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Master of Arts in Art Therapy and Counseling

Program

The Art Therapy and Counseling graduate program equips students with the skills and knowledge to apply the theory of art therapy in various treatment situations. Working with specified treatment objectives, students learn to combine art therapy theory and practice with psychodynamic and psychotherapeutic technique. They can work with individuals and/or groups using the theoretical and clinical education they have received. This integrated approach provides a comprehensive foundation for sound clinical work with many different clinical and culturally diverse populations.

This distinctive program was founded in 1967 at Hahnemann Medical College and Hospital; it was the first continually operating program in the world to offer graduate-level art therapy education. Committed to progress within the field of art therapy and counseling, the program provides students with extensive exposure to current psychological, developmental, psychotherapy, and art therapy theory and practice.

The Art Therapy and Counseling program's 90-quarter-credit curriculum is designed to meet the Pennsylvania Licensed Professional Counselor (LPC) educational requirements. Be advised, however, that licensure requirements vary widely from state to state, and may change at any time. Therefore, if you are or will be interested in counseling licensure in the future, you are strongly advised to access and check the requirements for any state(s) in which you plan to work and practice. It is the students' responsibility to know and understand the requirements for any type of future licensure.

What you'll learn

Through a dynamic and multi-dimensional learning process, students of the Art Therapy and Counseling program develop a clear understanding of the significant role that imagination and empathy for the patient plays in art therapy. The students also learn about themselves and the role that their cognitive and emotional reactions play in the relationship between themselves, as art therapists, and the patient/client.

The Art Therapy curriculum is a synthesis of multiple dynamic and interactive educational components including theory, practice/clinical, intersubjective experience, clinical supervision, and research. Together, these interactive components provide a foundation for the development of an understanding of the complex interaction that occurs in the art therapy process between the therapist, the patient/client, and the art process.

Key program components include:

  • Advanced education in the theoretical and clinical foundations of art psychotherapy;
  • Multiple supervised clinical placement opportunities with a range of populations in a variety of settings, such as medical and psychiatric hospitals, inpatient and outpatient behavioral health facilities, schools, continuing care facilities, community health centers, correctional facilities and more;
  • Emphasis upon the study of emergent art making within the context of the therapeutic relationship;
  • Integration with students of other creative arts therapies while helping each student develop a strong identity as an art therapist;
  • Master's thesis research or capstone project guided by a chosen multidisciplinary committee;
  • Experiential art making processes integrated with theoretical, clinical and self-exploratory learning.

What makes the Drexel Art Therapy and Counseling program unique?

  • This groundbreaking program was the first of its kind.
  • Students combine art theory with real-life clinical fieldwork.
You are part of the Drexel University College of Nursing and Health Professions with access to various practice environments, the arts studio and educational facilities.

COMPLIANCE

The College of Nursing and Health Professions has a compliance process that may be required for every student. Some of these steps may take significant time to complete. Please plan accordingly.

Visit the Compliance pages for more information.

Admission Requirements

Background checks:

As a student of the College of Nursing and Health Professions you will be required to satisfactorily complete a criminal background check, child and elder abuse checks, drug test, immunizations, physical exams, health history, and/or other types of screening before being permitted to begin clinical training.

You will not need to submit documentation of these requirements as part of your application to the master's program. Failure to fully satisfy these requirements as directed upon enrollment may prevent assignment to a clinical site for training. A background check that reflects a conviction of a felony or misdemeanor may affect your ability to be placed in certain facilities, and later, to become board certified and licensed.

Deadline:

Priority deadline: completed applications due December 1. Regular deadline: completed applications due January 15.

Degree:
A Bachelor's degree from an accredited institution and a minimum overall GPA of 3.0 or above on all previous coursework.

Standardized Tests:
N/A

Transcripts:

  • Official transcripts must be sent directly to Drexel from all the colleges/universities that you have attended. Transcripts must be submitted in a sealed envelope with the college/university seal over the flap, or submitted through a secure electronic transcript delivery service. Please note that transcripts are required regardless of number of credits taken or if the credits were transferred to another school. An admission decision may be delayed if you do not send transcripts from all colleges/universities attended.
  • Transcripts must show course-by-course grades and degree conferrals. If your school does not notate degree conferrals on the official transcripts, you must provide copies of any graduate or degree certificates.
  • If your school issues only one transcript for life, you are required to have a course-by-course evaluation completed by an approved transcript evaluation agency
  • Use our Transcript Lookup Tool to assist you in contacting your previous institutions

Prerequisites:
18 credits in studio art courses demonstrating range of media; 12 credits in psychology, including mandatory courses in developmental psychology and abnormal psychology. Behavioral research methods course recommended.

