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Home » Doctor of Education » Doctor of Education (EdD) in Nursing Education

Doctor of Education (EdD)
in Nursing Education

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Doctorate of Education (EdD) with a Specialization in Nursing Education

Just as teachers are now in greater demand than ever before, educational leaders are needed to manage and assist schools, school districts, state educational boards, and institutes of higher learning as they work to improve their instructional capabilities. The Doctor of Education program (EdD) uses an applied, project-based approach to prepare professionals who seek to lead improvements in the strategy, practice, policy, and outcomes of educational practice. EdD research focuses on solving a problem in the workplace or in the professional field of education.

Why Earn Your Doctorate in Nursing Education with National University?

The Nursing Education specialization prepares educators and leaders for professional roles in nursing education. Recent shortages in nurses and nursing faculty have led to a growing demand for educators in the field. In this interdisciplinary program, you’ll take courses in the School of Education and the School of Health Sciences, Department of Nursing. The foundational coursework provides an in-depth understanding of research methods, statistics, and data analysis, while the specialty studies focus on instructional theory, evidence-based practices, evaluation methods, and the use of technology in nursing education.

Admission Requirements 

A conferred post-baccalaureate master’s degree or doctoral degree from a regionally or nationally accredited academic institution or an international institution determined to be equivalent through an approved evaluation service. Examples of acceptable doctoral degrees include Doctor of Philosophy (PhD) and Doctor of Education (EdD).

In addition to the general requirements for admission to the EdD program, Nursing Education specialization applicants must provide a copy of the following:

  • A valid and active RN license from the United States
  • A master’s degree in nursing (MSN)

Dissertation Process

In addition to the foundational and specialization courses, each doctoral student is required to complete a high-quality dissertation through a systematic process assisted by faculty. An EdD dissertation is a scholarly documentation of research that makes an original contribution to the field of educational study. The step-by-step process requires care in choosing a topic, documenting its importance, planning the methodology, and conducting the research. These activities lead smoothly into the writing and oral presentation of your dissertation.

Courses and Sequence

The EdD in Nursing Education specialization requires 54 credits for degree completion. All foundation competency courses, specialization courses, and method coursework must be completed before beginning the Doctoral Comprehensive Assessment course (CMP-9601E). Upon successful completion of the comprehensive assessment, you’ll become an official doctoral candidate and may move onward to the sequential dissertation coursework. Additional credit hours may be allowed as needed to complete your dissertation research. If granted, additional courses will be added to your degree program in alignment with the SAP and Academic Maximum Time to Completion policies. The estimated time needed to complete this program is 33 months.

Course Details

Course Listings

Your communication abilities have a big influence on your professional reputation. In this course, you’ll develop skills to establish yourself as a competent professional with strong communication skills. You’ll learn competencies related to written, oral, and visual forms of communication appropriate to specific media and audiences. You’ll also explore how the iterative nature of preparing communications and integrating feedback into your work products can support your development and advancement as a professional.

Leadership during times of change can be challenging. This course supports your professional development as an effective leader of educational organizations during periods of change. You’ll explore strategies and techniques for self-reflection, evaluating culture, integrating stakeholder feedback, and incorporating data as part of improvement processes. To conclude the course, you’ll synthesize these skills to design a comprehensive improvement plan that addresses a specific problem within an educational organization.

  • Specialization Course 1
  • Specialization Course 2
  • Specialization Course 3
  • Specialization Course 4
  • Specialization Course 5  (Nursing Education specialization only)
  • Specialization Course 6  (Nursing Education specialization only)

In this course, you’ll develop effective search and writing strategies to create a scholarly review of literature. The course emphasizes how to: (a) use effective literature search strategies; (b) develop a scholarly synthesis of research literature; (c) organize research literature around identified themes, including a study problem, purpose, and theoretical perspectives; and (d) focus on developing a scholarly exposition that reflects divergent viewpoints and contrasting perspectives. The overarching goal is for you to understand strategies for surveying scholarly literature that avoid bias, focus on educational practice-based research problems, and address the requirements of a scholarly literature review.

This course introduces you to the research process by exploring its underpinnings, examining its paradigms, and investigating the foundations of qualitative and quantitative methodologies used in educational studies. You’ll identify criteria for the development of quality research studies that are ethical, accurate, comprehensive, cohesive, and aligned. Specific course topics involve the ethics of conducting research; data collection and analysis techniques; and issues of feasibility, trustworthiness, validity, reliability, transferability, and rigor. The goal is to familiarize yourself with the concepts and skills associated with conducting theoretical and applied research.

