research nursing program

How to Become a Research Nurse

What is a research nurse.

• Career Outlook

Research Nurses, also referred to as Clinical Nurse Researchers or Nurse Researchers, develop and implement studies to investigate and provide information on new medications, vaccinations, and medical procedures. They assist in providing evidence-based research that is essential to safe and quality nursing care. This guide will explain what a Research Nurse does, how much they make, how to become one, and more!

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Research nurses play a pivotal role in developing new and potentially life-saving medical treatments. Typically, clinical research nurses have advanced degrees, assist in the development of studies regarding medications, vaccines, and medical procedures, and also the care of research participants. 

Nurses that know they want to be a clinical research nurse will often work as a research assistant, a clinical data collector, and/or clinical research monitor. It is essential to gain some bedside experience, but not as important as other nursing specialties. 

Clinical research nurses have advanced degrees such as an MSN or Ph.D. This is vital to those that want to conduct independent research. For that reason, most clinical research nurses do not work in this field until they are in their 40s-50s.

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What does a research nurse do.

Research Nurses primarily conduct evidence-based research through these two types of research methods:

• Quantitative: Meaning it’s researched that can be measured via statistical, mathematical, or computational techniques.
• Phenomenology
• Grounded Theory
• Ethnography
• Narrative Inquiry

Clinical research nurses perform a variety of tasks, all centered around research. These specific job responsibilities include:

• Collaborating with industry sponsors and other investigators from multi-institutional studies
• Educating and training of new research staff
• Overseeing the running of clinical trials
• Administering questionnaires to clinical trial participants
• Writing articles and research reports in nursing or medical professional journals or other publications
• Monitoring research participants to ensure adherence to study rules
• Adhering to research regulatory standards
• Writing grant applications to secure funding for studies
• Reporting findings of research, which may include presenting findings at industry conferences, meetings and other speaking engagements
• Adhering to ethical standards
• Maintaining detailed records of studies as per FDA guidelines, including things such as drug dispensation
• Participating in subject recruitment efforts
• Ensuring the necessary supplies and equipment for a study are in stock and in working order
• Engaging with subjects and understanding their concerns
• Providing patients with thorough explanation of trial prior to obtaining Informed Consent, in collaboration with treating physician and provides patient education on an ongoing basis throughout the patient’s course of trial.

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Research Nurse Salary

Glassdoor.com states an annual median salary of $95,396 for Research Nurses and Payscale reports that Clinical Research Nurses earn an average annual salary of $75,217 or $36.86/hr . 

Research Nurse Salary by Years of Experience

Research Nurses can earn a higher annual salary with increased years of experience.

• Less than 1 year  of experience earn an average salary of $68,000
• 1-4 years of experience earn an average salary of $73,000
• 5-9 years of experience earns an average salary of $73,000
• 10-19 years of experience earns an average salary of $80,000
• 20 years or more of experience earns an average salary of $78,000

Via Payscale

To become a Research Nurse, you’ll need to complete the following steps:

Step 1: Attend Nursing School

You’ll need to earn either an ADN or a BSN from an accredited nursing program in order to take the first steps to become a registered nurse. 

Step 2: Pass the NCLEX-RN

Become a Registered Nurse by passing the NCLEX examination.

Step 3: Gain Experience at the Bedside

Though not as important as in some other nursing careers, gaining experience is still a vital step for those wanting to become Nurse Researchers. 

Step 4: Earn an MSN and/or Ph.D

Research Nurses typically need an advanced degree, so ADN-prepared nurses will need to complete an additional step of either completing their BSN degree or entering into an accelerated RN to MSN program which will let them earn their BSN and MSN at the same time. 

Step 5: Earn Your Certification

There are currently two certifications available for Clinical Research Nurses. They are both offered by the Association of Clinical Research Professionals. 

• Clinical Research Association (CCRA)
• Clinical Research Coordinator (CCRC) 

These certifications are not specific to nurses but rather those that work in the research field. 

CCRA Certification

In order to be deemed eligible for the CCRA Certification exam, applicants must attest to having earned 3,000 hours of professional experience performing the knowledge and tasks located in the six content areas of the CRA Detailed Content Outline. Any experience older than ten years will not be considered.

What’s on the Exam?

• Scientific Concepts and Research Design
• Ethical and Participant Safety Considerations
• Product Development and Regulation
• Clinical Trial Operations (GCPs)
• Study and Site Management
• Data Management and Informatics

Exam Information

• Exam Fee: $435 Member; $485 Nonmember
• Exam Fee: $460 Member; $600 Nonmember
• Multiple choice examination with 125 questions (25 pretest non-graded questions)

CCRC Certification

In order to be deemed eligible for the CCRC Certification exam, applicants must attest to having earned 3,000 hours of professional experience performing the knowledge and tasks located in the six content areas of the CCRC Detailed Content Outline. Any experience older than ten years will not be considered.

Where Do Research Nurses Work?

Clinical Research nurses can work in a variety of locations, including:

• Government Agencies
• Teaching Hospitals
• Medical Clinics
• International Review Board
• Medicine manufacturing 
• Pharmaceutical companies
• Medical research organizations
• Research Organizations
• International Health Organizations
• Private practice
• Private and public foundations

What is the Career Outlook for a Research Nurse?

According to the BLS , from 2022 to 2032, there is an expected growth of 6% for registered nurses. With the aging population and nursing shortage, this number is expected to be even higher.

The BLS does identify medical scientists, which includes clinical research nurses, as having a growth potential of 10% between 2022-2032. 

What are the Continuing Education Requirements for a Research Nurse?

Generally, in order for an individual to renew their RN license, they will need to fill out an application, complete a specific number of CEU hours, and pay a nominal fee. Each state has specific requirements and it is important to check with the board of nursing prior to applying for license renewal.

 If the RN license is part of a compact nursing license, the CEU requirement will be for the state of permanent residence. Furthermore, some states require CEUs related to child abuse, narcotics, and/or pain management. 

A detailed look at Continuing Nurse Education hours can be found here .

Where Can I Learn More About Becoming a Research Nurse?

• American Nurses Association (ANA)
• Nurse Researcher Magazine
• National Institute of Nursing Research
• International Association of Clinical Research Nurses
• Association of Clinical Research Professionals
• Society of Clinical Research Associates
• American Association of Colleges of Nursing

Research Nurse FAQs

What is the role of a research nurse.

• Research nursing is a nursing practice with a specialty focus on the care of research participants. 

What makes a good Research Nurse?

• Research Nurses should be excellent communicators, have strong attention to detail, be self-assured, have strong clinical abilities, be flexible, autonomous, organized, and eager to learn new information.

How much does a Research Nurse make?

• Research nurses earn an average salary of $95,396 according to Glassdoor.com.

What is it like being a Research Nurse?

• Research Nurses provide and coordinate clinical care. Research Nurses have a central role in ensuring participant safety, maintaining informed consent, the integrity of protocol implementation, and the accuracy of data collection and data recording.

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Home / Nursing Careers & Specialties / Research Nurse

Research Nurse

What is a Research Nurse?

Research nurses conduct scientific research into various aspects of health, including illnesses, treatment plans, pharmaceuticals and healthcare methods, with the ultimate goals of improving healthcare services and patient outcomes. Also known as nurse researchers, research nurses design and implement scientific studies, analyze data and report their findings to other nurses, doctors and medical researchers. A career path that requires an advanced degree and additional training in research methodology and tools, research nurses play a critical role in developing new, potentially life-saving medical treatments and practices.

How to Become a Research Nurse

A highly specialized career path, becoming a nurse researcher requires an advanced degree and training in informatics and research methodology and tools. Often, research nurses enter the field as research assistants or clinical research coordinators. The first step for these individuals, or for any aspiring advanced practice nurse, is to earn a Bachelor of Science in Nursing (BSN) degree from an accredited nursing school and pass the NCLEX-RN exam. Once a nurse has completed their degree and attained an RN license , the next step in becoming a research nurse is to complete a Master's of Science in Nursing (MSN) program focusing on research and writing. MSN-level courses best prepare nurses for a career in research, and usually include coursework in statistics, research for evidence-based practice, design and coordination of clinical trials, and advanced research methodology.

A typical job posting for a research nurse position would likely include the following qualifications, among others specific to the type of employer and location:

• MSN degree and valid RN license
• Experience conducting clinical research, including enrolling patients in research studies, implementing research protocol and presenting findings
• Excellent attention to detail required in collecting and analyzing data
• Strong written and verbal communication skills for interacting with patients and reporting research findings
• Experience in grant writing a plus

What Are the Schooling Requirements for Research Nurses?

The majority of nurse researchers have an advanced nursing degree, usually an MSN and occasionally a Ph.D. in Nursing . In addition to earning an RN license, research nurses need to obtain specialized training in informatics, data collection, scientific research and research equipment as well as experience writing grant proposals, research reports and scholarly articles. Earning a PhD is optional for most positions as a research nurse, but might be required to conduct certain types of research.

Are Any Certifications or Credentials Needed?

Aside from a higher nursing degree, such as an MSN or Ph.D. in Nursing, and an active RN license, additional certifications are often not required for work as a research nurse. However, some nurse researcher positions prefer candidates who have earned the Certified Clinical Research Professional (CCRP) certification offered by the Society for Clinical Research Associates . In order to be eligible for this certification, candidates must have a minimum of two years' experience working in clinical research. The Association of Clinical Research Professionals also offers several certifications in clinical research, including the Clinical Research Associate Certification, the Clinical Research Coordinator Certification, and the Association of Clinical Research Professionals – Certified Professional Credential. These certifications have varying eligibility requirements but generally include a number of hours of professional experience in clinical research and an active RN license. Here’s a breakdown of the various certifications you can get as a research nurse:

What Does a Research Nurse Do?

A research nurse studies various aspects of the healthcare industry with the ultimate goal of improving patient outcomes. Nurse researchers have specialized knowledge of informatics, scientific research, and data collection and analysis, in addition to their standard nursing training and RN license. Nurse researchers often design their own studies, secure funding, implement their research, and collect and analyze their findings. They may also assist in the recruitment of study participants and provide direct patient care for participants while conducting their research. Once a research project has been completed, nurse researchers report their findings to other nurses, doctors, and medical researchers through written articles, research reports, and/or industry speaking opportunities.

Where Do Research Nurses Work?

Nurse researchers work in a variety of settings, including:

• Medical research organizations
• Research laboratories
• Universities
• Pharmaceutical companies

What Are the Roles and Duties of a Research Nurse?

• Design and implement research studies
• Observe patient care of treatment or procedures, and collect and analyze data, including managing databases
• Report findings of their research, which may include presenting findings at industry conferences, meetings, or other speaking engagements
• Write grant applications to secure funding for studies
• Publish articles and research reports in nursing or medical professional journals or other publications
• Assist in the recruitment of participants for studies and provide direct patient care for participants

Research Nurse Salary & Employment

The Society of Clinical Research Associates reported a median salary for research nurses of $72,009 in their SoCRA 2015 Salary Survey , one of the highest-paying nursing specializations in the field. Salary levels for nurse researchers can vary based on the type of employer, geographic location and the nurse's education and experience level. Healthcare research is a growing field, so the career outlook is bright for RNs interested in pursuing an advanced degree and a career in research. Here’s a full range of salaries you can expect as a research nurse, according to ZipRecruiter.

Helpful Organizations, Societies, and Agencies

• National Institute of Nursing Research
• Council for the Advancement of Nursing Science
• International Association of Clinical Research Nurses
• Nurse Researcher Magazine

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PhD in Nursing Science

Vanderbilt’s PhD in Nursing Science prepares nurse scientists to engage in innovative, multidisciplinary and biobehavioral research and to transform the discipline of nursing through advancing health equity. Students’ academic experience is closely aligned with our faculty’s scholarship and area of research focus. Graduates conduct and disseminate research that responds to regional, national and international priorities.

• PhD in Nursing Science Program
• Current Students

This program prepares diverse scholars for research and academic careers in public or private sectors of health care.

Fully Funded

Student tuition is fully funded, covering up to four years of required didactic and research coursework.

Personalized

All students have personalized plans of study tailored to their research interests. Class sizes are small. Faculty are accessible and known for their strong mentorship. 

Courses are primarily online, with limited on-campus visits. 

This program’s rigorous training and collaborative environment lead to high achievement and leadership positions for our graduates. They advance the discipline and practice of nursing through research, education and health policy, locally, nationally and globally. Angela McNelis, PhD, RN, FAAN, ANEF, CNE Assistant Dean and Director of the PhD in Nursing Science Program

About the Program

The PhD in Nursing Science program prepares scholars for research and academic careers in major universities and for research positions in public or private sectors of health care. 

Students work full time with faculty mentors who guide and oversee their educational program from admission through completion of degree requirements. They engage weekly in synchronous classes and intensive research experiences connected with faculty research projects, Vanderbilt’s research-focus program exposes students to a variety of research designs and analytic techniques. All students take core courses related to both health services and clinical research. 

Research is organized into main signature areas:

• Acute and Chronic Illness (pain management, cardiovascular, diabetes, cancer; sleep and substance use disorders)
• Maternal and Child Health (pregnancy outcomes; mother, infant, child and family health) 

Requirements for the degree include successful completion of advanced course work, qualifying examination and dissertation. Students are only accepted for full-time study and only if the school has faculty that work in the student’s desired area of research.

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The PhD in Nursing Science is conferred by the Vanderbilt University Graduate School. It requires at least three years of graduate study and 72 credit hours. Students may be able to transfer up to 15 credit hours from their master's degree. Requirements include:

• Completion of 47 credit hours of required coursework, including 6 elective and 10 hours supporting research focus (4 research practica and 6 dissertation research credits)
• Passing written and oral qualifying exams
• Completing and publicly defending a dissertation

Program Philosophy

The ultimate goal of nursing science is to improve health and health care for all. Vanderbilt is committed to the education of a diverse group of nurse scholars who can lead the nation in nursing research.

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Diversity is a VUSN core value and priority. The PhD program welcomes students from diverse and underrepresented groups. We are committed to foster advancement and equity, diversity and inclusion for all students, faculty and staff.

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Vanderbilt University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award bachelor’s, master’s, professional and doctorate degrees. Vanderbilt University also may offer credentials such as certificates and diplomas at approved degree levels. Questions about the accreditation of Vanderbilt University may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA  30033-4097, by calling (404) 679-4500, or by using information available on SACSCOC’s website ( www.sacscoc.org ).

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Interested in the Vanderbilt PhD in Nursing Science program? Explore our curriculum and admissions requirements . Then take the next step and request information about the program .

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How to Become a Research Nurse

4 min read • April, 28 2023

Are you looking for a new challenge in your nursing career? Whether you're just starting out or you're an experienced nurse, there are many nursing career paths from which to choose. Neonatal or dialysis nursing, for example, let you expand your knowledge within a specific discipline. Clinical research nursing, on the other hand, offers the opportunity to help conduct clinical trials for developing and testing new treatments, medications, and procedures.

Becoming a nurse researcher can be incredibly satisfying if you want to enhance your medical knowledge, expand therapeutic options for patients, and enjoy face-to-face care.

What Does a Research Nurse Do?

Clinical research nurses are on the front lines of medical innovation, helping research teams test the latest treatments and procedures. The role of a research nurse may vary daily depending on specific studies or trials in which you're participating. You can generally expect a mix of patient care, academic reporting, and record maintenance.

Some studies call for higher levels of patient interaction. You may interview patients before a new procedure or monitor, record, and report their progress after they've received an experimental treatment. Research nurses must often supervise patients to ensure they follow the study protocols correctly.

Besides patient interactions, a clinical research nurse may be responsible for writing reports or study results, submitting and publishing studies in medical journals, or presenting research findings at a medical conference.

What Studies Do Clinical Research Nurses Participate In?

Medical research is either quantitative or qualitative. As a clinical research nurse, you may participate in both. Quantitative studies focus on results that can be empirically measured, such as statistics. Qualitative studies, like case studies, are more holistic and help you better understand a question or issue from all angles.

Most clinical research is quantitative. For instance, a quantitative study of a new surgical procedure might measure how many days it takes a patient to recover compared to the previous method. Qualitative research, on the other hand, might focus on better understanding how cultural norms in a particular population affect their decision to get vaccines.

What Experience and Education Are Required?

The role of a research nurse isn't an entry-level position and typically requires extensive studies, which may include job-specific courses and additional nursing certifications. Due to the time involved in becoming a nurse researcher, you usually won't find many nursing professionals in this role early on in their careers. If you're interested in pursuing a position as a clinical nurse researcher, it's wise to start planning in advance.

Besides your licensure as a registered nurse (RN), you may want an advanced nursing degree such as a Master of Science in Nursing (MSN) or Doctor of Nursing Practice (DNP). Not every research nursing job will require an advanced degree. However, some employers prefer them, so having one can make it easier to get work.

Advanced degrees typically require a Bachelor of Science in Nursing (BSN) as a prerequisite. If you plan to get one, you'll need to take a longer path to get an RN degree or go back to school for your BSN before pursuing the necessary degrees for clinical research nursing. Some programs offer an accelerated program that combines BSN and MSN degrees.

