Seabird Island Band
The Ph.D. program prepares graduates who will provide leadership in the generation, integration, and implementation of knowledge aimed at improving health and health care. Our graduates have expanded spheres of influence in academic institutions, practice settings, and policy arenas. Students join a community of scholars where supervisors are committed to supporting educational programs that meet students’ interests and growth in scholarly engagement with the nursing discipline. All doctoral students must successfully complete a comprehensive examination, an oral candidacy examine, and a research dissertation meeting the Faculty of Graduate and Postdoctoral Studies requirements. Program applicants are admitted based on outstanding achievement in their master's program; evidence of leadership potential for research and scholarship; self-direction; and goals that fit with program resources. Canadian students must hold practicing nurse registration in BC or another province. International students must meet general eligibility criteria for nurse registration in BC. Transfer from the M.S.N. to the Ph.D. program occurs based on Faculty of Graduate and Postdoctoral Studies regulations.
This exciting program prepares researchers and leaders to advance research knowledge, and the dissemination and application of findings to nursing and health care. Students join research supervisors in a community of scholars (other students and faculty members) to develop a program that takes them to new levels of knowledge and skill with career relevant competencies. In addition to core courses, students are encouraged to gain advanced expertise in research methods and other skills through rich course offerings, seminars, colloquia, conferences and independent studies available at UBC. Interdisciplinary collaboration is promoted.
I was ecstatic to be accepted into the PhD program at the School of Nursing at UBC as it is a renowned nursing PhD program in Canada. Pursuing and acquiring a graduate degree provides me with the tools necessary to carry out research that can improve the lives and wellbeing of families and to mobilize this knowledge for public benefit.
Join Danielle Barkley, Educator and Career & Professional Development Advisor at UBC's Centre for Student Involvement and Careers, and Shane Moore, Marketing and Recruitment Manager. They'll be talking about aligning your graduate program with your career goals. They'll also be providing an overview of the wide range of career and professional development opportunities and support available at UBC. This session will be helpful to those still thinking about which graduate program is right for them, as well as applicants who know their program of study and want to better understand the support and guidance available at UBC.Register
The Faculty of Graduate and Postdoctoral Studies establishes the minimum admission requirements common to all applicants, usually a minimum overall average in the B+ range (76% at UBC). The graduate program that you are applying to may have additional requirements. Please review the specific requirements for applicants with credentials from institutions in:
Each program may set higher academic minimum requirements. Please review the program website carefully to understand the program requirements. Meeting the minimum requirements does not guarantee admission as it is a competitive process.
Applicants from a university outside Canada in which English is not the primary language of instruction must provide results of an English language proficiency examination as part of their application. Tests must have been taken within the last 24 months at the time of submission of your application.
Minimum requirements for the two most common English language proficiency tests to apply to this program are listed below:
Overall score requirement: 100
Overall score requirement: 7.0
Some programs require additional test scores such as the Graduate Record Examination (GRE) or the Graduate Management Test (GMAT). The requirements for this program are:
The GRE is required by some applicants. Please check the program website.
A minimum of three references are required for application to graduate programs at UBC. References should be requested from individuals who are prepared to provide a report on your academic ability and qualifications.
Many programs require a statement of interest, sometimes called a "statement of intent", "description of research interests" or something similar.
Students in research-based programs usually require a faculty member to function as their supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.
Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.
All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.
|Fees||Canadian Citizen / Permanent Resident / Refugee / Diplomat||International|
|Installments per year||3||3|
|Tuition per installment||$1,698.56||$2,984.09|
|Tuition per year|
(plus annual increase, usually 2%-5%)
|Int. Tuition Award (ITA) per year (if eligible)||$3,200.00 (-)|
|Other Fees and Costs|
|Student Fees (yearly)||$944.51 (approx.)|
|Costs of living (yearly)||starting at $16,954.00 (check cost calculator)|
Applicants to UBC have access to a variety of funding options, including merit-based (i.e. based on your academic performance) and need-based (i.e. based on your financial situation) opportunities.
All full-time students who begin a UBC-Vancouver PhD program in September 2018 or later will be provided with a funding package of at least $18,000 for each of the first four years of their PhD. The funding package may consist of any combination of internal or external awards, teaching-related work, research assistantships, and graduate academic assistantships. Please note that many graduate programs provide funding packages that are substantially greater than $18,000 per year. Please check with your prospective graduate program for specific details of the funding provided to its PhD students.
All applicants are encouraged to review the awards listing to identify potential opportunities to fund their graduate education. The database lists merit-based scholarships and awards and allows for filtering by various criteria, such as domestic vs. international or degree level.
