nursing research fellowship

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American Academy of Nursing Fellowship

The 2024 call for nominations (cfn) is now closed.  the next cfn will open in march 2026..

The National Academies of Sciences, Engineering, and Medicine (the National Academies) bring together the most eminent researchers, policy experts, and clinicians from across the country to work together to provide nonpartisan, scientific, and evidence-based advice to national, state, and local policymakers; academic leaders; health care administrators; and the public. The National Academies are uniquely qualified to offer an exceptional learning environment to selected early-career health science scholars and future leaders in medicine and public health. With funding from the American Academy of Nursing (AAN), the AAN Fellowship was established under the National Academy of Medicine (NAM) Fellowship program.

The overall purpose of the AAN Fellowship is to provide talented, early-career health science scholars in nursing with the opportunity to experience and participate in evidence-based healthcare or public health studies that improve the care and access to care of patients in domestic and global health care systems. The program especially welcomes nominations of historically underrepresented candidates. Current Fellows of the AAN are eligible for the program.

This fellowship is part of the NAM Fellowships for Health Science Scholars program. See all opportunities >>

Paule Joseph, PhD, MS, FNP-BC, CTN-B, FAAN

2022-2024 AAN Fellow

Dr. Joseph is an early-career Afro-Latina nurse scientist, educator, and philanthropist who was born and raised in Venezuela, South America.  As an international expert in chemosensation and metabolic diseases, she bridges the intersections of nursing, science, nutrition, public health, policy, and health disparities.  She is a 2019 National Institutes of Health (NIH) Lasker Scholar and Distinguished Scholar.  She is Chief of the Section of Sensory Science and Metabolism in the Division of Intramural Clinical and Biological Research  at the National Institute on Alcohol Abuse and Alcoholism with a dual appointment at the National Institute of Nursing Research.

Dr. Joseph leads a multidimensional translational research program combining research and clinical practice focused on chemosensation (taste and smell), obesity, and substance abuse.  Her interdisciplinary laboratory team conducts research focused on understanding neurological and molecular mechanisms underlying chemosensation and motivational pathways of eating behaviors and how they might differ among individuals with obesity, alcohol, and substance use disorders.  Dr. Joseph is a leader of national and global nonprofit organizations dedicated to decreasing health disparities and increasing minority health promotion and access.  When individuals reported taste and smell loss during the COVID-19 pandemic, Dr. Joseph and her team began investigating the effects of the SARS-CoV-2 virus on the chemical senses. 

Dr. Joseph received an Associate Degree in Applied Sciences in Nursing at Hostos Community College, a BSN from the College of New Rochelle, and an MS with a specialty as a Family Nurse Practitioner from Pace University.  She completed a PhD in nursing with a focus in genomics at the University of Pennsylvania and conducted her PhD work at the Monell Chemical Senses Center.  She then completed a Clinical and Translational Postdoctoral Fellowship focused on  genomics, nutrition, and gastrointestinal diseases at the NINR, which was supported by the Office of Workforce Diversity.  Dr. Joseph is a certified nurse practitioner with clinical privileges at the NIH Clinical Center and outside NIH.

Fellowship Description

The AAN Fellowship is awarded for a two-year period. During this time, the fellow is expected to continue to work at their primary academic and research posts, while being assigned to a particular board at the National Academies. The boards are:

• Children, Youth, and Families,
• Food and Nutrition,
• Global Health,
• Health Care Services,
• Health Sciences Policy, and
• Population Health and Public Health Practice.

The fellowship requires a 10- to 20-percent commitment of time for two years, and includes attendance at a one-week orientation session, the NAM Annual Meeting and the meetings of the fellow’s designated board. Domestic travel expenses are covered for participation in approved fellowship activities. Additionally, the fellow will participate actively in the work of an appropriate study committee or roundtable, including contributing to its reports or other products. Studies that would enable the potential for the fellow to contribute to the value of integrating medicine and public health will be identified.

This experience will introduce the AAN Fellow to a variety of experts and perspectives, including legislators, government officials, industry leaders, executives of voluntary health organizations, scientists, and other health professionals. In addition, each fellow will be assigned to an NAM member who will serve as a senior mentor during the two years of the fellowship.

A flexible research grant of $25,000 will be awarded to each AAN Fellow, which will be administered through the appropriate department in the fellow’s home institution to advance the fellow’s professional and academic career. This grant is not intended for use as a salary offset for the fellow, and no indirect costs are allowed.

Eligibility

Nominees for the AAN Fellowship must:

• Be nominated by a member of the NAM or the AAN Board of Directors*
• Hold a doctoral degree
• Be four-to-ten years out from completion of post-graduate work
• Be a Fellow of the AAN
• Be able to dedicate 10 to 20 percent of time to the fellowship for two years
• Have endorsement by the department chair, institute director, or equivalent
• Hold U.S. citizen or permanent resident status at the time of the nomination

*Candidates who wish to be considered for nomination by the AAN Board of Directors must complete an online form and submit all required nomination packet materials except the nomination letter by 5:00pm ET on April 26, 2024, at https://www.surveymonkey.com/r/QGTWRH2 .

Selection Criteria

Nominees will be evaluated by an NAM-appointed committee based on their professional qualifications, scholarship, and quality of professional accomplishments as evidenced through publications and research grants, and relevance of current field of expertise to the work of the NAM.

Preference will be given to candidates who have a demonstrated interest in policy and scholarship related to health equity.

Nomination Packet

A complete nomination packet must be submitted electronically through the online nomination system at https://namfellows.secure-platform.com/submission  and will include the following documents:

• A nomination letter from a member of the NAM or the AAN Board of Directors
• Three (3) letters of reference
• A supporting letter from the candidate’s department chair, institute director, or equivalent
• An up-to-date curriculum vitae
• A brief one-page bio
• A one-page personal statement that describes the candidate’s reasons for wanting to be a fellow for this particular program at this phase of their career

Fellowships will be awarded in even years.

• March 4, 2024  |  Call for nominations opens
• June 3, 2024  |  Nomination packets are due at 3:00pm ET
• July 25, 2024  |  Awardee is notified
• September 10-12, 2024  |  Fellow orientation week at the NAM is held
• October 21, 2024  |   Fellow is introduced to the Membership at the NAM Annual Meeting

Program Administration

Inquiries about the AAN Fellowship should be directed to:

Yumi Phillips Senior Program Officer, Health Policy Fellowships and Leadership Programs National Academy of Medicine 500 Fifth Street, NW Washington, DC 20001 Phone: (202) 334-1506 │ Email: [email protected]

Home / Post-Doctoral Nursing Fellowships

Post-Doctoral Nursing Fellowships

How to Secure a Fellowship

What nursing fellowships are available, list of post-doctoral nursing fellowship programs.

Nurses with a master’s degree choose to pursue the next-step-doctoral degree for many reasons. Often, it’s the desire to pursue a passion such as teaching at an academic level, striving for educational wisdom, or conducting research in a variety of settings and venues that drives the nurse to obtain a demanding degree. Once the doctoral level of the ivory tower is achieved with a DNP or PhD , the next challenge is an academic fellowship, which allows the post-doctoral nurse to research on a specific area of interest.

Although many organizations, institutions, and academic settings offer post-doctoral fellowships for nurses, the competition for selection is quite high. The chance to be paid while conducting research in an area of passion, which may include international travel and the possibility of having your work published, leads to many nurses applying for limited spots. Nurses who are interested in applying for fellowships should:

• Read the fine print to make sure you're qualified before you apply
• Be prepared to present valid examples of how your experience relates to the fellowship
• Only apply to those fellowships that truly speak to you or is in an area you're passionate about as you'll be spending countless hours of focus on the subject
• Be willing to show your authentic personality and vulnerabilities during the interview process to let them see that you're more than just a CV
• Be ready to provide incredible recommendations from reputable mentors who will vouch for the knowledge, skills, and abilities you'll bring to the fellowship

Many institutions start and end fellowships many times throughout the year. Nurses can conduct their own research, or rely on nursing advocate sites such as RegisteredNursing.org. Although an exhaustive list would outdate as soon as it publishes, we've listed a few programs as examples; or see a more concise list below.

• The U.S. Department of Veterans Affairs offers fellowships through the Center for Healthcare Organization and Implementation Research ( CHOIR ), a multi-disciplinary research center that has an academic affiliation with many top-level institutions including the University of Massachusetts Medical School and Harvard Medical School. The two-year post-doctoral fellowship in health services research focuses on research projects in the areas of patient-centered care, organizational transformation and culture change, evidence-based practice, and patient safety. Senior investigators serve as mentors to the fellows in the full aspect of research methods and health service innovations. Fellows are encouraged to develop their own individual projects and are compensated with a fixed stipend.
• The National Institute of Health's nursing research division ( NINR ) offers a Graduate Partnerships Program that coordinates training and funding for Ph.D. students attending a school of nursing. The program combines the academic environment with the research focus of the NIH to encourage and support nurses interested in clinical research. Students apply their final year of doctoral coursework and, once selected, matriculate to the NIC within a year to begin their dissertation research. This is a generous program that offers a stipend, tuition allowance, travel funds and health insurance for up to three years.
• Duke University offers numerous post-doctoral fellowships that included Adult-Gerontology Nurse Practitioner, partnerships with the CDC, statistician work, and other externally funded School of Nursing research projects. As a well-known and well-respected institution, nurses seeking a fellowship with Duke University should consider all of the options available at the time of interest. Depending on the program, the nursing research focus will evolve to the specialty or partnership.

Post-doctoral nurses have many choices of specialties in which to focus during a fellowship. Finding the best fit for your passion will help pull you through the thousands of hours spent on the program and subject, so choose with intention.

Jump to Your State Listings

Connecticut, yale university.

• Pre-Doctoral and Post-Doctoral Research Campus

Johns Hopkins University

• Several Post-Doctoral Opportunities Hybrid

University of Michigan

• Postdoctoral Fellowship Opportunity Hybrid

University of Nebraska Medical Center

• Postdoctoral Nursing Program Hybrid

North Carolina

Duke university.

• Postdoctoral Fellowship Program Hybrid

The University of North Carolina at Chapel Hill

• Pre / Postdoc Fellowships Hybrid

Vanderbilt University

• Postdoctoral Program Hybrid

Washington, DC

U.s. department of veterans affairs - choir.

• Post-Doctoral Fellowship Hybrid

Are we missing your school's program or need to update information listed? Please contact us so we can make the necessary changes.

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Nursing Research and Evidence-Based Practice

The Department of Nursing Research and EBP partners and collaborates with our academic colleagues at the  Stanford University School of Medicine ,  Maternal & Child Health Research Institute ,  Stanford Medicine Center for Improvement , and the Stanford Office of Research and  Patient Care Services (ORPCS) . Within the department, Nurse-Scientists conduct independent research and collaborate with various disciplines and departments in the conduct of research, evidence-based practice (EBP), and quality projects. As a department, we provide comprehensive services to support nurses, respiratory therapists, social workers, child life specialists, chaplains, and other colleagues who provide patient care with the following: research design, Institutional Review Board (IRB) application preparation, grant writing, dissemination, educational workshops, and evidence-based practice projects.

Mission and vision of  the department

• Our mission is to promote inquiry, innovate practice, and disseminate discovery.
• Our vision is to be internationally recognized for nursing research.

Consultative services

Members of the Department of Nursing Research and Evidence-Based Practice (EBP) offer guidance and consultation services that can be individualized to help meet your needs. 

The Department of Nursing Research and Evidence-Based Practice partners with our Stanford colleagues listed above. Together with these Stanford affiliates, we are committed to making new discoveries that translate to improving care for our patients.

Research Training

Nursing Research Fellowship

The Department offers a Research Fellowship over a 24-month period for nurses who have a master’s or doctoral degree. The fellowship provides four hours per week of protected time, or a total of 208 hours. The goal of the Research Fellowship is for nurses to develop a clinically focused research proposal and to conduct a study. The program accepts study proposals that are observational, cohort, case-control, quasi-experimental, randomized control trials and qualitative in nature. The overall expectations are for the nurse to develop a research study that can produce results that are generalizable. At the completion of this program, the nurse will create an abstract, poster, presentation, and manuscript that can be disseminated locally, nationally, or internationally.

Nursing Research Internship

The Department offers an internship program for nurses at Stanford Medicine Children’s Health (SCH) who are interested in learning more about maternal child health research and scientific writing. Interns will partner with a member of the Department of Nursing Research and EBP and through a mentoring process will gain knowledge and experience about clinical research, specifically: research methods and design, ethics, the IRB process and dissemination.

Educational Opportunities

Research Primer Course

In collaboration with Stanford Health Care (SHC), this course offers the student basic principles and practices for conducting a research study. Topics include: appraising the literature; discovering resources available at the Lane Library; developing PICO questions; understanding research outcome measurement; reviewing IRB requirements; designing data management techniques and disseminating research results.

By the end of the course, the attendee will have learned how to begin the research process. The target audience for this course includes all levels of health care providers who want to learn more about completing a research study and the available resources. Offered twice a year: March and August.

Legacy Grant-Writing Webinar

This workshop will describe the essential requirements and steps to complete a Legacy Grant application for nurses at SCH or SHC. The workshop will begin with an overview of the Legacy Grant, what grant reviewers are looking for, and common mistakes to avoid. Topics include: identifying the purpose of a project, completing a literature review on the topic, developing methods for research, and creating a budget and timeline. The target audience for this workshop is all professionals with a nursing degree employed by SCH or SHC. The overall learning objective for this course is for participants to prepare a well-developed project and grant application to fund their research. This proposal must positively impact practice and/or patient care. Offered twice a year: April and September.

Evidence-Based Practice

Introduction to EBP Course

The Department offers a four-hour workshop focused on learning the fundamentals of evidence-based practice (EBP). Using the Stanford Medicine Children’s Health EBP Model, attendees will gain an overview of the EBP process and how to apply it to a clinical situation. Our instructors will provide the knowledge, tools, and skills needed to conduct an EBP project. The workshop involves both didactic and interactive sessions using an exemplar to guide the participant through the EBP process. This hands-on workshop is open to nurse residents, bedside nurses, clinical leaders, educators, and hospital champions who are charged with implementing EBP. The Introduction to EBP Course is recommended as an initial step to learn about EBP.

EBP Fellowship

The Department offers an Evidence-Based Practice (EBP) Fellowship over a 12-month period for staff who have a bachelor’s, master’s, or doctoral degree. The fellowship provides approximately two hours a week of protected fellowship time, or a total of 80 hours. The goal of this program is to educate nurses at Stanford Medicine Children’s Health (SCH) about the principles of EBP in an effort to implement best practices. The goals of the fellowship are to integrate the EBP process with projects led by nurses and to be completed within a 12-month period. Implementing a small test of change grounded in research and developing a sustainability plan are other goals of the program. Offered once a year to SCH staff.

Stanford Nurse Alumnae Legacy Grant

The Stanford Nurse Alumnae Legacy Grants are intended to continue the Stanford University School of Nursing’s tradition of excellence in nursing practice, leadership, education, and research. The Stanford Nurse Alumnae Legacy Grant funds are a living expression of an enduring commitment to academic nursing practice at Stanford. The aims of the grant are to:

• Build on the foundation of academic nursing established by the Stanford University School of Nursing.
• Enhance nurses’ professional development through sponsoring research and practice improvement projects.
• Promote nursing’s active role and influence in improving health care delivery and advancing patient outcomes.  Application deadlines: 31 and April each year.  See the  Office of Research Patient Care Services .

Sigma Awards

In 2020, nurse leaders at SCH and SHC established the Alpha Alpha Sigma Chapter as the first practice-only chapter. This new Sigma chapter creates opportunity for nursing scholarship and research, and offers awards for bachelor, masters and doctorally prepared nurses annually.

For questions about the Research or Evidence-Based Practice please contact the Department of Nursing Research and EBP at:  [email protected]

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10 Fellowships for Early and Mid-Career Nurses

If you envision a future in the field of nursing, these fellowships are right up your alley! Providing opportunities for both recent nursing graduates and experienced professionals, these programs allow fellows to study many different aspects of nursing, gain valuable clinical experience abroad, or finish a postgraduate degree. Each offers a variety of benefits, including professional development, leadership training, and global networking opportunities. The list begins with fellowships for early-career nurses and progresses to those requiring more experience. If one of them catches your eye, be sure to bookmark it to your ProFellow account!

Medical Missionaries Global Health Fellowship

The Medical Missionaries Global Health Fellowship offers two recent college graduates, graduate students, or professionals interested in global health an opportunity to gain experience in health care delivery in a developing country. Fellows spend one year in rural Thomassique, Haiti, working at St. Joseph’s Clinic. The Fellowship is not intended to be a clinical experience, but rather an introduction to global health in a resource-limited setting. All living expenses and travel are covered by the fellowship. Medical Missionaries is a non-profit, non-religiously affiliated organization.

Margaret E. Mahoney Fellowship in Health Policy

The Margaret E. Mahoney Fellowship in Health Policy program provides stipends for outstanding Master’s-level medical, dental, public health, public policy, and graduate nursing students enrolled at schools in the United States to conduct summer research projects on some aspect of health care delivery transformation for vulnerable populations and/or early childhood health and development, with an emphasis on policy implications. Fellows are also required to participate in a variety of leadership development activities and will have the opportunity to meet local and national health policy leaders. Fellows will receive a stipend of $6,000 intended to cover living expenses.

Johnson & Johnson/AACN Minority Nurse Faculty Scholars Program

The Johnson & Johnson/AACN Minority Nurse Faculty Scholars program provides financial support to graduate nursing students from minority backgrounds who agree to teach in a school of nursing after graduation. Students must be enrolled full-time and preference is given to students in doctoral programs. In addition to seeking out individuals committed to careers in nursing education, this program also will expand the number of culturally-competent nurse educators available to teach an increasingly diverse student body. Applicants must be a part of an underrepresented minority group and scholarship is for $18,000.

PhRMA Foundation Pre-Doctoral Fellowships

The fellowship program of pre-doctoral support is designed to assist full-time, in-residence Ph.D. candidates who are enrolled in U.S. schools of medicine, pharmacy, dentistry, nursing or schools of public health. The program seeks to support advanced students who will have completed the bulk of their pre-thesis requirements (two years of study) and are starting their thesis research by the time the award is activated. The award is made to the university on behalf of the fellow. The fellowship provides a stipend of $20,000+ a year payable quarterly for a minimum of one year and a maximum of two years.

Peace Corps Response Program

Peace Corps Response provides opportunities for qualified individuals to undertake short-term, high impact assignments in programs around the world. To be eligible for service applicants must be at least 18 years of age and a U.S. citizen. In addition, Peace Corps Response requires that all applicants meet one of the following eligibility requirements below: Have significant professional experience; a doctor or nurse applying to Global Health Service Partnership (GHSP); or a returned Peace Corps Volunteer. View current opportunities or search on specific criteria to find opportunities that match your interests.

NHF Nursing Excellence Fellowship

The purpose of the National Hemophilia Foundation (NHF) Nursing Excellence Fellowship is to provide support for a registered nurse currently employed or interested in hemophilia care to conduct nursing research or clinical projects. Endorsement by a federally funded hemophilia treatment center is recommended. Only registered nurses from an accredited nursing school enrolled in a graduate nursing program or practicing hemophilia nursing care may apply. Each year one new research fellowship of up to $13,500 will be awarded.

Robert Wood Johnson Foundation Health Policy Fellows

The Health Policy Fellows program is a residential fellowship experience in Washington, DC for mid-career professionals, which prepares individuals to influence the future of health care and accelerate their own career development. Fellows actively participate in the formulation of national health policies in congressional offices and accelerate their careers as leaders in health policy. Up to six fellows will be selected for the program. Fellows are able to continue their health policy activities for up to 12 months after the Washington placement period.

Takemi Program in International Health

The Takemi Program in International Health seeks to improve health and health systems around the world by welcoming mid-career health professionals and scholars to the Harvard T. H. Chan School of Public Health to conduct path breaking research and develop their leadership skills. The program focuses on helping middle to lower income countries and creating systems that work when resources are scarce. Applicants must have completed a graduate degree in medicine, law, public health, economics, management, or social sciences and have several years of work experience. The program provides four to five fully funded fellowship positions each year.

Health and Aging Policy Fellows Program

The program is open to professionals from diverse disciplines (including physicians, nurses, social workers, psychologists, dieticians, healthcare administrators, epidemiologists, economists, and lawyers from academic and practice settings), at all career stages, with a demonstrated commitment to health and aging issues and a desire to be involved in health policy at the federal, state or local levels. The program offers two tracks: a residential program (up to $120K), which is a 9-12 month placement in Washington, D.C. or at a state agency as a legislative assistant in Congress or professional staff in an executive agency or in a policy organization; and a non-residential program (up to $30K), which includes a health policy project.

Global Health Fellows II Program (GHFP-II)

The Global Health Fellows II Program is a cooperative agreement implemented to improve the effectiveness of USAID health programs by developing and increasing the capacity of health professionals with tailored development opportunities. Fellows are placed in junior, mid and senior level roles within organizations and participate in professional development activities to enhance their technical and leadership skills. Fellows work directly with global health professionals involved in state-of-the-art technical work with USAID, governmental, non-governmental and faith-based organizations. Fellows receive a competitive salary and benefits.

© Victoria Johnson 2018, all rights reserved.

Related Posts:

• Fully Funded Master's Programs in Nursing
• 11 Global Health Fellowships in Developing Countries
• 7 Pharmacy Fellowships For All Career Stages
• Fully Funded PhD Programs in Nursing
• 11 Health Policy Fellowships for Every Career Stage

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Nursing Research Priorities

Research priorities.