Depending on your position or employer, you may also need specialized training in clinical research methodology and a certification from the Association of Clinical Research Professionals . To obtain a certificate, you must demonstrate as many as 3,000 hours (the equivalent of eighteen months of full-time work) of relevant work in human subject research within the last ten years. If you meet that requirement, you'll also need to take an exam before receiving your clinical research nurse certification.

How Long Does It Take to Become a Nurse Researcher?

Becoming a clinical research nurse can take ten years or more, depending on how much education and work experience you decide to pursue before applying for your first research position. If you intend to maximize your education and subsequent hiring possibilities, this comprehensive timeline outlines the steps you might consider:

• Years 1–4: Obtain a BSN degree, typically issued as a standard four-year degree.
• Year 4: Get licensed by taking the NCLEX-RN exam for registered nurses.
• (Optional) Years 5–7: Obtain an MSN degree. This program typically takes up to three years to complete.
• (Optional) Years 5–9: Obtain a Doctor of Philosophy in Nursing (Ph.D.) degree, which can take three to five years to complete.
• 2+ years of work experience: Whether you go directly from your BSN to your MSN or work in the field before pursuing an advanced degree, you'll likely need to spend time working as a nurse before you can apply for a clinical research position. If seeking certification, you'll also need relevant work hours in human subject research, which can take several years to accrue.

Clinical Research Nurse Salary and Career Prospects

The demand and salary for clinical research nurses are strong. Nurses, in general, are in high demand, and an increasingly technological health care industry always needs nurses to develop new treatments and procedures. The salary for a clinical research nurse is higher than the average for RNs, and these specialists make around $90–100,000 per year on average.

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30 Best Nursing Research Programs

The best Nursing Research Programs train nurses to develop best practices in nursing care and conduct related nursing research. Thanks to breathless news reports about breakthroughs in cancer research, miracle surgical procedures, and game-changing pharmaceutical trials, we are all quite aware of medical research. What we don’t realize is the crucial role nurses play in medical research. Typically, most Americans think of nurses as direct caregivers, but as medicine and healthcare have become more sophisticated, the field of nursing has expanded in a multitude of ways. One of the most fascinating is nurse research.

Evidence-based nursing is the standard for modern nursing care – instituting best practices based not on tradition or custom, but on empirical data, scientific experiments, and verifiable facts. And who develops that evidence? Nurse researchers. Nursing School Hub’s ranking of the best nursing schools for research is here to point prospective nurse researchers to the institutions best suited to get them there.

OUR METHOD: RANKING THE BEST NURSING SCHOOLS FOR RESEARCH

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To rank the best nursing schools for research in the US, Nursing School Hub editors had a big task ahead of them. Our goal was to feature only accredited research universities and colleges with a substantial research budget, cutting-edge facilities, world-class faculty, and real-world impact. But nursing research is so varied and complex that our ultimate order ended up being the simplest: schools are ordered by their level of National Institutes of Health funding.

1. THE UNIVERSITY OF PITTSBURGH

The University of Pittsburgh’s School of Nursing (Pitt SON) is a National Institutes of Health (NIH) designated Research Intensive Environment. Pitt’s SON has received, since the 1950s, the 4 th  most research funding from NIH. Pitt’s nursing research programs specifically focus on Self Managed Patient Adherence and Genomics. The School of Nursing receives annual funding from the NIH in the amount of $6,132,325. Research opportunities are available through Research Hubs, Grants, Training Grants, and a Research Mentoring program.

The University of Pittsburgh was established in 1787, on what was at that time, the American Frontier. Pitt’s 125+-acre urban campus is home to nearly 29,000 students and nearly 5,000 faculty and staff members. Pitt is organized with 17 colleges/schools located on its main Pittsburgh campus and several other campuses located in Western Pennsylvania. While Pitt began as a private institution of higher learning, it is now a member school of the public Commonwealth System of Higher Education.

2. THE UNIVERSITY OF COLORADO DENVER-ANSHUTZ MEDICAL CAMPUS

The University of Colorado Denver College of Nursing Research is the division that coordinates nursing research projects. The National Institutes of Health’s annual funding to the University of Colorado Denver exceeds $4,800,000. The school’s nursing research projects give nursing students opportunities to explore how to convert observed, empirical data into practical nursing experiences. The school’s current ongoing research projects include Smart Health Applications at Home, and Military Women’s Health Priorities, among others. The University of Colorado helps students to locate internal and external nursing scholarships for current degree graduates.

The University of Colorado Denver was established in 1912. At present, the school is the largest research organization in the state. The school operates with two campuses; one in Denver proper, while the medical campus is about ten minutes away in Aurora. The Anshutz Medical Campus (through its hospital & clinics) serves more than one-half million patients annually.

3. CASE WESTERN RESERVE UNIVERSITY

Case Western Reserve University’s Frances Payne Bolton School of Nursing  (Case Western SON) is involved in cutting-edge nursing research. In addition, to the important nurse-related research topics of a mechanical defect or an organic pathology, Case Western’s SON explores the psychological, social, and behavioral influence on an individual’s health. The National Institutes of Health’s annual funding for Case Western Reserve University is approximately $4.7 million applied to the research of Community Care, Aging Issues, Neuroscience, Health Self Management, and the Science of Symptoms.

Case Western Reserve University was established in 1826. Case Western began as a merger between the Case Institute of Technology and the Western Reserve University. The school’s 150+-acre urban campus in Cleveland, OH is home to nearly 12,000 students and more than 5,000 academic staff. US News ranks Case Western Reserve University among the top 40 national institutions of higher learning in the country.

4. THE UNIVERSITY OF PENNSYLVANIA

The University of Pennsylvania’s School of Nursing (Penn Nursing) is recognized as a global nursing research leader. Penn’s Nursing Research mission is to support scientific discovery in the field of nursing that can be applied (and perhaps solve) current critical nursing issues. The National Institutes of Health’s annual funding given to the University of Pennsylvania exceeds $4.3 million. Penn Nursing holds the distinction of having one of the few dedicated Nursing Research Labs. Lab research experiences are integrated with mentorship opportunities.

The University of Pennsylvania, established in 1740 is one of nine institutions of higher learning established before the Declaration of Independence was signed. Penn holds the distinction of having the first College/business School, medical school, and student union. Penn operates with 16 undergraduate and graduate schools/colleges, and a program to combine both schools to award dual degrees.

5. THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL

The University of North Carolina at Chapel Hill’s School of Nursing (UNC SON) nursing research has a long-standing reputation as a creative and innovative source of quality research. UNC SON received more than $3.4 million from the National Institutes of Health on an annual basis. Nursing research at the University of North Carolina at Chapel Hill covers a variety of nursing industry issues and includes Risk Benefits of Cancer Retention, and Placental DNA & Neurodevelopment Outcomes, among others. UNC SON offers nursing research students an opportunity to explore psychosocial and behavioral; while measuring them non-invasively and in real-time.

The University of North Carolina at Chapel Hill was established in 1789 and is the flagship campus of the University of North Carolina system. UNC-Chapel Hill is one of a trio of schools that claim to be the oldest institution of higher learning in the country. UNC-Chapel Hill’s 725+-acre campus is home to nearly 30,000 students studying for academic degrees awarded by the school’s fourteen colleges and schools.

6. THE UNIVERSITY OF WASHINGTON

The University of Washington’s School of Nursing (UW SON) mission is to continue to be an innovative leader on the path to scientific nursing discovery. The school’s nursing research coursework focuses on four essential areas – Symptom Science, Innovative Interventions, Health through the Aging Process, and Health Equity. UW SON’s Office for Nursing Research manages about 175 pending and active research projects using $3.2 million in annual funding provided by the National Institutes of Health. Recent nursing research projects focus on Sleep Enhancements for teenagers and menopausal women.

The University of Washington was established in 1861 and is recognized as a space-grant and sea-grant institution of higher learning. The school operates with three campuses located in Seattle, Bothell, and Tacoma. The University of Washington is considered the flagship school among the six public schools in the state of Washington. The University of Washington’s student enrollment is nearly 47,000.

7. EMORY UNIVERSITY

Emory University’s Woodruff School of Nursing offers a variety of ways to explore the world of nursing research. Emory’s nursing research areas of expertise include Urgent Care, Cancer, Anesthesia, Obesity, Gerontology, Diabetes, End of Life Care, Global Health, Public Health, Veteran’s Health, and Maternal & Infant Care, among many others. Nursing Research projects have studied Improvements in Heart Health with Exercise, Yoga for PTSD, and Isolating Fatigue Causes for Patients with Neck Cancer through $3.2+ million in funding provided by the National Institutes of Health.

Emory University is a private institution of higher learning established in 1836. The school is affiliated with the Methodist Episcopal Church and is the 2 nd  oldest university in the state of Georgia. Emory University is organized among nine academic colleges/schools that serve nearly 15,500 students each semester. Emory’s endowment exceeds $7 billion, the sixteenth largest in the nation.

8. THE UNIVERSITY OF MARYLAND SCHOOL OF NURSING

The University of Maryland School of Nursing’s (UMSON) mission is to continue to improve and influence modern nursing standards through the establishment of groundbreaking nursing research opportunities. UMSON received more than $6 million in research funding from the National Institutes of Health in Fiscal Year 2018 to finance the school’s three unique research-funding centers. UMSON was one of the first nursing schools in the nation to offer a PhD program. The Office of Research and Scholarships offers monthly research seminars related to nursing research issues across a range of health care topics. U.S. News & World Report recognizes UMSON’s graduate and doctoral nursing programs as among the best.

The University of Maryland Baltimore was established in 1807 and houses some of the oldest professional schools in the country. The University of Maryland Baltimore is one of five campuses that are organized under the University of Maryland network chartered by the state’s General Assembly in 1970. The university’s 72-acre campus in downtown Baltimore is home to nearly 6,700 students.

9. THE UNIVERSITY OF MICHIGAN AT ANN ARBOR

The University of Michigan at Ann Arbor’s School of Nursing (UMich SON) is among the top NIH- funded nursing research universities in the country. UMich SON received NIH funding equal to nearly $3 million to fund research in the areas the school emphasizes – Cancer Fatigues, Symptom Science, Childbirth Recovery, Health Care Effectiveness, and the Analysis & Visualization of Health Care Informatics. UMich SON’s Bio-Stat Lab allows degree graduates to explore how statistical analysis when applied to biomedical data, reveals valuable information and industry trends.

The University of Michigan at Ann Arbor was established in 1817 – 2 decades before Michigan became a state. UMich is the state’s oldest institution of higher learning that is considered among the elite research schools in the country. The school’s campus and arboretum is home to more than 46,000 students studying from several campuses in Ann Arbor (the main campus), Dearborn, Flint, and Detroit.

10. JOHNS HOPKINS UNIVERSITY

Johns Hopkins University’s School of Nursing faculty is globally recognized among the elite experts in their field of nursing research. Johns Hopkins University’s School of Nursing receives $2.6+ million in funding from the National Institutes of Health which is applied to the school’s focus areas of End of Life Care, the Prevention of Disease, Health Promotion, Women’s Health, Risk Prevention, Cardiovascular Health, and Disease Prevention. The School of Nursing at Johns Hopkins participates in a Nursing Research Retreat to strategize regarding the newly emerging health care issues requiring research.

Johns Hopkins University was established in 1876 and is recognized as the oldest research institution of higher learning in the United States. Johns Hopkins operates with ten academic divisions on campuses in Washington, DC, and Maryland. Additionally, the school has international centers in Singapore, China, and Italy. Johns Hopkins University has led all other research universities in total expenditures.

11. YALE UNIVERSITY — NEW HAVEN, CT

Yale University’s School of Nursing (SON) receives $2.5 million in funding from the National Institutes of Health to dedicate to the many new and ongoing nursing research projects. These include projects related to Family and Self Management, Minding the Baby, Insomnia Therapy, Toddlers Living in Disadvantaged Economic Homes, and High-Yield HIV Testing. Students earning their nursing degrees at Yale’s SON participate in the school’s Bio-Behavior Lab and the studies conducted at the Sleep Center regarding chronic or acute sleep issues.

Yale University was established in 1701 and is recognized as the third-oldest institution of higher learning in the nation. The Colony of Connecticut originally chartered the school. Yale is located in New Haven, a college town, on more than 1,000 acres. The school’s student enrollment exceeds 12,000. Yale’s library is considered the third largest library that is a part of an institution of higher education. US News recognizes Yale University as the third finest university in the nation.

12. THE UNIVERSITY OF CALIFORNIA LOS ANGELES

The University of California Los Angeles School of Nursing (UCLA SON) receives nursing research funding from the National Institutes of Health in the amount of approximately $2.2+ million each year. UCLA SON’s research projects have pioneered nursing research projects like HIV Gene Therapy, Ulcer Care & Prevention — including Wound Care, Sleep Apnea/Heart Failure Effects on Brain Function, and Nursing Applications of Cognitive Behavioral Therapy to Reduce Depression in Cancer Patients, among others. UCLA SON’s mission is to prepare the next generation of nursing scientists, prepared to confront future-nursing challenges locally, nationally, and globally.

The University of California Los Angeles was established in 1919 and is a member school of the University of California system. UCLA’s 17 schools/colleges/divisions offer more than 333-degree programs. The school’s 400+-acre campus is home to more than 45,400 students. UCLA holds the distinction of being the school that received the most applications in any one semester.

13. NEW YORK UNIVERSITY

New York University’s Rory College of Nursing (NYU) manages nursing research centers and ongoing grants regarding Geriatric Nursing, Oral Health, Drug Abuse Research & Behavior Sciences, Studies in Symptom Management, Diverse Population Precision Health Initiative, and Environmental & Occupational Health. Nursing Research students can apply for fascinating summer research internships through NYU’s Rory College of Nursing. The National Institutes of Health’s annual funding to NYU is approximately $2+ million annually.

New York University was established in 1831 in Greenwich Village in downtown Manhattan. NYU is a global university with academic centers around the world in Sydney, Florence, London, Paris, Prague, and Madrid, among others. New York University’s student enrollment exceeds 51,000. The school ranks among the top 50 elite universities across the globe. NYU operates the largest academic housing organization among private schools in the country.

14. THE UNIVERSITY OF TEXAS AT AUSTIN

The University of Texas at Austin’s School of Nursing (UT Austin SON) receives approximately $1.9+ million in nursing research funding from the National Institutes of Health each year. UT Austin SON’s nursing research focuses on improving health care for the most vulnerable, underserved populations; particularly those populations who receive limited nursing research. Research programs focus on improving the opportunities for those with chronic illness and preventing illness in the most vulnerable populations.

The University of Texas at Austin was established in 1883 and is the flagship member school of the University of Texas System. UT Austin is home to several museums and libraries; among the libraries is the Lyndon Baines Johnson Library. The school’s 425+-acre campus is home to more than 51,500 students — the 3 rd  largest student enrollment total for a school with only one campus.

15. THE UNIVERSITY OF ALABAMA AT BIRMINGHAM

The University of Alabama at Birmingham’s School of Nursing (UA Birmingham SON) receives approximately $1.8+ million in research funding from the National Institutes of Health each year. UA SON’s elite faculty participate, by invitation, in NIH training courses regarding Human Genome Research, while other faculty members are chosen to champion a National Institutes of Health HIV study to discover how and in what ways, HIV impacts women’s lives. All three levels of academic degrees have received accreditation by the  Commission on Collegiate Nursing Education (CCNE).  

The University of Alabama at Birmingham was established in 1969 and is one of three member schools that are organized under the University of Alabama System. UA Birmingham is organized under twelve academic schools and colleges that offer nearly 150-degree programs on bachelor’s, master’s, and doctorate levels.

16. RUSH UNIVERSITY

Rush University is an Institute for Translational Medicine — a member research facility dedicated to improving the world’s health through research discovery and breakthroughs. Rush University’s nursing research programs receive funding through the National Institutes of Health (NIH) more than $1.8 million. Rush University’s nursing research programs are designed to promote integrity in research with the production of the highest-quality research initiatives. Ongoing programs include studies in Abdominal Fat vs. Disease, Improving the Social Skills of the Intellectually Disadvantaged, and Spiritual Care in Health Care Environments.

Rush University was established as an academic unit of the Rush Medical Center, its teaching hospital. The school operates four colleges including the Graduate School, The Medical College, The College of Nursing, and The College of Health Sciences. The Rush Medical College, from which the university began, was established in 1837, a couple of days before Chicago became a city.

17. THE UNIVERSITY OF ILLINOIS AT CHICAGO

The University of Illinois at Chicago’s (UIC) nursing research, administered through the College of Nursing, is led by an elite team of faculty researchers, which include more than 25 members who are American Academy of Nursing Fellows. UIC applies its $1.6+ million in funding from the National Institutes of Health (NIH) to their Sleep Neurobiology Lab, Diabetes Research, Biobehavioral Research Lab, and several projects related to Physical Activity and Health. Current projects include Pain/Symptom Management, Binge Drinking’s Impact on Cardiovascular Health, and Behavioral Studies regarding Insomnia for those with COPD, among others.

The University of Illinois at Chicago was established in 1982 and sits alongside the famous Chicago Loop. UIC’s medical school operates with one of the largest in terms of research expenditures. The school is a member school of the University of Illinois system with a 225+-acre campus that is home to more than 30,000 students.

