phd in pediatric nursing

• Best Online Doctorate in Nursing (D.N.P.) Programs

Best Online Doctorate In Nursing (D.N.P.) Programs Of 2024

Updated: May 10, 2024, 11:58am

Ready to take the next step in your nursing career ? It might be time to consider a Doctor of Nursing Practice.

Whether you hope to become a leader in clinical practice, education or administration—or if you simply want to improve your healthcare delivery and patient outcomes—earning a D.N.P. can arm you with the knowledge and skills necessary to become a change agent in your field.

And with access to high-quality, accredited online programs across the country, busy nurses can pursue their doctoral degrees while balancing work and other commitments. Keep reading to discover the best online doctorate in nursing programs of 2024.

Why You Can Trust Forbes Advisor Education

Forbes Advisor’s education editors are committed to producing unbiased rankings and informative articles covering online colleges, tech bootcamps and career paths. Our ranking methodologies use data from the National Center for Education Statistics , education providers, and reputable educational and professional organizations. An advisory board of educators and other subject matter experts reviews and verifies our content to bring you trustworthy, up-to-date information. Advertisers do not influence our rankings or editorial content.

• 6,290 accredited, nonprofit colleges and universities analyzed nationwide
• 52 reputable tech bootcamp providers evaluated for our rankings
• All content is fact-checked and updated on an annual basis
• Rankings undergo five rounds of fact-checking
• Only 7.12% of all colleges, universities and bootcamp providers we consider are awarded

Our Methodology

We ranked 99 accredited, nonprofit colleges offering online nursing doctoral programs in the U.S. using 14 data points in the categories of student experience, credibility, student outcomes and affordability. We pulled data for these categories from reliable resources such as the Integrated Postsecondary Education Data System ; private, third-party data sources; and individual school and program websites.

Data is accurate as of February 2024. Note that because online doctorates are relatively uncommon, fewer schools meet our ranking standards at the doctoral level.

We scored schools based on the following metrics:

Student Experience:

• Student-to-faculty ratio
• Socioeconomic diversity
• Availability of online coursework
• Total number of graduate assistants
• Portion of graduate students enrolled in at least some distance education

Credibility:

• Fully accredited
• Programmatic accreditation status
• Nonprofit status

Student Outcomes:

• Overall graduation rate
• Median earnings 10 years after graduation

Affordability:

• In-state graduate student tuition and fees
• Alternative tuition plans offered
• Median federal student loan debt
• Student loan default rate

We chose the 10 best schools to display based on those receiving a curved final score of 98% or higher.

Find our full list of methodologies here .

• Best Online Physical Therapy Programs
• Best Online Master’s In Nursing Administration
• Best Online Health Science Degrees
• Best Online Healthcare Management Degrees

Degree Finder

Best doctorate in nursing programs, should you earn a doctorate in nursing online, accreditation for online doctoral degrees in nursing, how to find the right online doctorate in nursing for you, frequently asked questions (faqs) about online doctorates in nursing, university of central florida, clemson university, mount carmel college of nursing, university of st francis, messiah university, university of massachusetts-amherst, west chester university of pennsylvania, university of cincinnati-main campus, maryville university of saint louis, concordia university-wisconsin, featured online schools.

Learn about start dates, transferring credits, availability of financial credit and much more by clicking 'Visit Site'

Program Tuition Rate

$327/credit (in-state)

Percentage of Grad Students Enrolled in Distance Education

Overall Graduation Rate

The University of Central Florida ’s online D.N.P. program prepares learners to enter clinical leadership roles after graduation. The curriculum covers topics including clinical management, practice model design and healthcare technologies. The program is accredited by the Commission on Collegiate Nursing Education (CCNE).

Students are required to complete a six-credit doctoral project that demonstrates knowledge of advanced clinical practice applications. The project may encompass topics such as policy review, design and evaluation of new care models, quality improvement and program review. UCF also offers an executive D.N.P. for aspiring nurse administrators.

• Our Flexibility Rating: Learn around your 9-to-5
• School Type: Public
• Application Fee: $31
• Degree Credit Requirements: 42 credits
• Program Enrollment Options: Full-time
• Example Major-Specific Courses: Nursing environment management, epidemiology principles in advanced practice nursing
• Concentrations Available: Adult-gerontology primary care nurse practitioner, adult-gerontology acute care nurse practitioner, family nurse practitioner
• In-Person Requirements: No

$800/credit (in-state)

Clemson University —located in Clemson, South Carolina—offers a fully asynchronous online post-master’s D.N.P. and a hybrid post-baccalaureate D.N.P. program. The D.N.P. programs are accredited by CCNE.

Both programs prepare students to become change agents in the healthcare system and create new strategies for patient treatment, disease prevention and overall health promotion. Before graduation, students must complete a D.N.P. project that demonstrates their ability to apply evidence and attend a handful of immersion experiences on campus.

• Application Fee: Free
• Degree Credit Requirements: 35 credits
• Program Enrollment Options: Part-time, full-time
• Example Major-Specific Courses: Clinical epidemiology and biostatistics; genomics, ethics and health policy
• Concentrations Available: Family NP, adult-gerontology NP, pediatric NP, health systems leadership
• In-Person Requirements: Yes, for an in-person immersion

$955/credit (in-state)

Mount Carmel College of Nursing is a private college in Columbus, Ohio. Its nursing D.N.P. program is fully online, but students are required to attend two on-campus immersion experiences during their first and second semesters of study. Each immersion is between four and five days. Keep in mind that online students must pay a $200 technology fee per semester.

Mount Carmel College of Nursing is accredited by the Higher Learning Commission, and the D.N.P. program is CCNE-accredited.

• Our Flexibility Rating: Learn on your schedule
• School Type: Private
• Application Fee: $30
• Degree Credit Requirements: 37 credits
• Example Major-Specific Courses: Ethical practices and policies in global population health; health care economics, finance and fund development
• Concentrations Available: Clinical practice leadership, executive healthcare leadership, executive academic leadership
• In-Person Requirements: Yes, for in-person immersions

$799/credit (in-state)

The University of St. Francis ’ online D.N.P. curriculum focuses on managing the collective health of vulnerable patients, including elderly and low-income patients. Courses are delivered online, but the program includes practicum and translational research opportunities.

Throughout the program, students learn to manage populations experiencing health disparities, influence healthcare policy, and provide direct care to individuals and families.

The University of St. Francis is accredited by the Higher Learning Commission (HLC).

• Degree Credit Requirements: 40 credits
• Example Major-Specific Courses: Healthcare finance and practice management, translational research
• Concentrations Available: N/A
• In-Person Requirements: Yes, for residency

$940/credit (in-state)

Messiah University is a private school located in Mechanicsburg, Pennsylvania. The online D.N.P. program is accredited by CCNE. There are no additional fees outside of tuition.

While most classes are delivered online, two three-day, on-campus summer sessions are required for graduation. Students have the option to learn full time, part time or on an accelerated schedule.

The program includes a final D.N.P. project that evaluates students’ abilities to apply their skills to real-world nursing scenarios, including emotional intelligence, data collection and strengths-based leadership.

• Degree Credit Requirements: 86 credits
• Program Enrollment Options: Full-time, part-time, accelerated
• Example Major-Specific Courses: Health informatics, advanced writing for healthcare professions
• In-Person Requirements: Yes, for on-campus summer sessions

$825/credit (in-state)

Other than clinical internship requirements, the University of Massachusetts-Amherst ’s D.N.P. courses are offered completely online. Depending on their prior education, students can pursue either a post-master’s D.N.P. or a post-baccalaureate D.N.P. with a concentration in family care, gerontology, mental health or public health. The D.N.P. program is accredited by CCNE.

A final D.N.P. project is required for graduation. Students apply their research findings to in-clinic practice settings.

• Our Flexibility Rating: N/A
• Application Fee: $85
• Program Enrollment Options: Full-time, part-time
• Example Major-Specific Courses: Leadership of public health systems, healthcare quality
• Concentrations Available: Family nurse practitioner, adult-gerontology primary care nurse practitioner, psychiatric-mental health nurse practitioner, public health nurse leader
• In-Person Requirements: Yes, for clinical internships

$9,288/semester (in-state)

West Chester University ’s CCNE-accredited D.N.P. program is delivered almost entirely online; students are only required to attend their first class for one day on campus. In-state distance learners are charged a $522 technology fee per semester.