References:
Three letters of recommendation required. At least two recommendations should be from current or former academic instructors. Letters of recommendation should be requested and submitted electronically through your online application.

    Personal Statement/ Essay:
    A 300-750 word typed essay. Considered an autobiography, this essay is intended to serve as a writing sample while telling us more about you.

    CV/Resume:
    Required. Include relevant education, work and service/volunteer experience.

    Interview/Portfolio:
    Art portfolio:
    Submit a portfolio of 10-15 works of art that demonstrates facility with a range of media and personal understanding of creative process. Must include image descriptions documenting title, media, dimensions and year. Submit through drexelgraduate.slideroom.com.

    Interview: Select applicants will be invited to attend a required, in-person, group interview. International applicants will be contacted individually to arrange for a video or telephone interview. Due to the number of applications received, we are not able to schedule an interview with every applicant.

    Additional Requirements for International Applicants

    • Transcript Evaluation: All international students applying to a graduate program must have their transcripts evaluated by the approved agency: World Education Services (WES), 212.966.6311, Bowling Green Station, P.O. Box 5087, New York, NY 10274-5087, Web site: www.wes.org/.
    • TOEFL/IELTS: Applicants who have not received a degree in the United States are required to take the Test of English as a Foreign Language (TOEFL) or International English Language Testing System test. An official score report must be sent directly to Drexel University Application Processing. The minimum TOEFL score is 90, and the minimum IELTS score is 6.5. For more information visit the Web site: www.ets.org, then click on TOEFL.
    • I-20/DS-2019 and Supporting Financial Documents (international students only): After confirming attendance to Drexel, students will receive an email from ISSS with instructions for applying for their I-20/DS-2019 and submitting supporting financial documents.

    International Consultants of Delaware, Inc.
    P.O. Box 8629
    Philadelphia, PA 19101-8629
    215.222.8454, ext. 603

    Commission on Graduates of Foreign Nursing Schools
    3600 Market St., Suite 400
    Philadelphia, PA 19104-2651
    215.349.8767

    World Education Services, Inc. (WES)
    Bowling Green Station, P.O. Box 5087
    New York, NY 10274-5087
    212.966.6311

    Tuition and Fee Rates:
    Please visit the Tuition and Fee Rates page on Drexel Central

    Application Link (if outside organization):
    N/A

    Curriculum

    The MA in Art Therapy & Counseling is a 90-quarter credit program. The minimum completion time for the program is two years (seven quarters) on a full-time plan of study, although some students may take longer to complete all program requirements, or opt for a decelerated plan of study. The majority of classes are taught in-person on Drexel's College of Nursing and Health Professions campus in Center City Philadelphia, with select classes offered online.

    The coursework consists of both Art Therapy-specific and general mental health counseling coursework. Art Therapy-specific topics include:

    • Assessment and treatment planning for children, adolescents, adults, older adults and families
    • Group dynamics in art therapy
    • Neuroscience and trauma approaches
    • Studio art for art therapists
    • Media, materials and processes
    • Social and cultural foundations in art therapy
    • Symbolism, creativity and metaphor in art therapy
    • Professional identity for art therapists

    Mental health counseling coursework covers theories and skills in:

    • Human psychological development
    • Psychopathology and the Diagnostic and Statistical Manual of Mental Disorders
    • Social and cultural foundations in counseling
    • Behavioral research
    • Group dynamics in counseling
    • Theories of counseling and psychotherapy
    • Career counseling
    • Clinical appraisal and diagnosis
    • Professional ethics
    • Foundations of Creative Art Therapies

    Clinical experience is integrated with classroom learning, with students participating in two practicums and one internship throughout the course of the program. For more information on the clinical education component of the Art Therapy program, click on the "Clinical Practices" tab above.

