Role Of Nurse Promoting Health

Role Of Nurse Promoting Health This essay will look at the role of the nurse in promoting health of female adults (25-45) in terms of sexual health and behaviour. It will give definitions of Sexual health and promotion, which will also cover areas such as health models in relation to sexual health and behaviour. It will give an overview of what the role of the sexual health nurse is and throughout the essay relate the nurse and their importance to promoting sexual health. The essay provides government initiatives that are being set in place to highlight the issues surrounding this age group and that show how these affect this specific age group. With this particular client group, which is the female adult, will look at Sexually Transmitted Infections (STIs) and what control measures and interventions are being put in place to lower the rate in Scotland. The Royal College of Nursing (Royal College of Nursing. 2000) defines sexual health as the physical, emotional, psychological, social and cultural well-being of a persons sexual identity and the capacity and freedom to enjoy and express sexuality without exploitation, oppression, physical or emotional harm. Sexual health is also a term used to associate sexually transmitted diseases such as HIV or AIDS. Whereas an individuals sexuality is shaped by their environment, self-concept, health or disability. This in the role of nursing means that sexual health nurses must take a holistic view of the individual when assessing the clients needs. To focus solely on the sexual behaviour of the individual , ignores the influence of the wider social context we live in. Each society is structured by dominant gender roles, ideologies and power inequalities that appear to prescribe certain expectations and assumptions about what is Normal or Natural sexual expression for men and women (Dallos et al. 1997). In society today with this specific age group there are large differences than that of a generation ago. There are more individuals marrying later and substantially more marriages ending in divorce. This for an older population means more individuals possibly being with more partners than what was deemed as respectable a generation ago and seeking new relationships with different partners after ending marriages. These changes to society bring an increased number of individuals with sexual health issues and a growing number of sexually transmitted diseases. Mace (1974) defines sexual health as being a combination of the somatic, emotional, intellectual and social aspects of sexuality which enhances personality, communication and wellbeing, giving the individual an enriching positive experience. There are three basic elements of sexual health, which are, the capacity to enjoy sexual and reproductive behaviour in accordance with a social and personal ethic. Freedom from fear, shame, guilt, false beliefs and other psychological responses, freedom from impaired sexual relationships and freedom from organic disorders, disease and deficiencies that interfere with sexual and reproductive functions. All individuals consider sexual health and wellbeing differently, this is usually determined by their own sexual experiences and /or by their interactions within the healthcare system. Within the healthcare system there are nurse led sexual health clinics. These clinics are run by specialist nurses in sexual health and are available to any individual seeking advice or guidance in relation to their sexual health needs. These clinics provide patients/clients with one stop specialist sexual health screening, family planning advice, sexual transmitted infection tests which when results are given can also provide prescribed medication that can be given free of charge. They can also use a referral system for counselling and hospital admission. Sexual health is a sensitive area, set in a rapidly changing society and health care system. Providing sexuality and sexual health care can be an intimate process. Scotland has a history of poor sexual health with rising incidents of STIs, which include HIV. The sexual health nurse practitioner must have the skills to give the client the best informed care available. There is an abundance of research studies available to the sexual health nurse in improving their knowledge and the latest changes to policy and procedures within the NHS healthcare system. Taking a holistic view approach to the individual sexual wellbeing but at the same time recognising the individuals diversity of moral, cultural and ethical view of their sexual health. The skills involved in this area are, being able to identify the needs and priorities of the individual. Being able to set aims and objectives that are acceptable and which are seen as a reachable target by the individual. The sexual health nurse must always include the client in all decision making, consulting and negotiation of the client needs and care. This cannot be obtained unless the practitioner has up to date knowledge of policies and available resources within the clients graphical area. Being ab le to plan, act and evaluate the care and treatment of the individual, is vital in the aim of empowering the individual to gain control of their sexual health. But of the most vital skills required, is a skill that is used across all areas of nursing, which is communication, without this the client will not feel trust and care, thus will not improve their health. There are staff training and