our journey to holistic admissions

OHSU School of Nursing

Our Journey to Holistic AdmissionsDATE: MARCH 23, 2016 PRESENTED BY: PEGGY WROS, SENIOR ASSOCIATE DEAN FOR STUDENT AFFAIRS & DIVERSITY

Our Journey to Holistic Admissions

PEGGY WROS SENIOR ASSOCIATE DEAN FOR STUDENT AFFAIRS & DIVERSITY

MARCH 23, 2016

OREGON

Oregon Students in Higher Education

Educationally Disadvantaged

Economically Disadvantaged

Rural schools are poorly funded

Urban concentrationFirst in family

1950

th Ranking for percentage of college degrees

Underrepresented minorities (URM)

14.7%

We can’t keep doing the same thing and expect different results…

Creating a Diverse Nursing Workforce

Enrollment

Recruitment

Application

Admission

Local Drivers for Holistic Admissions

OHSU Strategic Plan & Diversity Initiative

234

SON Admissions Values Statement

SON Diversity Action Plan

1 SON Mission & Values

SON Strategic Plan

SON Admissions Mission & Vision

SON Mission & Values1

“To provide leadership in nursing and health care through thoughtful innovation in healing, teaching and discovery.”ValuesIntegrityDiversityCollaborationInnovationExcellence

SON Admissions Mission & Vision2

VisionA dynamic learning community made up of students and faculty with diverse perspectives and backgrounds in an academic environment that fosters the development of compassion, humanism, professionalism, and cultural competence.

“To actively recruit and retain highly qualified and diverse students in all nursing programs and campuses.”

Academic, professional, and/or leadership excellence that indicates a potential for success in the education program and in nursing practice, education and research;

Vision, motivation, and understanding of the nursing profession and the broad spectrum of nursing roles: and,

Potential to enhance, broaden, and contribute a diverse perspective to the experiences of students and faculty in education, practice, and research

SON Admissions Values Statement3

We seek applicants who demonstrate:

SON Diversity Action Plan4

Recruitment and retention of students

Recruitment and retention of faculty & staff

URM20%Goal

Men20%Goal

Veterans10%Goal

15

% New URM faculty

Search Committee Toolkit

Campus climate of inclusionCommunity partnerships

Non-academic data requested on all applications• First in family• High school with low resources or graduation rates• Foreign language as primary language• Economic disadvantage: poverty index, food stamps• Veteran• Rural

Essay questions on disadvantage/diversity

Interviews • Except for online RNBS and MNE

All Programs

SON Undergraduate Programs

Baccalaureate (3 year)

On-campus

Accelerated Baccalaureate

RN BS Completion

Online

OHSU School of Nursing Campuses

PortlandMonmout

h

Medford Klamath Falls

La Grande

OREGON

Oregon Consortium of Nursing Education (OCNE)

OHSU SON is the university partner

Shared curriculum across 100-300 level coursesSeamless transition for RN BS

On-campus Online

community college partners11

Undergraduate Holistic Admissions Process

Shared academic criteria across all schools within the consortium

Shared academic metrics across all schoolsSchool- specific interview and essay process

School-specific criteria that focus on student experiences and attributes

Academic Metrics

Shared by all OCNE partnersGPA

Completion of anatomy & physiology by application deadline

Additional degrees

Completion of prerequisites by application deadline

Non-Cognitive Factors

Student experiences and attributesHealthcare experience

Pre-nursing at a host campus (for regional campuses)

Completion of microbiology & chemistry

Commitment to social justice

Leadership experience

Experience with diversity or underserved populations

Q: Personal values

Q: Leadership

Q: Transferable skills

Q: Diversity

Q: Ability to tolerate stressful work situations

Q: Motivational fitness

Q: Oral & written communication

Interview and Essay Process

Bring top 20% of applicant seats forward to interview on each campus

Interviews• Faculty orientation (mock interviews;

unconscious bias)• Scoring rubrics• Regional campuses: five 1:1 oral interview

stations • Portland campus: group interviews

Proctored essays

Opportunities to tour campus; meet faculty and students

Individual Interview Process for Undergraduate

Students from OCNE partner schools• Admitted with good standing at community college

Students not from OCNE partner schools• Admitted if meet minimum requirements

(GPA/optional essay)

RNBS Program

Disadvantaged student application and matriculation percentages for all undergraduate programs.Undergraduate matriculation of disadvantaged students has increased over the past four years, with DA students becoming the majority in 2015.

