Research Affairs

Part of one of the world’s most distinguished research universities, the Yale School of Nursing has always been proud of its role in advancing human knowledge. The School was founded with a mission embracing service and scholarship, two interdependent endeavors. The commitment to these endeavors remains strong, as expressed in the recently reaffirmed mission statement. The faculty recognize and accept nursing’s responsibility to shape health care delivery systems. In training nursing leaders, the School relies heavily on its deep tradition of excellence in research.

One significant distinction between the Yale School of Nursing and other schools of nursing is the integration of theory and practice, with the appreciation of practice as the theory-generating base in the discipline. At Yale, scholarship is energized by the interchange between practice and knowledge, based on the belief that theory develops from practice and then, in turn, influences it. The Yale School of Nursing’s role in the development of nursing science is not only recognized, but is commended in any history of the discipline.

Faculty research at the Yale School of Nursing is changing the way nursing is practiced. Extensive research efforts exist in such areas as self and family management of chronic illness, especially cancer, cardiovascular disease, diabetes, and HIV/AIDS; vulnerable populations; and family nursing. Researchers view the process of systematic inquiry as collaborative and multidisciplinary, with research teams often including experts across specializations.

Centers

The Center for Excellence in Chronic Illness Care was established in 1999 to study the unique experience of chronic illness as it affects patients, families, and survivors. Work in the center focuses on AIDS/HIV, cancer, cardiovascular disease, and diabetes, all areas in which YSN faculty have a strong tradition of research. The center’s ultimate aim is to examine not just specific diseases, but the paradigm of chronic illness, the impact that it has on individuals, and the ways that the health care system can better help patients and families manage that impact to achieve a better quality of life. The School’s longstanding tradition of clinical scholarship ensures that the research agenda of this center is formulated by scholars actively engaged in care and, more important, scholars who look at problems from a patient-centered perspective. Chronic illness by its very nature usually involves a multidisciplinary team of providers. Drawing on the intellectual resources of this premier research institution, the Center for Excellence in Chronic Illness Care includes Yale scholars from related disciplines, such as medicine and public health.

Center for Health Policy and Ethics

The Center for Health Policy and Ethics is the School’s focal point for high-quality analyses of local, state, federal, and international issues in health policy and ethics. Given the School’s longstanding commitment to shape institutions that improve health for all, the center offers innovative strategies for how the health care delivery system can best meet people’s needs and improve health policy outcomes. It promotes excellence in the scholarship and teaching of health policy and ethics across programs and specialties. The center features the unique integration of faculty expertise in health policy, ethics, clinical practice, and research. The center’s core faculty teach health policy and ethics courses in the master’s and doctoral programs. The center also houses the Program for the Study of Health Care Relationships, a multidisciplinary statewide project, which features a partnership with the University of Connecticut School of Nursing, and is funded by the Patrick and Catherine Weldon Donaghue Medical Research Foundation.

Exploratory Center for Self-Management Interventions for At-Risk Populations

Self-management encompasses a broad range of health, lifestyle, behavioral, and self-assessment and treatment activities practiced by individuals and families with the support of others, often nurses. The focus of the center is the understanding, development, and testing of self-management interventions for people at high risk for developing health problems through risky behaviors, vulnerability, or the presence of disease or disability. The center aims to rapidly advance the science of self and family management through interdisciplinary research, awarding of pilot funds, development of new investigators in the field, and collaboration among center investigators from the School and across the campus.

Yale-Howard Partnership Center on Health Disparities

The Yale-Howard Partnership Center on Health Disparities builds on an existing partnership between Yale School of Nursing and the Howard University Division of Nursing in the key clinical area of Reducing Disparities in Self and Family Management. The center serves to expand the cadre of nurse researchers involved in health disparities research, increase the number of research projects aimed at eliminating health disparities, and enhance the career development of minority nurse investigators. The center is funded by the National Institute of Health/National Institutes of Nursing Research. The mission of the center is to promote the development of scientific capacity that will lead to the elimination of health disparities by understanding self and family management and developing and testing interventions to support self and family management among diverse populations. The goals of the center are to facilitate the growth of the research infrastructures at the partnering institutions; enhance collaboration within and across the partnering institutions in key areas of research on health disparities; provide faculty development through training and mentorship to broaden the base of scholarship in the study of health disparities; and begin to expand the scientific base of nursing practice by drawing conclusions about the impact of self-management interventions across population groups likely to experience health disparities and disseminating these results.

Academic Programs

The Yale School of Nursing is a vibrant, exhilarating, and rigorous place to study nursing at the graduate level. Students from diverse backgrounds meet in an environment that nurtures an appreciation for high standards and the pursuit of excellence in nursing practice.

The School offers a master’s program with nurse practitioner, clinical nurse specialist, and nurse-midwifery specialties. Students may enter the master’s program with or without previous education in nursing. The Graduate Entry Prespecialty in Nursing (GEPN) is designed to provide graduate-level nursing education for those who hold baccalaureate degrees, but who have no previous nursing education. The GEPN is three years in length. Students who currently hold a license as a registered nurse can complete their master’s education in two years. For further information see Clinical Specialties. An Articulated M.S.N./D.N.Sc. option allowing a student to meet the selected requirements of both master’s and doctoral programs simultaneously is available. This option is open to students who wish to combine a career in clinical practice and research. For more information see below.

Post master’s certification is available in six areas: acute care nurse practitioner, adult nurse practitioner, gerontological nurse practitioner, pediatric nurse practitioner, oncology nurse practitioner, and psychiatric–mental health. Application and curricular specifics for each offering are found below under Post Master's Certificates.

The Doctor of Nursing Science Program was launched in 1994. The program’s major goal is to prepare expert nurse scholars in understanding health care issues and delivery while advancing the development of nursing knowledge. At the completion of the program, students are expected to be able to design and conduct research relevant to nursing practice; extend the theoretical base of nursing through empirical investigation of nursing phenomena; test conceptual models and theories that are derived from the knowledge of nursing and related disciplines; assume leadership roles in the profession and in the larger health care system; and disseminate knowledge generated by independent, collaborative, and multidisciplinary research efforts. The doctoral program can be completed in four to five years of full-time study. A full description of the program can be found below under Doctor of Nursing Science Program.

Master's Program

The master’s curriculum is designed to offer students an opportunity to become prepared as practitioners in selected specialties and in research so that they may assume roles as clinician-scholars. Nurses in advanced practice are professionals committed to the delivery and study of high-quality clinical service: responsible, accountable, and with the authority to help shape the health care system of the future. The program of study in the School is viewed as preparation for a variety of leadership roles.

The Yale School of Nursing admits both registered nurses who have a baccalaureate degree and college graduates with no previous nursing education. The graduate nurse moves directly into a chosen area of clinical specialization. The full-time student who is a registered nurse is expected to complete the requirements for the degree in two academic years. Scheduled part-time study is also available. The Graduate Entry Prespecialty in Nursing (GEPN) for the college graduate who is not a nurse requires two terms and one summer session in addition to the two-year specialization sequence. Full-time study is required for GEPN students throughout their program of study. The curriculum places emphasis upon clinical competence and nursing scholarship. Each student is educated to function in an expanded role in the specialty area of his or her choice. Employers recognize the superior preparation Yale School of Nursing graduates receive and actively seek to recruit them. A placement office facilitates contacts between students and prospective employers.

For those students who wish to pursue a career in research there is an Articulated Master of Science in Nursing/Doctor of Nursing Science option, described below.

Requirements for the Degree

The degree of Master of Science in Nursing is conferred upon students who have satisfactorily completed the chosen course of graduate study at Yale and have met the other conditions prescribed by the School of Nursing. To be eligible for the degree, students in the Graduate Entry Prespecialty in Nursing must successfully complete a minimum of 80.9 credit hours* and have passed the National Council Licensure Examination—Registered Nurse (NCLEX-RN), which is taken by the end of the first specialty year. Students who are registered nurses must present evidence of current Connecticut R.N. licensure and satisfactorily complete a program of study that includes a minimum of 40 credit hours to be eligible for the degree. All students are required to maintain active Connecticut R.N. licensure and CPR certification while enrolled in the School of Nursing. Transfer credits are not accepted. Each student must also submit to the faculty a scholarly inquiry praxis based on investigation of a nursing-related health care problem.

* One hour of credit per term is given for each hour of classroom work per week; one hour of credit per term is given for three hours of clinical work per week.

General Enrollment Information

Students are enrolled in the master’s program in nursing once a year in September. Fall and spring terms are fifteen weeks in length and the summer term is twelve weeks long. Full-time study is required for students in the Graduate Entry Prespecialty in nursing and is offered in all specialties. The course schedule for part-time study is predetermined and will be either three or four years depending upon the specialty. General descriptions of the part-time study schedule can be obtained from the Student Affairs Office or individual specialty offices. Conversion from part-time to full-time study or the reverse is not normally permitted. Nonmatriculated part-time study is available with the course instructor’s permission.