    A Culminating Project rounds out the curriculum. Second-or third-year students conduct a Culminating Project that integrates practice with theory and/or research. Under the guidance of their Culminating Project advisor, students design a project that explores aspects of both their respective Creative Arts Therapies discipline and counseling. Examples of Culminating Projects include development of a method, a community engagement project, research thesis or artistic project. Culminating Projects may be connected to a student's internship, but it is not a requirement. At the end of each academic year, students present their Culminating Projects to peers, faculty, friends and family at their respective program's Colloquium. Students are also encouraged to submit projects to regional and national conferences when applicable.

    Accreditation

    AATA: Approved by the American Art Therapy Association.www.arttherapy.org/

    Clinical Practices

    The students learn how to apply the theory of art therapy in various treatment situations. Working with specified treatment objectives, students learn to combine art therapy theory and practice with psychodynamic and psychotherapeutic technique. They can work with individuals, groups or families using the theoretical and clinical education they have received. This integrated approach provides a comprehensive foundation of sound clinical work in different treatment settings and with different clinical populations.

    The Art Therapy program offers 1200 clinical art therapy educational hours. The number of clinical practicum and internship hours offered by the program meets the educational standards of the American Art Therapy Association and exceed the hours required in most art therapy graduate programs. Students begin their clinical experience as soon as they enter the program. The clinical education parallels the classroom education and is enhanced by 3 to 3.5 hours of individual and group supervision per week. As part of the clinical and supervisory experience, students receive a visual/verbal log in which to record their clinical experiences in words and artwork. They use these logs in their supervision in order to better articulate and understand the complex dimensions of the art therapy process.

    First-year students have three clinical practicum experiences, one in each quarter. The first quarter clinical practicum is accompanied by an intensive course on Professional Orientation and Ethics I. The first practicum experience is one in which the art of clinical art therapy observation is taught through practical experience, role modeling, and art therapy supervision. The second practicum emphasizes a gradual increase in active participation in art therapy sessions while integrating their learned observational skills. This occurs with the guidance of the on-site art therapy supervisor. The degree of involvement in the art therapy process increases concomitant to the student's skill development which is discussed in various clinical supervision venues, and evaluated through the clinical evaluation process. The third quarter is a continuation of practicing art therapy under the guidance of an art therapist wherein observation skills and art therapy skills begin to mature. In order to provide a range of clinical art therapy experience, the student spends the first two quarters at one clinical site and the third quarter at a different clinical site. Consequently, the student experiences two different treatment settings, two different human service provider systems with different organizational dynamics, and two different clinical populations. These clinical practicum experiences are assigned by the Clinical Coordinator, and require that an art therapist be on site with the student during the first year. The on-site art therapist serves as a role model for the first-year student to observe.

    The second-year internship offers an opportunity for students to mature and specialize as clinical interns. With the guidance of the Clinical Coordinator and the clinical guidelines and requirements students can choose their own clinical site which need not have an art therapist on site. This internship lasts the entire academic year and gives the student the experience of being part of a treatment team. Often when students choose an internship site where there is not a pre-existing art therapy service, they receive first hand experience of developing this service, with administrative and clinical supervision. The result of this experience often is the creation of job. A large percentage of the students are offered jobs at the conclusion of their internship in sites where they have created the service. Students receive off-site supervision by a registered art therapist as well as two group small supervisions on campus.

    News & Events

     

    08/14/18

    Citizens Bank Park Commencement 2018The tradition continues as the all-University Commencement ceremony was held for the third straight year under the bright lights of Citizens Bank Park. This video captures not only the excitement of the day, but also the essence of the Dragon.

    Hollywood legend M. Night Shyamalan addressed the new graduating class and issued a challenge for our graduates to go out and change the world. We're looking forward to witnessing all the incredible achievements of our CNHP alumni!

    04/24/18

    This is the first edition of R & B News (Rundio & Brooks News) or as we like to refer to it: “R & B (Rhythm & Blues) or R & B Rocks.”

    The following are nursing highlights from the past month:

    The most significant item to highlight is the excellent Collegiate Commission on Nursing (CCNE) accreditation site visit that we had from February 26th through February 28th, 2018. The CCNE will make their final board decision in early October 2018 regarding our reaccreditation of all nursing programs. So, we cannot state that we have been re-accredited. We can state that we had an accreditation site visit and that we met all four standards and elements with no recommendations.

