non thesis master's degree in nursing philippines

GRADUATE SCHOOL PROGRAMS

St. Paul University Manila is offering a myriad of Graduate School programs, which are committed to excellence in academics and the student's field of expertise. In line with its mission and vision, the University has expanded its program offerings in the Graduate School—ranging from Business and Entrepreneurship to Education to Social Sciences to Music and the Performing Arts and to Health Sciences.

Programs Offered

AY. 2022 - 2023

MASTERS DEGREE

• Master in Business Administration - Major in Hospitality and Tourism Management - Major in Organizational Development - Major in Information System
• Master of Arts in Curriculum Design, Development and Supervision - Major in English - Major in Entrepreneurship - Major in Filipino - Major in MAPEH - Major in Mathematics - Major in Science - Major in Social Studies
• Master of Arts in Communication
• Master of Arts in English with I.T. and
• Multimedia Arts
• Master of Arts in Guidance and Counseling
• Master of Arts in English Language Teaching
• Master of Arts in English Major in Information Technology and Multimedia Arts
• Master of Arts in Education Major in Academic Support Services
• Master of Arts in Education Major in Educational Leadership and Management
• Master of Arts in Education Major in Early Childhood Education
• Master of Arts in Education Major in Guidance and Counselling
• Master of Arts in Education Major in Learning Management
• Master of Arts in Education Major in Management of Human Resources for School Effectiveness
• Master of Arts in Education Major in Resilient School Leadership and Management
• Master of Arts in Special Education Major in Learner Developmental Needs
• Master of Arts in Music Major in Music Therapy
• Master of Music - Major in Chamber Music; Choral Conducting: Collaborative Piano; Instrumental Performance; Music Education; Piano Pedagogy; String Pedagogy; Theory Pedagogy; Vocal Performance; Vocal Pedagogy
• Master of Arts in Nursing Major in Academic Management
• Master of Science in Nursing - Academic Track - Professional Track - Major in Adult Health Nursing, Maternal and Child Nursing, Mental Health and Psychiatric Nursing, Public Health Nursing, Gerontology Nursing, Leadership and Governance in Nursing, Oncology Nursing (Academic Track) - Major in Adult Health Nursing, Maternal and Child Nursing, Mental Health and Psychiatric Nursing, Public Health Nursing, Gerontology Nursing, Leadership and Governance in Nursing, Oncology Nursing (Professional Track)
• Master in Hospital Administration
• Master of Arts in Religious Education

DOCTORATE DEGREE

• Doctor of Philosophy in Education Major in Educational Leadership and Management
• Doctor of Philosophy in Education - Major in Curriculum Design, Development and Supervision
• Doctor of Philosophy in Education Major in Institutional Resilience and Sustainability
• Doctor of Philosophy in Education Major in School Transformation
• Doctor of Business Administration
• Doctor of Musical Arts - Major in Choral Conducting - Major in Choral Pedagogy - Major in Composition - Major in Music Education - Major in Orchestral Conducting - Major in Performance
• Doctor of Philosophy in Nursing Education Major in Leadership, and Management
• Doctor of Leadership and Governance in Health Care Organizations

AY. 2023 - 2024

• Master in Business Administration - Major in Hospitality and Tourism Management - Major in Organizational Development - Major in Information System - Major in Marketing Management
• Master of Arts in Curriculum Design, Development and Supervision Major in: Mathematics, Filipino, English, Entrepreneurship, Science, Social Studies, MAPEH - Academic Track - Professional Track
• Master of Arts in English with I.T. and Multimedia Art - Academic Track
• Master of Arts in Guidance and Counseling - Academic Track
• Master of Arts in Education Major in Academic Support Services (Professional Track)
• Master of Arts in Education Major in Educational Leadership and Management - Academic Track - Professional Track
• Master of Arts in Education Major in Early Childhood Education (Professional Track)
• Master of Arts in Education Major in Guidance and Counselling - Academic Track - Professional Track
• Master of Arts in Education Major in Learning Management - Academic Track - Professional Track
• Master of Arts in Education Major in Management of Human Resources for School Effectiveness - Academic Track - Professional Track
• Master of Arts in Education Major in Resilient School Leadership and Management - Academic Track - Professional Track
• Master of Arts in Special Education Major in Learner Developmental Needs - Academic Track - Professional Track
• Master of Arts in Music Major in Music Therapy - Academic Track - Professional Track
• Master of Music Major in Chamber Music - Professional Track
• Master of Music Major in Choral Conducting - Professional Track
• Master of Music Major in Collaborative Piano - Professional Track
• Master of Music Major in Instrumental Performance - Professional Track
• Master of Music Major in Music Education - Academic Track - Professional Track (Non- Thesis Track)
• Master of Music Major in Piano Pedagogy - Professional Track
• Master of Music Major in String Pedagogy - Professional Track
• Master of Music Major in Theory Pedagogy - Professional Track
• Master of Music Major in Vocal Performance - Professional Track
• Master of Music Major in Voice Performance - Professional Track
• Master of Science in Nursing - Academic Track - Professional Track
• Master of Science in Nursing Major in: Adult Health Nursing, Maternal and Child Nursing, Mental Health and Psychiatric Nursing, Public Health Nursing, Gerontology Nursing, Leadership and Governance in Nursing, Oncology Nursing - Academic Track - Professional Track
• Master in Digital Business (MDB)
• Master of Arts in Education Major in Religious Education - Academic Track - Professional Track
• Master of Arts in Religious Education - Major in Pastoral Liturgical Music - Major in Values Education and Good Manners and Right Conduct
• -->Doctor of Philosophy in Education Major in Educational Leadership and Management -->
• Doctor of Philosophy in Education - -->Major in Curriculum Design, Development and Supervision -->
• -->Doctor of Philosophy in Education Major in School Transformation -->
• Doctor of Business Administration - Major in Hospitality and Tourism Management - Major in Global Business Leadership (Dubai Based Students)