A nonmatriculated student is limited to one course per term or one two-term course per year and would normally be permitted to apply up to four courses toward a degree program or a post master’s certificate at the discretion of the chairperson.

The application procedure and deadlines are the same for both part-time and full-time study. There are separate application packets for registered nurses, applicants to the Graduate Entry Prespecialty in Nursing, and applicants to the Articulated M.S.N./D.N.Sc. option. Application materials may be obtained online at http://www.nursing.yale.edu/ or by writing to the Recruitment and Placement Office, Yale University School of Nursing, PO Box 9740, New Haven CT 06536-0740 or by calling 203.737.2557.

A nonrefundable fee of $50 is charged for processing an application. A check or money order for this amount made payable to the Yale School of Nursing should accompany the application.*

*This fee may be waived only upon demonstration of financial hardship.

Admissions decisions are based upon a number of variables, which include evidence of motivation, academic ability, personal understanding of and propensity for advanced practice nursing, and potential for continued constructive use of the professional education.

Admission Requirements and Application Procedures for the Master’s Program

The minimum requirement for admission to the Graduate Entry Prespecialty in Nursing is a baccalaureate degree from an accredited college or university. No specific major is required. Collegiate courses in anatomy, physiology, and biological and social sciences are recommended. At least one undergraduate course in statistics with a grade of “C” or higher is required as a prerequisite for enrollment.

Requirements for admission for registered nurses include a baccalaureate degree from an accredited college or university and graduation from a school of nursing (approved by the licensing board of the state in which it is located). Professional nursing experience is considered desirable but is not required for admission. Applicants must be licensed to practice nursing in at least one state. If the applicant is a new graduate, licensure steps must be in process. An undergraduate course in statistics with a grade of “C” or higher is required as a prerequisite for enrollment. A course in research methods is recommended, but not required.

The following credentials are required:

1. Submission of the application form and the $50 application fee.
2. An admissions essay. An outline for this is furnished by the Office of Recruitment and Placement.
3. Official transcripts from all previous colleges, universities, and professional schools. Confirmation of a statistics course is required.
4. An official transcript of Graduate Record Examination (GRE) General Test scores. Test of English as a Foreign Language (TOEFL) scores are also required for applicants whose first language is other than English. See below for additional information on the GREs and TOEFL.
5. Three references, on forms furnished by the Office of Recruitment and Placement.

The Bulletin and application materials also can be found on the Yale School of Nursing Web site at http://www.nursing.yale.edu/.

Following initial review of written credentials, qualified applicants are asked to come to the School for an interview. When distance presents a hardship, candidates are encouraged to work through the Student Affairs Office to make alternate arrangements.

Written credentials are submitted and reviewed prior to the fall of anticipated enrollment according to the deadlines and time frames noted.

For Graduate Entry Prespecialty in Nursing applicants, the deadline for submitting required materials is November 1. Notification of action on applications is mailed by late February. Applications submitted after November 1 are processed on a rolling admissions basis.

For registered nurse applicants, completed materials are considered in one of three admissions cycles:

1. For applications completed by January 15, notification occurs by April 15.
2. For applications completed by April 1, notification occurs by May 15.
3. Applications completed after April 1 are processed on a rolling admissions basis.

It is to the applicant’s advantage to complete the application process by the first admission cycle deadline, as all qualified applicants from that cycle are offered available positions. Admissions to any specialty may close for subsequent cycles once available positions are filled; however, the Admissions Committee continues to develop an alternate pool in the event places become available at a later time.

For information on application to the Post Master’s Certificate option, see below. Admission requirements and application procedures for the doctoral program are found below under Doctor of Nursing Science.

Reapplication Policy
Applicants to the Yale School of Nursing who have applied three times to the same program without an offer of admission will not be allowed to appy to that program again.

Graduate Record Examinations
All applicants for admission are required to take the General Test of the Graduate Record Examinations (GRE). Those who have already taken the test must submit transcripts of their scores with their applications. Scores that are six or more years old are not acceptable. Those who have not taken the test should arrange to do so immediately upon forwarding an application for admission to the School.

International students are required to take both the General Test and the Test of English as a Foreign Language (TOEFL).

Computer-based testing has replaced paper format and can be scheduled year-round. It takes two weeks from the date of administration for the official transcript of gre scores to reach the School. Prompt arrangements for taking this examination should be made in order to meet the application deadlines.

Examinations are scheduled at specific times in centers located throughout the United States. Information about the examination may be obtained by contacting Graduate Record Examinations, Educational Testing Service, PO Box 6000, Princeton NJ 08541-6000, or by calling 609.771.7670. The Web site address is http://www.gre.org/.

Test of English as a Foreign Language
Applicants whose first language is other than English must take the Test of English as a Foreign Language (TOEFL) as one of the admission requirements. This test is given at various centers throughout the world. Arrangements to take this test must be made by contacting TOEFL, Educational Testing Service, PO Box 6155, Princeton NJ 08541-6155, U.S.A.; by visiting the Web site at http://www.toefl.org/; or by telephoning 609.921.9000.

Commission on Graduates of Foreign Nursing Schools (CGFNS) Examination
Prior to enrolling in the School, graduates of foreign schools of nursing must pass the CGFNS examination as well as the NCLEX–RN examination in order to become a registered nurse (R.N.) in the United States. Several states, however, do not require successful completion of the CGFNS examination in order to sit the NCLEX-RN. Information on the CGFNS examination can be obtained from either the United States Embassy or the nurses’ association in the foreign country of residence.

Affirmative Action Policy

The School is committed to making positive efforts to seek, admit, and graduate members of diverse backgrounds.

Withdrawal and Leave of Absence

A leave of absence must be requested in writing and is subject to approval by the associate dean for academic affairs. A request for withdrawal must also be in writing and presented first to the appropriate specialty director and then to the associate dean for aca-demic affairs. In the event of withdrawal or leave of absence, the general rules of the University and policies of the School apply. An exit interview is required at the School of Nursing, arranged through the office of the associate dean for academic affairs. Tuition charges will be adjusted according to the Refund and Rebate section under General Information.

Grading System

The grading system is Honors, High Pass, Pass, and Fail. The School employs a standard set of definitions for each grade. Criteria for each grade are the prerogative of individual faculty; however, the School uses a standard numerical system for converting scored tests and assignments to the grading system: Honors, 92–100; High Pass, 83–91; Pass, 74–82; Fail, 73 and below. Satisfactory progress is defined as a grade of Pass or higher in all required courses. Satisfactory completion of all required courses in a given term is prerequisite for progression in the program of study. Students who withdraw for unsatisfactory grades or progress may be considered eligible to return only upon recommendation of the faculty, the chairperson, and the associate dean for academic affairs. At the discretion of the faculty, a challenge or waiver may be available for students who wish to demonstrate competence or mastery of the particular subject matter offered in required courses, or modules of required courses. It is understood that students who challenge or waive a particular module or course are encouraged to replace it with another learning opportunity. Tuition will not be reduced. In the final term, course work must be completed and grades reported one week prior to commencement for students to qualify for the degree. The scholarly inquiry praxis must be submitted by noon of a set day prior to commencement for a student to receive the degree.

The School of Nursing has policies and procedures that govern student complaints and dismissal for unsatisfactory conduct. The School of Nursing reserves the right to withhold the degree or to request the withdrawal of any student for any reason deemed advisable by the faculty of the School.

Student records are kept in the Student Affairs Office and are available to an enrolled student upon request.

Curriculum

The master’s curriculum is organized by clinical specialty. The first year of the Graduate Entry Prespecialty in Nursing is described separately.

All course descriptions are listed in numerical order in the section entitled Course Listings. Required courses for each specialty are listed in the charts under each heading. The charts describe schedules for full-time study. The course plan for scheduled part-time study may be obtained from the Student Affairs Office. The School reserves the right to offer course substitutions and to amend the overall curriculum.

Fall-term courses are noted by “a’’ following the course number, spring-term by “b,’’ and summer-term courses by “c.’’ Yearlong courses have no letter designation.

Elective courses: Students may elect School of Nursing courses offered by specialties other than the one in which they are enrolled or by other schools or departments within Yale University, with the permission of the course instructor and of their specialty director. See below for nonspecialty affiliated School of Nursing electives.

Articulated Master of Science in Nursing/Doctor of Nursing Science Plan of Study
This plan of study allows the exceptional student interested in a career combining clinical practice and clinical research the opportunity to meet some requirements for the Master of Science in Nursing and Doctor of Nursing Science degrees simultaneously. The student meets the objectives of both the Master of Science in Nursing and Doctor of Nursing Science programs, with the awarding of the Master of Science in Nursing degree at the completion of the master’s portion requirements.

Applicants to this plan of study should check the appropriate place on the master’s application and contact the Office of Recruitment and Placement for additional information on the application process. Applicants should meet the November 1 (Graduate Entry Prespecialty in Nursing) deadline or January 15 (registered nurse) deadline, as appropriate. Admission to the doctoral program is contingent upon admission to and satisfactory completion of the master’s degree requirements and maintenance of at least a High Pass average.