The ANA Enterprise Research Priorities are strategically designed to address critical challenges and opportunities in nursing and healthcare. These priorities focus on enhancing healthcare access, improving safety and quality of care, and promoting the health and well-being of nurses. They also emphasize the importance of diversity, equity, and inclusion, the development of professional identity, and environmental sustainability. Together, these research priorities aim to drive impactful changes that will shape the future of nursing and healthcare on a global scale. Download the full document to learn more about how these priorities are guiding innovative research and advancing the profession.

ANA Enterprise Research Council

The ANA Enterprise Research Advisory Council provides expert guidance and recommendations to the Institute for Nursing Research & Quality Management on matters of global importance, aimed at shaping the future of nursing and healthcare. By fostering a culture of inquiry and advancing interprofessional, practice-based research, the Council drives transformative initiatives that align with the ANA Enterprise's mission to lead the profession forward.

Composed of volunteer experts, the Council unites diverse nursing voices to steer research efforts that strengthen the global impact of nursing. It ensures that frontline nurses' perspectives are central to advancing healthcare innovations. Historically focused on building research capacity, fostering collaboration, and enhancing data governance, the Council's priorities now emphasize workforce development, nurse well-being, diversity and inclusion (DEIB), expanding the scope of practice, and demonstrating the value of nursing.

Research Advisory Council

Jen bonamer.

PhD, RN, AHN-BC, NPD-BC

Nursing Professional Development – Research Specialist Education, Professional Development & Research Department Sarasota Memorial Health Care System

Jen Bonamer works as a Nursing Professional Development – Research Specialist at Sarasota Memorial Hospital in Sarasota Florida. She leads the nursing research and evidence-based practice programs and is actively focused on supporting healthy work environments and clinician well-being. Jen received her BSN from the University of Florida (Gainesville) and practiced for ten years in pediatrics (general practice and hematology/oncology/bone marrow transplant). She completed the University of South Florida’s (Tampa) Nursing BS to PhD program with her master’s of science degree (nursing education) and PhD (nursing). She is certified in both nursing professional development and advanced holistic nursing. Jen is an active member in the American Nurses Association – Enterprise (ANAE) Research Advisory Council and an independent contractor of peer review services for the Magnet program.

Catherine H. Ivory

PhD, RN-BC, NEA-BC, FAAN

Associate Nurse Executive, Nursing Excellence Vanderbilt University Medical Center

Cathy Ivory, PhD, RN-BC, NEA-BC, FAAN, Associate Nurse Executive, oversees the Office of Nursing Excellence for the Vanderbilt Health System. Through collaboration across all VUMC and Vanderbilt University entities, The Office of Nursing Excellence is responsible for professional, evidence-based nursing practice, VUMC’s shared governance and Magnet activities, and all aspects of inquiry that translates evidence into practice and improves quality, safety, patient experience, and the delivery of cost effective care across settings. Dr. Ivory facilitates nursing research activities and connects nurse investigators with collaborators across the broader research enterprise at Vanderbilt.

Dr. Ivory has more than 25 years of experience as a staff nurse, clinical specialist, system-level nursing administrator, educator, and health services researcher. Dr. Ivory’s clinical focus is perinatal nursing and she served as the 2014 President of the Association of Women’s Health, OB and Neonatal Nurses (AWHONN), representing more than 300,000 nurses who care for women and newborns. She also holds two ANCC board certifications, one as an informatics nurse (RN-BC) and one as an advanced nurse executive (NEA-BC). She was inducted as a fellow in the American Academy of Nursing in 2017.

Dr. Ivory holds a BSN, an MSN in nursing administration/healthcare informatics, and a PhD in nursing science. Her research interests include implementation science and using data generated by nurses to quantify their role in patient care, patient safety, and patient outcomes. She is passionate about the nursing profession, nursing informatics, evidence-based nursing practice, and research.

David W. Price

MD, FAAFP, FACEHP, FSACME

Professor, Family Medicine, University of Colorado Anschutz School of Medicine Senior Advisor to the President and CEO, American Board of Family Medicine Medical Education and Quality Improvement Consultant and Coach Associate, Wentz/Miller Global Services

Dr. Price is Senior Advisor to the President, American Board of Family Medicine. He is also Professor of Family Medicine at the University of Colorado School of Medicine.

Dr. Price spent 29 years in the Kaiser Permanente (KP) system in several roles, including Director of Medical Education for the Colorado Region and the (national) Permanente Federation; physician investigator with the KP Colorado Institute of Health Research; Co-director of the Kaiser Colorado Center for Health Education, Dissemination and Implementation research; Clinical Lead for Kaiser National Mental Health Guidelines; member of the Kaiser National Guideline Directors Group, and Chair of Family Medicine for the Colorado Permanente Medical Group. He served on the ABFM Board of Directors from 2003 – 2008, where he chaired the R&D and Maintenance of Certification committees and was Board Chair from 2007-2008. He is a former Senior Vice-President at the American Board of Medical Specialties. He is a past Director of the Accreditation Council for Continuing Medical Education, a past-president of the Colorado Academy of Family Physicians, past chair of the AAMC Group on Educational Affairs section on Continuing Education and Improvement, and currently serves on the AAMC Integrating Quality Initiative steering committee. He is widely published and has spoken nationally and internationally and published in areas ranging from continuing medical education/professional development, quality and practice improvement, mental health, and evidence-based medicine.

Dr. Price received his M.D. degree from Rutgers Medical School in 1985 and completed his Family Medicine Residency and chief residency at JFK Medical Center, Edison, NJ, in 1988. He is a fellow of the American Academy of Family Physicians, the Alliance for Continuing Education in the Health Professions, and the Society of Continuing Medical Education (SACME) and the recipient of the 2018 SACME Distinguished Service in CME Award.

Marianne Weiss

Professor Emerita of Nursing Marquette University College of Nursing

Dr. Weiss is Professor Emerita of Nursing at Marquette University in Milwaukee, WI. She holds a Bachelor of Science in Nursing degree from McGill University in Montreal, Canada, and Master of Science in Nursing and Doctor of Nursing Science degrees from the University of San Diego. Prior to joining the faculty of Marquette University, she held positions as clinical nurse specialist and nurse researcher in women’s services for a large healthcare system.

Dr. Weiss continues to be an active nurse researcher and research consultant. Her program of research focuses on the contribution acute care nurses make to patient outcomes. Much of her work has focused on discharge preparation, assessment of discharge readiness, and post-discharge outcomes across the range of patients discharged from acute care hospitals. Her funded research studied the impact of nurse staffing on quality and cost measures of the discharge transition from hospital to home. Dr. Weiss was the Principal Investigator for the READI multi-site study, commissioned by ANCC and conducted at 33 Magnet hospitals, that investigated implementation of discharge readiness assessment as a standard nursing practice for hospital discharge. Other related research focuses on nurse staffing, continuity of care, and nurse characteristics such as education and certification that contribute to nurse performance in achieving patient outcomes. Her goal is to document the critical role and value hospital nurses bring to patient care and outcomes during and after hospitalization.

Instrument development has been an important aspect of her work on discharge readiness. Dr. Weiss has developed and tested research scales to measure quality of discharge teaching, discharge readiness, and post-discharge coping difficulty. She has conducted tool validation studies in adult-medical surgical patients, parents of hospitalized children, and postpartum mothers. These scales have been translated into more than 15 languages and are being used extensively in clinical practice and research. Dr. Weiss collaborates frequently with researchers worldwide on the science of discharge preparation. She has published extensively with US and international colleagues.

Olga Yakusheva

Professor of Nursing and Public Health Department of Systems, Populations and Leadership Department of Health Management and Policy University of Michigan School of Nursing and School of Public Health

Dr. Yakusheva is an economist with research interests in health economics and health services research. Yakusheva's area of expertise is econometric methods for causal inference, data architecture, and secondary analyses of big data. The primary focus of Yakusheva’s research is the study of economic value of nursing/nurses. Yakusheva pioneered the development of a new method for outcomes-based clinician value-added measurement using the electronic medical records. With this work, Yakusheva was able to measure, for the first time, the value-added contributions of individual nurses to patient outcomes. This work has won her national recognition earning her the Best of AcademyHealth Research Meeting Award in 2014 and a Nomination in 2018. Yakusheva is currently a PI on a AHRQ funded R01 measuring the continuity of interprofessional ICU care and an ANF/ANCC funded research grant measuring the value-added contribution of specialty nurse certifications to nurse performance and patient outcomes.

Yakusheva is a team scientist who has contributed methodological expertise to many interdisciplinary projects including hospital readmissions, primary care providers, obesity, pregnancy and birth, and peer effects on health behaviors and outcomes

Yakusheva holds a PhD in economics, an MS in economic policy, and a BS in applied mathematics.

Colleen K Snydeman

Executive Director, Office of Quality, Safety, Informatics, & Practice and the Inaugural MGH Endowed Scholar in Nursing Practice, Nursing & Patient Care Services, Massachusetts General Hospital

Dr. Snydeman’s expertise and leadership are dedicated to delivering safe, evidenced-based, high quality patient care through the continuous improvement of practice and positive outcomes with a focused commitment to the safety and well-being of the workforce. As the executive director of Massachusetts General Hospital’s Patient Care Services Office of Quality, Safety, Informatics, & Practice I provide oversight for quality and safety programs, improvement initiatives and outcomes associated with quality nursing care (falls, pressure injuries, central line blood stream infections, catheter associated urinary tract infections, and assaults on nursing personnel). I oversee a team of nine quality and informatics specialists and have a formal, non-direct reporting relationship with 75 unit based clinical nurse specialist and nurse practice specialists.

During the unprecedented COVID-19 era I led and supported a full implementation of Circle Up Huddles in all PCS inpatient areas, implementation of hospital-wide Proning Teams (recognized by Johnson & Johnson as a top ten innovation), pressure injury research, qualitative research on the experiences of bedside nurses and respiratory therapists, and implementation of resiliency and wellbeing strategies. In collaboration with RGI analytics, we have developed an algorithm using live streaming electronic health record data to alert nurses on their iphones to changes in patient’s fall risk and the associated interventions needed to prevent falls. Preliminary statistical findings are promising.

I have over forty years of progressive nursing leadership experience. My background in nursing leadership and critical care nursing led to my dissertation work using a quasi-experimental pre/post-test design with intervention and control groups to measure the impact of a theory based adverse event nurse peer review program on safety culture and the recovery of medical errors in the critical care setting. A linear mixed model analysis suggested that critical care nurses who participated in the program had a more critical view of safety culture and work environment, along with increased accountability and responsibility for their role in using strategies to keep patients safe. Further interdisciplinary safety research is underway.

Johana Rocio, Fajardo (Almansa)

Advanced Heart Failure & Transplant Nurse Practitioner, Duke University Hospital

As a doctor of nursing practice with a specialty in heart failure, transplant and mechanical support, my research is focused on improving patient outcomes through the development and implementation of best practices for the care of advanced heart failure patients. My clinical activities are centered on reducing healthcare inequities and improving Health Related Quality of Life (HRQoL) throughout the disease trajectory by optimizing interdisciplinary management and transitional care. Additionally, I have worked on database creation for both clinical and academic purposes as well as leveraging information technology to promote clinical practice standardization, minimize medical errors, and reduce cost of care.

Lastly, I have assisted in the establishment of centers of excellence by building the organizational, clinical, and educational infrastructures to deliver integrative, efficient, and specialized care to the Amyloidosis and Sarcoidosis populations. Furthermore, I have participated as a keynote speaker at national and international medical symposiums and have served as editor in chief and writer of textbooks. During my tenure as an Assistant Professor at Georgetown University School of Medicine, my research focused on the implementation of translational and organizational research to address specific issues in clinical practice and patient care delivery. Additionally, my work in the utilization of Inotropic support in rare cardiomyopathies was recognized as innovative in the field. By providing evidence and simple clinical approaches, this body of work has changed the standards of care for rare cardiomyopathy patients and will continue to provide assistance in relevant medical settings well into the future. I have served in the capacity of Principal Investigator, Co-Investigator, task leader, and technical consultant on projects supported by the government, industry and internal funding sources. In addition, I have successfully collaborated in randomized clinical trial conduction (e.g. patient screening, enrollment, and monitoring), and produced peer-reviewed publications.

Kathy Casey

PhD, RN, NPD-BC

Professional Development Specialist, Denver Health Adjunct Professor, University of Colorado, College of Nursing Adjunct Faculty, Colorado Christian University

Kathy Casey, PhD, RN, NPD-BC, is nationally and internationally known for her Casey-Fink Survey design work supporting graduate nurse role transition, nurse retention, and readiness for professional practice.

Kathy is certified in Nursing Professional Development, and currently serves as a Professional Development Specialist at Denver Health, in Denver, Colorado. She is an Adjunct Professor at the University of Colorado College of Nursing and Adjunct Faculty teaching EBP and Research at Colorado Christian University. Kathy is a lead appraiser for the American Nurses Credentialing Center Practice Transition Accreditation Program (PTAP).

In March 2023, Kathy received the Association for Nursing Professional Development's Marlene Kramer Lifetime Achievement Award for her contributions and research on survey development for use in education and practice programs. In October 2023, Kathy will be inducted as a fellow in the American Academy of Nursing.

Kathy received her Bachelor of Science in Nursing from Pacific Lutheran University, her Master's Degree in Nursing Administration from the University of Colorado, College of Nursing, and her Doctorate in Nursing Education from the University of Northern Colorado, School of Nursing.

Kortney James

PhD, RN, PNP-C

Dr. Kortney James is a PhD prepared nurse and Associate Health Policy Researcher at RAND Corporation. Her research focuses on improving access to quality reproductive health services to minoritized populations. Dr. James is also the Associate Editor of the Nursing for Women's Health Journal, a role in which she is committed to recruiting and supporting manuscripts and research that reflect diverse perspectives and identities. Dr. James recently completed a postdoctoral fellowship in the National Clinician Scholars Program, a continuation of the Robert Wood Johnson Foundation, in the School of Medicine at the University of California, Los Angeles. During her postdoctoral fellowship Dr. James has published several manuscripts in high impact journals. Select publications include "NIH funding: Hone efforts to tackle structural racism" featured in Nature and "Factors associated with postpartum maternal functioning in Black women," featured in Journal of Clinical Medicine. Thus far, Dr. James has been awarded $230,000 to support her research related to Black perinatal mental health. She received $30,000 from the Iris Cantor UCLA Women's Health Center to support her mixed methods study that aims to identify and understand culturally and racially relevant influences on their journey to healing from perinatal mood and anxiety disorders. Dr. James also received $200,000 from the American Nurses Foundation to implement an educational intervention to support ambulatory care nurses and other healthcare staff to care for Black pregnant and postpartum people’s mental health needs with culturally relevant resources. Dr. James has a wide range of clinical experience in acute inpatient care, primary care, and public health. Dr. James is a pediatric nurse practitioner with over a decade of experience in acute newborn care and pediatric primary care. Dr. James has extensive experience in perinatal care due to her time as a registered nurse in the highest volume birthing hospital in the country with an average of around 25,000 births a year (and counting). Dr. James has also held an executive leadership position in the Office of Nursing, Maternal Child Health, and Infectious Disease divisions at the Georgia Department of Public Health in Atlanta, GA.

Ultimately, Dr. James' mission is to co-create solutions with Black women and people capable of pregnancy to achieve health equity.

For questions or inquiries please contact the ANCC Research Council members at [email protected] .

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Fellowship Opportunities

• U.S. Department of Veterans Affairs: https://www.choir.research.va.gov/fellowship/index.asp
• University of Michigan: http://nursing.umich.edu/sites/default/files/content/page/research/doc/t32_postdoc_final.pdf
• University of Nebraska Medical Center: https://www.unmc.edu/centric/about/pdoc-program/index.html
• Duke: https://nursing.duke.edu/academics/programs/postdoctoral-fellowship-program/postdoctoral-fellowship-program
• Johns Hopkins University: https://nursing.jhu.edu/faculty_research/research/opportunities/post-doctoral/index.html
• Vanderbilt University: https://nursing.vanderbilt.edu/postdoc/index.php
• University of North Carolina: https://nursing.unc.edu/academic-programs/pre-postdoc-fellowships/
• Yale: https://nursing.yale.edu/academics/pre-doctoral-and-post-doctoral-research
• University of California San Francisco: https://nursing.ucsf.edu/programs/postdoctoral-studies
• Emory: http://www.nursing.emory.edu/faculty-and-research/faculty-research-postdoc-recruitment.html
• University of Rochester: https://www.son.rochester.edu/research/postdoc/index.html
• University of Washington: https://nursing.uw.edu/prospective/doctoral-training/
• IUPUI: https://nursing.iupui.edu/careers/positions/open-postdoc.shtml
• University of Pennsylvania: https://www.nursing.upenn.edu/chopr/fellowships/post-doctoral-fellowships/
• University of Alabama Birmingham: http://www.uab.edu/nursing/home/forms-and-resources/206-research/phd-pages/1886-pre-and-post-doc-opportunities
• University of Virginia: https://www.nursing.virginia.edu/admissions/postdoc/
• National Institutes of Health: https://www.ninr.nih.gov/training
• Oregon School of Health Sciences: http://www.ohsu.edu/xd/education/schools/school-of-nursing/admissions/tuition-fees/symptom_mgmt_fellowship.cfm
• UCLA: https://www.nursing.ucla.edu/about-us/faculty-openings/post-doc-opportunities
• Massachusetts General Hospital: http://www.mghpcs.org/MunnCenter/Munn_Research_Doctoral_Fellowship_Award.asp
• Columbia University: http://nursing.columbia.edu/research/research-training-opportunities/reducing-health-disparities-through-informatics-rheadi
• University of Utah: http://nursing.utah.edu/research/post-doctoral-fellow/current-fellows.php
• Case Western Reserve University: https://nursing.case.edu/about/directories/post-docs/
• UCSF: https://nursing.ucsf.edu/biobehavioral-research-program-symptom-science /
• University of Pittsburgh: http://www.nursing.pitt.edu/research/institutional-research-training-grants
• University of Iowa: https://nursing.uiowa.edu/research/pain-research
• University of Pennsylvania: https://www.nursing.upenn.edu/ ncth/about-us/mentorships- fellowships/
• Drexel University College of Nursing and Health Professions: https://careers.drexel.edu/en-us/listing/?jobnotfound=true
• University of Texas MD Anderson Cancer Center: Argyros Postdoctoral Fellowship in Oncology Nursing Research
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The Council for the Advancement of Nursing Science

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Pre- and Post-Doctoral Fellows

Doctoral and postdoctoral training.

In addition to our  PhD in Nursing Science program , the UW School of Nursing offers several opportunities for enhanced training in specific areas of nursing science. Trainees in these programs are generally supported via fellowships.

Pre- and Post-Doctoral Training – Research in Nursing & Global Health (RiNGH)

Global health is a multi-disciplinary field that aims to improve health equity for individuals, families and populations. Research in this field recognizes that health issues transcend national borders and seeks to understand public health problems, inform health interventions, optimize health services and systems, and promote health. Within the United States, innovative global solutions and approaches can be adopted to address local health concerns.

The Research in Nursing and Global Health (RiNGH) training program, funded by the National Institute for Nursing Research (T32 NR019761) and coordinated by the school’s Center for Global Health Nursing and the Office of Diversity, Equity and Inclusion, prepares junior scientists with knowledge and skills to advance global health equity through team-based, interdisciplinary research. This training grant offers pre-doctoral traineeships and post-doctoral fellowships of up to 2 years to support enhanced education, scholarly mentorship, and career development.

To be eligible for appointment for this research training program, applicants must be US citizens or permanent residents. Pre-doctoral trainees must have been accepted to the University of Washington PhD in Nursing Science academic degree program. Post-doctoral fellows must have completed a research doctorate in nursing science or related field by the time of appointment.

Apply: Predoctoral Applicants

• Application materials and instructions are available here
• For start between Autumn 2022 and Summer 2023, applications open now
• For start in Autumn 2023, first consideration deadline is January 31, 2023
• Before submitting an application, we encourage inquiries first. Please e-mail [email protected] Application materials must be submitted via e-mail to [email protected]

Apply: Postdoctoral Applicants

For more information about the Research in Nursing and Global Health (RiNGH) training program, please contact  [email protected]

Pre- and Post-doctoral training program: Interdisciplinary Nurse Scientist Training in Multilevel Approaches: Biology to Society (B2S)

The University of Washington School of Nursing B2S Training Program,, funded by the National Institute of Nursing Research (T32016913). The grant provides opportunities for pre-doctoral traineeships and postdoctoral fellowships of up to 2 years to include specialized coursework and seminars and focused development in omics approaches to examine issues related to related to multilevel intervention and evaluation.

To be eligible for appointment for this research training program, applicants must be US citizens or permanent residents and qualified as a Registered Nurse. Pre-doctoral trainees must be accepted to the University of Washington PhD in Nursing Science Training Program. Postdoctoral fellows must have completed a research doctorate in nursing science or related field by the time of appointment.

Predoctoral Trainees

Post-doctoral trainees

All application materials for the PhD in Nursing Science Program need to be submitted  as per graduate application instructions  by December 1.

In your application materials to the PhD in Nursing Science Program, please denote in the  Research Focus statement  section of the application that you would like to be considered for the Omics and Symptom Science Training Program.

The priority deadline for post-doctoral fellowship applications is  January 31 .