Admission ongoing for S.Y. 2023-2024

Master of Arts in Nursing

Institute of Health Sciences and Nursing

The Master of Arts in Nursing (MAN) program is a 36-unit advanced nursing program that prepares professional nurses for leadership and management roles in nursing practice, education, and research with the authority to shape the nursing care delivery system of the future in all health settings, both local and global.

The program comprises of courses from nursing and other related disciplines intended to develop advanced theoretical knowledge in a selected specialization. It utilizes nursing theory and research as a scientific base for nursing practice. Faculty, administrators and staff provide full support in preparing the graduates of this program to take on leadership roles as administrators, teachers, and consultants themselves in the nursing discipline.

The MAN program offers the following three areas of specialization:

• Nursing Systems Administration
• Medical-Surgical Nursing
• Maternal Child Health Nursing

MAN graduates belong to Level VII (Post-Baccalaureate) of the Philippine Qualifications Framework (PQF), and are also recognized under the ASEAN Qualifications Reference Framework (AQRF).

The program welcomes all interested BS Nursing graduates and professionals.

In line with the university’s mission and vision, the Institute of Nursing-Graduate Studies (IN-GS) seeks to produce nurse leaders who are principled, research and service-oriented who can help shape the nursing health care delivery system of the future in all health settings both local and global.

To achieve this goal, the IN-GS seeks to develop research-oriented nurse leaders who are committed to the development of the nursing profession and the health of the community in general. It specifically aims to:

• Enable nurses to take on leadership roles in either clinical or academic institutions;
• Empower nurses with the knowledge, skills, and values that will respond to the continuously changing health needs of society; and
• Enhance nurses with the use of evidence-based nursing research in the safe practice of their profession.

Upon completion of the program, MAN graduates can:

• Serve as leaders to facilitate improvement in the health care delivery in various setting;
• Design system changes to impact the delivery health care in advance practice;
• Build networks and effectively communicate with the interdisciplinary health care team, professional colleagues, community leaders and policy makers;
• Innovate new learning to real work health challenges;
• Be part of a group as change agents;
• Evaluate, update, use, and / or develop information, and knowledge resources for use in delivery, and / or  coordination of care in diverse settings for individuals, families, communities and population aggregates;
• Use advanced assessment, diagnostic reasoning, evidenced-based interventions, and evaluation skills for improving client health outcomes and changing health system issues;
• Integrate principles of ethics, interpersonal processes, genetics cultural diversity, and respect for human beings into their advanced practice;
• Support quality, evidence-based safe and cost-effective health care;
• Advocate health care policy to influence nursing practice, research and education in the health care system;
• Analyze the structure and interdependence of healthcare system elements and issues using critical thinking and data analytics to formulate innovative system designs that improve healthcare delivery through qualitative and quantitative analytical methods to measure outcomes;
• Demonstrate the use of scholarly inquiry to evaluate current knowledge from nursing theory, nursing science and related disciplines to inform and/or initiate change in nursing practice and education;
• Translate knowledge, theories, models, and research from nursing and related disciplines in the implementation of evidence-based nursing practice and education; and
• Critically appraise research and synthesize research and evidences.

The Master of Arts in Nursing (MAN) program of FEU-INGS prepares professional nurses for leadership and management roles in nursing practice, education, and advance research with the authority to shape the nursing care delivery system of the future in all health settings both local and global, which may lead to any of the following major tracks:

• Nursing Systems Administration (NSA)
• Medical-Surgical Nursing (MSN
• Maternal and Child Nursing (MCH)

Program curriculum

The MAN degree requires completion of a total of 36 units – nine (9) units of which are basic courses, 15-18 units of major courses, three (3) units for elective / cognate courses, and 6 units of thesis writing. A full time MA student can enroll a maximum of 9 units per semester and is expected to complete 36 units inclusive of thesis writing and a comprehensive examination.

Teaching-Learning Approaches

The graduate studies program of the Institute of Nursing offers comprehensive and excellent experience and understanding of scholastic and hypothetical contexts which are transformed into research-based academic undertakings.

This specialized program prepares the professional nurse to execute leadership skills in the improvement of health care delivery through research as they prepare to decide on cases with appropriate approaches in various settings. Specifically, the program will be delivered using the following modes:

To handle the diverse requirements of graduate studies, the courses allow learners to propose innovative changes to impact the delivery of health care through academic and research endeavors. They are also updated on current innovative information regarding patient care while applying critical thinking skills and evidence-based nursing in aid of decision-making for patient care. This method is embedded on the academic model of the university where critical, philosophical, and innovative thinking is promoted.

Through this approach, the students evaluate the health outcomes of care based on research evidences and executes sound ethical reasoning in the delivery of care. In addition, students are given in-depth practice on the application of legal and ethical principles in patient care across cultures.