The required research courses during the first year of master’s specialization are 525a/b, 529a, 901a, and 917b. Students may be exempted from 525a and 529a by demonstrating mastery of the course content. The master’s scholarly inquiry praxis provides an opportunity to develop the dissertation topic, through either pilot work or an integrative review. Elective courses can be used to take focus area courses and other required course work for the doctoral degree. Students are encouraged to seek predoctoral federal funding.
For full-time students it is estimated that the time to completion of the articulated program is approximately six to seven years.

Graduate Entry Prespecialty in Nursing
The Graduate Entry Prespecialty in Nursing is a three-year full-time course of study that combines preparation in basic nursing with advanced preparation in a clinical specialty and in nursing research. The first year of the program of study is designed to provide a solid foundation in basic nursing theory, nursing process, biological science, nutrition, and pharmacology. This content is reinforced by clinical experience in medical-surgical, pediatric, psychiatric–mental health, maternal-newborn, and community health nursing settings. The curriculum also includes a course that addresses current issues in nursing and health care.

Upon completion of the prespecialty year, the student moves into a clinical specialty area and continues with the study of relevant nursing theory, practice, and research. Students are admitted into a designated specialty area when accepted into the program. Any change in the choice of specialty is made only with the approval of the chairperson of the master’s program.

The Certificate in Nursing is awarded upon successful completion of all required courses and experiences in the prespecialty year, and in the first term of specialization, but is not intended as an exit point. The Certificate in Nursing satisfies Connecticut General Statutes requirements, allowing the student to become eligible to take the National Council Licensing Examination–Registered Nurse (NCLEX–RN). Students are required to take the NCLEX–RN by July 15 following completion of the first specialty year. The Certificate in Nursing and a license to practice nursing in Connecticut are two prerequisites for enrollment in the final year of study to earn the M.S.N. degree.

Courses may be elected from those offered by the School of Nursing, the Graduate School, and other professional schools within the University. The student prepares a program of study in consultation with a faculty adviser.

The First Year of the Graduate Entry Prespecialty in Nursing

Fall and Spring Terms
Clinical Practice and Related Seminars: 514b, 515b, 516a, 517a, 518b, 519b, 520b, 521b.
Science: 503, 505b, 511a.
Other Courses: 501b, 507b, 509.

Summer Term
Clinical Practice and Related Seminars: 512c, 513c.

Clinical Specialties
The Master’s program is designed to prepare effective nurse clinicians and nurse scholars capable of improving practice through sound clinical judgment and scholarly inquiry. In general, the first year in all clinical specialties includes basic clinical skill development, assessment and therapies, theories and concepts in nursing practice, and an introduction to research. The final year provides advanced clinical management skills, role development, integration of practice and theory, concepts of leadership, consultation, teaching, change, and policy. Students have the opportunity to take electives across specialties within the School and in other schools in the University.

The specialties offered in the Master’s program are (1) Adult Advanced Practice Nursing, with Acute Care Nurse Practitioner, Clinical Nurse Specialist, and Oncology Nurse Practitioner options available; (2) Adult, Family, Gerontological, and Women’s Health Primary Care; (3) Nurse-Midwifery; (4) Pediatric Nurse Practitioner, with a Chronic Illness concentration available; and (5) Psychiatric–Mental Health Nursing, with a Psychiatric Nurse Practitioner option. Students may elect one of four additional concentrations once a clinical specialty has been selected. Concentrations offered are Diabetes Care, Health Care Ethics, Home Care, and School-Based Health Care. See these individual concentration descriptions below for further information. Each student is assigned a faculty adviser who is a clinical expert in the student’s chosen field of specialization. Within the specialty area, emphasis is placed upon the development of clinical judgment. In addition to clinical experience, conferences with individual faculty advisers, group conferences with specialty faculty members, and courses presenting scientific data and content relevant to the specialty area provide opportunity for in-depth study.

The required research courses in the years of specialization build upon experiences and learning in the clinical area. The courses in nursing research and statistics aid students in formulating nursing questions, selecting and developing appropriate techniques of measurement, and applying appropriate statistical techniques including computer analysis. Through a critical review of the literature, the second-term research methods seminar assists students in identifying problems for examination and in preparing a scholarly inquiry praxis.

During the final year the student is expected to expand and consolidate knowledge and skill in the specialty and to assume increasing independent responsibility for management of patients and/or systems. In addition to the required curriculum, elective courses are available in the School of Nursing, the Graduate School, and other professional schools within the University that provide theoretical preparation in areas of education and administration, research, advanced clinical work, or further study in related fields. The student prepares a program of study in consultation with a faculty adviser.

All students are required to complete a scholarly inquiry praxis for the M.S.N. degree. Three options are available for students to meet academic requirements for the scholarly inquiry praxis. They include the state of the science paper, the master’s thesis, and the research utilization or change project. Students choose one praxis adviser who has primary responsibility for the direction of the scholarly inquiry praxis.

On completion of clinical specialties, graduates are eligible to sit for certification through credentialing agencies.

Nursing Research Courses
The nursing research courses provide core curriculum in research methods and statistics for all enrolled master’s students. The sequence of required courses taken during the first year of clinical specialization (525a/b, 529a) is designed to prepare the student to undertake a systematic investigation of a clinical problem. These required courses include emphasis on research methods and design, analysis of data, and application of principles in the development of a specific research plan. The scholarly inquiry praxis, which is to be completed in the final year of specialization (721a/b), is designed to provide a learning experience in which the student integrates knowledge of clinical management, scholarly inquiry, and leadership in the course of identifying a researchable problem. Specific information on the preparation of the written component of the scholarly inquiry praxis is provided by the associate dean for academic affairs.

Adult Advanced Practice Nursing Specialty
The Adult Advanced Practice Nursing curriculum is designed to prepare advanced practice nurses as clinical nurse specialists (cardiovascular or oncology), and acute care or oncology nurse practitioners. In-depth knowledge of a specialty area enables the advanced practice nurse to manage collaboratively the care for patients in a variety of settings: acute care, critical care, intermediate care, long-term care, ambulatory care, and home care. Specialization also provides the opportunity to deliver continuity of care through assessment, teaching, case management, and evaluation. The scope of advanced practice is further enhanced by the ability to identify the need for and to participate in the development of clinical nursing research. The uniqueness of the curriculum lies in its emphasis on the development of clinical expertise based on an understanding of nursing practice, research, and theory. The curriculum aims to prepare leaders who will improve clinical practice, apply new knowledge, and further the goals of the nursing profession. The student elects the Acute Care Nurse Practitioner, Clinical Nurse Specialist, or Oncology Nurse Practitioner track.

Acute Care Nurse Practitioner Track
The purpose of this track is to prepare acute care nurse practitioners to assess and manage collaboratively the needs of patients who are acutely and critically ill across the full continuum of acute care services . The core body of knowledge provided in the track is derived from the full spectrum of high-acuity patient care needs. Courses are taken from both the Adult Advanced Practice Nursing specialty and the Adult, Family, Gerontological, and Women’s Health Primary Care specialty. On completion of the Acute Care Nurse Practitioner track, students are eligible for Acute Care Nurse Practitioner Certification through the American Nurses’ Credentialing Center.

In the first year of study, the focus is on history taking, physical assessment, differential diagnosis, diagnostic testing, and management of patients. Courses in assessing the acutely ill individual, diagnostic reasoning, nursing theory, research, and statistics are also featured in the first year. Clinical conferences focus on the diagnosis and management of problems seen in acutely ill patients.

During the final year of study, emphasis is placed on the differential diagnosis and management of complex problems seen in the acutely ill patient population. Courses also include content on pharmacology, health promotion, acute and chronic disease management, and the role of the nurse practitioner. Clinical placement sites expose the student to a variety of acute care settings and patient populations. Clinical conferences focus on the diagnosis and management of complex acute care problems.

Year One
Required Clinical Courses: 554a, 610a,* 612b, 810c†.
Required Seminars: 607b, 609a, 611a.
Required Research Courses: 525a/b, 529a.
Electives.

Year Two
Required Clinical Course: 802a/b.
Required Seminars: 571a, 573b, 717a/b, 807a, 817b, 819b.
Required Research Course: 721a/b.
Electives.
Scholarly Inquiry Praxis.

*An eight-week course.
†Required for students without experience in caring for critically ill patients managed with complex techno-logical interventions.

The course plan for scheduled part-time study can be obtained from the Student Affairs Office. A Post Master’s Acute Care Nurse Practitioner Certificate option is also available and described below.

Clinical Nurse Specialist Track
The purpose of this track is to prepare clinical nurse specialists to manage collaboratively the care for patients in a variety of settings: acute care, critical care, intermediate care, long-term care, ambulatory care, and home care. Specialization provides for not only in-depth knowledge of a specialty area (cardiovascular or oncology), but also the opportunity to deliver continuity of care through assessment, teaching, case management, and evaluation.