This course provides the foundational knowledge to become a critical consumer of statistical-based research and a skilled analyst of non-inferential quantitative data. Coursework focuses on understanding multivariate data, non-inferential and inferential statistical concepts, the conventions of quantitative data analysis, and interpretations and critical inferences in statistical results. You’ll use software applications to complete statistical computations and perform quantitative data analysis. The course culminates in a synthesis project to demonstrate your statistical skills and present your results using APA guidelines. 

Select One of the Following Two Research Courses:

A focus on qualitative research methodology and the designs and methods used to collect and analyze data in educational research. You’ll examine the principles of qualitative research and explore commonly used designs (also referred to as qualitative traditions or genres) with a focus on application and feasibility. Qualitative data collection and analysis methods will be examined for their suitability with regard to the research design selected. Alignment between qualitative designs and research methods, issues of trustworthiness, and the responsibilities of the qualitative researcher will also be explored.

This course introduces you to the research process by exploring its underpinnings, examining its paradigms, and investigating the foundations of qualitative and quantitative methodologies used in educational studies. You’ll identify criteria for the development of quality research studies that are ethical, accurate, comprehensive, cohesive, and aligned. Specific course topics involve the ethics of conducting research; data collection and analysis techniques; and issues of feasibility, trustworthiness, validity, reliability, transferability, and rigor. The goal is to familiarize yourself with the concepts and skills associated with conducting theoretical and applied research.

Select One of the Following Two Data Analysis Courses:

This course builds on a foundational understanding of qualitative designs and measurements to focus on analyses of the data. Coursework takes you deeper into the skills and techniques necessary to ensure the appropriate analyses of qualitative data, including integrating relevant frameworks, verifying trustworthiness of the findings, and selecting suitable methods for presenting analyses and findings.

An exploration of advanced statistical principles and how to apply them to quantitative research. This course provides an overview of advanced statistical concepts used in empirical research, including inferential analyses. You’ll use SPSS software to perform advanced computations as you build independent, scholarly statistical skills. Coursework will emphasize multivariate data; the use, comprehension, and evaluation of sophisticated statistical concepts; and the proper presentation of statistical results.

The doctoral comprehensive assessment is your opportunity to demonstrate your preparation for entering the dissertation phase as a doctoral candidate. You’ll synthesize discipline-specific content with research designs and methods to create a prospectus for a problem of applied practice within an educational context. This prospectus will likely become the foundation of your dissertation. This course is begun only after all your foundation, specialization, and research courses have been completed.

In this 12-week course, you’ll complete all relevant subsections of Section 1: Foundation. You’ll use your school-specific template and guidance from your chair to determine which subsections apply to your individual work. Section 1 must be completed and approved by your committee in order to pass the course and move forward. If you do not receive committee approval of Section 1, you’ll be able to take up to three supplemental eight-week courses to finalize and gain approval.

In this course, you’ll compose all relevant subsections of Section 2: Methodology and Design, and complete your proposal. Both of these components must be approved by your committee in order to pass the course and move forward. You’ll use your school-specific template and guidance from your chair to determine which subsections apply to your individual work. If you do not receive approval of Section 2 and the completed proposal by the conclusion of this 12-week course, you’ll be able to take up to three eight-week supplementary courses to finalize and gain approval.

In this course, you’ll prepare, submit, and obtain approval of your Institutional Review Board (IRB) application before collecting data and, if applicable, executing your project modeling. You’ll also submit a final study closure form to the IRB. If you’re still collecting data at the end of the 12-week course, you’ll be able to take up to three supplementary eight-week courses to complete the required components.

In this 12-week course, you’ll complete the relevant subsections of Section 3: Findings, Implications, and Recommendations, finalize your manuscript, and disseminate your findings. You’ll use your school-specific template and guidance from your chair to determine which subsections apply to your individual work. The final manuscript, including Section 3 and the dissemination of findings, must be approved by your committee in order to pass the course and be eligible to graduate. If you do not receive committee approval on all components, you’ll be able to take up to three supplemental eight-week courses to finalize these requirements and be eligible to graduate.

Specialization Courses

NUR-7000 Nursing Education Theories and Concepts

An exploration of theories and concepts that provide the foundation for nursing education and adult learning. You’ll conduct analysis of theory development and examine multidisciplinary concepts applicable to nursing education and research. You’ll also review the current and seminal literature regarding nursing practice, education, and research, as well as the social sciences.