    I want to bring attention to the American Heart Association—a passion of mine for several years now. I became involved while supervisor of emergency services at Atlantic City Medical Center, City Division, now AtlantiCare. While serving as chair of the emergency cardiovascular care committee for New Jersey for three years, I led the way to regionalize this committee becoming the DE-NJ-PA ECC Regional Committee and creating more effective use of resources. A group of representatives from each state, not including me, took up the planning of how the committee would proceed. As a result, they requested that I chair the new regionalized committee. I have served two years thus far.

    The committee has changed its focus from being, what I call “the CPR police” to getting CPR and AEDs out in the community and policy changes like mandating CPR and AEDs in schools. I would like to encourage everyone to join You’re the Cure—the American Heart Association’s health policy site. There you’ll be able to learn about significant initiatives by state, communicate with key legislators using sample letters provided, connect with advocates near you and stay up-to-date on the heart and stroke issues that matter most to you. This takes less than five minutes to do. As cardiac arrest happens to any one of us, our loved ones and colleagues, I am really passionate about AHA’s initiative.

    If you feel the same as I do, please send me the information requested below and I will send it to AHA for you. Yes, I want to join You’re the Cure.

    • NAME
    • EMAIL
    • ADDRESS
    • TELEPHONE NUMBER

    In future issues, I will share more about my work with AHA. And, for anyone who really knows me well, there will certainly be some humorous things that have happened.

    Congratulations to Suzan Blacher, PhD (c), MSN, RN, CARN on her appointment as chair of the ANCB (Addictions Nursing Certification Board) for the International Nurses Society on Addictions. Congratulations, Professor Blacher!!!

    The next issue will focus more on the Health Professions. Please submit any item that you want published in this newsletter, and don’t forget, anyone, faculty, staff and students, can submit items to the Daily Dose.

    Al Rundio, PhD, DNP, RN, ARPN, NEA-BC, FAAN
    Clinical Professor of Nursing
    Associate Dean for Academic Nursing
    Chief Academic Nursing Officer

    Stephanie Brooks, PhD, LCSW, LMFT
    Clinical Professor
    Associate Dean for Academic Health Professions
    Director of PMC Program

    04/24/18

    Faculty and Student Accolades

    The American Academy of Nursing inducted 173 nurse leaders as Fellows in the Academy Three of those receiving one of nursing’s highest honors are CNHP professors. The inductees are: associate professor Joan Rosen Bloch, PhD, CRNP; associate clinical professor Theresa Campo, DNP, FNP-C, ENP-BC, FAANP, and associate clinical professor and department chair Kymberlee Montgomery, DrNP, CRNP-BC, CNE, FAANP.

    Sue Smith, PT, PhD, CNHP associate professor and dean emerita, was elected a Distinguished Fellow in the National Academies of Practice (FNAP). A Distinguished NAP Fellow is a very high honor that acknowledges outstanding achievements and recognition in promoting Interprofessional Practice and Education toward the goal of improving healthcare.

    As part of its accreditation process, The Collegiate Commission on Nursing (CCNE) visited the Drexel University College of Nursing and Health Professions on February 26, 27 and 28, 2018. The Commission reviewed all of the nursing programs against their very stringent guidelines. ALL of our nursing programs met compliance in all four standards and elements completely with NO recommendations.

    Creative arts therapies Assistant Professor Girija Kaimal, EdD is on the #100WomenInScience list. Twice. A celebration of ground-breaking, trailblazing research led by women, this list of 100 articles from Taylor & Francis journals represents the most-downloaded research from the last five years in medicine, health, STEM and the social sciences, with a female lead author.

    Anna Schlupp, a student in the graduate nutrition program, presented at the Annual Meeting for the Society for Adolescent Health and Medicine in Seattle, WA on March 21, 2018. Her poster presentation is titled “Is RDS for YMSM? Successful enhancements to respondent driven sampling methods for recruiting 15-18 year old participants in Philadelphia.”

    The College of Nursing and Health Professions received a top ranking from Community for Accredited Online Schools (CAOS) for 2017. Coming in at number two in the country, our Certified Registered Nurse Anesthetist (CRNA) program scored a 99.07 out of 100. COAS cited CNHP offering a high student-teacher ratio and credit for experience.

    Creative arts therapies Assistant Professor Girija Kaimal, EdD was named one of the #100WomenInScience. One of her studies, “Active-duty military service members’ visual representation of PTSD and TBI in masks” was downloaded more than 13K times and the other, “Reduction of Cortisol Levels and Participants’ Responses Following Art Making” saw close to 12K downloads.

