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Yale University

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Graduate & professional study.

Yale offers advanced degrees through its Graduate School of Arts & Sciences and 13 professional schools. Browse the organizations below for information on programs of study, academic requirements, and faculty research.

Graduate School of Arts & Sciences

Yale’s Graduate School of Arts & Sciences offers programs leading to M.A., M.S., M.Phil., and Ph.D. degrees in 73 departments and programs.

School of Architecture

The Yale School of Architecture’s mandate is for each student to understand architecture as a creative, productive, innovative, and responsible practice.

School of Art

The Yale School of Art has a long and distinguished history of training artists of the highest caliber.

Divinity School

Yale Divinity School educates the scholars, ministers, and spiritual leaders of the future.

David Geffen School of Drama

The David Geffen School of Drama graduates have raised the standards of professional practice around the world in every theatrical discipline, creating bold art that engages the mind and delights the senses.

School of Engineering & Applied Science

The Yale School of Engineering & Applied Science is at the cutting edge of research to develop technologies that address global societal problems.

School of the Environment

The School of the Environment is dedicated to sustaining and restoring the long-term health of the biosphere and the well-being of its people.

Jackson School of Global Affairs

The Jackson School of Global Affairs trains and equips a new generation of leaders to devise thoughtful, evidence-based solutions for challenging global problems.

Yale Law School hones the world’s finest legal minds in an environment that features world-renowned faculty, small classes, and countless opportunities for clinical training and public service.

School of Management

School of Management students, faculty, and alumni are committed to understanding the complex forces transforming global markets and building organizations that contribute lasting value to society.

School of Medicine

Yale School of Medicine graduates go on to become leaders in academic medicine and health care, and innovators in clinical practice, biotechnology, and public policy.

School of Music

The Yale School of Music is an international leader in educating the creative musicians and cultural leaders of tomorrow.

School of Nursing

The Yale School of Nursing community is deeply committed to the idea that access to high quality patient‐centered health care is a social right, not a privilege.

School of Public Health

The School of Public Health supports research and innovative programs that protect and improve the health of people around the globe.

Faculty of Arts and Sciences (FAS)

The Faculty of Arts and Sciences is composed of the departments and academic programs that provide instruction in Yale College and the Graduate School of Arts and Sciences.

Centers & Institutes

A number of our centers and institutes offer additional opportunities for graduate and professional study.

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Yale School of Nursing

• Rating 4.56 out of 5   9 reviews
• Nursing (MSN)
• Connecticut

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Masters programs, most popular masters programs.

• Nursing 90 Students

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• Nursing Science, Education, and Practice 4 Students

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School of Nursing 2019 – 2020

Yale school of nursing.

The School of Nursing, founded in 1923, became the first school to prepare nurses under an educational rather than an apprenticeship program. Dean Annie Goodrich’s insistence that her students came to Yale to learn a highly skilled profession rather than to provide extra hands to already trained nurses was truly revolutionary. The School has continued to spawn new ideas that have helped redefine nursing: the groundbreaking research of Virginia Henderson, the founding of the American hospice movement, and the first “graduate entry” system that enlivened nursing practice by attracting mature students with varied and rich life experiences.

Since its founding, the School routinely revises its curriculum to meet the profession’s needs. Because of an increasing realization that a college education was essential in the profession of nursing, the School of Nursing admitted only college graduates after 1934. Fifteen years later an advanced program in mental health nursing was added to the basic program. In 1952 the School became coeducational when the first male student was admitted.

A study of nursing education at Yale was undertaken in 1952. The Yale Corporation decided that the University could contribute to nursing most effectively through a graduate program for nurses who had both basic professional preparation and a baccalaureate degree. The basic program was discontinued in 1956, and the curriculum of the advanced program was expanded to prepare nurses in psychiatric–mental health, maternal-newborn health, and community health nursing. Nurse-midwifery was an option in the Maternal-Newborn Health Program until 1972, when it became the total clinical component of the program. A Master of Science in Nursing degree was awarded to those who had successfully completed a minimum of one year’s study, coupled with a summer field experience. A Certificate in Nurse-Midwifery was also awarded by Yale University until 1972, when national certification by the American College of Nurse-Midwives was instituted.

In 1959–60 a revised curriculum of two years of study leading to the master’s degree was inaugurated. The curriculum was further expanded in 1969 to include pediatric nursing and in 1974 to include medical-surgical nursing. In September 1992 a specialty was added in nursing systems and policy, then renamed nursing management and policy; that specialty was discontinued in 2003. From 2006 to 2015 the curriculum included a specialty in nursing management, policy, and leadership to prepare leaders in the management of delivery systems that promote patient safety and quality of care. In April 1997 the Yale Corporation approved the Post-Master’s Certificate for advanced practice nurses seeking additional specialty preparation. The first certificates were awarded at the May 1997 commencement exercises.

In April 1970 the Corporation approved development of a three-year curriculum for college graduates from other fields, a program of study now known as the Graduate Entry Prespecialty in Nursing. The first class of twelve enrolled in the fall of 1974.

In November 1992 the Corporation approved the development of a Doctor of Nursing Science program. The first class was admitted and enrolled in September 1994; and the first graduates were awarded the D.N.Sc. in June 1998. In 2006 the Corporation approved the program’s conversion from the Doctor of Nursing Science to a Doctor of Philosophy, awarded by the Graduate School of Arts and Sciences. The first Ph.D. class was admitted and enrolled in September 2006. In April 2011 the Corporation approved the development of a Doctor in Nursing Practice program. The first class of D.N.P. students was admitted and enrolled in September 2012.

Accreditation

The School is accredited by the Commission on Collegiate Nursing Education, 655 K Street, NW, Suite 750, Washington DC 20001; 202.887.6791; www.aacnnursing.org/ccne . The Graduate Entry Prespecialty in Nursing is approved by the State of Connecticut Board of Examiners for Nursing. The Nurse-Midwifery specialty is accredited by the Accreditation Commission for Midwifery Education.

The mission of the Yale School of Nursing is better health for all people. We accomplish this by educating each generation of nurse leaders, scholars, and practitioners; transforming health care practice; and advancing science. Building on the tradition of our founding dean, Annie W. Goodrich, the YSN community relates the “adventure of thought to the adventure of action, in touch with the fundamentals of human experience” across local, national, and international systems of care.

The Yale School of Nursing is a community that holds an expansive view of health and believes that access to high-quality, patient-centered health care is a social right, not a privilege. In our intellectual and clinical work, we value integrity, dignity, rigor, curiosity, and excellence. Mindful of our traditions, as well as those of Yale University, we emphasize innovation grounded in creativity and the integration of education, scholarship, practice, and policy in service of social justice and health equity. Respect for diversity of thought, ideas, and opinions of others guides all of our work. We value the wise use of resources. We are committed to interprofessional education, research, and practice, and mentorship of the next generation of leaders. We strive to create an environment for study that is caring and supports openness and transparency.