development programmes in all services that address sexual health issues as appropriate to the needs of the client group. This includes services for which sexual health is not a main priority. Staff should be expected to be knowledgeable, supportive and non-judgmental in their approach to clients. Using evidence-based knowledge which is available through a varied means of learning, gives the sexual health nurse up to date insights on changes and recommendations of daily practices within the sexual health area of healthcare. With Scotland having the highest rate of unwanted pregnancies in Europe. Many sexual health statistics show the higher amounts of recorded STIs are in areas of the poorest population. Sexual health services in Scotland treat large numbers of young female adults with low cost interventions, but this has proved to be poorly developed due to under-investment, lack of strategic leadership and low prioritisation. These factors have resulted in a variance in accessibility and quality of services available to this clientele. With sexual health being a personal and sensitive area of health. There is still a stigma attached to the use of these services, that can result in the lack of public involvement and proves difficult to obtain a public voice. Scotland issued a national sexual health and relationship strategy. This was published as the Respect and Responsibility: strategy and action plan for improving sexual health in Scotland. This strategy was launched in January 2005, with the aim to enhance sexual health promotion, education and services provisions, which is now in its second phase (2008-2011). This is to address the wider societal issues related to sexual health with shifting cultural and behavioural change. The strategy has nine standards, that set out the initiative. The developments of the second stage includes a publication of an HIV Action Plan, that has prevention as its main core and commitment in providing treatment and care for all those who need it. All sexual health services performance will be monitored in each of the NHS Boards areas by the NHS Quality Improvement Scotland (NHS QIS). The government standards are not a set of rules but a guidelines for all NHS Boards to develop and improve sexual health services. The standards are set out as follows: Standard One A comprehensive range of specialist sexual health services is provided locally and that individuals with the greater need are treated as a priority. This means that each NHS board must provide a full range of sexual health services that will identify the needs of the local population and to prevent inequality within the area. These services must ensure a high quality of care within these services to reduce individual morbidity and maintain public health. Standard Two The public has access to accurate and consistent information about sexual health relevant to the clients needs. Access to accurate and unbiased information, this can only assist if the client attends the service facility or if information is made available within all doctors waiting rooms. Standard Three NHS boards ensure the development and delivery of integrated approaches to sexual health improvement, particularly in relation to young people. This standard is in relation to the role of the parent or carer and the positive influence that they assume there is between parent and child, but this is not always the case in most families and certainly not in the case of young adults over the age of twenty-five. Standard Four Individuals who are diagnosed with a STI, see an appropriately trained member of staff to organise partner notification (contact tracing). This would be an ideal strategy in the prevention of increased rates of STIs but we do not live in a society that is so open and understanding with each other. Standard Five Individuals attending for ongoing HIV care are offered high quality sexual and reproductive healthcare to improve personal wellbeing and to minimise the risk of transmitting infection to others. This will raise the quality of sexual and reproductive healthcare provided for this clientele. Standard Six Women receive safe termination of pregnancy with minimal delay, followed by contraceptive advice and psychological support. The Sexual health nurses role in this situation is to provide information on all contraceptive interventions and arrange for counselling if the client needs it. Standard Seven Men who have sex with men who are at risk of sexually transmitted hepatitis B are offered vaccination. Statistics show that homosexual men are 54% more likely to seek sexual health advice than a heterosexual male. Standard Eight All individuals have access to intrauterine and implantable contraception. These are more effective and the individual is not required to have continuous routine follow-ups until the expiry of the contraception. This can reduce the rate of unwanted pregnancies but eludes the need for education of the individuals sexual behaviour. Standard Nine All staff who deliver sexual health are adequately and appropriately trained. Sexual Health care like any other area of healthcare requires a high standard of competency, with a non-judgemental and sensitive approach towards the individual. The staff must also be aware of legal and local policies to protect the individual and their care. Sexual health is not just about clinical services. These services must make a contribution to the vast effort of promoting sexual health rather