Applicants should provide:

• a cover letter explaining what they hope to gain from a postdoctoral fellowship, including research interests and goals and how they align with the training provided in this T32.
• a copy of their current CV
• 1-2 samples of scholarly writing (journal articles, essays)
• 3 letters of recommendation. These letters should be sent electronically directly to the training program directors from the recommender (not from the applicant) and should speak to the applicant’s scholarly abilities, areas for growth and future potential.

All application materials need to be sent electronically to the Training Director Heitkemper’s assistant Ms. Wendy Herzog ( [email protected] ) by  January 31 .

For more information about the Omics and Symptom Science Training Program, please contact either of the co-directors Dr. Margaret Heitkemper ( [email protected] ) or Dr. Hilaire Thompson ( [email protected] ).

Postdoctoral Trainees funded by Other Sources

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RN Fellowship Program

Become an rn fellow, take the next step in your nursing career.

Memorial Healthcare System’s RN Fellowship Program trains experienced nurses who want to transition to a new specialty nursing practice. Advance your skills during this immersive yearlong experience with classroom lessons, clinical experience and a rigorous academic project.

About the Program

We have adopted the evidence-based curriculum supported by the American Association of Colleges of Nursing (AACN) Transition to Practice Program™ with the goal of providing a structured program designed to facilitate orientation of experienced RNs to new practice settings.

The RN Fellowship program is managed by Valarie Grumme, PhD, RN, CCRN-K, Director of the RN Fellowship Program. The program is supported by a team of accomplished CNOs, Directors of Education, and Clinical Nurse Educators at each Memorial hospital location.

Mission Statement

Provide a structured, evidence-based, synergistic program to support experienced RN transition to new specialty practice areas.

Vision Statement

RN Fellows will develop expertise in their new practice setting and continue their professional journey with specialty certification and a commitment to lifelong learning.

Why Choose the Memorial RN Fellowship Program? 

The RN Fellowship Program prepares you and gives you confidence as you start the next phase of your nursing career. Choose from a wide range of clinical and nonclinical tracks, including critical care, oncology, infection control, labor and delivery and clinical nurse educator. As an RN fellow, you will: 

• Challenge yourself : Gain the specialized knowledge that comes when you step beyond your current role and try something new. 
• Enhance your clinical competence : Learn and practice new skills in our simulation lab and get hands-on experience. 
• Participate in an immersive learning experience : Prepare and increase your on-the-job confidence by focusing on one specialty area for a year.
• Grow and advance professionally : Be ready to take on greater responsibilities and a new role at the end of your fellowship. 
• Learn from our leaders : Get the expertise, support and encouragement you need from our professional nurse educators and preceptors.

Program Components

Cohorts start three times a year. Your RN Fellowship Program includes:

• Evidence-based curriculum supported by the American Association of Colleges of Nursing (AACN) Transition to Practice™ Program
• Specialty classroom training, simulation and hands-on practice in the clinical environment
• Bimonthly seminars focused on professional growth in specialty practice, evidence-based practice and leadership skills
• Group support within your specialty cohort and access to a designated nurse educator
• Opportunity to impact and improve clinical practice by developing an evidence-based practice project
• Invitation to a free specialty certification review course after completing your fellowship

Frequently Asked Questions

Program curriculum, application process, interviews and candidate selection, compensation and work requirements.

You sign a two-year commitment as part of your new employee paperwork. This agreement applies to the facility and unit where you are hired.

Certain specialty areas may require additional training agreements. The nurse leader will discuss this with you during your interview.

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Post-doctoral Opportunities

This application is closed. Please check back for future opportunities

The Johns Hopkins University School of Nursing is seeking a highly qualified candidate for a yearlong postdoctoral fellowship position focusing on health economics issues in nursing. There is a potential renewable for an additional year depending on funding. This position is full-time and offers a salary based upon the NIH NRSA scale and based on the candidate’s level of experience. This position provides the opportunity for a recently graduated post-doctoral fellow to gain experience using survey datasets for health economics research in nursing. Working under the supervision of the Eric Slade, PhD, Associate Professor and Principal Investigator, the post-doctoral student will develop a nationwide repeated cross-sectional dataset, complete statistical analyses, and work with the PI to develop one or more research manuscripts on the nursing workforce and submit them for peer-review. This position requires a doctoral degree in nursing, health services research, epidemiology, or a related field. The successful candidate will have doctoral training and practical experience using statistical software packages such as STATA, SPSS, or SAS and experience with applied statistical methods used in health care research. The successful postdoctoral fellow must register for postdoctoral research in fall/spring, must meet regularly with mentor, must complete Annual Report.

Due Date: This application is closed. Please check back for future opportunities

Application Requirement:

• Future career goal(s)
• Proposed goals for the post-doctoral fellowship
• Prior scholarship, experiences, or achievements the applicant believes will significantly contribute to a post-doctoral fellowship at Johns Hopkins University
• Curriculum Vitae

Postdoctoral Position in Hypertension, Clinical Trials, Shared Decision-Making and Community-Based Research Due Date: Jun 15, 2024.  Decisions and notification regarding selection will be made by  August 15, 2024 .

The  Center for Cardiovascular and Chronic Care at the Johns Hopkins School of Nursing is pleased to announce an opening for a Postdoctoral Fellow with a focus on hypertension research.

The Center aims to significantly reduce cardiovascular health disparities through community engagement, scientific investigation, education, and policy initiatives. The School of Nursing and the Johns Hopkins University provide a rich interdisciplinary environment with a wide variety of clinical and community partnerships, and offer an abundance of seminars, invited lectures, and opportunities for collaboration with faculty across disciplines and departments.

Under the direction of Cheryl Dennison Himmelfarb, PhD, RN, and Center faculty the postdoctoral fellow will have ample opportunities to develop, implement, and evaluate theory-driven strategies to reduce cardiovascular health disparities. The postdoctoral fellow will participate in the conduct of the A Cardiometabolic Health Program LINKED with Community H ealth Work E rs and Mobile He A lth Telemonito R ing T o reduce Health Disparitie S (LINKED-HEARTS) Program. This is a cluster randomized controlled trial aims to improve control of multiple chronic conditionsand reduce cardiovascular health disparities in racial/ethnic minority groups. The LINKED-HEARTS Program focuses on addressing structural issues of access and includes a self-measured BP and blood glucose telemonitoring platform, team-based care including a pharmacist and community health worker, and provider-level interventions at community health centers. The LINKED-HEARTS Program is part of the NIMHD-funded Mid-Atlantic Center for Cardiometabolic Health Equity (MACCHE). The post-doctoral fellow will have the opportunity to advance health equity by testing whether this intervention prevents hypertension in Black and underserved populations. Another stream of research will focus on developing and testing theory-informed human-centered shared decision-making interventions to promote hypertension control.

The primary responsibility of the postdoctoral fellow will be to collaborate with the research team to carry out an array of activities, including research, scholarship, and conference presentations.  The Postdoctoral Fellow will also learn leadership through research protocols, data management and analysis; preparation of manuscripts, grant proposals, and conference presentations; and leadership of interdisciplinary research groups.

Postdoctoral fellows will have access to exceptional resources to facilitate the conduct of their own research including multiple opportunities to publish and assistance with grant-writing or project planning for the next stage of their research careers. The Postdoctoral Fellow will be receiving individualized mentoring and training to develop the skills and competencies needed to become successful independent investigators, advance the health of diverse populations, and to design, implement, and evaluate innovative community-based trials.

The initial appointment will be for one year, with the potential for funding to be extended an additional year. Decisions regarding Fellowship extensions will be based on scholarly productivity, mid-year and year-end progress reports. The position provides salary and benefits consistent with NIH postdoctoral fellows (FY 2024 posted base salary is $56,880).

Postdoctoral Position in Hypertension, Blood Pressure Measurement, Clinical Trials and Community Based Research

Description

The Center for Cardiovascular and Chronic Care at the Johns Hopkins School of Nursing is pleased to announce an opening for a Postdoctoral Fellow with a focus on hypertension research.

The Center aims to significantly reduce cardiovascular health disparities through community engagement, scientific investigation, education, and policy initiatives. The School of Nursing and the Johns Hopkins University provide a rich interdisciplinary environment with a wide variety of clinical and community partnerships, and offer an abundance of seminars, invited lectures, and opportunities for collaboration with faculty across disciplines and departments.

Under the direction of Yvonne Commodore-Mensah, PhD, MHS, RN, and Center faculty the postdoctoral fellow will have ample opportunities to develop, implement, and evaluate theory-driven strategies to reduce cardiovascular health disparities. The postdoctoral fellow will participate in the conduct of the Home Blood Pressure Telemonitoring Linked with Community Health Workers to Improve Blood Pressure (LINKED-BP) Program, a cluster randomized controlled trial focused on improving blood pressure among adult who receive care at community health centers. The intervention consists of self-measured blood pressure monitoring, a mobile health application and support from a community health worker to improve lifestyle to reduce blood pressure. The LINKED-BP Program is part of the American Heart Association-funded RESTORE (AddREssing Social Determinants TO pRevent hypErtension) Network. The post-doctoral fellow will have the opportunity to advance health equity by testing whether this intervention prevents hypertension in Black and underserved populations.

The primary responsibility of the postdoctoral fellow will be to collaborate with the research team to carry out an array of activities, including research, scholarship, and conference presentations. The Postdoctoral Fellow will also learn leadership through research protocols, data management and analysis; preparation of manuscripts, grant proposals, and conference presentations; and leadership of interdisciplinary research groups.

Postdoctoral fellows will have access to exceptional resources to facilitate the conduct of their own research including multiple opportunities to publish and assistance with grant-writing or project planning for the next stage of their research careers. The Postdoctoral Fellow will be receive individualized mentoring and training to develop the skills and competencies needed to become successful independent investigators, advance the health of diverse populations, and to design, implement, and evaluate innovative community-based trials.

The initial appointment will be for one year, with the potential for funding to be extended an additional year. Decisions regarding Fellowship extensions will be based on scholarly productivity, mid-year and year-end progress reports. For questions or information, please contact  Yvonne Commodore-Mensah .

Application End Date: July 1, 2024.  Two applicants will be hired for this role.

• News & Events
• Faculty & Staff

A world-class city filled with art and culture and an incredible campus that offers cutting edge resources–that’s what students receive at Penn Nursing. And that’s just the start. Penn Nursing and the wider university offer something for everyone, as well as a lifelong community.

Penn Nursing is globally known for educating dynamic nurses—because our School values evidence-based science and health equity. That’s where our expertise lies, whether in research, practice, community health, or beyond. Everything we do upholds a through-line of innovation, encouraging our exceptional students, alumni, and faculty share their knowledge and skills to reshape health care.

Penn Nursing students are bold and unafraid, ready to embrace any challenge that comes their way. Whether you are exploring a career in nursing or interested in advancing your nursing career, a Penn Nursing education will help you meet your goals and become an innovative leader, prepared to change the face of health and wellness.

Penn Nursing is the #1-ranked nursing school in the world. Its highly-ranked programs help develop highly-skilled leaders in health care who are prepared to work alongside communities to tackle issues of health equity and social justice to improve health and wellness for everyone.

Penn Nursing’s rigorous academic curricula are taught by world renowned experts, ensuring that students at every level receive an exceptional Ivy League education . From augmented reality classrooms and clinical simulations to coursework that includes experiential global travel to clinical placements in top notch facilities, a Penn Nursing education prepares our graduates to lead.

Internship & Fellowship Programs

In addition to semester abroad and short-term, student-led independent study programs, students may pursue internships and fellowships that enhance their capacity to engage globally.

Foreign Language and Area Studies Fellowships

Benjamin a. gilman international scholarship program, center for undergraduate (and graduate) research and fellowships, pan american health organization internships (for penn nursing graduate students), related links.

Valerie Sica Program Coordinator 215-573-3050 [email protected]

Nancy Biller Assistant Dean for Global Health Affairs 215-573-3050 [email protected]

See Yourself Here

UC College of Nursing researcher accepted for prestigious fellowship for nurse leaders and innovators

Samantha Boch, PhD, RN, assistant professor at the University of Cincinnati College of Nursing and affiliate faculty of the James M. Anderson Center for Health Systems Excellence at Cincinnati Children's Hospital is one of 16 nurse scientists accepted to the fifth cohort of the Betty Irene Moore Fellowship for Nurse Leaders and Innovators . The fellowship program, funded by grants from the Gordon and Betty Moore Foundation , recognizes and advances early-to-mid-career nursing scholars and innovators with a high potential to accelerate leadership in nursing research, practice, education, policy and entrepreneurship.

The Gordon and Betty Moore Foundation seeks to prepare nurses as collaborative leaders with the skills and confidence to inspire others, enact change and challenge the status quo. Through the creation of the Betty Irene Moore Fellowship for Nurse Leaders and Innovators, the foundation supports nurse leaders who take ideas to scale that advance high-quality, high-value care and optimal health outcomes.

“Our motto is UC Nurses. We See Leaders ,” Interim Dean Gordon Gillespie, PhD, DNP, RN, FAAN, says. “Sam is the epitome of a nursing leader and scholar; I can’t wait to see the impact her project will have in advancing health equity and education in our country.”

Samantha Boch, PhD, RN

As a part of the three-year fellowship program , Boch will receive $450,000 to conduct an innovative project focused on better understanding the health of and use of health services by children in foster care who also experience parental incarceration. Mentored by Cincinnati Children’s Hospital CHECK (Comprehensive Health Evaluations for Cincinnati’s Kids) Foster Care Center Medical Director Mary Greiner, MD, MS, and Scientific Director for Child Welfare Research Sarah Beal, PhD, Boch will leverage CHECK’s data to identify opportunities to better care for those children.

She will also partner with Ebony Underwood, CEO & Founder of WE GOT US NOW , the nation’s leading organization advancing the wellbeing of children and young adults with incarcerated parents, to co-design care guidelines for children who experience parental incarceration.

"I am thrilled to be in partnership with Sam,” Underwood says. “Her commitment to uplifting and elevating the subject matter expertise of those closest to this issue is a testament to her leadership and dedication in advancing the health equity and well-being for the vulnerable population of children impacted by parental incarceration."

A forensic nurse scientist, Boch’s program of research centers on the social determinants of health with particular emphasis on understanding and mitigating the consequences of mass incarceration on child and family health.

“I’m deeply honored to have been chosen as part of the cohort for the Betty Irene Moore Fellowship for Nurse Leaders and Innovators,” says Boch. “This is a unique opportunity to further develop my leadership skills and partner with amazing organizations, mentors, and individuals with lived experiences of parental incarceration to positively impact care and the health of these families.”

Featured top image of the UC College of Nursing. Photo provided.

• Urban Impact
• College of Nursing

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Samantha Boch, PhD, RN, assistant professor at the University of Cincinnati College of Nursing and affiliate faculty of the James M. Anderson Center for Health Systems Excellence at Cincinnati Children's Hospital is one of 16 nurse scientists accepted to the fifth cohort of the Betty Irene Moore Fellowship for Nurse Leaders and Innovators. The fellowship program, funded by grants from the Gordon and Betty Moore Foundation, recognizes and advances early-to-mid-career nursing scholars and innovators with a high potential to accelerate leadership in nursing research, practice, education, policy and entrepreneurship

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ENA Foundation

The ena foundation's mission is to empower emergency nurses by providing resources through academic scholarships, research grants and educational opportunities for the people who care for us when we need it most.  .

• How you can help make a difference

• Advance your education & attend conference

• Fund your research project

• Mission, Board of Trustees, & more

Why ENA Foundation?

When you give to the ENA Foundation, you contribute to more than just a scholarship or research grant. You’re fueling the future of emergency nursing — and the nurses who save lives.

You help students obtain their nursing degree during a time when the ED is seen as a safety net in communities around the world. You make it possible for nurses to make an impact — from helping set health care policy and best practices, to performing research or teaching at a university on some of the biggest challenges in emergency care. You also make it possible for nurses to attend the largest emergency nursing conference where they can learn new knowledge alongside their colleagues and inspire positive change.

About the ENA Foundation

Established in 1991, the ENA Foundation is a 501(c)(3) tax-exempt organization with a mission to provide educational scholarships and research grants in the discipline of emergency nursing.

For more than three decades, the ENA Foundation has provided more than 2,730 emergency nurses with scholarships, research grants and emergency relief grants totaling more than $6.3 million that changed the careers and lives of recipients.

ENA Foundation Board of Trustees

Each year, there is an opportunity for you to join the ENA Foundation Board of Trustees, a dynamic group responsible for for providing funding that supports emergency nurses and advances the profession of emergency nursing globally. The ENA Foundation is accepting applications for open trustee positions July 12-31.

Learn more .

How You Can Help the ENA Foundation

To help the Foundation continue to fund the future of emergency nursing, please consider making a recurring annual gift to the ENA Foundation. Whether for an academic scholarship, research grant, relief grant, endowment or a new impact fund opportunity,  your contribution makes a difference in the lives of emergency nurses and the patients in their care. Here are some of the ways you can impact the future of emergency nursing:

• Direct donation
• Endowments or Impact Funds
• ENStrong Challenge (January-May)
• Membership renewal donation
• During ENA’s annual conference
• Giving Season (Giving Tuesday through Dec. 31)
• >Shop for a Cause

ENStrong Fundraising Challenge

Thank you for helping emergency nurses stay ENStrong!

ENA Foundation scholarships and grants are the fuel that help emergency nurses further their education and improve their practice. Your gift is an investment in the advancement of patient care and provides encouragement to nurses to share their stories of support. With your help, the ENA Foundation can provide nurses with the tools to save lives.

Click the button below to learn more about how you can join the ENStrong challenge.

ENA Foundation Scholarships

ENA Foundation education scholarships provide support to individuals and emergency nurses seeking to grow their knowledge and enhance patient care. The Foundation is a dedicated resource for nurses seeking education at every level.

Academic Scholarships submission period is now closed. Thank you to all who applied.

Academic Scholarship funding—up to $10,000—can help ease the financial burden of school and let you focus on enhancing your knowledge and advancing your career. Whether you are finishing up your degree or earning a new credential, emergency nursing professionals of all levels are encouraged to apply.

Conference Scholarships (Global applicants) submission period is now closed. Thank you to all who applied.

Conference Scholarships (U.S. applicants) submission period is now closed. Thank you to all who applied.

ENA's annual education and networking conference delivers contact hours and high-quality emergency nursing content driven to support your career advancement. Whether you are a student, a nurse early in your career, a nursing professional who lives and works outside the U.S. or a seasoned nurse looking for advanced education, the largest event dedicated to emergency nurses has education and learning opportunities for every level. To sign up for updates on Emergency Nursing 2024 in fabulous Las Vegas visit ena.org/en24 .

ENA Foundation Research Grants

The ENA Foundation is pleased to offer research grant funding to encourage the development of evidence-based care that promotes quality outcomes for individuals, families, communities, and health care systems. Contribute to the advancement of emergency nursing and apply for a research grant. Research grants can be used as part of a degree program and can help shape health policy in direct patient care, within emergency departments, and at the local, state, and federal levels.

Be sure to review the complete 2024 ENA Foundation Research Grant Application Guidelines before you prepare your application for submission.

Emergency Nursing Diverse Voices Research Fellowship

In 2022 the ENA Foundation and Emergency Nursing Research Advisory Council launched the Emergency Nursing Diverse Voices Research Fellowship. The ENDVR Fellowship creates an opportunity that supports first-time researchers who are members of underrepresented populations to elevate their voices and create a broader perspective in emergency nursing research.

Successful applicants will engage in an 18-month-to two-year experience in identifying and answering clinically based research questions. The ENA Foundation will provide funding for hotel stays and travel for required meetings, event registrations and grant funding for research projects up to $500.

Eligibility and requirements:

• Must be a licensed nurse or nursing student
• Must be a member of an underrepresented community
• Research line of inquiry must be applicable to the emergency care setting

Emergency Nursing Diverse Voices Research Fellowship submission period is now closed. Thank you to all who applied.

ENA Foundation/Sigma Theta Tau International, Inc. (Sigma)

The ENA Foundation and Sigma Theta Tau International, Inc. have combined resources to offer an annual research grant of up to $6,000 for research that will advance the specialized practice of emergency nursing.

The ENA Foundation/Sigma Theta Tau International, Inc. (Sigma) grant submission period is open July 1-Aug. 9.

Funding for this research grant is provided equally by the ENA Foundation and Sigma Theta Tau International, Inc. (Sigma).

ENA Foundation Implementation Grants

New to research? Working on a project that needs a financial boost? The ENA Foundation offers $500 research grants that can help you take the next step in your emergency nursing research and open the door to future funding. Your project will improve practice. Apply today.

The 2024 ENA Foundation Implementation Grants submission period: July 1-Aug. 9 . Be sure to review the complete 2024 Implementation Grant Application Guidelines before you prepare your application for submission.

ENA Foundation Research Grant

Do you have a firm grasp on the research process? Is your project a major step toward bridging the gap between information and practice and in need of significant financial backing? The ENA Foundation has developed a new, $30,000 research grant that can help you take the next step in your emergency nursing research by facilitating innovative, high-quality research advance emergency nursing. Be sure to review the complete 2024 ENA Foundation Research Grant Application Guidelines before you prepare your applications for submission.

The ENA Foundation Research Grant July 1-Aug. 9.

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Active funding opportunity

Nsf 24-597: u.s. national science foundation research traineeship program, program solicitation, document information, document history.