In the first year of study, emphasis is placed on developing skill in health history taking, physical assessment, and assessment of the elected specialty population. Students study research and theory as a basis for developing conceptual models for advanced nursing practice. During the final year the focus is on clinical nursing management and role development as an advanced practice nurse. Leadership, change, case management, and consultation are emphasized. Students implement a practicum in the advanced practice role during the spring term.

Year One
Required Clinical Courses: 554a, 610a,* 612b.
Required Seminars: 607b and 609a (cardiovascular only), 611a, 615a/b (oncology only).
Required Research Courses: 525a/b, 529a.
Electives.

Year Two
Required Clinical Courses: 810a, 812b.
Required Seminars: 717a/b, 803a/b and 805a (oncology only), 817b, 819b.
Required Research Course: 721a/b.
Electives.
Scholarly Inquiry Praxis.

*An eight-week course.

The course plan for scheduled part-time study can be obtained from the Student Affairs Office.

Oncology Nurse Practitioner Track
The Oncology Nurse Practitioner Track is designed to prepare advanced practice oncology nurses to assess and manage the care of patients with cancer and their families across the continuum of the illness. Principles of holistic care are integrated throughout the core body of specialty oncology knowledge in the curriculum. Courses are taken from the Adult Advanced Practice Nursing specialty and the Adult Nurse Practitioner specialty. On completion of the Oncology Nurse Practitioner track, students are eligible for Adult Nurse Practitioner Certification through the American Nurses’ Credentialing Center.

In the first year of study, the clinical emphasis is on history taking, physical assessment, diagnostic reasoning, differential diagnosis, and management of primary health problems in adults. Specialty oncology knowledge, research, and statistics are the required didactic content. During the final year of study, the focus is on managing complex oncologic problems and developing a model of evidence-based practice as an advanced oncology nurse. Courses include pharmacology, symptom management, health promotion, and clinical practica in diverse sites and settings. Clinical conferences focus on the integration of knowledge and research into practice, specifically applied to the management of the individual patient and family, and to management of populations of specialty patients.

Year One
Required Clinical Courses: 554a, 556b, 610a.
Required Seminars: 557a/b, 611a, 615a/b.
Required Research Courses: 525a/b, 529a.

Year Two
Required Clinical Courses: 804a/b.
Required Seminars: 571a, 717a/b, 803a/b, 805a, 817b.
Required Research Course: 721a/b.
Scholarly Inquiry Praxis.

The course plan for part-time study can be obtained from the Student Affairs Office. A Post Master’s Oncology Nurse Practitioner Certificate option is available and described below.

Adult, Family, Gerontological, and Women’s Health Primary Care Specialty
The Adult, Family, Gerontological, and Women’s Health Primary Care specialty is designed to prepare nurse practitioners to meet the primary care needs of diverse populations throughout the life span. The curriculum focuses on the diverse health care needs of clients served in a multitude of settings. Each client is viewed in relation to his or her self-described family and community. This curriculum integrates research, clinical practice, and policy to prepare nurse practitioners as leaders in the provision of primary care.

Adult Nurse Practitioner Track
The Adult Nurse Practitioner (ANP) track offers the opportunity to integrate physical and psychosocial assessment, health promotion, and disease management skills into family-centered nursing practice in the care of adults and adolescents. On completion of the Adult Nurse Practitioner track, students are eligible for ANP Certification through the American Nurses’ Credentialing Center and the American Academy of Nurse Practitioners.

Year One
Required Clinical Courses: 550a, 554a, 556b.
Required Seminars: 557a/b, 559b.
Required Research Courses: 525a/b, 529a.

Year Two
Required Clinical Courses: 754a/b, 756a/b.
Required Seminars: 571a, 573b, 641b, 717a/b, 757a/b, 849a.
Required Research Course: 721a/b.
Scholarly Inquiry Praxis.

A Post Master’s Adult Nurse Practitioner Certificate option is also available and described below.

Adult and Gerontological Nurse Practitioner Track
The Adult and Gerontological Nurse Practitioner Track prepares graduates to deliver primary care to adolescents, adults, and older adults in a variety of health care settings. This track builds on the strengths of the Adult Nurse Practitioner Track and the Gerontological Nurse Practitioner Track. Graduates are eligible for ANP and GNP certifications through the American Nurses’ Credentialing Center and for ANP through the American Academy of Nurse Practitioners.

Year One
Required Clinical Courses: 550a, 554a, 556b, 560b.
Required Seminars: 555b, 557a/b, 559b, 723a.
Required Research Courses: 525a/b, 529a.

Year Two
Required Clinical Course: 756a/b, 760a/b.
Required Seminars: 571a, 573b, 641b, 717a/b, 757a/b, 849a, 853b.
Required Research Course: 721a/b.
Scholarly Inquiry Praxis.

Family Nurse Practitioner Track
The Family Nurse Practitioner (FNP) track emphasizes the primary care of adults, adolescents, and children within the context of family-centered care. It builds on the Adult Nurse Practitioner track with the addition of didactic and clinical courses focused on the primary health care of children. On completion of the Family Nurse Practitioner track, students are eligible for FNP Certification through the American Nurses’ Credentialing Center.

Year One
Required Clinical Courses: 550a, 552a, 554a, 556b, 558b.
Required Seminars: 557a/b, 559b, 633a, 635b, 637a.
Required Research Courses: 525a/b, 529a.

Year Two
Required Clinical Courses: 756a/b, 758a/b.
Required Seminars: 571a, 573b, 641b, 717a/b, 757a/b, 833a/b, 849a.
Required Research Course: 721a/b.
Scholarly Inquiry Praxis.

Gerontological Nurse Practitioner Track
The Gerontological Nurse Practitioner (GNP) track is designed to prepare students in primary care management of both common and complex problems in the elderly. On completion of the Gerontological Nurse Practitioner track, students are eligible for GNP Certification through the American Nurses’ Credentialing Center.

Year One
Required Clinical Courses: 550a, 554a, 560b.
Required Seminars: 555b, 557a/b, 723a.
Required Research Courses: 525a/b, 529a.
Electives.

Year Two
Required Clinical Courses: 760a/b.
Required Seminars: 571a, 573b, 717a/b, 757a/b, 853b.
Required Research Course: 721a/b.
Scholarly Inquiry Praxis.

A Post Master’s Gerontological Nurse Practitioner option is also available and described below.

Women’s Health Nurse Practitioner Track
The Women’s Health Nurse Practitioner (WHNP) track prepares graduates to be generalists in the primary care of adults with an emphasis on the particular health care needs of women. This multidimensional educational program explores the care of women across the life span. Health promotion and acute and chronic illness are studied within a holistic, developmental focus. The effects of gender on women’s lives, health, and health care access are emphasized. Students also explore health policy’s impact on women, as well as the role women have played in shaping health policy. Courses concentrate on the application of physiologic, developmental, psychosocial, and cultural theories to the advanced clinical decision making that affects women and their health. Clinical experiences are provided in varied settings. On completion of the Women’s Health Nurse Practitioner track, students are eligible for Adult Nurse Practitioner Certification through the American Nurses’ Credentialing Center, and for Women’s Health Nurse Practitioner Certification through the National Certification Corporation for the Obstetric, Gynecologic, and Neonatal Nursing Specialties.

Year One
Required Clinical Courses: 550a, 554a, 556b.
Required Seminars: 553a, 557a/b, 559b.
Required Research Courses: 525a/b, 529a.

Year Two
Required Clinical Courses: 752a/b, 756a/b.
Required Seminars: 571a, 573b, 641b, 717a/b, 751a, 757a/b, 849a.
Required Research Course: 721a/b.
Scholarly Inquiry Praxis.

The course plans for part-time study can be obtained from the Student Affairs Office.

Nurse-Midwifery Specialty
The Nurse-Midwifery curriculum is designed to prepare clinically competent nurse-midwives who provide family-centered primary health care to women. Clinical experiences with individuals and groups, incorporated throughout the two years, emphasize use of a management process for providing health care. Relevant research and concepts from nursing, midwifery, medicine, and the sciences are studied to provide a base of theory and rationale for clinical practice and primary care. Students are expected to examine their nurse-midwifery practice critically and to develop beginning skill in the use and evaluation of research methods and statistics. Leadership capabilities are emphasized.

Course and clinical work focus on the independent management of primary care; care for women and newborns during pregnancy, birth, and postpartum periods; and family planning and gynecological care. Students learn collaborative management of the care of women and newborns with complications. Clinical practice takes place within health care systems that provide for medical consultation, collaborative management, and referral and is in accord with the Standards for Nurse-Midwifery Practice of the American College of Nurse-Midwives. Electives and independent study offer opportunities for students to pursue individual educational and professional goals. Upon satisfactory completion of the program, the student is eligible to take the Certification Examination of the American College of Nurse-Midwives Certification Council.