than just that of sexual behaviour. This may result in, these services only being beneficial to this client group, if they attend. But for those that are not fully aware of these confidential services, the only other means of finding out about these services is through the power of literature provided within doctors surgery waiting rooms or through advice and instruction from relationships with peers and family. This has a follow on effect to the quality and amount of sexual health and relationship education reaching Scotlands young female adults. Sexual health services such as Specialist Family Planning Clinics, Genito-Urinary Clinics, GPs, Chemists and Nurse Practitioners can provide sexual health services that the individual can use to access advice, information, contraception such as condoms, morning after pill to longer lasting contraception such as implant (Implanon), Contraception Injection or the IUD (Coil). These are measures to stop unwanted pregnancies but these services also provide screening for STIs with follow up assistance and guidance. Within these services, the sexual health nurse will provide the instruments for avoiding STIs, unwanted pregnancies and all screening and testing but they must also provide the individual with holistic health education. An individuals emotional, social and spiritual aspects of their health are just as important as the physical aspects. People learn best when they feel secure, the relevant and appropriate needs are met, they are actively involved and know and understand what has to be done to reach their goals set but most importantly they are respected as individuals in their own right. (Daines et al 1992) For the sexual health nurse, there are several models of nursing that can be used with the nursing practice of sexual health and behaviour. Beatties Model of health promotion offers a structural analysis of Health Promotion. Beattie suggests that there are four strategies of health promotion which are 1. Health persuasion. This is aimed at the individuals and is co-ordinated by the sexual health nurse and other members of the multidisciplinary team, to be persuaded and encouraged the individual to change to a healthier lifestyle. The sexual health nurses role is to be the expert or prescriber. Activities include advice and information. 2.Legislative action. This strategy protects the population by making healthier choices available. The sexual health nurse is the role of Custodian knowing what will aid the improvement of the individuals health. Activities could include policy work and lobbying. 3.Personal Counselling. The Sexual health nurse use their skills to empower the individual to have the confidence to take more control of their health. This intervention is client led with a focus on personal development. 4.Community Development. This strategy is similar to personal counselling, with the aim of seeking to empower or enhance the skills of the community with their sexual health with further education. Beatties model is a useful tool for the sexual health nurse because it can identify a clear framework for deciding a strategy but remind them that the choice of interventions can be influence by social and political aspects. (Beattie, 1991) Tannahills model of health promotion is extensively accepted by health care workers. Tannahills model takes a holistic view, showing that all three spheres of activities are entwined. The three spheres of Tannahills model are Health education, which emphasises on communication to enhance well-being and prevention of ill health through knowledge and attitudes. Prevention, by reducing or avoiding risk of disease or ill health through medical interventions. Health Protection, using legislative, fiscal or social measures in the bid to safeguard the populations health. This model suggests that all aspects are interrelated but they also reflect distinctive ways of looking at health issues and is descriptive of what goes on in practice but does not show why the sexual health nurse may chose one approach over another. (Downie et al 1996) There is also the Empowerment model by Tones, which its main principle is to enable individuals take and gain control over their own sexual health. Healthy Public policy + Health Education = Health Promotion, health promotion involves improving a populations health through improvement of their lifestyle (or behaviour), environment, and health policy. It prioritises empowerment as the core value and strategy underpinning and defining the practice of health promotion. The support of the individuals is also vital for implementing change. Tones model of empowerment enhances individual autonomy and enables individuals, groups and communities to take control of their sexual health. (Tones Tilford 2001) All the above models aid the sexual health nurse to think through the aims, implications of different strategies and their own role as the practitioner with a successful outcome. Health promotion has a full range of modifiable determinants of health which are not just concerned with only individual behaviours and lifestyles but other societal factors such as income, social status, education, employment, work conditions and also factors such as access to health services and their physical environment. These effect everyone throughout their lives and health. This is a ongoing challenge within health promotion for sexual health nurses. Using data collected from GUM clinic setting, between 2004-2008, it was