GRADUATE ADMISSION PROCESS. Purdue University School of Nursing

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1 GRADUATE ADMISSION PROCESS Purdue University School of Nursing The School of Nursing has set a preferred deadline in April by which graduate school applicants should forward their documents to the graduate office. However, a rolling admission practice will be conducted so that applicants are notified of their status as soon as possible. Once the dossier of an applicant is complete, the graduate administrative staff member will forward the file to members of the Graduate Admissions Committee on a rotating basis, usually 3-4 members (see Appendix A: Admission Process of Graduate Applicants). These members will use the approved applicant rater sheet (see Appendix B: Admission Recommendation Rating Scale) to evaluate the qualifications of the applicant. The committee members ratings will be compiled by the graduate staff member, and presented to the Graduate Admissions Committee during their next scheduled meeting. A review of the raters evaluations and comments will be made, and if favorable evaluations have been determined by the Committee members, the Committee as a whole will approve admission, with instructions that a letter of acceptance to be sent to the applicant. Subsequent to this letter, the applicant will either accept or decline the offer of admission. If reviewer(s) have further questions about the applicant, a request for additional documentation and/or an invitation for an interview (either telephone or face-to-face) will be forwarded to the applicant. If the applicant continues with the application process, an approved behavioral interview roster of questions will be used by the Committee members to conduct the interview (see Appendix C: Graduate Application: Behavioral Interview). Ideally, two committee members will participate in the telephone or face-to-face interview of an applicant. Based on the responses of the candidate during the interview, feedback from the Committee members who conducted the interview, and/or additional documentation that has been received, the Committee will discuss the candidate s admission status at the next scheduled meeting. A letter of acceptance or notice of decline of admission will be sent. If applicable, the candidate will either accept or decline the offer of admission. During the summer months when the Committee does not hold regularly scheduled meetings, every attempt will be made to have at least two Committee members convene in July/August to discuss applicants who have missed the priority deadline. Other graduate faculty members may be asked to review candidate files in the absence of Committee members. All other processes will be as outlined above.

2 Appendix A: Admission Process of Graduate Applicants

3 ADMISSION PROCESS PURDUE UNIVERSITY SCHOOL OF NURSING File sent to Graduate Admissions Committee Members Graduate Application Summary Prepared Questions about Applicant Documents Committee Review of Graduate Application Summary Phone Interview and/or request for additional documentation Admission Offered Admission Accepted Admission Declined Admission Offered Declined Admission Admission Accepted Admission Declined

4 Appendix B: Admission Recommendation Rating Scale

5 Applicant: Deg rees received: Degree sought: MS (ANP) MS (PNP) DNP Category 0 Points 1 Point 2 Points 3 Points 4 Points 5 Points Total Undergraduate GPA < >3.75 Graduate GPA (if applicable) < > GRE Verbal (mean = 151) Didn t take GRE (<=8 th %) (10 th -40 th %) (44 th -61 st % ) (65 th -80 th %) (83 rd - 99 th ) 2012 GRE Quantitative (mean = 152) Didn t take GRE (<=7 th %) (9th-39th %) (43 rd -60 th %) (64 th -77 th %) (81 st -99 th %) 2012 GRE Analytical Writing (mean = 3.7) Didn t take GRE <2.5 (<=6%) (6 th 29%) (30 th 48 th %) (49-73 rd %) 5-6 (92-99 th %) Goal Statement Uses language that sometimes impedes meaning because of errors in usage. Uses language that generally conveys meaning to readers with clarity, although writing may include some errors. Clear statement. Goal congruent with program Uses straightforward language that generally conveys meaning to readers. The language in the portfolio has few errors. Understanding of track is congruent with program focus. Evidence in statement that program will build upon clinical Uses graceful language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error-free. Clear statement. Evidence of perseverance in focus area. Uses graceful language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error-free. Exceptionally well stated. Clearly articulated. focus. experience. Relevant work experience <1 year 1 year 2 years >3 years >=4 years >=5 years References Good; significant knowledge applicant not demonstrated. Good, positive. Reflects belief applicant can be successful in graduate studies. Good references. Reflects ability to perform well in clinical & academic settings. Evidence of special clinical attributes (e.g., leadership, creativity, presentations, community outreach). Above average reference. Evidence of special clinical attributes (e.g., all previously listed information & publications). Outstanding references. Special attributes, abilities total score Demonstrates perseverance in professional growth. Involvement in special projects, committees, etc. Evidence of special projects, presentations. Evidence of creativity, leadership. Above average demonstration of innovation, leadership efforts, presentations. Evidence of special clinical attributes (e.g., all previously listed information and community outreach). Articulation of specialty. Evidence of special clinical attributes - all previously listed information & publications. Extension of self with national presence. TOTAL POINTS (35 MAX):