The Nurse-Midwifery program of study is fully accredited by the American College of Nurse-Midwives, Division of Accreditation, 818 Connecticut Avenue, N.W., Washington dc 20006; telephone, 202.782.9897; Web site, http://www.acnm.org/.

Year One
Required Combined Clinical/Seminar Courses: 554a, 580a, 580b, 582b.
Required Seminars: 581b, 583a, 639a.
Required Research Courses: 525a/b, 529a.

Year Two
Required Combined Clinical/Seminar Courses: 780a, 780b.
Required Seminars: 571a, 573a, 717a/b.
Required Research Course: 721a/b.
Electives (optional).
Scholarly Inquiry Praxis.

The course plan for scheduled part-time study can be obtained from the Student Affairs Office.

Pediatric Nurse Practitioner Specialty
The Pediatric Nurse Practitioner (PNP) specialty prepares students for expanded roles in the provision of primary care to children and adolescents. The first-year experience includes theory and clinical practice in primary health care. Courses focus on health and developmental assessment, child development, interviewing and parent counseling, and management of common child and adolescent problems. There is an emphasis, as well, on the development of requisite research skills fundamental to advanced practice. Each student, throughout the two years, provides primary health care for children in several clinical settings. In addition, students may elect a concentration in chronic illness care or school-based health care. An advanced management course, a pediatric pharmacology course, a pathophysiology course, and courses in family systems and health policy issues provide core content for the second-year curriculum. On completion of the specialty, students are eligible for PNP Certification through the National Certification Board of Pediatric Nurse Practitioners and Nurses, and the American Nurses’ Credentialing Center.

Year One
Required Clinical Courses: 630a,* 632, 634a or b, 640b.†
Required Seminars: 625b, 633a, 635b, 637a, 639a, 641b.
Required Research Courses: 525a/b, 529a.

Year Two
Required Clinical Courses: 640a,† 830a/b, 834a/b.
Required Seminars: 571a, 573a, 717a/b, 827a, 833a/b, 849a.
Required Research Course: 721a/b.
Scholarly Inquiry Praxis.

*A seven-week course.
†A six-week course; students take either 640a or b.

Chronic Illness Care Concentration
The Chronic Illness Care (CIC) concentration includes clinical courses that pediatric nurse practitioner students may elect in the second year of the Master’s program. This concentration prepares the pediatric nurse practitioner student for a role in the care of children with chronic conditions within the context of the family. The nursing role is dynamic as it crosses health care settings and the pediatric nurse practitioner interacts with other members of the health care team in providing comprehensive family-centered care to children with complex and chronic health conditions. The scholarly inquiry praxis for CIC students is designed to focus on an issue or topic relevant to care of children with chronic conditions.

Year Two
Required Clinical Courses: 828a/b.

The course plans for scheduled part-time study can be obtained from the Student Affairs Office or the specialty director. A Post Master’s Pediatric Nurse Practitioner Certificate option is also available and described below.

Psychiatric–Mental Health Nursing Specialty
The aim of this curriculum is to prepare psychiatric nurse practitioners to provide a wide range of services to adults and their families. It includes the study and application of theories of practice. Students are taught to examine and formulate behavior using a model of multiple explanations: cultural/ethnic, intrapsychic, developmental, neurobiologic, familial, and social. Extensive supervised clinical study focuses on various types of assessment and psychotherapeutic interventions. The curriculum is designed to meet the needs of the changing health care environment. It focuses on developing skills that allow for flexibility in assessment, diagnosis, and treatment of populations defined as high-risk consumers of psychiatric care. Students may specialize in one of three concentrations: Adult, Child/Adolescent, Primary Care. On completion of the required course work students are eligible for certification as clinical nurse specialists or nurse practitioners in psychiatric–mental health nursing through the American Nurses’ Credentialing Center.

In the first year of study, all students take course work and have clinical practica in human development and psychiatric phenomena in settings designed to treat multiple mental health problems. In the second year of study, students select a setting where advanced practice interventions can be utilized within the concentration of study. The settings include children and families; the medically ill client; adults with psychiatric disabilities; the gerontological client; and clients with substance abuse disorders. Course work and clinical practice focus on the development of advanced practice nursing skills with these special populations.

Year One
Required Clinical Courses: 554a or 630a, 656a/b.
Required Seminars: 637a, 657a, 659a, 659b, 661b, 855a or 865b, 871b.
Required Research Courses: 525a/b, 529a.

Year Two
Required Clinical Course: 850a/b.
Required Seminars: 571a, 717a/b, 851a, 853b, 855a or 865b, 859a/b.
Required Research Course: 721a/b.
Electives.
Scholarly Inquiry Praxis.

Primary Care Concentration
Students who specialize in the care of adults with psychiatric disabilities may choose the Primary Care concentration that prepares them to provide comprehensive management to psychiatric clients, including physical and psychiatric care. In addition, students in this concentration are prepared to provide consultation to primary care providers. Upon completion of the concentration, students are eligible for certification in advanced psychiatric–mental health nursing (psychiatric nurse practitioner and/or clinical nurse specialist) through the American Nurses’ Credentialing Center and are also eligible for adult nurse practitioner certification.

The plan of study includes:

Year One
Required Clinical Courses: 554a, 658b/c.
Required Seminars: 557a/b, 657a, 659a, 659b, 855a or 865b, 859b, 869c, 871b.
Required Research Courses: 525a/b, 529a.

Year Two
Required Clinical Course: 852a/b.
Required Seminars: 571a, 717a/b, 757a/b, 851a, 855a or 865b.
Required Research Course: 721a/b.
Scholarly Inquiry Praxis.

The course plans for scheduled part-time study can be obtained from the Student Affairs Office. A Post Master’s Psychiatric–Mental Health Certificate option is also available and is described below.

Concentrations
A concentration consists of a series of courses that focus on advanced preparation in a subspecialty and is designed for students seeking advanced preparation in a specific area. Students who are enrolled in a concentration are expected to complete the designated seminars and clinical practica, as well as a scholarly praxis in an area relevant to the concentration.

Diabetes Care Concentration
The Diabetes Care concentration is designed for students in their final year of study and emphasizes diabetes care practice and management. The concentration is open to students in the Adult Advanced Practice Nursing; Adult, Family, Gerontological, and Women’s Health Primary Care; Nurse-Midwifery; and Pediatric Nurse Practitioner specialties. The concentration is designed to prepare specialists in these fields for practice in diabetes care and management.

All students in the concentration are required to take 768a/b, Clinical Practice in Diabetes Care and Management, which requires four hours per week of clinical practice. Additionally, students must take 769a, Advanced Concepts and Principles of Diabetes Care. Enrollment in the concentration is limited. Faculty permission is required.

Health Care Ethics Concentration
The Health Care Ethics concentration is designed for students seeking advanced preparation in clinical ethics and is open to all master’s and doctoral-level students. Students are prepared to analyze and address clinical situations and policy implications from an ethical perspective through classroom instruction and guided clinical experience.

All students in the concentration are required to take 725b, Health Care Ethics; 726a/b, Practicum in Clinical Ethics; and 727a, Analysis of Issues in Health Care Ethics. A comparable independent study approved by the concentration coordinator may be substituted for 726a/b.

Home Care Concentration
The Home Care concentration emphasizes both home care practice and the management of home care systems. The concentration is open to students in all specialties and is designed to prepare students to expand their practice to the home setting.

All students in the concentration are required to take 765a/b, Advanced Concepts in Home Care, and 767a/b, Home Care Case Seminar. Advanced Concepts in Home Care may be taken in either the first or final specialty year, while the Home Care Case Seminar must be taken in the final specialty year. In the final year, all students must complete four hours per week of clinical practice in home care. Depending on the specialty, the home care clinical hours may be included in the required clinical hours for that specialty. Not offered in the 2003–2004 academic year.

School-Based Health Care Concentration
The School-Based Health Care concentration consists of a cluster of courses that Pediatric Nurse Practitioner and Family Nurse Practitioner students may elect to take in the second year of their master’s program. This concentration prepares students to deliver and manage primary health care in school-based health centers and to develop an advanced practice nursing role in the school setting. All students in the concentration are required to take 825a, Advanced School Health Management Seminar, and 826a/b, Clinical Practice in School Health.

Post Master’s Certificates

Admission Requirements and Application Procedures
Requirements for admission include current Connecticut R.N. licensure, a baccalaureate degree from an accredited college or university, a master’s degree in nursing in a clinical specialty area, and at least one year of post master’s clinical nursing experience (preferred).

For the Post Master’s Adult Nurse Practitioner option only, applicants must have access to a clinical site and preceptor(s) for primary care clinical courses. The following credentials are required:

1. Submission of the application form and the $50 application fee.
2. An admissions essay as outlined in the application packet.
3. Official transcript(s) from master’s program only.
4. Three letters of reference.
5. Test of English as a Foreign Language (TOEFL) scores for applicants whose first language is other than English.

Following initial review of written credentials, qualified applicants are invited to the School for an interview with a member of the specialty faculty. Application deadlines are the same as for registered nurse applicants, as seen above.