The courses under MAN are delivered using both synchronous and asynchronous discussions with the aid of the learning management system or Canvas. Traditional classroom lectures are done during official class schedules, while additional learning materials such as article readings, videos, and other modes of instruction are made available in Canvas.

Likewise, extended consultations and conferences are arranged through Canvas. The courses are explained using blended instruction through modular activities and integrated concepts where students are given opportunities for mentorship through various auxiliary activities in the department. The students are also required to have group discussions and outputs with their faculty members and graduate studies colleagues through consultations and discourse.

Assessment and Research Work

The completion of courses under the MAN program is determined upon complete submission of requirements. The program will engage the students to develop innovative design using qualitative and quantitative methods of research as form of assessments towards the end of the program.

Prior thesis writing, students must undertake the comprehensive examination which determines their aptitude in synthesizing their understanding and learning throughout the program through a publishable research article or a pragmatic essay. It also addresses issues arising from the healthcare delivery system using critical thinking skills with research evidences as support.

This research output or essay can be developed further in their thesis writing, which will serve as a final requirement for awarding of the degree. Through these assessments, students can create excellent publishable research papers that will empower them to heighten the nursing practice as a profession.

MAN students must complete a total of 36 units of coursework including six (6) units of thesis writing.

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We are a Catholic institution of learning dedicated to advancing the frontiers of knowledge in the theoretical and applied fields through quality graduate education that is comprehensive and responsive to the needs of society.

We are committed to the formation of scholars and high-quality professionals who are ethical, competent, compassionate, and committed to the service of their respective professions, the Church, the nation, and the global community.

We envision a Graduate School that stands for excellence and innovation and that is globally recognized for its distinct degree programs and quality research outputs.

The Graduate School commits itself to develop: 

• Competent professionals who, inspired by the ideals of St. Antoninus of Florence, promote excellence in the production, advancement, and transmission of specialized knowledge and skills in the sciences, the arts, and community service; 
• Scholarly researchers and creative thinkers who, kindled by St. Thomas Aquinas’s ardour for truth, aspire to become fonts of intellectual creativity and, in their quest for quality research, are proficient and critical in assessing and communicating information in various fields that impact the professions, the Church, the nation, and the global community; 
• Professional Christian leaders who, touched by St. Dominic de Guzman’s apostolic fire and warmed by Mary’s motherly care, articulate ethics and truth, high level of moral maturity in resolving issues and promoting social justice and compassion for the poor, and care for the environment; 
• Globally engaged citizens who, with ardent advocacy for life, promote a deeper understanding of tolerance and justice as well as linguistic, religious, and cultural diversities as a result of the precise evaluation of modern problems and inquiries; 
• Committed scholars who, nurtured by the dogmas of Christian faith and values, are dedicated to the pursuit of truth through the promotion of an intellectual culture that values academic rigor and freedom of scientific investigations; and 
• Lifelong learners who, empowered by St. Antoninus of Florence’s zeal for learning, are committed to the advancement of a higher culture through a continuous search for intellectual inquiries and new knowledge as well as faithfulness to Catholic intellectual traditions. 

Upon successful completion of the MA in Nursing, the graduate will be able to:

• Demonstrate updated and in depth professional and functioning knowledge and skills and apply them in the various challenges/issues and concerns in the field of nursing.
• Demonstrate ability to analyze and generate new ideas by applying the appropriate methods of research and inquiry in solving challenges in the different field of nursing.
• Demonstrate leadership skills and capacity to work independently and collaboratively with others, exercise ethico-legal action in nursing practice.
• Display proficiency in accessing and using medical and nursing information and effectively communicate ideas to their intended audience in both written and oral forms.
• Manifest agility and global awareness and adapt to the values, norms and diversified culture in the nursing profession.
• Engage in continuous learning and reflective thinking to pursue new knowledge and specific skills and to apply them to nursing practice.

Click here for the  Admission Policies and Procedures  of the Graduate School.

Go to  THIS PAGE and look for the “Graduate School” tab for the tuition fees.

Program Curriculum

GS 500 – St. Thomas and Critical Thinking Principles of and skill in critical thinking according to St. Thomas Aquinas in the three areas of mental cognition simple appreciation, judgments and reasoning, and of common fallacies towards the acquisition of the art of organization. 

GS 501 – Nursing Research Methods Various research approaches, qualitative & quantitative, applied to generate new knowledge in nursing, validate theories & nursing interventions, and influence standards & policies affecting health and nursing through research outcomes.

MRS 601 – Biostatistics On an outcome-based course which emphasizes both the theoretical and the practical aspects of biostatistics. This course presents the fundamental concepts in description biostatistics of laboratory data analysis of one, two, three, or more samples. Topics include discrete and continuous probability models, expectation, hypothesis testing and confidence for means, proportions, and counts, maximum likelihood estimation; sample size determination non-parametric and parametric methods graphical displays and data transformations. 

MRS 602 – Bioethics Designed to make the nursing graduate student recognize the significance of the discipline of Bioethics or Ethics in Health Care Delivery the management of health care institutions especially hospitals. It should stimulate and encourage them as health care professionals and executives as health care practice is essentially an ethical practice. It is expected that they develop ethical consciousness and reasoned analytical judgment as a necessary part of health caring, thus making them conscientious nursing managers with moral standing. 

MRS 603 – Theoretical Foundations in Nursing This course deals with the philosophical and theoretical perspectives of nursing practice. it interprets and analyses existing concepts, theories, and principles that serve as the basis for nursing practice, education, and research. It also involves identification of problems, issues, trends, and other forms of phenomena prevailing in a dynamic field of nursing practice that may lead to the development of new theories, and models focusing on man as a holistic being. It strengthens the problem-solving and decision-making process making nursing truly eclectic. 

