Holistic admissions in undergraduate nursing: One school's journey and lessons learned

Wros, Peggy; Noone, Joanne

doi:10.1016/j.profnurs.2017.08.005

Cited by 22 publications

(27 citation statements)

References 14 publications

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“…Study findings also suggest that leader efforts to promote diversity can have a significant impact. Thus, prior insight about the need for leader buy-in (Glazer et al, 2016 ; Wros & Noone, 2018 ) was also supported. In addition, future examination of the specific influence of program-level leaders on holistic review may prove valuable.…”

Section: Implications and Conclusionmentioning

confidence: 80%

“…Because factors known to facilitate effective holistic review were incorporated into the conceptual model, study findings, which supported the model, also help validate existing recommendations to advance holistic review: through outreach, by supporting students beyond the admissions process, and by monitoring diversity-related outcomes (Addams et al, 2010 ; American Association of Colleges of Nursing 2016; Association of American Medical Colleges n.d.; Glazer et al, 2016 ; Wros & Noone, 2018 ). Study findings also suggest that leader efforts to promote diversity can have a significant impact.…”

Section: Implications and Conclusionmentioning

confidence: 98%

“…Over the last decade, health professions educational programs have widely adopted holistic review admissions practices as one means to increase diversity among students (Urban Universities for HEALTH, 2014 ). Although the existing literature suggests that holistic review is effective, much of the evidence for its association with increased URM enrollment stems from evaluations involving a single institution or small numbers of programs (Felix et al, 2012 ; Grabowski, 2018 ; Wells et al, 2011 ; Witzburg & Sondheimer, 2013 ; Wros & Noone, 2018 ; Zerwic et al, 2018 ). Findings from one large 2013 national survey of 228 publicly-funded health professions schools showed that a high percentage of schools—including 93% of dental and 91% of medical schools—self-identified as using holistic review, and a majority using it reported increased diversity among students (Urban Universities for HEALTH, 2014 ).…”

Section: Introductionmentioning

confidence: 99%

“…In their review of interventions to enhance diversity in medical schools, Vick and colleagues ( 2018 , p. 57) note that, among the principles to improve diversity, culture is the one most often neglected. Moreover, the need for a supportive organizational culture—in other words a culture that values diversity and inclusion (or ‘diversity culture’)—is often mentioned in articles about holistic review (DeWitty, 2018 ; Glazer et al, 2018 ; Wros & Noone, 2018 ); yet, the influence of culture has not been specifically examined. The purpose of this study was to enhance understanding of effective holistic review by exploring the role diversity culture plays in the holistic admissions process at two PA programs (or ‘cases’) with high URM enrollment (relative to other programs using holistic review).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

How organizational culture influences holistic review: a qualitative multiple case study

Coplan

Evans

2021

Adv in Health Sci Educ

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Studies primarily involving single health professions programs suggest that holistic review in admissions can increase underrepresented minority (URM) representation among admitted students. However, data showing little improvement in the overall proportion of URMs in many health professions, despite widespread use of holistic review, suggest that relatively few programs using holistic review admit substantial proportions of underrepresented minorities. Therefore, more research is needed to understand factors that facilitate holistic review practices that successfully promote diverse student enrollment. The literature suggests that a supportive organizational culture is necessary for holistic review to be effective; yet, the influence of culture on admissions has not been directly studied. This study employs a qualitative, multiple case study approach to explore the influence of a culture that values diversity and inclusion (‘diversity culture’) on holistic review practices in two physician assistant educational programs that met criteria consistent with a proposed conceptual framework linking diversity culture to holistic admissions associated with high URM student enrollment (relative to other similar programs). Data from multiple sources were collected at each program during the 2018–2019 admissions cycle, and a coding manual derived from the conceptual framework facilitated directed content analysis and comparison of program similarities and differences. Consistent with the conceptual framework, diversity culture appeared to be a strong driver of holistic admissions practices that support enrolling diverse classes of students. Additional insights emerged that may serve as propositions for further testing and include the finding that URM faculty ‘champions for diversity’ appeared to strongly influence the admissions process.

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Section: Implications and Conclusionmentioning

confidence: 80%

Section: Implications and Conclusionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

How organizational culture influences holistic review: a qualitative multiple case study

Coplan

Evans

2021

Adv in Health Sci Educ

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“…HAR is identified as necessary for healthcare education programs and can meet the demand to educate greater numbers of healthcare professionals representing diverse populations. Use of HAR places value on students' life experiences, cultural backgrounds, and the characteristics that define a qualified nurse applicant 22 . It broadens the lens on which criteria should be used to determine the attributes of an applicant, beyond standard academic metrics 3,8 .…”

Section: Holistic Admission Reviewmentioning

confidence: 99%

Social justice as an expression of caring through holistic admissions in a nursing program: A proposed conceptual model

et al. 2020

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Aim: This paper presents HAR as an expression of caring to create social justice within nursing and achieve a workforce that is representative of those being served. Background: The lack of diversity within the health professions has been expressly linked in the literature to health disparities among underrepresented and marginalized groups. Recommendations: Recognizing the value of diversity within healthcare has been the impetus for some health profession programs to use holistic admissions review (HAR) in the assessment and evaluation of applicant suitability. While current HAR recommendations in nursing broaden the lens on which criteria should be used to determine applicant suitability beyond standard academic metrics, existing models do not examine applicants' caring capacity. Conclusion: Given caring is the essence of nursing, the authors offer a guiding framework to supplement the American Association of Colleges of Nursing criteria for HAR and a model by which nursing applicants are evaluated on their capacity to care.

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Current holistic admission review practices of U.S. doctor of physical therapy programs

Mazurek,

Mathieson

2024

Discov Educ

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Background The social, cultural, and ethnic diversity of healthcare workers should match that of the U.S. population to improve health outcomes and decrease health disparities. The population’s diversity is increasing, though many health care professions lack diversity in their academic programs. The holistic admissions (HA) process considers an applicant’s unique experiences, achievements, and traits in addition to academic metrics when making admission decisions. HA has been shown to be an effective strategy to increase cohort diversity by considering the whole person instead of focusing on academic metrics. Purpose This study explored the extent to which U.S. Doctor of Physical Therapy (DPT) programs are implementing HA in their admissions process to diversify their admitted cohorts. The study further examined how programs defined diversity. Methods Using a cross-sectional, descriptive research design, 272 accredited DPT programs were invited to complete an online survey to collect data on admissions practices. Cross-tabulation was used to analyze coded responses. Inductive thematic analysis was used for open-ended responses. Results Thirty-five (71.4%) of the 52 respondents reported they were currently or were planning to use HA in their respective DPT program. Most respondents (88.6%) reported a positive experience, including an increase in student cohort diversity without a decrease in graduation rate. Four themes emerged as the definition of diversity: ethnicity (i.e., under-represented minorities), other demographics, life experiences, and challenges overcome. Conclusion Although this study represents a sample of DPT programs, the data show most programs using HA and have experienced increased diversity without a risk to academic performance.

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Holistic admissions in undergraduate nursing: One school's journey and lessons learned

Cited by 22 publications

References 14 publications

How organizational culture influences holistic review: a qualitative multiple case study

How organizational culture influences holistic review: a qualitative multiple case study

Social justice as an expression of caring through holistic admissions in a nursing program: A proposed conceptual model

Current holistic admission review practices of U.S. doctor of physical therapy programs

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