Tuition is figured at a rate of $900 per credit. Students are not charged for courses that are waived by either transcript or challenge examination. Post master’s students are not eligible for scholarship aid, but may be eligible for loan assistance based on individual need. For more information, contact the financial aid officer at the School.

Acute Care Nurse Practitioner
The Post Master’s Acute Care Nurse Practitioner (ACNP) Certificate option is designed to meet the needs of the master’s-prepared clinical nurse specialist who desires formal education and clinical training in acute care in order to become eligible for certification and advanced practice licensure as an acute care nurse practitioner. The Post Master’s Certificate option builds on the existing curriculum of the ACNP track.

The plan of study includes all the clinically related courses currently taken by ACNP master’s students. For purposes of student eligibility for certification, all ACNP required courses must be taken at the Yale School of Nursing or challenged by either examination or demonstration of similar course content in the student’s previous master’s program. Research courses are not included in this plan of study. A plan of study is available and can be obtained from the Student Affairs Office or the ACNP coordinator.

Required courses for all post master’s acute care nurse practitioner students are: 554a, 571a, 607b, 609a, 610a, 612b, 802a/b, 807a, 817b, 819b.

Adult Nurse Practitioner
The Post Master’s Adult Nurse Practitioner (ANP) Certificate option is designed to meet the needs of the master’s-prepared clinical nurse specialist who desires formal education and clinical training in adult primary care in order to become eligible for certification and advanced practice licensure as an adult nurse practitioner. This Post Master’s Certificate option builds on the existing curriculum of the Adult Nurse Practitioner track to educate post master’s students for new roles in adult primary care.

The plan of study includes all the clinically related courses currently taken by ANP master’s students. For purposes of student eligibility for certification, all required courses must be taken at the Yale School of Nursing or challenged by either examination or demonstration of similar course content in the student’s previous master’s program. Research courses are not included in this plan of study. A plan of study can be obtained from the Student Affairs Office or the Adult, Family, Gerontological, and Women’s Health Primary Care specialty director.

Clinical courses are supervised by the ANP faculty; however, candidates must enter the program having independently arranged for clinical sites and preceptors.

Required courses for all post master’s adult nurse practitioner students are: 552a, 554a, 556b, 557a/b, 559b, 571a, 641b, 756a/b, and 757a/b.

Gerontological Nurse Practitioner
The Post Master’s Gerontological Nurse Practitioner (GNP) Certificate option is designed to meet the needs of the master’s-prepared clinical nurse specialist who desires formal education and clinical training in primary gerontological care in order to become eligible for certification and advanced practice licensure as a gerontological nurse practitioner. This Post Master’s Certificate option builds on the existing curriculum of the Gerontological Nurse Practitioner track.

The plan of study includes all the clinically related courses currently taken by GNP master’s students. For purposes of student eligibility for certification, all GNP required courses must be taken at the Yale School of Nursing or challenged by either examination or demonstration of similar course content in the student’s previous master’s program. Research courses are not included in this plan of study. Plans of study are available and may be obtained from the Student Affairs Office or the Adult, Family, Gerontological, and Women’s Health Primary Care specialty director.

Clinical courses are supervised by the GNP faculty; however, candidates must enter the program having independently arranged for clinical sites and preceptors.

Required courses for all post master’s gerontological nurse practitioner students are: 550a, 554a, 555b, 557a/b, 560b, 571a, 723a, 757b, 760a/b, and 853b.

Oncology Nurse Practitioner
The Post Master’s Oncology Nurse Practitioner (ONP) Certificate option is designed to meet the needs of the master’s-prepared oncology clinical nurse specialist who desires formal education and clinical training in order to become eligible for certification and advanced practice licensure as an adult nurse practitioner. This Post Master’s Certificate option builds on the existing Oncology Nurse Practitioner track curriculum.

The plan of study includes all the clinically related courses currently taken by the ONP master’s students. For purposes of student eligibility for certification, all ONP required courses must be taken at the Yale School of Nursing or challenged by either examination or demonstration of similar course content in the student’s previous master’s program. If a student enters with a master’s degree in a specialty other than oncology, the first-year oncology specialty course (615a/b) is also required. Research courses are not included in this plan of study. A plan of study may be obtained from the Student Affairs Office or the ONP coordinator.

Required courses for all post master’s oncology nurse practitioner students are: 554a, 556b, 557a/b, 571a, 610a, 611a, 803a/b, 804a/b, and 805a.

Pediatric Nurse Practitioner
The Post Master’s Pediatric Nurse Practitioner (PNP) Certificate option is designed to meet the needs of the master’s-prepared pediatric clinical nurse specialist desiring formal education and clinical training in pediatric primary care in order to become eligible for certification and advanced practice licensure as a pediatric nurse practitioner. This Post Master’s Certificate option builds on the existing curriculum of the PNP specialty and assumes that the entering student has a master’s degree in nursing and a specialty in some aspect of pediatric or parent-child nursing.

The plan of study includes all the required courses currently offered in the PNP specialty, except for the research courses and the scholarly inquiry praxis. For purposes of eligibility for certification all courses required in this curriculum must be taken, or challenged by either challenge examination or demonstration of similar course content in the student’s previous master’s program. A plan of study may be obtained from the Student Affairs Office or the PNP specialty director.

Required courses for all post master’s pediatric nurse practitioner students are: 625b, 630a, 632, 633a, 634a or b, 635b, 637a, 639a, 640a or b, 641b, 717a/b, 827a, 830a/b, 833a/b, 834a/b, 845a, and 849a.

Psychiatric–Mental Health
The Post Master’s Psychiatric–Mental Health Certificate option is designed for individuals who have a master’s degree in nursing and have found a high rate of psychiatric problems in their practice that are difficult to assess and manage. Just as medical problems go unrecognized in psychiatric settings, psychiatric problems are also unrecognized in nonpsychiatric settings. The prevalence of psychiatric disorders in the general population is on the increase and constitutes a major public health problem. An estimated ten to twenty percent of primary health care clients suffer from a well-defined and chronic psychiatric disorder. Despite previous assumptions that these problems were self-limiting and benign, more recent studies show that a considerable proportion are chronic and associated with significant disability and increased utilization of costly health care services. Most people with treatable psychiatric conditions are underdiagnosed, undertreated, or entirely untreated.

Research courses are not included in this plan of study. A plan of study may be obtained from the Student Affairs Office or the Psychiatric–Mental Health Nursing specialty director.

Upon completion of the required courses in the option, graduates have the educational preparation necessary for certification in advanced psychiatric–mental health nursing by the American Nurses’ Credentialing Center.

Required courses for all post master’s psychiatric–mental health certificate students are: 554a or 630a, 656a, 657a, 659a/b, 661b, 850a/b or b/c, 851a, 855a, 859b, 865b, and 871b.

Joint Degrees

Joint-Degree Program in Nursing and Divinity
In recognition of the relationship between nursing and religious studies, the Yale School of Nursing and the Divinity School offer a joint-degree program in nursing and divinity. This option is especially oriented to individuals who wish to combine careers in advanced nursing practice and social ministry that might involve direct practice, planning, and policy making and religious ministry in a variety of health care systems. There are two joint-degree options between the Divinity School and the School of Nursing. The first option, a joint degree leading to the Master of Science in Nursing (M.S.N.) and the Master of Arts in Religion (M.A.R.), requires three years of study (four years for students in the Graduate Entry Prespecialty in Nursing [GEPN]). The second option, a joint degree leading to the M.S.N. and Master of Divinity (M.Div.), requires four years of study (five years for GEPN students) and is designed for those students who wish to prepare for the lay or ordained ministries of Christian churches. All students must meet with the associate dean of academic affairs and the chairperson of the master’s program prior to applying to discuss the feasibility of the program of study.

Joint Degree in Nursing and Management
Recognizing the relation between nursing and management, the Yale School of Nursing and the Yale School of Management offer a joint-degree opportunity in nursing and management. This option is especially oriented to individuals who wish to combine advanced practice nursing skills and management skills in careers in the private and public health sector that would involve direct practice, planning, and policy making in a variety of health care systems. The joint-degree option requires three years (four years for students in the Graduate Entry Prespecialty in Nursing) and awards a Master of Science in Nursing and a Master of Business Administration. Application is made after enrollment in the School of Nursing during the first specialty year. All students must meet with the associate dean for academic affairs and the chairperson of the master’s program prior to applying to discuss the feasibility of the program of study.

Joint Degree in Nursing and Public Health
Recognizing the relation between nursing and public health, the Yale School of Nursing and the Department of Epidemiology and Public Health offer a joint-degree opportunity in nursing and public health. This option is especially oriented to individuals who wish to combine careers in advanced nursing practice and public health that might involve direct practice, planning, and policy making in a variety of health care systems in the public health sector. The joint-degree option requires three years (four years for students in the Graduate Entry Prespecialty in Nursing) and awards a Master of Science in Nursing and a Master of Public Health. Application is made after enrollment in the School of Nursing during the first specialty year. All students must meet with the associate dean for academic affairs and the chairperson of the master’s program prior to applying to discuss the feasibility of the program of study.