At the end of the course, the graduate student in nursing shall be able to apply specific nursing models or theories in certain case scenarios or patient-care milieu or even research proposals. Discussions of published researches using nursing models and theoretical frameworks shall also be included. 

NRS 701 – Nursing Administration I (Prerequisite to Advanced Nursing Administration II & III) This course examines administration in nursing as a critical influence affecting organizational performance and change. The student should be able to critically evaluate theoretical constructs and promoted culture that values academic rigor by analyzing basic concepts/ elements in nursing administration as it is confronted by a wide range of new developments, innovation/challenges in the health care industry affecting critical areas of management, including finance and costing, risk management, strategic planning, quality assurance, transformation as evolves and has a direct impact on nursing the graduate student should be able to develop evidence-based arguments. Quality improvement and management techniques, policies, and procedures should be created and integrated by the graduate nurse practitioner to achieve efficiency, effectiveness in the administration of nursing and display proficiency endorsing and using info and communicate their ideas to their client both written and oral form. Finally, the discussion could delve into the application of the principles learned in management. industries benchmarking is the culmination of the course. 

NRS 702A – Nursing Administration II (Nursing Practice) A course focus on the application of the theories and principles of administration in nursing services viewed in the context of the health care system beset with economic and financial challenges. The graduate student should be able to analyze the hospital Nursing Service Administration process, Human Resources Development Program, basic elements in Nursing Management including personnel policies, physical facilities, supplies and equipment, and inventory and be able to create policies, systems, and guidelines. The students are expected to design forms and evaluation tools used in the management of Nursing Service and utilize Quality Improvement Program for Organizational effectiveness. Benchmarking is the culmination of the course. 

NRS 702B – Nursing Administration Ilf (Nursing Educ.) A Comprehensive study and analyze the perspective of Administration/ Management of Nursing Education. The focus is on analysis of the scope that includes Historical Development of Nursing Education, Educational Administration/Management; CHED Mandates, Curriculum Renew/Development; Support Services; Research and Community Development Programs; Issues and Trends in Nursing Education will be described synthesis and integrated as an essential component of interactive learning opportunities, creative thinking to the students, the profession and society. Benchmarking is the culmination of the course. 

NRS 703 – Nursing Administration IV (Practicum) Provides students opportunities to apply their knowledge, skills and attitudes on theories, concepts and principles of nursing administration to real work settings. They are expected to utilize their problem-solving skills, working collaboratively with other members of the health team through their leadership and ethical actions. Emphasis is on the utilization of evidence-based information in providing health services to all people regardless of race, language, religion and culture, and engaging in continuous pursuit of excellence for oneself and the nursing profession. 

Clinical Teaching

NRS 711 – Advanced Clinical Teaching This course prepares the graduate students in nursing to assume the role of an effective clinical teacher in any health care setting through the expansion of knowledge, skills, and values. The philosophical and theoretical foundations of clinical teaching will be discussed in depth.

To further the graduate students’ competencies, facets of clinical teaching including the ethical dimensions, use of clinical methods and models, student assessment, and evaluation of the teaching-learning process will be discussed. Recently published research findings and outputs related to clinical teaching will also be discussed and applied.

A teaching/learning outcomes-based plan for a specific clinical area will be the output at the end of the course. 

NRS 712 – Curriculum Development in Nursing Education A comprehensive study and analysis of the theory and practice of curriculum development in the context of the nursing is a profession. Engages health professionals in current curriculum development processes and strategies. The focus is on the analysis of the nursing profession curriculum, its philosophy, mission, goals, curriculum framework, contents, and assessments against the national and global core competency standards.

The students are expected to demonstrate their understanding of curriculum development theory and practice through writing a critique paper and a concept paper on the various reengineering actions and reforms currently implemented in the nursing curriculum. 

NRS 713 – Advanced Clinical Specialization I Advanced Psychiatric Nursing I-A The course focuses on the study of human behaviour in mental illness through the application of various theories of personality. Through the nurse-patient relationship, the nurse makes an in-depth assessment and analysis of the patient’s maladaptive behaviour and applies nursing interventions through the therapeutic use of the self and in collaboration with the multi-disciplinary team. 

Advanced Medical-Surgical Nursing I-B The course involves an in-depth study and critical analysis of the body’s adaptive responses and pathophysiologic changes to selected physiological stressors and diseases which serve as a basic foundation of the principles of assessment, interventions, and evaluation of the management of clients with varied medical-surgical problems in various health care settings. This knowledge will serve as a basic foundation for advanced nursing practice in medical-surgical nursing.

This course is a prerequisite for Adv. Medical-Surgical Nursing II-B. 

Advanced Maternal and Child Nursing I – C The graduate student will be able to integrate knowledge and skills to develop clinical judgment needed to initiate, manage and evaluate the nursing care regimen for the mother her newborn, and her family under normal conditions in the context of Asian and Western culture in varied settings. Apply theoretical analyses in the different phases of childbearing: antepartum, intrapartum, and post-partum using concepts of health promotion and illness prevention. Execute professional skills and leadership behaviors necessary to provide safe, quality nursing care using evidenced-based data and information technology. Compete with the global market in terms of art and science of caring. 