Each person is a unique biological, psychological, social being, who is influenced by and influences environments. Culture and society shape a person’s values, beliefs, behaviors, and perceptions about health and illness. We believe that individual differences are to be respected, free from bias and stereotyping.

Individuals have the right to accurate and comprehensible information about their health care and available resources. Individuals have the right to participate in decisions concerning their care and their return to health.

Our diverse society is composed of individuals, families, and communities that share a need for health care. We believe in working toward a society in which individuals have equal rights regardless of personal characteristics or genetic differences.

Health is a product of a dynamic process in which growth and development enable adaptation to changing environmental demands. We believe that improvement in health care will be facilitated through the collaborative efforts of patients* and health professionals.

Concern for the highest possible quality of life, respect for human value, and commitment to caring are the primary postulates of nursing. Nursing involves an alliance with the patient to promote health, prevent disease, treat selected illness, and maintain or restore function. Nursing services may be provided independently or in collaboration with other health professionals. Nursing draws upon the integration of science and humanism, and theory developed through practice and research. We believe that the Yale School of Nursing has an obligation to effect public and colleague acceptance of the leadership capabilities of the nursing profession.

Faculty are committed to the advancement of nursing knowledge and the improvement of health care. It is our responsibility to shape the design of health care and nursing education systems, because we believe that improving patient care improves education and, likewise, improving education improves patient care. An environment conducive to an interchange of ideas among students, faculty, and administration is essential. The character of University life for faculty and students consists of active teaching and learning, clinical scholarship, and research upon which to base current and future education and practice.

We believe that practice will be improved through sound clinical judgment, scholarship, and research. Those who enter this environment should exhibit a readiness for systematic inquiry and critical thinking, and the ability to contribute to the advancement of nursing knowledge and health policy.

*The term “patient” encompasses individuals, families, groups, and communities across the lifespan in various states of health and illness.

Organizational Framework

Curriculum follows directly from the Yale School of Nursing’s mission and philosophy. The aims and assumptions of the School state:

The master’s curriculum is designed to offer students an opportunity to become prepared as advanced practitioners in selected health care specialties so that they may assume roles as clinicians, scholars, and leaders and ultimately improve health care for all people. Advanced Practice Nurses are committed to the delivery and the study of high-quality, evidence-based clinical care and work to help shape health care systems. The program of study in the School is viewed as preparation for graduates’ continuing activity in a variety of leadership roles.

Advanced Nursing Practice

Nursing involves an alliance with the patient or health care system using a holistic and contextual perspective. This statement is further substantiated by a direct quote:

…to assist the individual, sick or well, with those activities contributing to health or its recovery (or to a peaceful death) that [the patient] would perform unaided if [the patient] had the necessary strength, will or knowledge. And to do this in such a way as to help [the patient] gain independence as rapidly as possible.

—V. Henderson, The Nature of Nursing (Philadelphia: Macmillan, 1963)

Advanced Nursing Practice is defined as specialization in an area of practice and builds upon mastery of depth and breadth of specific knowledge. Practicing at the advanced level also involves the identification of signs/symptoms/behaviors that indicate vulnerability and the selection of interventions to promote health and prevent illness, disability, and complications. Nurses in advanced practice integrate knowledge, scholarship, management, leadership, and consultation into their role and function in collaboration with other members of the health care team.

Knowledge supporting advanced practice nursing is organized into three constructs: clinical practice, scholarship, and leadership.

Clinical Practice

Clinical practice includes the assessment, management, and coordination of health care needs of individuals, families, groups, communities, and/or populations. This care occurs within bio-psychosocial, cultural, political, environmental, and economic contexts.

Clinical practice requires that clinicians foster, develop, and sustain effective patient-provider relationships within the context of complex organizational and health care delivery systems. Excellent clinical practice is based on current and relevant evidence-based data and entails the systematic collection of diverse forms of information, sound analytical reasoning, strong interpersonal and leadership skills, knowledge of organizational and systems behavior, and proficiency in translating knowledge into practice and policy. The ultimate goal of clinical practice is to enable patients to attain the best possible quality of life by integrating principles of health promotion and disease prevention into their lifestyles and fostering an effective patient-provider relationship. Clinical practice includes clinicians’ ability to coordinate patient care, resources, and services among providers and to provide patients with the information needed to attain optimum health outcomes.

Scholarship

Scholarship forms the underpinning and context for advanced practice nursing. Scholarship encompasses the iterative process of generating and testing theories, applying them in practice settings, and revising theories based on data. This intellectual process involves familiarity with knowledge of current and cutting-edge science from nursing and other health-related disciplines, critical analysis, hypothesis formation and testing, and consideration of alternative theories. In clinical practice, scholarship includes assessment, data gathering, hypothesis generation, and use of clinical data for evaluation.

Scholarship involves systematic evaluation of the rationale for health-related decision-making, critical analysis of health-related issues and policies, and the process of describing, explaining, and predicting phenomena of relevance to human health, health care environments, and nursing. Examples of relevant phenomena include, but are not limited to, patterns of human behavior and the contexts in which it occurs, physiological and pathophysiological processes, and health care systems, ethical concerns, and policy. Knowledge is generated through empirical, aesthetic, personal, and ethical ways of knowing. Ongoing critical evaluation of the state of the science and questioning of available information, as well as personal clinical wisdom, are critical components of scholarly inquiry.

Scholarly activity is the hallmark of graduate education in nursing and provides the basis for delivery of evidence-based best nursing practices. Scholarship is an essential organizing construct for the curriculum and is evident in the strong emphasis on using empirical, personal, aesthetic, and ethical knowledge. Development of scholarly skills and use of knowledge derived from these skills are addressed in clinical and didactic courses.

Leadership is essential for creating change within a society, organization, or health care system. Ultimately, leadership is about the capacity for vision and the wise use of power, authority, managerial skills, and influence to enable others to accomplish and sustain change. Change is an important concept based in knowledge of group process, organizational and systems theory, and leadership strategies. Influence comes in part from knowledge of the health care system’s structure and process, inter- and intra-professional issues, and public and private sector policies as they affect health care services. Influence also arises from interpersonal competence and knowledge of human relations theories. Leadership is necessary at all levels of the health care organization, including at the level of patient care, where it is seen in autonomy and accountability of practice, grounded in specialized practice knowledge. Leadership is fundamental to providing equitable health care for all people.

Thus, the three major constructs—clinical practice, scholarly inquiry, and leadership—reinforce each other, true to the nature of knowledge in advanced nursing practice, and provide the organizing framework for the master’s objectives and outcomes.