The curriculum covers three core components over eight semesters: the science of nursing, practice and leadership. This program is available only to nurses who hold an M.S.N. and RN certification.

• Application Fee: $50
• Example Major-Specific Courses: Transition to doctoral study, healthcare economics for the advanced practitioner
• In-Person Requirements: Yes, for one hybrid class

$836/credit part time (in-state)

The University of Cincinnati ’s online D.N.P. program includes a variety of concentration options, almost all of which are offered entirely online. The nurse anesthesia concentration is on-campus only, and the adult-gerontology acute care concentration has just one in-person class requirement. Remote students are charged an online learning fee of $56.30 per credit.

A final D.N.P. project is required for graduation; common topics explored include policy analysis, quality improvement initiatives and database design.The University of Cincinnati’s D.N.P. program is accredited by CCNE.

• Application Fee: $65
• Degree Credit Requirements: 37-38 credits
• Example Major-Specific Courses: Principles of population health, quality improvement and patient safety
• Concentrations Available: Adult-gerontology acute care NP, adult-gerontology primary care NP, family NP, nurse anesthesia, occupational health nursing, pediatric acute care NP, psychiatric-mental health NP, public health nursing, systems leadership, post-MSN D.N.P.
• In-Person Requirements: Yes, in-person thesis defense expected for local students

$947/credit (in-state)

The D.N.P. program at Maryville University of Saint Louis allows students to earn their degrees fully online—no campus visits required. Students attend in-person clinical experiences in their local communities. Distance learners are charged a $725 technology fee per semester.

This program can be completed in as little as 20 months and is CCNE-accredited. Students also have the option to enroll in NP specializations while working towards their D.N.P.

• Degree Credit Requirements: 33 credits
• Example Major-Specific Courses: Principles of epidemiology and biostatistics, ethics for advanced nursing practice
• Concentrations Available: Adult-gerontology acute care NP, adult-gerontology primary care NP, pediatric NP, psychiatric-mental health NP, pediatric/family NP

$840/credit (in-state)

Concordia University-Wisconsin ’s CCNE-accredited D.N.P. is an accelerated degree for working advanced practice registered nurses. It can be completed in two years. The only on-campus requirement is an introductory course. The rest of the program can be completed online and does not incur extra technology fees. Students can complete residencies in locations of their choice.

Concordia University-Wisconsin’s campus is located in Mequon, Wisconsin.

• Application Fee: N/A
• Degree Credit Requirements: 30 credits
• Program Enrollment Options: Accelerated
• Example Major-Specific Courses: Business management for the doctor of nursing practice, healthcare informatics
• In-Person Requirements: Yes, for on-campus meeting

Online college is known for its flexibility and relative affordability compared to traditional degree programs. Still, earning a degree online may not be for everybody . Here’s what to consider before enrolling in an online nursing doctoral program.

• Your budget. Online degree programs tend to cost less than in-person degrees, and many online programs charge students the same tuition rate regardless of whether they live in or out of state. Moreover, distance learning often eliminates expenses associated with housing and transportation.
• Your learning style. If you feel comfortable setting your own study schedule and learning independently, you could do well in an online program. However, an online program probably wouldn’t suit students who learn best with in-person teaching and real-time support.
• Your schedule. Distance learning often affords students the flexibility to work while earning their degrees. If you plan to continue working during your studies, an online program could provide you with the flexibility you need. Keep in mind that most nursing D.N.P. programs require a few days of on-campus immersions, internships or practicals, so ensure your schedule will allow for this.

To demonstrate their adherence to high quality standards, many colleges and universities pursue institutional accreditation. The college accreditation process involves an evaluation from an independent agency approved by the Council for Higher Education Accreditation (CHEA) or the U.S. Department of Education (ED).

Individual programs within a school or university may earn subject-specific accreditation as well. This is called programmatic accreditation and validates that a program meets industry standards for education.

Accreditation ensures the validity of the school or program you attend. It demonstrates that your degree comes from an institution that meets peer-reviewed, expert-developed criteria. You can only qualify for federal student aid if you’re enrolled in an accredited institution. Plus, many employers and other higher learning institutions only recognized degrees from accredited schools.

Most colleges advertise their accreditation status on their websites. You can check a school’s FAQ page if this information isn’t readily available on its website. You can also browse ED’s searchable database for accredited institutions.

In general, most nursing programs are usually accredited by one of two programmatic accreditors: CCNE or the Accreditation Commission for Education in Nursing (ACEN). CCNE is recognized by the U.S. Secretary of State and ensures the quality and integrity of undergraduate, graduate and residency programs. ACEN is recognized by ED and CHEA as an accrediting body for programs of all levels.

There’s no shortage of reputable D.N.P programs on the market. How do you know which school is right for you? Think about the following factors when weighing your options.

Consider Your Future Goals

A D.N.P. is a terminal degree that prepares graduates for the highest level of nursing practice. It equips graduates with the skills to bring evidence-based practice, quality improvement and leadership into clinical settings. As a result, the D.N.P. enables you to enter a variety of medical specializations and career paths, including as a nurse practitioner , a midwife or a nurse anesthetist .

Unlike a Ph.D., the D.N.P. is not research-intensive and instead prepares graduates to work in clinical settings. If you’re interested in working in a lab—or potentially for a research or government organization—the D.N.P. might not be the best fit. Instead a Ph.D. could be the right option.

Understand Your Expenses and Financing Options

The cost of earning a D.N.P. depends on the individual program and your status as an in-state or out-of-state student. Tuition for the programs ranked on this page ranges between $327 and $955 per credit. Total tuition among the top 10 online D.N.P. programs averages $44,510.

Some schools also charge distance learners technology fees per semester.

Achieving your D.N.P. shouldn’t break the bank. Here are a few common financial aid options available.

• Scholarships: Students may be awarded scholarships from individuals or organizations to fund their education. These are usually based on need or merit and don’t need to be repaid.
• Loans: Student loans are provided through private or public lenders, including the U.S. government. They accrue interest over time and need to be paid back.
• Assistantships: Nursing students may have part or all of their tuition waived in exchange for work. This usually comes in the form of teaching or research.
• Grants: Students with demonstrated financial need may apply for grants from local and state governments. These don’t need to be repaid.

To ensure you qualify for federal student aid, make sure to submit the Free Application for Federal Student Aid ® (FAFSA). Individual universities and other aid providers may also use FAFSA data to determine their awards.

Can a D.N.P. be called a doctor?

No, not in clinical settings. Though a D.N.P. is a nursing doctorate, nurses who hold this degree are not licensed physicians.

Which is better, a Ph.D. or a D.N.P.?

It ultimately depends on your education and career goals. Both Ph.D. and D.N.P.s are terminal degrees, but earning a Ph.D. can be a faster route given that the curriculum doesn’t require clinical hours. Nurses with D.N.P.s generally work in clinical settings, often in leadership positions; nurses with Ph.D.s hired as leaders in laboratories and research facilities.

How many years is a doctoral degree in nursing?

Most D.N.P. programs take around one to two years to complete, though some part-time programs can take longer. It also depends on how long it takes you to complete your required clinical hours.

Why would a nurse get a doctorate?

Earning a nursing doctorate can open the door to higher-paying jobs and leadership opportunities. Through leadership, nurses can become change agents within their organizations.

Cecilia is a freelance writer, content marketing strategist and author covering education, technology and energy. She is a current contributor to the Forbes Advisor education vertical and holds a summa cum laude journalism degree from California Polytechnic State University, San Luis Obispo.

Study at Cambridge

About the university, research at cambridge.