Graduate programs may have Teaching Assistantships available for registered full-time graduate students. Full teaching assistantships involve 12 hours work per week in preparation, lecturing, or laboratory instruction although many graduate programs offer partial TA appointments at less than 12 hours per week. Teaching assistantship rates are set by collective bargaining between the University and the Teaching Assistants' Union.
Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their direction. The duties usually constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is a form of financial support for a period of graduate study and is, therefore, not covered by a collective agreement. Unlike other forms of fellowship support for graduate students, the amount of a GRA is neither fixed nor subject to a university-wide formula. The stipend amounts vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded. Some research projects also require targeted research assistance and thus hire graduate students on an hourly basis.
Canadian and US applicants may qualify for governmental loans to finance their studies. Please review eligibility and types of loans.
All students may be able to access private sector or bank loans.
Many foreign governments provide support to their citizens in pursuing education abroad. International applicants should check the various governmental resources in their home country, such as the Department of Education, for available scholarships.
The possibility to pursue work to supplement income may depend on the demands the program has on students. It should be carefully weighed if work leads to prolonged program durations or whether work placements can be meaningfully embedded into a program.
Canadian residents with RRSP accounts may be able to use the Lifelong Learning Plan (LLP) which allows students to withdraw amounts from their registered retirement savings plan (RRSPs) to finance full-time training or education for themselves or their partner.
Please review Filing taxes in Canada on the student services website for more information.
Applicants have access to the cost calculator to develop a financial plan that takes into account various income sources and expenses.
34 students graduated between 2005 and 2013: 1 is in a non-salaried situation; for 0 we have no data (based on research conducted between Feb-May 2016). For the remaining 33 graduates:
These statistics show data for the Doctor of Philosophy in Nursing (PhD). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.
This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.
|2017||Dr. Havaei studied how the organization of nursing care influences the quality of nursing care and patient outcomes. Her findings showed fewer essential tasks left undone when nurses work independently versus in teams; and fewer negative patient outcomes with an all-RN nursing staff. These findings will help with future nurse workforce planning.|
|2015||Dr. Jenkins' research focuses on mental health and community-based intervention development. Her findings illuminate how context shapes mental health, and she has contributed to a framework to guide evidence-based action. This research aids in addressing a leading public health challenge through creation of context-relevant mental health interventions.|
|2015||Dr. Laliberte explored the influence of socio-economic processes on the mental health of young people. She studied the experiences of thirty youth between fifteen and twenty-eight years of age and from diverse backgrounds, in relation to mental health policy. Her work offers guidance for youth mental health promotion from a socio-economic perspective.|
|2015||Dr. Daly compared the ideas that young people and clinicians have about sexual health care. She found that young people wanted acceptance and support in navigating both the dangers and pleasures of sexual activity. This research can help clinicians provide more effective and sex-positive care, relevant to the diverse needs of young people.|
|2015||Dr. Moody examined nurses' practice of judging the cognitive functions of older people in hospital. She found nurses make complex judgments based on interactions with patients, shared nursing knowledge, and social norms related to documentation systems. The research highlights the invisibility of nurses' knowledge, and points to ways to improve care.|
|2015||Dr. Buckley studied nurses in rural practices. She investigated the ways in which rural healthcare policies and processes affect the nurses' ability to offer equitable, safe and ethical care. She found major issues, which can place rural populations at risk, and concluded that collaboration is needed to improve the quality of rural healthcare.|
|2015||Dr. Vandenberg studied the history of Chinese and Japanese hospitals in British Columbia, from 1880 to 1920. She contributes significant new insights into Canadian nursing and hospital history. She argues that these hospitals not only met local health and cultural needs, but also played an important role in broader issues of social justice.|
|2015||Dr. Goldsworthy examined how a specific professional development intervention affected retention of critical care nurses. Findings showed that the intervention, which included human simulation, predicted intent to stay in the intensive care unit and the nursing profession. This evidence has important implications for stabilizing the nurse workforce.|
|2015||Dr. Masaro conducted research into women's sexual well-being. She examined ways in which the increase in social networking puts women at greater risk. Findings showed that, although a number of other risk factors were identified, neither the mode of communication nor the time spent communicating online was associated with sexual risk.|
|2015||Dr. Clark examined community capacity in the context of the resettlement in BC of Karen refugee women from Burma. Findings showed that language, health literacy and gender shaped the Karen women's access to health and settlement resources. Integrated interpreter services, recognition and participation are required to promote health and well-being.|
This was a pretty easy decision Vancouver is a beautiful city and UBC is a world renowned university. I also had the opportunity to work with Dr. Leanne Currie in a previous project and was very keen to carry on my learning under her supervision. She is a leader in the field of nursing informatics...