• Posted: August 16, 2024
• Replaces: NSF 21-536

Program Solicitation NSF 24-597

Full Proposal Deadline(s) (due by 5 p.m. submitting organization's local time):

     November 14, 2024

     September 08, 2025

     September 8, Annually Thereafter

Important Information And Revision Notes

Proposals may be submitted under two tracks (i.e., Track 1 and Track 2). All projects should include a focus on STEM graduate students in research-based PhD and/or master's degree programs. Track 1 proposals may request a total budget up to $3 million for projects up to five years in duration; Track 2 proposals may request a total budget up to $2 million for projects up to five years in duration; NSF requires that Track 2 proposals focus on programs from institutions not classified as Doctoral Universities: Very High Research Activity (R1). For R1 and other institution of higher education (IHE) classifications, please refer to Carnegie Basic Classifications: https://carnegieclassifications.acenet.edu/carnegie-classification/classification-methodology/basic-classification/ . Other requirements for Track 1 and Track 2 are identical.

The NRT Program accepts proposals in any interdisciplinary or convergent research theme of national importance and encourages specific priority research areas that change periodically. All interdisciplinary or convergent research themes should align with NSF or other national STEM research priority areas and have high potential to develop novel, innovative practices in graduate education. Proposers should describe the importance of the NRT project's thematic focus to the Nation and the particular need to train students for a variety of careers in that thematic area.

The minimum trainee stipend amount has been increased from $34,000 to $37,000 for a 12-month appointment.

Proposals for planning grants are encouraged but not required to facilitate collaborative trans-disciplinary and training activities in anticipation of submission of Track 2 proposals. Please refer to Section II.F for additional information.

Important Information

Please note restrictions on institutional eligibility. The number of NRT proposal submissions allowed per institution for Tracks 1 and 2 combined remains limited to two (2) submissions total. All Track 1 and/or Track 2 NRT proposals will be counted toward this total limit of two proposals per institution. Planning proposals, described in Section II, Program Description, are excluded from this limitation. The number of NRT proposal submissions per PI or co-PI remains limited to one submission total across all Tracks.

Any proposal submitted in response to this solicitation should be submitted in accordance with the NSF Proposal & Award Policies & Procedures Guide (PAPPG) that is in effect for the relevant due date to which the proposal is being submitted. The NSF PAPPG is regularly revised and it is the responsibility of the proposer to ensure that the proposal meets the requirements specified in this solicitation and the applicable version of the PAPPG. Submitting a proposal prior to a specified deadline does not negate this requirement.

Summary Of Program Requirements

General information.

Program Title:

U.S. National Science Foundation Research Traineeship (NRT) Program

The NSF Research Traineeship (NRT) program seeks proposals that explore ways for graduate students in research-based master's and doctoral degree programs to develop the skills, knowledge, and competencies needed to pursue a range of STEM careers. The program is dedicated to effective training of STEM graduate students in high priority interdisciplinary or convergent research areas, through a comprehensive traineeship model that is innovative, evidence-based, and aligned with changing workforce and research needs. Proposals are requested that address any interdisciplinary or convergent research theme of national priority, as described in section II.D below. The NRT program addresses workforce development, emphasizing broad participation, and institutional capacity building needs in graduate education. The program encourages proposals that involve strategic collaborations with the private sector, non-governmental organizations (NGOs), government agencies, national laboratories, field stations, teaching and learning centers, informal science centers, and academic partners. NRT especially welcomes proposals that reflect collaborations between NRT proposals and existing NSF Eddie Bernice Johnson Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science (INCLUDES) Initiative , Research Experiences for Undergraduates (REU) , Louis Stokes Alliances for Minority Participation (LSAMP) , NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) , and NSF STEM Ed Organizational Postdoctoral Fellowship program (STEM Ed OPRF) projects, provided the collaboration will strengthen both projects. Researchers at minority serving institutions and emerging research institutions are strongly encouraged to submit proposals. Collaborations between NRT proposals and existing NSF INCLUDES projects should strengthen both NRT and INCLUDES projects.

Broadening Participation In STEM

NSF recognizes the unique lived experiences of individuals from communities that are underrepresented and/or under-served in science, technology, engineering, and mathematics (STEM) and the barriers to inclusion and access to STEM education and careers. NSF highly encourages the leadership, partnership, and contributions in all NSF opportunities of individuals who are members of such communities supported by NSF. This includes leading and designing STEM research and education proposals for funding; serving as peer reviewers, advisory committee members, and/or committee of visitor members; and serving as NSF leadership, program, and/or administrative staff. NSF also highly encourages demographically diverse institutions of higher education (IHEs) to lead, partner, and contribute to NSF opportunities on behalf of their research and education communities. NSF expects that all individuals, including those who are members of groups that are underrepresented and/or under-served in STEM, are treated equitably and inclusively in the Foundation's proposal and award process.

NSF encourages IHEs that enroll, educate, graduate, and employ individuals who are members of groups underrepresented and/or under-served in STEM education programs and careers to lead, partner, and contribute to NSF opportunities, including leading and designing STEM research and education proposals for funding. Such IHEs include, but may not be limited to, community colleges and two-year institutions, mission-based institutions such as Historically Black Colleges and Universities (HBCUs), Tribal Colleges and Universities (TCUs), women's colleges, and institutions that primarily serve persons with disabilities, as well as institutions defined by enrollment such as Predominantly Undergraduate Institutions (PUIs), Minority-Serving Institutions (MSIs), and Hispanic Serving Institutions (HSIs).

"Broadening participation in STEM" is the comprehensive phrase used by NSF to refer to the Foundation's goal of increasing the representation and diversity of individuals, organizations, and geographic regions that contribute to STEM teaching, research, and innovation. To broaden participation in STEM, it is necessary to address issues of equity, inclusion, and access in STEM education, training, and careers. Whereas all NSF programs might support broadening participation components, some programs primarily focus on supporting broadening participation research and projects. Examples can be found on the NSF Broadening Participation in STEM website.

Cognizant Program Officer(s):

Please note that the following information is current at the time of publishing. See program website for any updates to the points of contact.

• Daniel Denecke, telephone: (703) 292-8072, email: [email protected]
• Kathleen Ehm, telephone: (703) 292-5032, email: [email protected]
• Karen McNeal, telephone: (703) 292-2138, email: [email protected]
• Damon L. Tull, telephone: (703) 292-8151, email: [email protected]
• Elizabeth A. Webber, telephone: (703) 292-4316, email: [email protected]
• 47.041 --- Engineering
• 47.049 --- Mathematical and Physical Sciences
• 47.050 --- Geosciences
• 47.070 --- Computer and Information Science and Engineering
• 47.074 --- Biological Sciences
• 47.075 --- Social Behavioral and Economic Sciences
• 47.076 --- STEM Education
• 47.079 --- Office of International Science and Engineering
• 47.083 --- Office of Integrative Activities (OIA)
• 47.084 --- NSF Technology, Innovation and Partnerships

Award Information

Anticipated Type of Award: Standard Grant

Estimated Number of Awards: 18 to 20

NRT Track 1 Awards (12-14 awards each year) are expected to be up to five years in duration with a total budget up to $3,000,000.

NRT Track 2 Awards (4-6 awards each year) are expected to be up to five years in duration with a total budget up to $2,000,000.

NRT Track 2 Planning Grants (3-4 awards per year), are expected to be up to $100,000 per year (including indirect costs) and for up to two years in duration.

Anticipated Funding Amount: $53,000,000

Estimated program budget, number of awards and average award size/duration are subject to the availability of funds.

Eligibility Information

Who May Submit Proposals:

Proposals may only be submitted by the following: Institutions of Higher Education (IHEs) - Two- and four-year IHEs (including community colleges) accredited in, and having a campus located in the US, acting on behalf of their faculty members. Special Instructions for International Branch Campuses of US IHEs: If the proposal includes funding to be provided to an international branch campus of a US institution of higher education (including through use of sub-awards and consultant arrangements), the proposer must explain the benefit(s) to the project of performance at the international branch campus, and justify why the project activities cannot be performed at the US campus.

Who May Serve as PI:

Track 1 and Track 2: The PI must be on the faculty of the submitting institution.

Limit on Number of Proposals per Organization: 2

An eligible IHE may participate in only two (2) proposals per NRT competition as lead or collaborative non-lead. All Track 1 and/or Track 2 NRT proposals will be counted toward this total limit of two proposals per institution. Participation includes serving as a lead institution or a non-lead institution (i.e., as part of a separately submitted collaborative proposal or as a sub-recipient) on any proposal . Organizations participating only as evaluators on projects are excluded from this limitation. Planning proposals, described in Section II, Program Description, are also excluded from this limitation. Proposals that exceed the organizational eligibility limit will be returned without review regardless of whether the institution on such a proposal serves as lead or non-lead collaborative institution. Potential PIs are advised to contact their institutional office of research regarding processes used to select proposals for submission.

Limit on Number of Proposals per PI or co-PI: 1

An individual may serve as Principal Investigator (PI) or co-PI on only one (1) proposal submitted to the NRT program per annual competition. Proposals that exceed the PI/co-PI eligibility limit (beyond the first submission based on timestamp), will be returned without review regardless of the individual's role (PI or co-PI) in the returned proposal.

Proposal Preparation and Submission Instructions

A. proposal preparation instructions.

• Letters of Intent: Not required
• Preliminary Proposal Submission: Not required
• Full Proposals submitted via Research.gov: NSF Proposal and Award Policies and Procedures Guide (PAPPG) guidelines apply. The complete text of the PAPPG is available electronically on the NSF website at: https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg .
• Full Proposals submitted via Grants.gov: NSF Grants.gov Application Guide: A Guide for the Preparation and Submission of NSF Applications via Grants.gov guidelines apply (Note: The NSF Grants.gov Application Guide is available on the Grants.gov website and on the NSF website at:  https://www.nsf.gov/publications/pub_summ.jsp?ods_key=grantsgovguide ).

B. Budgetary Information

C. due dates, proposal review information criteria.

Merit Review Criteria:

National Science Board approved criteria. Additional merit review criteria apply. Please see the full text of this solicitation for further information.

Award Administration Information

Award Conditions:

Additional award conditions apply. Please see the full text of this solicitation for further information.

Reporting Requirements:

Additional reporting requirements apply. Please see the full text of this solicitation for further information.

I. Introduction

Science, technology, engineering, and mathematics (STEM) graduate education is poised to undergo major transformations. There are multiple drivers for such change including: (i) recent major national reports on the state of STEM graduate education 1 ; (ii) the accelerating pace of science and engineering discoveries and technological innovations, (iii) national STEM workforce and demographic trends; (iv) the growing globalization of science and engineering; (v) the potential to align graduate education practices and models with an increasing understanding of how people learn; and (vi) calls for new models for graduate education at the national and international levels leveraging the high impact educational practices that enhance student engagement and increase student success. In addition, there is increasing recognition that addressing the grand challenges in science and engineering requires interdisciplinary and convergent approaches, as well as broader professional training that is not characteristic of most graduate programs. 2 These realities and the increasing calls for new approaches to STEM graduate education represent an extraordinary opportunity. Accordingly, this NRT solicitation encourages proposals to test, develop, and implement innovative and effective STEM graduate education models, promote interdisciplinary and broad professional training of graduate students, broaden participation in the STEM workforce, and foster fundamental research advances in support of national priorities.

1 The Path Forward: The Future of Graduate Education , Commission on the Future of Graduate Education in the United States, 2010; Advancing Graduate Education in the Chemical Sciences, American Chemical Society, 2012; Biomedical Research Workforce Working Group Report , National Institutes of Health, 2012; Understanding PhD Career Pathways for Program Improvement , Council of Graduate Schools, 2014; Revisiting the STEM Workforce: A Companion to Science and Engineering Indicators 2014 , National Science Board, 2015; Professional Development: Shaping Effective Programs for STEM Graduate Students , Council of Graduate Schools, 2017; Graduate STEM Education for the 21 st Century , The National Academies of Sciences, Engineering and Medicine, 2018; The Science of Effective Mentorship in STEM , The National Academies of Sciences, Engineering and Medicine, 2019; Promising Practices for Addressing the Underrepresentation of Women in Science, Engineering, and Medicine: Opening Doors , The National Academies of Sciences, Engineering and Medicine, 202; " PhD training is no longer fit for purpose — it needs reform now", Editorial, Nature, 613:414, 2023 .

2 Convergence: Facilitating Trans-disciplinary Integration of Life Sciences, Physical Sciences, Engineering, and Beyond , The National Academies of Sciences, Engineering and Medicine, 2014; Enhancing the Effectiveness of Team Science , The National Academies of Sciences, Engineering and Medicine, 2015; Kuh, G.D., High-Impact Educational Practices: What They Are, Who Has Access to Them and Why They Matter , Report from the Association of American Colleges and Universities, 2008.

II. Program Description

A. Focus and Goals

The NRT Program is dedicated to shaping and supporting highly effective training of STEM graduate students in high priority interdisciplinary or convergent research areas through the use of comprehensive traineeship models that are innovative, evidence-based, and aligned with changing workforce and research needs. The goals of the program are to:

• Catalyze and advance cutting-edge interdisciplinary or convergent research in high priority areas;
• Increase the capacity of U.S. graduate programs to produce diverse cohorts of interdisciplinary STEM professionals with technical and transferable professional skills for a range of research and research-related careers within and outside academia; and
• Develop innovative approaches and knowledge that will promote transformative improvements in graduate education.

Creation of sustainable programmatic capacity at institutions is an expected outcome. Consequently, all proposals should describe mechanisms to institutionalize effective training elements after award expiration and provide appropriate documentation of institutional support for such efforts (see Full Proposal Content, section 8a).

B. NRT Traineeship and Trainees

NRT traineeships are dedicated to the comprehensive development of graduate students as versatile STEM professionals for a range of research and research-related careers within and outside academia. Accordingly, proposals should focus on and demonstrate strong commitment to technical and professional training of STEM graduate students that emphasizes research training and extends beyond into other aspects of students' professional development. Specifically, NRT projects are expected to develop trainees' technical skills broadly, including facility and/or familiarity with the techniques, languages, and cultures of fields integral to the interdisciplinary or convergent research theme; foster the development of transferable professional skills; and provide trainees with mentoring and vocational counseling from professionals who have the backgrounds, experience, and skills to advise trainees on how to prepare for a variety of STEM career pathways.

NRT is intended to benefit a population of STEM graduate students including and beyond those students who receive an NRT stipend. An NRT trainee is thus defined as a STEM graduate student who is accepted into an institution's NRT program and completes the required NRT elements (e.g., courses, workshops, projects, and other training activities specific to the NRT experience) set by the program regardless of whether they receive an NRT stipend or are funded by other sources. To further maximize the number of students benefiting from NRT activities, selected NRT program elements (for example, professional development opportunities) should be made available to other STEM graduate students who are not NRT trainees.

NRT trainees must be master's and/or doctoral STEM students in a research-based degree program that requires a thesis or dissertation. If an NRT proposal from an institution includes both master's and doctoral students, the proposal should identify any differences in NRT program requirements, as well as mechanisms to foster the development of a collective NRT graduate student community. NRT stipends and support for customary costs of education (tuition and required fees) are limited to U.S. citizens, nationals and permanent residents. However, international students can participate as non-stipend-supported NRT trainees or as non-trainees.

C. Key Features of NRT Projects

NRT projects demonstrate comprehensive approaches to graduate training and should include the following key features that are central to the NRT Program:

• Development of innovative and potentially transformative interdisciplinary approaches to STEM graduate education;
• Facilitation and advancement of novel, potentially transformative interdisciplinary or convergent research in areas of high priority to the nation;
• Comprehensive training of STEM graduate students, including the development of technical and professional skills for both research and research-related careers within and outside academia;
• Extension of NRT program elements to non-stipend-supported NRT trainees and to non-trainees to benefit a larger population of STEM graduate students across an institution;
• Dissemination of insights gained and results from NRT training approaches;
• Incorporation of evidence-based strategies to broaden participation of students from diverse backgrounds; and
• Implementation of robust program assessment and evaluation that is central to the traineeship and routinely informs and improves practice.

D. Priority Research Areas

The NRT Program accepts proposals in any interdisciplinary or convergent research theme of national importance and encourages specific priority research areas that change periodically. All interdisciplinary or convergent research themes should align with NSF or other national STEM research priority areas, for example as indicated in the NSF Strategic Plan and NSF Annual Budget Request to Congress , and have high potential to develop novel, innovative practices in graduate education. Proposers should describe the importance of the NRT project's thematic focus to the nation and the particular need to train students for a variety of careers in that thematic area.

All proposals, regardless of research area, must clearly describe an overarching interdisciplinary or convergent research focus and outline how the research theme will foster high-return, interdisciplinary synergies. Proposals should also describe how the training and research elements will be integrated and justify the need for bold and innovative approaches to train graduate students in the thematic area. In keeping with the broader goals of the NRT program, proposals should demonstrate significant impact on the design and testing of new curricula and career-focused training approaches specific to the research focus area. Proposals should also discuss the project's potential to have impact beyond the institution, including the possible broad adoption of approaches, curricula, and instructional material within the relevant disciplines.

E. Program Tracks

Proposals may be submitted under two tracks (i.e., Track 1 and Track 2).

Track 1 proposals may request a total budget of up to $3 million (up to five years in duration) for projects with a focus on STEM graduate students in research-based PhD and/or master's degree programs. All Institutions of Higher Education (IHEs) accredited in, and having a campus located in the US, acting on behalf of their faculty members and that award a research-based master's degree and/or a doctoral degree in STEM disciplines supported by the U.S. National Science Foundation are eligible to apply to Track 1.

Track 2 proposals may request a total budget of up to $2 million (up to five years in duration) for projects with a focus on STEM graduate students in research-based PhD and/or master's degree programs. Eligibility to submit to Track 2 is limited to non-R1 Institutions of Higher Education (IHEs) accredited in, and having a campus located in the US, acting on behalf of their faculty members, that award a research-based master's degree and/or a research-based doctoral degree in STEM disciplines supported by the U.S. National Science Foundation. Such institutions include Master's Colleges and Universities that award fewer than 20 research/scholarship doctoral degrees per year, Doctoral/Professional Universities (D/PU) that award fewer than 20 research/scholarship doctoral degrees per year, and Doctoral Universities: High Research Activity (R2, as defined in the Carnegie classification of higher education institutions). Doctoral Universities: Very High Research Activity (R1) are not eligible for Track 2 consideration.

Aside from these eligibility requirements, other requirements for Track 1 and Track 2 are identical.

F. Track 2 Planning Proposals

In addition to the tracks described above, the NRT program encourages submission of planning proposals to facilitate collaborative trans-disciplinary and training activities in anticipation of submission of Track 2 proposals.

To be eligible for submission of a planning proposal or receipt of a planning award, the submitting institution must be eligible to submit a proposal in response to this program solicitation. Track 2 planning proposals may be submitted outside the deadline dates specified in the solicitation by following the process outlined below.

Before preparing and submitting a planning proposal, the PI must contact an NRT Program Officer to provide a concept outline of the project and to discuss the types of activities for which funding would be requested in the proposal. If approved, the NRT Program Officer will invite submission of the planning proposal by email. The email confirming approval to submit a planning proposal must be uploaded in the Program Officer Concurrence Email section of Research.gov .

Additional guidance on the preparation and submission of planning proposals is contained in Chapter II.F of the PAPPG.

Pending availability of funds, the NRT program anticipates funding approximately 3-4 planning grants per year.

III. Award Information

Estimated Number of Awards: 8 to 20

NRT Track 1 Awards (14-16 awards each year) are expected to be up to five (5) years in duration with a total budget up to $3,000,000.

NRT Track 2 Awards (4-6 awards each year) are expected to be up to five (5) years in duration with a total budget up to $2,000,000.

IV. Eligibility Information

Additional Eligibility Info:

Proposals may only be submitted by the following: Track 1: All Institutions of Higher Education (IHEs) accredited in, and having a campus located in the US, acting on behalf of their faculty members and that award a research-based master's degree and/or a doctoral degree in STEM disciplines supported by the U.S. National Science Foundation. Track 2 and Track 2 Planning Grants: Institutions of Higher Education (IHEs) accredited in, and having a campus located in the US, acting on behalf of their faculty members that award a research-based master's degree and/or a doctoral degree in STEM disciplines supported by the U.S. National Science Foundation including: Master's Colleges and Universities and D/PU Doctoral/Professional Universities that award fewer than 20 research/scholarship doctoral degrees and Doctoral Universities: High Research Activity (R2, as defined in the Carnegie classification of higher education institutions). Doctoral Universities: Very High Research Activity (R1) are not eligible for Track 2 consideration. Track 1 and Track 2: The NRT program encourages proposals from designated Minority Serving Institutions and Emerging Research Institutions .

V. Proposal Preparation And Submission Instructions

Full Proposal Preparation Instructions : Proposers may opt to submit proposals in response to this Program Solicitation via Research.gov or Grants.gov.

• Full Proposals submitted via Research.gov: Proposals submitted in response to this program solicitation should be prepared and submitted in accordance with the general guidelines contained in the NSF Proposal and Award Policies and Procedures Guide (PAPPG). The complete text of the PAPPG is available electronically on the NSF website at: https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg . Paper copies of the PAPPG may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-8134 or by e-mail from [email protected] . The Prepare New Proposal setup will prompt you for the program solicitation number.
• Full proposals submitted via Grants.gov: Proposals submitted in response to this program solicitation via Grants.gov should be prepared and submitted in accordance with the NSF Grants.gov Application Guide: A Guide for the Preparation and Submission of NSF Applications via Grants.gov . The complete text of the NSF Grants.gov Application Guide is available on the Grants.gov website and on the NSF website at: ( https://www.nsf.gov/publications/pub_summ.jsp?ods_key=grantsgovguide ). To obtain copies of the Application Guide and Application Forms Package, click on the Apply tab on the Grants.gov site, then click on the Apply Step 1: Download a Grant Application Package and Application Instructions link and enter the funding opportunity number, (the program solicitation number without the NSF prefix) and press the Download Package button. Paper copies of the Grants.gov Application Guide also may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-8134 or by e-mail from [email protected] .