observed that diagnosis of STIs, as an example Gonorrhoea infection had raised 77% within young adult females group. Even though this seems to be a large percentage of reported cases, Scotland is ranked ninth (for Gonorrhoea infection) in comparison to thirteen areas of the United Kingdom. Within Scotland, the Scottish Government are diligent in obtaining the national statistics in regards to sexual health as this give them a clearer insight on how to update and promote better health services available to the population. Scotlands statistics for STIs with young adult females (25-45). In the past five years (2004-2008) of data collection, there has been on average 3,388 reported cases and this covers eleven NHS Boards covering Scotland. Although data show that STIs, unintended pregnancy and abortion are more prevalent in those aged less than 25, these issues also affect older age groups. In 2008, individuals aged 25-44 comprised 40% of the workload in GUM clinics. While one third of all acute STI diagnoses made in the GUM clinic setting are attributed to this age group, over half of acute STIs among those aged over 25 are being diagnosed in the 25-29 year age group. (ISD 2009) There are many people in Scotland that experience positive sexual relationships and good sexual health but looking at the statistics, they show that there is a growing concern within the promotion of sexual health. The media has an impact on society and their choices. Sexual imagery is used in todays society as a tool to entice the consumer to spend money. It uses sex and relationships to emphasise stereotypes about different beliefs in activities and behaviours, usually in a way that ignores the risks associated with sexual behaviours, and has contributed to the casual attitudes to sexual issues are risk free and acceptable. But, the media can be a powerful tool in regards to getting the important messages of sexual health out to the public and can also be an incentive tool in recruiting individuals to help with government campaigns to change the attitudes of the younger generations view of sexual health. In conclusion, the sexual health nurse is a varied role in society, with the ongoing challenge of assisting the younger female adult obtain a good sexual health attitude and showing them how to promote good sexual health as peers. The government is working hard to raise Scotlands standards of sexual health for the individual and communities, which can aid the struggle of reducing the numbers of STIs reported across Scotland. All individuals have their own views of sexual health and healthcare services are there to give them more information, support and guidance on their sexual health needs. This, if nurtured can reduce statistics and for the next generation of Scotland be sexually healthier. Scotlands sexual health issues cannot be remedy overnight but with continuous improvement and availability of sexual health nurses and services, Scotland can look forward to a positive sexually healthier Scotland.

Self Satisfaction Essay -- essays research papers

In the past sixteen years I have faced various challenges that have molded my personality to as it is today. I went through a very tough stage in my social life when I was in grade seven and eight at the age of twelve and thirteen. I had a group of five friends outside of school, we were always together and they were all very close to my heart. It came to the point where three of the girls decided that they did not want to associate with one other, and I was forced to choose between the three of them and the other girl. It was a feeling of indescribable disbelief and I did not know what to do. This one incident was a challenge that I had to overcome.It all happened so quickly. One minute she was our dear friend and the next minute everyone was yelling at her. At first I stood there and ...

Howard Gardner and Applications of Multiple Intelligences Essay

Gardner believes that there are different ways of solving problems and that there are different ways that intellectual ability is manifested or expressed (Gardner, 1993; 1999). What had been accepted in education in general had been to assess students in terms of their capabilities in Science, Math and Language or Communication (English in written and spoken communication). Gardner expanded this to what he termed as multiple intelligence which introduced the domains with which every individual may possess in whatever degree. These domains include, the logical-mathematical, musical, spatial, bodily-kinesthetic, linguistic, intra and inter-personal, naturalistic and existential intelligences (Gardner, 1993; 1999). There are evidences that support the theory in terms of the biological and cultural underpinnings such as those done on development focused on children, empirical research from individuals with brain damage and persons with giftedness. The theory has significant implications on both structure and curriculum in the educational setting such as the kind of set up with which the classroom is arranged or the strategies employed in introducing material or assessment of learning (Gardner, 1993; 1999). Problem statement Since Gardner believes that the educational setting at all levels must foster and promote the understanding of multiple intelligences the following pertinent parts of the educational set up involving curriculum and assessment strategies must be changed or reformed (Gardner, 1993; 1999). This research therefore attempts to answer