Master’s-Level Outcomes

Upon completion of the Master of Science in Nursing Program, graduates will have the requisite skills and knowledge to accomplish the following:

• Employ appropriate methods/strategies/technologies to gather relevant data from multiple sources.
• Analyze and synthesize data to identify and prioritize problems.
• Develop and implement management plans using best available evidence, and evaluate outcomes and modify management plans accordingly.
• Engage in scholarship.
• Critically evaluate clinical evidence from multiple sources (such as current literature, clinical, and patient) to derive implications for best practices.
• Identify clinical challenges and gaps in knowledge, and participate in scholarship to improve health care.
• Apply clinical scholarship to improve outcomes in health care.
• Provide professional advanced practice nursing/midwifery leadership to improve patient outcomes and shape health care systems.
• Demonstrate professionalism and integrity in interactions with patients, colleagues, and systems.
• Collaborate with colleagues and patients to improve access to and quality of health care.
• Act as a catalyst for assuring access to timely, quality health care for all people irrespective of race, ethnicity, gender, or social status.

Yale University Master's in Nursing

Graduate School (Nursing) • Orange, CT •  

Graduate School (Nursing) • Orange, CT

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Yale University Master's in Nursing (MSN)

Yale University is a private school. The School of Nursing has an application fee of $80 for U.S. residents. Tuition for the master's program at the School of Nursing is Full-time: $49,018 per year. The School of Nursing at Yale University has 28 full-time faculty members. The total graduate nursing enrollment is 385.

At-a-Glance

Tuition & Fees

Full-time: $49,018 per year

Enrollment (ALL Programs)

Programs Offered

Master's, Ph.D., DNP

Yale University 2024 Master's in Nursing & Specialties Rankings

Overall Score

Peer assessment score (out of 5)

Health care professionals assessment score (out of 5)

Mater's in Nursing (MSN) Program Rankings

• # 28 in Best Nursing Schools: Master's  (tie)

Nursing School Specialty Rankings

• # 5 in Master's Nurse Practitioner: Adult / Gerontology, Primary Care  (tie)
• # 10 in Master's Nurse Practitioner: Family  (tie)
• # 5 in Master's Nurse Practitioner: Psychiatric / Mental Health, Across the Lifespan

Master's in Nursing Program Admissions

Application fee (U.S. residents)

Yale University Admissions

Applicants :

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Master's in Nursing Program Cost

Tuition & Fees (In-State)

$49,018 Per Credit

Tuition & Fees (Out-of-State)

Required Fees

Yale University Cost

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Master's in Nursing Program Student Population

Minority Students

International Students

Yale University Student Body

Minority Enrollment

Hispanic/Latino

Black or African American

International

Two or More Races

American Indian or Alaska Native

Native Hawaiian or Other Pacific Islander

Not Specified is not included in this breakdown due to an enrollment of 0%.

Gender distribution (full-time) :

Master's in Nursing Program Academics

Department Concentrations

• health management & policy health care systems nurse-midwifery
• nurse practitioner: adult-gerontology acute care nurse practitioner: adult-gerontology primary care
• nurse practitioner: family nurse practitioner: pediatric primary care
• nurse practitioner: psychiatric-mental health, across the lifespan women's health
• dual majors

Yale University Academics

• MSN/Master of Arts in Religion
• MSN/Master of Divinity
• MSN/Master of Public Health

Nursing School details based on 2023 data.

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Reviews & Ratings

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• PhD/Master's Application Process

Who is Eligible to Apply? 

If you have completed your undergraduate degree (bachelor's or equivalent) or will have completed it prior to your intended matriculation date at Yale, you may apply to the Graduate School of Arts and Sciences (GSAS).

A Master's degree is not required to apply for a PhD at Yale, although some programs give preference to applicants with post-baccalaureate training. Consult your program of interest directly for information on how it evaluates applications.

We value diversity of all kinds at the Graduate School, and we encourage students from all backgrounds to apply if Yale is a good fit for your intellectual and professional goals. All are welcome to apply, without regard to citizenship or immigration status, socioeconomic level, race, religion, gender identification, sexual orientation, disability, etc.

Requirements for All PhD and Master's Degree Applicants

You will need to provide the following with your application for admission:

• A statement of academic purpose. You will find the prompt for the statement of purpose in our Application Question FAQs . 
• A list of all the prior colleges or universities you have attended, accompanied by unofficial transcripts from each school. Unofficial transcripts should be uploaded with your application. Official or paper transcripts are not needed at this time. 
• Three letters of recommendation. Enter the names of your recommenders directly in the application and they will receive a link to upload a letter on your behalf. 
• $105 application fee or fee waiver. 
• Standardized tests . GRE requirements vary by program. TOEFL or IELTS are necessary for most non-native English speakers. 
• Resume/CV . 
• Some programs have additional requirements, such as a writing sample . You can find information about any specific requirements on the program's website. 

Where Do I Begin?

Decide whether you will apply for a PhD or a terminal Master’s (MA, MS) in one of the programs available at the Graduate School of Arts and Sciences . (Note that you will earn one or more Master's degrees en route to a PhD.) Learn about the program: its faculty, course offerings, and resources. Read the faculty's research publications. If you can identify and articulate why the program is a good fit for you and show how your preparation and interests align well with it, you will have a strong application.

A note to students applying to one of Yale’s professional schools or programs:

• If you are applying for a PhD in Architecture, Environment, Investigative Medicine, Law, Management, Music, Nursing, or Public Health; for an MS in Public Health; or for an MA in Music, be sure to use the Graduate School of Arts and Sciences PhD/Master's application.
• If you are applying for any other degree at one of the University’s professional schools (Art, Architecture, Divinity, Drama, Environment, Global Affairs, Law, Management, Medicine, Music, Nursing, and Public Health), visit that school’s website for further instructions. Those programs have separate admissions policies and processes that are administered by the professional schools, not GSAS.

Application deadlines vary by program, so please see Dates & Deadlines for information about your program of interest. 

All new students matriculate in the fall. The admissions process begins nearly a year in advance of matriculation.

Some PhD and Master’s degree programs require Graduate Record Examination (GRE) scores. Check your program's standardized testing requirement before you apply. 

In addition, applicants whose native language is not English may need to take an English Language test (TOEFL or IELTS).

The application for Fall 2024 entry is closed. The application for Fall 2025 entry will be available starting in mid-August 2024. 

Be sure to complete and submit the application before your program's application deadline. 

Your application fee or an approved fee waiver is due upon submission of your application. 

Your letters of recommendation do not need to be received before you will be able to submit your application. However, since programs begin reviewing applications shortly after the respective application deadline, please be sure that your letters of recommendation are submitted promptly.

What Happens After I Submit My Application?

The faculty admissions committee in each department and program begins reviewing applications shortly after their application deadline. Led by the director of graduate studies (DGS) or director of graduate admissions (DGA), the committee will recommend students for admission to the Graduate School. Once confirmed by the deans of the Graduate School, the admissions office will release final decisions to applicants.