• Undergraduate courses
• Events and open days
• Fees and finance
• Postgraduate courses
• How to apply
• Postgraduate events
• Fees and funding
• International students
• Continuing education
• Executive and professional education
• Courses in education
• How the University and Colleges work
• Term dates and calendars
• Visiting the University
• Annual reports
• Equality and diversity
• A global university
• Public engagement
• Give to Cambridge
• For Cambridge students
• For our researchers
• Business and enterprise
• Colleges & departments
• Email & phone search
• Museums & collections
• Course Directory

PhD in Paediatrics

Postgraduate Study

• Why Cambridge overview
• Chat with our students
• Cambridge explained overview
• The supervision system
• Student life overview
• In and around Cambridge
• Leisure activities
• Student unions
• Music awards
• Student support overview
• Mental health and wellbeing
• Disabled students
• Accommodation
• Language tuition
• Skills training
• Support for refugees
• Courses overview
• Department directory
• Qualification types
• Funded studentships
• Part-time study
• Research degrees
• Visiting students
• Finance overview
• Fees overview
• What is my fee status?
• Part-time fees
• Application fee
• Living costs
• Funding overview
• Funding search
• How to apply for funding
• University funding overview
• Research Councils (UKRI)
• External funding and loans overview
• Funding searches
• External scholarships
• Charities and the voluntary sector
• Funding for disabled students
• Widening participation in funding
• Colleges overview
• What is a College?
• Choosing a College
• Terms of Residence
• Applying overview
• Before you apply
• Entry requirements
• Application deadlines
• How do I apply? overview
• Application fee overview
• Application fee waiver
• Life Science courses
• Terms and conditions
• Continuing students
• Disabled applicants
• Supporting documents overview
• Academic documents
• Finance documents
• Evidence of competence in English
• Terms and Conditions
• Applicant portal and self-service
• After you apply overview
• Confirmation of admission
• Student registry
• Previous criminal convictions
• Deferring an application
• Updating your personal details
• Appeals and Complaints
• Widening participation
• Postgraduate admissions fraud
• International overview
• Immigration overview
• ATAS overview
• Applying for an ATAS certificate
• Current Cambridge students
• International qualifications
• Competence in English overview
• What tests are accepted?
• International events
• International student views overview
• Akhila’s story
• Alex’s story
• Huijie’s story
• Kelsey’s story
• Nilesh’s story
• Get in touch!
• Events overview
• Upcoming events
• Postgraduate Open Days overview
• Discover Cambridge: Master’s and PhD Study webinars
• Virtual tour
• Research Internships
• How we use participant data
• Postgraduate Newsletter

Primary tabs

• Overview (active tab)
• Requirements
• How To Apply
• Testimonials

Doctoral studies are carried out by science postgraduates, medical students combining clinical training with the PhD, and clinically qualified doctors undertaking scientific training. Each student conducts their PhD project under the direction of their principal supervisor, with additional teaching and guidance provided by a second supervisor.

The PhD course provides:

• a period of a sustained in-depth study of a specific topic;
• an environment that encourages originality and creativity in research;
• skills to enable a student to critically examine the background literature relevant to their specific research area;
• the opportunity to develop skills in making and testing hypotheses, in developing new theories, and in planning and conducting experiments;
• the opportunity to expand a student’s knowledge of a research area, including its theoretical foundations and the specific techniques used to study it;
• the opportunity to gain knowledge of the broader field of paediatric research; and
• an environment in which to develop skills in written work, oral presentation and publishing research results in high-profile scientific journals, through constructive feedback.

Postgraduate training is very different from undergraduate study. It is based on individual needs and abilities, is designed to help you to think clearly, originally and practically, and to prepare you for leadership in science.

Most research groups have weekly or fortnightly meetings in which all members discuss each other's work. You will be required to attend seminars and you will have the opportunity to go to scientific meetings. These bring you into direct contact with prominent and active scientists in your field from around the world. You will also give scientific talks yourself. You will be expected to attend courses, either directly related to your research or which teach you related skills such as how to write a scientific paper, use databases, interact with the media and so on. Many of these courses are run by the Postgraduate School of Life Sciences, but Paediatrics has its own series of seminars.

Cambridge is an amazing place in which to learn how to do cutting-edge research and benefit from interaction with visiting speakers and collaborators from all over the world.

Those who wish to progress to a PhD after completing an MPhil will be required to satisfy their potential supervisor, Head of Department and the Faculty Degree Committee that they have the skills and ability to achieve the higher degree.

The Postgraduate Virtual Open Day usually takes place at the end of October. It’s a great opportunity to ask questions to admissions staff and academics, explore the Colleges virtually, and to find out more about courses, the application process and funding opportunities. Visit the  Postgraduate Open Day  page for more details.

See further the  Postgraduate Admissions Events  pages for other events relating to Postgraduate study, including study fairs, visits and international events.

Key Information

3-4 years full-time, 4-7 years part-time, study mode : research, doctor of philosophy, department of paediatrics, course - related enquiries, application - related enquiries, course on department website, dates and deadlines:, lent 2024 (closed).

Some courses can close early. See the Deadlines page for guidance on when to apply.

Easter 2024 (Closed)

Michaelmas 2024, easter 2025, funding deadlines.

These deadlines apply to applications for courses starting in Michaelmas 2024, Lent 2025 and Easter 2025.

Similar Courses

• Medical Science (Paediatrics) MPhil
• Obstetrics and Gynaecology PhD
• Medical Science (Obstetrics and Gynaecology) MPhil
• Zoology PhD
• Medical Science (Oncology) MPhil

Postgraduate Admissions Office

• Admissions Statistics
• Start an Application
• Applicant Self-Service

At a glance

• Bringing a family
• Current Postgraduates
• Cambridge Students' Union (SU)

University Policy and Guidelines

Privacy Policy

Information compliance

Equality and Diversity

Terms of Study

About this site

About our website

Privacy policy

© 2024 University of Cambridge

• Contact the University
• Accessibility
• Freedom of information
• Privacy policy and cookies
• Statement on Modern Slavery
• University A-Z
• Undergraduate
• Postgraduate
• Research news
• About research at Cambridge
• Spotlight on...

Helpful links:

• Tuition & Fees
• Course Schedules
• Academic Calendar
• Application System

Resources for:

• Prospective Students
• Current Students
• Faculty & Staff
• Doctor of Nursing Practice Program

Earn a DNP degree to take your practice to the next level and apply real-world solutions across the health care system.

• Academics & Curriculum
• Eligibility & Admissions
• Careers & Outcomes

It's an exciting time to become a doctorally-prepared nurse. As a practice leader, learn how to advance evidence-based practice to drive meaningful innovations across your organization or health care system. Now, more than ever before, doctorally-prepared nurses are needed to improve patient outcomes and transform health care delivery.

Program Format

Part-time, hybrid online, program length, application deadline.

For the Spring 2025 semester start 

The American Association of Colleges of Nursing (AACN) recommends the DNP degree as the entry to advanced nursing practice. Nurse practitioners prepared at the doctoral level serve a critical role as high-quality clinicians, leaders in care delivery, and contributors to transforming health care. Likewise, doctorally-prepared clinical nurse leaders are integral to building evidence for practice at the point of care delivery.

Pursuing a DNP will prepare you to lead innovative efforts to overcome today's challenges and create new opportunities in health care. Gain essential knowledge and skills to expand your future professional opportunities as a practice leader, clinical scholar, and change agent. Make an impact as a DNP-prepared nurse at the University of Rochester, the No. 1 ranked DNP program in Upstate NY.

Explore More

Post-bs to dnp curriculum.

For highly-qualified nurses with a bachelor’s degree in nursing who want to earn their DNP degree. Post-baccalaureate students will select an area of practice specialty (NP or CNL).

Post-MS to DNP Curriculum

For nurses with a master’s degree, previous coursework will be transferred into the program upon transcript analysis.

Applications Requirements

Application requirements to apply to the DNP program.

Quotation Mark My DNP project looked at ways to expand capacity across upstate New York for diagnosing children with FASD. Having my committee and having mentorship in the School of Nursing has allowed me to do this project in a much more structured and organized way to make sure we evaluate outcomes so that we know this is an effective intervention. It's really exciting to see when kids have the supports in place how successful and happy they and their families can be. Lynn Cole ’98N (MS) ’21N (DNP) Director of Clinical Services & Kirch Development Services Center Strong Center for Developmental Disabilities DNP Project: Assessing Feasibility of ECHO FASD for Increasing Access to Fetal Alcohol Spectrum Disorder Diagnosis Read More

News & Stories

Student Spotlight: Through Pediatric Nursing, Cassie Weis Seeks to Set an Example for Her Own Children

Apr 23, 2024

UR Nursing Researchers Present, Earn Prizes at ENRS

Apr 15, 2024

Bettering Black Maternal Health Outcomes: UR Nursing Alumna Dr. Kamila Barnes Discusses Nurses’ Role

Apr 12, 2024

Lydia Rotondo, DNP, RN, CNS, FNAP

Associate Dean for Education & Student Affairs DNP Program Director

Connect With Us

Interested in earning your DNP? Connect with us to discuss what a DNP degree from the University of Rochester means for you. 

