Responses of baccalaureate and graduate programs to the emergence of choice in nursing accreditation

Specialized accreditation in nursing is a widely recognized and respected hallmark of program quality. The advent of a second specialized accrediting agency for baccalaureate and higher degree programs in nursing prompted a survey of these programs to determine their choice of nursing accreditation agency, factors influencing their choice, their perceptions of the value added by nursing accreditation, and the difficulties encountered with the accreditation process. These study variables and the relationships between choice of accrediting agency and types of degree-granting nursing education programs offered by the institution, agency membership in the National League of Nursing (NLN) or the American Association of Colleges of Nursing (AACN), expected date of next accreditation visit, geographic region, public versus private status, and type of institution (Carnegie classification) were analyzed. Findings revealed that nearly a quarter (24%) of respondents intend to continue with the NLN Accrediting Commission (NLNAC), whereas 30% indicated they have already switched to the Commission on Collegiate Nursing Education (CCNE) or intend to do so prior to their next accreditation cycle. However, nearly a quarter (24%) of respondents said they plan to be accredited by both agencies for the immediate future, and 21% indicated they are still undecided. Study findings suggest an end to single-source accreditation, and the beginning of a new market-oriented approach.     

Nursing accreditation: what's a librarian got to do with it?

Nursing education accreditation visits are similar to JCAHO accreditation visits. Both types of accreditation are offered to ensure quality programs and services. The author, a librarian, describes the role of the nursing library in helping the Hampton University School of Nursing to achieve full accreditation from the two national nursing accreditation bodies. This article describes the process and outcomes of accreditation visits.     

Single-purpose institutions for nursing programs: to be or not to be

This article examines the legitimacy of baccalaureate and higher degree nursing programs being offered by single-purpose institutions. The arguments in support of and in opposition to the concept are analyzed and discussed. The American Association of Colleges of Nursing position statement on single-purpose institutions is reviewed. The author concludes that there is no inherent flaw in the concept of single-purpose institutions as an appropriate vehicle for delivery of nursing education programs. She further concludes that those programs that have successfully completed the rigorous reviews associated with institutional and specialized accreditation have, in that process, earned the right to be recognized and respected as legitimate members of the higher education community.     

Interprovincial partnership in nursing education

The Canadian Nurses Association endorsed the position that baccalaureate education is essential to practise nursing. Provincial adoption of this position began efforts to increase seats in baccalaureate programs as early as the late 1980s. These efforts have generated many different models of collaborative baccalaureate nursing programs in Canada. One model, the UNB-Humber Collaborative Nursing Program, began to offer nursing courses in the fall of 2001. As UNB already offered its basic baccalaureate program in four New Brunswick sites and Humber College had well-established nursing diploma and continuing education programs, a partnership approach to nursing education seemed beneficial to both institutions. This article describes, from the perspective of one faculty member in Ontario and one in New Brunswick, how the development and implementation of this collaborative program and its curriculum were guided by a similar philosophy. The authors describe how the curriculum values of primary health care, social justice and caring influenced their relationships in the program development process. They also discuss strategies the partnership has used for developing the curriculum collaboratively, ensuring similarity of courses across sites, addressing academic freedom and sharing and learning together.     

Graduate students' experiences in web site development: a project assignment for nursing informatics class

As healthcare delivery systems' requirements change, nurses will not only have to process and communicate more information, but the nature and types of this information as well as the communication methods will also dramatically change. Nurses must comprehend that information technology is the key to these changes. Korean nurses and nursing students need to enhance their computer technology knowledge and skills as the Korean health delivery system rapidly embraces technological innovations. Yonsei University College of Nursing in Seoul, Korea has the longest history in nursing education and the first graduate nursing programs in Korea. It offered its first nursing informatics (NI) class in 1998, making it one of the first informatics programs in Korean nursing education. The purposes of this project were to develop nursing informatics coursework that enabled students to build skills in developing Web sites, and to measure the effect of the coursework in terms of the students' satisfaction and their confidence level. The author believes that this experience could be a helpful model for an international audience, although this is not an innovative project for some more advanced countries.     

A comparison of NLNAC and CCNE accreditation

Baccalaureate and graduate nursing education programs now have a choice of professional accrediting bodies and must make a decision about which best suits the needs of their individual programs. The authors describe the accreditation process and procedures of the National League for Nursing Accrediting Commission and the Commission on Collegiate Nursing Education. The purpose, philosophy, standards, accreditation process, fees, review cycle, and length of accreditation are compared.     

Virtual site visits: a new approach to nursing accreditation

The COVID-19 pandemic has disrupted higher education delivery. In March 2020, relaxed federal guidelines allowed for programmatic accreditation to continue in a virtual format. Nursing programs seeking accreditation need to modify visit plans and comply with the accrediting organization guidelines and procedures. This article describes the adaptations nursing programs may need to make when seeking accreditation review and hosting a virtual site visit. It will discuss how to prepare, plan, and implement the virtual site visit.     