the following problem statements: What is Multiple Intelligences as a framework in school? What is the description of a curriculum in the secondary level (high school) incorporating the Gardner theory? In this framework, how can assessment be done on student learning and overall progress of students? Discussion Nature of the learner in the Secondary Level There are basic observations gathered by experts on the kind of learner expected to enter into the secondary level. Since the concept of Multiple Intelligences by Gardner would be revolutionary even today, when in essence, most institutions of learning already recognized the brilliance and applicability of his position. It would be helpful to have alongside in the direction of this notion, quite important figures and principles that would further make the application of the Gardner framework in the secondary level easier to grasp and more feasible to comprehend. The curriculum would serve to reflect how learners inch their way into the classroom and courses they are about to undertake and to finish. It is always important to start right by understanding how the learner apprehends and appreciates the material, his preparation in terms of physical, emotional, and psychological maturity, and the way these materials or knowledge could be absorbed and thereafter applied at the correct time and place. It was Malcolm Knowles (1978, 1990) and his theory andragogy who emphasized the model of adult learning. The premise is based on his hypothesis that the maturation of an individual into adulthood is manifest when people conduct themselves in adult behavior and consider themselves to be adults. Then they should be dealt with as adults. By adulthood people are self-directing. Knowles taught that adult education was special in a several ways. This will mean that the presence or absence of some significant details will improve or pull down adult learning experience. This implies that knowledgeable background on adults and the developmental characteristics of that particular stage will spell effective or disastrous results. This paper attempts to show the various positive and negative learning environments specifically for adults. Positive Learning Environment include: 1. Adult learners carry with them a vast amount of experience to the learning environment. This means that tuning in to their particular psyche creates a conducive atmosphere for learning; 2. Adults expect on the kind of training they are exposed to and how they are to be educated. Example: Unlike the younger learners where most take on passive role, adults have goals in mind and the learning they receive must fall within those predetermined personal goals; 3. the active involvement of students should be encouraged in planning and implementing educational programs; 4. Adults need to be able to see applications for new learning; 5. Adult learners expect to have a high degree of influence on how learning will be evaluated; 6. Adults expect their responses to be acted upon when asked for feedback on the progress of the program. Andragogy is therefore student-centered, experience-based, problem-oriented and collaborative (Brooks, J 1995). On the other hand, the following can influence adults specifically in the learning experience in an unhelpful way. The Negative Learning Environment includes the fact that: 1. some adults can move toward prescribed educational settings with anxiety and feelings of high or low self-efficacy. Their method to new learning milieus can be prejudiced by how they assess or evaluate the new experience. A case in point: given two adults in a classroom where an exercise is about to begin, one individual may interpret the assignment in such a way that leads to a feeling of ‘excitement’, while another individual interprets the task in such a way that leads to the feeling of ’embarrassment’. It is a fact that the way the individual interprets the situation and the consequent emotion that arises, will affect the kind of action the individual is to take (Burns, 1995, p.16). Burns considers that such assessments, together with the labels such as ‘fear’ or ‘anxiety’ can direct some learners to psychologically disengage from the source of distress that is the learning experience. Conversely, when coupled with labels such as ‘excitement’ or ‘challenge’ the learner is conducted to take measures that focus on the undertaking. With this slant, the abovementioned findings just aptly show how the Multiple Intelligences framework is the better if not best option to amplify what adult learning insights have offered and how the issues are met and addressed. It would seem that the Gardner framework can be both an approach in the arrangement of teacher’s approach to the student’s ease assimilating information and training of skills development; Gardner’s framework serves as assessment tool as well to further check and evaluate status of learning as well as secure its usefulness (i.e., training and knowledge) for a future job (Gardner, 1993; 1999). The curriculum then would appear more like a university level type that can be seen as implementation of several tracks, individualized in nature, with personal advising installed, and students are evaluated on their overall grade point average performance. Personality tests that are primarily geared to measure the Gardner â€Å"traits† are indispensable tools to discovering the possession of either or combinations of the â€Å"intelligences† (Gardner, 1993; 1999). On