NRS 714 – Advanced Clinical Specialization II Advanced Psychiatric Nursing  II-A The course is designed to assist students to comprehend the various models of psychiatric mental health nursing practice. The coursework prepares the nurse for a more comprehensive role, utilizing various biopsychosocial modalities and psychotherapeutic management of individuals, groups, and families. Students are required to apply a particular psychotherapeutic approach to a group of clients. 

Advanced Medical-Surgical Nursing II -B (a prerequisite for Advanced Medical-Surgical Nursing III-B) The course involves the refinement of health assessment skills fundamental to advanced medical-surgical nursing practice with an emphasis on critical thinking and diagnostic reasoning, utilizing actual clinical scenarios and evidence-based findings, in the formulation of specific nursing diagnosis and plans of the nursing intervention of client’s health situation. This includes the actual performance of complete and focused physical assessment and other areas of assessment like patient history and diagnostic studies pertinent to the management of medical-surgical conditions. Current and recent advances in therapeutic modalities in the management of various diseases will also be discussed.

The course also includes an in-depth study and application of the principles of pharmacodynamics focusing on drug therapies, general principles, specific drug actions, and human adaptive responses to drug therapies. 

Advanced Maternal and Child Nursing III-C The graduate student will be able to integrate knowledge and skills to develop clinical judgment needed to initiate, manage and evaluate the nursing care regimen in the care of a normal child during the growth and development process in varied settings. Apply theoretical analyses of the different factors that constitute an effective childrearing process in the context of Asian and Western culture, beliefs, and health practices throughout the life cycle with emphasis on promotive and preventive aspects of care. Execute professional skills and leadership behaviors necessary to provide safe and quality nursing care using evidenced-based data and information technology. Compete with the global market in terms of art and science of caring. 

NRS 715 – Advanced Clinical Specialization III Advanced Psychiatric Nursing III-A The course prepares the students to develop the capability to advance psychiatric services to adapt to an evolving health care delivery system. The nurse is expected to conduct nursing care practice evaluation to contribute to quality improvement, policy development, and health reform by assuming the role of a patient advocate, change agent, and researcher. The students are required to apply these skills in an institution and in the community setting. 

Advanced Medical-Surgical Nursing III-B This course is a clinical practicum that involves intensive nursing management of clients with acute and chronic multi-system disorders. It will include specific strategies of assessment of problems, formulation of a plan of care based on assessed needs and expected outcomes of care, implementation of an evidence-based plan of care, and strategies of evaluation of quality care; emphasizes the importance of collaborative management of patient problems.

This is a prerequisite to Advanced Medical-Surgical Nursing IV-“B for Advanced Nurse Practitioner/Clinical Specialist program. 

Advanced Maternal and Child Nursing III-C The graduate student will be able to demonstrate the ability to critically solve creative problems in the care of hi-risk mothers and sick children, its curative and rehabilitative aspects of care in any setting, and diverse cultural background. Integrates concepts and principles of medical-surgical, psychiatric, and communicable disease nursing and evidenced-based data among others, to arrive at an accurate clinical judgment and decision-making. Demonstrate mastery of ethical standards, professional leadership, and nursing informatics in handling sensitive cases and in conducting research on human subjects. 

Advanced Psychiatric Nursing IV-A The course prepares the nurse to develop comprehensive skills to practice as an advanced psychiatric mental health nurse specialist. The coursework requires an intensive practicum to integrate and enhance skills in a chosen field of specialization in a population group that includes but not limited to child and adolescent, adult, gerontological psychiatric nursing. The practicum integrates skills in physical and mental status assessment, diagnosis, and implementation of care utilizing a full scope of therapeutic skills, psychopathology, pharmacotherapy, milieu therapy, psychotherapy, and research. 

The University of Santo Tomas is one of the leading private research universities in the Philippines and is consistently ranked among the top 1000 universities in the whole world. With academic degrees and research thrusts in the natural, health, applied, social, and sacred sciences, as well as business and management, the University continuously strives to make a positive impact on the society.

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Master of Arts in Nursing

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The Master of Arts  in  Nursing Program is a thesis graduate program designed to produce graduates equipped with clinical specialization and leadership in adult health nursing or maternal and child nursing, and nursing administration students will have varied opportunities to develop their abilities, attitudes, and skills in the delivery of services in nursing education, practice and administration.  

Download Curriculum

The complete program curriculum for Master of Arts in Nursing

• Program Educational Objectives (PEO)
• Student Outcomes (SO)

Graduates of Master of Arts in Nursing must:  

• have expertise in adult health professional practice.
• become managers and leaders who initiate change in the health care institution to meet the changing health needs of the community and society as well.
• have conducted health-related research and evidence-based studies contributory to the advancement of the nursing profession.

At the time of graduation, MAN student shall have the ability to:  

• practice safe and quality nursing care with expertise in the area of specialization.
• provide advanced nursing care to critically ill patients across the life span in accordance with the nursing law and other relevant legislation.
• exhibit commitment to lifelong learning through continuous professional education and training.
• demonstrate the ability to manage a health care facility and advocate the implementation of World Health Organization (WHO) policies and programs.
• advocate health promotion and disease prevention.
• initiate continuous quality improvement to solve clinical problems in collaboration with the quality assurance team.
• engage in advanced health-related research resulting in the improvement of patient care and the nursing profession.