Unlike undergraduate admissions, the admissions office and staff of the Graduate School maintain the application, the application process, and other administrative transactions, but the admissions staff does not review applications or make admissions decisions. That responsibility is handled by the faculty of each department or program.

Most admissions decisions are provided between February and early March. You will receive an email notification when your admissions decision is available.

If you are accepted for admission, you will need to decide if you wish to accept our offer by April 15. We abide by Council of Graduate School's April 15 Resolution , regarding graduate financial support. 

Ready to apply? Begin your application today.

PhD/Master's Applicants

• Why Choose Yale Graduate School?
• Dates and Deadlines
• Standardized Testing Requirements

Non-Degree Program Applicants

Looking for non-degree programs? In some cases, it is possible to enroll at the Graduate School as a non-degree student. Non-degree students receive a transcript and many of the benefits of being a Yale student, but do not earn a degree upon completion of their enrollment. We offer three types of non-degree programs.

• Non-Degree Programs

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School of Nursing 2023–2024

• Yale University Publications /
• School of Nursing /
• Master’s Program (M.S.N.) /

The master’s curriculum is organized by specialty. The first year of the Graduate Entry Prespecialty in Nursing is described separately.

All course descriptions are listed in numerical order in the chapter Courses . Courses designated “a” meet in the fall term. Courses designated “b” meet in the spring term. Courses designated “a” and “b” are yearlong courses. Courses designated “c” meet in the summer. Bracketed courses are not offered in the current academic year. The a/b/c course designations appear in the YSN bulletin only.

Required courses for each specialty are listed in the description of each specialty. The listings describe schedules for full-time study. The course plan for scheduled part-time study may be found online or obtained from the YSN registrar and specialty directors. The School reserves the right to offer course substitutions and to amend the overall curriculum.

Elective courses: Students may elect School of Nursing courses offered by specialties other than the one in which they are enrolled or by other schools or departments within Yale University, with the permission of the course instructor and their specialty director. The School of Nursing also offers electives and concentrations. More information can be found in the chapter Courses and in the sections on concentrations.

Graduate Entry Prespecialty in Nursing

The Graduate Entry Prespecialty in Nursing (GEPN) is a full-time course of study, in year one of a three-year program, focused on pre-licensure preparation in evidence-based nursing, followed by two years of advanced practice specialty study. The first year of the program is designed to provide a solid foundation in nursing theory, nursing practice, biological science, health assessment, and pharmacology. This content is integrated into the clinical experiences in the care of the adult patient, pediatric, psychiatric–mental health, childbearing families, community health nursing, and interprofessional collaboration in practice. It is completed full-time over the fall, spring, and summer terms.

Upon completion of the prespecialty year, the student continues in the master’s specialty that was designated when accepted into the GEPN program.

The Certificate in Nursing is awarded upon successful completion of all required GEPN courses. The Certificate in Nursing satisfies Connecticut General Statutes requirements, allowing the student to become eligible to take the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Students are required to pass the NCLEX-RN  by January 1 of their first specialty year a nd submit proof of their Connecticut RN licensure. The Certificate in Nursing and a license to practice nursing in Connecticut are two prerequisites for enrollment in the second term of the first specialty year. Exception: Acute Care students are required to pass the NCLEX exam by October 10 in the first specialty year in order to enroll in N7820, Critical Care Immersion. 

Graduate Entry Prespecialty Year

Master in nursing specialties.

The master’s program is designed to prepare advanced practice nurses to provide high-quality evidence-based care, to engage in scholarly inquiry, and to be leaders in the profession. The first year includes assessment of clinical skill development, foundational knowledge in pathophysiology of common diseases, and principles of evidence-based practice. The final year provides advanced clinical management skills, role development, integration of practice and policy theory, and leadership. Students are expected to remain in the specialty to which they were accepted.

The specialties offered in the master’s program are (1) Adult/Gerontology Acute Care Nurse Practitioner; (2) Adult/Gerontology Primary Care Nurse Practitioner; (3) Family Nurse Practitioner; (4) Midwifery and/or Women’s Health Nurse Practitioner; (5) Pediatric Nurse Practitioner—Primary Care; (6) Pediatric Nurse Practitioner—Acute Care; and (7) Psychiatric–Mental Health Nurse Practitioner. Each student is assigned a faculty adviser who is a clinical expert in the student’s chosen field of specialization. Within the specialty area, emphasis is placed upon the development of clinical judgment. In addition to clinical experience, conferences with individual faculty advisers, group conferences with specialty faculty members, and courses presenting scientific data and content relevant to the specialty area provide opportunity for in-depth study. Students may also have an opportunity to pursue clinical concentrations in the areas of diabetes, oncology, research, and gender and sexuality health justice. Students will be required to have access to transportation for their clinical site placements, including sites away from the State of Connecticut.

The following is a list of core courses for all specialties of the master’s program. In addition, each specialty requires specific didactic and clinical courses, which are listed in the plans of study for each specialty. Course descriptions can be found in the chapter Courses .

Core Courses

The required research methods and evidence-based practice course in the first year of specialization provides the foundation for evidence-based, patient-centered care.

The curriculum of specialties is intended to prepare students to apply for certification through credentialing agencies. Please note that there is no program in the nation that can meet each state’s individual certification requirements. The School recommends that students review all state requirements and consult their academic adviser to plan how they can meet those requirements while enrolled in the School.

Adult/Gerontology Acute Care Nurse Practitioner Specialty

The Adult/Gerontology Acute Care Nurse Practitioner (AGACNP) specialty prepares acute care nurse practitioners to assess and manage collaboratively the needs of patients who are acutely and critically ill across the full continuum of adult acute care services. The core body of knowledge provided in the specialty is derived from the full spectrum of high-acuity patient care needs. The population focus is adult/gerontology. The AGACNP curriculum is intended to prepare students to apply for Adult/Gerontology Acute Care Nurse Practitioner Certification through the American Nurses Credentialing Center and the American Association of Critical-Care Nurses.

In the first year of study, the focus is on history taking, physical assessment, differential diagnosis, diagnostic testing, pathophysiology, pharmacology, and management of patients. Courses in assessing the acutely ill individual, diagnostic reasoning, pharmacology, research, and statistics are also featured in the first year. Clinical conferences focus on the diagnosis and management of problems seen in acutely ill patients, as well as acute care pharmacology.

During the final year of study, emphasis is placed on the differential diagnosis and management of complex problems seen in the acutely and critically ill patient population. Courses also include content on pathophysiology and management in acute care, health promotion, and the role of the nurse practitioner. Clinical placement sites expose the student to a variety of acute care settings and patient populations. Clinical conferences focus on the diagnosis and management of complex acute care problems.

AGACNP courses are only open to students enrolled in the specialty. Students from other specialties who are interested in taking an AGACNP specialty course must consult with the specialty director. A Post-Master’s Adult/Gerontology Acute Care Nurse Practitioner Certificate option is also available (see the chapter Post-Master’s Certificates ).

