures for Advanced Practice Nursing  as a 2 credit elective. Please note, this course has an onsite requirement.   DNP/PhD students must take 9 credit elective hours PhD specific coursework to be considered having completed their required electives for the program.

DNP Advanced Practice/PhD Dual Degree Adult-Gerontological Health Clinical Nurse Specialist Track Program of Study

A minimum of 1000 practice hours is required for the DNP. The Dissertation Seminar & Dissertation courses will provide additional practice hours to meet this requirement. CNS Students have the option to take NR.210.605 Diagnostic Skills and Procedures for Advanced Practice Nursing  as a 2 credit elective. Please note, this course has an onsite requirement.  DNP/PhD students must take 9 credit elective hours PhD specific coursework to be considered having completed their required electives for the program.

DNP Advanced Practice/PhD Dual Degree Adult-Gerontological Primary Care Nurse Practitioner Track Program of Study

P rogram Total: 127 Credits [cr]/672 NP Clinical Hours [CL]

A minimum of 1000 practice hours is required for the DNP. The Dissertation Seminar & Dissertation courses will provide additional practice hours to meet this requirement.  DNP/PhD students must take 9 credit elective hours PhD specific coursework to be considered having completed their required electives for the program.

DNP Advanced Practice/PhD Dual Degree Family Primary Care Nurse Practitioner Track Program of Study

Program Total: 132 Credits [cr]/784 NP [CL]

DNP Advanced Practice/PhD Dual Degree Pediatric Critical Care Clinical Nurse Specialist Track Program of Study

Program Total: 125 Credits [cr]/672 CNS Clinical Hours [CL]

A minimum of 1000 practice hours is required for the DNP. The Dissertation Seminar & Dissertation courses will provide additional practice hours to meet this requirement. CNS Students have the option to take NR.210.605 Diagnostic Skills and Procedures for Advanced Practice Nursing  as a 2 credit elective. Please note, this course has an onsite requirement.   DNP/PhD students must take 9 credit elective hours PhD specific coursework to be considered having completed their required electives for the program.

DNP Advanced Practice/PhD Dual Degree Pediatric Primary Care Nurse Practitioner Track Program of Study

Program Total: 130 Credits [cr]/672 NP Clinical Hours [CL]

At the completion of the dual degree program, the graduate:

• Functions at the highest level of nursing practice by integrating nursing, public health, and medical science with ethics and the biophysical, psychosocial, analytical, organizational, and public health sciences.
• Demonstrates organizational and systems leadership for quality and safety.
• Utilizes clinical scholarship and analytical methods for evidence-based practice.
• Applies information systems and technology for the provision and/or transformation of health care.
• Leverages transdisciplinary collaboration for the improvement of individual and population health outcomes.
• Utilizes strategies for risk reduction/illness prevention, health promotion, and health maintenance for individuals and populations.
• Develops, evaluates, advocates, and provides leadership for health care policy that shapes health care financing, regulation, access, and delivery.
• Possesses knowledge and skills in theoretical, methodological, and analytic approaches that will enable them to conduct and apply research and analytical methods to discover, apply and advance knowledge in nursing science, health, and health care.
• Assumes a leadership role in nursing and in the broader arena of health and health care both nationally and internationally.
• Provides leadership to address health inequities through creative research and articulation of the value propositions guiding the research.