Request Info

Follow the School of Nursing at the University of Rochester

• USF Research
• USF Libraries

Digital Commons @ USF > College of Nursing > Theses and Dissertations

Nursing Theses and Dissertations

Theses/dissertations from 2023 2023.

Psychological Distress, Resilience, and the Impact on Quality of Life in Breast Cancer Survivors With Taxane-Induced Peripheral Neuropathy , Lauren Schwab

Theses/Dissertations from 2022 2022

Medication-Assisted Treatment Versus 12-Step Group Therapy: A Comparative Analysis of Adherence and Abstinence In Patients With Opioid Use Disorder , Derrick C. Glymph

Theses/Dissertations from 2021 2021

Quality of Life of Older Adults with Complicated Grief Receiving Accelerated Resolution Therapy: A Mixed Methods Study , Tina M. Mason

Theses/Dissertations from 2020 2020

In Post-Extubated Patients What are the Preferred Methods of Communication During Their Experience of Endotracheal Intubation with Mechanical Ventilation , Lanette Dumas

The Effect of Hope on the Relationship between Personal and Disease Characteristics and Anxiety and Depression in Adolescents and Young Adults with Cancer , Sharon B. McNeil

Predictors of Nonadherence to Radiation Therapy Schedules Among Head and Neck Cancer Patients , Jennifer Lynn Miller

Theses/Dissertations from 2019 2019

Perceived Discrimination and Cardiovascular Outcomes in Blacks: A Secondary Data Analysis of the Heart SCORE Study , Marilyn Aluoch

Exploration of Gratitude in Cardiovascular Health: Mediators, Medication Adherence and Psychometrics , Lakeshia A. Cousin

Theses/Dissertations from 2018 2018

Fatigue-related Symptom Clusters and their Relationship with Depression, and Functional Status in Older Adults Hospice Patients with Cancer. , Suzan Fouad Abduljawad

Genetic Moderation of Pain and Fatigue Symptoms Resulting from the Mindfulness-Based Stress Reduction for Breast Cancer Program , Carissa Bea Alinat

The Moderating Effect of Religion on Death Distress and Quality of Life between Christian Cancer patients in the United States with Muslim cancer patients in Saudi Arabia , Doaa Almostadi

Prevention of Post Intensive Care Syndrome-Family with Sensation Awareness Focused Training Intervention: A Randomized Controlled Trial Pilot Study , Paula L. Cairns

Assessing Abstinence in Infants Greater Than 28 Days Old , Genieveve J. Cline

The Relationship Between Sleep Quality and Motor Function in Hospitalized Older Adult Survivors of Critical Illness , Maya N. Elías

The Role of Migration-Related Stress in Depression Among Haitian Immigrants in Florida: A Mixed Method Sequential Explanatory Approach , Dany Amanda C. Fanfan

The Effect of Depression, Inflammation and Sleep Quality on Risk for Cardiovascular Disease , Catherine L. O'Neil

Adapting SafeMedicate (Medication Dosage Calculation Skills software) For Use In Brazil , Samia Valeria Ozorio Dutra

Theses/Dissertations from 2017 2017

The Relationship Between Total Neuropathy Score-reduced, Neuropathy Symptoms and Function. , Ashraf Abulhaija

Validation of the Electronic Kids Dietary Index (E-KINDEX) Screening Tool for Early Identification of Risk for Overweight/Obesity (OW/OB) in a Pediatric Population: Associations with Quality of Life Perceptions , Patricia A. Hall

Theses/Dissertations from 2016 2016

The Effectiveness of an Intervention Designed to Improve Chlorhexidine (CHG) Bathing Technique in Adults Hospitalized in Medical Surgical Units , Janette Echemendia Denny

Levels of Distress Among Women Veterans Attending a Women’s Health Specialty Clinic in the VA Healthcare System , Debbie T. Devine

Examination of the Use of Accelerated Resolution Therapy (ART) in the Treatment of Symptoms of PTSD and Sleep Dysfunction in Veterans and Civilians , Marian Jevone Hardwick

Investigating the Mutual Effects of Depression and Spiritual Well-being on Quality of Life in Hospice Patients with Cancer and Family Caregivers Using the Actor-Partner Interdependence Model , Li-Ting Huang

The Change in Nutritional Status in Traumatic Brain Injury Patients: A Retrospective Descriptive A Retrospective Descriptive Study , Dina A. Masha'al

Exploring the Relationship Between Severity of Illness and Human Milk Volume in Very Low Birth Weight and Extremely Low Birth Weight Infants Over Six Weeks , Shannon Leigh Morse

Cardiovascular Disease Risk Scores and Novel Risk Factors in Relation to Race and Gender , Johanna Wilson

Theses/Dissertations from 2015 2015

A Comparative Evaluation of the Learner Centered Grading Debriefing Method in Nursing Education , Marisa J. Belote

Sleep, Depressive Symptoms and Cognition in Older Adults and Caregivers of Persons with Dementia , Glenna Shemida Brewster

The Relationship between Hearing Status and Cognitive Performance and the Influence of Depressive Symptoms in the Older Adult , Julie A. Daugherty

Basal Salivary Oxytocin and Skin to Skin Contact among Lactating Mothers of Premature Infants , Jessica Marie Gordon

The Relationship Between Nurses' Emotional Intelligence and Patient Outcomes , Mary Kutash

Sexual Functioning and Body Image in Younger Breast Cancer Survivors , Carly Lynn Paterson

Cognitive Load of Registered Nurses During Medication Administration , Sarah Faith Perron

A Comparison of Quality of Life between Intense and Non-Intense Treatment for Patients with Acute Myeloid Leukemia and High-Risk Myelodysplastic Syndrome , Sara Marie Tinsley

Theses/Dissertations from 2014 2014

Acculturation, Self-Efficacy and Breastfeeding Behavior in a Sample of Hispanic Women , Ivonne F. Hernandez

Knowledge and Acceptance of HPV and the HPV Vaccine in Young Men and Their Intention to be Vaccinated , Brenda Renee Jasper

The Relationships Between Sleep Disturbances, Depression, Inflammatory Markers, and Sexual Trauma in Female Veterans , Ellen Marcolongo

Examination of Possible Protective Effect of Rhesus D Positive Blood Factor on Toxoplasma-related Depressive Symptoms in Pregnancy , Lisa Lynn Parnell

Knowledge, Attitudes, and Practice of Primary Care Nurse Practitioners Regarding Skin Cancer Assessmnets: Validity and Reliability of a New Instrument , Debra Michelle Shelby

Theses/Dissertations from 2013 2013

Knowledge and Practice of Reproductive Health among Mothers and their Impact on Fetal Birth Outcomes: A Case of Eritrea , Winta Negusse Araya

Race/Ethnicity, Subjective and Objective Sleep Quality, Physical and Psychological Symptoms in Breast Cancer Survivors , Pinky H. Budhrani

Factors Predicting Pap Smear Adherence in HIV-infected Women: Using the Health Belief Model , Crystal L. Chapman Lambert

The Relationship Between Socioeconomic Status and Body Mass Index on Vitamin D Levels in African American Women with and without Diabetes Living in Areas with Abundant Sunshine , Shani Vann Davis

Predictors of Quality of Life in Patients with Cutaneous T cell Lymphoma , Darcie Marie Deaver

Relationship between dysphoric moods, risk-taking behaviors, and Toxoplasma gondii antibody titers in female veterans , Allyson Radford Duffy

Prenatal Stress, Depression, and Herpes Viral Titers , Pao-Chu Hsu

Factors Associated with Fear of Breast Cancer Recurrence Among Survivors , Jean Marie Lucas

