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Caitlin Stover, PhD, RN, named New Vermont State University Dean of Nursing and Health Science

August 21, 2024

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Dean Stover values quality and communication in health care and will ensure high-quality and innovative educational opportunities as VTSU continues to grow health care programs to meet workforce crisis .

Vermont State University (VTSU) welcomes Caitlin Stover, PhD, RN as the new Dean of Nursing and Health Sciences. Stover joins VTSU as the nursing program continues to expand to meet the demands of the health care workforce crisis. Highly skilled and well-prepared nurses are desperately needed across Vermont in all sectors of the health care system. VTSU graduates about 375 nursing students at all levels each year, with programs offered from a practical nursing certificate to a Master’s-level nursing education, with flexible learning programs that include online courses, in-person and on-campus options, and hands-on learning experiences in state-of-the-art labs available for every student.

“We are so fortunate to welcome a leader with Caitlin’s, skills, experience and drive in the essential leadership position of dean of nursing and health science,” said David Bergh, interim president of VTSU. “Over three-quarters of our nursing graduates earn licenses to practice in Vermont when they leave VTSU, and our dedication to providing Vermont with the health care professionals it needs at all levels in all corners of the state is unwavering. Caitlin is up to the challenge of thoughtfully and efficiently expanding our nursing and health sciences programs in a way that will ensure the programs retain their stellar reputation of producing highly capable graduates.”

Stover has worked in nursing education for more than 17 years, many of them in at the university administration level. Drawing her to her new post as dean of nursing and health sciences at VTSU is the opportunity to work with both future nurses and their future colleagues. In her position at VTSU, she will oversee not only the nursing program, but the education of allied health professionals, including radiology technicians, respiratory therapists, dental hygienists, and future physical, speech and occupational therapists who use the general health sciences major as a foundation for further studies, among others.

“It’s important to me that all of us on the health care team who work together be educated together. The only way we’re going to be successful as nurses is if we work well with the other members of our team,” she explained. “It translates into the workplace—not only into better outcomes for the patients, but for the employees, too,” she said, citing improved employee satisfaction, and employee retention. “The nurse is often referred to as the care manager. The more nurses who understand what’s going to happen, for example, when patients go down to radiology, the better they can prepare their patients.”

Stover will also focus on ensuring that programs adhere to strict accreditation and regulation requirements and retain their high-quality offerings and reputation. She knows the accompanying demands well, having created a nursing program from the ground up at her last job at Assumption University, where the inaugural class had a 100 percent pass rate on the nursing boards.

“We are in a health care crisis, and, in particular, we are in a nursing crisis right now. We need to graduate safe practitioners of high quality and caliber because they are our brand and they are our ambassadors and that’s what society deserves,” she noted.

VTSU has an incredible impact on our state’s health care landscape—growing their programs efficiently. With pass rates each year well above national averages and even 100 percent for the Practical Nursing program, it’s no surprise that 75 percent of Vermont’s nurses today were educated at VTSU. Last year, VTSU announced it would grow its nursing program to 1000 seats. Significant investments in facilities and equipment include substantial renovations to expand the nursing education center at Williston and create a new nursing education center at Johnson, as well as a telepresence classroom at Castleton and updates to its lab in Lyndon. Dean Stover will be taking the lead on this expansion.

“We offer our students the ability to learn all across Vermont while accessing courses in a way that fits their lifestyle and needs – whether that is in-person, online, or in a hybrid format,” shared Bergh. “We are very excited to continue to grow this program and support our health care system under Dean Stover’s leadership.”

Privacy Overview

• Doctor of Philosophy in Resources, Environment and Sustainability (PhD)
• Graduate School
• Prospective Students
• Graduate Degree Programs

Go to programs search

The Institute for Resources, Environment and Sustainability (IRES) at the University of British Columbia (UBC) is a problem-focused and curiosity-driven interdisciplinary research institute and graduate program, with interest and expertise in a wide range of topics under the realm of environment and sustainability. Our mission is to foster sustainable futures through integrated research and learning about the linkages among human and natural systems, and to support decision making from local to global scales. More often than not, we achieve this through collaborations across students and faculty in a manner that recognizes our collective skills, intellectual histories and methodological approaches, and yet encourages our interdependencies as we consider real world problems.

For specific program requirements, please refer to the departmental program website

What makes the program unique?

Over fifty percent of our core faculty are Canada Research Chairs and faculty mentoring has led to a high success rate of our students winning major fellowships and scholarships. There are multi-year funding packages offered for top applicants to the RES program. RES has over 400 alumni since the graduate program started in 1994.