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Nursing Graduate Programs

  Doctor of Philosophy in Nursing

The program is designed to prepare qualified nurses with Master’s degree in Nursing to become high caliber nurse professionals who can contribute to the improvement of the nursing profession. It is intended to upgrade their research capability to generate new knowledge that will improve disciplinary and interdisciplinary practices in nursing education and clinical care. › view full content →

Master in Nursing     

  non-thesis program     .

This program prepares holders of the Bachelor of Science in Nursing (BSN) degree for leadership roles in nursing. › view full content →

 Master of Arts in Nursing major in Medical - Surgical and Mental Heath-Psychiatric Nursing (Thesis)

This program prepares holders of the Bachelor of Science in Nursing (BSN) degree for leadership roles in nursing. This will challenge nurses in the improvement of nursing service, nursing education, and community health service through research. › view full content →

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4 Schools That Offer Online Master’s Degree Courses in the Philippines

Jun 05, 2020

By : Kimberly Manalang

Enter a college or university, earn a degree, find a job, or start your own business —this is the path that most people expect us to take. But life is not a one-way road and we can take our own twists and turns if we want and need to. Some might have to get a job first before graduating from college. Some might not finish college at all but still, find a way in life. Others might want to go back to studying while fulfilling the duties that their job requires.

Going back to school to pursue a master’s degree has its own pros and cons. Being a master’s degree holder can give you more in-depth knowledge of your chosen field and increase your chances of getting a better and higher-paying job. At the same time, it can also be challenging because it gives additional responsibility for managing your finances and time. 

What if you can actually study your lessons anytime and anywhere without having to sit in the classroom for hours? Well, thanks to the wonders of technology, it is possible to earn your master’s degree through online education ! With a stable internet connection and a comfortable place to study, you can just access your lectures online and move at your own pace. This is helpful for those who want to pursue a postgraduate degree while working as employees. whether in the Philippines or abroad. The best part is it requires fewer expenses for transportation and less time needed for traveling to campus! 

Which among these 4 local schools offering an Online Master’s Degree is perfect for you?

Dreaming of being a master’s degree holder? Here are some schools that offer online master’s degree programs in the Philippines.

AMA University Online Education

AMA University Online Education is the first full online education program in the Philippines. Through this program, anyone who wishes to get a postgraduate degree such as employed individuals, working students, OFWs, international students, and people with disabilities can study in the comforts of their home. In this program, learning materials such as supplementary videos, course modules, presentations, and exams can be accessed on their website with just a few clicks. Students can also participate in real-time online classes through the Virtual Classroom. Advance notice is given for these sessions, but in case you can’t attend a real-time session, you can still access the recordings through your account! 

AMAOEd offers the following programs: Master in Business Administration (Non-Thesis), Master of Arts in Computer Education, Master in Business Administration, Master in Public Administration, and Master in Information Technology. Some of these courses take only three semesters with 14 weeks in each semester, while some may take up to six to seven semesters. Once you’ve completed the course, you can now receive your master’s degree diploma and accreditation just like other graduates from AMA University!

Mapúa Digital Academics

Looking to take your engineering knowledge a step higher? Mapúa University welcomes students who aspire to get a master’s degree online through Mapúa Digital Academics. Their master’s degree programs are open to anyone from across the globe and learning materials can be accessed anytime, anywhere. Students can study at their own pace, giving them the freedom to study at a time that doesn’t come in conflict with other commitments. Talk about balancing work, life, and graduate education! Like other traditional programs offered by Mapúa, online programs follow a quarter system, so online students can possibly finish a program in less than two years (six quarters). 

Mapúa Digital Academics offers Master of Engineering programs which culminate in practicum courses. These programs include Computer Engineering, Electrical Engineering, Electronics Engineering, and Industrial Engineering. 

Master of Science programs, on the other hand, culminating in a master’s thesis. These programs include Computer Engineering, Electrical Engineering, Electronics Engineering, and Mechanical Engineering.

Philippine Women’s University Distance Learning Program

To all aspiring teachers who want to further develop their knowledge in the field of education, this is for you. The Philippine Women’s University’s Distance Learning Program offers two master’s degree programs, specifically Master of Arts in Education major in Educational Management and Master of Arts in Education major in Early Childhood Education. After a day’s worth of work, working students need not go to the campus to attend physical classes multiple times a week. Whether it be at home, in a café, or any place that’s convenient for them, getting that master’s degree can be less challenging than usual.

Just take note that the University requires at least three face-to-face sessions for students who live in the Philippines, in compliance with the guidelines given by the Philippine Commission on Higher Education (CHED). Face-to-face sessions for those residing abroad can be arranged on a case-to-case basis.

Polytechnic University of the Philippines Open University System

The Polytechnic University of the Philippines Open University System (PUP OUS) is another option for students who want to pursue a master’s degree outside the traditional classroom setup. Under its Institute for Open and Distance Education, students can choose whether to study independently, with guidance from a teacher or tutor who checks and grades their work or study online through which they can communicate with their teacher and other classmates in an online classroom.

Programs offered by the PUP OUS are Master of Science in Construction Management, Master in Communication, Master in Education Management, Master in Information Technology, and Master in Public Administration.

With the help of these online master’s degree Philippines, it is possible to pursue your dreams without having to worry about time, distance, and other constraints. We hope to see more schools that offer this type of learning set up so a lot more people can expand and develop their knowledge without quitting their job! 

Need more help in finding the right online masteral degree in Philippines and the right school for you? Register now on Edukasyon.ph and check out our list of schools and programs that might just be what you are looking for! 