Sickle Cell Disease: The Role of Self-Care Management , Nadine Matthie

Factors Influencing Vaccination Decisions in African American Mothers of Preschool Age Children , Chauntel Mckenzie Mcnair

The Strong Black Woman, Depression, and Emotional Eating , Michelle Renee Offutt

Development of an Investigator-designed Questionnaire Concerning Childbirth Delivery Options based on the Theory of Planned Behavior , Chun-Yi Tai

Theses/Dissertations from 2012 2012

The Mediating Effect of Distress Caused by Constipation on Predictors of Quality of Life of Hospice Patients with Cancer. , Abdel Alkhalouf

Testing a Model of Bacterial Vaginosis among Black Women , Jessica Brumley

The Effect of Tight Glycemic Control on Surgical Site Infection Rates in Patients Undergoing Open Heart Surgery , Sierra Gower

Development of a Tool for Pressure Ulcer Risk Assessment and Preventive Interventions in Ancillary Services Patients , Monica Shutts Messer

Hospice Nurses- Attitudes and Knowledge about Pain Management , Amie Jacqueline Miller

Theses/Dissertations from 2011 2011

Literacy and Hazard Communication Comprehension of Employees Presenting to an Occupational Health Clinic , Christine Bouchard

A Meta-Analysis of Cultural Competence Education in Professional Nurses and Nursing Students , Ruth Wilmer Gallagher

Relationship Between Cancer-Related Fatigue and Depression: A Pilot Study , Gloria Michelle Guess

A Comparison of Oncology and Non-Oncology Nurses in Their Knowledge of Cancer Pain Management , Nicole Houle

Evaluating Knowledge and Attitudes of Graduate Nursing Students Regarding Pain , Eric Bartholomew Jackson

Bone Marrow Transplant Nurses' Attitudes about Caring for Patients Who are Near the End of Life: A Quality Improvement Project , Leslie Lauersdorf

Translation and Adaptation of the Center for Epidemiologic Studies-Depression (CES-D) Scale Into Tigrigna Language for Tigrigna Speaking Eritrean Immigrants in the United States , Mulubrhan Fisseha Mogos

Nurse Manager Emotional Intelligence as a Predictor to Registered Nurse Job Satisfaction and RN Perceptions of the Practice Environment and the Relationship to Patient, Nursing and Hospital Outcomes , Jacqueline Cecilia Munro

The Relationship of Mid-Pregnancy Levels of Cytokines, Stress, and Depression with Gestational Age at Delivery , Melissa Molinari Shelton

Prophylactic, Risk-Reducing Surgery in Unaffected BRCA-Positive Women: Quality Of Life, Sexual Functioning and Psychological Well-Being , Sharon Tollin

Theses/Dissertations from 2010 2010

The Relationship Between FAM5C SNP (rs10920501) Variability, Metabolic Syndrome, and Inflammation, in Women with Coronary Heart Disease , Jennifer L. Cline

Women’s Perceptions of Postpartum Stress: A Narrative Analysis , Nancy Gilbert Crist

Lived Experience: Near-Fatal Adolescent Suicide Attempt , Phyllis Ann Dougherty

Exploring the Relationships among Work-Related Stress, Quality of Life, Job Satisfaction, and Anticipated Turnover on Nursing Units with Clinical Nurse Leaders , Mary Kohler

A Comparative Study of Knowledge of Pain Management in Certified and Non-Certified Oncology Nurses , Sherrie A. LaLande

Evaluating Knowledge and Attitudes of Undergraduate Nursing Students Regarding Pain Management , Jessica Latchman

Evaluation of Oncology Nurses' Knowledge, Practice Behaviors, and Confidence Specific to Chemotherapy Induced Peripheral Neuropathy , Rebecca Denise McAllister

Moderating the Effectiveness of Messages to Promote Physical Activity in Type 2 Diabetes , Rachel E. Myers

Factors Affecting the Process of Clinical Decision-Making in Pediatric Pain Management by Emergency Department Nurses , Teresa A. Russo

The Correlation Between Neuropathy Limitations and Depression in Chemotherapy Patients , Melissa Thebeau

Theses/Dissertations from 2009 2009

Fatigue Symptom Distress and Its Relationship with Quality Of Life in Adult Stem Cell Transplant Survivors , Suzan Fouad Abduljawad R.N., B.S.N.

Nursing Advocacy and the Accuracy of Intravenous to Oral Opioid Conversion at Discharge in the Cancer Patient , Maria L. Gallo R.N., O.C.N.

Transitional Care for Adolescents with HIV: Characteristics and Current Practices of the Adolescent Trials Network Systems of Care , Patricia Gilliam

The Effect of Ethical Ideology and Professional Values on Registered Nurses’ Intentions to Act Accountably , Susan R. Hartranft

Falls in Bone Marrow Transplant Patients: A Retrospective Study , Lura Henderson R.N., B.S.N.

Predictors of cancer caregiver depression symptomatology , Henry R. Rivera

Psychosocial outcomes of weight stigma among college students , Sabrina Joann Robinson

The Experience of Fatigue and Quality of Life in Patients with Advanced Lung Cancer , Andrea Shaffer

The Relationship Between Uncertainty in Illness and Anxiety in Patients With Cancer , Naima Vera

Shifting Paradigms: The Development of Nursing Identity in Foreign-Educated Physicians Retrained as Nurses Practicing in the United States , Liwliwa Reyes Villagomeza

Theses/Dissertations from 2008 2008

Prostate Cancer Screening Intention Among African American Men: An Instrument Development Study , Susan Anita Baker

The Geriatric Cancer Experience in End of Life: Model Adaptation and Testing , Harleah G. Buck

Communication Systems and HIV/AIDS Sexual Decision Making in Older Adolescent and Young Adult Females , Rasheeta D. Chandler MS, ARNP, FNP-BC

Relationship of Anger Trait and Anger Expression to C-Reactive Protein in Post-Menopausal Women , Rosalyn Gross

Identifying Patients with Cancer at Risk of Experiencing a Fall While Hospitalized , Joann M. Heaton

Modulation of Monocyte-Derived Dendritic Cell Maturation and Function by Cigarette Smoke Condensate in a Bronchial Epithelial Cell Co-Culture Model , Alison J. Montpetit

Cancer Patients with Pain: Examination of the Role of the Spouse/Partner Relationship In Mediating Quality of Life Outcomes for the Couple , Mary Ann Morgan

Development of an Ecological Model to Predict Risk for Acquisition of Clostridium difficile -Associated Diarrhea During Acute Care Hospitalization , Susan Elaine Steele

Development and Psychometric Evaluation of the Chemotherapy Induced Peripheral Neuropathy Assessment Tool , Cindy S. Tofthagen

Health Decision Behaviors: Appropriateness of Dietary Choice , Daryle Hermelin Wane

Theses/Dissertations from 2007 2007

The Relationship Between Sleep-Wake Disturbance and Pain in Cancer Patients Admitted to Hospice Home Care , Marjorie Acierno

Wheelchair Positioning and Pulmonary Function in Children with Cerebral Palsy , Lee Barks

Structural Equation Model of Exercise in Women Utilizing the Theory of Unpleasant Symptoms and Social Cognitive Variables , Sarah Elizabeth Cobb

Advanced Search

• Email Notifications and RSS
• All Collections
• USF Faculty Publications
• Open Access Journals
• Conferences and Events
• Theses and Dissertations
• Textbooks Collection

Useful Links

• College of Nursing Homepage
• Rights Information
• SelectedWorks
• Submit Research

Home | About | Help | My Account | Accessibility Statement | Language and Diversity Statements

Privacy Copyright

From Radio City to Hospital Rounds

May 06, 2024, nine years as a radio city rockette prepared kristen grace smith (nyu meyers ’24) for a bright future as a nurse..

Working holidays. Bringing smiles to children’s faces. Wearing matching outfits with a tight-knit community of coworkers.

A career as a nurse might not seem to have much in common with the life of a professional dancer, but Kristen Grace Smith (NYU Meyers ’24) felt a strong connection the moment she stepped into Hassenfeld Children’s Hospital at NYU Langone in 2019 in her candy cane-inspired Rockettes costume and shiny silver heels. It was the holiday season, and Kristen and a fellow Rockette were spreading holiday cheer to patients at Hassenfeld Children’s Hospital with the Garden of Dreams Foundation, a nonprofit that works with the MSG Family of Companies, which includes the Rockettes, to uplift young people in need in the tri-state area.

