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Johns Hopkins University Doctor of Nursing Practice

Graduate School (Nursing) • Baltimore, MD •  

Graduate School (Nursing) • Baltimore, MD

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Johns Hopkins University Doctor of Nursing Practice (DNP)

Johns Hopkins University is a private school. The School of Nursing has an application fee of $80 for U.S. residents. Tuition for the DNP program at Johns Hopkins University is Full-time: $1,939 per credit. The School of Nursing at Johns Hopkins University has 104 full-time faculty members. The total DNP enrollment is 638.

At-a-Glance

Tuition & Fees

Full-time: $1,881 per credit

Enrollment (ALL Programs)

Programs Offered

Master's, Ph.D., DNP

Johns Hopkins University 2024 Doctor of Nursing Practice & Specialties Rankings

Overall Score

Peer assessment score (out of 5)

Acceptance rate

Doctor of Nursing Practice (DNP) Program Rankings

• # 1 in Best Nursing Schools: Doctor of Nursing Practice

Nursing School Specialty Rankings

• # 4 in DNP Leadership  (tie)
• # 2 in DNP Nurse Practitioner: Adult / Gerontology, Acute Care
• # 1 in DNP Nurse Practitioner: Adult / Gerontology, Primary Care
• # 3 in DNP Nurse Practitioner: Family  (tie)
• # 1 in DNP Nurse Practitioner: Psychiatric / Mental Health, Across the Lifespan

Doctor of Nursing Program Admissions

Application fee (U.S. residents)

Johns Hopkins University Admissions

Applicants :

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Doctor of Nursing Program Cost

Tuition & Fees (In-State)

$1,939 Per Credit

Tuition & Fees (Out-of-State)

Required Fees

Johns Hopkins University Cost

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Doctor of Nursing Program Student Population

Minority Students

International Students

Johns Hopkins University Student Body

Minority Enrollment

Black or African American

Hispanic/Latino

Two or More Races

International

Native Hawaiian or Other Pacific Islander

American Indian or Alaska Native

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

Gender distribution (full-time) :

Doctor of Nursing Program Academics

Department Concentrations

• generalist nurse anesthesia
• nurse practitioner: adult-gerontology acute care nurse practitioner: adult-gerontology primary care
• nurse practitioner: family nurse practitioner: pediatric primary care
• nurse practitioner: psychiatric-mental health, across the lifespan dual majors

Johns Hopkins University Academics

Nursing School details based on 2023 data.

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Credit: Mike Ciesielski

Johns Hopkins celebrates faculty diversity program named for School of Nursing icon

A member of the school of nursing faculty for more than two decades and the first black woman to become a tenured professor at johns hopkins, fannie gaston-johansson was known for her life's work studying health disparities, pain management, and palliative care, as well as her dedication to fostering inclusion.

By Aleyna Rentz

Family, friends, and colleagues gathered April 19 at the Johns Hopkins University School of Nursing to celebrate one of its icons, the namesake behind the Fannie Gaston-Johansson Faculty of Excellence Program .

The festive event honored Gaston-Johansson , who died last year, as well as the program that now bears her name. The Target of Opportunity Program, an initiative to increase faculty diversity, was renamed in 2022 for Gaston-Johansson as part of the work of the Diverse Names and Narratives Project , an ongoing effort across the enterprise to more visibly honor and celebrate remarkable people from the institution's history, with a specific focus on those from historically marginalized and underrepresented groups.

In testament to the enduring impact Gaston-Johansson—the first Black woman to become a tenured professor at Johns Hopkins—the room quickly filled with people from her life: colleagues, neighbors, and dozens of family members. As guests waited for the ceremony to begin, they had the opportunity to view a small exhibit on Gaston-Johansson's life that included such artifacts as yearbooks, research publications, and the Painometer, a revolutionary diagnostic tool she invented that helps patients better convey their pain.

School of Nursing Dean Sarah Szanton , Nurs '93, '07 (PhD), gave the welcome address and land acknowledgement. Johns Hopkins University President Ron Daniels then delivered remarks on Gaston-Johansson's indelible legacy.

"In her two-plus decades here, Fannie inspired hundreds of nurses to set examples for high quality patient care in their communities," Daniels said. "She paved new paths for students to pursue research through the minority global health disparities research training program. And Fannie lit the way for researchers from long underrepresented backgrounds to ascend to the professoriate, a field with doors that were once firmly shut. It is only fitting then that we renamed in her honor our initiative devoted to faculty excellence and diversity, a core commitment of our second Johns Hopkins roadmap."