    Amber Amick, an MSN student in the Adult Gerontology Acute Care Nurse Practitioner program was selected to receive the Ralston Center’s Award for Excellence in Gerontology Nursing.

    Nutrition science graduate student Kira Sy has been selected to receive the 2018 Pennsylvania Academy of Nutrition and Dietetics Foundation Diversity Scholarship Award.

    Joseph Stanzione, PhD student in Nutrition Sciences, has been selected for a 2017 to 2018 Teck-Kah Lim Graduate Student Travel Award. This award provides a travel subsidy to encourage graduate student participation in prestigious academic meetings and conferences nationwide. Stanzione will present at the American Society for Nutrition in Boston in June 2018. The title of his abstract is “Evaluation of Lean Body Mass as a Predictor of Dietary Protein Intake."

    Publications

    Paek MS, Nightingale C, Tooze JA, Milliron BJ, Weaver K, Sterba K. Contextual and stress process factors associated with head and neck cancer caregivers’ physical and psychological well-being. European Journal of Cancer Care. 2018; [EPub ahead of print].

    Ayers P, Boullata J, Sacks G. Parenteral nutrition safety: the story continues. Nutr Clin Pract. 2018;33:46-52.

    Sarah Wenger, Jason Drott, Rebecca Fillipo, Alyssa Findlay, Amanda Genung, Jessica Heiden, Joke Bradt; Reducing Opioid Use for Patients With Chronic Pain: An Evidence-Based Perspective, Physical Therapy, Volume 98, Issue 5, 1 May 2018, Pages 424–433

    Research by Layla Booshehri, PhD, assistant research professor, and collaborator Jerome Dugan, PhD, assistant professor, both of health systems and sciences research department, has been published. The paper, in collaboration with Sandy Bloom, MD, associate professor, and Mariana Chilton, PhD from Dornsife School of Public Health, appeared in the Journal of Child and Family Studies—Booshehri is the first author and Dugan, the second.

    An article by Laura Gitlin, PhD, Dean and Distinguished University Professor, and others titled "Targeting Behavioral Symptoms and Functional Decline in Dementia: A Randomized Clinical Trial" was recently published in the Journal of the American Geriatrics Society. The goal was to determine whether a home-based activity program (Tailored Activity Program; TAP-VA) would reduce behavioral symptoms and functional dependence of veterans with dementia and caregiver burden.

    Dean and Distinguished University Professor Laura N Gitlin, PhD co-authored a paper titled “African-American caregivers’ perspectives on aggressive behaviors in dementia”in Dementia.

    The purpose of the research was to determine why African-American dementia caregivers report less upset and more confidence managing aggressive behaviors. After interviewing 13 African-American family caregivers, the researchers determined it was due to two common themes: “It’s the disease, not the person,” and “You’ve got to pick your battles.”

    Presentations

    Nancy Gerber, PhD, director, PhD program in creative arts therapies, presented at the European Congress of Qualitative Inquiry in Leuven, Belgium in February 2018. Her presentation, entitled "Mixed Methods Research and Arts-Based Research: A Creative Synthesis," represents a collaboration between Gerber and University of Adelaide's Mandy Archibald, PhD, who co-authored a forthcoming article entitled "Arts and Mixed Methods Research: An Innovative Methodological Merger."

    Stephen F. Gambescia, PhD, professor in the Department of Health Services Administration, was a presenter for delegation of health education and government professionals representing 12 of China’s provinces. Gambescia’s presentation “Health Education Specialists as Keystones to the Health Enhancement Team” showed how to plan, organize and implement mass public health screening programs.

    Director of Music Therapy Flossie Ierardi, MM, MT-BC, LPC, Director of Field Education Scott Horowitz, MA, MT-BC, LPC, and Assistant Clinical Professor Dawn Morningstar, MA, BC-DMT, LPC, appeared as presenters at the "Trauma: A Paradigm Shift" Symposium on Saturday, February 17. The symposium covered a number of trauma-related topics including mindfulness and self-care for the therapist, cultural trauma and the experiences of counselors of color, intergenerational trauma, domestic violence, and the uses of the creative arts in trauma stewardship and self-care.