Doctor of Nursing Science Program

At the completion of the program, graduates are able to design and conduct research relevant to nursing practice; extend the theoretical base of nursing by empirical investigation of nursing phenomena and developing theories; test conceptual models and theories that are derived from knowledge of nursing and related disciplines and have relevance to nursing practice; assume leadership roles in the nursing profession and health care system; and disseminate knowledge generated by independent, collaborative, and multidisciplinary research efforts.

Requirements for the Degree

The Doctor of Nursing Science degree requires at least four academic years and sixty credit hours. The grading system includes Honors, High Pass, Pass, and Fail. The student must maintain a High Pass average in order to remain in good standing. If the average falls below that in a given term, the student is placed on academic probation. Satisfactory completion of required core courses is a prerequisite for progression in the program of study.

Successful completion of three examinations is required. The Preliminary Examination is scheduled after completion of the equivalent of the first year of course work (twenty-two credits). The focus of the examination is on the evolution of scientific knowledge, the transmission of knowledge, analysis of nursing concepts, research methods, statistics, and the nursing emphasis. The examination is given two weeks after the end of the spring term and must be passed to progress in the program.

The Qualifying Examination takes place at the end of the second or third year. The student prepares a comprehensive proposal containing documentation on the bases for decisions about the conceptual framework, design, methods, and plan for statistical analysis for the dissertation. This oral examination for candidacy involves a defense of the proposal, as well as questions pertaining to content in courses, which justify choices made in preparation of the dissertation proposal.

The Final Oral Examination is based on the dissertation and related material. The dissertation is intended to demonstrate that the student has competence in the chosen area of study and has conducted research of an independent nature.

The Articulated Master of Science in Nursing/Doctor of Nursing Science option is described above.

Admission Requirements and Application Procedures

The minimum requirements for admission to the Doctor of Nursing Science program are:

1. A master’s degree in nursing, or equivalent.
2. A 3.2 cumulative grade point average on a 4.0 scale for all graduate-level work.
3. Competitive Graduate Record Examination scores (taken no more than five years prior to application).
4. Test of English as a Foreign Language (TOEFL) for applicants whose first language is other than English.
5. Previous course work in statistics and research methods.
6. Admissions essays as described in the application packet.
7. Academic or professional references from three individuals, one of whom must be doctorally prepared.

Beginning in fall 2004, applicants are required to complete a graduate-level research methods course prior to enrollment, and earn a grade of B or High Pass or above.

Students are required to complete and pass, with a grade of High Pass or better, a basic statistics examination that is given the week prior to the beginning of fall term of the first year. If the results are not acceptable, students are required to enroll in 529a during the fall term of the first year for no credit. Satisfactory completion of this course is required for progression in the program.

Applicants are also encouraged to submit evidence of scholarship in the form of a thesis, an in-depth literature review, or a published article or manuscript. Applicants are screened by the Doctoral Program Committee and qualified applicants are interviewed by a member of the committee. This interview is required and is intended to allow assessment of the applicant’s general knowledge of nursing, understanding of the selected area of focus, and the larger scope of nursing science.

Written credentials and a $50 application fee must be submitted by February 1 and applicants are notified by April 1. Applications submitted after February 1 are processed on a rolling admissions basis, if places are available. Selection is based on the potential for success in the program, potential for leadership and scholarship in nursing, and match with faculty research interests.

Grading System

The grading system is Honors, 92–100; High Pass, 83–91; Pass, 74–82; and Fail, 73 and below. Students must maintain a High Pass average to remain in good standing. If the average falls below High Pass in a given term, the student is placed on academic probation. If the student is unable to remove academic probation within one term, the student must withdraw or petition the Doctoral Program Committee to continue in the program. Decisions are based on the student’s potential for success and the feasibility of the plan for improving the average.

Satisfactory completion of required core courses in a given term is a prerequisite for progression in the program of study. Students who withdraw for unsatisfactory grades or progress may be considered eligible to return only upon recommendation of the faculty, the chairperson, and the associate dean for academic affairs.

Curriculum

The Doctor of Nursing Science curriculum is designed to prepare expert nurse scholars to understand the needs of care and the delivery of care. It is also designed to advance the development of knowledge that will increase healthy life spans and reduce disparities in health among diverse populations. The program provides abundant opportunities for faculty and student interaction and collaboration, as well as mentoring to learn the full scope of role responsibilities. Before admission to the program, faculty advisers and students are matched based on the student’s stated area of research interest. A series of colloquia provides opportunities for faculty and students to interact and collaborate based on shared interests.

Course work is organized in three areas. Conceptual Basis of Nursing Practice and Transmission of Knowledge includes course work in theory development, nursing concepts, and principles of teaching and learning. Methods of Inquiry includes research design and methods, measurement, and statistics. Policy includes health policy, and linking nursing research and policy.

Two areas of research and clinical focus are offered: Management of Health and Illness, and Health Services Delivery and Policy.

Cognates may be taken in psychology, human development, ethics, health policy, nursing, or any area related to the student’s research, including appropriate courses in methods. Cognates may include one or more independent studies (904a,b,c) with doctoral program faculty.

A dissertation is required with a minimum of ten credit hours of advisement.

Some courses may be available for nonmatriculated study with permission of the chairperson of the doctoral program and the course instructor.

The following is a sample plan of study for the full-time program, but varies by focus area.

Year One, Fall Term
901a, Methods for Nursing Research
911a, Doctoral Research Practicum I
913a, Conceptual Basis for Nursing Science
943a, Conceptual Basis of Self and Family Management or
961a, Health Policy for Public and Private Sectors [Health Services and Policy students]

Year One, Spring Term
911b, Doctoral Research Practicum I
917b, Advanced Statistics for Clinical Nursing Research
943b, Methodological Issues in the Study of Management of Health and Illness
Cognates

Year Two, Fall Term
903a, Measurement of Clinical Variables
907, Dissertation Seminar
915a, Doctoral Research Practicum II
961a, Health Policy for Public and Private Sectors [Management of Health and   Illness students]
Cognates

Year Two, Spring Term
905b, Creating Method: Issues in Nursing Research
907, Dissertation Seminar
915b, Doctoral Research Practicum II
941b, Linking Research and Health Policy
Cognates

Year Three to Completion
991a/b/c, Dissertation Advisement, minimum of ten credit hours beginning in the third year and continuing until completion. Students register for two credits per term in the first five terms following completion of course work, and at least one thereafter until the degree is awarded.
Cognates as necessary.

Conceptual Basis of Nursing Practice and Transmission of Knowledge
This sequence includes two required courses for all students and two additional courses for students enrolled in the Management of Health and Illness focus. A study of the nature and evolution of science is essential to understand the impact of scientific inquiry on the development of knowledge in a discipline. Knowledge in any discipline develops as a result of the systematic examination of the phenomena of concern. The systematic study is guided by a view of science as a process of inquiry that recognizes a number of equally legitimate approaches to the study of the phenomena of concern.

Students are introduced to theories and methodological approaches from nursing and other disciplines that can enhance the investigation of nursing care. The work of nurse scholars is used to explore the evolution of care in the profession of nursing and the meaning and characteristics of the concept as a keystone of the profession. Critiques of research and existing theoretical models of these perspectives provide the basis for identifying issues and questions about the care delivery process.

Required course for all students: 913a.

Required courses for students in the Management of Health and Illness focus area are: 943a and 943b.

Methods of Inquiry
This sequence consists of five required courses. To examine the full range and scope of nursing practice and outcomes of care, students are exposed to a variety of research techniques with emphasis on quantitative and qualitative approaches. Because current methodologies may not always be sufficient for the study of nursing practice, alternative methodological approaches emerge with the development of knowledge about nursing phenomena. This sequence focuses on the methods and tools needed to examine nursing practice and outcomes of care. Students evaluate research designs and instruments with which questions relevant to nursing science can be examined. They review the processes by which these designs and instruments are applied in specific clinical investigations, and the processes by which established techniques may be adapted to specific questions and circumstances. The creation of instruments for clinical research, including those measuring physiological as well as behavioral phenomena, is addressed. Research issues related to the study of care phenomena and delivery are explored with an emphasis on questions concerning individual differences, adaptation, and long-term consequences, i.e., outcomes of care, with particular focus on the methodological implications of questions posed.

Required courses are: 901a, 903a, 905b, 907, and 917b.

Policy
This sequence contains two required courses. Nurses prepared at the doctoral level for professional leadership increasingly need to see clinical issues in the context of policy. The ways in which the values of an organized society are expressed and mediated through institutions, law, legislation, regulation, professional associations, historical factors, and future alternatives and innovations form the basis for analysis of policy as it affects nursing’s practice and the health care delivery system. To educate the next generation of advanced practice nurses, nurse educators and clinical scholars need to understand the planning, structure, regulation, financing, and management of health care.