18. THE UNIVERSITY OF MISSOURI

The University of Missouri, Columbia’s (Mizzou) Sinclair School of Nursing is heavily involved in cutting-edge research initiatives and its published groundbreaking results. The National Institutes of Health (NIH) provides funding to Mizzou’s School of Nursing in the amount of $1.6+ million yearly.  The nursing research faculty at Mizzou’s School of Nursing has shared its newsworthy research results in thousands of medical articles and journals across the globe. Mizzou students involved in nursing research programs receive tremendous support from the school’s comprehensive grant support services division.

The University of Missouri Columbia was established in 1839 under the Morrill Land Grant Act. Mizzou holds the distinction of being the first school located to the west of the Mississippi River. The school is the flagship member school of the University of Missouri system, and the  Show Me  state’s largest institution of higher learning in terms of enrollment (30,800).

19. THE UNIVERSITY OF MIAMI

The University of Miami’s (UM) School of Nursing and Health Studies (SONHS) is strongly committed to extensive mission-driven nursing research .  Students and faculty at UM’s SONHS have delved into trying to discover the necessary information as to solve issues in Disaster, Preparedness, Health Disparities, and Vulnerable Populations, among many others. Nursing research programs are supported by simulation medical facilities and grant writing support services. UM’s SONHS receives National Institutes of Health (NIH) financing each year that exceeds $1.5 million.  The University of Miami has cultivated research partnerships with the World Health Organization (WHO) and the Pan American Health Organization (PAHO).

The Dade County Circuit Court chartered the University of Miami as a private institution of higher learning in 1925. UM’s programs and curriculum is dedicated to research. UM operates with twelve schools/colleges and more than 17,000 students on over 450+-acres in the unique area of Coral Gables, FL, just south of Miami, Magic City. US News recognizes UM as the top 55 national universities.

20. THE UNIVERSITY OF ROCHESTER

The University of Rochester’s (UR) School of Nursing (SON) has been recognized for its nursing research on the topics of Palliative Care, Cancer, HIV/AIDS Research, Cardiovascular Health, Asthma, Adolescent health, and Cognitive Aging, among others. UR’s SON receives more than $1.5 million in research funding from the National Institutes of Health (NIH) each year. UR’s nursing research is best known for its meaningful findings in Healthy Behaviors, Symptom Management, Innovative Health Tech Solutions, Telemedicine in Managing Asthma, and discovering Methods to Revolutionize Systems of Health Care.

The University of Rochester was established in 1850 as a private nonsectarian institution of higher education.  The school’s 600-acre suburban campus is home to more than 11,000 students studying for one of the 200 academic major programs offered. UR’s Eastman School of Music is consistently recognized as the top music school in the nation.

21. THE UNIVERSITY OF IOWA

The University of Iowa’s (UI) College of Nursing offers leading-edge nursing research in three areas, Health Systems Improvement, Gerontology, and Palliative Care/Symptom Management. The University of Iowa is home to a world-famous Center for Nursing Classification & Clinical Effectiveness (CNC) .  The CNC is responsible for standardizing the nursing industry’s treatment/outcome language. The school receives $1.4 million from the National Institutes in Health (NIH) and is home to an NIH-funded training program regarding Pain/Symptoms. Other private, industry, and training sponsors also fund additional research at UI.

The University of Iowa was established in 1847, less than two months after Iowa become a state. The school is the flagship and oldest institution of higher learning in the state of Iowa. The school operates with eleven schools/colleges on more than 1,800 acres with nearly 33,000 students and 2,200+ administrative staff and faculty.

22. THE UNIVERSITY OF UTAH

The University of Utah’s (The U) College of Nursing is a nursing research leader with nursing grant expenditures that are near $27 million, among the top in the United States. The National Institutes of Health (NIH) contributes $1.4 million yearly to the University of Utah’s College of Nursing. The University of Utah also works closely with the National Institute for Nursing Research (NINR) the US Health Resources & Services Administration (USNRSA), and the Nation Cancer Institute (NCI).

The University of Utah was established in 1850, four years before Utah was adopted into the union. The University of Utah holds the distinction of being the oldest institution of higher learning and opening the first medical school in the state of Utah. The school’s 1,500+-acre urban campus is home to nearly 32,000 students studying from among the 190+ degree programs available.

23. THE UNIVERSITY OF SOUTH CAROLINA AT COLUMBIA

The University of South Carolina at Columbia’s (USC) College of Nursing supports its nursing research initiatives by offering nursing researchers grants and scholarship services. The nursing research leadership team offers the necessary services to develop successful award applications and award project implementation. The nursing researchers at USC utilize research-grant sites that include an at-home study regarding Breast Cancer Patients & Physical Activity, Teleconferencing Mental Health in Rural South Carolina, and Improving Care After a Chemical Incident. The National Institutes of Health (NIH) contributes more than $1.3 million to the school’s nursing research each year.

The University of South Carolina at Columbia was established in 1801. USC operates with the main campus in Columbia, and six others throughout the State of South Carolina. The school’s seven campuses are home to more than 50,000 students. The school is the flagship member school of the University of South Carolina system, and, a sea-grant university.

24. THE UNIVERSITY OF CONNECTICUT

The University of Connecticut’s (UConn) School of Nursing offers several nursing research divisions. UConn receives $1.2 million in funding from the National Institutes of Health (NIH). These research funds earmarked for nursing initiatives are applied to the Center for Nursing Scholarship and Innovation, the Center for Advancement in Managing Pain, the Center for Correctional Health Networks, the Geriatric outreach & Training with Care Program, and the Analytics & Information Management Solutions Program.

The University of Connecticut was established in 1881 under the Morrill Land Grant Act. The school holds the distinction of being a land grant, a sea-grant, and a space-grant university. UConn is about an hour and one-half from Boston, although Hartford CT, and Springfield MA are much closer to the school’s 4,000-acre campus in Storrs.

25. DREXEL UNIVERSITY

Drexel University’s nursing research initiatives and efforts are performed through the College of Nursing & Health Professions (CNHP). Drexel University seeks to create research studies that find solutions that improve health care in every way possible. The National Institutes of Health (NIH) contributes nearly $1.2 million in research funds that are used to fund the school’s cutting-edge facilities. These include the Center for Family Intervention Science, the 11 th  Street Family Health Services Project, and the CNHP Specialty Clinical Laboratories, among others. The school’s mission is to improve health care through quality interdisciplinary in-depth research.

Drexel University is a private institution of higher education that was established in 1891. The renowned businessman — Anthony Drexel founded the school as the Drexel Institute of Art, Science, and Industry. The school’s main urban campus is home to more than 24,000 students. Drexel University offers a unique cooperative program that coordinates students with paid employment in their field of choice while they earn their degrees.

26. OHIO STATE UNIVERSITY

Ohio State University’s (OSU) College of Nursing is dedicated to improving healthcare through in-depth quality nursing research .   Ongoing research at OSU’s College of Nursing is carried out in the Center for Research & Health Analytics, the Center for Healthy Aging, Self-Management & Complex Care, and the Pitzer Center for Women, Children, and Youth. OSU’s most recent nursing research project includes championing a consortium of state, community, and academic organizations dedicated to helping reduce opioid deaths over the next 36 months. The National Institutes of Health (NIH) contributes more than #1.1 million in research funding this year.

Ohio State University was established in 1870 under the Morrill Land Grant Act. The school holds the distinction of being a sea-grant, space-grant, land grant, and flagship university for the state of Ohio. From its humble beginnings, OSU now is home to more than 61,000 students, the third-largest institution of higher education in the country.

27. DUKE UNIVERSITY

Duke University’s nursing research activities are supported and managed by the School of Nursing’s Center for Nursing Research. The National Institutes of Health (NIH) contributes more than $1 million towards Duke University’s research studies regarding health care issues. Duke’s areas of research excellence include Methods & Analytics, Population Health, Precision Health, and Clinical Innovation. The core units of the school’s Center for Nursing Research include Pre Award Liaison, Oversight and Compliance, Design and Statistics, and Faculty Science. The School of Nursing’s Research Statistics Lab is available to nurse researchers in question design, validation of measurements, and data analysis, among other techniques.

Duke University was established in 1838 with religious affiliations with the United Methodist Church. The school’s 8,500+-acre campus is home to nearly 16,000 students. Duke is recognized among the most elite universities in the country, with an acceptance rate, for the class of 2023, of 11%. The school awards about 50 academic scholarships each year.

28. VIRGINIA COMMONWEALTH UNIVERSITY

Virginia Commonwealth University’s (VCU) School of Nursing’s research initiatives is supported and managed by the Office of Research, Scholarship, and Innovation (ORSI). With the nearly $1 million in research funding from the National Institutes of Health (NIH), the nursing researchers at VCU can design and apply for funding and scholarships through ORSI’s services. Virginia Commonwealth University is home to a Biobehavioral Laboratory of Research where student and faculty prepping a grant proposal or implement biological material processes and assays.

Virginia Commonwealth University was established in 1838 as a public research institution of higher education. The school began as a medical extension to Hampden Sydney College.   VCU’s 150-acre urban campus in Richmond is home to more than 31,000 students pursuing more than degrees from fourteen schools/colleges. VCU operates satellite locations in eleven countries including China, India, Russia, Brazil, Mexico, and Israel, among others.

29. WAYNE STATE UNIVERSITY

Wayne State University’s (WSU) College of Nursing is dedicated to providing an academic platform from which new nursing knowledge may be discovered through quality nursing research regarding Health Promotion, Urban Health, and Symptom Science. The National Institutes of Health (NIH) contributes more than $900,000 towards Wayne State University’s Bio Physical Laboratory, which provides nursing researchers a means to perform biochemical and molecular assays, or even genotyping.

Wayne State University was established in 1868 as a research institution of higher learning. Wayne State University operates on more than 200 acres in Detroit, MI offering hundreds of programs from thirteen schools/colleges. The academic divisions include Education Business, Engineering, Performing Arts, Law School, Medicine, Information Sciences, and Pharmacy, among others.

30. THE UNIVERSITY OF VIRGINIA

The University of Virginia’s (UVA) School of Nursing is dedicated to improving health care through knowledge discovered through nursing research. UVA’s School of Nursing’s Office for Nursing Research (ONR) is tasked with managing the research facilities, studies, and funding opportunities. The National Institutes of Health (NIH) provides approximately $890,000 in research funding to the UVA. The ONR maintains ongoing grant partnerships with several funding award organizations to set up research opportunities for nursing students and faculty.

Thomas Jefferson established the University of Virginia in 1819. It is the flagship university of the state of Virginia.  The school is recognized as a UNESCO World Heritage site due to its historical value. UVA is organized with 11 undergraduate/professional schools/colleges. UVA’s 1,600+-acre ‘small city’ campus is home to more than 24,000 students and another 2,100 academic staff and faculty.

WHAT IS NURSING RESEARCH?

The work achieved through many nursing research types is directly responsible for influencing the current and future landscape of the nursing profession.

The definition and scope of nursing research, according to the National Center for Biotechnology Information ( NCBI ) is as follows –

Nursing research is a systematic approach of inquiry specifically undertaken to investigate and learn more about emerging issues relevant to the nursing profession.

Nursing research is now considered a critical component of a nursing education pathway. The importance of nursing research and evidence-based practice training placed early-on in a student’s education is a trend now visible in many top-rated nursing programs.

Nursing research examples generally fall within three broad categories of types of nursing research –

• Clinical Research — researchable issues in nursing in the clinical realm can be based on biological and behavioral clinical exploration
• Systems & Outcomes Research — this scope of nursing research evaluates the ways in which to improve healthcare delivery and costs
• Education Research — these types of nursing research examples focus on ways in which to improve teaching methods related to the training of nursing professionals

The nursing research examples noted above have contributed significantly to the improvement of the nursing profession (and healthcare in general) by providing nursing research and evidence-based practice techniques that employ quantifiable and verifiable results.

WHY ARE NURSE RESEARCHERS IMPORTANT?

The importance of nursing research is a critical component and contributing factor toward the creation of optimal nursing care. Without nursing research funding opportunities, advancements in the field of nursing would likely slow down, or perhaps, even falter. The reality is nursing research is now a significant contributor of data that influences healthcare policies that impact, the nursing profession, the clinician, and each patient.

The roles of nurses in research have recently changed and now include more scientifically sound research methods and techniques. The roles of nurses in research are now introduced to nursing students early on in most nursing programs. In fact, most nursing degree programs now include the concept of nursing research throughout the curriculum, and as early as possible in the education process.

More specifically, a clinical nursing research definition is as follows — A type of research performed in a clinical environment by nursing professionals with a fundamental objective to improve patient care.

The importance of nursing research is also far-reaching. Nurse researchers often work alongside other research scientists from the fields of nutrition, medicine, and pharmacology, among others.

WHERE TO LEARN ABOUT RESEARCH NURSING?

Nurse researchers typically need an  MSN ,  DNP , or  PhD , and they work primarily in academic settings such as university hospitals, or in research departments for the private healthcare industry. A strong grounding in both laboratory science and nursing is an absolute necessity.

The mission of nursing research is to ultimately improve the well-being and health of the public. Nursing research is performed all over the world; with results, opinions and theories available online from countless sources, regarding limitless nursing issues.

One of the best resources of information and knowledge in any industry is a professional organization. Professional entities that support the nursing profession include the Commission on Collegiate Nursing Education, (CCNE), or the American Association of Colleges of Nursing (AACN) are among the many resourceful online websites that offer:

• Nursing Research Articles
• Evidence-Based Practice Articles in Nursing
• Free Nursing Research Journal Articles
• Evidence-based Research in Nursing Topics

The American Journal of Nursing ( AJN ), which is published monthly, is a great place to find interesting nursing research articles that focus on current nursing issues. However, the AJN  also provides access to the annals of nursing research — published since the AJN’s inception.

The most current nursing research articles address ongoing, chronic health care and nursing issues, as well as newly-emerging nursing issues from around the world.

Many websites are dedicated to compiling and organizing the massive amounts of research revealed on a daily basis. They cleverly use digital tools to sort through published research and extract a specific type of research, for example, evidence-based practice articles in nursing, and deliver it with ease to its interested audience.

• What is a Nurse Researcher
• Top 25 Best Online Nursing Informatics
• Nursing Informatics Explained (Infographic)
• Why is Nursing Informatics Important?

• Department of Health and Human Services
• National Institutes of Health

Nursing at the NIH Clinical Center

Research training and career development.

Students & New Graduates Research Training and Career Development

Intramural Research Training (IRTA) Summer Internship

Intramural Research Training Award (IRTA) programs at the National Institutes of Health (NIH) provide an opportunity to spend a summer working at the NIH Clinical Center in an environment devoted exclusively to biomedical research. Summer interns participate in a wide range of activities including observing clinical research nursing and interdisciplinary teams, rounds and lectures with investigators, career/professional development workshops, mentorship in a research project and development of a research poster which will be presented at the Summer Poster Day in August. Summer interns work a minimum of eight weeks starting in May or June. Prospective candidates who are students who are currently enrolled in high school, who have been accepted into a college or university program as undergraduate, or graduate program must apply online. The application is available from mid-November to March 1.

USPHS Junior CoStep and Senior CoStep Programs

The U.S. Public Health Service Commissioned Corps offers excellent opportunities for nursing students to serve their country while completing or continuing their education. If you are interested in a public health career, we encourage you to apply to the Junior Commissioned Officer Student Training and Extern Program (JRCOSTEP) or Senior Commissioned Officer Student Training and Extern Program (SRCOSTEP) For more information about the excellent benefits or to find out if you are eligible to apply visit www.usphs.gov

NIH Clinical Research Nursing Residency Program (CRNRP)

The NIH Clinical Research Nursing Residency Program is designed to assist the newly licensed graduate nurse in the transition from nursing school to professional practice and a career in clinical research nursing. The twelve month program focuses on building critical thinking, professional practice skills, and clinical competency in the context of a clinical research setting. The residency differs from orientation in duration, focus and complexity.

Educational learning experiences include didactic classroom sessions, hands-on simulation, case studies, reflective practice, off-unit learning enhancement activities, shadow experiences, professional development and leadership activities, all under the direction of educators and preceptors.

Applicants will have successfully completed a nursing school curriculum (Bachelor's preferred) and hold US citizenship. Must have less than one year of experience, and have interest in one of the following clinical areas: Pediatrics, Adult Oncology, Medical-Surgical/Endocrine, or Perioperative (Operating Room, PACU). The Clinical Center Nursing Department supports a diverse workforce.

Information Packet

The National Institutes of Health Clinical Center Clinical Research Nursing Residency Program is accredited with distinction as a Practice Transition Program by the American Nurses Credentialing Center's Commission on Accreditation.

ANCC Practice Transition Accreditation Program® (PTAP)

For more information regarding the NIH Clinical Research Nursing Residency Program, please email [email protected] .

NOTE: PDF documents require the free Adobe Reader .