UBC is a global leader in sustainability, ecological and environmental research. It is home to a diverse and dynamic community that works on critical global issues with an interdisciplinary lens, aligning perfectly with my research interests and academic and professional goals.

Imranul Laskar

Quick Facts

Program Enquiries

Admission information & requirements, 1) check eligibility, minimum academic requirements.

The Faculty of Graduate and Postdoctoral Studies establishes the minimum admission requirements common to all applicants, usually a minimum overall average in the B+ range (76% at UBC). The graduate program that you are applying to may have additional requirements. Please review the specific requirements for applicants with credentials from institutions in:

• Canada or the United States
• International countries other than the United States

Each program may set higher academic minimum requirements. Please review the program website carefully to understand the program requirements. Meeting the minimum requirements does not guarantee admission as it is a competitive process.

English Language Test

Applicants from a university outside Canada in which English is not the primary language of instruction must provide results of an English language proficiency examination as part of their application. Tests must have been taken within the last 24 months at the time of submission of your application.

Minimum requirements for the two most common English language proficiency tests to apply to this program are listed below:

TOEFL: Test of English as a Foreign Language - internet-based

Overall score requirement : 100

IELTS: International English Language Testing System

Overall score requirement : 7.0

Other Test Scores

Some programs require additional test scores such as the Graduate Record Examination (GRE) or the Graduate Management Test (GMAT). The requirements for this program are:

The GRE is not required.

Prior degree, course and other requirements

Prior degree requirements.

RES does not admit applicants to the PhD program unless they have completed a thesis-based master's degree prior to the RES PhD program start.

Course Requirements

There are no specific prerequisites for the RES PhD program other than you must have completed a thesis-based Masters degree from a recognized institution. As we are an interdisciplinary program, we accept applications from all disciples and backgrounds. Anyone interested in studying environmental/sustainability problems in an interdisciplinary way is encouraged to apply.

Document Requirements

The RES program requires all applicants to submit a thesis proposal with their application. Details of this can be found here: https://ires.ubc.ca/graduate-program/prospective-students/how-to-apply/

2) Meet Deadlines

3) prepare application, transcripts.

All applicants have to submit transcripts from all past post-secondary study. Document submission requirements depend on whether your institution of study is within Canada or outside of Canada.

Letters of Reference

A minimum of three references are required for application to graduate programs at UBC. References should be requested from individuals who are prepared to provide a report on your academic ability and qualifications.

Statement of Interest

Many programs require a statement of interest , sometimes called a "statement of intent", "description of research interests" or something similar.

• Supervision

Students in research-based programs usually require a faculty member to function as their thesis supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.

Instructions regarding thesis supervisor contact for Doctor of Philosophy in Resources, Environment and Sustainability (PhD)

Citizenship verification.

Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.

4) Apply Online

All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.

Tuition & Financial Support

Financial Support

Applicants to UBC have access to a variety of funding options, including merit-based (i.e. based on your academic performance) and need-based (i.e. based on your financial situation) opportunities.

Program Funding Packages

All full-time students who begin a UBC-Vancouver PhD program in September 2024 or later will be guaranteed a minimum funding package of $24,000 for each of the first four years of their PhD. This guaranteed minimum doctoral funding package may consist of any combination of internal or external awards, teaching-related work (TA), Research assistantships (RA), and Graduate Academic Assistantships (GAA).

Additional funding opportunities for PhD applicants may come from UBC’s Four Year Doctoral Fellowship (4YF) : an $18,200 stipend plus full tuition coverage per year, for four consecutive years.

RES students have also been highly successful in receiving support from the most prestigious funding agencies. Many of our students are Social Sciences and Humanities Research Council (SSHRC)  or Natural Sciences and Engineering Research Council (NSERC)   recipients, and in recent years we have seen our students receive both Vanier  Canada Graduate Scholarships  and the Trudeau Foundation Doctoral Scholarship , the most highly-regarded scholarships in Canada. You can review a detailed list of the most commonly applied to scholarships on our website.

In addition to external scholarships and funding options noted above, RES typically distributes one-time entrance awards to the majority of incoming students. The amount of these awards varies year to year, however over the last three years the awards have been in the range of $3000-$5000.

It is important for applicants to the RES program to confirm the details of any funding package that may be available to them prior to accepting an offer of admission to the program.

Average Funding

• 8 students received Teaching Assistantships. Average TA funding based on 8 students was $6,018.
• 19 students received Research Assistantships. Average RA funding based on 19 students was $17,172.
• 12 students received Academic Assistantships. Average AA funding based on 12 students was $4,726.
• 32 students received internal awards. Average internal award funding based on 32 students was $13,925.
• 16 students received external awards. Average external award funding based on 16 students was $30,208.