In determining which method to utilize in the electronic preparation and submission of the proposal, please note the following:

Collaborative Proposals. All collaborative proposals submitted as separate submissions from multiple organizations must be submitted via Research.gov. PAPPG Chapter II.E.3 provides additional information on collaborative proposals.

See PAPPG Chapter II.D.2 for guidance on the required sections of a full research proposal submitted to NSF. Please note that the proposal preparation instructions provided in this program solicitation may deviate from the PAPPG instructions.

The following instructions supplement or deviate from the guidance in the PAPPG. Proposals that are missing required sections and/or exceed the 20-page limit for the Project Description will be returned without review.

Project Title: Provide a short informative title that begins with the prefix "NRT:".

1. Cover Sheet: If international activities are proposed, whether or not they will be funded via the NRT award, the international activities box should be checked and the individual countries listed. For planning purposes, use March 1 as the award start date for FY2025 and subsequent competitions.

2. Project Summary : The Project Summary must include the following labeled sections: Overview, Intellectual Merit, and Broader Impacts. Overview: Provide a summary description, in a section labeled Overview, that addresses the research area and theme, the training plan, and the research-education integration. The project summary Overview must include the expected number of NRT trainees who will receive an NRT stipend, the number of additional NRT trainees who will not receive an NRT stipend, and the estimated grand total number of graduate students that will participate in project-funded activities. The number should be disaggregated to make clear the estimated number of master's students, doctoral students, or both that the program will serve. The summary should be written in a manner that will be informative to STEM professionals working in the same or related fields and understandable to a scientifically literate lay reader. Keywords: The last line of the Overview section must also include 5-10 keywords that describe the project's scientific/engineering research and/or education focus area(s). This information is intended to assist in identifying reviewers with the knowledge and expertise needed to review the proposal. Indicate as a keyword the Track (Track 1 or Track 2) for which the proposal should be considered. Keywords should be prefaced with "Keywords" followed by a colon and each keyword set should be separated by semicolons. For example, they might appear as, Keywords: sustainability; nanotechnology; water resources; renewable energy; equity; Track1.

3. Project Description (20-page limit): The Project Description must contain only Sections 3a through 3l as described below, with the provided headings used in the order listed. The Project Description cannot exceed 20 pages, including tables and illustrations. The relative attention given in the proposal narrative to the research and training elements should reflect the principal goal of the NRT program: highly effective training of STEM graduate students in an interdisciplinary or convergent research area through a comprehensive traineeship approach that comprises elements that are innovative, evidence-based, and aligned with changing workforce and research needs.

3a. List of Core Participants : Specify, in tabular form, up to 10 core participants, including the PI, co-PIs, other faculty and senior/key personnel, lead evaluator, and external collaborators. The core participants must be designated as Senior/Key personnel in the proposal and must provide the Senior/Key Personnel Documents required by the PAPPG. Provide each individual's name, project role, departmental and/or institutional/organizational affiliation, and discipline(s). The lead evaluator must be one of the 10 core participants. Proposals that include more than 10 core participants will be returned without review.

3b. Theme, Vision, and Goals : Describe the overarching research theme, vision, and goals of the proposed NRT with a focus on implementing new approaches to training STEM graduate students in the targeted interdisciplinary or convergent (see Convergence Research at NSF ) research area, through a comprehensive traineeship. Identify the potential of the NRT project to provide added value to the current degree programs and methods of graduate training at the institution(s). Emphasize the graduate training needs in the project's thematic research field, both at the host institution(s) and nationally. In addition, describe the need for professionals with master's and/or doctoral degrees in the project's thematic research area. Articulate how the proposed NRT project will foster interdisciplinary synergisms emerging from ongoing research activities and/or via NRT-funded initiatives. Describe how the proposed NRT complements and builds on other ongoing or prior institutional efforts to improve STEM graduate education, including discussion of lessons learned from any other prior or currently active NRTs at the institution. Proposers should describe how the NRT project would benefit STEM graduate students beyond NRT trainees and how training innovations from the program will be communicated broadly beyond the institution. Address implications of the proposed NRT project for broadening participation in STEM programs and STEM careers to students from underrepresented groups. NRT proposals should reference existing NRT literature and/or programs when appropriate to demonstrate how their proposed project advances the larger NRT program beyond the existing portfolio of graduate STEM educational innovation.

3c. Education and Training : The NRT program focuses on creating innovations in STEM graduate education within a traineeship environment to prepare scientists and engineers of the future. Describe the adopted traineeship model and its components, including the justification and rationale for their inclusion, and how they are integrated with NRT research activities. The approaches should be innovative, evidence-based, aligned with changing workforce and research needs, transferable, and dedicated to developing versatile STEM professionals. Identify what is lacking in the current approaches to STEM graduate education institutionally and nationally and how the NRT will help meet those needs, both within the participating departments and across the institution(s). Projects should be aligned with institutional missions, and proposals should include evidence of that alignment to support the expected outcome of developing sustainable programmatic capacity at an institution.

The proposal should describe the STEM graduate population that will be served. Accordingly, the proposal should specify the anticipated numbers of NRT trainees supported with NRT stipends and NRT trainees not supported with NRT stipends. An estimate of the number of other STEM graduate students expected to take one or more of the NRT project's elements should also be provided. These numbers should distinguish doctoral and master's degree students.

NRT training is expected to span the duration of a student's master's or doctoral program. Thus, proposals should include a timeline of logically phased, progressive training elements over the entire degree program(s). Training should be integrated with degree program requirements so that the anticipated time-to-degree is not extended.

Projects must articulate explicit approaches to provide trainees with training and vocational counseling for both research and research-related careers, within and outside academia; preparation and structured use of individual development plans for trainees is highly recommended.

3d. Required skills and competencies : Projects must provide explicit, formal training in the following:

3d(i). Communication. Improved communication skills are an expected outcome of the NRT program and communication training should include minimum competencies. The communication training should prepare trainees to identify and explain the potential benefits and broader impacts of their research discoveries to a range of stakeholders, including policy makers and the general public.

3d(ii). Teamwork. Improved skills in teamwork, team science, or collaboration is another expected outcome; projects should clarify how these skills will be developed, and their relevance to the proposed interdisciplinary or convergent research.

3d(iii). Ethics. Improved skills in ethical deliberation, ethical decision-making and/or competencies related to research ethics and social responsibility is another expected outcome of the NRT program. Projects should address: how the training will prepare trainees to conduct responsible research in a range of career environments, relevance of the training to the proposed interdisciplinary or convergent research, and how students will develop competencies.

Appropriate rubrics to measure the above skills and mechanisms for regular, structured feedback to trainees should be described in the Performance Assessment/Project Evaluation section (3i, below).

3d(iv). Additional skills. Projects should include plans to provide trainees with other transferable professional skills (e.g., project management, leadership, teaching, entrepreneurship, conflict resolution, mentorship, and outreach) that are relevant to the proposed research projects and potential trainee career paths.

Collaborations with non-academic partners (e.g., industry, national/government laboratories, non-government organizations, government agencies, independent laboratories, and research, education, outreach, and informal science centers) are encouraged to promote the trainees' professional development. Internships and international experiences are encouraged if they provide marked added value, including authentic mentorship by hosts. If internships are included, proposers should describe pre-internship orientation for trainees and hosts, duration, and expected outcomes. Letters of support from internship host organizations are strongly encouraged (see section 7a, below). The NRT program encourages projects that foster development of a global perspective, through experiences abroad and/or activities at the home institution(s).

3e. Major Research Efforts. Describe examples of the novel, potentially transformative research that the NRT will catalyze through interdisciplinary synergies emerging from currently funded activities at the institution(s) and/or via separate NRT-funded interdisciplinary or convergent initiatives. Explain the need for the proposed NRT research and how it would substantially advance, inform, and transform research beyond funded initiatives already underway at the institution(s). NRT funding should be used to complement rather than supplant other research funding. If the institution has prior or currently active NRTs, the novelty and distinction of the research themes and efforts should be clearly explained.

3f. Broader Impacts. The Project Description must contain, as a separate section labeled 'Broader Impacts' within the narrative, a discussion of how both the training components and the major research efforts will contribute more broadly to the achievement of societally relevant outcomes. Such outcomes in the context of NRT include, but are not limited to: development of a diverse, globally competitive STEM workforce; full participation of the broad spectrum of diverse talent that society has to offer which includes underrepresented and under-served communities; improved STEM education and educator/faculty development; enhanced infrastructure for research and education; increased partnerships and collaborations (both domestic and international) between academia, industry, and others. Proposers should indicate how the project will impact the training of STEM graduate students beyond the disciplines and institutions described in the proposal, contribute to the development and adoption of evidence-based teaching and learning practices, and advance research on effective models for graduate education.

3g. Recruitment, Mentoring, and Retention. NSF recognizes the unique lived experiences of individuals from communities that are underrepresented and/or under-served in science, technology, engineering, and mathematics (STEM) and the barriers to inclusion and access to STEM education and careers that impact some students. Describe plans for increased outreach and engagement to support recruitment, mentoring and retention of trainees representative of the full spectrum of diverse talent that society has to offer which includes members of underrepresented and under-served communities. All NRT projects are encouraged to use the NSF Education and Training Application (ETAP) for recruitment of applicants. ETAP is a free and customizable common application system that connects individuals (such as students and teachers) with NSF-funded education and training opportunities.

3g(i). Demographic Table. All proposals must include a TABLE with quantitative data showing recruitment (enrollment), retention, and graduation outcomes of domestic (i.e., NRT-traineeship eligible) graduate students from all groups, to include underrepresented groups and, separately, for students from other groups (combined) in participating departments for each of the five years preceding the submission date, including time-to-degree completion. Departmental data should be presented separately and should not be aggregated. Tables should include data on students from groups that will be the focus of project broadening participation efforts. Comparisons with national-level data are strongly encouraged. Proposals that do not include the required table will be returned without review.

3g(ii). Broadening Participation Strategy. Proposals should describe in detail: the evidence base for outreach and engagement efforts to support recruiting, mentoring, retention, and broadening participation strategies; the rationale for strategies that will be used to pursue diversity goals; and successes of any existing recruiting or retention programs that will be leveraged through the project. Proposers must explain how their processes for admission to the NRT program and their actions to broaden participation will be coordinated with the admissions policies and procedures of the department(s) and university. Proposers are especially encouraged to establish linkages, as appropriate, with the components of the national network of NSF INCLUDES projects as well as REU, LSAMP, S-STEM and other relevant NSF projects (see https://www.nsf.gov/od/broadeningparticipation/bp_portfolio_dynamic.jsp ).

3h. Organization and Management. Present the plans for the organization and management of the NRT project, including the responsibilities of key personnel and reporting lines. Describe how the leadership team will foster a sense of community among project participants (faculty, trainees, evaluator(s), staff, and collaborators) and convergence among the disciplines through activities and practices. The PI must possess the scientific, teaching, and mentoring expertise and the project management experience necessary to lead and administer the NRT; core teams should represent research expertise in all of the primary fields engaged through the project. Projects should include a NRT Project Coordinator (75%-100%) as a member of the management team. The Project Coordinator should not be a core participant described in the 3a Table. Proposers should identify formal mechanisms for recurring, substantive communication with administrators (e.g., department chairs, college deans, graduate school dean(s), provost(s), and others) about the NRT's progress and any institutional barriers.

If a collaborative project is proposed, describe the role of the non-lead institution(s) and its (their) participating personnel, the organizational structure(s), and the mechanisms for project communication. A collaborative proposal should be submitted only if the partner institution(s) has (have) a significant role and substantially enhance(s) the training program. Collaborative projects involving trainees at more than a single lead institution should describe practices to ensure that trainees at the participating institution(s) are equal partners, with strong mentorship and comparable access to training activities.

3i. Performance Assessment/Project Evaluation. Projects should include plans to evaluate the success of the research and traineeship activities. In particular, the proposal should identify specific competencies and outcomes along with performance measures and an evaluation timetable. Although the focus should be on trainees, the evaluation plan should also assess how the NRT project affects faculty teaching and research, academic programs, and institutional policies regarding interdisciplinary collaboration in STEM graduate education. The assessment plan should describe how and when assessment outcomes including trainee feedback would be shared with project participants, including trainees and institutional administration, and inform the project implementation practices. Proposals should include plans for communicating assessment results both within the NRT community and more broadly through publications and professional meetings. The description of the dissemination of these results should address how the evaluation and project team will work together to produce publications/reports that address the efficacy and/or effectiveness of the educational training approach through the collected evaluation data. Evaluation budgets should include time for the evaluator to work on publications with the project team.

The project team should ensure that the project benefits from an unbiased and external perspective in project assessment/evaluation activities. Project evaluator(s) can be from an internal or external assessment unit or consulting entity. If a project chooses to involve an individual or team from the lead or collaborating institution(s) in the evaluation, then the project must provide justification and explain how bias would be mitigated and managed. This section should also describe project evaluation sustainability plans including the efforts that will be made so that the assessment/evaluation tools that are developed/implemented during the project period are available to the academic community at the participating institution/s beyond the award period. The lead evaluator must be listed as one of the 10 core participants. This requirement does not impact institutional eligibility, as organizations participating solely as project evaluators are excluded from the institutional eligibility limits on numbers of proposals submitted (see Section IV).

3j. Independent Advisory Committee. An independent advisory committee composed of individuals external to the institution(s) is required to provide guidance on a regular basis throughout the project. Describe plans for regular advisory committee meetings to meet regularly and mechanisms for the committee to provide advice to the leadership team based on the evaluator's findings and other formal and informal information obtained from the leadership team, other participants, trainees, and administrators.

3k. Recent Student Training Experiences. Describe the experience of the PI and co-PIs and other senior/key personnel with leading or participating in STEM education and training over the past five years. Describe any overlap and/or complementarity between the training and the proposed NRT program.

3l. Results from Prior NSF Support. The PI and co-PIs who have received NSF funding (including any current funding) from an award with an end date in the past five years must provide information on the prior award, major achievements, and relevance to the proposed NRT project. Individuals who have received more than one prior award must report on the award most closely related to the proposal. A complete bibliographic citation for each publication resulting from an NSF award must be included in either the Results from Prior NSF Support section or in the References Cited section of the proposal.

4. Budget and Allowable Costs : Provide an annual budget for up to five years. The proposed budget for Track 1 proposals can be up to $3,000,000 (maximum). The proposed budget for Track 2 proposals can be up to $2,000,000 (maximum). Proposal budgets for both tracks should be consistent with the costs to develop, offer, administer, and evaluate the program elements (e.g., courses, workshops, internships) and the number of trainees supported. Requests for trainee support and programmatic elements must be commensurate with the goals specified in the proposal.

4a. Trainee Support. Include all trainee support (e.g., stipend, costs of education, travel) as Participant Support Costs in the budget. NRT stipend and education costs are intended for those trainees (i.e., research-based master's and/or doctoral students) whose research is aligned with the project's research theme or focus area(s). Trainees receiving stipend and cost-of-education support (i.e., NRT-stipend-funded trainees) must be full-time students and be United States citizens, nationals, or legal permanent residents. The NSF minimum contribution to NRT stipends is $37,000 per year per NRT-stipend-funded trainee for a 12-month appointment. Stipend-funded trainees are expected to minimally receive the equivalent of one year of $37K stipend support that may be distributed over their traineeship tenure. NRT-stipend-funded trainees cannot be charged tuition or any other required costs of education while they are receiving a NRT stipend. Thus, the budget should include customary costs of education (i.e., tuition and required fees) for NRT-stipend-funded trainees. NSF will provide not less than $16,000 per NRT-stipend-funded trainee for costs of education, so the budget should include at least that amount per trainee. Non-NRT-stipend-funded trainees may be supported to participate in training elements and research and/or travel related to the project. Additional costs for all trainees (NRT-stipend-funded and non-NRT-stipend-funded) to participate in programmatic and training elements should be designated as Travel, Subsistence, or Other Participant Support Costs in the budget.

4b. Faculty/Senior/Key Personnel Salaries. Salary support must be consistent with contributions to the traineeship. Support for postdoctoral fellows is not allowed unless they explicitly have an instructional or other training role.

4c. Other Budget Items. Other budget requests (e.g., non-trainee travel, equipment, and research support) must reflect the training focus of the program, including programmatic elements and non-NRT-stipend-supported trainee support. Projects should budget for an NRT Project Coordinator (75%-100% appointment) and an evaluator. The budget should include funds for the PI, one trainee, the Project Coordinator, and an evaluator to attend an annual NRT meeting in Washington, DC.

5. Facilities, Equipment, and Other Resources : Provide a description of the facilities and major instrumentation that are available for training purposes.

6. Senior/Key Personnel Documents : In accordance with the guidance in the PAPPG, the following information must be provided for all individuals designated as Senior/Key Personnel. For this solicitation, up to 10 core participants may be listed as Senior/Key personnel, including the PI, co-PIs, other faculty and senior/key personnel, lead evaluator, and external collaborators. The lead evaluator must be one of the 10 core participants. Proposals that include more than 10 core participants will be returned without review.

• Biographical Sketch
• Current and Pending (Other) Support
• Collaborators & Other Affiliations Information
• Synergistic Activities

7. Special Information and Supplementary Documentation : Some supplementary documents are required (e.g., institutional support letter [maximum two pages], letters of collaboration for certain organizations that appear in the budget, and the Data Management and Sharing Plan), while others are optional (e.g., partner letters of support [maximum one page]). Letters of collaboration have mandatory eligibility language that must be added. Proposals that lack required supplementary documents or that exceed the page limitations described below will be returned without review.

7a. Letters of Collaboration and Support. (i) Institutional Letters of Support: For both Tracks, one letter of support, up to two pages in length and submitted as a Supplementary Document, is required from the appropriate senior university administrator at the lead institution. These support letters should describe institutional support for the traineeship program and how successful programmatic elements and any associated institutional policies and infrastructure will be sustained after award expiration. (ii) Letters of Support (Other): Up to eight other optional letters of support, each no more than one page long, may be provided from partner organizations or institutions, including international entities, that would play a significant collaborative role in the project but do not appear in the budget. (iii) Letters of Collaboration: A letter of collaboration (see the PAPPG for a recommended format) is required from each NRT-eligible partner organization that appears in the budget (e.g., external evaluator, collaborating higher education institution, etc.). Each letter of collaboration must include the following appropriate statement at the conclusion of the letter: "We agree to partner on this NRT project, understanding that serving as a non-lead organization on a proposal will count toward our organizational eligibility limit of two NRT proposals per annual competition." OR "We agree to partner on this NRT project as a sub-recipient" The letters of collaboration should not include endorsements or advocacy for the project.

7b. Data Management and Sharing Plan. The PI should follow the data management requirements and plans for the Directorate, Office, Division, Program, or other NSF unit most closely aligned with the research theme of the NRT traineeship. The Data Management and Sharing Plan should address project data collection associated with both research and educational activities.

No other items or appendices are to be included. Full proposals containing items, other than those required above or by the PAPPG, will not be accepted or will be returned without review.

Cost Sharing:

Inclusion of voluntary committed cost sharing is prohibited.

Other Budgetary Limitations:

Other budgetary limitations apply. Please see the full text of this solicitation for further information.

D. Research.gov/Grants.gov Requirements

For Proposals Submitted Via Research.gov:

To prepare and submit a proposal via Research.gov, see detailed technical instructions available at: https://www.research.gov/research-portal/appmanager/base/desktop?_nfpb=true&_pageLabel=research_node_display&_nodePath=/researchGov/Service/Desktop/ProposalPreparationandSubmission.html . For Research.gov user support, call the Research.gov Help Desk at 1-800-381-1532 or e-mail [email protected] . The Research.gov Help Desk answers general technical questions related to the use of the Research.gov system. Specific questions related to this program solicitation should be referred to the NSF program staff contact(s) listed in Section VIII of this funding opportunity.

For Proposals Submitted Via Grants.gov:

Before using Grants.gov for the first time, each organization must register to create an institutional profile. Once registered, the applicant's organization can then apply for any federal grant on the Grants.gov website. Comprehensive information about using Grants.gov is available on the Grants.gov Applicant Resources web page: https://www.grants.gov/applicants . In addition, the NSF Grants.gov Application Guide (see link in Section V.A) provides instructions regarding the technical preparation of proposals via Grants.gov. For Grants.gov user support, contact the Grants.gov Contact Center at 1-800-518-4726 or by email: [email protected] . The Grants.gov Contact Center answers general technical questions related to the use of Grants.gov. Specific questions related to this program solicitation should be referred to the NSF program staff contact(s) listed in Section VIII of this solicitation. Submitting the Proposal: Once all documents have been completed, the Authorized Organizational Representative (AOR) must submit the application to Grants.gov and verify the desired funding opportunity and agency to which the application is submitted. The AOR must then sign and submit the application to Grants.gov. The completed application will be transferred to Research.gov for further processing. The NSF Grants.gov Proposal Processing in Research.gov informational page provides submission guidance to applicants and links to helpful resources including the NSF Grants.gov Application Guide , Grants.gov Proposal Processing in Research.gov how-to guide , and Grants.gov Submitted Proposals Frequently Asked Questions . Grants.gov proposals must pass all NSF pre-check and post-check validations in order to be accepted by Research.gov at NSF. When submitting via Grants.gov, NSF strongly recommends applicants initiate proposal submission at least five business days in advance of a deadline to allow adequate time to address NSF compliance errors and resubmissions by 5:00 p.m. submitting organization's local time on the deadline. Please note that some errors cannot be corrected in Grants.gov. Once a proposal passes pre-checks but fails any post-check, an applicant can only correct and submit the in-progress proposal in Research.gov.