This page last updated on 12/08/2022

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How to Become a Research Nurse

Research Nurse Overview

• What You Will Do: You will work as a part of a team involved in clinical research studies evaluating patient care practices.
• Where Will You Work: Research nurses may work in a variety of settings, such as hospital/medical centers, universities, pharmaceutical companies, research organizations and government agencies.
• Employment Projections: Nursing is expected to be the fastest-growing professions, with growth projected at 16% – 26%; similarly, the employment outlook for research nurses is excellent, with a projected growth rate of 19% by 2022.
• How Much Will I Earn: The median annual salary for research nurses ranges from $74,177 to $91,107, with an average annual salary of $82,708.
• Requirements to Become One: Become a Registered Nurse (RN) by completing an accredited nursing program earning a Bachelor of Science in Nursing (BSN),  then passing the NCLEX-RN examination to obtain licensure.

Online Nursing Programs That Might Interest You

Learn about start dates, transferring credits, availability of financial aid, and more by contacting the universities below.

Steps to Become a Research Nurse

• Earn Your RN: You must earn an RN degree from an accredited nursing program, earning Bachelor of Science in Nursing (BSN). The BSN is the base level education for research nursing. Nurses with an Associate’s Degree in Nursing would need to bridge into an RN to BSN program .
• Pass the NCLEX-RN Exam: All RNs must pass the NCLEX-RN exam to obtain licensure to practice nursing.
• Gain Clinical Experience as a Professional Registered Nurse: It is important to gain clinical experience as a professional nurse, in preparation for moving into a specialty role. In addition, seek opportunities to participate in research-related activities, such as Quality Assurance or Infection Control.
• Seek Employment as a Research Nurse: You must have a minimum of 3000 – 6000 hours experience in clinical research nursing to be eligible for certification.
• Obtain Certification as a Research Nurse: Obtain this certification from the Association for Clinical Research Professionals.

What is a Research Nurse?

Research Nurses are involved in conducting healthcare related scientific research with the goals of improving patient care services and patient outcomes. Research nurses have knowledge of informatics, research design, and data collection and analysis. Research nurses may participate in research design within a research team, or for their own studies, as well as securing funding, recruiting participants and providing direct care for participants. When a research project has been completed, research nurses report findings to nurses and other healthcare professionals through written research reports or articles, or in speaking opportunities such as conferences or workshops. Specific roles and duties include;

• Design and implementation of research studies
• Observing patient care related to treatment or procedures,
• Collecting and analyzing data, including managing databases
• Reporting findings of research, presenting findings at industry conferences, meetings and other speaking engagements
• Writing grant applications to secure funding for studies
• Writing articles and research reports in nursing or medical professional journals or other publications
• Assisting in the recruitment of participants for studies and
• Providing direct patient care for participants

How Do I Become a Research Nurse?

The first step toward becoming an infection control nurse is to become a Registered Nurse, earning a Bachelor of Science in Nursing degree (BSN) from an accredited nursing program. After graduation, you must obtain RN licensure by taking the NCLEX-RN examination in your state. Once you have achieved licensure, you will need to gain clinical experience as an RN. Following gaining this experience, then seek employment in a research nursing role, in order to progress toward certification.

The Association of Clinical Research Professionals offers two certifications for research nurses; Certified Clinical Research Associate (CCRA) or Certified Clinical Research Coordinator CCRC).

Eligibility requirements for CCRA are:

• Bachelor’s Degree in Nursing (or higher)
• Verify adherence to the clinical protocol, appropriate clinical practices and regulatory requirements related to the protection and ethical treatment of human subjects.
• Ensure identification and reporting of safety issues.
• Perform monitoring activities per the monitoring plan.
• Review accuracy and completeness of research site records.
• Ensure accountability of Investigational Product and related supplies.
• Ensure complete reporting and correct documentation of monitoring activities.
• Conduct routine monitoring visits independently from the investigative study staff.
• Ensure the research site staff is identifying issues and implementing corrective and preventive actions to ensure inspection readiness.

Eligibility requirements for CCRC are:

• Report and document safety issues.
• Participate in the preparation or review of documents exchanged with the Institutional Review Board (IRB).
• Participate in protocol review or planning of study procedures.
• Participate in conduction subject visits.
• Collect accurate, verifiable data, source documents, and essential documents.
• Prepare for and participate in audits and/or regulatory inspections.
• Participate in the informed consent process.

Certification is valid for 2 years, after which it must be renewed by participating in continuing education/involvement activities, reporting 24 contact hours every 2 years, or successful completion of the current certification exam.

Where Do Research Nurses Typically Work?

Research nurses work within a variety of health care settings, including;

• Hospital/medical centers
• Universities
• Healthcare research organizations
• Pharmaceutical corporations
• Government agencies
• Research laboratories

How Much Do Research Nurses Earn?

Nursing, in general, is identified as one of the fastest growing professions in the US in terms of salary, with a projected growth of 16% – 26%, much higher than the national average. Specialty certification can increase earnings significantly. The median annual salary for research nurses ranges from $74,177 to $91,107, with an average annual salary of $82,708. This is dependent on the specific job and employer, and the geographical area. Salaries are generally higher in urban areas, however, the cost of living is typically higher, as well. In addition, research nurse with a Master’s degree (MSN) or higher, tend to earn higher salaries. According to the Bureau of Labor Statistics the top five states for general nursing salaries are (range $96,470 – $102,700);

• Massachusetts

Research Nurse Programs

At the undergraduate level, specialty-related education consists of continuing education activities, such as conferences or online CEU providers. For example, the Association of Clinical Research Professionals offers basic level education, and resources needed for maintaining certification. Examples of related topics include:

• Introduction to Clinical Trials
• Introduction to Good Clinical Practice
• Clinical Data Interchange Standards Consortium (CDISC)
• CDISC standards related to collection and submission of data
• Implementing a Patient-centered Informed Consent Process
• Best Practices for Clinical Trial Inspections
• Ethics and Human Subject Protection
• Understanding Clinical Trial Protocols
• Managing Clinical Trials in an Electronic Environment

At the graduate level, research nurses have at least a Master’s Degree in Nursing (MSN) , or may progress to a PhD or Doctor of Nursing Practice Degree . An MSN curriculum will include courses related to reviewing and conducting research in conjunction within the specialty area. A more specific focus on research will be found in terminal degree (PhD or DNP) programs. Examples of graduate programs include;

• Duke University, Durham, NC; MSN, PhD and DNP programs. PhD program focus on interdisciplinary research. https://nursing.duke.edu/
• Drexel University, Philadelphia, PA; MSN in Clinical Research, Online Program – https://nursing.duke.edu/
• University of Central Florida, Orlando, FL; Master of Research administration, Online Program – https://www.ucf.edu/online/
• Ohio State University College of Nursing, Columbus, OH; Master of Applied Clinical and Preclinical Research, Online Program  – https://nursing.osu.edu/
• University of Cincinnati College of Nursing, Cincinnati, OH; PhD in Nursing Research – https://nursing.uc.edu/

Related Careers: Nursing Informatics

What is a Typical Research Nurse Curriculum?

Topics addressed in Research Nurse curricula include:

• Research Methods and Biostatistics
• Evaluation and Translation of Health Research
• Foundations of Good Clinical Practice in Clinical Research
• Concepts of Clinical Research Management
• Human Subjects Research in Biomedical Sciences
• Management of Clinical and Preclinical Studies
• Data Analysis and Interpretation
• Descriptive and Inferential Statistics
• Responsible Conduct of Research
• Ethics and Research Integrity
• Research Design and Methods

The Role of the Research Nurse in the Healthcare Provider Shortage

The Bureau of Labor Statistics cites that employment for nurses will increase at a rate of 16% – %20 by 2024. There is a national shortage of nurses in general related to the Baby Boomer population entering retirement, and the increased health needs of the growing aging population. It is projected that the South and West will be hardest hit by the nursing shortage. The 12 states expected to have the most acute shortages are: Florida , Georgia , Texas , Virginia , Alaska , Arizona , California , Hawaii , Idaho , Montana , Nevada and New Mexico .

Research nurses will be in continued demand, as their knowledge and expert skills are needed in the growing field of healthcare research. Research nurses will be pursued by pharmaceutical companies, research laboratories, universities, private companies, independent research organizations, and hospitals/medical centers.

Research Nurse Resources

• The Association of Clinical Research Professionals – https://acrpnet.org/
• National Institute of Nursing Research –   https://www.ninr.nih.gov/
• Council for the Advancement of Nursing Science – http://www.nursingscience.org/home
•  International Association of Clinical Research Nurses – https://iacrn.org/
• Nurse Researcher – https://rcni.com/nurse-researcher

References  

• Clinical Data Interchange Standards Consortium – https://www.cdisc.org/
• EveryNurse – https://everynurse.org/
• Payscale.com – https://www.registerednursing.org/
• Salary.com – https://www1.salary.com
• Study.com – https://study.com/
• US Department of Labor; Bureau of Labor Statistics – https://www.bls.gov/

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Karen is a Registered Nurse, graduating with a BSN in nursing in 1972 from North Park College in Chicago, Illinois. Her graduate degree was earned at Emory University, Atlanta, Georgia, in 1985. While her major clinical area specialty has been maternal/infant, pediatrics nursing, and women’s health, she has also worked in med-surg and adult ICU environments. She have 22 years’ experience in a faculty role, the past 7 years in an online venue.

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Clinical Research Nursing Certificate

Review the online info session here .

The Institute for Translational Medicine and Therapeutics (ITMAT) Education program offers an online Clinical Research Nursing Certificate. Through a combination of didactic content, highly interactive and engaging learning experiences, and collaboration with other CRNs, the certificate program will prepare nurses to navigate the growing complexities of the clinical research landscape as well as improve the safety, quality, and experience of research participants.

Bridging the gap between clinical care and research operations is an important and timely area of focus for both academic medical centers and study sponsors. The oversight of participants on high risk and early phase research protocols requires expert clinical oversight and coordination of care, and knowledge and experience in research execution. Graduates will have a foundational knowledge of the domains of clinical research nursing including human subjects protection, care coordination and continuity, contribution to science, and study management.

Graduates will: 

• Understand care coordination and its application to the research process and the management of research participants
• Utilize quality improvement skills to support participants on clinical research studies
• Integrate new clinical research knowledge and clinical nursing skills
• Apply regulations, processes, and management of human subject research, focusing on the unique nursing contributions to clinical trials of drugs and devices
• Learn skills and tools required to effectively execute clinical research protocols in various patient populations and settings 

Fall 2024 application submissions are closed.

Contact Amanda Brock, Program Director, with any questions: [email protected]

Program Information

The certificate includes 4 courses and is designed to take 1.5 years.

Clinical Research Nursing Certificate Study Plan

4 Credit Units (CUs)

Please review the Regulatory Affairs Tuition webpage for details. Tuition and fees are charged per c.u. and certificate program includes a total of 4 c.u. The program is not eligible for federal financial aid.

Certificate Eligibility

• Applicants must be licensed nurses with at least 18 months of clinical experience
• An active RN license in any U.S. state

What We're Looking For 

• BSN or a bachelor's in any related field preferred
• Existing experience in patient care and clinical expertise 
• Strong critical thinking skills and clinical judgment

Application Process

Applicants must submit a full application via the online form in CollegeNET.

Please note, select "Regulatory Affairs Certificate" under Program Information as the program of study in CollegeNet. Based on your personal statement response, we will administratively shift your application to the Clinical Research Nursing Certificate.

Apply Online Now

The application form requires the following documents:

• Upload unofficial undergraduate and graduate, if applicable, transcripts into the application system
• Upon acceptance, candidates will need to provide official transcripts before beginning classes
• What are your short- and long-term professional goals, and how does the Certificate in Clinical Research Nursing help you meet your goals?  
• Discuss a challenge, setback, or failure that you have faced in your nursing career. How did it affect you, and what did you learn from the experience?
• Recommender may be faculty or an employer
• The suitability of the Clinical Research Nursing Certificate for the student's stated career goals
• The student's academic ability
• English Language Proficiency (e.g. TOEFL score) for applicants whose bachelor's institution did not conduct courses in English.

The application does not require GRE score submission.

Application Fee: $25

After acceptance, applicants will need to provide proof of RN license and official transcripts.

Application Support

We encourage you to reach out to discuss your interests in the certificate program and answer any questions. Contact Program Director, Amanda Brock, [email protected].

Please review:

- The CRN Certificate Handbook

- Our Student Resources page .

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The University of Pennsylvania values diversity and seeks talented students, faculty and staff from diverse backgrounds. The University of Pennsylvania does not discriminate on the basis of race, color, sex, sexual orientation, gender identity, religion, creed, national or ethnic origin, citizenship status, age, disability, veteran status or any other legally protected class status in the administration of its admissions, financial aid, educational or athletic programs, or other University-administered programs or in its employment practices. Questions or complaints regarding this policy should be directed to the Executive Director of the Office of Affirmative Action and Equal Opportunity Programs, Sansom Place East, 3600 Chestnut Street, Suite 228, Philadelphia, PA 19104-6106; or 215-898-6993 (Voice) or 215-898-7803 (TDD). Specific questions concerning the accommodation of students with disabilities should be directed to the Office of Student Disabilities Services located at the Learning Resources Center, 3820 Locust Walk, Harnwell College House, Suite 110, 215-573-9235 (voice) or 215-746-6320 (TDD).

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In addition, the Uniform Crime Reporting Act requires Pennsylvania colleges and universities to provide information related to security policies and procedures to students, employees and applicants; to provide certain crime statistics to students and employees; and to make those statistics available to applicants and prospective employees upon request. 

To review the University’s most recent annual report containing this information, please visit the Annual Security and Fire Safety Report  or the Penn Almanac Crime Reports .

You may request a paper copy of the report by calling the Office of the Vice President for Public Safety and Superintendent of Penn Police at 215-898-7515 or by emailing [email protected] .

Recognizing the challenges of teaching, learning, and assessing academic performance during the global COVID-19 pandemic, Penn’s admissions committees for graduate and professional programs will take the significant disruptions of the COVID-19 outbreak in 2020 into account when reviewing students’ transcripts and other admissions materials as part of their regular practice of performing individualized, holistic reviews of each applicant. In particular, as we review applications now and in the future, we will respect decisions regarding the adoption of Pass/Fail and other grading options during the period of COVID-19 disruptions. An applicant will not be adversely affected in the admissions process if their academic institution implemented a mandatory pass/fail (or similar) system for the term or if the applicant chose to participate in an optional pass/fail (or similar) system for the term. Penn’s longstanding commitment remains to admit graduate and professional student cohorts composed of outstanding individuals who demonstrate the resilience and aptitude to succeed in their academic pursuits.

Please review the University of Pennsylvania required disclosures . 

The  University of Pennsylvania  is accredited, but there is no separate accreditation for clinical research nursing programs.

The Clinical Research Nursing Certificate program does not currently accept students based outside of the U.S. 

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Home > Online Programs > RN to BSN > How to Become a Research Nurse

How to Become a Research Nurse

• Published On: September 7, 2021

Not every nurse who enters the nursing field is dedicated to bedside care. While the underlying foundation of nursing and healthcare in general is rooted in “healing,” some of the work occurs behind the scenes.

If you are the type of student who loves the more scientific nature of healthcare, a position as a research nurse might be right up your alley.

What Does a Research Nurse Do, Exactly?

RegisteredNursing.org describes the main aspects of nursing research as: “[conducting] scientific research into various aspects of health, including illnesses, treatment plans, pharmaceuticals, and healthcare methods, with the ultimate goals of improving healthcare services and patient outcomes.”

These nurses design and implement scientific studies within the medical scope, analyzing data and recording/reporting their findings to colleagues and superiors.

Many people associate the term “research nurse” with pharmaceutical clinical trials. In this subsector, research nurses document side effects, drug interactions and the overall efficacy of the medication being studied. They are also often tasked with identifying and classifying suitable patient candidates for the trial.

Nurses may work directly for pharmaceutical companies or are employed by private medical research organizations, academic medical centers or educational institutions. It’s important to note that this role may involve working with medical devices, not just medications.

While clinical trials represent one area of research nurses can pursue, it’s not the only tract. For example, some research nurses work with specific disease states, studying previous findings and observing patients. Nurses in this role may also be required to contribute to medical journals or present findings at conferences or other educational speaking engagements.

Steps to Becoming a Research Nurse

The first step to becoming a research nurse is for registered nurses (RNs) to complete a Bachelor of Science in Nursing (BSN) program. Nurses who already have their Associate Degree in Nursing (ADN) and have passed the NCLEX examination can actually accelerate this process with an online program such as the RN to BSN program at The University of Texas at Arlington (UTA).

This program includes a course specific to nursing research. It also focuses on the legal and ethical aspects of nursing — two critical features related to nursing research. Participating in bedside care is recommended for nurses pursuing a research tract so they have a more holistic understanding of what their research and data collection contributes to. Most employers prefer to hire research nurses with a Master of Science in Nursing (MSN) or even a doctorate degree (Ph.D.), but the BSN is a critical starting point.

Research nurses can gain certification in a number of different roles. While certification isn’t necessary to practice as a research nurse, it may improve employment opportunities . The following certifications are currently offered by the Association of Clinical Research Professionals (ACRP) :

• Certified Clinical Research Associate
• Certified Clinical Research Coordinator
• ACRP Certified Professional

The Society for Clinical Research Associates (SOCRA) also offers certification for the title of Certified Clinical Research Professional (CCRP) . In order to be eligible for any of these certifications, a robust history of clinical research experience is typically required.