Scholarships & awards (merit-based funding)

All applicants are encouraged to review the awards listing to identify potential opportunities to fund their graduate education. The database lists merit-based scholarships and awards and allows for filtering by various criteria, such as domestic vs. international or degree level.

Graduate Research Assistantships (GRA)

Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their supervision. The duties constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is considered a form of fellowship for a period of graduate study and is therefore not covered by a collective agreement. Stipends vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded.

Graduate Teaching Assistantships (GTA)

Graduate programs may have Teaching Assistantships available for registered full-time graduate students. Full teaching assistantships involve 12 hours work per week in preparation, lecturing, or laboratory instruction although many graduate programs offer partial TA appointments at less than 12 hours per week. Teaching assistantship rates are set by collective bargaining between the University and the Teaching Assistants' Union .

Graduate Academic Assistantships (GAA)

Academic Assistantships are employment opportunities to perform work that is relevant to the university or to an individual faculty member, but not to support the student’s graduate research and thesis. Wages are considered regular earnings and when paid monthly, include vacation pay.

Financial aid (need-based funding)

Canadian and US applicants may qualify for governmental loans to finance their studies. Please review eligibility and types of loans .

All students may be able to access private sector or bank loans.

Foreign government scholarships

Many foreign governments provide support to their citizens in pursuing education abroad. International applicants should check the various governmental resources in their home country, such as the Department of Education, for available scholarships.

Working while studying

The possibility to pursue work to supplement income may depend on the demands the program has on students. It should be carefully weighed if work leads to prolonged program durations or whether work placements can be meaningfully embedded into a program.

International students enrolled as full-time students with a valid study permit can work on campus for unlimited hours and work off-campus for no more than 20 hours a week.

A good starting point to explore student jobs is the UBC Work Learn program or a Co-Op placement .

Tax credits and RRSP withdrawals

Students with taxable income in Canada may be able to claim federal or provincial tax credits.

Canadian residents with RRSP accounts may be able to use the Lifelong Learning Plan (LLP) which allows students to withdraw amounts from their registered retirement savings plan (RRSPs) to finance full-time training or education for themselves or their partner.

Please review Filing taxes in Canada on the student services website for more information.

Cost Estimator

Applicants have access to the cost estimator to develop a financial plan that takes into account various income sources and expenses.

Career Outcomes

71 students graduated between 2005 and 2013: 1 graduate is seeking employment; for 8 we have no data (based on research conducted between Feb-May 2016). For the remaining 62 graduates:

Sample Employers in Higher Education

Sample employers outside higher education, sample job titles outside higher education, phd career outcome survey, career options.

Our current students, alumni and faculty lead and serve on numerous international, national, non-governmental organizations (NGO) and regional bodies dedicated to protecting the environment and improving well-being.

Alumni on Success

Glen Hearns

Job Title Self Employed

Employer Self Employed

Enrolment, Duration & Other Stats

These statistics show data for the Doctor of Philosophy in Resources, Environment and Sustainability (PhD). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.

This program went through a name change in previous years that may have included curriculum changes. It was previously known as: Doctor of Philosophy in Resource Management and Environmental Studies until 2015. Historical data on this page may include data collected under the previous name(s) of the program.

ENROLMENT DATA

• Research Supervisors

Advice and insights from UBC Faculty on reaching out to supervisors

These videos contain some general advice from faculty across UBC on finding and reaching out to a supervisor. They are not program specific.

This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.

