Assessment of Admission Criteria and Selection Process for Nurse Education Programs

Assessment of Admission Criteria and Selection Process for Nurse Education Programs by Mary Ann Jarmulowicz M. S. N. , Georgetown University, 1990 B. S. C. S. , University of Maryland, 1999 B. S. N. , California State Fullerton, 1985 A. A. , Golden Gate Community College, 1983 Diploma, Saint Francis Hospital, School of Nursing, 1972 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University January 2012 Abstract Qualified student enrollment to nurse education program is limited by admission criteria predetermined by faculty; however, little is known regarding the development and consistency of selection criteria. The purpose of this study was to examine the admission requirements of nursing programs to better understand the philosophical underpinnings and complexity of selection criteria. The conceptual frameworks of teaching philosophy,Qualified student enrollment to nurse education program is limited by admission criteria predetermined by faculty; however, little is known regarding the development and consistency of selection criteria. The purpose of this study was to examine the admission requirements of nursing programs to better understand the philosophical underpinnings and complexity of selection criteria. The conceptual frameworks of teaching philosophy, complexity, and gatekeeping guided this research. This descriptive correlational study used a cross-sectional design to survey a purposeful sample of full-time faculty teaching in nurse education programs in a southeastern state. Descriptive analyses, independent t test, and a Lambda analyses were employed on self-reported program practices, teaching philosophy, and demographic data. Descriptive analysis documented that nurse education was a limited access major with 73% reporting either very or extremely competitive admission. Descriptive analysis identified 35 distinct admission criteria that were usually combined into a weighted scoring system that favored empirical evidence aligned to accreditation and licensure requirements. Independent t test revealed that associate degree programs employed significantly more criteria than did baccalaureate programs to select students. Lambda analysis found no association linking faculty teaching philosophy to the complexity of admissions criteria. This study demonstrated that competitive admission processes exist but vary significantly across programs, and suggests that more research is required since this variability in criteria may impact diversity within nursing education. Positive social change can be achieved by a critical review of admission requirements to ensure a more diverse nursing workforce able to deliver culturally competent care. Abstract Assessment of Admission Criteria and Selection Process for Nurse Education Programs by Mary Ann JarmulowiczAssessment of Admission Criteria and Selection Process for Nurse Education Programs by Mary Ann Jarmulowicz M. S. N. , Georgetown University, 1990 B. S. C. S. , University of Maryland, 1999 B. S. N. , California State Fullerton, 1985 A. A. , Golden Gate Community College, 1983 Diploma, Saint Francis Hospital, School of Nursing, 1972 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University January 2012 Dedication This dissertation is dedicated to my mother, Mary Anna Urban Jevsevar (6/28/1920-5/28/1990), and to all the past, present, and future first-generation college students. In 1948, my mother was processed through Ellis Island as she and her family fled the communist takeover of, what was at that time, Czechoslovakia. My mother always encouraged me to learn. She denied herself to save every dime so I could go to school and become a registered nurse, and in her words, a career woman. Thank you Mama, I could not have made it without you. Acknowledgments I am grateful to those who have helped me on my Walden journey May 2004 to January 2012. First, I owe my deepest gratitude to Dr. Roberta McKnight, my dissertation chair, and my committee member, Dr. Deborah Bauder. Dr. McKnight‘s mentoring; attention to detail, critical feedback, and constant positive encouragement helped me refine research skills. Dr. Bauder guidance ensured the methodology and analysis of this study was accurate. Colleagues, Dr. Harvey Varnet and Dr. Gordon Haist, University of South Carolina-Beaufort, supported my journey. Dr. Varnet ensured clarity and understanding of nursing language and Dr. Gordon Haist questioned aspects of theory, especially Freire‘s work. I would also like to thank Dr. Rose KearneyNunnery for being at the end of my journey to provide the last, albeit needed, push to the end. Lastly, I would like to thank my friend, Lisa Hiles; my husband, Wesley; my son, Marc Daniel, and my daughter-in-law, Tabatha for constant encouragement and asking the important question, ―Aren‘t you done yet? ‖ Without the support of these people, I would not have achieved this goal in life. I encourage other nurse educators to influence social change in education through a quote by Freire (1993): As I teach, I continue to search and re-search. I teach because I search, because I question, and because I submit myself to questioning. I research because I notice things, take cognizance of them, and in so doing, I intervene. And intervening, I educate and educate myself to do research so as to know what I do not yet know and to communicate and proclaim what I discover. (p. 35) Thank you all. i Table of