Employment Logistics

Research nurses work in a number of different environments. In addition to the entities mentioned above, nurses may secure employment in medical clinics, private practices, private and public foundations, government agencies and international health organizations.

As with any nursing subspecialty, a research nurse’s salary varies depending on their role, level of experience and geographical location. Glassdoor reports an average annual salary of $78,359 for a clinical research nurse, as of June 2021.

PayScale, as reported on by Nurse.org , breaks down salaries for research nurses in different locations around the U.S., listing the following:

• New York City: $98,733
• Chicago: $80,000
• Philadelphia: $78,722
• Houston: $74,922

Research Nursing: A Career on the Cutting Edge

Over the past decade, nursing has become quite a lucrative career. But it’s always been a fulfilling one.

Kristine Brindak, BSN, RN , and patient service manager for the clinical research unit at the Institute for Human Performance at The State University of New York Upstate Medical University in Syracuse, New York, appreciates what the research field brings to both her personal career and medicine as a whole. “We know we are contributing to the future of medicine,” she said. “We’re on the cutting edge.”

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Clinical Research Nursing

THIS PROGRAM IS NO LONGER ACCEPTING APPLICATIONS

This Clinical Research Nurse (CRN) program will prepare graduate-level nurses as Clinical Research Nurses, who will improve the conduct of clinical research and ultimately the quality of life for individuals, families, and communities. Research participants’ care and the research process are closely related and balancing these two goals is imperative for high-quality research and nursing care. As the number of clinical trials in the U.S. has increased, the demand for CRNs has also increased.

• Consistent with the American Nurses Association and the International Association of Clinical Research Nurses the scope and standards of practice for clinical research nursing.
• Meets the graduate level scope and standards of Clinical Research Nursing of the ANA and IACRN
• CRNs care for a wide range of participants (healthy to acutely ill) and across settings and specialties.
• Nurses can complete the program in one year full-time or  two years part-time
• To provide transdisciplinary education by educating students with other health professionals
• To provide CRNs with high-level clinical skills, critical thinking skills, and, at the same time cognizance of the regulatory, ethical, and scientific issues of the clinical research environment.
• To educate nurses to meet the dual accountabilities of nursing practice and research nursing.

Practicum opportunities

Practicum opportunities are available at major medical centers in the New York City area, such as NYU Langone Health, Memorial Sloan-Kettering Cancer Center, and Rockefeller University.

Program outcomes

• Graduates are prepared to work in teams as research nurses in organizations that conduct clinical research such as universities, academic medical centers, and the pharmaceutical industry.
• Graduates are prepared to administer research interventions, collect patient data according to protocol, evaluate patients’ responses to therapy and integrate evidence-based practice into nursing practice, and evaluate patient outcomes.
• With the increase in clinical research around the world and as the number of clinical trials in the U.S. has increased, there is a strong demand for nurses with these skills.

This program is not a replacement for PhD programs that prepare nurse scientists but provides the foundation for future enrollment in a PhD program.

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By expanding research and scholarly capacity, Columbia University School of Nursing has attained international recognition for innovative, rigorous scholarship, particularly in interdisciplinary research within nursing and across disciplines.  Research conducted by our faculty, postdocs, and students creates new knowledge and clinical insights that improve the health and health care of individuals, families, and communities in the United States and around the world.

Columbia Nursing has a strong commitment to research and scholarship. Studies conducted by our nurse scientists investigate the underpinnings of patient symptoms, disease risk, and illness progression and seek to improve the delivery of care. Our distinguished faculty of nursing scientists publish research findings in influential peer-reviewed journals and have been honored by health care’s prominent associations, foundations, and government agencies. Among nursing schools in the United States, Columbia Nursing is consistently ranked among the leading institutions receiving external funding from the National Institutes of Health. Our faculty, postdocs, and students also receive support for their innovative research from other prestigious federal funding agencies such as the Agency for Healthcare Research and Quality and the Centers for Disease Control and Prevention as well as prominent health organizations such as the Robert Wood Johnson Foundation.

When nurse scientists collaborate on research with their clinician colleagues, their findings can be translated to the bedside quickly and directly where they can be of most benefit to patients. Columbia Nursing provides opportunities for nurse scientists and nurse clinicians to share ideas and work together on projects helping to advance research that has a strong patient-centered focus.

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Discovery is at the heart of the Johns Hopkins School of Nursing. Faculty and students are engaged in discovering new knowledge, inventing new technologies and applying knowledge to solve problems throughout the community and around the world.

Dynamically advancing nursing research, over a dozen faculty members within the school have committed their effort and received monies from numerous state, federal, and private organizations to further nursing research. The National Institutes of Health (NIH), Centers for Disease Control (CDC), Patient Centered Outcomes Research Institute (PCORI), Maryland Department of Health and Mental Hygiene, Office of Women’s Health, and the Robert Wood Johnson Foundation are some of the prestigious establishments collaborating with faculty and students.

Training awards, international agreements, and independent investigator awards are only a few of the recent opportunities faculty have been afforded, and many additional sponsored projects, both internal and external, are also underway. It is clear that the School of Nursing is experiencing rapid growth in sponsored projects submission as well as procuring new and continued funding, reinforcing the institution as one of the top in country for nursing research dollars and training. For research opportunities with our faculty please click here .

This fund has been made possible through gifts from Natalie and Wes Bush, Karen Combs and a bequest from Gertrude R. Bengtson. This fund supports Johns Hopkins School of Nursing (JHSON) pre doctoral students, postdoctoral fellows and faculty research projects that fuel discovery and innovation. This fund will be made available annually through the JHSON.

The School of Nursing is proud to offer the Dorothy Evans Lyne (DEL) Fund, which supports pilot studies conducted by teams of nurses from Johns Hopkins Hospital and Johns Hopkins University School of Nursing. These studies, which will involve patients of the Johns Hopkins Hospital, will focus on nursing interventions designed to improve patient care and outcomes, providing evidence to validate clinical practice and/or examine effectiveness of clinical care delivery systems. Projects are limited to a 12-month timeline and the award maximum for a single project is $50,000 (larger awards may be considered with prior approval by the Vice Dean for Research). Goals of the DEL Fund include:

Provide funding for teams of nurses to explore clinical questions

Fund pilot studies designed to improve patient care and outcomes

Provide experience and data with which to seek more substantial grants for further investigation

Provide opportunities for faculty and clinical nurses to collaborate in research

• JHSON Post-Doctoral Fellows are also eligible for this award

The purpose of the Federal Work-Study Program (FWS) is to stimulate and promote the part-time employment of eligible students who are in need of earnings to meet the costs of postsecondary education and to encourage participation in community service activities. Under this program, student employment is funded through a combination of federal funds and matching funds provided by an eligible employer. Federal Work-Study positions provide useful important work opportunities and, to the maximum extent practicable, complement each recipient’s educational program. FWS employment may not displace employees, impair existing service contracts, or be offered in any program designed specifically for profit. Community service opportunities are also available through the FWS program. These services are designed to improve the quality of life for community residents and to solve particular problems in specific areas such as health care, childcare, literacy training, social services, housing, recreation, and public safety. Services must be open to the public to qualify as community service.

• Biotechnology and Biological Sciences Research Council – UK
• German Center for Research and Innovation – Germany
• Canada Foundation for Innovation – Canada
• Canadian Institutes of Health Research – Canada
• Fogarty International Center – through NIH, promoting Global Health
• European Science Foundation – Europe
• Networks of Centres of Excellence – Canada

Students pursing their master of science in nursing have the opportunity to work with experienced scientists on ongoing research projects through the Research Honors Program. The goal is to promote research in nursing and support students working towards graduate degree programs. Opportunities include:

In addition to the School of Nursing, Johns Hopkins University offers resources including funding databases, funding initiatives and other funding opportunities.

Browse or search grant and research opportunities by Requests for Applications (RFAs) and Program Announcements (PAs) via the NIH website.

NIH – National Institutes of Health

NIH Peer Review Notes

NIH Writing an Application – Directions

NIH Forms and Applications

NIH Funding Opportunities and Notices

NIH Reporter Database for Funded Applications

NIH Application Due Dates

NIH Peer Review Policies and Rosters

NIH Guidelines for Reviewers NIH Doctoral Training Fellowships (F31)

NIH Kirschstein National Research Service Award (NRSA)

NIH NRSA Trainee Stipend Levels

NINR Nursing Research: Bringing Science to Life

NINR Grantsmanship Workshop

• Funding Opportunities September 2024
• Funding Opportunities August 2024
• Funding Opportunities July 2024
• Funding Opportunities June 2024
• Funding Opportunities May 2024
• Funding Opportunities April 2024
• Funding Opportunities March 2024

As a research intensive university, Johns Hopkins is committed to having faculty and students engage in discovery of knowledge, inventing new technologies, and applying knowledge in the community and abroad. The School of Nursing offers a variety of post-doctoral opportunities to students eager to engage in this process. Opportunities include:

• Blaustein Fellowship in Psychiatric and Mental Health Nursing Research
• Fellowship in Aging
• Fellowship in Global Health and Gender-Based Violence
• Interdisciplinary Research Training on Violence in the Family
• Interdisciplinary Training Program in Biobehavioral Pain Research
• Guidestar Guidestar provides information about each nonprofit’s mission, legitimacy, impact, reputation, finances, programs, transparency, governance, and more.
• Research Toolkit Research Toolkit offers tools and guidance for all aspects of a research project.

Welch Medical Library provides an excellent overview of grant and funding resources for the Hopkins Community.  

Government resources for federal funding include the National Institutes of Health (NIH), Centers for Disease Control (CDC), Centers for Medical and Medicaid Services (CMS), Congressionally Directed Medical Research Programs (CDMPR), National Science Foundation (NSF), and the Agency for Healthcare Research Quality (AHRQ). Government databases include: 

Catalog of Federal Domestic Assistance

GOLD, from AHRQ

Grants.gov from DHHS

NIH RePORTER, from NIH

Research Spending and Results from NSF

Research.gov from the NSF

Other funding databases accessible through Welch Medical Library include:

Nonprofits and Organizations

The Bill and Melinda Gates Foundation

The Burroughs Wellcome Fund

The Howard Hughes Medical Institute

The Robert Wood Johnson Foundation

The Wellcome Trust

The World Health Organization

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TBSN Applications Now Open

Now accepting TBSN applications! Accelerated BSN applications will open December 1, 2024.

• Traditional BSN applications are now open for class starting August 2025.
• Accelerated BSN applications will open December 1, 2024 for the class starting January 2026.
• Accelerated BSN
• Research College of Nursing /
• Academics /

Bachelor of Science in Nursing - ABSN

At Research College of Nursing your passion is our purpose. Explore our top-ranked Bachelor of Science in Nursing (BSN) program designed to seamlessly launch your nursing career.

Reimagine your future in nursing

Are you ready to start a new career in nursing and make a bigger impact? Find success in our community designed exclusively for nursing and together we can build healthier tomorrows. Research College of Nursing (RCoN) is the region’s largest, and longest running, single-purpose nursing institution, ranked #1 in Kansas City, Missouri by Nursing Schools Almanac's 2022 report.

RCoN’s ABSN students build on knowledge from their previous bachelor’s degree while learning to provide patient-centered care with Kansas City’s largest network and recognized leader in healthcare – HCA Midwest Health. Students have more access to a variety of clinical experiences and more networking opportunities to fast track their new career in nursing.

You will see our commitment to each nursing student begins with exceptional nursing faculty who serve as mentors and coaches throughout your nursing career. Clinical placement is provided for you within Kansas City’s leading hospitals and community health partners.

RCoN proudly offer the region’s largest Dedicated Education Unit program that spans six hospitals. This clinical learning model pairs you one-on-one with a staff nurse for a more in-depth learning experience, with opportunities to develop your clinical skills and build a professional nursing identity.

BSN Info Session & Campus Tour

Plan your future in the region's top nursing program! Join the next Bachelor of Science in Nursing (BSN) Info Session as we cover the application process, financial aid options and Q&A with RCoN admission and students.

NCLEX-RN Pass Rate (ABSN Class of 2022)

Most Trusted Profession

Best nursing school in KCMO

Tuition Assistance

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Earn your BSN in as little as 12 months

As one of the first to offer an Accelerated BSN in the region, Research College of Nursing helps students pivot from a previous career path into an essential nursing career. While there are several education pathways to becoming a nurse, you do not need to have your CNA, LPN or ADN to begin earning a BSN from RCoN.

Earning your ABSN from RCoN helps open the door to higher earning potential and career advancement for the aspiring registered nurse (RN). In as little as 12 months our graduates are prepared to sit for NCLEX-RN licensure and become top candidates for some of the most competitive nursing roles.

RCoN offers a full-time, on-ground ABSN track designed for students who already have a non-nursing bachelor’s degree. ABSN students complete three terms of intensive nursing curriculum. Start dates are offered each January and students graduate in December.

See ABSN Pre-Requisites

Pre-requisites

View Sample ABSN Plan of Study

Plan of Study

Review ABSN Admission Criteria

Admission Criteria

Estimate your costs

Earning your Accelerated BSN can be realistic and affordable. Exclusively at RCoN, the HCA Midwest Health Work Loan Forgiveness program will cover up to 75% tuition for eligible ABSN students. You can take advantage of this tuition assistance in exchange for a two-year work commitment as an RN at an HCA Midwest Health facility. Please visit the loan FAQ page to learn more.

Looking for a ballpark figure? We did the math for you on what to expect per term. Please note rates and tuition are subject to change.

Why nurses and employers trust RCoN

“I chose Research because of their reputation as one of the top nursing schools, not only in Kansas City, but across the country.”

Name: Tammy

Bachelor’s Degree(s): Business Management and Psychology from William Jewell College

Why RCoN: I was accepted into the ABSN program back in 2006, but was not able to attend at that time. All these many years later, I still dreamed of becoming a nurse, but honestly thought I was too “old.” With the love, support, encouragement, and prompting from many people in my life, I decided to once again apply to RCoN. I chose Research because of their reputation as one of the top nursing schools, not only in Kansas City, but across the country. My cohort alone has students from Hawaii, Arizona, and New York - just to name a few.

Advice for future ABSN students: My advice would be that if you have a dream, PURSUE IT! You will never regret chasing after your passions. No matter how old you are, or what your circumstances, find what brings you joy. RCoN is definitely that place for me!

“Specifically, I chose Research College of Nursing because of the faculty’s willingness to go the extra mile to help students achieve their goals and succeed.”

Name: Tanner

Bachelor’s Degree: Exercise Science from Truman State University

Why RCoN: I chose the nursing field because I have a passion for taking care of people when they are unable to themselves. My preferred field is acute care nursing, but overall, there are so many jobs you can do in the medical field with a nursing degree. Specifically, I chose Research College of Nursing because of the faculty’s willingness to go the extra mile to help students achieve their goals and succeed.

Advice for future ABSN students: My best advice for incoming students is to take each day one step at a time. Some days will be better than others, but it’s important to remember your reason for choosing nursing and put that at the forefront in order to succeed.

“I wanted a program that could get me working quickly, while also teaching me what I needed to know.”

Name: Meredith

Bachelor’s Degree: Bachelor of Science in Biological Sciences from Oklahoma State

Why RCoN: I chose RCoN because of the program completion rate, NCLEX pass rate, and length of the program. Being someone who decided to change their career path 3 1/2 years into college, I wanted a program that could get me working quickly, while also teaching me what I needed to know. RCoN also has an amazing opportunity with the HCA [Loan] program! Every single faculty member I have encountered has been nothing but genuine and caring about not only my academic success, but me as a person!

Advice for future ABSN students: Nursing is a profession that requires empathy and compassion for others, while also having a passion for health and medicine. Nursing school can seem daunting, but once you find your community, it will be more than doable with the right people around.

100% employment rate

$188k+ scholarship funds awarded through The Research Foundation

Small class/clinical sizes

Request More Info

Start My Application

Many of our ABSN students have RN job offers prior to graduation and 100% of our nursing graduates are employed in their field within six months of graduating. These inspiring nurses dedicate themselves each day to a rewarding career. Hear why more than 6,000 nurses chose Research College of Nursing for a unique and life-changing career opportunity.

Come for your degree stay for your career

Research College of Nursing is part of the HCA Healthcare family, which means our students get early networking opportunities with nursing leaders across the Kansas City area. We share a campus with Research Medical Center which allows nursing students to experience highly specialized state-of-the-art services just steps away from the classroom.

Career opportunities are endless within the nursing profession as many of our graduates have gone on to work in ICU, oncology, behavioral health, community health, nursing research, executive leadership and so much more. Where will your nursing journey lead?

Nursing B.S.N.

School of health professions.

The B.S.N. in Nursing helps you to develop strong technical skills as well as the clinical judgment and critical thinking necessary to succeed in the rapidly changing healthcare system. Classroom study with experienced practitioners and scholars is combined with practice in a sophisticated simulation facility. You also gain clinical experience in community and hospital settings, and the program’s emphasis on global outreach provides well-established study abroad options.

Simulation learning takes place in the 7,000-square-foot RISE Center, a major regional educational resource and a center of excellence for simulation training and research. RISE senior faculty are recognized experts in simulation research.  NCLEX first-time pass rate averages 94.5% for the last three cohorts.