The afternoon of arts and crafts and talking with the children set the dancer on a new path.

“Being immersed in the hospital environment and seeing how amazing the nurses were with the kids and their family members—it sparked something,” says Kristen. “I was so happy and comfortable being there.  There was something inside me that was pulling me towards nursing.”

Growing up on Long Island, Kristen put on her first pair of tap shoes at age three, the same year she saw the Christmas Spectacular at Radio City Music Hall for the first time—an event that turned into an annual holiday outing. She spent her summers in intensive dance programs, including one by the Rockettes, and first auditioned for the company as an 18-year-old while a dance major at Boston Conservatory at Berklee. Kristen was offered a coveted spot on the Rockettes line after her third audition, just as she was heading into her junior year of college. She juggled dance and academics, working toward her undergraduate degree during spring semesters, rehearsing with the Rockettes six days a week during the fall, and performing at Radio City for as many as 16 shows a week during the busy holiday season.

For nearly a decade, Kristen spent her holidays living out her childhood dream, but she knew that she wasn’t going to dance professionally forever. “I wanted my next job to also be a dream job. If I’m going to do something besides dance, I want it to be fulfilling and meaningful,” she says.  

Deciding on nursing school gave her a new sense of purpose. Supported by the Rockettes’ tuition reimbursement program, which provides support for performers to pursue interests beyond dance, Kristen enrolled in prerequisite courses in chemistry, microbiology, and anatomy. She applied to several schools but had her heart set on NYU after that fateful visit to Hassenfeld Children’s Hospital. (She was already fond of the place given that her grandfather is also an alum of NYU’s law school. “Violet was in my veins,” Kristen says with a laugh.)  

Kristen was accepted to NYU Meyers’ accelerated 15-month baccalaureate program for students who come to nursing with a bachelor's degree in another field. “The second I started school here at Rory Meyers College of Nursing, I knew this is where I needed to be,” she says.

Kristen’s first clinical rotation as a nursing student brought her to the very hospital where she was born: NYU Langone Hospital-Long Island (formerly Winthrop Hospital). And while she’s enjoyed her coursework and clinicals in everything from psychiatric mental health nursing to palliative care, the real full-circle moment came in late 2023 when she returned to Hassenfeld Children’s Hospital for her pediatrics rotation—an experience that reaffirmed her interest in working with kids.

“I knew the nursing world was big, but once I got to NYU, I saw that it really is so wide and vast—there are so many opportunities in the field,” she says.   

Kristen looks forward to officially joining the nursing community following her May 2024 graduation, at which she will take the stage as one of this year’s valedictorians. Her learning won’t stop there: she's been accepted to a master’s degree program at NYU Meyers to become a pediatric nurse practitioner, which she plans to pursue in the coming years. As Kristen begins her nursing career, she’s not fazed by the prospect of working nights or holidays—it’s something she is used to from her years as a Rockette performing on stage at Radio City and in Macy's Thanksgiving Day Parades.

“Being a Rockette was my childhood dream come true,” says Kristen. “There are not many people who can say they’ve pursued their childhood dream, and now I get to follow my second dream of being a pediatric nurse.”

Featured Clinical Reviews

• Screening for Atrial Fibrillation: US Preventive Services Task Force Recommendation Statement JAMA Recommendation Statement January 25, 2022
• Evaluating the Patient With a Pulmonary Nodule: A Review JAMA Review January 18, 2022

Select Your Interests

Customize your JAMA Network experience by selecting one or more topics from the list below.

• Academic Medicine
• Acid Base, Electrolytes, Fluids
• Allergy and Clinical Immunology
• American Indian or Alaska Natives
• Anesthesiology
• Anticoagulation
• Art and Images in Psychiatry
• Artificial Intelligence
• Assisted Reproduction
• Bleeding and Transfusion
• Caring for the Critically Ill Patient
• Challenges in Clinical Electrocardiography
• Climate and Health
• Climate Change
• Clinical Challenge
• Clinical Decision Support
• Clinical Implications of Basic Neuroscience
• Clinical Pharmacy and Pharmacology
• Complementary and Alternative Medicine
• Consensus Statements
• Coronavirus (COVID-19)
• Critical Care Medicine
• Cultural Competency
• Dental Medicine
• Dermatology
• Diabetes and Endocrinology
• Diagnostic Test Interpretation
• Drug Development
• Electronic Health Records
• Emergency Medicine
• End of Life, Hospice, Palliative Care
• Environmental Health
• Equity, Diversity, and Inclusion
• Facial Plastic Surgery
• Gastroenterology and Hepatology
• Genetics and Genomics
• Genomics and Precision Health
• Global Health
• Guide to Statistics and Methods
• Hair Disorders
• Health Care Delivery Models
• Health Care Economics, Insurance, Payment
• Health Care Quality
• Health Care Reform
• Health Care Safety
• Health Care Workforce
• Health Disparities
• Health Inequities
• Health Policy
• Health Systems Science
• History of Medicine
• Hypertension
• Images in Neurology
• Implementation Science
• Infectious Diseases
• Innovations in Health Care Delivery
• JAMA Infographic
• Law and Medicine
• Leading Change
• Less is More
• LGBTQIA Medicine
• Lifestyle Behaviors
• Medical Coding
• Medical Devices and Equipment
• Medical Education
• Medical Education and Training
• Medical Journals and Publishing
• Mobile Health and Telemedicine
• Narrative Medicine
• Neuroscience and Psychiatry
• Notable Notes
• Nutrition, Obesity, Exercise
• Obstetrics and Gynecology
• Occupational Health
• Ophthalmology
• Orthopedics
• Otolaryngology
• Pain Medicine
• Palliative Care
• Pathology and Laboratory Medicine
• Patient Care
• Patient Information
• Performance Improvement
• Performance Measures
• Perioperative Care and Consultation
• Pharmacoeconomics
• Pharmacoepidemiology
• Pharmacogenetics
• Pharmacy and Clinical Pharmacology
• Physical Medicine and Rehabilitation
• Physical Therapy
• Physician Leadership
• Population Health
• Primary Care
• Professional Well-being
• Professionalism
• Psychiatry and Behavioral Health
• Public Health
• Pulmonary Medicine
• Regulatory Agencies
• Reproductive Health
• Research, Methods, Statistics
• Resuscitation
• Rheumatology
• Risk Management
• Scientific Discovery and the Future of Medicine
• Shared Decision Making and Communication
• Sleep Medicine
• Sports Medicine
• Stem Cell Transplantation
• Substance Use and Addiction Medicine
• Surgical Innovation
• Surgical Pearls
• Teachable Moment
• Technology and Finance
• The Art of JAMA
• The Arts and Medicine
• The Rational Clinical Examination
• Tobacco and e-Cigarettes
• Translational Medicine
• Trauma and Injury
• Treatment Adherence
• Ultrasonography
• Users' Guide to the Medical Literature
• Vaccination
• Venous Thromboembolism
• Veterans Health
• Women's Health
• Workflow and Process
• Wound Care, Infection, Healing
• Download PDF
• Share X Facebook Email LinkedIn
• Permissions

Injury Prevention Science and Firearm Injury in Pediatric Health

• 1 Institute for Firearm Injury Prevention, University of Michigan, Ann Arbor
• 2 Department of Emergency Medicine, University of Michigan Medical School, Ann Arbor
• 3 Department of Health Behavior & Health Education, University of Michigan School of Public Health, Ann Arbor
• Original Investigation Racial and Ethnic Disparities in All-Cause and Cause-Specific Mortality Among US Youth Elizabeth R. Wolf, MD, MPH; Frederick P. Rivara, MD, MPH; Colin J. Orr, MD, MPH; Anabeel Sen, MBBS, MPH; Derek A. Chapman, PhD; Steven H. Woolf, MD, MPH JAMA