6 Test of English as a Foreign Language (TOEFL) Purdue Minimum International English Language Testing System (IELTS) Applicant Score Scale Applicant Score Requirement Reading 19 9 Expert user of English Listening 14 8 Very Good user Speaking 18 7 Good user Writing 18 6 Competent user TOTAL 69 points 5 Modest user Note: for TOEFL-Purdue Graduate School requires 77 points overall. Note: for IELTS -Purdue Graduate School requires 6.5 or higher. 4 Limited user 3 Extremely limited user 2 Intermittent user 1 Non-user Statistics course taken within past 5 years? Yes No Accept Conditional Acceptance_ Reject_ Recommend phone interview Reviewer: Date: Comments:

7 Appendix C: Graduate Application: Behavioral Interview

8 Graduate Application: Behavioral Interview: Name: Date: CIRCLE ONE RESPONSE FOR EACH QUESTION Questions: Strengths and Weaknesses, Policy, Underserved Populations, EBP, Time Commitment Outstanding Good Fair Poor 1. What are your greatest professional strengths and areas for improvement? 2. Can you describe a regional or national health care policy/issue that impacts advanced practice nurses? 3. What strengths do you possess that may help you work with an underserved population (e.g. rural areas, areas without adequate health care)? 4. Describe evidence-based practice as it relates to the role of nurse practitioner. 5. Graduate education is at a higher level than baccalaureate education and requires a significant time commitment. How will you incorporate studying and attending classes in your daily life? Questions: Attitude Toward Education, Leadership, APN Role, Ethics, Communication and Technology 1. Why are you interested in pursuing the nurse practitioner specialization at Purdue? 2. Describe two activities in which you have participated in your workplace or community that demonstrated your leadership skills. 3. What is the role of the advanced practice nurse in collaborating with other health care disciplines? 4. After graduation, how do you think you will be able to promote ethical nursing practice in a particular institution, community, or even nationally? 5. Students in the graduate program will be using multiple technologies How is newer technology changing communication patterns among health care professionals? TOTAL