• Boyd, David (Human rights)
• Chan, Kai (Natural environment sciences; Human Ecology; Ecology and Quality of the Environment; Social and Cultural Factors of Environmental Protection; Applied Ethics; Values and Lifestyles; Sustainable Development; conservation finance; Conservation science; cultural ecosystem services; Ecosystem services; environmental assessment; environmental values; incentive programs; payments for ecosystem services; resilience; social-ecological systems; sustainability science)
• Chang, Stephanie (All other social sciences, n.e.c.)
• Donner, Simon (Atmospheric sciences; Oceanography; Other media and communication; Climate Science; climate change impacts; Climate policy; Coastal Ecosystems; Marine Environment; Climate modelling and prediction; Science communication; Net-zero emissions; Coral reefs)
• Gantois, Joséphine (Human Dimensions of Biodiversity Conservation)
• Giang, Amanda (Atmospheric sciences; Mechanical engineering; Natural environment sciences; Atmospheric Pollutants; Chemical Pollutants; Climate Changes and Impacts; Public Policies; Social and Cultural Factors of Environmental Protection)
• Harris, Leila (Critical identity, ethnic and race studies; Gender, sexuality and education; Human rights, justice, and ethical issues; Africa; Development Policies; Drinking Water; Environmental justice; equity and social justice; Ethics and Fundamental Issues of Law and Justice; Fresh Water; Gender Relationship; gender and social difference; Ghana; International development; participatory resource management; Resources Management; Social Contract and Social Justice; Social and Cultural Factors of Environmental Protection; South Africa; Turkey and Middle East; Water; water governance; water politics)
• Johnson, Mark (Geology; Natural environment sciences; Agriculture; Biogeochemistry; Carbon cycle; Climate Changes and Impacts; data science; Ecohydrology; Ecology and Quality of the Environment; Fresh Water; Ground Water and Water Tables; Hydrological Cycle and Reservoirs; Land and Soil; land use; Running Water Hydrosystem; Water and Sustainability)
• Kandlikar, Milind (Climate change impacts and adaptation; Product life cycle; Environmental policy; Research, science and technology policy; Environmental impacts; Climate Change and energy transition; Technological Risk; Technology and Development)
• Kremen, Claire (Natural environment sciences; Zoology; agroecological farming systems; Reconciliation of agricultural land use with biodiversity conservation; sustainable landscapes)
• Oberg, Gunilla (History and philosophy of science (including non-historical philosophy of science); Other earth and related environmental sciences, n.e.c.; Indigenous peoples environmental knowledge; All other social sciences, n.e.c.; Science and knowledge production; Scientific controversies surrounding the evaluation of chemical risk (epistemic and ontological); Indigenous data justice as related to chemicals regulation & management; Social and cultural factors of chemicals regulation & management; Vocabulary, Knowledge, Significance and Thought Building; environmental health; The challenge of teaching science as a process and not a deliverer of irrefutable facts; The role of deliberation in science)
• Ramankutty, Navin (Natural environment sciences; Public administration; Public policy; Public security policy; Agriculture; Climate Changes and Impacts; Climate impacts; Environment and Society; Global food security; Land use change; Sustainable agriculture)
• Satterfield, Theresa (Sustainable development, environmental health, First Nation & land management, social and cultural consequences of contamination)
• Wittman, Hannah (Sociology and related studies; Farming systems research; food sovereignty; Sustainable agriculture; socio-ecological systems; Agroecology)
• Zhao, Jiaying (Natural environment sciences; Psychology and cognitive sciences)

Doctoral Citations

Sample Thesis Submissions

• Examining Canadian governance of First Nations fisheries along the coast of British Columbia through a theoretical lens of food justice
• A critical physical geography of conservation, water, and scientific research in the Bale Mountains, Ethiopia
• Beyond borders : assessing climate risks in globalized food systems
• The influence of climate change on crop yields in the Canadian Prairies
• Advancing equity in water demand management among local governments in British Columbia, Canada
• Crop yield estimation in the Canadian Prairies : assessing the relative importance of scale, satellite and biophysical data
• Agricultural data governance, data justice, and the politics of novel agri-food technologies in Canada
• Understanding relationships between people and nature in the context of privately protected areas in Peru
• Messaging for wildlife conservation : leveraging attitudes, intentions, and actions for transformative change
• Inequality in global access to food and its implications for climate change and Sustainable Development Goals
• Interactions between the land surface and the near-surface atmosphere : implications for evaporative demand and evapotranspiration under a changing climate
• Exploring complexity in changing practices of care : a mixed methods inquiry into rights, relations, and knowledge in protected area conservation
• Just in principle? : assessing the contributions of organic farming to socio-ecological sustainability in Canadian agriculture
• Multi-hazard perspectives on risk perception, disaster preparedness, and emergency management

Related Programs

Same specialization.

• Master of Arts in Resources, Environment and Sustainability (MA)
• Master of Science in Resources, Environment and Sustainability (MSc)

At the UBC Okanagan Campus

• Doctor of Philosophy (PhD), Sustainability

Further Information

Specialization.

Resources, Environment and Sustainability fosters sustainable futures through integrated research and learning concerning the linkages among human and natural systems and supports decision making for local to global scales. RES provides a home for graduate students focusing on the integration of the biophysical (ecological), socio-economic, and political realities of resource management within the context of a sustainable, healthy environment.

UBC Calendar

Program website, faculty overview, academic unit, program identifier, classification, social media channels, supervisor search.

Departments/Programs may update graduate degree program details through the Faculty & Staff portal. To update contact details for application inquiries, please use this form .

Charlotte Milne

I chose to come to UBC thanks to its unique placement as a university that advocates for and prioritizes the inclusion of Indigenous sciences alongside Western practices. I came for my fantastic supervisor Prof. Stephanie Chang, thanks to her world-renowned expertise in disaster risk and...