In this issue of JAMA , Wolf et al 1 found that during the period from 2019 to 2021, the US experienced the greatest increase in all-cause pediatric fatalities (aged 1-19 years) in more than 50 years, with increased mortality disproportionately resulting from preventable injuries. Importantly, the authors identified widening racial and ethnic disparities across these preventable health outcomes, particularly for American Indian or Alaska Native and Black populations. 1 The most stark differences were observed for homicide and suicide, with Black youth 10 times more likely to die by homicide and American Indian or Alaska Native youth almost 3 times more like to die by suicide compared with White youth. Among both populations, firearms remain the dominant mechanism of injury underlying homicide and suicide deaths, and firearm fatalities were identified by Wolf et al 1 as one of the largest factors in observed disparities. Such findings are consistent with the trends that have been observed in the US throughout the past decade, where the firearm injury epidemic has continued to advance unabated and has now superseded motor vehicle crash deaths as the leading cause of death for US children and teens. 2

Findings from Wolf et al 1 spotlight the critical and urgent need for our nation to address firearm injury using established public health principles and science that parallel those we have applied for other leading causes of death. 3 Historically, infectious diseases and motor vehicle crashes were the leading causes of morbidity and mortality for US children and teens. 4 Yet, substantial decreases in mortality for these health outcomes have been observed over the past 70 years. 5

In particular, motor vehicle crashes serve as an important case study for how to apply the science of public health to injury. 5 Throughout the post–World War II era, fatalities from motor vehicle crashes continued to increase as more people in the US purchased cars, reaching a peak fatality rate in the early 1970s. Contradicting the conventional view of the time that such crashes were inevitable and exclusively the result of driver behavior, public health and injury prevention scientists began to examine this problem through a broader lens that considered the physical, social, societal, and behavioral contexts in which crashes were occurring. This generated novel data for scientists to better understand crash and injury epidemiology, as well as to develop, test, implement, and disseminate effective countermeasures.

Understanding the physical environment of a crash led to engineering safety advances that reduced the likelihood of crashes through changes in roads (eg, divided roadways, streetlights, and curved rails) and the potential for injury through changes in motor vehicles (eg, seat belts, airbags, tempered glass, and crash zones). Similarly, understanding the social environment surrounding a crash led to programs and policies that addressed key driver behaviors (eg, drinking/driving and speeding) preceding crashes or associated with injury outcomes (eg, seat belt use). Enhancing trauma response systems (eg, emergency medical services, trauma centers, and rehabilitation programs) reduced mortality and improved injury recovery. Attention to disparities in crash outcomes (eg, adolescent drivers) allowed scientists to identify data-based solutions (eg, graduated driver licensing policies) for key subpopulations. Mobilizing the nation’s scientific workforce to address this issue by funding research and establishing key institutions within government (eg, National Highway Traffic Safety Administration), academia (Transportation Research Institutes), and medicine (eg, trauma centers) to support that research has been critical to making progress and to addressing new areas (eg, distracted driving, automated vehicles) of crash prevention as they emerge. 5 , 6

Achieving similar results for firearm injury necessitates an approach that parallels motor vehicle crash prevention. Firearm injury science has lagged substantially behind other areas of injury and medical science due to the 25-year federal research funding gap. 7 Recent federal funding from the National Institutes of Health (NIH), the Centers for Disease Control and Prevention (CDC), and the National Institute of Justice, while limited in scope compared with the magnitude of this health problem and the size of the federal funding response to other public health epidemics (eg, HIV), 7 has allowed researchers to begin applying rigorous data-based science to this problem. Researchers have been able to ask and begin to answer fundamental questions about firearm injury epidemiology, as well as the key risk and protective factors that affect firearm injury outcomes.

Funding has also supported novel research to develop and evaluate programmatic and policy solutions for reducing firearm injury outcomes. Such work ranges from evaluating community-engaged interventions for reducing interpersonal firearm violence to identifying best practices in counseling for reducing access to lethal means (eg, firearms) for preventing suicide. This also includes evaluating novel policy-level interventions such as Extreme Risk Protective Orders that temporarily restrict access to firearms among those who are a risk to themselves or others. Applying lessons learned from prior work in injury prevention science, much of this research has worked to engage and center communities and populations disproportionately affected by firearm injuries in developing implementable solutions, as well as engaging firearm owners to help build broad coalitions focused on common goals around safety and injury prevention.

The findings of Wolf et al 1 highlight that despite these efforts, scientists remain in the early stages of addressing this health issue. These data also reinforce the critical need to not only examine programmatic and policy solutions that directly influence firearm injury outcomes, but also to focus broadly on addressing upstream social and structural determinants of health associated with disparities observed across a range of health outcomes, including firearm injury. Notably, Wolf et al 1 observed that the disparate increases in pediatric mortality of this period extended beyond firearm injuries to include medical issues such as pediatric asthma. 1 While the context surrounding such outcomes differs, common factors emerge in the examination of the role of adverse social and structural determinants of health in perpetuating health disparities, with the extant literature identifying the importance of considering policies associated with economic disinvestment in rural and urban communities, lack of adequate mental health and substance use treatment access, the consequences of longstanding structural and systemic racism, and the role of poverty. 8 - 10 Higher concentrations of county-level poverty, for example, are associated with increased rates of all-cause youth firearm-related deaths, including homicides and suicides. 9 Addressing disparities in firearm injury outcomes will require research that identifies potential upstream policy and community-level interventions that mitigate these adverse social and structural factors, such as enforcing antidiscrimination laws, investing in key educational and economic opportunities, and enhancing the physical and social qualities of neighborhoods. 11

National organizations (eg, National Academies of Sciences, Engineering, and Medicine) have called for social and structural determinants of health to be considered as key factors when examining injury and disease prevention, 12 and the CDC and NIH have increased funding to examine such issues across a range of health issues, including firearm injury. 7 , 13 Differences across context and demographic subgroups suggest that no single set of solutions, no matter how multifactorial and interdisciplinary, will solve this problem. Rather, various firearm-related injury subtypes and other health issues will require different but sometimes overlapping sets of solutions that cut across socio-ecological levels, involve multiple disciplinary perspectives, and engage different institutional and community partners. Regardless, a focus on upstream social and structural factors is an essential element of the research matrix addressing firearm injury prevention.

The findings presented in this issue of JAMA make clear that there is much work to be done. The current status quo of firearm injury as the leading cause of death for children and teens in the US remains unacceptable, particularly given the disproportionate impact on minoritized populations. Yet, it also remains clear that there is a path forward through the rigorous application of public health research and injury prevention science. Progress addressing such outcomes and accompanying disparities will require mobilizing a national effort analogous to our approach to motor vehicle crash injury prevention and other comparable public health epidemics.

Corresponding Author: Patrick M. Carter, MD, Institute for Firearm Injury Prevention, University of Michigan Ruthven Office Building, 1109 Geddes Ave, Ste 1000, Ann Arbor, MI, 48109 ( [email protected] ).

Published Online: May 4, 2024. doi:10.1001/jama.2024.4208

Conflict of Interest Disclosures: None reported.

Disclaimer: The views in this editorial are those of the authors. No honoraria, grants, or other form of payment were received for producing this manuscript.

Additional Contributions: The authors wish to acknowledge Institute of Firearm Injury Prevention (IFIP) staff, including Carrie Musolf, for their assistance in manuscript preparation. No compensation was received.

See More About

Carter PM , Seewald L , Zimmerman M. Injury Prevention Science and Firearm Injury in Pediatric Health. JAMA. Published online May 04, 2024. doi:10.1001/jama.2024.4208

Manage citations:

© 2024

Artificial Intelligence Resource Center

Cardiology in JAMA : Read the Latest

Browse and subscribe to JAMA Network podcasts!

Others Also Liked

• Register for email alerts with links to free full-text articles
• Access PDFs of free articles
• Manage your interests
• Save searches and receive search alerts

College of Nursing

Easing the pressure: supporting icu nurse decision making through digital innovation.

College of Nursing Assistant Professor Anna Krupp , PhD, MSHP, RN and Associate Professor Karen Dunn Lopez , PhD, MPH, RN, FAAN understand that intensive care unit (ICU) patients have a greater chance of developing functional decline, which may include new limitations in walking or a decreased ability to manage basic physical needs after hospital discharge. One common contributing factor for this is long periods of immobility, or remaining in bed, during ICU hospitalization.