Proposers that submitted via Research.gov may use Research.gov to verify the status of their submission to NSF. For proposers that submitted via Grants.gov, until an application has been received and validated by NSF, the Authorized Organizational Representative may check the status of an application on Grants.gov. After proposers have received an e-mail notification from NSF, Research.gov should be used to check the status of an application.

VI. NSF Proposal Processing And Review Procedures

Proposals received by NSF are assigned to the appropriate NSF program for acknowledgment and, if they meet NSF requirements, for review. All proposals are carefully reviewed by a scientist, engineer, or educator serving as an NSF Program Officer, and usually by three to ten other persons outside NSF either as ad hoc reviewers, panelists, or both, who are experts in the particular fields represented by the proposal. These reviewers are selected by Program Officers charged with oversight of the review process. Proposers are invited to suggest names of persons they believe are especially well qualified to review the proposal and/or persons they would prefer not review the proposal. These suggestions may serve as one source in the reviewer selection process at the Program Officer's discretion. Submission of such names, however, is optional. Care is taken to ensure that reviewers have no conflicts of interest with the proposal. In addition, Program Officers may obtain comments from site visits before recommending final action on proposals. Senior NSF staff further review recommendations for awards. A flowchart that depicts the entire NSF proposal and award process (and associated timeline) is included in PAPPG Exhibit III-1.

A comprehensive description of the Foundation's merit review process is available on the NSF website at: https://www.nsf.gov/bfa/dias/policy/merit_review/ .

Proposers should also be aware of core strategies that are essential to the fulfillment of NSF's mission, as articulated in Leading the World in Discovery and Innovation, STEM Talent Development and the Delivery of Benefits from Research - NSF Strategic Plan for Fiscal Years (FY) 2022 - 2026 . These strategies are integrated in the program planning and implementation process, of which proposal review is one part. NSF's mission is particularly well-implemented through the integration of research and education and broadening participation in NSF programs, projects, and activities.

One of the strategic objectives in support of NSF's mission is to foster integration of research and education through the programs, projects, and activities it supports at academic and research institutions. These institutions must recruit, train, and prepare a diverse STEM workforce to advance the frontiers of science and participate in the U.S. technology-based economy. NSF's contribution to the national innovation ecosystem is to provide cutting-edge research under the guidance of the Nation's most creative scientists and engineers. NSF also supports development of a strong science, technology, engineering, and mathematics (STEM) workforce by investing in building the knowledge that informs improvements in STEM teaching and learning.

NSF's mission calls for the broadening of opportunities and expanding participation of groups, institutions, and geographic regions that are underrepresented in STEM disciplines, which is essential to the health and vitality of science and engineering. NSF is committed to this principle of diversity and deems it central to the programs, projects, and activities it considers and supports.

A. Merit Review Principles and Criteria

The National Science Foundation strives to invest in a robust and diverse portfolio of projects that creates new knowledge and enables breakthroughs in understanding across all areas of science and engineering research and education. To identify which projects to support, NSF relies on a merit review process that incorporates consideration of both the technical aspects of a proposed project and its potential to contribute more broadly to advancing NSF's mission "to promote the progress of science; to advance the national health, prosperity, and welfare; to secure the national defense; and for other purposes." NSF makes every effort to conduct a fair, competitive, transparent merit review process for the selection of projects.

1. Merit Review Principles

These principles are to be given due diligence by PIs and organizations when preparing proposals and managing projects, by reviewers when reading and evaluating proposals, and by NSF program staff when determining whether or not to recommend proposals for funding and while overseeing awards. Given that NSF is the primary federal agency charged with nurturing and supporting excellence in basic research and education, the following three principles apply:

• All NSF projects should be of the highest quality and have the potential to advance, if not transform, the frontiers of knowledge.
• NSF projects, in the aggregate, should contribute more broadly to achieving societal goals. These "Broader Impacts" may be accomplished through the research itself, through activities that are directly related to specific research projects, or through activities that are supported by, but are complementary to, the project. The project activities may be based on previously established and/or innovative methods and approaches, but in either case must be well justified.
• Meaningful assessment and evaluation of NSF funded projects should be based on appropriate metrics, keeping in mind the likely correlation between the effect of broader impacts and the resources provided to implement projects. If the size of the activity is limited, evaluation of that activity in isolation is not likely to be meaningful. Thus, assessing the effectiveness of these activities may best be done at a higher, more aggregated, level than the individual project.

With respect to the third principle, even if assessment of Broader Impacts outcomes for particular projects is done at an aggregated level, PIs are expected to be accountable for carrying out the activities described in the funded project. Thus, individual projects should include clearly stated goals, specific descriptions of the activities that the PI intends to do, and a plan in place to document the outputs of those activities.

These three merit review principles provide the basis for the merit review criteria, as well as a context within which the users of the criteria can better understand their intent.

2. Merit Review Criteria

All NSF proposals are evaluated through use of the two National Science Board approved merit review criteria. In some instances, however, NSF will employ additional criteria as required to highlight the specific objectives of certain programs and activities.

The two merit review criteria are listed below. Both criteria are to be given full consideration during the review and decision-making processes; each criterion is necessary but neither, by itself, is sufficient. Therefore, proposers must fully address both criteria. (PAPPG Chapter II.D.2.d(i). contains additional information for use by proposers in development of the Project Description section of the proposal). Reviewers are strongly encouraged to review the criteria, including PAPPG Chapter II.D.2.d(i), prior to the review of a proposal.

When evaluating NSF proposals, reviewers will be asked to consider what the proposers want to do, why they want to do it, how they plan to do it, how they will know if they succeed, and what benefits could accrue if the project is successful. These issues apply both to the technical aspects of the proposal and the way in which the project may make broader contributions. To that end, reviewers will be asked to evaluate all proposals against two criteria:

• Intellectual Merit: The Intellectual Merit criterion encompasses the potential to advance knowledge; and
• Broader Impacts: The Broader Impacts criterion encompasses the potential to benefit society and contribute to the achievement of specific, desired societal outcomes.

The following elements should be considered in the review for both criteria:

• Advance knowledge and understanding within its own field or across different fields (Intellectual Merit); and
• Benefit society or advance desired societal outcomes (Broader Impacts)?
• To what extent do the proposed activities suggest and explore creative, original, or potentially transformative concepts?
• Is the plan for carrying out the proposed activities well-reasoned, well-organized, and based on a sound rationale? Does the plan incorporate a mechanism to assess success?
• How well qualified is the individual, team, or organization to conduct the proposed activities?
• Are there adequate resources available to the PI (either at the home organization or through collaborations) to carry out the proposed activities?

Broader impacts may be accomplished through the research itself, through the activities that are directly related to specific research projects, or through activities that are supported by, but are complementary to, the project. NSF values the advancement of scientific knowledge and activities that contribute to achievement of societally relevant outcomes. Such outcomes include, but are not limited to: full participation of women, persons with disabilities, and other underrepresented groups in science, technology, engineering, and mathematics (STEM); improved STEM education and educator development at any level; increased public scientific literacy and public engagement with science and technology; improved well-being of individuals in society; development of a diverse, globally competitive STEM workforce; increased partnerships between academia, industry, and others; improved national security; increased economic competitiveness of the United States; and enhanced infrastructure for research and education.

Proposers are reminded that reviewers will also be asked to review the Data Management and Sharing Plan and the Mentoring Plan, as appropriate.

Additional Solicitation Specific Review Criteria

B. Review and Selection Process

Proposals submitted in response to this program solicitation will be reviewed by Ad hoc Review and/or Panel Review.

Reviewers will be asked to evaluate proposals using two National Science Board approved merit review criteria and, if applicable, additional program specific criteria. A summary rating and accompanying narrative will generally be completed and submitted by each reviewer and/or panel. The Program Officer assigned to manage the proposal's review will consider the advice of reviewers and will formulate a recommendation.

After scientific, technical and programmatic review and consideration of appropriate factors, the NSF Program Officer recommends to the cognizant Division Director whether the proposal should be declined or recommended for award. NSF strives to be able to tell proposers whether their proposals have been declined or recommended for funding within six months. Large or particularly complex proposals or proposals from new recipients may require additional review and processing time. The time interval begins on the deadline or target date, or receipt date, whichever is later. The interval ends when the Division Director acts upon the Program Officer's recommendation.

After programmatic approval has been obtained, the proposals recommended for funding will be forwarded to the Division of Grants and Agreements or the Division of Acquisition and Cooperative Support for review of business, financial, and policy implications. After an administrative review has occurred, Grants and Agreements Officers perform the processing and issuance of a grant or other agreement. Proposers are cautioned that only a Grants and Agreements Officer may make commitments, obligations or awards on behalf of NSF or authorize the expenditure of funds. No commitment on the part of NSF should be inferred from technical or budgetary discussions with a NSF Program Officer. A Principal Investigator or organization that makes financial or personnel commitments in the absence of a grant or cooperative agreement signed by the NSF Grants and Agreements Officer does so at their own risk.

Once an award or declination decision has been made, Principal Investigators are provided feedback about their proposals. In all cases, reviews are treated as confidential documents. Verbatim copies of reviews, excluding the names of the reviewers or any reviewer-identifying information, are sent to the Principal Investigator/Project Director by the Program Officer. In addition, the proposer will receive an explanation of the decision to award or decline funding.

VII. Award Administration Information

A. notification of the award.

Notification of the award is made to the submitting organization by an NSF Grants and Agreements Officer. Organizations whose proposals are declined will be advised as promptly as possible by the cognizant NSF Program administering the program. Verbatim copies of reviews, not including the identity of the reviewer, will be provided automatically to the Principal Investigator. (See Section VI.B. for additional information on the review process.)

B. Award Conditions

An NSF award consists of: (1) the award notice, which includes any special provisions applicable to the award and any numbered amendments thereto; (2) the budget, which indicates the amounts, by categories of expense, on which NSF has based its support (or otherwise communicates any specific approvals or disapprovals of proposed expenditures); (3) the proposal referenced in the award notice; (4) the applicable award conditions, such as Grant General Conditions (GC-1)*; or Research Terms and Conditions* and (5) any announcement or other NSF issuance that may be incorporated by reference in the award notice. Cooperative agreements also are administered in accordance with NSF Cooperative Agreement Financial and Administrative Terms and Conditions (CA-FATC) and the applicable Programmatic Terms and Conditions. NSF awards are electronically signed by an NSF Grants and Agreements Officer and transmitted electronically to the organization via e-mail.

*These documents may be accessed electronically on NSF's Website at https://www.nsf.gov/awards/managing/award_conditions.jsp?org=NSF . Paper copies may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-8134 or by e-mail from [email protected] .

More comprehensive information on NSF Award Conditions and other important information on the administration of NSF awards is contained in the NSF Proposal & Award Policies & Procedures Guide (PAPPG) Chapter VII, available electronically on the NSF Website at https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg .

Administrative and National Policy Requirements

Build America, Buy America

As expressed in Executive Order 14005, Ensuring the Future is Made in All of America by All of America's Workers (86 FR 7475), it is the policy of the executive branch to use terms and conditions of Federal financial assistance awards to maximize, consistent with law, the use of goods, products, and materials produced in, and services offered in, the United States.

Consistent with the requirements of the Build America, Buy America Act (Pub. L. 117-58, Division G, Title IX, Subtitle A, November 15, 2021), no funding made available through this funding opportunity may be obligated for infrastructure projects under an award unless all iron, steel, manufactured products, and construction materials used in the project are produced in the United States. For additional information, visit NSF's Build America, Buy America web page

Special Award Conditions:

Award recipients should be prepared to contribute to NRT program evaluation, including participation in systematic data collection via NSF monitoring systems, contributions at NSF-sponsored PI meetings, including PI attendance at a one-day virtual orientation meeting during the first year of the project, and periodic cross-award, joint video conferences to share insights, effective practices, and evaluation findings.

C. Reporting Requirements

For all multi-year grants (including both standard and continuing grants), the Principal Investigator must submit an annual project report to the cognizant Program Officer no later than 90 days prior to the end of the current budget period. (Some programs or awards require submission of more frequent project reports). No later than 120 days following expiration of a grant, the PI also is required to submit a final annual project report, and a project outcomes report for the general public.

Failure to provide the required annual or final annual project reports, or the project outcomes report, will delay NSF review and processing of any future funding increments as well as any pending proposals for all identified PIs and co-PIs on a given award. PIs should examine the formats of the required reports in advance to assure availability of required data.

PIs are required to use NSF's electronic project-reporting system, available through Research.gov, for preparation and submission of annual and final annual project reports. Such reports provide information on accomplishments, project participants (individual and organizational), publications, and other specific products and impacts of the project. Submission of the report via Research.gov constitutes certification by the PI that the contents of the report are accurate and complete. The project outcomes report also must be prepared and submitted using Research.gov. This report serves as a brief summary, prepared specifically for the public, of the nature and outcomes of the project. This report will be posted on the NSF website exactly as it is submitted by the PI.

More comprehensive information on NSF Reporting Requirements and other important information on the administration of NSF awards is contained in the NSF Proposal & Award Policies & Procedures Guide (PAPPG) Chapter VII, available electronically on the NSF Website at https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg .

PIs will be required to submit annual and final annual project reports that differ from the standard reporting format contained in Research.gov. Instructions for preparing and submitting such reports will be provided to the PI. NRT PIs are required to submit their annual and final annual project reports through a special NRT web-based reporting system that standardizes the collection of information across NRT sites.

VIII. Agency Contacts

Please note that the program contact information is current at the time of publishing. See program website for any updates to the points of contact.

General inquiries regarding this program should be made to:

For questions related to the use of NSF systems contact:

• NSF Help Desk: 1-800-381-1532
• Research.gov Help Desk e-mail: [email protected]

For questions relating to Grants.gov contact:

• Grants.gov Contact Center: If the Authorized Organizational Representatives (AOR) has not received a confirmation message from Grants.gov within 48 hours of submission of application, please contact via telephone: 1-800-518-4726; e-mail: [email protected] .

IX. Other Information

The NSF website provides the most comprehensive source of information on NSF Directorates (including contact information), programs and funding opportunities. Use of this website by potential proposers is strongly encouraged. In addition, "NSF Update" is an information-delivery system designed to keep potential proposers and other interested parties apprised of new NSF funding opportunities and publications, important changes in proposal and award policies and procedures, and upcoming NSF Grants Conferences . Subscribers are informed through e-mail or the user's Web browser each time new publications are issued that match their identified interests. "NSF Update" also is available on NSF's website .

Grants.gov provides an additional electronic capability to search for Federal government-wide grant opportunities. NSF funding opportunities may be accessed via this mechanism. Further information on Grants.gov may be obtained at https://www.grants.gov .

About The National Science Foundation

The National Science Foundation (NSF) is an independent Federal agency created by the National Science Foundation Act of 1950, as amended (42 USC 1861-75). The Act states the purpose of the NSF is "to promote the progress of science; [and] to advance the national health, prosperity, and welfare by supporting research and education in all fields of science and engineering."

NSF funds research and education in most fields of science and engineering. It does this through grants and cooperative agreements to more than 2,000 colleges, universities, K-12 school systems, businesses, informal science organizations and other research organizations throughout the US. The Foundation accounts for about one-fourth of Federal support to academic institutions for basic research.

NSF receives approximately 55,000 proposals each year for research, education and training projects, of which approximately 11,000 are funded. In addition, the Foundation receives several thousand applications for graduate and postdoctoral fellowships. The agency operates no laboratories itself but does support National Research Centers, user facilities, certain oceanographic vessels and Arctic and Antarctic research stations. The Foundation also supports cooperative research between universities and industry, US participation in international scientific and engineering efforts, and educational activities at every academic level.

Facilitation Awards for Scientists and Engineers with Disabilities (FASED) provide funding for special assistance or equipment to enable persons with disabilities to work on NSF-supported projects. See the NSF Proposal & Award Policies & Procedures Guide Chapter II.F.7 for instructions regarding preparation of these types of proposals.

The National Science Foundation has Telephonic Device for the Deaf (TDD) and Federal Information Relay Service (FIRS) capabilities that enable individuals with hearing impairments to communicate with the Foundation about NSF programs, employment or general information. TDD may be accessed at (703) 292-5090 and (800) 281-8749, FIRS at (800) 877-8339.

The National Science Foundation Information Center may be reached at (703) 292-5111.