Adult/Gerontology Primary Care Nurse Practitioner Specialty

The Adult/Gerontology Primary Care Nurse Practitioner (AGPCNP) specialty emphasizes primary care of the entire adult to older adult age spectrum from wellness to illness across a variety of health care settings. The population of AGPCNP practice includes young adults (late adolescents and emancipated minors), adults, and older adults. The AGPCNP curriculum is intended to prepare students to apply for Adult/Gerontology Primary Care Nurse Practitioner Certification through the American  Nurses Credentialing Center or the American Association of Nurse Practitioners.

AGPCNP courses are only open to students enrolled in the specialty. Students from other specialties who are interested in taking an AGPCNP specialty course must consult with the specialty director.

Family Nurse Practitioner Specialty

The Family Nurse Practitioner (FNP) specialty emphasizes the primary care of newborns, infants, children, adolescents, adults, pregnant and postpartum individuals, and older adults within the context of family-centered care. The FNP curriculum is intended to prepare students to apply for Family Nurse Practitioner Certification through the American Nurses Credentialing Center or the American Association of Nurse Practitioners.

FNP courses are only open to students enrolled in the specialty. Students from other specialties who are interested in taking an FNP specialty course must consult with the specialty director. A Post-Master’s Family Nurse Practitioner Certificate option is also available (see the chapter Post-Master’s Certificates ).

Nurse-Midwifery Specialty

The Nurse-Midwifery (NM) specialty is designed to prepare clinically competent midwives who provide holistic primary health care across the lifespan. Clinical experiences throughout the two years of the program provide experience in the midwifery model of care as a framework for high-quality health care. Relevant research and concepts from midwifery, nursing, medicine, and the sciences are studied to provide the evidence and rationale for clinical practice. Students are expected to examine their midwifery and nursing practice critically and to develop beginning skills in the evaluation of research methods and statistics. Leadership development is encouraged and supported.

Courses and clinical work focus on the independent management of health care needs, including perinatal, intrapartum, contraceptive, gynecological, and primary care of individuals, families, and the neonate across the lifespan. Students learn collaborative, interdisciplinary management of health complications. Clinical practice takes place within health care systems that provide for medical consultation, collaborative management, and referral in accord with the Standards for the Practice of Midwifery set by the American College of Nurse-Midwives (ACNM ) , which can be found at http://midwife.org/Full-Practice-Authority . The curriculum meets the ACNM Core Competencies for Basic Midwifery Practice. Elective and independent study courses offer opportunities for students to pursue individual educational and professional goals. Completion of the NM curriculum qualifies students for the national certification examination offered by the American Midwifery Certification Board (AMCB). For more information, visit their website at http://amcbmidwife.org .

Nurse-Midwifery courses are only open to specialty students admitted to the NM specialty. Students from other specialties who are interested in taking a NM specialty course must consult with the specialty director.

Students admitted to the NM specialty complete the NM specialty master’s degree or may choose to pursue the Nurse-Midwifery/Women’s Health Nurse Practitioner (WHNP) dual specialty. Students may also choose to pursue only the Women’s Health Nurse Practitioner specialty. We strongly encourage students to consider these options prior to matriculation or consult with the specialty directors of both NM and WHNP specialties as soon as they are considering a change. If students choose to complete both specialties, additional tuition charges will be applied, and additional time to complete the program based on clinical site placement availability may be required (see the chapter Educational Expenses and Financial Aid ).

The NM program of study is fully accredited by the Accreditation Commission for Midwifery Education (ACME), http://www.midwife.org/Accreditation ; and by the Commission on Collegiate Nursing Education (CCNE) of the American Association of Colleges of Nursing, https://www.aacnnursing.org/CCNE .

Women’s Health Nurse Practitioner Specialty

The Women’s Health Nurse Practitioner (WHNP) specialty prepares students for the role of a patient-centered primary health care provider who focuses on gender-related health care needs. WHNP students are prepared to care for individuals from adolescence through their later life, with expertise in gynecology, prenatal care, and primary care. They are also prepared to provide sexual and reproductive-related health care to men and patients across gender identities. Relevant research and concepts from nursing, reproductive health, medicine, the sciences, and the humanities provide a base for classroom education and clinical practice. Clinical experiences include a variety of outpatient health care settings from community health centers to public and private reproductive health and primary care offices.

Students from other specialties who are interested in taking a WHNP specialty course must obtain faculty approval.

Completion of the WHNP curriculum qualifies students for the national certification examination offered by the National Certification Corporation (NCC).

Nurse-Midwifery and Women’s Health Nurse Practitioner Dual Specialty

Students applying to YSN may pursue the Nurse Midwifery (NM) program, the Women’s Health Nurse Practitioner (WHNP) program, or the combined NM/WHNP program. WHNP students cannot make changes to their specialty selection once admitted into the program. Students admitted to the GEPN program as NM or dual NM/WHNP must declare their decision to pursue the dual NM/WHNP program prior to the start of the specialty years. Students who are accepted into the dual program will pay an additional dual specialty fee, split over four terms, beginning in the fall of the first specialty year (see the chapter Educational Expenses and Financial Aid ). In addition, students will need to be enrolled in an extra term, usually but not always completed during the summer, in order to complete both specialties. Graduation in May of the second specialty year cannot be guaranteed. It will be influenced by the availability of clinical sites and student flexibility in clinical placements.

NM/WHNP courses are only open to students enrolled in the dual specialty program. Students from other specialties who are interested in taking an NM/WHNP specialty course must consult with the specialty director.

Pediatric Nurse Practitioner—Acute Care Specialty

The Pediatric Nurse Practitioner—Acute Care (PNP-AC) specialty prepares graduates for the advanced practice role of providing complex, comprehensive care to infants, children, adolescents, and young adults. With a foundation in primary care to more complex acute or chronic health conditions, t here is an emphasis on integrating current evidence-based research, family-centered care, and cultural humility into clinical practice.

Each student, throughout the two years, provides acute, complex, and chronic illness health care for infants through adolescents in a variety of care settings, including pediatric intensive care units, inpatient settings, specialty clinics, and emergency departments. The PNP-AC curriculum is intended to prepare students to apply for Pediatric Nurse Practitioner Certification in acute care through the Pediatric Nursing Certification Board.

PNP-AC courses are only open to students enrolled in the specialty. This specialty is designed for entering R.N. students who hold a baccalaureate degree and have one to two years of acute inpatient experience. The course plan for part-time study can be obtained from the specialty director. A Post-Master’s Pediatric Nurse Practitioner—Acute Care Certificate option is also available (see the chapter Post-Master’s Certificates ).

Pediatric Nurse Practitioner—Primary Care Specialty

The Pediatric Nurse Practitioner—Primary Care (PNP-PC) specialty prepares graduates for advanced practice roles in the provision of primary care to children and adolescents within the context of the family and community. Evidence-based research and concepts from nursing, medicine, community health, child development, health promotion, and the natural and social sciences provide a foundation for practice.