Other speakers included Alexis Bakos, Nurs '00 (PhD), a mentee of Gaston-Johansson; Amanda M. Brown , Nurs '04 (PGF), Fannie Gaston-Johansson Associate Professor, Department of Neurology and Neuroscience; Roland J. Thorpe Jr. , associate vice provost for faculty diversity; and Christian Johansson, School of Nursing Advisory Board Member and son of Gaston-Johansson, who recalled his mother's tenacious spirit:

"Mom grew up in the deep south at a time when opportunities and education were severely limited for a young Black woman. But she did not limit herself or her expectations of herself. She never took no for an answer. She marched to the beat of her own drummer, and she was committed to being the best and expected that from others, including us kids."

Established as part of the Faculty Diversity Initiative in 2015, the Fannie Gaston-Johansson Faculty of Excellence Program has been a key component in increasing faculty diversity over the past five years. Its impact includes the recruitment of 30 tenure track faculty across the university.

Fannie Gaston-Johansson was an internationally renowned nurse educator, researcher, and clinical practitioner. In 2007, she was named the first chair of the School of Nursing Department of Acute and Chronic Care . Gaston-Johansson directed the school's now-retired Center on Health Disparities Research, which worked to advance understanding of health disparities across the lifespan. Her research focused on end-of-life issues with an emphasis on strategies to manage pain and other symptoms in patients with cancer and terminal or chronic illnesses. She was named to the Maryland Task Force on Health Care Access and Reimbursement by former Maryland Governor Martin O'Malley and received the National Black Nurses Association's Trailblazer Award as well as citations from the U.S. Congress and the government of Sweden for her international and domestic research endeavors.

Image credit : Mike Ciesielski

Posted in University News

Tagged diversity , fannie gaston-johansson , school of nursing

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School of Nursing fosters mentor experience

campus news

Nursing student Lilian Igwe (right), who will graduate in May, is paired with mentor Tineka Pace. Photo: Meredith Forrest Kulwicki

By CHARLES ANZALONE

Published April 26, 2024

Tineka Pace is a Buffalo native and 2002 School of Nursing graduate “continuously haunted” by the memories of blatant and inconspicuous racism, cultural ignorance and bigotry that she has experienced during her career.

Because it matters to what she does now for the School of Nursing, she will explain what those strong words mean.

After a warning that some of the words she needs to use will be “offensive,” Pace will tell you about the numerous times she has been called “the N-word” by patients; the time when she walked into a room as a nurse manager and was asked by patients to see “your boss” and “empty the garbage” on her way out; and when her supervisor, who otherwise valued her work, looked the other way when she was clearly the target of racism.

“There has certainly been no lack of instances of inconspicuous racism that have plagued my life as a nurse. It feels as though the occurrences became more frequent as I progressed in my career,” says Pace, who is now nurse manager for the AmTrust Workers Compensation Utilization Review Unit.

“I want to emphasize that one of the most challenging aspects of my career has been dealing with microaggressions from colleagues and leadership.”

Here’s what she’s doing about it. Pace was singled out as one of — if not the most enthusiastic — participant in the School of Nursing’s mentorship program. It was clear that after George Floyd was killed in 2020, students were asking for extra support, Pace says, and she felt compelled to step forward.

Stick around. The story gets hopeful soon. But Pace is so invested, so committed to filling what she clearly sees as a need, it’s important to hear her out and understand where her urgency comes from.

“I have also been asked about my upbringing and my education in a way that suggests that I must have come from a disadvantaged background or a lower level of academic achievement,” she says. “How statements that imply that I must have been accepted into the UB SON through an affirmative action program or that I was hired into management to satisfy a diversity quota find their way into conversations still amazes me. The constant need to feel that I must prove myself is exhausting. My measurable accomplishments and achievements are constantly being overshadowed by notions that advancements were handed to me because I check two diversity boxes (female and black).”

The mentorship program Pace holds in such high esteem did indeed start in response to Floyd’s death in May 2020, according to Sophia Overton, clinical instructor and program lead.

A Sept. 14, 2020, panel entitled “Filling in the gaps: A discussion about professional challenges with racism in nursing” was led by Amy Hequembourg, the school diversity officer at the time. Pace was among the panelists who volunteered to become mentors for Black and African American students who desired support.

“It was evident Black nursing students felt they needed additional support to help them navigate racial tensions following the murder of George Floyd,” Pace says. “It was important to share my knowledge and experience with the next generation of nurses, especially those from underrepresented groups.”

Overton says the program provides nonacademic support to interested students.

“The support is student-driven based on their concerns, needs and interests. Some topics include self-care strategies, how to manage microaggressions, prejudices in the workplace, etc. The overarching goal,” she says, “is to help the mentees develop skills, confidence for their personal and career success.”