The National Science Foundation promotes and advances scientific progress in the United States by competitively awarding grants and cooperative agreements for research and education in the sciences, mathematics, and engineering. To get the latest information about program deadlines, to download copies of NSF publications, and to access abstracts of awards, visit the NSF Website at 2415 Eisenhower Avenue, Alexandria, VA 22314 (NSF Information Center) (703) 292-5111 (703) 292-5090   Send an e-mail to: or telephone: (703) 292-8134 (703) 292-5111 Privacy Act And Public Burden Statements The information requested on proposal forms and project reports is solicited under the authority of the National Science Foundation Act of 1950, as amended. The information on proposal forms will be used in connection with the selection of qualified proposals; and project reports submitted by proposers will be used for program evaluation and reporting within the Executive Branch and to Congress. The information requested may be disclosed to qualified reviewers and staff assistants as part of the proposal review process; to proposer institutions/grantees to provide or obtain data regarding the proposal review process, award decisions, or the administration of awards; to government contractors, experts, volunteers and researchers and educators as necessary to complete assigned work; to other government agencies or other entities needing information regarding proposers or nominees as part of a joint application review process, or in order to coordinate programs or policy; and to another Federal agency, court, or party in a court or Federal administrative proceeding if the government is a party. Information about Principal Investigators may be added to the Reviewer file and used to select potential candidates to serve as peer reviewers or advisory committee members. See System of Record Notices , NSF-50 , "Principal Investigator/Proposal File and Associated Records," and NSF-51 , "Reviewer/Proposal File and Associated Records." Submission of the information is voluntary. Failure to provide full and complete information, however, may reduce the possibility of receiving an award. An agency may not conduct or sponsor, and a person is not required to respond to, an information collection unless it displays a valid Office of Management and Budget (OMB) control number. The OMB control number for this collection is 3145-0058. Public reporting burden for this collection of information is estimated to average 120 hours per response, including the time for reviewing instructions. Send comments regarding the burden estimate and any other aspect of this collection of information, including suggestions for reducing this burden, to: Suzanne H. Plimpton Reports Clearance Officer Policy Office, Division of Institution and Award Support Office of Budget, Finance, and Award Management National Science Foundation Alexandria, VA 22314 6 Best universities for Nursing in Saint Petersburg Updated: February 29, 2024 Art & Design Computer Science Engineering Environmental Science Liberal Arts & Social Sciences Mathematics Below is a list of best universities in Saint Petersburg ranked based on their research performance in Nursing. A graph of 11.8K citations received by 1.66K academic papers made by 6 universities in Saint Petersburg 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. St. Petersburg State University For Nursing 2. 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Saint Petersburg nursing schools by NCLEX Score Certificate in Practical Nursing: 100.0% NCLEX pass rate (2019 through 2019) Associate Degree in Nursing: 52.9% NCLEX pass rate (2019 through 2019) Associate Degree in Nursing: 100.0% NCLEX pass rate (2019 through 2019) Certificate in Practical Nursing (Evening): 100.0% NCLEX pass rate (2016 through 2018) Certificate in Practical Nursing: 90.3% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 100.0% NCLEX pass rate (2018 through 2019) Bachelor of Science in Nursing: 45.5% NCLEX pass rate (2017 through 2019) Associate Degree in Nursing: 68.0% NCLEX pass rate (2018 through 2019) Bachelor of Science in Nursing: 100.0% NCLEX pass rate (2019 through 2019) Associate Degree in Nursing: 76.6% NCLEX pass rate (2014 through 2019) Bachelor of Science in Nursing: 98.9% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 98.3% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 90.4% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 98.2% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 97.7% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 96.7% NCLEX pass rate (2010 through 2018) Associate Degree in Nursing: 75.8% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 96.6% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 96.4% NCLEX pass rate (2010 through 2019) Bachelor of Science in Nursing: 95.9% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 95.8% NCLEX pass rate (2010 through 2019) Bachelor of Science in Nursing: 95.7% NCLEX pass rate (2019 through 2019) Diploma in Practical Nursing: 83.3% NCLEX pass rate (2013 through 2019) Associate Degree in Nursing: 83.2% NCLEX pass rate (2010 through 2019) Bachelor of Science in Nursing: 95.7% NCLEX pass rate (2016 through 2019) Certificate in Practical Nursing: 95.5% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 89.5% NCLEX pass rate (2010 through 2019) Bachelor of Science in Nursing: 95.5% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 95.5% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 95.1% NCLEX pass rate (2013 through 2019) Associate Degree in Nursing: 95.1% NCLEX pass rate (2018 through 2019) Certificate in Practical Nursing: 94.7% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 85.2% NCLEX pass rate (2011 through 2019) Associate Degree in Nursing: 94.5% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 94.2% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 87.2% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 94.0% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 93.8% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 86.3% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 93.7% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 93.6% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 93.5% NCLEX pass rate (2010 through 2019) Bachelor of Science in Nursing: 93.0% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 93.0% NCLEX pass rate (2014 through 2019) Bachelor of Science in Nursing: 92.7% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 92.6% NCLEX pass rate (2010 through 2019) Bachelor of Science in Nursing: 92.6% NCLEX pass rate (2010 through 2019) Bachelor of Science in Nursing: 92.5% NCLEX pass rate (2010 through 2019) Diploma in Practical Nursing: 92.5% NCLEX pass rate (2014 through 2019) Bachelor of Science in Nursing: 87.9% NCLEX pass rate (2019 through 2019) Associate Degree in Nursing: 81.0% NCLEX pass rate (2012 through 2019) Associate Degree in Nursing: 92.3% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 92.2% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 77.2% NCLEX pass rate (2011 through 2019) Certificate in Practical Nursing: 92.1% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 88.7% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 92.0% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 82.3% NCLEX pass rate (2010 through 2019) Bachelor of Science in Nursing: 92.0% NCLEX pass rate (2010 through 2019) Bachelor of Science in Nursing: 91.9% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 91.9% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 91.8% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 91.7% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 91.5% NCLEX pass rate (2010 through 2019) Accelerated Bachelor of Science in Nursing: 91.3% NCLEX pass rate (2016 through 2019) Associate Degree in Nursing: 91.2% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 91.1% NCLEX pass rate (2012 through 2019) Certificate in Practical Nursing: 91.0% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 90.9% NCLEX pass rate (2018 through 2019) Certificate in Practical Nursing: 90.6% NCLEX pass rate (2012 through 2019) Associate Degree in Nursing: 84.0% NCLEX pass rate (2012 through 2019) Bachelor of Science in Nursing: 90.5% NCLEX pass rate (2017 through 2019) Accelerated Second Degree BSN: 90.5% NCLEX pass rate (2017 through 2019) Associate Degree in Nursing: 88.4% NCLEX pass rate (2010 through 2019) Bachelor of Science in Nursing: 90.0% NCLEX pass rate (2017 through 2019) Bachelor of Science in Nursing: 89.7% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 89.7% NCLEX pass rate (2013 through 2019) Certificate in Practical Nursing: 83.2% NCLEX pass rate (2010 through 2019) Bachelor of Science in Nursing: 89.3% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 89.3% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 88.8% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 89.3% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 77.1% NCLEX pass rate (2018 through 2019) Certificate in Practical Nursing: 89.1% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 89.1% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 89.0% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 88.9% NCLEX pass rate (2018 through 2019) Associate Degree in Nursing: 88.9% NCLEX pass rate (2010 through 2019) Diploma in Practical Nursing: 88.9% NCLEX pass rate (2013 through 2019) Bachelor of Science in Nursing: 88.0% NCLEX pass rate (2018 through 2019) Associate Degree in Nursing: 85.7% NCLEX pass rate (2012 through 2019) Diploma in Practical Nursing: 88.8% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 87.5% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 88.8% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 88.6% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 88.6% NCLEX pass rate (2014 through 2019) Bachelor of Science in Nursing: 84.9% NCLEX pass rate (2015 through 2019) Associate Degree in Nursing: 84.5% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 88.5% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 88.3% NCLEX pass rate (2017 through 2019) Associate Degree in Nursing: 67.1% NCLEX pass rate (2017 through 2019) Associate Degree in Nursing: 88.2% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 88.2% NCLEX pass rate (2010 through 2019) Bachelor of Science in Nursing: 88.1% NCLEX pass rate (2015 through 2019) Certificate in Practical Nursing: 88.0% NCLEX pass rate (2010 through 2019) Bachelor of Science in Nursing: 87.9% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 87.6% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 79.0% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 87.5% NCLEX pass rate (2010 through 2017) Bachelor of Science in Nursing: 87.3% NCLEX pass rate (2018 through 2019) Diploma in Practical Nursing: 83.2% NCLEX pass rate (2012 through 2019) Associate Degree in Nursing: 77.0% NCLEX pass rate (2013 through 2019) Certificate in Practical Nursing: 87.3% NCLEX pass rate (2010 through 2019) Bachelor of Science in Nursing: 87.2% NCLEX pass rate (2015 through 2019) Certificate in Practical Nursing: 87.0% NCLEX pass rate (2017 through 2019) Associate Degree in Nursing: 77.6% NCLEX pass rate (2015 through 2019) Bachelor of Science in Nursing: 74.1% NCLEX pass rate (2015 through 2019) Associate Degree in Nursing: 87.0% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 85.8% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 86.9% NCLEX pass rate (2012 through 2019) Associate Degree in Nursing: 86.7% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 86.5% NCLEX pass rate (2010 through 2019) Bachelor of Science in Nursing: 75.6% NCLEX pass rate (2018 through 2019) Certificate in Practical Nursing: 86.1% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 85.9% NCLEX pass rate (2010 through 2019) Bachelor of Science in Nursing: 85.9% NCLEX pass rate (2011 through 2019) Associate Degree in Nursing: 85.8% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 82.2% NCLEX pass rate (2010 through 2019) Bachelor of Science in Nursing: 85.8% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 85.7% NCLEX pass rate (2015 through 2018) Certificate in Practical Nursing: 85.7% NCLEX pass rate (2010 through 2019) Bachelor of Science in Nursing: 85.7% NCLEX pass rate (2014 through 2019) Associate Degree in Nursing: 85.6% NCLEX pass rate (2011 through 2019) Certificate in Practical Nursing: 85.6% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 75.9% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 85.5% NCLEX pass rate (2010 through 2019) Bachelor of Science in Nursing: 85.3% NCLEX pass rate (2011 through 2019) Bachelor of Science in Nursing: 84.7% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 84.2% NCLEX pass rate (2010 through 2019) Occupational Associate Degree in Practical Nursing: 84.0% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 75.8% NCLEX pass rate (2013 through 2019) Certificate in Practical Nursing: 83.7% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 83.6% NCLEX pass rate (2015 through 2019) Associate Degree in Nursing: 83.1% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 82.7% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 69.0% NCLEX pass rate (2011 through 2019) Bachelor of Science in Nursing: 82.3% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 82.0% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 72.9% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 81.9% NCLEX pass rate (2014 through 2019) Associate Degree in Nursing: 81.9% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 81.9% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 81.6% NCLEX pass rate (2016 through 2019) Certificate in Practical Nursing: 81.6% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 81.5% NCLEX pass rate (2011 through 2019) Certificate in Practical Nursing: 81.4% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 81.1% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 80.5% NCLEX pass rate (2010 through 2019) Bachelor of Science in Nursing: 80.2% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 80.0% NCLEX pass rate (2019 through 2019) Bachelor of Science in Nursing: 78.8% NCLEX pass rate (2013 through 2019) Associate Degree in Nursing: 78.7% NCLEX pass rate (2013 through 2019) Certificate in Practical Nursing: 64.3% NCLEX pass rate (2011 through 2019) Certificate in Practical Nursing: 78.2% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 51.3% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 78.0% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 77.5% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 77.0% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 76.7% NCLEX pass rate (2017 through 2019) Certificate in Practical Nursing: 76.7% NCLEX pass rate (2013 through 2019) Certificate in Practical Nursing (Adult): 69.0% NCLEX pass rate (2012 through 2019) Certificate in Practical Nursing: 76.4% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 63.1% NCLEX pass rate (2014 through 2019) Bachelor of Science in Nursing: 76.0% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 75.8% NCLEX pass rate (2010 through 2018) Associate Degree in Nursing: 75.8% NCLEX pass rate (2014 through 2019) Certificate in Practical Nursing: 75.8% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 75.4% NCLEX pass rate (2010 through 2019) Bachelor of Science in Nursing: 73.9% NCLEX pass rate (2016 through 2019) Associate Degree in Nursing: 71.9% NCLEX pass rate (2013 through 2019) Associate Degree in Nursing: 73.6% NCLEX pass rate (2013 through 2019) Certificate in Practical Nursing: 73.1% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 72.8% NCLEX pass rate (2010 through 2019) Certificate in Practical Nursing: 72.7% NCLEX pass rate (2013 through 2019) Certificate in Practical Nursing: 72.7% NCLEX pass rate (2016 through 2019) Certificate in Practical Nursing: 72.4% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 71.4% NCLEX pass rate (2019 through 2019) Associate Degree in Nursing: 71.2% NCLEX pass rate (2015 through 2019) Bachelor of Science in Nursing: 70.5% NCLEX pass rate (2014 through 2019) Associate Degree in Nursing: 47.5% NCLEX pass rate (2011 through 2019) Associate Degree in Nursing: 70.5% NCLEX pass rate (2013 through 2019) Certificate in Practical Nursing: 60.0% NCLEX pass rate (2013 through 2019) Associate Degree in Nursing: 70.5% NCLEX pass rate (2017 through 2019) Certificate in Practical Nursing: 68.8% NCLEX pass rate (2015 through 2019) Associate Degree in Nursing: 68.7% NCLEX pass rate (2018 through 2019) Bachelor of Science in Nursing: 68.1% NCLEX pass rate (2010 through 2019) Bachelor of Science in Nursing: 68.0% NCLEX pass rate (2018 through 2019) Associate Degree in Nursing: 52.1% NCLEX pass rate (2012 through 2019) Certificate in Practical Nursing: 66.7% NCLEX pass rate (2019 through 2019) Associate Degree in Nursing: 65.8% NCLEX pass rate (2013 through 2019) Certificate in Practical Nursing: 64.8% NCLEX pass rate (2010 through 2019) Associate Degree in Nursing: 46.7% NCLEX pass rate (2017 through 2019) Certificate in Practical Nursing: 64.0% NCLEX pass rate (2018 through 2019) Certificate in Practical Nursing: 61.1% NCLEX pass rate (2012 through 2017) Certificate in Practical Nursing: 57.1% NCLEX pass rate (2017 through 2019) Associate Degree in Nursing: 56.9% NCLEX pass rate (2016 through 2019) Certificate in Practical Nursing: 54.2% NCLEX pass rate (2012 through 2019) Associate Degree in Nursing: 42.1% NCLEX pass rate (2015 through 2019) Bachelor of Science in Nursing: 54.2% NCLEX pass rate (2019 through 2019) Associate Degree in Nursing: 52.8% NCLEX pass rate (2017 through 2019) Associate Degree in Nursing: 52.3% NCLEX pass rate (2014 through 2019) Certificate in Practical Nursing: 52.2% NCLEX pass rate (2013 through 2019) Certificate in Practical Nursing: 51.2% NCLEX pass rate (2013 through 2019) Associate Degree in Nursing: 50.0% NCLEX pass rate (2013 through 2019) Certificate in Practical Nursing: 50.0% NCLEX pass rate (2016 through 2019) Associate Degree in Nursing: 50.0% NCLEX pass rate (2016 through 2019) Associate Degree in Nursing: 50.0% NCLEX pass rate (2019 through 2019) Certificate in Practical Nursing: 50.0% NCLEX pass rate (2015 through 2018) Certificate in Practical Nursing: 47.4% NCLEX pass rate (2015 through 2019) Certificate in Practical Nursing: 45.2% NCLEX pass rate (2017 through 2019) Bachelor of Science in Nursing: 44.6% NCLEX pass rate (2015 through 2019) Bachelor of Science in Nursing: 43.2% NCLEX pass rate (2016 through 2019) Associate Degree in Nursing: 42.9% NCLEX pass rate (2019 through 2019) Certificate in Practical Nursing: 42.5% NCLEX pass rate (2012 through 2019) Certificate in Practical Nursing: 41.7% NCLEX pass rate (2016 through 2019) Associate Degree in Nursing: 41.2% NCLEX pass rate (2012 through 2019) Certificate in Practical Nursing: 40.0% NCLEX pass rate (2014 through 2018) Certificate in Practical Nursing: 36.4% NCLEX pass rate (2015 through 2019) Certificate in Practical Nursing: 35.3% NCLEX pass rate (2014 through 2019) School Program NCLEX score Time period Agape Academy of Sciences Certificate in Practical Nursing 100.0% 2019 to 2019 Associate Degree in Nursing 52.9% 2019 to 2019 Agape University Associate Degree in Nursing 100.0% 2019 to 2019 Atlantic Technical College Certificate in Practical Nursing (Evening) 100.0% 2016 to 2018 Certificate in Practical Nursing 90.3% 2010 to 2019 Brightmed Health Institute Associate Degree in Nursing 100.0% 2019 to 2019 Carleen Health Institute of South Florida - West Palm Beach Certificate in Practical Nursing 100.0% 2018 to 2019 Bachelor of Science in Nursing 45.5% 2017 to 2019 Daytona College Certificate in Practical Nursing 100.0% 2019 to 2019 Associate Degree in Nursing 68.0% 2018 to 2019 Hodges University Bachelor of Science in Nursing 100.0% 2019 to 2019 International College of Health Sciences Bachelor of Science in Nursing 100.0% 2019 to 2019 Associate Degree in Nursing 76.6% 2014 to 2019 Lincoln Memorial University - Tampa Associate Degree in Nursing 100.0% 2019 to 2019 Bachelor of Science in Nursing 100.0% 2019 to 2019 PiBerry Institute Certificate in Practical Nursing 100.0% 2019 to 2019 University of Tampa Bachelor of Science in Nursing 98.9% 2010 to 2019 South Florida State College Certificate in Practical Nursing 98.3% 2010 to 2019 Associate Degree in Nursing 90.4% 2010 to 2019 Treasure Coast Technical College Certificate in Practical Nursing 98.3% 2010 to 2019 Cape Coral Technical College Certificate in Practical Nursing 98.2% 2010 to 2019 Withlacoochee Technical College Certificate in Practical Nursing 97.7% 2010 to 2019 Chipola College Certificate in Practical Nursing 96.7% 2010 to 2018 Associate Degree in Nursing 75.8% 2010 to 2019 Seminole State College of Florida Associate Degree in Nursing 96.6% 2010 to 2019 State College of Florida, Manatee-Sarasota Associate Degree in Nursing 96.4% 2010 to 2019 Florida Gulf Coast University Bachelor of Science in Nursing 95.9% 2010 to 2019 University of Central Florida Bachelor of Science in Nursing 95.9% 2010 to 2019 University of Central Florida - Cocoa Bachelor of Science in Nursing 95.9% 2010 to 2019 University of Central Florida - Daytona Beach Bachelor of Science in Nursing 95.9% 2010 to 2019 Northwest Florida State College Associate Degree in Nursing 95.8% 2010 to 2019 Rasmussen University - Ocala Bachelor of Science in Nursing 95.7% 2019 to 2019 Diploma in Practical Nursing 83.3% 2013 to 2019 Associate Degree in Nursing 83.2% 2010 to 2019 West Coast University - Miami Bachelor of Science in Nursing 95.7% 2016 to 2019 Santa Fe College Certificate in Practical Nursing 95.5% 2010 to 2019 Associate Degree in Nursing 89.5% 2010 to 2019 University of Miami Bachelor of Science in Nursing 95.5% 2010 to 2019 Valencia College Associate Degree in Nursing 95.5% 2010 to 2019 Gadsden Center for Health Education Certificate in Practical Nursing 95.1% 2013 to 2019 Jersey College - Largo Associate Degree in Nursing 95.1% 2018 to 2019 Jersey College - Tampa Certificate in Practical Nursing 94.7% 2010 to 2019 Associate Degree in Nursing 85.2% 2011 to 2019 Tallahassee Community College Associate Degree in Nursing 94.5% 2010 to 2019 Pasco-Hernando State College Certificate in Practical Nursing 94.2% 2010 to 2019 Associate Degree in Nursing 87.2% 2010 to 2019 Broward College Associate Degree in Nursing 94.0% 2010 to 2019 Palm Beach State College Certificate in Practical Nursing 93.8% 2010 to 2019 Associate Degree in Nursing 86.3% 2010 to 2019 North Florida Technical College Certificate in Practical Nursing 93.7% 2010 to 2019 College of Central Florida - Citrus County Associate Degree in Nursing 93.6% 2010 to 2019 Polk State College Associate Degree in Nursing 93.6% 2010 to 2019 Fort Myers Technical College Certificate in Practical Nursing 93.5% 2010 to 2019 Jacksonville University Bachelor of Science in Nursing 93.0% 2010 to 2019 Marion Technical College Certificate in Practical Nursing 93.0% 2014 to 2019 University of West Florida Bachelor of Science in Nursing 93.0% 2010 to 2019 University of South Florida Bachelor of Science in Nursing 92.7% 2010 to 2019 College of Central Florida Associate Degree in Nursing 92.6% 2010 to 2019 Florida State University Bachelor of Science in Nursing 92.6% 2010 to 2019 University of Florida Bachelor of Science in Nursing 92.6% 2010 to 2019 Pensacola Christian College Bachelor of Science in Nursing 92.5% 2010 to 2019 Rasmussen University - Fort Myers Diploma in Practical Nursing 92.5% 2014 to 2019 Bachelor of Science in Nursing 87.9% 2019 to 2019 Associate Degree in Nursing 81.0% 2012 to 2019 University of North Florida Bachelor of Science in Nursing 92.5% 2010 to 2019 Keiser University - Tallahassee Associate Degree in Nursing 92.3% 2010 to 2019 Southeastern College - Miami Lakes Certificate in Practical Nursing 92.2% 2010 to 2019 Associate Degree in Nursing 77.2% 2011 to 2019 Daytona State College Certificate in Practical Nursing 92.1% 2010 to 2019 Associate Degree in Nursing 88.7% 2010 to 2019 Florida Gateway College Certificate in Practical Nursing 92.0% 2010 to 2019 Associate Degree in Nursing 82.3% 2010 to 2019 Palm Beach Atlantic University Bachelor of Science in Nursing 92.0% 2010 to 2019 Florida Atlantic University Bachelor of Science in Nursing 91.9% 2010 to 2019 Traviss Technical College Certificate in Practical Nursing 91.9% 2010 to 2019 Ridge Technical College Certificate in Practical Nursing 91.8% 2010 to 2019 College of the Florida Keys Associate Degree in Nursing 91.7% 2010 to 2019 Tom P. Haney Technical Center Certificate in Practical Nursing 91.5% 2010 to 2019 Utica University - St. Petersburg Accelerated Bachelor of Science in Nursing 91.3% 2016 to 2019 Keiser University - Orlando Associate Degree in Nursing 91.2% 2010 to 2019 Keiser University - Port Saint Lucie Associate Degree in Nursing 91.1% 2012 to 2019 Okaloosa Technical College Certificate in Practical Nursing 91.0% 2010 to 2019 Sheridan Technical High School