The program offers two different tracks of study: one for high school graduates without a college degree or R.N. licensure, and another for students who already hold a baccalaureate degree in other fields, such as science, humanities or business. The pre-licensure BSN programs at RMU are fully approved by the Pennsylvania State Board of Nursing. Graduates of the approved programs are eligible to sit for the National Council Licensure Examination for Registered Nurses (NCLEX-RN) in any state. Those seeking their B.S.N. as a second degree can complete the program in 15 months.

All nursing degree programs in the School of Nursing, Education and Human Studies are accredited by the Commission on Collegiate Nursing Education .

Colleen Sunday, PhD, RN B.S.N. Program Director [email protected] 412-397-5440

View Handbook

• Admission Requirements for High School Graduates
• Admission Requirements for Transfer Applicants

Freshman Year, Fall

• BIOL1210 Anatomy & Physiology I
• BIOL1215 Anatomy & Physiology I Lab
• PSYC1010 General Psychology
• BIOL1050 Concepts & Controversies in Nutrition
• CSEN0900 or CSEN1010 or CSEN1020 (Remedial or Communication Skills 1 or 2)
• FYSP1000 First Year Studies Seminar
• MATH0900 or MATH1010 or MATH1050 or Open Elective

Freshman Year, Spring

• BIOL1220 Anatomy & Physiology II
• BIOL1225 Anatomy & Physiology II Lab
• NURS1010 Introduction to Professional Nursing
• PSYC3550 Human Growth and Development
• BIOL2370 Microbiology
• BIOL2380 Microbiology Lab
• CSEN1020 or CSCM1030 (Communication Skills 2 or 3)

Sophomore Year, Fall

• HUMA1010 Humanities: Art and Music
• SOCI1010 or SOCI1020 Sociology
• NURS2015 Pathophysiology
• NURS2020 Nursing Assessment & Health Promotion
• NURS2021 Nursing Assessment & Health Promotion LAB
• CSCM1030 or CSCM2040 (Communication Skills 3 or 4)

Sophomore Year, Spring

• NURS2115 Foundations of Nursing Practice
• NURS2116 Foundations of Nursing Practice LAB
• NURS2130 Pharmacology for Health Professionals
• ECON1010 Survey of Economics
• CSCM2040 or CSCM2050 (Communication Skills 4 or 5)
• Open Elective

Junior Year, Fall

• NURS3020 Management of Adult I
• NURS3021 Management of Adult I Clinical
• STAT2110 Statistics
• Literature (core choices)
• History/Political Science (core choices)

Junior Year, Spring

• NURS3050 Nursing Care of Mothers, Newborns and Families
• NURS3051 Nursing Care of Mothers, Newborns and Families Clinical
• NURS3055 Nursing Care of Children & Families
• NURS3056 Nursing Care of Children & Families Clinical
• NURS3060 Nursing Ethics
• INFS3440 Health Care Information System or NURS6340 Nursing Informatics

Senior Year, Fall

• NURS4014 Community Health/Health Promotion Theory
• NURS4013 Community Health/Health Promotion Practice Clinical
• NURS4020 Advanced Management of Adult II
• NURS4021 Advanced Management of Adult II Clinical
• NURS4025 Nursing Care of Psychiatric Clients
• NURS4026 Nursing Care of Psychiatric Clients Clinical

Senior Year, Spring

• NURS4032 Transition to Professional Nursing
• NURS4035 NCLEX Licensure Preparation
• NURS4041 Preparation for Professional Practice
• NURS4140 Nursing Research
• NURS4160 Nursing Care of the Aging Adult

Sample Courses:

These are some of the classes for students in this academic program:

Top Employers

Call us at: 1-800-762-0097

The School of Health Professions is dedicated to training the next generation of healthcare leaders and professionals.

We’re ready when you’re ready. Request additional information:

Let us know and we can share some more details about our degree programs and other majors and study options at RMU.

Call us at: 412-397-5200

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Bachelor of Science in Nursing

• Nursing (BSN)
• Accelerated Bachelor of Science in Nursing

Whether you're beginning or advancing your career in nursing, UNC Wilmington's School of Nursing offers two pathways to earn an accredited Bachelor of Science in Nursing (BSN) degree — prelicensure and RN-BSN. Each offers an exciting and cutting-edge pathway to a fulfilling career as a nurse. 

Prelicensure

UNCW's prelicensure nursing program prepares students with the knowledge, skills and attitudes to be part of a healthcare team. Through rigorous curriculum and innovative hands-on learning, our faculty will challenge you — ensuring you're a successful and engaged critical thinker who is a leader in their field. 

Explore the Prelicensure Program

Designed for working professionals, UNCW's fully online RN-BSN program allows you to earn your degree, balance your life and work at the same time. Ideal applicants are licensed registered nurses who have graduated from an associate degree in nursing or diploma registered nurse program. 

Explore the RN-BSN Program

If you have a bachelor's degree and want to transition into nursing, UNC Wilmington's Accelerated Bachelor of Science in Nursing (ABSN) program offers a fast-track to your new career in only four semesters. This intensive on-campus program enables students to gain essential nursing competencies and expertise.

Explore the ABSN Program

The baccalaureate degree program in nursing, the master's degree program in nursing and doctor of nursing practice program at University of North Carolina Wilmington are accredited by the Commission on Collegiate Nursing Education , 655 K Street, NW, Suite 750, Washington, DC 20001, 202-887-6791.  

Contact the Bachelor of Science in Nursing Program

Melissa D. Scott, PhD, RN, CNEcl | Program Coordinator & Assistant Professor

Phone: (910) 962-7693

[email protected]

McNeill Hall 3080 601 South College Road Wilmington, NC 28403-5979

Admission office: +7 969 2834820 [email protected]

Department of Nursing

MBBS in Russia | MBBS in Moscow | Study Nursing in Russia | Study Nursing in Moscow | Nursing Education in Russia | Nursing Education in Moscow | MBBS Admission in I.M. Sechenov First Moscow State Medical University | MBBS Fee in I.M. Sechenov First Moscow State Medical University | Apply for MBBS Admission in I.M. Sechenov First Moscow State Medical University | How to Get Direct Admission in MBBS in I.M. Sechenov First Moscow State Medical University | Study Nursing in I.M. Sechenov First Moscow State Medical University | Nursing Fee in I.M. Sechenov First Moscow State Medical University | About Nursing

The Department of Nursing was opened in accordance with the order of the Rector and the decision of the Academic Council of the I. Sechenov Moscow Medical Academy (now the First Moscow State Medical University named after I. Sechenov) in February 2004.

The Department of Nursing is the first department of the First Moscow State Medical University named after I.M. Sechenov (Sechenov University), created to provide clinical training for students of the Faculty of Higher Nursing Education and Psychological Social Work (FVSO and SDP) in the direction of training 34.03.01 “Nursing” ( Bachelor’s degree) and the ACT in the specialty 34.02.01 “Nursing”. Since 2011, the department taught the discipline “Nursing” and the practice of obtaining the primary professional skills “Care of the sick” at the medical faculty in the specialty 31.05.01 “General Medicine”. Since 2014, the department also teaches the discipline “First Aid and Nursing” and the practice of obtaining professional skills and professional experience “Sister” in the specialty 31.05.03 “Dentistry”.

The department is located on the basis of the Clinical Center of the First Moscow State Medical University named after I.M. Sechenov (Sechenov University) in UKB number 3 at ul. Rossolimo house 11, page 5, students of the medical faculty, the dental faculty and the faculty of the MPF are engaged in this base. In 2017, the department allocated educational premises at the address: ul. 1st Borodino, house 2.

Since January 31, 2018, the Department of Nursing Year is part of the Medical and Preventive Faculty (MPF).

Scientific work of the department: Complex scientific theme of the department “Psychovegetative correlations in patients with coronary heart disease.”

The department has postgraduate study and a competition in scientific specialties: cardiology and internal diseases.

The department has a scientific student circle, research work is devoted to topical issues of clinical medicine.

Employees of the department conduct advisory and medical work in medical institutions in Moscow.

Admission is open

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Admission 2021-2022 is open now. Join to thousands of happy students in First Moscow State Medical University

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Phone: +7 (969) 283-48-20

Email: [email protected]

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Pre-Health Professions

Pre-Health Professions Program

Vandal Success Center Idaho Student Union Building, 3rd floor

875 Perimeter Drive MS 2436 Moscow, ID 83844-2436

Phone: 208-885-5809

Email: [email protected]

Pre-Nursing

Nurses are hands-on health professionals who promote health, prevent disease and help patients cope with illness. They have a unique scope of practice and can work independently, although they also collaborate with all members of the health care team to provide the care needed by each patient. Nurses develop and manage nursing care plans and instruct patients and their families in proper care. As educators, they help whole communities by teaching individuals and groups how to take steps to improve or maintain their health.

They are also in demand.  According to the Bureau of Labor Statistics (BLS) , demand for registered nurses is predicted to increase by 12% from 2018 through 2028. Several factors are influencing this trend, including a growing aging population, more emphasis on preventative care, and advances in medical treatment.

There are many different career options within the field of nursing, such as Registered Nurse (RN), Nurse Midwife (CNM), Nurse Practitioner (NP or DNP), and Nurse Anesthetist (CRNA). Students are encouraged to explore these different career options in order to determine which is the best fit for their personal aspirations. To assist you in determining what nursing specialty is right for you,  take the Nursing Specialty Career Quiz .    More information about nursing careers can be found at Explore Health Careers - Nursing.

To get to this point, students must first complete their Bachelor of Science in Nursing (BSN) and then need to take their state’s licensing exam. The BSN’s coursework also prepares many nursing professionals to return to school to pursue an MSN, a degree that advances and specializes your skills. From here, an MSN qualifies you to be a nurse practitioner, a position with 26% expected growth, based on predictions from the BLS .

Please note that the University of Idaho does  not  offer degrees in nursing. Instead, the Pre-Nursing program is designed to help students gain successful admission to accredited nursing schools.

Multiple pathways help students prepare to start a BSN, a degree providing a comprehensive introduction to the field of nursing that equips them with the advanced leadership, communication, and problem-solving skills needed to succeed in the profession. A typical BSN covers nursing research and public health topics and involves a strong leadership component that prepares you to not only meet existing demand for registered nursing professionals but to advance in the field.

Although positions in healthcare exist for individuals with an Associate Degree in Nursing (ADN), nursing certificates, and diplomas, earning a BSN increases the opportunities available, commands a higher salary, and paves the way for a Master of Science in Nursing (MSN) or similar graduate healthcare administration program. 

Admission to any nursing school involves meeting its entrance requirements, having acceptable scholastic records or a satisfactory score on the nursing admission test, and possessing essential personal qualifications for effective nursing. Along with relevant prerequisite coursework:

Maintain a minimum 3.0 GPA for all pre-nursing classes

Develop an application that is supported by volunteer work and multiple letters of recommendation

Take one of the following qualifying exams : National League for Nursing (NLN) Pre-Admission Exam (PAX), Nursing Entrance Test (NET), Kaplan Nursing School Admissions Test, Psychological Services Bureau (PSB) Registered Nursing School Aptitude Exam, Test of Academic Skills (TEAS), Health Education Systems, Inc. Admission Assessment (HESI A2), and/or PSB Health Occupations Aptitude Exam

Many nursing schools also choose to participate in  NursingCAS , a centralized application service that allows prospective students to use one application and apply to multiple programs

For those interested in becoming Nurse Practitioners (NP), please review the American Association of Nurse Practitioners program directory and other helpful resources at  NursePractitionerOnline.com

Students should also complete the following tasks to better prepare for careers in nursing:

• Join the Pre-Health Professions Program and request to be added to the  Pre-Nursing Email List
• Meet with the Pre-Health Professions Advisor each semester to make a professional and academic development plan and review your progress
• Attend Pre-Health Professions Program workshops and networking  events
• Review the  suggested U of I coursework  for students interested in Nursing.
• Subscribe to NurseJournal
• Volunteer in the healthcare system

Undergraduate Coursework

Nursing schools require candidates to complete certain prerequisite courses during their first and second years or seek out students who have an Associate Degree in Nursing (ADN), nursing diploma or certificate, or sufficient pre-nursing preparation in these subject areas.

With nursing school prerequisites in mind, the University of Idaho’s Pre-Nursing program recommends that students adhere to this 2-year plan .

Depending upon a student’s course of study at the University of Idaho, these classes fulfill most general education requirements or overlap with other majors of study. These areas are equivalent to ADN, nursing certificate, and diploma coursework, which fulfills many BSN prerequisites while establishing a fundamental foundation of the field.

Because nursing schools differ in their prerequisites and have a competitive admissions process, students should carefully investigate the requirements of their top choice schools.

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51 Best universities for Nursing in Russia

Updated: February 29, 2024

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Below is a list of best universities in Russia ranked based on their research performance in Nursing. A graph of 85.4K citations received by 12.8K academic papers made by 51 universities in Russia was used to calculate publications' ratings, which then were adjusted for release dates and added to final scores.

We don't distinguish between undergraduate and graduate programs nor do we adjust for current majors offered. You can find information about granted degrees on a university page but always double-check with the university website.

1. Moscow Medical Academy

For Nursing

2. Moscow State University

3. St. Petersburg State University

4. National Research University Higher School of Economics

5. Russian National Research Medical University

6. Volgograd State Medical Academy

7. Pavlov First Saint Petersburg State Medical University

8. RUDN University

9. Kazan State Medical University

10. Kazan Federal University

11. Tomsk State University

12. Siberian State Medical University

13. Saint Petersburg State Pediatric Medical Academy

14. Tomsk Polytechnic University

15. Ural Federal University

16. Voronezh State Medical Academy

17. Privolzhsky Research Medical University

18. Russian Presidential Academy of National Economy and Public Administration

19. Kuban State Medical University

20. moscow institute of physics and technology.

21. Rostov State Medical University

22. South Ural State University

23. Chelyabinsk State Medical Academy

24. perm state university.

25. Penza State University

26. Kursk State Medical University

27. ITMO University

28. Saratov State University

29. Novosibirsk State University

30. Far Eastern Federal University

31. Peter the Great St.Petersburg Polytechnic University

32. Voronezh State University

33. Chuvash State University

34. kemerovo state university.

35. Omsk State Medical Academy

36. Novosibirsk State Medical University

37. finance academy under the government of the russian federation.

38. Mendeleev University of Chemical Technology of Russia

39. Belgorod State University

40. Altai State Medical University

41. University of Tyumen

42. Yaroslavl State Medical University

43. petrozavodsk state university.

44. Moscow State Pedagogical University

45. Southern Federal University

46. National Research Nuclear University MEPI

47. North-Eastern Federal University

48. Saint Petersburg State Electrotechnical University

49. Pacific State Medical University

50. Ogarev Mordovia State University

51. Plekhanov Russian University of Economics

The best cities to study Nursing in Russia based on the number of universities and their ranks are Moscow , Saint Petersburg , Volgograd , and Kazan .

Medicine subfields in Russia

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5 Best Nursing Schools in Russia

Before the Crimean War, which lasted from 1853 to 1855, nursing in Russia was primarily based on religion and philanthropy. The war sparked an interest in nursing care among many women in the country. In the 1900s, rumors of war and epidemics reinforced and expanded the nursing (Sister of Mercy) community. During that time, the revolution shaped the roles of nurses in the country, including military, visiting, kindergarten, and specialty nurses. Formal nurse training schools were established beginning in 1935.

Russia’s medical education has evolved in recent years, and it is now recognized as one of the best countries for offering health-related programs, with internationally renowned colleges and universities. Nursing in Russia is a four-year undergraduate program; postgraduate nursing education is not yet widely available in the country. Because teaching instruction is also given in Russian, international students must be fluent in the language before being admitted.

Russia has become a popular destination for international students seeking higher education due to its internationally renowned institutions and its cost of studying and living . The institutions listed below are some of the best nursing schools in Russia.

Top Schools Offering Nursing Programs in Russia

1. first moscow state medical university.

• Study Program
• Degree/s Offered: Bachelor’s, Ph.D.

The First Moscow State Medical University, also known as Sechenov University, was founded in 1758 and is the country’s pioneer and oldest medical school. Over the years, the institute faced numerous challenges, which necessitated numerous reconstruction and rebuilding projects. It did not receive university status until 2010, after which it was named the top medical school in the country by the QS World University Ranking in 2017. Nursing education and training at the postgraduate level were only established in 1991.

The university has established research centers that have contributed to its growing influence in medical research, resulting in its global recognition in the field. As a result, international students seeking a high-quality, low-cost medical education are flocking to universities. In response, English is now used as the language of instruction in the majority of the university’s post-graduate programs.

The tuition for the post-graduate nursing program is $10,000 per year for three years. The university also provides a school residence for $3,800 per year. Other fees are listed on the university’s website.

2. RUDN University

• Degree/s Offered: Bachelor’s

The Government of Russia named the RUDN University the “People’s Friendship University of Russia” in 1992 because of its outlook and principles of providing education with total student autonomy – allowing students and staff to pursue education and research and participate in activities without being bound by politics or other restraining ideals.

In 1964, the university became a member of the International Association of Universities, adding to its illustrious and renowned international reputation. The university received a 5-star rating from the QS Star rating system for its quality education, internationalization, innovation, and sustainability. It was granted autonomy in 2012 for the development, implementation, and administration of its educational program.