9 CIRCLE ONE ITEM PER ROW Value Rubric: Oral Communication* Organization Language Delivery Central Message Capstone 4 Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable; is skillful and makes the content of the conversation cohesive. Language choices are imaginative, memorable, and compelling, and enhance the effectiveness of the presentation. Language in conversation is appropriate to audience. Delivery techniques (vocal expressiveness) make the conversation compelling; applicant conveys polish and confidence Central message is compelling (precisely stated, appropriately repeated, memorable, and strongly supported.) Milestones 3 2 Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable within the conversation Language choices are thoughtful and generally support the effectiveness of the presentation. Language in conversation is appropriate to audience. Delivery techniques (vocal expressiveness) make the conversation interesting; applicant appears comfortable. Central message is clear and consistent with the supporting material. Benchmark 1 Organizational pattern (specific Organizational pattern (specific introduction introduction and conclusion, and conclusion, sequenced material within sequenced material within the the body, and t ransitions) is not observable body, and transitions) is within the con versation intermittently observable within the conversation Language choices are mundane and commonplace and partially support the effectiveness of the presentation. Language in conversation is appropriate to audience. Delivery techniques (vocal expressiveness) make the conversation understandable, and applicant conveys tentative. Central message is basically understandable but is not often repeated and is not memorable. Language choi ces are unclear and minimally support the eff ectiveness of the presentation. Language in co nversation is not appropriate to audience. Delivery techniques (vocal expressiveness) detract from the understandability of the conversation and applicant conveys discomfort Central message can be deduced, but is not explicitly stated in the presentation. Integrative & Applied Learning Rubric* Reflection and Self- Assessment Demonstrates a developing sense of self as a learner Envisions a future self (and possibly makes plans that build on past experiences that have occurred across multiple and diverse contexts). Evaluates changes in own learning over time, recognizing complex contextual factors (e.g., works with ambiguity and risk, deals with frustration, considers ethical frameworks). Articulates strengths and challenges (within specific performances or events) to increase effectiveness in different contexts (through increased selfawareness). Describes own performances with general descriptors of success and failure. Foundations, Skills for lifelong learning Rubric* Reflection Reviews prior learning (past experiences inside & outside of the classroom) in depth to reveal significantly changed perspectives about educational & life experiences, which provide foundation for expanded knowledge, growth, & maturity over time. TOTAL POINTS (each column) Reviews prior learning (past experiences inside & outside of the classroom) in depth, revealing fully clarified meanings or indicating broader perspectives about educational or life events. Reviews prior learning (past experiences inside & outside of the classroom) with some depth, revealing slightly clarified meanings or indicating a somewhat broader perspectives about educational or life events. Reviews prior learning (past experiences inside & outside of the classroom) at a surface level, without revealing clarified meaning or indicating a broader perspective about educational or life events. (24 points maximum) (18 points maximum) (12 points maximum) (6 points maximum)

10 " Excerpted with permission from Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities. STAR Method of Behavioral Interviewing Situation: circumstances or state of events The interviewer wants you to present a recent challenge and situation in which you found yourself. Task: Tasks needed to deal with situation What did you have to achieve? The interviewer will be looking to see what you were trying to achieve from the situation. Action: Actions taken to complete the task What did you do? The interviewer will be looking for information on what you did, why you did it and what were the alternatives. Result: Outcomes as a result of your actions NOTE: Interviewers seek to understand how applicants handled prior situations, instead of what they might do in the future. Give an example of an occasion when you used logic to solve a problem. Give an example of a goal you reached and tell me how you achieved it. Describe a decision you made that was unpopular and how you handled implementing it. Have you gone above and beyond the call of duty? If so, how? What do you do when your schedule is interrupted? Give an example of how you handle it. Have you had to convince a team to work on a project they weren't thrilled about? How did you do it? Have you handled a difficult situation with a co-worker? How? Tell me about how you worked effectively under pressure. Describe a time when you set your sights too high (or too low). Tell me about a time when you were forced to make an unpopular decision Give me an example of a time when you motivated others. What is your typical way of dealing with conflict? Give an example. Tell me about a time when you had too many things to do and you were required to prioritize your tasks. Tell me about a time when you had to use your presentation skills to influence someone s opinion. Describe a time when you were faced with a stressful situation that demonstrated your coping skills. In the space provided, record the selected interview question(s) and summary notes: Situation Task Action WhAaPt PwRaOsVthEeDo:u5tc.o2m01e3of your actions? What did you achieve through your actions and did you meet your objectives.

11 Result Situation Task Action Result Other comments regarding the applicant s potential to perform successfully in the graduate program, based solely on this interview. Below, please rate the applicant with a representative group of individuals you have known during your professional career who have had approximately the same amount of experience and training: Check one: Below average (bottom 50%) Recommend without reservation Good Recommend with reservation Above average Do not recommend Outstanding (top 2%) Interviewer Name: Date:

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