Certificate in Practical Nursing 90.9% 2018 to 2019 Jersey College - Jacksonville Certificate in Practical Nursing 90.6% 2012 to 2019 Associate Degree in Nursing 84.0% 2012 to 2019 Ave Maria University Bachelor of Science in Nursing 90.5% 2017 to 2019 Keiser University - Sarasota Accelerated Second Degree BSN 90.5% 2017 to 2019 Associate Degree in Nursing 88.4% 2010 to 2019 Southeastern University Bachelor of Science in Nursing 90.0% 2017 to 2019 ECPI University - Orlando Bachelor of Science in Nursing 89.7% 2010 to 2019 Jersey College - Ft. Lauderdale Associate Degree in Nursing 89.7% 2013 to 2019 Indian River State College Associate Degree in Nursing 89.5% 2010 to 2019 Certificate in Practical Nursing 83.2% 2010 to 2019 Florida International University Bachelor of Science in Nursing 89.3% 2010 to 2019 North Florida College Certificate in Practical Nursing 89.3% 2010 to 2019 Associate Degree in Nursing 88.8% 2010 to 2019 St. Johns River State College Associate Degree in Nursing 89.3% 2010 to 2019 Certificate in Practical Nursing 77.1% 2018 to 2019 Pinellas Technical College - St. Petersburg Certificate in Practical Nursing 89.1% 2010 to 2019 St. Petersburg College Associate Degree in Nursing 89.1% 2010 to 2019 Osceola Technical College Certificate in Practical Nursing 89.0% 2010 to 2019 Keiser University - Clearwater Associate Degree in Nursing 88.9% 2018 to 2019 Keiser University - Miami Associate Degree in Nursing 88.9% 2010 to 2019 Rasmussen University - Central Pasco Diploma in Practical Nursing 88.9% 2013 to 2019 Bachelor of Science in Nursing 88.0% 2018 to 2019 Associate Degree in Nursing 85.7% 2012 to 2019 Galen College of Nursing - Tampa Bay Diploma in Practical Nursing 88.8% 2010 to 2019 Associate Degree in Nursing 87.5% 2010 to 2019 Lake Technical College Certificate in Practical Nursing 88.8% 2010 to 2019 Emerald Coast Technical College Certificate in Practical Nursing 88.6% 2010 to 2019 Herzing University - Orlando Certificate in Practical Nursing 88.6% 2014 to 2019 Bachelor of Science in Nursing 84.9% 2015 to 2019 Associate Degree in Nursing 84.5% 2010 to 2019 Lake-Sumter State College Associate Degree in Nursing 88.5% 2010 to 2019 ATA Career Education Certificate in Practical Nursing 88.3% 2017 to 2019 Associate Degree in Nursing 67.1% 2017 to 2019 Keiser University - Melbourne Associate Degree in Nursing 88.2% 2010 to 2019 Pinellas Technical College - Clearwater Certificate in Practical Nursing 88.2% 2010 to 2019 Nova Southeastern University - Miami Bachelor of Science in Nursing 88.1% 2015 to 2019 First Coast Technical College Certificate in Practical Nursing 88.0% 2010 to 2019 Nova Southeastern University Bachelor of Science in Nursing 87.9% 2010 to 2019 Eastern Florida State College Associate Degree in Nursing 87.6% 2010 to 2019 Certificate in Practical Nursing 79.0% 2010 to 2019 Homestead Senior High School Certificate in Practical Nursing 87.5% 2010 to 2017 Rasmussen University - Tampa / Brandon Bachelor of Science in Nursing 87.3% 2018 to 2019 Diploma in Practical Nursing 83.2% 2012 to 2019 Associate Degree in Nursing 77.0% 2013 to 2019 Suncoast Technical College Certificate in Practical Nursing 87.3% 2010 to 2019 AdventHealth University Bachelor of Science in Nursing 87.2% 2015 to 2019 Antigua College International Certificate in Practical Nursing 87.0% 2017 to 2019 Associate Degree in Nursing 77.6% 2015 to 2019 Bachelor of Science in Nursing 74.1% 2015 to 2019 Keiser University - Lakeland Associate Degree in Nursing 87.0% 2010 to 2019 Mercy Hospital Associate Degree in Nursing 87.0% 2010 to 2019 Certificate in Practical Nursing 85.8% 2010 to 2019 Fortis Institute - Pensacola Associate Degree in Nursing 86.9% 2012 to 2019 Florida SouthWestern State College Associate Degree in Nursing 86.7% 2010 to 2019 Keiser University - Fort Lauderdale Associate Degree in Nursing 86.5% 2010 to 2019 Bachelor of Science in Nursing 75.6% 2018 to 2019 McFatter Technical College Certificate in Practical Nursing 86.1% 2010 to 2019 Manatee Technical College Certificate in Practical Nursing 85.9% 2010 to 2019 Nova Southeastern University - Fort Myers Bachelor of Science in Nursing 85.9% 2011 to 2019 Gulf Coast State College Associate Degree in Nursing 85.8% 2010 to 2019 Certificate in Practical Nursing 82.2% 2010 to 2019 South University, West Palm Beach Bachelor of Science in Nursing 85.8% 2010 to 2019 Florida Academy of Nursing Certificate in Practical Nursing 85.7% 2015 to 2018 Florida Panhandle Technical College Certificate in Practical Nursing 85.7% 2010 to 2019 Western Governors University - Daytona Beach Bachelor of Science in Nursing 85.7% 2014 to 2019 Keiser University - Tampa Associate Degree in Nursing 85.6% 2011 to 2019 Pensacola State College Certificate in Practical Nursing 85.6% 2010 to 2019 Associate Degree in Nursing 75.9% 2010 to 2019 Robert Morgan Educational Center & Technical College Certificate in Practical Nursing 85.5% 2010 to 2019 Chamberlain University - Jacksonville Bachelor of Science in Nursing 85.3% 2011 to 2019 Florida Southern College Bachelor of Science in Nursing 84.7% 2010 to 2019 Blanche Ely High School Certificate in Practical Nursing 84.2% 2010 to 2019 Erwin Technical College Certificate in Practical Nursing 84.2% 2010 to 2019 Academy for Nursing and Health Occupations Occupational Associate Degree in Practical Nursing 84.0% 2010 to 2019 Associate Degree in Nursing 75.8% 2013 to 2019 Orange Technical College Certificate in Practical Nursing 83.7% 2010 to 2019 City College Associate Degree in Nursing 83.6% 2015 to 2019 Hillsborough Community College Associate Degree in Nursing 83.1% 2010 to 2019 Keiser University - West Palm Beach Associate Degree in Nursing 83.1% 2010 to 2019 Taylor College Certificate in Practical Nursing 82.7% 2010 to 2019 Associate Degree in Nursing 69.0% 2011 to 2019 Barry University Bachelor of Science in Nursing 82.3% 2010 to 2019 Lively Technical College Certificate in Practical Nursing 82.2% 2010 to 2019 Florida State College at Jacksonville Associate Degree in Nursing 82.0% 2010 to 2019 Certificate in Practical Nursing 72.9% 2010 to 2019 Bethesda College of Health Sciences Associate Degree in Nursing 81.9% 2014 to 2019 Keiser University - Jacksonville Associate Degree in Nursing 81.9% 2010 to 2019 Lindsey Hopkins Technical College Certificate in Practical Nursing 81.9% 2010 to 2019 Fortis College - Orange Park Associate Degree in Nursing 81.6% 2016 to 2019 Sheridan Technical College Certificate in Practical Nursing 81.6% 2010 to 2019 Locklin Technical College Certificate in Practical Nursing 81.5% 2011 to 2019 Charlotte Technical College Certificate in Practical Nursing 81.4% 2010 to 2019 RIVEROAK Technical College Certificate in Practical Nursing 81.1% 2010 to 2019 Miami Dade College Associate Degree in Nursing 80.5% 2010 to 2019 South University, Tampa Bachelor of Science in Nursing 80.2% 2010 to 2019 HCI College - Ft. Lauderdale Associate Degree in Nursing 80.0% 2019 to 2019 Chamberlain University - Miramar Bachelor of Science in Nursing 78.8% 2013 to 2019 Medical Prep Institute Associate Degree in Nursing 78.7% 2013 to 2019 Certificate in Practical Nursing 64.3% 2011 to 2019 Concorde Career Institute - Jacksonville Certificate in Practical Nursing 78.2% 2010 to 2019 Associate Degree in Nursing 51.3% 2010 to 2019 Immokalee Technical College Certificate in Practical Nursing 78.0% 2010 to 2019 Palm Beach State College - Belle Glade Associate Degree in Nursing 77.5% 2010 to 2019 SouthTech Academy Certificate in Practical Nursing 77.0% 2010 to 2019 Active Health Institute Associate Degree in Nursing 76.7% 2017 to 2019 Inlet Grove High School Certificate in Practical Nursing 76.7% 2013 to 2019 Certificate in Practical Nursing (Adult) 69.0% 2012 to 2019 Fortis Institute - Port St. Lucie Certificate in Practical Nursing 76.4% 2010 to 2019 Associate Degree in Nursing 63.1% 2014 to 2019 Florida Agricultural and Mechanical University Bachelor of Science in Nursing 76.0% 2010 to 2019 Altierus Career College Associate Degree in Nursing 75.8% 2010 to 2018 Fortis College - Cutler Bay Associate Degree in Nursing 75.8% 2014 to 2019 Miami Lakes Educational Center & Technical College Certificate in Practical Nursing 75.8% 2010 to 2019 Southeastern College - West Palm Beach Certificate in Practical Nursing 75.4% 2010 to 2019 Miami Regional University Bachelor of Science in Nursing 73.9% 2016 to 2019 Associate Degree in Nursing 71.9% 2013 to 2019 Emiraza College Associate Degree in Nursing 73.6% 2013 to 2019 Brewster Technical College Certificate in Practical Nursing 73.1% 2010 to 2019 DeSoto County School of Practical Nursing Certificate in Practical Nursing 72.8% 2010 to 2019 Horizon Healthcare Institute - Melbourne Certificate in Practical Nursing 72.7% 2013 to 2019 South Dade Technical College Certificate in Practical Nursing 72.7% 2016 to 2019 Lorenzo Walker Technical College Certificate in Practical Nursing 72.4% 2010 to 2019 Keiser University - Daytona Beach Associate Degree in Nursing 71.4% 2019 to 2019 Orlando Medical Institute Associate Degree in Nursing 71.2% 2015 to 2019 Florida National University - Hialeah Bachelor of Science in Nursing 70.5% 2014 to 2019 Associate Degree in Nursing 47.5% 2011 to 2019 International Institute for Health Care Professionals Associate Degree in Nursing 70.5% 2013 to 2019 Certificate in Practical Nursing 60.0% 2013 to 2019 Larkin School of Nursing Associate Degree in Nursing 70.5% 2017 to 2019 Big Bend Technical College Certificate in Practical Nursing 68.8% 2015 to 2019 Keiser University - New Port Richey Associate Degree in Nursing 68.7% 2018 to 2019 Bethune-Cookman University Bachelor of Science in Nursing 68.1% 2010 to 2019 Florida National University - Miami Bachelor of Science in Nursing 68.0% 2018 to 2019 Associate Degree in Nursing 52.1% 2012 to 2019 Naples Nursing Academy Certificate in Practical Nursing 66.7% 2019 to 2019 Southern Technical College Associate Degree in Nursing 65.8% 2013 to 2019 Cambridge College of Healthcare & Technology Certificate in Practical Nursing 64.8% 2010 to 2019 Associate Degree in Nursing 46.7% 2017 to 2019 William H. Turner Technical Arts High School Certificate in Practical Nursing 64.0% 2018 to 2019 Premiere International College Certificate in Practical Nursing 61.1% 2012 to 2017 Horizon Healthcare Institute - Port Charlotte Certificate in Practical Nursing 60.0% 2013 to 2019 James International Academy of Health Certificate in Practical Nursing 57.1% 2017 to 2019 NRI Institute of Health Sciences Associate Degree in Nursing 56.9% 2016 to 2019 Gwinnett Institute Certificate in Practical Nursing 54.2% 2012 to 2019 Associate Degree in Nursing 42.1% 2015 to 2019 St. Thomas University Bachelor of Science in Nursing 54.2% 2019 to 2019 American Medical Academy Associate Degree in Nursing 52.8% 2017 to 2019 Azure College - Fort Lauderdale Associate Degree in Nursing 52.3% 2014 to 2019 HCI College - West Palm Beach Associate Degree in Nursing 52.3% 2014 to 2019 Horizon Healthcare Institute - Fort Myers Certificate in Practical Nursing 52.2% 2013 to 2019 North Broward Technical Center Certificate in Practical Nursing 51.2% 2013 to 2019 Care Hope College Associate Degree in Nursing 50.0% 2013 to 2019 Chancellor Institute Certificate in Practical Nursing 50.0% 2016 to 2019 Hebron Technical Institute Associate Degree in Nursing 50.0% 2016 to 2019 South Florida College of Nursing Associate Degree in Nursing 50.0% 2019 to 2019 Trinity School of Nursing Certificate in Practical Nursing 50.0% 2015 to 2018 Ruby's Academy for Health Occupations Certificate in Practical Nursing 47.4% 2015 to 2019 Angel Technical Institute Certificate in Practical Nursing 45.2% 2017 to 2019 Ana G. Mendez University - South Florida Bachelor of Science in Nursing 44.6% 2015 to 2019 Ana G. Mendez University - Tampa Bay Bachelor of Science in Nursing 43.2% 2016 to 2019 Future-Tech Institute Associate Degree in Nursing 42.9% 2019 to 2019 Suncoast College of Health Certificate in Practical Nursing 42.5% 2012 to 2019 J & J Healthcare Institute Certificate in Practical Nursing 41.7% 2016 to 2019 Hope College of Arts & Sciences Associate Degree in Nursing 41.2% 2012 to 2019 Certificate in Practical Nursing 40.0% 2014 to 2018 Brilliant Academy Health Center Certificate in Practical Nursing 36.4% 2015 to 2019 Siena College of Health Certificate in Practical Nursing 35.3% 2014 to 2019 Seven Researchers Receive Postdoctoral Fellowships, 2024-25 Seven postdoctoral scholars have been awarded NBER fellowships for the 2024–25 academic year, following widely disseminated calls for applications. Woojin Kim, who received his PhD from the University of California, Berkeley, and Chika O. Okafor, who received his PhD from Harvard University, will hold fellowships in aging and health economics supported by the National Institute on Aging. Kim is studying the interaction between physicians political allegiance and practice patterns, while Okafor will investigate how the criminal legal system impacts health outcomes and disparities. Sean Kiely, who received his PhD from the University of California, Davis, will hold a fellowship in agricultural economics supported by the US Department of Agriculture. His research focuses on the impact of information and food labeling policies on household demand for food products. Michael A. Navarrete, who received his PhD from the University of Maryland, will hold the NBER postdoctoral fellowship to support diversity in the economics profession. Navarrete is analyzing heterogeneity in the inflation rates facing different population subgroups and its effect on real income inequality. Rainer Kotschy, who received his PhD from Harvard University, will hold a fellowship on the economics of an aging workforce, sponsored by the Alfred P. Sloan Foundation. His research examines health status and aging in a life cycle framework, considering both household-level and macroeconomic issues.  Brandon M. Enriquez, who received his PhD from the Massachusetts Institute of Technology, will hold a fellowship on racial and ethnic disparities in economic outcomes, also sponsored by the Alfred P. Sloan Foundation. Enriquez is studying the effects of labor market institutions and trade shocks on racial inequality in the US.  Bahareh Eftekhari, who received their PhD from Howard University, will hold a fellowship on retirement and disability policy sponsored by the US Social Security Administration. They are studying the impact of the Children’s Health Insurance Program on the financial well-being of Supplemental Security Income beneficiaries. More from NBER In addition to working papers , the NBER disseminates affiliates’ latest findings through a range of free periodicals — the NBER Reporter , the NBER Digest , the Bulletin on Retirement and Disability , the Bulletin on Health , and the Bulletin on Entrepreneurship  — as well as online conference reports , video lectures , and interviews . © 2023 National Bureau of Economic Research. Periodical content may be reproduced freely with appropriate attribution. 274 IMAGES Rutgers School of Nursing-Camden Undergraduate Nursing Research Rutgers School of Nursing-Camden Undergraduate Nursing Research Nurse/AHP Clinical Research Fellowships Rutgers School of Nursing-Camden Undergraduate Nursing Research Post-Doctoral Nursing Fellowships Center for Nursing Science VIDEO NACFC 2023 Fellowship in Clinical Oncology for MBBS Graduates From MBBS Doctor to Emergency Medicine Physician Chapter -1 # foundation of research# definition of research &nursing research # Nursing Research Unit III Lecture IV: Theoretical and Conceptual Framework BSN COMMENTS American Academy of Nursing Fellowship With funding from the American Academy of Nursing (AAN), the AAN Fellowship was established under the National Academy of Medicine (NAM) Fellowship program. ... each fellow will be assigned to an NAM member who will serve as a senior mentor during the two years of the fellowship. A flexible research grant of $25,000 will be awarded to each AAN ... Nursing Research Fellowship The Nursing Research Fellowship is designed to increase nurses' understanding and skills to conduct small research projects. The fellowship follows a practicum model as seen in academia, used as an approach to learn the skills about research guided by nurse scientist mentors on a research project. The researcher is either collaborating on a ... Opportunities for Research at the Johns Hopkins School of Nursing 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 Global Health and Gender-Based Violence. Interdisciplinary Research Training on Violence in the Family. Post-Doctoral Nursing Fellowships The two-year post-doctoral fellowship in health services research focuses on research projects in the areas of patient-centered care, organizational transformation and culture change, evidence-based practice, and patient safety. Senior investigators serve as mentors to the fellows in the full aspect of research methods and health service ... NINR The mission of the National Institute of Nursing Research (NINR) is to promote and improve the health of individuals, families, and communities. To achieve this mission, NINR supports and conducts clinical and basic research and research training on health and illness, research that spans and integrates the behavioral and biological sciences, and that develops the scientific basis for clinical ... Post-Doctoral Fellowships Postdoctoral fellows at the Johns Hopkins School of Nursing engage in mentored research with our nationally and internationally recognized faculty. Key areas of research include: cardiovascular health; aging; disease prevention and risk reduction; women's health; care at end of life; community-based health promotion; and health care for diverse populations. These early career scientists ... Nursing Innovation and Research Nursing Research Fellowship. The Department offers a Research Fellowship over a 24-month period for nurses who have a master's or doctoral degree. The fellowship provides four hours per week of protected time, or a total of 208 hours. The goal of the Research Fellowship is for nurses to develop a clinically focused research proposal and to ... Evidence-Based Practice Fellowship Evidence-Based Practice Fellowship. The Evidence-Based Practice (EBP) Fellowship is a 6-month, mentorship program in which clinical nurses develop their leadership, problem-solving, and research utilization skills. Clinical nurses identify a practice issue that may be addressed/improved by applying the latest evidence into practice. Evidence-Based Practice Fellowship The Evidence-Based Practice Fellowship is a program designed to develop the knowledge and understanding of and experience with clinical research for the staff members of the Division of Patient Care Services. The 12-month program results in scholarly products such as scientific posters, papers, and presentations. Eligibility. 10 Fellowships for Early and Mid-Career Nurses PhRMA Foundation Pre-Doctoral Fellowships. The fellowship program of pre-doctoral support is designed to assist full-time, in-residence Ph.D. candidates who are enrolled in U.S. schools of medicine, pharmacy, dentistry, nursing or schools of public health. The program seeks to support advanced students who will have completed the bulk of their ... Nursing Research Priorities Ivory facilitates nursing research activities and connects nurse investigators with collaborators across the broader research enterprise at Vanderbilt. Dr. Ivory has more than 25 years of experience as a staff nurse, clinical specialist, system-level nursing administrator, educator, and health services researcher. Fellowship Opportunities University of Texas MD Anderson Cancer Center: Argyros Postdoctoral Fellowship in Oncology Nursing Research; Best Hair Follicle shampoo macujomethod; The Council for the Advancement of Nursing Science. 1000 Vermont Ave NW • Suite 910 Washington, DC 20005-4903 (202) 777-1170 ... Pre- and Post-Doctoral Fellows Her research interest is tuberculosis susceptibility, bioinformatics, and global health. She expanded the work she completed as a doctoral student by pursuing a postdoctoral fellowship on the Omics and Symptom Science T32 training program at the University of Washington, Seattle, supported by the National Institute of Nursing Research ... RN Fellowship Program Your RN Fellowship Program includes: Evidence-based curriculum supported by the American Association of Colleges of Nursing (AACN) Transition to Practice™ Program. Specialty classroom training, simulation and hands-on practice in the clinical environment. Bimonthly seminars focused on professional growth in specialty practice, evidence-based ... Post-doctoral Opportunities The Johns Hopkins University School of Nursing is seeking a highly qualified candidate for a yearlong postdoctoral fellowship position focusing on health economics issues in nursing. There is a potential renewable for an additional year depending on funding. This position is full-time and offers a salary based upon the NIH NRSA scale and based ... Internship & Fellowship Programs • Home • Penn Nursing Internship candidates with Spanish and/or Portuguese language skills are most attractive to PAHO. Interested students should contact Nancy Biller at. [email protected]. Contact. Valerie Sica. Program Coordinator. 215-573-3050. [email protected]. Nancy Biller. UC College of Nursing researcher accepted for prestigious fellowship Samantha Boch, PhD, RN, assistant professor at the University of Cincinnati College of Nursing and affiliate faculty of the James M. Anderson Center for Health Systems Excellence at Cincinnati Children's Hospital is one of 16 nurse scientists accepted to the fifth cohort of the Betty Irene Moore Fellowship for Nurse Leaders and Innovators. The fellowship program, funded by grants from the ... APRN Fellowship The APRN Post Graduate Fellowship in Oncology Nursing was established in 2006 to fill a gap in specialty education in oncology and was the first of its kind. It was accredited with Distinction through Practice Transition Accreditation Programs (PTAP) in 2018 and 2021 and is also recognized by PTAP as an Industry Recognized Apprenticeship ... ENA Foundation Established in 1991, the ENA Foundation is a 501 (c) (3) tax-exempt organization with a mission to provide educational scholarships and research grants in the discipline of emergency nursing. For more than three decades, the ENA Foundation has provided more than 2,730 emergency nurses with scholarships, research grants and emergency relief ... U.S. National Science Foundation Research Traineeship Program 1 The Path Forward: The Future of Graduate Education, Commission on the Future of Graduate Education in the United States, 2010; Advancing Graduate Education in the Chemical Sciences, American Chemical Society, 2012; Biomedical Research Workforce Working Group Report, National Institutes of Health, 2012; Understanding PhD Career Pathways for Program Improvement, Council of Graduate Schools ... 6 Best Nursing universities in Saint Petersburg [Rankings] Below is a list of best universities in Saint Petersburg ranked based on their research performance in Nursing. A graph of 11.8K citations received by 1.66K academic papers made by 6 universities in Saint Petersburg was used to calculate publications' ratings, which then were adjusted for release dates and added to final scores. 2024 Best MBA Degree Programs Ranking in America Outside Scholarships and Fellowships: Organizations like Goldman Sachs offer fellowships specifically for MBA students, which can substantially offset tuition costs. Graduates often emphasize the importance of exploring these opportunities, as they can provide both financial relief and valuable networking connections. List of accredited nursing schools in Saint Petersburg, Florida University of Central Florida - Cocoa. Bachelor of Science in Nursing. 95.9%. 2010 to 2019. University of Central Florida - Daytona Beach. Bachelor of Science in Nursing. 95.9%. 2010 to 2019. Northwest Florida State College. Nursing The bachelor's programme 'Nursing' is designed to train specialists in medicine, who know and are able to use cutting-edge innovative technologies of healthcare of citizens by providing qualified nursing care in accordance with the established requirements and standards in the field of healthcare. St Petersburg University provides for an ... Seven Researchers Receive Postdoctoral Fellowships, 2024-25 His research examines health status and aging in a life cycle framework, considering both household-level and macroeconomic issues. Brandon M. Enriquez Brandon M. Enriquez, who received his PhD from the Massachusetts Institute of Technology, will hold a fellowship on racial and ethnic disparities in economic outcomes, also sponsored by the ... St Petersburg Nursing & Rehabilitation 521 69Th Avenue N, Saint Petersburg, FL 33702. Calculate travel time. Nursing Home. Page info provided by. cms.gov. For residents and staff. (727) 526-7000. For pricing and availability. 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