UBC is an incredible, world class university, and I’m so grateful to have landed here. Especially through my lab (Climate and Coastal Ecosystems) with Dr. Simon Donner and my colleagues at IRES, I have an amazing support network and a multitude of resources to access for my research. Through...

Jerry Achar

Joining UBC was a great deal for me because the University has high academic standards and a global reputation for producing cutting-edge research, competent graduate students and world leaders, and providing a conducive environment for personal and professional growth. The University has offered...

I decided to study at UBC for several professional and personal reasons. The Institute for Resources, Environment, and Sustainability at UBC is a highly interdisciplinary environment with a commitment to applied and problem-oriented research, and it is important to me that my work helps to solve...

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Nursing Graduate - Joint and Spine Unit - August 2024 Cohort New

Annapolis, MD

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Luminis Health

Position Description

A nursing graduate may practice as set forth by the Maryland Board of Nursing for 90 days from graduation or until they have received results from the initial NCLEX examination. In addition, the nursing graduate shall practice only under the direct supervision of a registered nurse who is physically present on the unit to (1) cosign medication transcription, medication administration, and nursing documentation; and (2) continually observe, assist, coordinate, evaluate, and monitor the nursing graduate. The nursing graduate shall use the initials "NG" after the nursing graduate's name as credentials.

Transcribe medication orders per written policies and procedures once skill validation has been successfully completed.

Administer medications and controlled substances and sign controlled substances sheets

Document in the medical record with the abbreviation "NG"

Perform patient assessments after the initial assessment or after the first assessment of the shift performed by the registered nurse.

Perform and document routine procedures taught within the nursing graduate's generic nursing program including placing nasal gastric tubes, performing urinary catheterizations, applying sterile dressings, performing blood sugar checks and obtaining specimens.

Graduate of an accredited registered nursing program.

Eligible to sit for NCLEX; A nursing graduate shall cease practice as a nursing graduate immediately if the nursing graduate fails the initial NCLEX examination or has not taken NCLEX exam within 90 days of graduation.

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51 Best universities for Nursing in Russia

Updated: February 29, 2024

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Below is a list of best universities in Russia ranked based on their research performance in Nursing. A graph of 85.4K citations received by 12.8K academic papers made by 51 universities in Russia was used to calculate publications' ratings, which then were adjusted for release dates and added to final scores.

We don't distinguish between undergraduate and graduate programs nor do we adjust for current majors offered. You can find information about granted degrees on a university page but always double-check with the university website.

1. Moscow Medical Academy

For Nursing

2. Moscow State University

3. St. Petersburg State University

4. National Research University Higher School of Economics

5. Russian National Research Medical University

6. Volgograd State Medical Academy

7. Pavlov First Saint Petersburg State Medical University

8. RUDN University

9. Kazan State Medical University

10. Kazan Federal University

11. Tomsk State University

12. Siberian State Medical University

13. Saint Petersburg State Pediatric Medical Academy

14. Tomsk Polytechnic University

15. Ural Federal University

16. Voronezh State Medical Academy

17. Privolzhsky Research Medical University

18. Russian Presidential Academy of National Economy and Public Administration

19. Kuban State Medical University

20. moscow institute of physics and technology.

21. Rostov State Medical University

22. South Ural State University

23. Chelyabinsk State Medical Academy

24. perm state university.

25. Penza State University

26. Kursk State Medical University

27. ITMO University

28. Saratov State University

29. Novosibirsk State University

30. Far Eastern Federal University

31. Peter the Great St.Petersburg Polytechnic University

32. Voronezh State University

33. Chuvash State University

34. kemerovo state university.

35. Omsk State Medical Academy

36. Novosibirsk State Medical University

37. finance academy under the government of the russian federation.

38. Mendeleev University of Chemical Technology of Russia

39. Belgorod State University

40. Altai State Medical University

41. University of Tyumen

42. Yaroslavl State Medical University

43. petrozavodsk state university.

44. Moscow State Pedagogical University

45. Southern Federal University

46. National Research Nuclear University MEPI

47. North-Eastern Federal University

48. Saint Petersburg State Electrotechnical University

49. Pacific State Medical University

50. Ogarev Mordovia State University

51. Plekhanov Russian University of Economics

The best cities to study Nursing in Russia based on the number of universities and their ranks are Moscow , Saint Petersburg , Volgograd , and Kazan .