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Choosing Between a Thesis or Non-thesis Master's Degree

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•       Resources       Choosing Between a Thesis or Non-thesis Master's Degree

As of 2015, approximately 25.4 million Americans held advanced degrees , with more citizens joining these ranks each year. As studies continue to show the career advancement and salary benefits of completing a master's degree, more and more students elect to pursue advanced educations. When considering their options, many question whether to enroll in a master's requiring a thesis or not. The following guide examines some of the reasons degree seekers may want to write a thesis while also highlighting why they might not. Students on the fence about this important decision can find expert advice, actionable tips, and relevant guidance to help them make an informed choice in the guide that follows.

Understanding the Master's Thesis

What is the difference between a thesis & non-thesis master's program, the decision not to do a thesis.

As students research various master's programs in their chosen discipline, it's common to find that many degrees require a thesis – especially if they want to enter a research-heavy field. While this word gets thrown around a lot in academia, some learners may want more information regarding what it entails in order to make an informed decision.

What is a Master's Thesis?

The master's thesis is an original piece of scholarship allowing the student to dig into a topic and produce an expanded document that demonstrates how their knowledge has grown throughout the degree program. These documents require significant independent research of primary and secondary sources and, depending on the subject, may require interviews and/or surveys to support the overarching argument.

Individual schools and departments dictate the length of these documents, but they typically range between 60 and 100 pages – or approximately 20,000 to 40,000 words. While tackling a document of such heft may seem overwhelming at first, learners need not fret. Each master's candidate receives a faculty advisor early in their tenure to provide support, feedback, and guidance throughout the process. Because the final thesis is expected to be of a publishable quality, learners seeking the highest marks typically send their supervisor excerpts of the document as they write to ensure they are on the right track.

When picking a thesis topic, no magical formula exists. Students should consider their interests and read extensively on that topic to get a better sense of existing scholarship. They should also speak to other academics working in that sphere to familiarize themselves with ongoing projects. Only after they feel reasonably well-read should they begin looking for uncovered angles or interesting ways of using emerging methodologies to bring new light to the topic.

When considering formatting, degree seekers should check with their specific schools and departments, as they may have unique requirements. To get a general understanding of what to expect, learners can review Simon Fraser University's guidelines on thesis formatting. After completing the thesis, some programs require an oral defense before a committee while others read the document and provide a grade. Check with your prospective schools to get a better sense of procedure.

Format & Components of a Master's Thesis

While this guide attempts to provide helpful and actionable information about the process of deciding whether to follow a thesis or non-thesis track in a master's program, readers should remember that specific components and requirements of a thesis vary according to discipline, university, and department. That being said, some commonalities exist across all these – especially when it comes to what students must include in their final drafts.

As the first section a reader encounters after moving through the table of contents and other anterior text, the introductory allows the writer to firmly establish what they want to accomplish. Sometimes also called the "research question" section, the introductory must clearly state the goals of the paper and the overarching hypothesis guiding the argument. This should be written in a professional yet accessible tone that allows individuals without specializations in the field to understand the text.

This section allows learners to demonstrate their deep knowledge of the field by providing context to existing texts within their chosen discipline Learners review the main bodies of work, highlighting any issues they find within each. Constructive criticism often centers around shortcomings, blind spots, or outdated hypotheses.

Students use this section to explain how they went about their work. While scientists may point to a specific method used to reach conclusions, historians may reference the use of an emerging framework for understanding history to bring new light to a topic. The point of this section is to demonstrate the thought processes that led to your findings.

This section allows for learners to show what they learned during the research process in a non-biased way. Students should simply state what information they gathered by utilizing a specific framework or methodology and arrange those findings, without interpretation, in an easy-to-read fashion.

After providing readers with all the necessary information, the discussion section exists for candidates to interpret the raw data and demonstrate how their research led to a new understanding or contributed a unique perspective to the field. This section should directly connect to the introduction by reinforcing the hypothesis and showing how you answered the questions posed.

Even though the previous sections give prospective degree seekers a better sense of what to expect if they decide to write a thesis during their master's program, they don't necessarily help learners decide whether to pursue a thesis or non-thesis track. The following section highlights some of the reasons students frequently choose to complete a thesis or bypass the process altogether by providing a pros and cons list.

Why a Thesis Program

• Especially when entering a research-heavy discipline, completing a thesis shows prospective schools and employers that you possess the skills needed for researching and writing long-form reports.
• Students hoping to pursue a Ph.D. stand in better stead with admissions panels if they wrote a thesis during a master's program.
• Individuals hoping to enter a field that values syntax and grammar often better their writing skills by completing a thesis.
• Students who write a thesis can submit the final product to various academic journals, increasing their chances of getting published.
• Theses expand students' understanding of what they're capable of, deepen their ability to carry out an argument, and develop their skills in making connections between ideas.

Why a Non-thesis Program

• Because they don't require a significant written product, non-thesis master's tend to take less time to complete.
• Often mirrors a bachelor's program in terms of structure, allowing learners to complete classes and take exams without a great deal of research or writing.
• Students who excel in project-based assignments can continue building skills in this arena rather than focusing on skills they don't plan to use (e.g. research)
• Provides learners the opportunity to work more closely and more frequently with faculty on real-world projects since they don't spend hundreds of hours researching/writing.
• Allows learners to take more classes and gain hands-on skills to fill the time they would have spent researching and writing a thesis.