RUDN University is also one of the best nursing schools in Russia. Its nursing program, which is part of the institute of medicine, was established with a curriculum that focuses on providing competencies in medical skill, administration, and research. Students are also trained in foreign languages, as well as practical and clinical skills, through immersions in partner institutions in Moscow. The annual tuition for the program is US$4,300.

3. Perm State Medical University

The Perm State Medical University is one of the oldest and largest universities in Russia. Its medical faculty was initially part of the faculty of physics and mathematics in 1916. By order of the State Committee of Higher Education of the Russian Federation, its name was changed to its current name in 1994, and it became a member of the European Association of Medical Schools in 1997.

Because of its excellence in the field, the University is well-known both locally and internationally for its MBBS programs, with its graduates proving to be highly employable. It also holds the most number of patents for medical inventions in the country.

Perm State Medical University is a top nursing institution in Russia, with the nursing program being administered by the Faculty of Psychology, Social Work, and Nursing. Further information on fees, curriculum, and offers is available on the university’s website upon request.

4. Novosibirsk State Medical University

The Novosibirsk State Medical University is yet another one of the best nursing schools in Russia. It was founded in 1935 as the Novosibirsk Medical Institute, and its name was only changed in 2005. Over the years, the university has received awards and recognitions in the country for its quality education, and also won the contest on ‘Novosibirsk Trade Mark 2006’.

The university expanded dramatically and is now able to produce over 32,000 doctors and thousands of medical health workers who serve all over the country and the world. Its faculty is involved in international medical projects and attends symposiums and conferences to remain relevant to health industry changes.

The university established an international center to promote its programs to students abroad and offers English-taught programs and preparatory courses for international students. Under the education for international students, vocational and undergraduate education in nursing is offered. Tuition and other fees are available upon request on the university website.

5. First Pavlov State Medical University of St. Petersburg

• Degree/s Offered: Ph.D.

The First Pavlov State Medical University of St. Petersburg was founded as the Medical Institute for Women in 1897. It was the first institution in Europe to provide opportunities for women to pursue higher medical education, and male students were not admitted until 1916. With its innovations in both diagnostics and treatment, the university has quickly established a recognized standard curriculum for medical education since its inception.

With its large campus and numerous research centers, the university has grown into a reputable university over the years. It is the city’s only medical school with an outpatient department. In addition, the university has international partners from all over the world with whom it collaborates on patient care, education, and research.

The university only offers higher education in Nursing. Tuition and other fees are available on the university’s website upon request.

We hope this article on the best nursing schools in Russia was helpful. Make sure to also check out the Available Programs in Europe for International Students !

About the Author: Hyun Lee

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• Open access
• Published: 16 September 2024

Gaps in communication theory paradigms when conducting implementation science research: qualitative observations from interviews with administrators, implementors, and evaluators of rural health programs

• Nicole L. Johnson   ORCID: orcid.org/0000-0001-5686-2062 1 , 2 ,
• Jennifer Van Tiem 1 , 2 ,
• Erin Balkenende 1 , 3 ,
• DeShauna Jones 1 , 4 ,
• Julia E. Friberg 1 , 2 ,
• Emily E. Chasco 1 , 4 ,
• Jane Moeckli 1 , 2 ,
• Kenda S. Steffensmeier 1 , 2 ,
• Melissa J. A. Steffen 1 , 2 ,
• Kanika Arora 5 ,
• Borsika A. Rabin 6 , 7 &
• Heather Schacht Reisinger 1 , 3 , 4  

Implementation Science volume  19 , Article number:  66 ( 2024 ) Cite this article

Metrics details

Communication is considered an inherent element of nearly every implementation strategy. Often it is seen as a means for imparting new information between stakeholders, representing a Transaction orientation to communication. From a Process orientation, communication is more than information-exchange and is acknowledged as being shaped by (and shaping) the individuals involved and their relationships with one another. As the field of Implementation Science (IS) works to strengthen theoretical integration, we encourage an interdisciplinary approach that engages communication theory to develop richer understanding of strategies and determinants of practice.

We interviewed 28 evaluators, 12 implementors, and 12 administrators from 21 Enterprise-Wide Initiatives funded by the Department of Veteran Affairs Office of Rural Health. Semi-structured interviews focused on experiences with implementation and evaluation strategies. We analyzed the interviews using thematic analysis identifying a range of IS constructs. Then we deductively classified those segments based on a Transaction or Process orientation to communication.

We organized findings using the two IS constructs most commonly discussed in interviews: Collaboration and Leadership Buy-in. The majority of segments coded as Collaboration ( n  = 34, 74%) and Leadership Buy-in ( n  = 31, 70%) discussed communication from a Transaction orientation and referred to communication as synonymous with information exchange, which emphasizes the task over the relationships between the individuals performing the tasks. Conversely, when participants discussed Collaboration and Leadership Buy-in from a Process orientation, they acknowledged both constructs as the result of long-term efforts to develop positive relationships based on trust and respect, and emphasized the time costliness of such strategies. Our findings demonstrate that participants who discussed communication from a Process orientation recognized the nuance and complexity of interpersonal interactions, particularly in the context of IS.

Conclusions

Efficient, reliable information exchange is a critical but often overemphasized element of implementation. Practitioners and researchers must recognize and incorporate the larger role of communication in IS. Two suggestions for engaging a Process orientation to communication are to: (a) use interview probes to learn how communication is enacted, and (b) use process-oriented communication theories to develop interventions and evaluation tools.

Peer Review reports

Contributions to the literature

Communication is a vital part of implementation. Yet, predominant discussions about implementation strategies are limited to a Transactional orientation. Conversely, the Process orientation to communication acknowledges the multiple moving elements in an implementation context that influences collaboration and leadership buy-in.

Exemplars of interview segments about communication engaging a Process orientation were identified to demonstrate ways interviewers can probe to gain a deeper understanding of communication as a process.

We provide examples and suggestions for qualitatively examining communication processes to better understand the impact of implementation strategies.

Several theories with a Process orientation are identified for consideration in future research and implementation planning and evaluation.

Most implementation strategies include a communication component, particularly when evidence-based interventions are introduced and promoted throughout an organization. When implementing new programming, it is common to consider communication as simply a means through which information is imparted [ 1 , 2 ]. Implementation Science (IS) researchers have an imperative to understand the role of communication as more than a means for information exchange [ 3 ]. Yet, even as a means for information exchange, Manojlovich and colleagues recognized the lack of attention on communication in implementation research [ 1 ].

Broadly, the study of communication focuses on how messages are used to generate meanings [ 4 ], and provides perspective for moving beyond an emphasis on information exchange, thus moving beyond the task dimension and recognizing the value of the relational dimension. Despite its relatively young development both academically and professionally, the communication discipline offers valuable insight to IS research [ 5 ]. There are two predominant ways to characterize communication: (1) communication as Transaction, and (2) communication as Process. When communication is viewed as a Transaction, it is discussed as a linear one-way flow of information [ 3 ]. The materiality – the element of substantive value – of communication is found in accurate, efficient information transfer, thus putting emphasis on the task dimension and channel (e.g., phone, handout) through which information is exchanged. When practitioners focus their efforts on preparing thoughtful and detailed educational sessions intended to increase program adoption, but do not allow time for interactive questions or develop opportunities for building relationships between key personnel responsible for successful adoption, then we see a reliance on the Transaction orientation to communication. When communication is conceptualized as a Process, we emphasize its constitutive nature wherein our environments – social, organizational, political, etc. – shape and are shaped through communication [ 3 ]. From a Process orientation, the transformative properties of communication emphasize its relational dimension and bring about a materiality from the intangible elements of the process (e.g., tone of voice, relational history, contextual exigency), and concepts such as psychological safety, mutual respect, and trust foreground the mechanics of information exchange. For example, someone may schedule multiple options for the same information session to ensure real-time interactivity for questions and build in opportunities for small group breakouts and post-presentation networking for relationship-building. When understanding of communication shifts to encompass more than information exchange, we begin to recognize the role of communication in building relationships and influencing long term cultural shifts, which is often the goal for implementation scientists [ 3 ]. If the Process orientation is overlooked in favor of a Transaction orientation, we may miss opportunities for identifying evidence-based communication strategies to support implementation.

The majority of subsequent work engaging Manojlovich et al.’s assertions agree on the imperative to engage a Process orientation to communication, but they make no strides in designing approaches for exploring the characteristics of communication surrounding effective implementation strategies (e.g., [ 6 , 7 , 8 ]). As the conversation initiated by Manojlovich and colleagues about the role of communication in implementation science has progressed, recognition of communication has grown, but emphasis continues to focus on formal contexts (e.g., trainings and webinars) [ 1 ]. Further, quantitative measures that assess information accuracy like the one used in Zhao and colleagues’ work overlook the importance of informal communication (e.g., rapport-building before meetings, impromptu connections) and the nuanced influence of the relational dimension that contributes to effective implementation. Bustos et al.’s (2021) analysis acknowledges both the formal and informal strategies through which communication might occur, but the communication they refer to is discussed from a Transaction orientation (i.e., “how information… was communicated to program staff” (p. 10)) [ 9 ].

For this study, we draw on interviews with employees of the Department of Veterans Affairs (VA) who evaluated, implemented, and administered interventions focused on improving the health and well-being of rural Veterans or the clinical staff who serve them. These interviews were exploratory and wide-ranging; for the purposes of this manuscript, we treat the interviews as akin to direct observations of intervention stakeholders discussing their real-world experiences operationalizing implementation strategies. Instead of focusing on what we could learn from the communication described in the interviews, we directed our attention to what lessons could be missing because of the way participants discussed communication. In this manuscript, we provide examples of how Transaction and Process orientations to communication appear in the data when individuals described their experiences, as well as their relationships that supported IS strategies and facilitated intervention goals. We also suggest interview strategies to elicit detail about communication from a Process orientation to support ongoing learning of these informal communication processes. Though these interviews were not focused on communication, we use data from the interviews to argue that noticing communication helps us discover how to do implementation science better. Specifically, a Process orientation emphasizes the space between IS strategies and outcomes, and advances understanding of implementation challenges and solutions.

Study setting and context

The VA’s Office of Rural Health (ORH) supports the creation of Enterprise-Wide Initiatives (EWIs) to address issues facing rural Veterans from mental health and primary care access to training and education of VA staff who serve rural Veterans. As a part of the funding cycle, EWI teams must conduct annual evaluations. The Center for the Evaluation of Enterprise-Wide Initiatives (CEEWI) was created through a 2019 partnership between ORH and the VA’s Quality Enhancement Research Initiative to support EWI evaluation and disseminate best practices. The CEEWI team, consisting of implementation science experts and qualitative data analysts, reviews the annual reports and provides feedback to EWI teams on reporting standards.

Data collection

As part of the initial CEEWI project, EWI evaluators, implementors, and administrators were interviewed about effectiveness of IS strategies they used and why, in part, to assist the CEEWI team in understanding key aspects of EWI implementation and evaluation. The interview guide included questions about the participant’s role on the EWI, the core components of the EWI, implementation strategies and their impact on desired outcomes, outcome measures used for evaluation, and the evaluation process. CEEWI team members and EWI leadership identified the evaluators, implementors, and administrators to recruit for the study. While recruitment sought a purposive sample of roles from each EWI, ultimately the sample was a convenience sample based on availability and willingness to participate during the first nine months of the COVID-19 pandemic. Additional details about recruitment and data collection can be found in an earlier manuscript from this larger project [ 10 ]. We conducted 43 semi-structured interviews, which averaged 51 min (range 20–77 min), from April – December 2020 with evaluators, implementors, and administrators from 21 EWIs. While most interviews were conducted one-on-one, 8 were group interviews ranging from 2 to 4 participants [ 10 ]. This study uses these interviews as an example on how communication is described when discussing implementation strategies.

Data analysis

Audio-recordings were transcribed, reviewed for accuracy, and uploaded into MAXQDA, a qualitative data management software [ 11 ]. Two doctorally trained qualitative analysts (NJ & JVT) leveraged their previous IS knowledge and conducted primary-cycle inductive coding to identify IS constructs and trends in the data [ 12 ]. The analysts initially coded all transcripts together in real-time and resolved discrepancies immediately. During this first round of coding, several IS constructs were identified in participants’ discussion of their implementation strategies, including Staff Buy-in, Tailoring, Rapport, Fidelity, and Mentorship. Collaboration and Leadership Buy-in emerged as the two most discussed IS constructs among participants. For secondary-cycle deductive coding to interpret how communication was conceptualized in discussions of Collaboration and Leadership Buy-in, the lead author, a Health Communication scholar, used an iterative process to develop a codebook to identify the language representing a Process or Transaction orientation for each construct (i.e., Collaboration and Leadership Buy-in) [ 3 , 12 ]. The analysis focused on the how communication was discussed, not about the form of communication that took place.

Collaboration, a term often characterizing various levels of formal and informal partnerships between individuals, departments or organizations, is defined as a mutually beneficial and well-defined relationship between two or more parties to achieve common goals [ 13 ]. An example of discussing Collaboration from a Transaction orientation to communication would be using the term Collaboration to describe monthly meetings where the parties update one another about the status of their tasks and goals. From a Process orientation, Collaboration would be discussed in relational terms, describing the trust and rapport the team members have among one another.

Leadership Buy-in represents the role of support from individuals in leadership positions for a program’s adoption and sustainability, particularly when competing clinical and administrative demands are at play [ 7 ]. An example of discussing Leadership Buy-in using a Transaction orientation to communication would be a description of strategies for adoption that only focused on leadership education. However, someone who engaged a Process orientation to communication might: (1) discuss tailored persuasive strategies for demonstrating value to specific decision-makers, or (2) acknowledge the necessity for long-term relationships with individuals in leadership roles for sustainment.

We conducted 43 interviews with 28 evaluators, 12 implementors, and 12 administrators. We coded a total of 90 segments as Collaboration ( n  = 46) and Leadership Buy-in ( n  = 44) across all the interviews. Most segments coded as Collaboration ( n  = 34, 74%) and Leadership Buy-in ( n  = 31, 70%) discussed communication from a Transaction orientation. The following results present examples of the discussion of Collaboration and Leadership Buy-in from the Transaction and Process orientations to communication.

Transaction orientation to communication

When communication is treated as a transaction, it is discussed as a one-way flow of information traveling from one party to another during a discrete moment in time [ 3 ]. The materiality of communication is reduced to accurate, efficient information transfer, thus putting emphasis on the channel (e.g., Teams meeting, email) through which information is exchanged and the task dimension of the interaction.

Collaboration as transaction

Participants sometimes discussed Collaboration in a way that missed its nuance and treated communication as merely a means for transferring information that produced Collaboration. For example, one participant implied that communication, regardless of quality, is inherently good, thus the more there is, the better. They identified “communication across the team level” as an important strategy having the most impact on desired outcomes. “The more communication there is, the more people are able (…) to divide up [responsibilities].” (1A) In this instance, communication is synonymous with information exchange. While we do not have enough information to assess the quality of communication that Participant 1A is referring to, the fact they only discussed the parties involved and quantity of communication is an example of the Transaction orientation to communication.

In another example, a participant explained what they felt did not work as well in their evaluation process. “We have excellent communication with some, but not all members of the [EWI] (…) I’m not sure they’re always on the same page with each other, and then depending on who we’re having a meeting with, we might hear one thing but then that’s not what someone else was going to do (…) that’s one of the pieces that I think is hard for us.” (2A) Again, we see the Transaction orientation, and the barometer for effective communication is accuracy. The participant went on to discuss ways to improve this lack of alignment among team members, suggesting that “even if it’s just being invited to join calls (…) [for us] to answer questions about the [evaluation] data” would improve teamwork. (2A) This passage highlights an important aspect of communication – being present for an interaction and having the opportunity to answer questions enables information exchange.

One participant described the communication that occurred during a monthly videoconference:

The learning collaborative is focused on bringing people [together] to share their experiences and how various facilitators identify ways to shape their program, but also the way that our national team gives feedback about the data (…) One call a month is right after a report (…) they do a data review on the call where they go over the numbers with the entire learning collaborative, everyone in the program, giving them feedback from a national perspective and always reminding people of the milestones of the metrics that they’ve agreed to under the ORH grant. (3A)

Here, we see another example of a participant discussing communication in terms of information exchange.

Leadership buy-in as transaction

Participants also discussed Leadership Buy-in from a Transaction orientation. In the following passage, participant 4A described the benefits of the EWI leadership team visiting sites in-person:

They would do a site visit to all the hubs (…) and meet with the local leadership team and that’s where they confirmed if there were any issues that they might have. They would do like a 2–3 day site visit (…) so it helped create that structure where people knew exactly who to report to and how these programs were established and plenty of opportunities to address any concerns or any issues they might have.

There are substantial implications for local Leadership Buy-in through in-person visits, yet the only aspect of communication discussed here is information exchange and clarifying the information flow hierarchy (i.e., who to report to).

Participant 5A described their program’s efforts to obtain Leadership Buy-in:

Simple outreach and education, that was really the only things that we could do, and then as they continued, training kind of showed its usefulness. That had an impact on leadership buy-in.

Here, buy-in is attributed to education, which may account for some or even most of buy-in, but it does not recognize the relational dimension of communication.