Each student, throughout the two years, provides primary health care for children and adolescents in a variety of clinical settings, including community-based and private practices as well as school-based health centers. In addition, students select a specialty clinical rotation with relevance to pediatric primary care. In all clinical placements, the role of the PNP-PC as a member of an interdisciplinary team and coordinator across systems of care within the context of family is emphasized. The PNP-PC specialty curriculum is intended to prepare students to apply for Pediatric Nurse Practitioner Certification in primary care through the Pediatric Nursing Certification Board.

PNP-PC courses are only open to students enrolled in the specialty. Students from other specialties who are interested in taking a PNP-PC specialty course must consult with the specialty director. A Post-Master’s Pediatric Nurse Practitioner—Primary Care Certificate option is also available (see the chapter Post-Master’s Certificates ).

Psychiatric–Mental Health Nurse Practitioner Specialty

The Psychiatric–Mental Health Nurse Practitioner (PMHNP) specialty prepares graduates for advanced practice promoting mental health and providing therapeutic interventions across the lifespan to individuals living with mental health and substance use disorders . Coursework focuses on integrating theory and evidence-based practice into clinical application s including mental health assessment , risk prevention, differential diagnosis, treatment planning, and outcome managemen t . B oth pharmacologic and psychotherapy - based interventions are explored over a series of courses, acknowledging the importance of both in this specialty program. PMHNPs serve vulnerable populations through the core values of diversity, equity, inclusion and belonging in identifying and addressing structural and sociocultural determinants of health. They also evaluate systems of care, design evidence-based practice solutions, and work in collaboration with the multidisciplinary team.  

PMHNPs provide care to children, adolescents, adults, and older adults in a wide range of clinical settings , including acute emergency psychiatric services, community mental health centers, private practice, school- or home-based care, integrated psychiatric and primary care, substance abuse and forensic sites, and acute and long-term care facilities. Many sites utilize a combination of in-person care and telepsychiatry to enhance accessibility.    

Upon completion of the required curriculum, students are prepared to apply for certification as a psychiatric–mental health nurse practitioner across the lifespan through the American Nurses Credentialing Center.  

PMHNP courses are only open to students enrolled in the specialty. Students from other specialties who are interested in taking a PMHNP specialty course must consult with the specialty director. A post-master’s psychiatric–mental health nurse practitioner certificate option is also available (see the chapter Post-Master’s Certificates ).

Psychiatric–Mental Health Nurse Practitioner Specialty Online Part-Time Plan of Study

Concentrations.

Yale School of Nursing offers students the opportunity to specialize in a particular concentration area that further develops a clinical or conceptual interest. The four concentrations are: Diabetes Care, Gender and Sexuality Health Justice, Oncology, and Research. Upon completion of the concentration, students may be eligible for the certification exam in the area of the concentration.

First-year specialty students in good standing, and with adviser approval, are encouraged to submit an online application to a concentration of their choice. Those interested are encouraged to visit the YSN website for concentration-specific information. Communication about concentrations is shared by the YSN Office of the Registrar at the beginning of the fall term. Enrollment is limited.

Those pursuing a concentration will incur additional fees. See the tuition and fees section of the YSN website for additional information: https://nursing.yale.edu/enrollment-management/office-financial-aid/tuition-and-fees .

Diabetes Care Concentration

The Diabetes Care concentration consists of a series of courses that focus on advanced preparation in the subspecialty of diabetes care practice and management. It is designed for current M.S.N. students in their final year of study. Students are required to complete a series of clinical practice courses and a didactic course, which includes comprehensive management of patients with  diabetes.

The concentration is open to students in the Adult/Gerontology Acute Care Nurse Practitioner, Adult/Gerontology Primary Care Nurse Practitioner, Family Nurse Practitioner, Midwifery/Women’s Health Nurse Practitioner, Pediatric Nurse Practitioner—Primary Care, and Pediatric Nurse Practitioner—Acute Care specialties. The concentration is designed to prepare specialists in these fields for practice in diabetes care and management.

All students in the concentration enroll in Advanced Concepts and Principles of Diabetes Care ( NURS 6100 ), and Clinical Practice in Diabetes Care and Management ( NURS 6110 and NURS 6111 ), which require four hours per week of clinical practice. The course work encompasses diabetes care, its complications across the lifespan, and the pathophysiology and management of type 1 diabetes, type 2 diabetes, monogenic forms of diabetes, and gestational diabetes. Concentration coordinator: Elizabeth Doyle

Gender and Sexuality Health Justice Concentration

The Gender and Sexuality Health Justice concentration is designed to educate current M.S.N. students in their specialty years about the health disparities of LGBTQI+ patients through a racial and economic justice lens. Students are taught about  LGBTQI+ primary care, gender affirming surgery and  hormonal care, substance use, t rauma-informed care, HIV care, global equity, fertility and reproductive care, disability justice, intersex health, and clinical care and health assessment in LGBTQI+ communities.

The concentration is open to students in the Adult/Gerontology Acute Care Nurse Practitioner, Adult/Gerontology Primary Care Nurse Practitioner, Family Nurse Practitioner, Midwifery/Women’s Health Nurse Practitioner, Pediatric Nurse Practitioner- Primary Care, Pediatric Nurse Practitioner-Acute Care, and Psychiatric-Mental Health Nurse Practitioner specialties.  

All students in this concentration are required to enroll in Gender and Sexuality Health Justice : Introduction to Health Disparities in LGBTQI + People  ( NURS 6180 ),  Gender and Sexuality Health Justice II: Specialized Primary Care of LGBTQI+ Patients and Communities ( NURS 6200 ) and a clinical conference course ( NURS 6202 ). Students may elect to enroll in the didactic courses only without applying to the concentration. Concentration coordinator: Nathan Levitt

Oncology Concentration

The Oncology concentration is designed to provide current M.S.N. students with a foundation of knowledge and skill for an advanced practice nursing role in the care of adults with cancer. Students are required to complete a series of didactic courses and a clinical experience. Opportunities for scholarly activities with faculty are available and encouraged.

The concentration is open to students in the Adult/Gerontology Acute Care Nurse Practitioner, Adult/Gerontology Primary Care Nurse Practitioner, and Family Nurse Practitioner specialties. Students in the Psychiatric–Mental Health Nurse Practitioner, Pediatric Nurse Practitioner—Primary Care, Pediatric Nurse Practitioner—Acute Care, and Women’s Health Nurse Practitioner specialties must obtain permission from the concentration coordinator prior to applying to ensure placements are available. The concentration is not available to Nurse-Midwifery or Nurse-Midwifery/Women’s Health Nurse Practitioner students.