Medicine subfields in Russia

• School of Nursing >
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• Personal Statement - PhD

Personal Statement: PhD Program

The Doctor of Philosophy (PhD) in Nursing program prepares nurse scientists who will contribute to scientific knowledge. Graduates will assume leadership positions in academic, clinical and research settings. The purpose of this statement is for you to provide information about yourself and to demonstrate your ability to express ideas clearly and logically. 

The personal statement should be no more than 1,000 words, double-spaced and typewritten and should be free of grammatic and mechanical errors. Citations are not required. Please include your name and the program you are applying for. 

Your personal statement should provide information regarding the following:

• Describe your reasons for wanting to earn a PhD in Nursing. Provide any information about your background, training and experience that you believe is relevant to your qualifications for doctoral study.
• Briefly describe a problem with a focus on nursing science on which you would like to focus your research.
• Provide an example of how you have worked with diverse populations locally, nationally or globally. How do you believe your graduate education will help you to further your skills in working with people from diverse backgrounds?
• Please include anything else that you believe is pertinent to your personal statement that was not included in the above.

Tanner Gelatt Assistant Director of Graduate Recruitment 202 Beck Hall 716-829-3765 [email protected] Schedule a meeting with Tanner.

Admission office: +7 969 2834820 [email protected]

Department of Nursing

MBBS in Russia | MBBS in Moscow | Study Nursing in Russia | Study Nursing in Moscow | Nursing Education in Russia | Nursing Education in Moscow | MBBS Admission in I.M. Sechenov First Moscow State Medical University | MBBS Fee in I.M. Sechenov First Moscow State Medical University | Apply for MBBS Admission in I.M. Sechenov First Moscow State Medical University | How to Get Direct Admission in MBBS in I.M. Sechenov First Moscow State Medical University | Study Nursing in I.M. Sechenov First Moscow State Medical University | Nursing Fee in I.M. Sechenov First Moscow State Medical University | About Nursing

The Department of Nursing was opened in accordance with the order of the Rector and the decision of the Academic Council of the I. Sechenov Moscow Medical Academy (now the First Moscow State Medical University named after I. Sechenov) in February 2004.

The Department of Nursing is the first department of the First Moscow State Medical University named after I.M. Sechenov (Sechenov University), created to provide clinical training for students of the Faculty of Higher Nursing Education and Psychological Social Work (FVSO and SDP) in the direction of training 34.03.01 “Nursing” ( Bachelor’s degree) and the ACT in the specialty 34.02.01 “Nursing”. Since 2011, the department taught the discipline “Nursing” and the practice of obtaining the primary professional skills “Care of the sick” at the medical faculty in the specialty 31.05.01 “General Medicine”. Since 2014, the department also teaches the discipline “First Aid and Nursing” and the practice of obtaining professional skills and professional experience “Sister” in the specialty 31.05.03 “Dentistry”.

The department is located on the basis of the Clinical Center of the First Moscow State Medical University named after I.M. Sechenov (Sechenov University) in UKB number 3 at ul. Rossolimo house 11, page 5, students of the medical faculty, the dental faculty and the faculty of the MPF are engaged in this base. In 2017, the department allocated educational premises at the address: ul. 1st Borodino, house 2.

Since January 31, 2018, the Department of Nursing Year is part of the Medical and Preventive Faculty (MPF).

Scientific work of the department: Complex scientific theme of the department “Psychovegetative correlations in patients with coronary heart disease.”

The department has postgraduate study and a competition in scientific specialties: cardiology and internal diseases.

The department has a scientific student circle, research work is devoted to topical issues of clinical medicine.

Employees of the department conduct advisory and medical work in medical institutions in Moscow.

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Admission 2021-2022 is open now. Join to thousands of happy students in First Moscow State Medical University

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Phone: +7 (969) 283-48-20

Email: [email protected]

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Bachelor of Science in Nursing (BSN)

Why Choose UBC For Your Nursing Education?

Serving those in need in their most vulnerable state is a privilege the UBC School of Nursing does not take lightly. Our students are exposed to the latest technology, encouraged by leading academic scholars and teachers and provided with a broad range of resources. Our School has an international reputation for research and scholarship and a vision characterized by social relevance and excellence.

You will learn from faculty members who are continually recognized for ground-breaking and dedicated work to the field of nursing. To view some of the School's latest accomplishments visit Honours and Distinctions.

As a professional nurse, and a graduate of our program, you will be well-equipped to offer excellent service and garner high satisfaction from your new role. Some of our graduates maintain their high level of skilled practice in acute care settings. Others contribute to Canadian health education with research in oncology, geriatrics or with disadvantaged populations in Vancouver's Downtown Eastside. Still others move into leadership roles, pushing the boundaries of nursing care in hospitals, agencies, extended care and other institutions. Each day is anything but routine!