For another EWI, leadership turnover at the facility presented a significant barrier to program sustainment, because Leadership Buy-in was perpetually reset, which exacerbated a “conflict between implementation and sustainment strategies” when the decision-maker for sustainment funding was not the same person to “sign off on it originally” (9A). Given the EWI provided seed-funding for specialty staff to implement the program, the expectation was that the facility would eventually incur the expense for sustainment, but the plan for funds was not made explicit at the time of application for the seed-funding. Participant 9A went on to explain how their program responded to the unforeseen challenge obtaining sustainment funding from sites:

Our clinical director worked really hard with the first cohort of sites prior to their funding ending to try to come up with strategies to pitch the program to leadership (…) Most sites had challenges with changing leadership priorities.

In response, the interviewer clarified their sources for funding, then changed topics: “Interviewer: Ok, alright. How about strategies that were intended to optimize the effectiveness outcomes for your EWI?” In this example, the interviewer seems to be approaching the participant’s description of Leadership Buy-in from a Transactional orientation. A Process-oriented approach that asked about the nature and details of pitching the EWI to leadership may have provided more information about implementation strategy.

Process orientation to communication

From the process perspective, no single interaction serves as the cause or proof of effective Collaboration. Rather, the Process orientation recognizes the value of communication lies in the cumulative outcomes of consistent, often routine, interactions.

Collaboration as process

Collaborations require shared responsibility, mutual authority, accountability, and sharing of resources and rewards for success [ 13 ]. Collaboration in implementation has focused on strategies to enhance partners’ ability to work together to achieve mutual benefits. We identified examples from participants discussing Collaboration with a Process orientation to communication. From these examples we see that Collaboration is seen as a product of long-term efforts to develop positive relationships and establish trust and autonomy to make one’s own decisions. Many participants recognized the uniqueness and value in reaching the point of Collaboration. For example, Participant 10A shared, “The partnerships, it’s like a very special kind of relationship–, where we have to trust them, we rely on each other, but we also need to be able to make independent decisions.” Participant 6A also recognized the importance of relationships, “I would say they’re collegial but they’re not fully collaborative (…) when they’re really more deeply integrated and their role is understood and recognized (…) they are more collaborative members.”

One participant on a different EWI echoed this sentiment that individuals’ intent and motivations for the work should extend beyond the assignment to be considered Collaboration, “It’s not just trying to check off a box (…) there truly is a passion behind it, on all of our parts, and that has been wonderful.” (7B) Recognizing others’ intent for their work allows one to acknowledge how interpersonal communication is influenced by more than information exchange.

In the following exemplars, we can see how interviewers were able to elicit detail about the interactions surrounding the implementation strategies they were discussing.

Exemplar for Probing Collaboration . In Table  1 , we share an exemplar for engaging the Process orientation to communication, which led to greater explication of the role of communication in the implementation process.

Through this example, we see a more nuanced treatment of communication as a process after the interviewer probed twice to understand the participant’s use of “facilitation” as an implementation strategy. We gained description of the collaborative atmosphere within a team and how individuals’ psychological safety is manifested through authentic interactions.

Leadership buy-in as process

It takes more than information-exchange to garner support (e.g., financial, staff) for facilitation and sustainment. One participant acknowledged the web of influence that contributes to Leadership Buy-in and effective implementation:

We reached out to all the rural sites their leadership… sort of advertising the program, so we would schedule a conference call with a director, chief of staff, emergency room chief, to sort of discuss the program (…) then we would follow up with an actual 1-day on-site visit (…) where we meet with again, leadership, but we also meet with the [staff from several departments] (…) It’s an all-day visit to further introduce our program, to the team on site, as well as learn more about their program, and how [our EWI] might incorporate itself, and what challenges (…) we might face in implementation. (2B)

Here, we see an acknowledgement of reciprocal relationship-building to learn about priorities and needs.

Several participants discussed how time costly it is to gain Leadership Buy-in to ease the burden of change on an organization and staff, particularly for a nationwide program. One participant reflected:

Ten years ago, it was a [regional] project, so the main kind of instruction came from a [regional] level down, you know. The site visit was just a medical director and the nurse manager telling you that, ‘Hey, this is what’s going to happen,’ and it happened. Now (…) it’s like a year-long process to get people familiarized (…) go live went from one day to four days long. (11B)

Despite its value, garnering Leadership Buy-in has its challenges. Sometimes identifying the right individuals who represent the relevant leadership roles is not clear cut.

Once we have identified that our program can go to that site, we ask the local (…) program manager to identify who (…) key local leaders are (…) It’s important to have the managers of those sites involved in this process from the beginning (…) We (…) set up an initial meeting (…) where we review the implementation process plan with everybody on that call, and answer questions about what we and [specialty care] services will provide as part of the training opportunity and clearly delineate what we need the site or the facility to commit to provide (…) we answer questions, alleviate concerns, things like that. (7B)

Participant 7B went on to describe the challenge of identifying the right leadership representative:

The only barrier that we’ve encountered is some challenges in getting the right leadership on the call to review this in real time and answer questions (…) whether it is due to leadership turnover at the site, even from the time that we set up the call to the time that we actually do the call, there have been some change-overs, and that has been a challenge.

Again, we see this participant engaging a strong Process orientation to communication as they emphasize the importance of relationship-building for Leadership Buy-in.

Exemplar for Probing Leadership Buy-in . In the following example, the interviewer engaged the Process orientation to communication with probes that led to greater explication of the role of communication in developing Leadership Buy-in (Table  2 ).

Results illustrate ways administrators, implementors, and evaluators characterized communication related to Collaboration and Leadership Buy-in. From the Transaction orientation, we saw that the term communication was used synonymously for information exchange. The problem of implementation lies beyond efficient and reliable information transfer, and instead centers on cooperative sensemaking and learning within and among teams situated in an organization that is influenced by its social, geographic, and political environments [ 2 , 14 , 15 ]. Communication necessary for effective implementation is based on improvisation and reciprocity and constitute relationships over time [ 2 , 15 ]. Our data indicate these processes are occurring in implementation, but we may not always be paying close enough attention to their occurrence. If most discussions about communication engage a Transaction orientation, then practitioners and evaluators will never have the insight necessary to maximize the impact of their communication efforts.

Participants often discussed Leadership Buy-in more as an outcome of education, and less as a byproduct of improvisational relationship-building, which demonstrates the predominant Transaction orientation to communication privileging rehearsed, often unidirectional, and mostly controlled interactions. Formal information exchange is undoubtedly an important element of effective implementation; the Transaction orientation aligns well with the goals of dissemination and implementation as a field [ 15 ]. However, our data point to the importance of thinking about communication from a Process orientation for improving effectiveness of implementation strategies—and show how members of implementation and evaluation teams too often focus on the transaction elements of communication. Previous work that engages the Transaction orientation and points to the benefits of reliable information exchange has paved the way for more exploratory naturalistic methods for studying IS from a Process orientation to communication [ 3 , 14 , 15 , 16 ]. As noted in our findings, the Transaction orientation overlooks the intricacies of processes that occur among individuals to build trust, cultivate buy-in, and influence team decision-making, all of which are markers of successful implementation.

Suggestions for engaging process orientation to communication

Given the purpose of IS is to promote the adoption of research and evidence-based practices, it would behoove implementation scientists to tap into the richness of interdisciplinary theorizing and engage a Process orientation to communication [ 17 ]. As thinking about communication has evolved from a Transaction orientation, scholars recognized the symbolic process that humans use to create meaning through informal, improvised interactions over a period of time [ 2 ]. Recent analysis of implementation strategies for behavioral health interventions called for explicit attention to the supportive role communication may play in most, if not all, strategies [ 15 ]. The Process orientation to communication enriches theorizing and elevates scholars’ and practitioners’ understanding of how to leverage implementation strategies to be meaningfully responsive to the relationships among the interested parties [ 18 ]. However, we warn against over-characterizing communication into a ‘nebulous, global process’ [ 2 , 19 ]. For gaining insight on communication processes, we suggest two strategies: 1) interviewers focused on understanding implementation strategies could probe their interviewees to learn more about how communication is enacted; and 2) IS practitioners could utilize process-oriented communication theories in developing interventions and evaluation tools (e.g., interview guides).

The supplementary material accompanying this article includes excerpts from our interview data as examples demonstrating hypothetical ways interviewers can elicit more nuanced understanding of communication processes (see Tables S1 and S2).

Our analysis identified examples of missed opportunities for interviewers to probe about communication from a Process orientation recognizing the relational dimension of communication. Interview probes like those recommended in Tables S1 and S2 could lead to valuable understanding of the processes of communication, allowing exploration of the relational dimension of communication and implementation, and insight to individuals’ attitudes and sensemaking about those experiences. This may contribute to a more nuanced understanding of the importance of communication in implementation strategies beyond a transactional information exchange. We also provided examples highlighting the constitutive role communication plays in relationship-building. Our goal is to help attune IS researchers to the value of the processes of communication as a critical component of many implementation strategies.

Probing for communication processes in interviews

Challenges to implementing any new program may be significantly varied and widespread. No single barrier serves as an intervention’s fatal flaw, but rather, implementation is affected by numerous factors shaped through informal interactions [ 17 , 20 ]. A recent study that aimed to identify which implementation strategies should be most closely considered for which determinants of practice reported one of its limitations was the heterogeneity of responses [ 21 ]. This variation in responses among administrators, implementors, and evaluators points to the value of a more nuanced understanding of the unique, context-dependent, and relationally based communication processes undergirding implementation strategies [ 21 ]. Further, in their ethnographic study on hand hygiene programs, Goedken and colleagues poignantly emphasized the importance of understanding how implementation strategies are used and defined in real-world settings for understanding determinants of practice [ 22 ]. By looking below the surface of implementation strategies and focusing on the interactions surrounding those strategies, we may begin to recognize the determinants of practices, the mechanisms for change, more precisely. Discussing communication from a Process orientation allows us to access what is happening below the surface that cannot be observed as an outsider. With greater insight on communication processes occurring throughout implementation, the field of IS would be poised to provide meaningful guidance for combining implementation strategies [ 22 ]. In a similar vein, IS researchers should consider the temporality of IS strategies and how this underscores the role of communication. The role of Leadership Buy-in at all stages of development and implementation on effectiveness cannot be overstated [ 23 ]. Albright suggests shifting away from the predominant focus of research on the active implementation period to explore activities occurring during design and preparation [ 15 ].

Most implementation strategies have a communication component representing the channel for education and promotion (e.g., workshops, webinars, brochures) [ 15 ]. Our proposed interview strategies interrogate communication in a way that recognizes the relational dimensions of interpersonal interactions, providing insight about what truly results in effective implementation. By understanding communication from a Process orientation, we may enrich our understanding of implementation strategies [ 24 ].

Utilize process-oriented theories

Theories that engage a Transaction orientation to communication often ascribe to the traditional knowledge-intention-behavior paradigm that proposes a stable, linear positive relationship between knowledge and behavior change (e.g., Theory of Reasoned Action, a predictive theory suggesting a strong relationship among individuals’ attitudes about a behavior, their intention, and their behavior [ 25 ]) and tends to overlook the nuance of communication processes. However, humans are more complicated and inconsistent than these theories acknowledge. The Process orientation to communication allows for more realistic approaches that privilege the constitutive nature of communication to co-create meaning socially. In a recent scoping review of 158 studies in implementation research on maternity care, effective communication was noted as a key factor for promoting change across the body of work, but the majority of research was atheoretical and ambiguous in operationalization of communication [ 26 ].

Health communication scholars are trained to be sensitive to the cooperative nature of establishing shared meaning, multiple interpretations of behaviors, and the challenges of coordinating interactions when studying implementation strategies. Several theories, including two that pay special attention to how meaning is created socially, Coordinated Management of Meaning (CMM) [ 27 ] and Structuration Theory [ 28 ], could highlight perspectives that recognize communication as a complex process and translate well to practice. CMM is a constructivist theory that provides a practical heuristic for interpreting interpersonal communication events that comprise larger conversations. As such, CMM informs practitioners’ decision-making by illuminating patterns of interactions to find ways of talking that could result in desired outcomes [ 29 ]. Structuration Theory, coined by sociologist Anthony Giddens in the late 1970s, describes the dynamic relationship between individuals and their environment that constrains and enables social practices [ 28 ]. Through its critical lens, Structuration Theory highlights the (lack of) agency individuals perceive for themselves and others, and the rules and resources perpetuated through social interactions. Lastly, Diffusion of Innovations, a framework well-entrenched in IS research and practice, also engages a process paradigm [ 30 , 31 ]. There is ample opportunity and an imperative to employ a Process orientation to better understand communication in implementation science.

Limitations

This study has multiple limitations. We did not collection demographic data to describe our participants beyond the role they held on their EWI teams. The data represents a convenience sample of administrators, implementors, and evaluators working on EWIs funded at the time of data collection, which resulted in variability in representation across EWIs and staff roles. Further, because of the diversity of foci, designs, and timelines of EWIs, we cannot draw conclusions about effectiveness of strategies discussed in this paper. Lastly, the interviews were not conducted to assess communication explicitly. Despite these limitations, our analysis facilitates concrete suggestions for improving understanding of the role of communication in implementation.

Future directions for research

Research analyzing the role of communication from a Process orientation would enrich the field of IS. Similar to Fishman et al.’s work comparing measurement and operationalization of attitude among IS studies and those grounded in psychology, our work emphasizes the importance of interdisciplinary collaboration [ 32 ]. The interviewees and interviewers in our study focused predominantly on a Transaction orientation to communication; more studies are needed that focus on this level of distinction, particularly how to adopt a Process orientation to communication for implementation strategy specification. There is great potential for a body of knowledge about communication processes that has been systematically developed to inform IS strategies supporting a range of aspects crucial to effectiveness including Leadership Buy-in and Collaboration. Future research may do well to conduct direct observation to characterize communication processes related to implementation strategies from a rich Process orientation. Dissemination Science, as one facet of Dissemination and Implementation Science, is firmly rooted in the mechanics of communication and would greatly benefit from engaging the Process orientation. A recent scoping review demonstrated that the field of Dissemination Science lacks insight to communication from the Process orientation; in their review of dissemination determinants, the Transaction orientation persists in focusing on imparting information from one party to the next [ 33 ].

This study described instances of two broadly accepted orientations to communication engaged by implementation scientists. The findings demonstrate opportunities – and strategies – for engaging in the Process orientation of communication to gain greater insight into the role communication plays in implementation outcomes. We hope this work inspires dialogue, new interdisciplinary collaboration, and innovative methods to highlight the utility of engaging the Process orientation to communication to undergird the value of communication theory to implementation science for improving health services. When communication is understood as a process, practitioners will be better able to prepare for the unpredictability and uniqueness of the relational dimensions of communication.

Availability of data and materials

The datasets presented in this article are not readily available in accordance with federal requirements and standards and guidelines for the protection of participants’ privacy and to maintain confidentiality. Requests to access the datasets should be directed to Dr. Heather Reisinger ([email protected]).

Abbreviations

Center for the Evaluation of Enterprise-Wide Initiatives

Coordinated Management of Meaning

Enterprise-Wide Initiative

Implementation Science

Office of Rural Health

Department of Veterans Affairs

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Acknowledgements

We would like to thank the interview participants who participated in this study for their time and insights. We would also like to acknowledge Office of Rural Health (ORH) program analysts Dr. Kelly Lora Lewis, Karyn Johnstone, Nicole Sanchez, Maura Timm, Anthony Achampong, Richard Huang, and Janice Garland for their assistance, as well as Dr. Sheila Robinson, former Deputy Director of ORH, Dr. Peter Kaboli, Executive Director of ORH, and Dr. Thomas Klobucar, former Executive Director of ORH, for their support. The views expressed in this article are those of the authors and do not necessarily reflect the position or policy of the Department of Veterans Affairs or the United States government.

VA Office of Rural Health and QUERI Project #: PEC 19–456.

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Nicole L. Johnson, Jennifer Van Tiem, Erin Balkenende, DeShauna Jones, Julia E. Friberg, Emily E. Chasco, Jane Moeckli, Kenda S. Steffensmeier, Melissa J. A. Steffen & Heather Schacht Reisinger

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Herbert Wertheim School of Public Health and Human Longevity Science, University of California San Diego, La Jolla, CA, San Diego, USA

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HSR, EC, JVT, NJ, EB, DJ, and JF are responsible for the concept for this manuscript. NJ drafted the initial manuscript and HSR, JVT, EC, EB, DJ, KSS, and JF contributed substantially in the form of manuscript structure and revisions. HSR developed the proposal for this project and obtained funding, with input from JVT, EB, and JM. HSR, JVT, EB, JM, and MS conducted interviews. KA and BR advised on all aspects of the project including development of the standardized evaluation reporting template and manuscript revisions.

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Johnson, N.L., Van Tiem, J., Balkenende, E. et al. Gaps in communication theory paradigms when conducting implementation science research: qualitative observations from interviews with administrators, implementors, and evaluators of rural health programs. Implementation Sci 19 , 66 (2024). https://doi.org/10.1186/s13012-024-01395-3

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Received : 07 May 2024

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DOI : https://doi.org/10.1186/s13012-024-01395-3

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