NUR-7001 Future of Nursing Education: Challenges for the Educational Leader

In this course, you’ll learn the future opportunities and challenges in nursing education from the perspective of a reflective practitioner. You’ll discuss the regulatory, ethical, and political challenges faced by instructional and supervisory leaders in nursing education. In addition, you’ll focus on how educational leaders explore and act upon the variety of challenges and opportunities in the field.

NUR-7002 Nurse as Educator

This course examines the evolving roles of the nurse educator within the ever-changing healthcare system and educational environment. You’ll focus on the educator as a teacher, leader, collaborator, mentor, and change agent. Principles underlying the teaching of adult learners will be examined and applied to classroom and clinical settings. By the end of the course, you’ll have formulated a personal working philosophy of nursing education.

NUR-7003 Evidence-Based Teaching in Nursing

A study of the foundational knowledge in nursing science, skills, and education for contemporary nursing education practice and scholarship. This course explores current, evidence-based andragogic practices to develop a basis for studying and applying nursing education disciplines.

NUR-7004 Teaching with Technology in Nursing Education 

In this course, you’ll learn the importance of utilizing technology in nursing education in the classroom and clinical settings. The goal is to provide an understanding of technology tools that can create diverse and meaningful learning experiences. You’ll examine current technology trends, including simulation, online learning, learning management systems, instructional design, Web 2.0 tools, computer-assisted learning, presentation software, EHRs, and videos. Through discussion and practice, you’ll refine your instructional skills in applying these tools as an educator.

NUR-7005 Assessment and Evaluation in Nursing Education

This course explores evaluation methods used in nursing education curricula. Coursework will include norm-referenced and criterion-referenced evaluation methods. You’ll identify criteria used to develop reliable evaluation measures and explore techniques for identifying cognitive, affective, and psychomotor domains as they relate to education and nursing. Finally, you’ll examine current issues and research related to educational testing instruments, alternatives to standardized evaluation methods, and outcome measurement in education.

Program Outcomes

The Doctor of Education (EdD) program develops your abilities to lead improvements in practice within educational organizations. EdD learning outcomes include the ability to:

  • Recommend policies advancing equity and social justice in educational organizations
  • Select ethical and regulatory compliant actions supporting the mission and vision of organizations
  • Develop leadership skills through the integration of theoretical constructs with professional practice
  • Create strategic and tactical plans to improve organizations
  • Construct theory-informed decisions for addressing complex problems of practice

Why Choose National University

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We’re proud to be a Veteran-founded, San Diego-based nonprofit. Since 1971, our mission has been to provide accessible, achievable higher education to adult learners. Today, we educate students from across the U.S. and around the globe, with over 220,000 alumni worldwide.

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“National University has impacted my career. You can immediately apply what you learn in class to your business.”

-Francisco R., Class of 2016

Program Disclosure

Successful completion and attainment of National University degrees do not lead to automatic or immediate licensure, employment, or certification in any state/country. The University cannot guarantee that any professional organization or business will accept a graduate’s application to sit for any certification, licensure, or related exam for the purpose of professional certification.

Program availability varies by state. Many disciplines, professions, and jobs require disclosure of an individual’s criminal history, and a variety of states require background checks to apply to, or be eligible for, certain certificates, registrations, and licenses. Existence of a criminal history may also subject an individual to denial of an initial application for a certificate, registration, or license and/or result in the revocation or suspension of an existing certificate, registration, or license. Requirements can vary by state, occupation, and/or licensing authority.

NU graduates will be subject to additional requirements on a program, certification/licensure, employment, and state-by-state basis that can include one or more of the following items: internships, practicum experience, additional coursework, exams, tests, drug testing, earning an additional degree, and/or other training/education requirements.

All prospective students are advised to review employment, certification, and/or licensure requirements in their state, and to contact the certification/licensing body of the state and/or country where they intend to obtain certification/licensure to verify that these courses/programs qualify in that state/country, prior to enrolling. Prospective students are also advised to regularly review the state’s/country’s policies and procedures relating to certification/licensure, as those policies are subject to change.

National University degrees do not guarantee employment or salary of any kind. Prospective students are strongly encouraged to review desired job positions to review degrees, education, and/or training required to apply for desired positions. Prospective students should monitor these positions as requirements, salary, and other relevant factors can change over time.

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