Students are required to enroll in Principles of Advanced Oncology Practice ( NURS 6120 ), Advanced Management of Clinical Problems in Oncology ( NURS 6130 and NURS 6131 ), and Clinical Practicum for Oncology Nurse Practitioners ( NURS 6140 and NURS 6141 ) in their final year. Concentration coordinator: Marianne Davies

Research Concentration

The Research concentration is designed to further expose current M.S.N. students to nursing research and foster an interest in future doctoral study. The concentration includes a seminar in which students learn how to review the literature and develop a preliminary proposal that can be used in their application to a Ph.D. program. The concentration includes a research practicum in which students work on faculty research to gain research skills. All students in this concentration enroll in two approved graduate-level Research Seminar courses, which include a research practicum ( NURS 6150 and NURS 6160 ).

The research practicum allows students the opportunity to work on faculty research to gain research skills. The research practicum is an equivalent of three hours per week participating in a faculty member’s ongoing research (45 hours/term). The faculty member will assist the student in preparing goals and objectives for the experience and meet with the student at a minimum of every two weeks for research mentoring and supervision.

The concentration is open to M.S.N. students in their final year of study. Concentration coordinator: Monica Ordway

Global Health Track

The Global Health track is designed to prepare students to serve global populations both internationally and domestically as clinicians, educators, scholars, and policy makers. In the track, students are exposed to a range of global health concepts through interdisciplinary didactic course work and through their clinical and scholarly activities. All students in the track take two approved graduate-level courses in global and planetary  health from a preselected list curated from Yale schools or departments. Students must also enroll in Clinical Practice I and II for Global Health Track ( NURS 6230 and NURS 6240 ) and complete a minimum of 60 additional clinical hours either in an international setting with YSN-approved preceptors or in a domestic site serving global populations.

Eligibility   The track is open to students in their first year of specialty study in the M.S.N. program. Enrollment is limited. 

Application requirements   Students must complete a track application in the fall term of their first specialty year. Specialty faculty recommendation is required. Students are also strongly advised to discuss their interests with the Global Health  track faculty lead  prior to applying to the Global Health track.

Faculty Lead  Zhao Ni, Ph.D., B.Med.Sci., R.N.  

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Hybrid Doctor of Nursing Practice

Published: Summer 2020

Description

The Yale Clinical DNP is designed for APNs working part or full time in a clinical role who would like to pursue doctoral education as they develop their clinical knowledge and experience. The Clinical DNP graduate will apply the knowledge gained in their course work and clinical collaborations to develop new clinical practices, processes, and roles that will contribute to better health for all people.

Yale Health Care Leadership, Systems, and Policy Doctor of Nursing Program Projects are designed to immerse students in real-world health care situations and to use the knowledge and skills gained during their coursework and practica experiences to present a solution. Working with a Yale Health Care Leadership, Systems, and Policy Doctor of Nursing Program project advisor and project team, the student designs a project, identifies the problems, purposes and aims, and reviews relevant literature. Using a methodological approach and analytic plan, they collaborate with an onsite mentor to implement the project, analyze the results, and make recommendations for practice and, if appropriate, future research. A formal presentation and scholarly paper are due at the end of the third year.

Program Takeaways

• Evidence-based practice model change initiatives
• Quality improvement/performance management projects
• Analysis of policy problems
• Development of tools for advocacy
• Design, evaluation and implementation of new models of care
• Policy/practice case report and analysis
• Implement and evaluate innovative uses for technology to enhance or evaluate care
• Collaborate with researchers to answer clinical questions
• Collaborate on legislative change using evidence
• Design and evaluate programs
• Conduct financial analyses to compare care models and potential savings
• Design and use databases to retrieve information for decision making, planning, and evaluation
• Work with lay or professional coalitions to develop, implement, or evaluate health programs, such as health promotion, and disease prevention programs for vulnerable patients, groups or communities

An online and in-person hybrid program.

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Many of the faculty in the Department of Laboratory Medicine train Basic Science PhD, MD/PhD graduate students, and post-doctoral fellows in their research laboratories. The Department does not offer an independent PhD degree in Laboratory Medicine; instead, the faculty participate in the major Yale University and Yale School of Medicine PhD programs in the sciences. One of these programs includes an innovative track for individuals who already hold an MD degree and who wish to obtain a PhD degree - the Investigative Medicine PhD program. Application to these Yale graduate student programs may be made through one of the following venues:

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• Investigative Medicine PhD Program

Applications

Applications for post-doctoral appointments may be made directly with an individual research laboratory faculty member. Please see the faculty section of this Web site. In addition, the Department has a specific basic research training program for post-doctoral MDs, MD/PhDs, and PhDs interested in a long-term physician-scientist or clinician-scientist career in the broad discipline of Immunohematology and Transfusion Medicine. The program is especially relevant to those recently clinically certified in AP and/or CP, Transfusion Medicine, Hematopathology, Molecular Diagnostics, Genetics, Medicine/Hematology-Oncology, Allergy and Immunology or Pediatric Hematology-Oncology. Research mentors are drawn from a large number of Yale scientists in basic science and bridge departments. For more information, follow the link below:

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Pandemic proved to be a revelatory time for PhD student

Shannon whittaker, phd ’24 (social and behavioral sciences, public health).

If you think writing a dissertation is hard, try doing it during a pandemic.

Shannon Whittaker, who is graduating from the Yale School of Public Health this spring with a PhD in social and behavioral sciences and public health, started her dissertation while COVID-19 had shut down most of the world. She calls it the most revelatory point of her time at YSPH. It was as much a self-revelation as a scholarly one.

“I learned to rely on and trust myself and my instincts, which fostered a sense of self-reliance,” she said.

“I also learned how to compartmentalize research and my personal life,” she added. “Instead of working around the clock, since I was working from home, I treated my PhD like a 9-to-5 job – sometimes a 9-to-2, even – which allowed me to take care of myself mentally while also increasing productivity. Even as the world returns to ‘normal,’ I’ve retained this change to achieve work-life balance.”

Whittaker earned her MPH from Brown University in 2015 after receiving her BA in public health there the previous year. She came to YSPH in 2018, interested in researching the intersection of race, health, and history, and how social, structural, and political processes impact the health of marginalized communities, especially Black communities.

YSPH, she said, has profoundly shaped her development as a scholar. During her time here, she has earned two competitive grants: the National Institutes of Health’s Ruth L. Kirschstein Predoctoral Individual National Research Service Award (a/k/a the F31) , and the Robert Wood Johnson Foundation Health Policy Research Scholars Fellowship . She has also collaborated with researchers from various disciplines on three first-authored published manuscripts.

In addition, Whittaker helps other students acclimate to YSPH as a diversity fellow with the Office of Student Development and Diversity. This is where she said her most significant contribution to YSPH took place: helping create a space for underrepresented students and advocating for them.

“It was here that I learned what type of scholar I wanted to be,” she said. “I came to understand that while the path to impactful science often involves challenges, the privilege of contributing to knowledge production is one I deeply appreciate.”