With funding from the Agency for Healthcare Research and Quality , Krupp and Dunn Lopez are proposing to develop a decision support tool in the electronic health record. The goal is to make complex decisions about when it is safe to assist ICU patients out of bed more efficient for nurses. Currently, nurses look in multiple locations in the EHR for this information. The tool will summarize key patient information on one screen.

“ICU nurses make hundreds of decisions during a shift and the decision to assist a patient to sit on the edge of the bed or walk in the room requires that nurses know a lot about the patient and their stability over the previous shift,” said Clinical Assistant Professor and Co-Investigator Heather Dunn , PhD, ACNP-BC, ARNP. “Enhancing mobility in the ICU is crucial for positive patient outcomes. However, assessing readiness for activities like walking is challenging when data needs to be gathered from multiple sections of the medical record.”

The project will be conducted in two phases. First, they’ll develop the decision support tool with input from practicing ICU nurses. Next, the tool will be studied in two environments—a simulated EHR with nurses from across the nation and a real-world trial in the ICU.

Both Krupp and Dunn Lopez bring differing expertise. Dunn Lopez will use her knowledge with usability science and focus her time in a simulated setting identifying the ease, use, and effectiveness of the tool.

“One thing we know is that if something is not easy to use, it isn’t going to get used. But there are methods that can make sure that what you are developing is useful to the people who use it,” Dunn Lopez said.

Krupp will apply her ICU-based clinical expertise with her implementation science training to plan and study how decision support is used in everyday clinical practice.

“The best-designed tool does not guarantee routine use in complex healthcare settings. Implementation science identifies and addresses contextual factors to help promote its use,” said Krupp.

Krupp and Dunn Lopez suspect the results of the study will influence a “pragmatic way of accelerating the use of patient data with guideline recommendations at the point of care to support ICU clinicians in delivering evidence-based care, decreasing the duration of bed rest, and reducing hospital-acquired functional decline.”

Read more from our spring 2024 alumni newsletter .

• Precepting at YSN
• Event Calendar

The Unique Burial of a Child of Early Scythian Time at the Cemetery of Saryg-Bulun (Tuva)

<< Previous page

Pages:  379-406

In 1988, the Tuvan Archaeological Expedition (led by M. E. Kilunovskaya and V. A. Semenov) discovered a unique burial of the early Iron Age at Saryg-Bulun in Central Tuva. There are two burial mounds of the Aldy-Bel culture dated by 7th century BC. Within the barrows, which adjoined one another, forming a figure-of-eight, there were discovered 7 burials, from which a representative collection of artifacts was recovered. Burial 5 was the most unique, it was found in a coffin made of a larch trunk, with a tightly closed lid. Due to the preservative properties of larch and lack of air access, the coffin contained a well-preserved mummy of a child with an accompanying set of grave goods. The interred individual retained the skin on his face and had a leather headdress painted with red pigment and a coat, sewn from jerboa fur. The coat was belted with a leather belt with bronze ornaments and buckles. Besides that, a leather quiver with arrows with the shafts decorated with painted ornaments, fully preserved battle pick and a bow were buried in the coffin. Unexpectedly, the full-genomic analysis, showed that the individual was female. This fact opens a new aspect in the study of the social history of the Scythian society and perhaps brings us back to the myth of the Amazons, discussed by Herodotus. Of course, this discovery is unique in its preservation for the Scythian culture of Tuva and requires careful study and conservation.

Keywords: Tuva, Early Iron Age, early Scythian period, Aldy-Bel culture, barrow, burial in the coffin, mummy, full genome sequencing, aDNA

Information about authors: Marina Kilunovskaya (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Vladimir Semenov (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Varvara Busova  (Moscow, Russian Federation).  (Saint Petersburg, Russian Federation). Institute for the History of Material Culture of the Russian Academy of Sciences.  Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail:  [email protected] Kharis Mustafin  (Moscow, Russian Federation). Candidate of Technical Sciences. Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected] Irina Alborova  (Moscow, Russian Federation). Candidate of Biological Sciences. Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected] Alina Matzvai  (Moscow, Russian Federation). Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected]

Shopping Cart Items: 0 Cart Total: 0,00 € place your order

Price pdf version

student - 2,75 € individual - 3,00 € institutional - 7,00 €

Copyright В© 1999-2022. Stratum Publishing House

• Yekaterinburg
• Novosibirsk
• Vladivostok

• Tours to Russia
• Practicalities
• Russia in Lists

Rusmania • Deep into Russia

Out of the Centre

Savvino-storozhevsky monastery and museum.

Zvenigorod's most famous sight is the Savvino-Storozhevsky Monastery, which was founded in 1398 by the monk Savva from the Troitse-Sergieva Lavra, at the invitation and with the support of Prince Yury Dmitrievich of Zvenigorod. Savva was later canonised as St Sabbas (Savva) of Storozhev. The monastery late flourished under the reign of Tsar Alexis, who chose the monastery as his family church and often went on pilgrimage there and made lots of donations to it. Most of the monastery’s buildings date from this time. The monastery is heavily fortified with thick walls and six towers, the most impressive of which is the Krasny Tower which also serves as the eastern entrance. The monastery was closed in 1918 and only reopened in 1995. In 1998 Patriarch Alexius II took part in a service to return the relics of St Sabbas to the monastery. Today the monastery has the status of a stauropegic monastery, which is second in status to a lavra. In addition to being a working monastery, it also holds the Zvenigorod Historical, Architectural and Art Museum.

Belfry and Neighbouring Churches

Located near the main entrance is the monastery's belfry which is perhaps the calling card of the monastery due to its uniqueness. It was built in the 1650s and the St Sergius of Radonezh’s Church was opened on the middle tier in the mid-17th century, although it was originally dedicated to the Trinity. The belfry's 35-tonne Great Bladgovestny Bell fell in 1941 and was only restored and returned in 2003. Attached to the belfry is a large refectory and the Transfiguration Church, both of which were built on the orders of Tsar Alexis in the 1650s.  

To the left of the belfry is another, smaller, refectory which is attached to the Trinity Gate-Church, which was also constructed in the 1650s on the orders of Tsar Alexis who made it his own family church. The church is elaborately decorated with colourful trims and underneath the archway is a beautiful 19th century fresco.

Nativity of Virgin Mary Cathedral

The Nativity of Virgin Mary Cathedral is the oldest building in the monastery and among the oldest buildings in the Moscow Region. It was built between 1404 and 1405 during the lifetime of St Sabbas and using the funds of Prince Yury of Zvenigorod. The white-stone cathedral is a standard four-pillar design with a single golden dome. After the death of St Sabbas he was interred in the cathedral and a new altar dedicated to him was added.

Under the reign of Tsar Alexis the cathedral was decorated with frescoes by Stepan Ryazanets, some of which remain today. Tsar Alexis also presented the cathedral with a five-tier iconostasis, the top row of icons have been preserved.

Tsaritsa's Chambers

The Nativity of Virgin Mary Cathedral is located between the Tsaritsa's Chambers of the left and the Palace of Tsar Alexis on the right. The Tsaritsa's Chambers were built in the mid-17th century for the wife of Tsar Alexey - Tsaritsa Maria Ilinichna Miloskavskaya. The design of the building is influenced by the ancient Russian architectural style. Is prettier than the Tsar's chambers opposite, being red in colour with elaborately decorated window frames and entrance.

At present the Tsaritsa's Chambers houses the Zvenigorod Historical, Architectural and Art Museum. Among its displays is an accurate recreation of the interior of a noble lady's chambers including furniture, decorations and a decorated tiled oven, and an exhibition on the history of Zvenigorod and the monastery.

Palace of Tsar Alexis

The Palace of Tsar Alexis was built in the 1650s and is now one of the best surviving examples of non-religious architecture of that era. It was built especially for Tsar Alexis who often visited the monastery on religious pilgrimages. Its most striking feature is its pretty row of nine chimney spouts which resemble towers.

Plan your next trip to Russia

Ready-to-book tours.

Your holiday in Russia starts here. Choose and book your tour to Russia.

REQUEST A CUSTOMISED TRIP

Looking for something unique? Create the trip of your dreams with the help of our experts.