Collaborative nursing education programs: challenges and issues

Collaborative nursing education programs have been offered to facilitate access to baccalaureate-level nursing education. Our Collaborative Nursing Program involved 10 institutional partners and has been one of the largest of such programs. The collaborative approach to nursing education has been identified as an important model; the benefits include optimal use of resources and opportunities to develop and share knowledge across institutions. However, there has been little public discussion of the issues and challenges that emerge, including differing cultures, priorities, vulnerabilities, goals and aspirations between colleges and universities; desire to preserve autonomy and uniqueness; and complexity of approval and accreditation processes. Some of our college partners have chosen to offer an independent applied degree in nursing rather than continuing in a collaborative academic degree program. This paper describes the challenges inherent in maintaining quality of the degrees and strategies to increase the likelihood of continuing collaboration. Clarity and transparency are vital, and supportive programs involving mentorship of educators can foster increasing autonomy of colleges. Collaborative nursing programs pose many challenges, and their future will hinge on understanding mutual goals and expectations.     

A Voice in the Accreditation Process: The Role of the Peer Evaluator

One of the most valuable roles in the accreditation review process is that of the peer evaluator. Accreditation of nursing education programs through a peer review process could not occur without the volunteer efforts of peer evaluators. Peer evaluators are experts in nursing education and nursing practice who use their knowledge of the Accreditation Commission for Education in Nursing’s Standards, Criteria, and policies for collegial, programmatic review. Engagement in the accreditation review process gives peer evaluators a platform upon which their input and expertise contribute to continuous quality improvement in nursing education. Notably, peer evaluators are the expert voices driving changes in the Standards and Criteria, thus typifying the value of peer input.     

The accuracy of state NCLEX-RN© passing standards for nursing programs

BackgroundNursing education programs in every state must meet specified NCLEX pass rate standards in order to maintain licensure and accreditation. These standards are a source of great anxiety for educators and students. There is wide variety of pass rate standards among the states. In addition, individual nursing program pass rates vary substantially from one year to the next.ObjectivesPass rate variation suggests the need for scrutiny of the accuracy of applying state pass rates as a standard for evaluating nursing education program. This study considers the implications of such variation.DesignThe study computes 95% confidence intervals for nursing program pass rates from 2010 to 2014 to determine whether programs that failed to meet pass rate standards may have done so by accident and whether programs that met pass rate standards may have done so by accident.DataThe study data includes statutes and regulations that establish pass rate standards and NCLEX pass rates for 1792 nursing programs reflected in reports provided by state nursing boards.FindingsAlmost 20% of nursing education programs violated the state pass rate standard at least once between 2010 and 2014. Among the programs that failed to meet pass rate standards, 28.4% had a 95% confidence interval that extended above the pass rate standard. A determination that these programs did not meet pass rate standards could well be erroneous. Approximately 17.4% of programs that met pass rate standards had confidence intervals that went below the pass rate standard. A finding that these programs complied with state pass rate standards might also be erroneous.ConclusionsApplication of confidence intervals to nursing program pass rates suggests that use of pass rate standards to evaluate nursing program quality may not be appropriate. This suggests the need to rethink application of state pass rate standards when evaluating nursing education programs.     

护理学本科教育标准及专业认证

该文概要介绍了国内外医学教育和护理学教育标准化发展的趋势,并聚焦于我国本科护理学教育标准,详细阐述了该标准的用途、内容结构及其特点。在此基础上,重点介绍了目前我国本科护理学专业认证的基本程序,包括认证专家组的组成、认证的具体步骤、认证活动的形式和过程,以期帮助国内各护理院校进一步认识和理解本科护理学教育标准的内涵和本科护理学专业认证工作的重要意义。     

Nursing doctoral education in Turkey

Quality health care is an issue of concern worldwide, and nursing can and must play a major and global role in transforming the healthcare environment. Doctorally prepared nurses are very much needed in the discipline to further develop and expand the science, as well as to prepare its future educators, scholars, leaders, and policy makers. In 1968, the Master of Science in Nursing Program was initiated in Turkey, followed by the Nursing Doctoral Education Program in 1972. Six University Schools of Nursing provide nursing doctoral education. By the graduating year of 2001, 154 students had graduated with the Doctor of Philosophy in Nursing (Ph.D.), and 206 students were enrolled in related courses. Many countries in the world are systematically building various collaborative models in their nursing doctoral education programs. Turkey would like to play an active role in creating collaborative nursing doctoral education programs with other countries. This paper centres on the structure and model of doctoral education for nurses in Turkey. It touches on doctoral programs around the world; describes in detail nursing doctoral education in Turkey, including its program structure, admission process, course units, assessment strategies and dissertation procedure; and discusses efforts to promote Turkey as a potential partner in international initiatives to improve nursing doctoral education.     