Whittaker said that every professor she’s had at YSPH has helped shape her, Three in particular stand out. Danya Keene , associate professor of social and behavioral sciences, was Whittaker’s advisor and guided her through the intricacies of research. Trace Kershaw , SBS department chair and Susan Dwight Bliss Professor of Public Health (Social and Behavioral Sciences), “consistently offered unwavering support” in her six years here. Carolyn Roberts , assistant professor of history of medicine and science of medicine, and of African American studies, was a valued mentor. “Her guidance emphasized the importance of exploring beyond the boundaries of my discipline,” Whittaker said.

Whittaker is exploring all the options available to her after graduation, but that journey will begin with a postdoctoral fellowship at the Center for Innovation in Social Science at Boston University. She said she will miss having as much access to “my YSPH family,” but that she’s looking forward to experiencing life “beyond the PhD bubble.”

Whittaker leaves YSPH with one important piece of advice for the students following her: “Resist being molded.”

“Academia takes a one-size-fits all approach, which does not always work because we all exist within our own context,” she said. “Who do you want to be? What kind of research do you want to do? I think before starting a program you should ask yourself those questions and make sure to check in with yourself as often as possible to stay grounded and remain true to who you are. Also, surround yourself with people who will always bring you back to you.”

• Diversity and Inclusion

Fall 2024 Applications due by May 24th

Yale School of Nursing

Online msn in psychiatric-mental health, answer the call: become a psychiatric nurse practitioner .

Designed for aspiring nurse practitioners who seek a fulfilling career while addressing the growing need for mental health services, the Online Master of Science in Nursing Psychiatric-Mental Health Nurse Practitioner (PMHNP) program offers a Yale education wherever you are.

Online Flexibility

Yale excellence.

Yale's online Psychiatric Nurse Practitioner program delivers unparalleled excellence in education, equipping aspiring professionals with the advanced skills and knowledge to excel in mental health care. With a curriculum rooted in Yale's 100-year legacy of academic rigor and clinical expertise, students gain access to world-class faculty, innovative coursework, and immersive clinical experiences, launching their career as mental health professionals and leaving a profound impact in psychiatric healthcare delivery.

Projected employment growth of nurse practitioners from 2022-2032

(U.S. Bureau of Labor Statistics, 2022)

Median total income for full-time PMHNP Nurse Practitioners

Ranked psychiatric nurse practitioner program in the U.S.

(U.S. News and World Report, 2023-2024)

Just the basics:

Applicants to the online Master of Science in Nursing, Psychiatric-Mental Health Nurse Practitioner program must have a Bachelor’s degree from an accredited institution, graduation from a school of nursing approved by the licensing board of the state in which it is located, and active Registered Nurse (RN) licensure. The online PMHNP program is currently not being offered to students residing in New York, Tennessee, or foreign countries.

All applicants to the online Master of Science in Nursing, Psychiatric-Mental Health Nurse Practitioner must submit an application via NursingCAS, the centralized application service for nursing schools and programs. You'll need to submit an application, official transcripts from all institutions you've attended, a personal statement, resume/CV, and 3 letters of recommendation. For a complete list of requirements and deadlines, please visit the How to Apply page.

Tuition for the online Master of Science in Nursing Psychiatric-Mental Health Nurse Practitioner specialty is currently $2,001 per credit hour. The program requires 52.5 credits to complete. For a comprehensive breakdown, visit the tuition and fees  page.

Students attend three in-person immersions (one per year) on the YSN West Campus in Orange, CT.

Your 802.5 hours of clinical experience are balanced across populations and settings during your second and third year in the program. Accessibility to clinical sites varies from state to state and a means of transportation will be required. There may be instances where students may need to travel to their clinical experience. Clinical practice experiences will take place in a variety of health care settings and systems including, but not limited to: community mental health centers, integrated psychiatric and primary care, acute and long-term care settings, etc. 

Explore and Learn

We're here to answer any questions you might have, whether about the program, financial aid, how to apply, or anything else! Use these links to find helpful information and resources.

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Alum, adjunct empowers the next generation of nurses

By Jennica Bakken , Student Content Specialist

Healthcare | Nursing —

Amy Vogt knew she was destined to help people at a young age. Through her time at Essentia Health as the program manager for nursing student experience in clinical placement and as an adjunct professor at MSUM, she continues to do exactly that.

Amy grew up with three longstanding foster siblings, and because of their experiences, Amy felt a call to psychology. However, Amy began assisting her mom who was diagnosed with a genetic disorder, with at-home care while working toward her first nursing degree (LPN). She devoted considerable time to her mother’s medical care post-surgery. Amy’s mom is now 25 years post-transplant.

“The program leaders have students' best interests in mind and want MSUM graduates to leave with an elevated level of capability ."

After obtaining her associate degree in psychology, Amy opted for a nursing career. She first became a licensed practical nurse (LPN), then received her associate degree to be a registered nurse (RN) at Minnesota State Community and Technical College, and then earned a bachelor’s degree in nursing.

With two sisters who had doctoral degrees as first-generation graduates, Amy was inspired to further her education by attending graduate school. She earned a dual Master of Science in Nursing (MSN) & Master of Healthcare Administration (MHA) at MSUM.

Dual MSN and MHA

“I watched my sisters achieve everything they could in their education, and it inspired me to do the same,” Amy says.

Amy studied abroad in Italy during graduate studies and says understanding the global perspective of healthcare was an enlightening learning experience.

As an adjunct professor at MSUM, Amy makes meaningful connections with her students and is a frequently sought-after mentor. Compared to a traditional classroom, Amy delivers real-life, real-time stories and experiences that offer a unique perspective and impact.

“I learn a lot from the students and can then relay what I learn to my work,” Amy says.

MSUM’s Dual MSN and MHA offers the completion of both master’s degrees in as little as two years. Both programs are online and incorporate vigorous courses that help develop leadership skills within any healthcare environment. The dual degree program is a prolific way to increase knowledge and expand a professional network.

“Nursing is an amazing fit for anyone who has a passion for doing good and taking care of humankind.”

“The individuals who lead the program are fantastic,” Amy says. “They all have students' best interests in mind and want MSUM graduates to leave with an elevated level of capability.”

The MSUM and Essentia Health-Fargo partnership facilitated through MSUM’s Essentia Health Center for Nursing is integral in preparing the next generation of nurses. As a vital community partner, Essentia works with approximately 30 programs to place nursing practicums for students. Students learn and gain real-life experience in and out of the classroom, which allows them to adjust to the ever-changing world of science.

“Nursing is an amazing fit for anyone who has a passion for doing good and taking care of humankind,” Amy says.

Amy advises anyone considering a nursing career that there are myriad job opportunities. And if nursing isn't the right fit, abundant healthcare possibilities are available.

Degree in Nursing

Find your fit in nursing through one of three different programs highlighting real-life experience.

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