the course or subject level, students are also handled in individual cases but getting used to the variations will be established in the long run and may no longer be as difficult to implement and follow-up. Evaluation of the student performance and any behavioural changes are pertinent tasks that teachers are to be cognizant of. In this manner, the application of formative and summative assessments would not only be appropriate but timely as well. According to studies on the subject, both summative and formative assessments are employed to provide a very objective result as to the efficiency and efficacies not only of the teacher’s methods. The evaluation itself (i.e., assessment for and of learning) is a vital factor that is found to help the student realize his potentials and attenuate the weaknesses he’s had in the process of learning (Northern Arizona University, 2009). I believe that the methods of evaluating the interventions for the problem cannot be easily applied or even seen/grasped. However, this can only be understood well when applied (hands-on) to a particular school, class, and individual during a certain period like during the first half of a given school year. A detailed lesson plan, or syllabus is part of this tool with specific dates and key result areas to serve as a guide. This way, every student has each given the chance to shine his best and not just be a statistic in an otherwise lopsided contest where no real winners are found but instead disillusionment for failed dreams and succumbing to societal pressures are more common and expected. Reference: Brooks, J (1995) Training and Development Competence: a practical guide Kogan Page, London. Burns, S. (1995) ‘Rapid changes require enhancement of adult learning’ HRMonthly June, pp 16-17. Knowles, M.S. (1978) The Adult Learner: a Neglected Species 2nd edition, Houston: Gulf Publishing Company, Book Division   and Knowles, M.S. 1990 The Adult Learner: a Neglected Species 4th edition, Houston: Gulf Publishing Company, Book Division. Gardner, H. (1993). Multiple intelligences: the theory in practice. New York, NY: Basic Books. And Gardner, H. (1999). Multiple approaches to understanding. In C. M. Reigeluth (Ed.), Instructional-design theories and models (pp. 69-90). Mahwah, NJ: Lawrence Erlbaum Associates Northern Arizona University. Formative vs. Summative Evaluation. Retrieved on May 9, (2009), from http://jan.ucc.nau.edu/edtech/etc667/proposal/evaluation/summative_vs._formative.htm

University of Akron Acceptance Rate, SAT/ACT Scores, GPA

The University of Akron is a public research university with an acceptance rate of 69%. Located in metropolitan Akron, Ohio, the University of Akron was originally affiliated with the Universalist church, but is now non-denominational. The school has two regional campuses—Wayne College and Medina County University Center. Popular majors for undergraduates include engineering, business, and health professions. High achieving students might want to consider the universitys Williams Honors College. In athletics, the Akron Zips compete in the NCAA Division I  Mid-American Conference. Considering applying to University of Akron? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, University of Akron had an acceptance rate of 69%. This means that for every 100 students who applied, 69 students were admitted, making Akrons admissions process somewhat competitive. Admissions Statistics (2017-18) Number of Applicants 16,088 Percent Admitted 69% Percent Admitted Who Enrolled (Yield) 25% SAT Scores and Requirements University of Akron requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 17% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 490 620 Math 500 630 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of University of Akrons admitted students fall within the bottom 29% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to University of Akron scored between 490 and 620, while 25% scored below 490 and 25% scored above 620. On the math section, 50% of admitted students scored between 500 and 630, while 25% scored below 500 and 25% scored above 630. Applicants with a composite SAT score of 1250 or higher will have particularly competitive chances at University of Akron. Requirements University of Akron strongly recommends, but does not require, the SAT writing section. Note that Akron does not superscore SAT results; your highest composite SAT score will be considered. ACT Scores and Requirements University of Akron requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 95% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 18 25 Math 17 26 Composite 19 26 This admissions data tells us that most of Akrons admitted students fall within the bottom 46% nationally on the ACT. The middle 50% of students admitted to University of Akron received a composite ACT score between 19 and 26, while 25% scored above 26 and 25% scored below 19. Requirements Note that Akron does not superscore ACT results; your highest composite ACT score will be considered. University of Akron strongly recommends, but does not require, the ACT writing section. GPA In 2018, the average high school GPA for University of Akrons incoming freshmen class was 3.48, and nearly half of incoming students had average GPAs of 3.5 and above. These results suggest that most successful applicants to University of Akron have primarily high B grades. Self-Reported GPA/SAT/ACT Graph University of Akron Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to University of Akron. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances University of Akron, which accepts fewer than three-quarters of applicants, has a somewhat selective admissions process. Admissions are based primarily on your GPA in Akrons required high school curriculum and your SAT or ACT scores. The admissions office will be looking for high grades in a  rigorous course schedule  that includes four years of English and math; three years of natural science and social studies; two years of foreign language; and one year in the arts, or an additional year of foreign language. In the scattergram above, the blue and green dots represent accepted students, and you can see that standardized test scores and high school grades vary widely. Nearly all successful applicants had combined SAT scores (ERWM) of 900 or higher, ACT composite scores of 16 or higher, and high school averages of C or better. If You Like University of Akron, You May Also Like These Schools Ohio State UniversityKent State UniversityBall State UniversityMiami UniversityBowling Green State University All admissions data has been sourced from the National Center for Education Statistics and University of Akron Undergraduate Admissions Office. University of Akron Acceptance Rate, SAT/ACT Scores, GPA The University of Akron is a public research university with an acceptance rate of 69%. Located in metropolitan Akron, Ohio, the University of Akron was originally affiliated with the Universalist church, but is now non-denominational. The school has two regional campuses—Wayne College and Medina County University Center. Popular majors for undergraduates include engineering, business, and health professions. High achieving students might want to consider the universitys Williams Honors College. In athletics, the Akron Zips compete in the NCAA Division I  Mid-American Conference. Considering applying to University of Akron? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, University of Akron had an acceptance rate of 69%. This means that for every 100 students who applied, 69 students were admitted, making Akrons admissions process somewhat competitive. Admissions Statistics (2017-18) Number of Applicants 16,088 Percent Admitted 69% Percent Admitted Who Enrolled (Yield) 25% SAT Scores and Requirements University of Akron requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 17% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 490 620 Math 500 630 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of University of Akrons admitted students fall within the bottom 29% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to University of Akron scored between 490 and 620, while 25% scored below 490 and 25% scored above 620. On the math section, 50% of admitted students scored between 500 and 630, while 25% scored below 500 and 25% scored above 630. Applicants with a composite SAT score of 1250 or higher will have particularly competitive chances at University of Akron. Requirements University of Akron strongly recommends, but does not require, the SAT writing section. Note that Akron does not superscore SAT results; your highest composite SAT score will be considered. ACT Scores and Requirements University of Akron requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 95% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 18 25 Math 17 26 Composite 19 26 This admissions data tells us that most of Akrons admitted students fall within the bottom 46% nationally on the ACT. The middle 50% of students admitted to University of Akron received a composite ACT score between 19 and 26, while 25% scored above 26 and 25% scored below 19. Requirements Note that Akron does not superscore ACT results; your highest composite ACT score will be considered. University of Akron strongly recommends, but does not require, the ACT writing section. GPA In 2018, the average high school GPA for University of Akrons incoming freshmen class was 3.48, and nearly half of incoming students had average GPAs of 3.5 and above. These results suggest that most successful applicants to University of Akron have primarily high B grades. Self-Reported GPA/SAT/ACT Graph University of Akron Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to University of Akron. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances University of Akron, which accepts fewer than three-quarters of applicants, has a somewhat selective admissions process. Admissions are based primarily on your GPA in Akrons required high school curriculum and your SAT or ACT scores. The admissions office will be looking for high grades in a  rigorous course schedule  that includes four years of English and math; three years of natural science and social studies; two years of foreign language; and one year in the arts, or an additional year of foreign language. In the scattergram above, the blue and green dots represent accepted students, and you can see that standardized test scores and high school grades vary widely. Nearly all successful applicants had combined SAT scores (ERWM) of 900 or higher, ACT composite scores of 16 or higher, and high school averages of C or better. If You Like University of Akron, You May Also Like These Schools Ohio State UniversityKent State UniversityBall State UniversityMiami UniversityBowling Green State University All admissions data has been sourced from the National Center for Education Statistics and University of Akron Undergraduate Admissions Office.