    Assistant Clinical Professor Yasmine Awais, MAAT, ATR-BC, ATCS, LCAT, LPC and Creative Arts Therapies doctoral candidate Marisol Norris, MA, MT-BC, presented at the "Critical Pedagogy in the Arts Therapies: A Public Conversation" on March 13, 2018 at New York University.

    Nancy Gerber, PhD and doctoral candidates Jacelyn Biondo and Ming Yuan Low participated as workshop presenters at symposium entitled "Arts-Based Research: Getting Messy and Asking Critical Questions." The symposium was held on March 10, 2018 and sponsored by the music therapy department of the State University of New York.

    Glenn N. Williams, PT, PhD, ATC, associate professor and department chair of physical therapy and rehabilitation science, presented “Next Generation Rehabilitation: Better Outcomes, Lower Costs, Happier Clients” at the BAYADA Speaker Series on March 22, 2018 in Philadelphia.

    Lisa B. Aiello, RN, MSN, AOCNS, APRN, assistant clinical professor, presented a poster titled “Assessment Of Genomic Knowledge Among Nurses In An Online RN To BSN Completion Program” at Maimonides Medical Center Fifth Annual Nursing Research Conference and a podium presentation at the International Society of Nurses in Genetics (ISONG), titled “Assessment Of Genomic Knowledge Among Nurses In An Online RN To BSN Completion Program.” In addition, Aiello recently published a manuscript in Clinical Journal of Oncology Nursing titled "Genomics education: Knowledge of nurses across the profession and integration into practice."

    Students from two nursing programs, Dionisia Echevarria (RN-BSN) and Marc Summy (NACE) presented posters at the New Jersey Emergency Nurses' Association's 40th Annual Emergency Care Conference on March 21, 2018 at the Tropicana Casino and Resort in Atlantic City, NJ. Echevarria's poster was titled "Secondary Traumatic Stress and Emergency Nursing"and Summy's poster was titled "Analyzing Patient Handoff from Emergency Medical Services to Emergency Department Personnel to Ensure Efficient, Accurate, and Optimal Care."

    Angela Colsitra, PhD, assistant clinical professor and opioid researcher, participated in a panel discussion on April 18 at the University of the Sciences presented by APHA - ASP titled "A Crisis in Pain: Fighting the Opioid Epidemic."

    Dance/movement therapist and assistant clinical professor Dawn Morningstar, MA, BC-DMT, NCC, LPC presented her experience working with a group of adolescent boys in special education in a TED-style talk for American Dance Therapy Association.

    Sponsored Research and Major Gifts

    Jaime Slaughter-Acey, PhD, MPH, principal investigator and assistant professor in the Departments of Health Systems and Sciences Research and Graduate Nursing has been awarded a research grant in the amount of $34,904 from the Russell Sage Foundation for a two-year investigation of the inter-relationship between race and skin color on the pregnancy outcomes of black women called “Shades of Color: The Impact of Skin Tone on African American Women and Their Birth Outcomes.”

    Brandy-Joe Milliron, PhD, assistant professor in the Department of Nutrition Sciences and principal investigator, has been awarded a $25,000 grant to develop nutrition-related programming for cancer caregivers and survivors by the Sidney Kimmel Cancer Center at Thomas Jefferson University. The project, entitled "Optimizing Healthful Nutrition of Cancer Caregivers and Survivors," will identify nutrition-related beliefs and behaviors, and post-treatment nutrition-related challenges, from the perspectives of cancer caregivers and survivors, a critical first step in development of nutrition interventions.

    Joke Bradt, PhD, MT-BC, an associate professor in the Department of Creative Arts Therapies and principal investigator, and collaborators have been awarded a $1,270,000 grant by National Institute of Nursing Research (R01NR016681) for their study "Mechanisms of Music Therapy to Palliate Pain in Patients with Advanced Cancer." Chronic pain is one of the most feared symptoms in people with cancer. Insufficient relief from pharmacological treatments and the fear of side effects are important reasons for the growing use of complementary pain management approaches in cancer care. The purpose of this three-year multi-site randomized controlled trial is to examine the underlying mechanisms of interactive music therapy for chronic pain management in people with advanced cancer. The study will recruit outpatients with advanced cancer and bone metastases pain at Hahnemann University Hospital and Thomas Jefferson University Hospital.

    The Hahnemann Hospital School of Nursing Alumni Association contributed $100,000. Funds will be used to enhance the association’s endowed scholarship fund benefiting undergraduate nursing students.

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