‘Support continues’

The mentors are registered professional nurses employed in various areas of the nursing profession, according to Overton. Many are members of the first professional nursing sorority in Buffalo, Iota Eta Eta of Chi Eta Phi Inc. Mentors correspond with their mentees at least twice monthly for 30 minutes to discuss topics of the students’ choosing.

“Some mentees still maintain contact with mentors,” says Overton. “The support continues.”

Lilian Igwe is a great example. A traditional nursing program student who will graduate in May, Igwe is paired with Tineka Pace.

“Prior to submitting my application, there was a rumor suggesting that individuals of color were frequently overlooked during the admission process,” says Igwe, who Pace described as “a brilliant and enthusiastic young woman with a bright future ahead of her.”

“Hearing this rumor definitely put fear in my heart about whether I would get in or not,” Igwe says. “Or if I should even consider applying.”

Now, Igwe is glad she did.

“I am on the e-board of the Multicultural Nursing Organization as the activities coordinator and am happy to be an African American who can give courage to other people of color like me to apply so I can invalidate that rumor,” she says.

 “Tineka is always connecting me with resources. I even won a scholarship she encouraged me to apply for. She checks in on me often to make sure I am staying on track.

“Knowing her has been a consistent reminder about how successful a Black woman can be. That is reassuring while being in a predominately white institution,” Igwe says.

“I would definitely keep in touch with her after I graduate from the UB nursing program, and I recently asked her to do the honor of pinning me for my nursing pinning ceremony.”

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Lauren Briggs, Nursing

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Name: Lauren Briggs

College: College of Nursing

Major: Nursing

Classification/Year: Senior

Hometown: Wake Forest, NC

Hobbies/interests: Nursing, travel, reading, cooking and baking, spending quality time with family and friends

ECU GOES WITH YOU

How will you take ECU with you after graduation? The past four years at ECU are filled with so many memories. My favorite memory is doing the Annual Polar Plunge during my senior year with my roommates and friends. ECU has also connected me with many networking opportunities that have helped me find my dream job. I feel prepared to take the next step in my career due to the communication and relationship-building skills that ECU has fostered.

Lauren Briggs’ family moved to Wake Forest from California when she was 5, but she is a North Carolinian at heart. Her parents are both accountants. Her older brother is a data scientist, and her younger brother is studying engineering.

“They always put stress on academics and achieving so that’s why I’m a little type A. They wanted me to also become an accountant; I rebelled and went into health care instead,” Briggs said.

Her family also stressed compassion. Briggs doesn’t remember a time that her house wasn’t full of foster animals.

“We have two dogs and a cat of our own, and then we have about 10 puppies running around the house at any given time,” Briggs said. “It’s a bit of a zoo.”

When she was 10, Briggs took a trip with her family to Ecuador, which she remembers as dramatically shifting her perception of the world, and how other people live in it. Somehow before her junior year of high school, she’s still not quite sure how, she talked her parents into letting her spend three weeks on the coast of southern Spain in a study abroad program with a family that didn’t speak a word of English.

“I did language classes in the mornings and in the afternoons, I volunteered at a local Alzheimer’s clinic, so I ended up getting pretty conversational in Spanish,” Briggs remembered.

At the same time, her grandmother was in the thick of her own struggle with Alzheimer’s. Briggs’ mother was her grandmother’s primary caregiver.

“I saw the effects the disease can have, not just on the individual, but the family and the community as well. I realized then I wanted to go into health care,” Briggs said. “I wanted to make a difference.”

While she was in high school she started scouting colleges, and after learning about East Carolina University’s Honors College, she was leaning toward becoming a Pirate. When she encountered the College of Nursing’s Early Assurance program – where qualified incoming freshmen who are selected are given a guaranteed place in a nursing cohort – and was offered a place in the program, her decision was settled.

“I always had a love for teaching. I would go to the local coffee shop and tutor for community service hours,” Briggs said. “The Early Assurance program is all about creating more nurse educators and nurse researchers because there is a lack and a real need for them right now.”

During the Early Assurance interview process, Briggs met Dr. Kim Larson, the program’s then-director and a nursing research fixture at ECU. Briggs values Larson as a mentor key to her successes in nursing school.

“She had a personal interest in me since the beginning. Once I started my research, which is a requirement with the Honors College, she really took me under her wing,” Briggs said.

Larson has decades of experience partnering with health care peers in Central America and recently received a Fulbright Scholarship to study how nurses are supporting the Ukrainian diaspora across Europe, that resulted from Russia’s invasion in 2022. Larson recruited Briggs to join her in Poland as a member of her Fulbright study team, collecting primary data that will support the development of training programs for European nurses caring for Ukrainian refugees.