2013 2014

Matriculated

Applied2015

5%

5%

9%

10%

39%

34%

74%

25%

2012

Changes to data collection better capture DA status

Four-year Fall snapshots for URM and disadvantaged students in undergraduate programs. URM percentage increased marginally, while overall percentage of disadvantaged students has risen markedly, indicating a greater diversity among disadvantaged students.

2012-2013 AY

2013-2014 AY

2014-2015 AY

2015-2016 AY

11%17%

52% 55%

11% 13% 14%

Total DA

URM

AY 12-13 AY 14-15AY 13-14 AY 15-16

AY 15-16 Fall snapshot for newly matriculated URM and disadvantaged students in undergraduate programs.

83%

92%87%

64%

85%73%

58%

58%58%

49%

62%54%

30%

43%35%

URMFirst in Family

Educ. DA

Econ. DA

Total DA

BS AshlandBS

MonmouthBS K. FallsBS La

GrandeBS PortlandTotal BS

ABS PortlandABS AshlandTotal ABS

TOTAL UG

Summer and Fall 2010





92%

96%

90%

95%

96%

84%

93%

94%

96%

96%

Graduation rates for all students and disadvantaged students by undergraduate cohort.Graduation rates hold steady regardless of disadvantaged status.

All Students Disadvantaged

MN• Health Systems and Organizational Leadership• Nursing Education

Advanced Practice MN/DNP• FNP• PMHNP• Nurse Anesthesia• Adult-Gerontology Acute• PNP Acute/Primary Care

Post-Masters DNP

PhD

Graduate Programs

Rubric for invitation to interview• Writing ability• References• GPA/GRE• Characteristics related to the specialty

• Clinical experience• Research match (PhD)

All applications reviewed• Make sure not missing applicants with unique

qualities

Flexible regarding minimum requirements• Depending on specialty

Graduate Admissions

PMHNP interview screening• Meet the minimum academic requirements• Underrepresented or experience with diversity• Brings unique perspective• Focus

Don’t include GPA/GRE in discussions following the interview

Specific Graduate Program Strategies

Number disadvantaged student applications, admissions, and matriculations for primary care APN programs.Overall graduate program interest among disadvantaged students jumped significantly after strategic changes were made in 2013.

Matriculated

Admitted

Applied

68

68

58

64

51

22

55

51

232013 2014 2015

Strategic changes

76%

77%

72%

66%

49%

56%

48%

52%

56%

Percentages of disadvantaged student applications, admissions, and matriculations for PC APN programs.Despite similar application and admission rates in 2014 and 2015, the lattersaw a marked increase in graduate disadvantaged student matriculation.

2013 2014

Matriculated

Admitted

Applied2015

2013-2014 AY 2014-2015 AY 2015-2016 AY

35%38%

44%

5%10% 13%

Three-year snapshot of URM and disadvantaged student Primary Care APN composition by cohort.The proportions of URM and disadvantaged students within the Primary CareAPN program are both steadily increasing.

URM

Disadvantaged

AY 14-15AY 13-14 AY 15-16

2013

2014

2015

87%

100%

100%

100%

100%

100%

88%

100%

100%

Primary care APN graduation rates for all students, URM students, and disadvantaged students by cohort.Graduation rates hold steady regardless of disadvantage status.

URM Students

Disadvantaged

All Students

PhD matriculation for non-DA students, URM students, and international students by cohort.While matriculation of international students has been consistent, we are starting to see URM students in the PhD program.

URMInternational &

Non-DA Students2011

2012

2013

2014

2015

96

244

111

21

2

4

Developing question bank

Increasing weight for diversity factors

Incorporation into accelerated program admissions on the Ashland campus

Consideration of other factors• Less weight on additional degrees• In-state residency• Veteran status

Next Steps for Undergraduate

Faculty buy-in to holistic admissions

Lack of understanding of disadvantage

Equality vs. Equity

Concern about potential for success of URM students

General Barriers

Strategies to work on• Diversity recruitment and outreach: all programs• Qualified applicants (Oregon Center for Nursing

report)• Faculty development/admissions committees• Once applicants meet criteria (or make the cut),

don’t include academic factors• Consistent review criteria:• SON values • Diversity and/or disadvantage• Potential student contribution to the SON and

nursing • Eliminate GRE for APN programs (or optional)• Provide timely admissions data to program

directors for feedback and improvement

Future Development

WWW.OHSU.EDU/SON [email protected]