Beginning in fall 2004, students are required to take and pass the module 717a, Context of Care, prior to taking 961, Health Policy for Public and Private Sectors.

Required courses are: 941b and 961a.

Focus Areas
Students select one focus area.

Management of Health and Illness
This focus is on in-depth study of the human experience of health and illness, developmental issues, health promotion, trajectory of illness, demands of illness, family burden, environments for care, loss, adaptation, coping, normalization, quality of life, and health policy related to health and illness, as well as long-term outcomes for adults and children with acute and chronic conditions.

Required courses: 943a/b.

Health Services Delivery and Policy
As the health care delivery systems develop increasingly complex relations within and across all settings, the need for nurses prepared to influence these systems effectively becomes more important. This focus area prepares nurses for leadership positions in these new settings. They are able to manage change, improve the health care delivered, and enhance the contexts in which care is rendered. Graduates of this focus are expected to be mentors and leaders for their colleagues and students, and to collaborate closely with members of other disciplines involved in health services delivery and policy. They are prepared to assume positions in academia, government, health delivery systems, professional organizations, think tanks, and other entities involved in health delivery and policy.

Required courses: 719a, 961a.

Postdoctoral Training Program

The purpose of the postdoctoral training program is to prepare researchers who will improve health care. Postdoctoral training builds on the predoctoral educational experience and prepares the investigator to conduct complex studies involving an interdisciplinary perspective and the need for sophisticated analytic techniques. The School of Nursing has two types of postdoctoral appointees: fellows, who hold individual external funding and are trainees, not employees; and associates, who are supported by faculty holding extramural grants and who are Yale employees. Successful candidates, in addition to meeting the application requirements, may be funded through three mechanisms: our institutional training program in self and family management of chronic illness, holding their own external funding, or arranging a successful match with existing School of Nursing faculty with funding by that faculty member’s grant. All postdoctoral appointees work with experienced faculty researchers on ongoing studies of clinical problems, participate in interdisciplinary postdoctoral training programs within the University, and develop an extramural funding proposal for post-training activities.

The program is designed to provide the appointee with a framework of theoretical knowledge necessary for a program of clinical research, the methodological skills to support the progression of a research career, and experience in interdisciplinary team research. At the end of the training program, the appointee is able to design and conduct complex clinical research studies, disseminate research findings to nursing and interdisciplinary audiences, contribute to the knowledge base for nursing practice, and prepare competitive applications for extramural research funding.

The purpose of the NINR-funded pre- and postdoctoral training program in self and family management is to prepare nurse researchers to contribute to the science of self and family management of chronic illness, especially cancer, cardiovascular disease, and diabetes or risk for the development of these conditions. Postdoctoral trainees will work with faculty from YSN and across Yale University who are making significant contributions to self and family management research. The program focuses on the development of knowledge and the understanding of self and family management, development of interventions, and the testing of these interventions.

Postdoctoral appointees may take courses in the School of Nursing and in the Graduate School of Arts and Sciences, as well as in other professional schools at Yale, depending on their interests and needs. All appointees are required to participate in training regarding the responsible conduct of research. In addition to encouraging the use of the NIH-sponsored Web site regarding responsible conduct, the School of Nursing offers seminars and a course, Health Care Ethics, that are available to all postdoctoral appointees. Postdoctoral appointees may take two to four courses per year. All postdoctoral appointees participate in a monthly seminar designed to enhance the postdoctoral experience by providing opportunities for shared learning and by developing group-specific goals. Activities include presentations of current work, journal reviews, manuscript reviews, mock presentations, problem solving, and role development.

Selection of postdoctoral appointees is dependent upon a match with one of the School of Nursing’s senior researchers. Postdoctoral appointees work with a mentor who supervises their work. Each fellow/associate develops an individualized plan of study and progression prior to beginning the fellowship. Early in the course of the fellowship, the fellow/associate develops a plan for a pilot study which is conducted during the training program. This proposal should lead to data supporting the development of a proposal for extramural funding to be completed prior to the end of the training program.

Qualifications of Postdoctoral Appointees

Candidates for the postdoctoral training program may include doctorally prepared faculty members, clinical researchers, and recent graduates from doctoral programs in nursing or related disciplines. Postdoctoral applicants must articulate a research idea that is consistent with the training program, have adequate funding, and have an appropriate faculty mentor match.

Applicants to the postdoctoral training program must submit the following materials: a statement of research experience within the last five years; a statement of goals for the postdoctoral experience; the proposal for a research study to be conducted during the postdoctoral experience under the supervision of a faculty mentor; copies of up to three published articles or research reports; three letters of reference attesting to the applicant’s ability and potential for an independent research career, one of which must be from a member of the applicant’s dissertation committee and one from a person with whom the applicant has a current research affiliation; an official transcript from the doctoral program; and a current curriculum vitae. Applicants are expected to contact the program directors prior to starting the application process in order to be referred to an appropriate faculty member. This faculty member can facilitate the application process and development of a research proposal consistent with the faculty member’s ongoing research.

Procedures

A training fee to offset institutional costs for postdoctoral study is charged. In addition, tuition is charged for courses taken. The program directors, Margaret Grey (203.737.2420) and Kathleen Knafl (203.785.2399), can be contacted for more information. All postdoctoral appointees at Yale University follow the policies of the Provost’s office. International appointees must register with the Office of International Students and Scholars upon arrival at Yale. If postdoctoral appointees are fully funded by their governments, they are not permitted to earn supplemental salary from Yale sources.
Postdoctoral appointees (fellows) holding NIH-funded National Research Service Awards are expected to meet the NIH guidelines for training. Fellows are expected to work at least 40 hours per week on their research training activities, and may not earn the equivalent of more than half-time work in addition to their NIH-supported stipend and training activities.

School of Nursing Electives

The courses listed below are usually open to both matriculated and nonmatriculated students. Elective course offerings may vary from year to year depending upon student interest and faculty availability. See the following section for course descriptions.

700a/b, Child Care Health Consultation
704a/b/c, Master’s Independent Study
[709a, Legal Issues in Nursing Practice. Not offered fall term 2003.]
713a (EMD 557a), Public Health Issues in HIV/AIDS
715a/b, Stress Reduction and Relaxation
719a (HPA 564a, MGT 659a), Integrated Clinical/Financial Information Management
723a (HPA 592a), Concepts and Principles of Aging
725b, Health Care Ethics
729b, Alternative and Complementary Therapies
[731a, Spirituality in Health Care. Not offered fall term 2003.]
733b (RLST 977b), Living with Dying
[765a/b (HPA 575a,b; Internal Medicine 196), Advanced Concepts in Home Care]

In addition to electives listed above, the following courses are open to degree-seeking students or nonmatriculated students with the permission of the instructor. See the following section for course descriptions.

Adult Advanced Practice Nursing Specialty
607b, Pathophysiology and Management of Common Adult Clinical Problems I
609a, Assessment of the Acutely and Critically Ill Client
611a, Conceptual Basis of Nursing Practice
615a/b, Principles and Practice of Adult Specialty Care
803a/b, Oncology Symptom Management
805a, Cancer Pharmacology
807a, Pathophysiology and Management of Common Adult Clinical Problems II
817b, Resources for Adaptation
819b, Health Promotion and Disease Prevention in the Adult Continuum

Adult, Family, Gerontological, and Women’s Health Primary Care Specialty
559b, Adult Development: A Life Span Perspective
571a, Clinical Pharmacology

Doctor of Nursing Science Program
[909b, Curriculum and Instruction in Nursing. Not offered spring term 2004.]
919b, Proseminar in Survey Research Methods
921b, Seminar on Research in Care of Patients with Diabetes
923a, Current Issues in Cardiovascular Nursing Research
925b, Qualitative Research in Nursing
[927b, Seminar in Research in Care of People with Cancer or at Risk for Cancer and Their Families. Not offered spring term 2004.]
961a, Health Policy for Public and Private Sectors

Graduate Entry Prespecialty in Nursing
501b, Issues in Nursing
503, Biomedical Science
505b, Seminar in Pathophysiology
507b, Nutrition in Clinical Practice
509, Introduction to Drug Therapy

Pediatric Nurse Practitioner Specialty
625b, Children with Chronic Conditions/Disabilities and Their Families
633a, Health Promotion in Children
637a, Child Development
825a, Advanced School Health Management Seminar
845a, Pediatric Pharmacology
849a, Family Systems and Perspectives Relevant to Health Care

Psychiatric–Mental Health Nursing Specialty
657a, Mental Health Assessment Across the Life Span
659a, Personality Theory and Adult Development
659b, Psychopathology and Human Behavior
661b, Models of Treatment
851a, Seminar in Psychiatric and Mental Health Nursing: Theoretical and Evidence-Based Perspectives
853b, Specialty Didactic: The Gerontological Client/Mental Health and Aging
855a, Group Psychotherapy Seminar
859b, Clinical Psychopharmacology
865b, Family Psychotherapy Seminar
871b, Neurobiology and Mental Illness

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