“Lauren is a dynamic student with a passion for addressing the social and cultural factors that impact child health. She recently received an Undergraduate Research and Creative Achievement award for her Signature Honors Project which shows that she is a high achieving student,” Larson said. “As importantly, though, she is a joy to be around. I know she will do great things in her future.”

ECU College of Nursing student spent a week in Poland assisting with research into how European nurses can provide culturally appropriate care for members of the Ukrainian diaspora .

Prior to travelling to Poland, Briggs and seven of her ECU nursing peers shared a virtual exchange with 11 Polish nursing students from Krakow, each side sharing their learning processes in large group discussion and then meeting with partners one-on-one in virtual spaces. Actually meeting her Polish compatriots in person was a pleasure, Briggs said.

“They were so welcoming. We walked around the city; I think we got 20,000 steps, and they showed me all their favorite places and we got to try their food. They’re very proud of their culture,” Briggs remembered. “It was just a week, but what I saw there and learned about Polish and Ukrainian culture will be with me for the rest of my career.”

After graduation, Briggs is heading back to Wake County. She already has a job waiting at WakeMed in Cary, working in the mother/baby unit and training to work in the Neonatal ICU.

“During our OB semester, I had Dr. Andrea Sessoms. She is fabulous and the passion she has for women’s health is infectious,” Briggs said. “I went into my OB clinical not really knowing and left like, ‘That’s what I want to do.’”

While Briggs is graduating as a Pirate nurse, she’s not really leaving Greenville and ECU. After graduation she’s continuing her schooling through the College of Nursing’s unique BSN to Ph.D. program, to become a researcher and nurse educator herself and teach succeeding generations of nurses.

“Nurses are the ones at the bedside, we’re the ones seeing the problems firsthand, so why are we not as involved in education and research?’ Briggs asked.

Lauren Briggs presents her research involving Ukrainian refugees at a Health Sciences research conference.

Her life is about to get very hectic – as a full-time nurse, full-time doctoral student and a full-time graduate research assistant – but she relishes the opportunity to continue to learn and grow. She credits her time at ECU with broadening her life experiences, which lead her to pursue women’s health – especially for those who are pushed to the margins of health care.

“Through ECU I realized exactly what I want to do. There is such a lack of culturally competent care,” Briggs said. “As a nurse, you’re dealing not just with the mom — it’s the baby and family, as well. What I’ve learned from ECU is going to be vital to patient satisfaction, patient success and patient safety.”

Briggs said she values the culture of excellence and concern for students built over six decades of nurse education at the College of Nursing.

“What makes ECU nursing so unique is that it truly is a community. We all want to pass together, and no one is getting left behind. The professors want to help and they care about you; you’re not just another nursing student, you’re Lauren, a nursing student,” Briggs said.

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Ningbo, Zhejiang Province, China (city)

Elektrostal, Moscow Oblast, Russia (city)

Ningbo, Zhejiang Province, China (city) Taicang Port, China (seaport)

Estimated transit time: 1 days

Taicang Port, China (seaport) Taicang Port, China (seaport)

Estimated transit time: less then 24 hours

Taicang Port, China (seaport) St. Petersburg, Russia (seaport)

Estimated transit time: 49 days

St. Petersburg, Russia (seaport) St. Petersburg, Russia (seaport)

St. Petersburg, Russia (seaport) Moscow, Russia (city)

Estimated transit time: 2 days

Moscow, Russia (city) Elektrostal, Moscow Oblast, Russia (city)

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Ningbo, Zhejiang Province, China (city) Vorsino, Moscow, Russia (station)

Estimated transit time: 25 days

Vorsino, Moscow, Russia (station) Moscow, Russia (city)

Ningbo, Zhejiang Province, China (city) Electrougly, Russia (station)

Electrougly, Russia (station) Moscow, Russia (city)

Taicang Port, China (seaport) Vostochny (Nakhodka), Russia (seaport)

Estimated transit time: 20 days

Vostochny (Nakhodka), Russia (seaport) Vostochny (Nakhodka), Russia (seaport)

Nakhodka-Vostochnaya, Russia (station) Electrougly, Russia (station)

Estimated transit time: 21 days

Electrougly, Russia (station) Electrougly, Russia (station)

Suzhou, China (station) Suzhou, China (station)

Suzhou, China (station) Vorsino, Moscow, Russia (station)

Estimated transit time: 32 days

Vorsino, Moscow, Russia (station) Vorsino, Moscow, Russia (station)

Suzhou, China (station) Electrougly, Russia (station)

Estimated transit time: 34 days

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