Begin a rewarding career in nursing! In 20 months you can earn a BSN degree from UBC!

Program Overview

Please refer to the UBC Vancouver Academic Calendar for  NURS course descriptions  and  Degree Requirements.

Program overview (begins September 2024) Program overview (ends May 2025)

Administrative & Leadership Faculty Roles

The following table summarizes some of the Administrative & Leadership Faculty Roles within the School of Nursing, and who is currently in that role.

For contact information, click on the name of the individual to be connected to their faculty & staff profile page.

Director, School of Nursing    Elizabeth Saewyc

Director, UBC School of Nursing is responsible for all aspects of academic, personnel and fiscal operation of the School of Nursing. This responsibility involves close liaison with the Dean, Faculty of Applied Science as well as with other levels of UBC, health authority and government offices. Dr. Campbell works closely with the Associate Directors of the Graduate and Undergraduate Programs as well as the School’s research program to ensure that UBC nursing students receive the highest level of education possible.

Associate Director Undergraduate Program   Elisabeth Bailey

The associate director is responsible for the overall strategic management and resourcing of the undergraduate program and has particular responsibilities for admissions, curriculum development and evaluation, and student progressions. The associate director reports to the director.

Program Coordinator  Sheila McBurney

The Program coordinator is responsible for the overall operational management of the BSN program with particular responsibilities for the day to day management of the program and support of course leaders, teachers and students. The Program Coordinator works under the direction of the Associate Director and Director, and is a first point of contact for course leaders with issues relating to student progression, or other course related operational matters.

Admissions Coordinator [email protected] 

Responds to external program inquiries from potential applicants and others. Develops and implements recruitment strategies and participates in university activities related to program promotion. Serves as a resource person for other university departments.

Academic Advisor   Carla Ferreira

Interprets university and school policies for enrolled students. Assists, responds and/or refers, as appropriate, students with personal and/or health problems influencing progression, and offers advice/referral, as appropriate, for academic issues. Supports students facing progression issues by providing them with pertinent information and representing their concerns to the BSN Progressions Committee. Advises the Program Coordinator and the Associate Director of pertinent issues that may affect a student’s progression. Collaborates with the Program Coordinator & Student Support Office to integrate students returning to the BSN program after an absence.

Course Leaders

Your Course Leader’s name is listed on the relevant syllabus.

Course Leaders are responsible for academic oversight of the theoretical learning activities associated with a course. Course Leaders for Clinical Practice courses are responsible for planning and coordinating an appropriate range of clinical practice, clinical skills lab, and simulation learning experiences to meet course and program objectives. They also provide orientation, guidance and ongoing mentorship to Clinical Associates in their clinical teaching role.

Program Textbook List

It is recommended that you purchase textbooks and learning resources before the beginning of classes. The program required texts will be used through out the program.

• 2024 Cohort Program Required Textbook List
• 2023 Cohort Program Required Textbook List

Program Related Student Login Pages

Practice e-Portfolio (PeP)

Health Sciences Placement Network (HSPnet)

Student Service Centre (SSC)

UBC Health: Collaborative Health Education

UBC Health, Collaborative Health Education  

Under the umbrella of ‘UBC Health,’ the health professional programs at the University of British Columbia have implemented an integrated approach to health professional education that supports learning that is unique to each profession; seeks economies of scale for foundational knowledge common to all programs through technology; creates relevant opportunities for interprofessional learning in complex areas of healthcare; and supports programs to meet accreditation standards related to interprofessional education in a meaningful way around content areas that benefit from a collaborative approach.

Key principles are integrated throughout each activity. Integrated topics are delivered in an order that makes sense and builds learning across sessions. The integrated curriculum is designed to ensure interprofessional learning is not an add-on, but a meaningful, required component of students’ programs.

Learning Resources

BSN Program Policies

BSN Program FAQ

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5 Best Universities to Study Public Health in Russia

Are you looking to study Public Health abroad? Russia is one of the top places you should consider. The country is known for its top universities, with programs and qualifications that are aligned with international standards.

Besides that, you also get to manage your finances while living abroad due to its relatively low cost of living and affordable tuition fees. Finally, studying Public Health means you’ll need to be competent in research and fieldwork, which Russian universities can surely prepare you for. To help you choose your host university, here are the top universities for Public Health in Russia!

Top Universities for Public Health in Russia

1. i.m. sechenov first moscow state medical university.

• Study Program
• Degree/s Offered: Master’s

The I.M. First Moscow State Medical University, or simply Sechenov University, is the oldest university for Medicine and a top institution for public health in Russia. Founded in 1758, it was initially the Imperial Moscow University’s medical faculty. However, it became an independent university in 1930, and in 1955, adopted the name of Russian Physiologist, Ivan Sechenov.