How to Choose a Master's Program: FAQs

Within some academic disciplines and professional fields, research and writing plays a key role in work done on a daily basis. Because of this, master's programs in these fields require learners to complete theses to compete against peers and be seen as competent in their work. Other disciplines, conversely, rely on other tools to accomplish work and progress ideas – making theses less important.

Yes. Master's programs focused more on application than research typically don't require a thesis – although they may still give students the option. Examples of common non-thesis master's programs include nursing, business, and education.

Even though non-thesis students won't be writing a 100-page paper, that doesn't mean they avoid completing a significant project. In place of a thesis, most applied master's programs require students to take part in at least one internship or complete a culminating project. These projects typically ask learners to take what they learned throughout coursework and create an expansive final project – examples include case studies, creative works, or portfolios.

While students who followed a non-thesis path routinely receive acceptance to Ph.D. programs, those with theses often find the process easier. Even if a learner pursues a Ph.D. in a discipline that isn't research-heavy, admissions panels still want to get a sense of your academic interests and ability to engage in independent, nuanced thought. Students with theses can provide solid proof of these skills, while those without may struggle to demonstrate preparedness as thoroughly.

The answer to this question depends on many factors, but typically it is okay not to do a thesis if you plan to enter a field that doesn't depend heavily on research or writing, or if you don't plan to complete a Ph.D.

Students wanting to work in academic, research, or writing should always opt for the thesis track. They should also follow this path if they have any doctoral degree aspirations.

Ultimately, the decision of whether or not to complete a thesis rests with the individual student. Figuring out how to proceed on this front requires lots of careful consideration, and learners should ensure they consider various aspects before coming to a final decision. The following section helps students consider how they should and should not come to a conclusion.

Dos and Don'ts of Choosing a Thesis or Non-thesis Program

• Consider the longevity of your decision: will you feel the same in 5-10 years or are you making a decision based on current desires?
• Talk to others who with experience in this area. Ask them questions about their decision-making process and if they regret their choice.
• Research potential thesis topics before starting a program. Going in with a game plan can help you feel more confident and settled about the process than if you're scrambling for a topic while in school.
• Reach out to prospective schools to speak with faculty and/or current students following both tracks. This will provide knowledge specific to the school while also expanding your network if you choose to attend there.
• Research Ph.D. entrance requirements to ascertain if the majority expect learners to possess a thesis when applying. This will give you a sense of whether you may experience issues later on if you do not complete one.
• Decide not to complete a thesis simply because you have never taken on such a task and feel overwhelmed or fearful that you will fail.
• Complete a thesis simply because you think it will look good on your resume. Theses require intense devotion over an extended amount of time; learners who complete them without conviction often find the process miserable.
• Forget to research alternatives to writing a thesis. Just because you don't complete a research paper doesn't mean a non-thesis track lacks rigor or challenging coursework.
• Forget to read examples of theses by previous students. If you feel overwhelmed by the task, reading work other people have done can often make the task at hand feel less scary.
• Let yourself off easy by taking the non-thesis path. If you find you have extra time in the program, talk to your advisor about taking more classes, develop meaningful projects for yourself, or see about presenting at an academic conference.

From the Expert

Sudiksha Joshi, Ph.D. is a learning advocate. Her mission is to empower our youth to think bigger, bolder thoughts and forge a career path that will change the world. She taps into her natural curiosity and ability to identify strengths to help students and those in transition find their path from feeling lost in the traditional ways of achieving success to charting their own path. Her work has been featured in Forbes, Huffington Post, Thrive Global, Medium and LinkedIn.

Why might a student decide to follow a thesis track? Why might they follow a non-thesis track?

A student might decide to take a thesis track if she/he wants to pursue a Ph.D. Also, if the students want to focus on careers where research and writing have a strong focus, the students opt for the thesis option. Research assistantships at the graduate level are also more often available to students who opt for the thesis option.

A student who might feel that writing is not one of their strengths might choose to go the non-thesis track. Likewise, a student who has other work commitments may find a non-thesis option more convenient.

Do you have any tips for deciding on a program?

I chose a thesis option because being able to conduct independent research was a big reason to go to graduate school. Also, showing the ability that I could do research was what afforded me research assistantships which meant that my tuition was paid for and I got a stipend that paid for expenses while I was in graduate school. This also allowed me the opportunity to work closely with the faculty mentor that provided me with the support and the accountability I wanted.

I would not recommend taking a non-thesis option if all the degree requires is for you to take courses. You have little to show in terms of your learning other than your grades unless you are already working on something on the side that does that for you and all you need is a certificate.

Opt for a non-thesis option if you can still work closely with a professor or on a project and if you'd rather be involved in multiple projects rather than focus on a single project. If you already have a good (informed) reason for choosing one over the other, go for it.

What's the most important thing to consider when choosing a program?

The most important thing to consider when choosing a program is getting excited about the projects that at least one of the faculty members are involved in. Do some research and see why you are excited about a particular work that at least one of the faculty members have been involved in.

Who should students talk to when considering options?

Students should talk to other students and also reach out directly to the graduate coordinator and even individual faculty members. This means that students should have done prior homework and have some good questions ready. Asking good questions will get you at least halfway through to make the right decision.

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Students who graduate from this degree can work in the industries of Academe and Research in which they can perform the work of a Program Manager, Administration Officer, Administrative and Finance Officer, Municipal Officer, General Administration.

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