The university is among the higher education institutions in the country that offers a degree in Public Health. Its English-taught Master in Public Health focuses on teaching competencies in research and management activities of Public Health professionals. Moreover, it looks to provide education that is relevant to the global public health field, aligning with the Russian health standards.

Students take two years or four semesters to complete the program. In the first semester, students already dive into coursework, mastering core knowledge on public health and relevant factors, such as demography, biostatistics, and health management. The succeeding semesters also acquaint students with Information Technology and working with databases, crucial to collecting and handling data in their fieldwork. Finally, students complete a thesis and practicum during their third and fourth semesters.

2. International University of Fundamental Studies

The International University of Fundamental Studies (IUFS), founded in 1998, is a research university in St. Petersburg, Russia. It has 14 faculties, all offering undergraduate and graduate degree programs across various fields. As a research university, IUFS works with the Intergovernmental Higher Academic Council or IHAC, providing the medium for dissertations to find intended audiences and grant the researchers International Postgraduate Degree Qualifications.

The International University of Fundamental Studies is also one of the top universities to study Public Health in Russia. It offers the Master in Public Health program, taught in Russian and English. This four-semester program covers fundamental competencies in subfields, such as epidemiology, biomedical statistics, health policy and administration, and environmental and occupational health.

Interested applicants for the Master in Public Health program at the IUFS must have at least a bachelor’s degree in biology, physiology, environmental sciences, or any related field. The admission process also requires applicants to submit a comprehensive study plan and personal statement. Finally, students should be able to present reference letters

3. Northern State Medical University

Founded in 1932, the Northern State Medical University (NSMU) provides medical education to the northern part of Russia. The university has 16 institutes and faculties, offering programs from pre-high school teaching to vocational training to postgraduate studies. Some of the academic fields the university offers are Medicine, Dentistry, Medical Psychology, Social Work, and Pharmacology.

With its focus on health and environmental aspects of health, the university offers the Master in Public Health degree program through the Arkhangelsk International School of Public Health. The program aims to provide foundational knowledge for the practice and research of Public Health professionals. Moreover, it’s a two-year full-time program that requires the completion of 120 credit units. Each credit unit is equal to 36 hours of coursework, involving classroom instruction, homework, practice, and research work. Students are also expected to have excellent English language skills.

You can take the master’s program part-time, allowing you to complete it in two and half years. Either full-time or part-time, you’ll still go through the same coursework and allot your last semester to thesis writing. At the end of your education, you’ll receive a Russian MPH diploma, with Russian and English appendices aligned with the European Commission and UNESCO standards.

4. St. Petersburg University

• Degree/s Offered: Ph.D.

St. Petersburg State University or just St. Petersburg University is a leading university for public health in Russia that was established in 1724 through the decree of Peter the Great, making it the oldest in the country. Since its foundation, the university has focused on science, engineering, and humanities research. It has two campuses at two locations in St. Petersburg: Vasilievsky Island and Peterhof. The university has 24 specialized faculties, providing extensive education in various fields, such as International Relations, Law, and Philosophy.

Among its 400 degree programs is the Aspirantura Programme in Public Health and Preventive Medicine, which is equivalent to a Ph.D. It is a three-year full-time program taught in Russian and covers main academic courses. These include Public Health and Health Care Management, History and Philosophy of Science, and Psychology of the Treatment Process.

Besides the main courses, students are also required to take foreign languages, such as Spanish, German, and French. In relation to that, the program includes Foreign Language Academic Writing course. After all, the program is heavily research-oriented and students should be equipped on all aspects of conducting research, including writing and communication. After completing their studies, students can either join research in the medical science field or teach in higher education institutions.

5. ITMO University

ITMO University was established in 1900 as a Watchmaking, Optics, and Mechanics Department of the Prince Nicholas Vocational School. During that time, it was the only department that trained specialists in those fields. Since then, the department underwent major changes, from being a college to a university, and finally being the research university it is known today. ITMO University has four schools and 14 faculties, extending its research focus beyond information and photogenic technologies.

Through its Center for Science Communication, the university offers an excellent Master in Public Health degree program in Russia. The program features the integration of technology and research, as well as evaluating interventions for socially concerning health problems. Students take four semesters to complete the degree program, with the first three covering coursework. On the other hand, the final semester is left for a research internship and completion of the Master’s thesis.

We hope that this article on the Best Universities for Public Health in Russia was helpful. To know more information on how you can study in Europe, check out the Available Programs for International Students .

About the Author: Hyun Lee

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