Nursing education in Spain -- past,present and future

The delivery of health care services is changing dramatically. Increasing longevity, shortening of hospital stays, scientific and technological advances and population mobility contribute to the growing complexity of nursing. Nursing education must keep pace with these changes, which require new knowledge, skills and attitudes. Nursing education in Spain is developing rapidly in accordance with the European Union growth and within the trend towards globalization. The purpose of this article is to provide an overview of nursing education in Spain. A brief history of modern nursing education is presented, together with its recent reforms and a view of future developments. The Nursing Diploma program, as the only academic nursing qualification, is inappropriate to respond to the present social needs. In Spain, as in other European countries, nursing education requires increasing professionalism, which could be achieved by implementing baccalaureate, master and doctoral programs within the framework of the Bologna Declaration signed in 1999 by the European Union Ministers of Education.     

Program evaluation: A concept analysis

BackgroundProgram evaluation is critical for continuous quality improvement in nursing programs to achieve programmatic goals. The purpose of this concept analysis was to clarify the concept of program evaluation in nursing education.MethodUtilization of Walker and Avant's concept analysis methodology guided the process.ResultsThe identification of approximately 17 nursing education articles and three textbooks related to program evaluation in nursing education transpired through the search process. A program, a systematic process of collecting data and information, and judgments were the defining attributes of program evaluation in nursing education. The author defined program evaluation as a systematic process of data collection by which nurse educators make programmatic judgments based on predetermined program goals, benchmarks, and accreditation standards for pedagogical revisions and programmatic improvements to transpire.ConclusionLimited scholarship on program evaluation in nursing education supports future research regarding the concept, especially at the graduate program level.     

Innovation and accreditation: A quality improvement process

Nursing program accreditation often has limited faculty engagement. This quality improvement project, implemented at a private university in the Midwestern United States, utilized innovative solutions including accreditation program champions and a learning management system to enhance faculty engagement in the accreditation process. Accreditation encompassed seven programs at three program degree levels: undergraduate, masters and doctorate. A survey measured overall engagement as well as the usefulness of accreditation program champions and the learning management system to improve engagement. Results showed increased faculty knowledge, professional development, and motivation in the accreditation process. Increased engagement not only accomplishes the work more efficiently, but also improves faculty knowledge of the process and preparation for the accreditation site visit.     

Performance improvement in higher education: adapting a model from health care agencies

Because a nationwide nursing shortage continues to affect consumers of nursing education, it is currently more important than ever for nurse educators to continue to define and evaluate the quality of their programs. The authors propose that a model used by an industry leader in health care accreditation, the Joint Commission on Accreditation of Healthcare Organizations, can be adapted to evaluate the quality of nursing programs. This model is improvement oriented and data driven, targeting program functions and processes, rather than being problem focused.     

Clinical education delivery--a collaborative, shared governance model provides a framework for planning, implementation and evaluation

Following a scheduled review of a university pre-registration Bachelor of Nursing program, a decision was taken to introduce a new model of clinical education delivery. Principles of collaboration, as used by other university nursing programs, were applied to the change management process. As the process of change progressed, a model incorporating collaboration and shared govemance emerged to address the challenge posed by multiple stakeholders from culturally different organisations and the genuine commitment by those stakeholders to share contol in the planning, implementation, and evaluation of the clinical education delivery model. Using a case study approach, this article demonstrates how the principles of collaboration and shared governance were combined to effectively manage change in the delivery of clinical education across several different organisations, aind provides an extended framework for collabortive change management involving multiple stakeholders.     

Implementing a QAPI framework for improvement in an academic setting: A roadmap to success

Designation as an accredited school of nursing (SON) requires “…. a comprehensive framework for ensuring quality in nursing education programs” (NLN CNEA, 2016). Although standards for accreditation of baccalaureate and graduate nursing programs are defined by agencies such as the Commission on Collegiate Nursing Education (CCNE, 2018) and the National League for Nursing Commission for Nursing Education Accreditation (NLN CNEA) (NLN CNEA, 2016), methods for collecting, analyzing, or reporting data are not prescribed, resulting in wide variation in quality management processes among schools. The lack of a standardized approach can lead to inefficiencies, invalid or misleading data, and unnecessary stress for all involved in the quality management process (Hanna, Duvall, Turpin, Pendleton-Romig, & Parker, 2016). In contrast, hospitals and nursing homes frequently implement a quality assurance and performance improvement (QAPI) program, a well-defined, methodical approach to quality management. The QAPI model offers healthcare organizations a systematic, comprehensive, and data-driven strategy for maximizing outcomes (Centers for Medicare & Medicaid Services (CMS), 2016). Recognizing the need to improve and standardize the processes for data collection, analysis, and reporting, this paper describes how leaders at one accredited SON collaborated to translate CMS's QAPI model into the academic setting, establishing the foundation and mechanism to ensure the quality and integrity of the SON's outcomes.     

Continuing professional education: does it make a difference in perceived nursing practice?

Nursing professional development educators, nurses, and their employers want assurances that continuing professional education (CPE) programs have quality and positively influence nursing practice behaviors and subsequent patient outcomes. The goal of this prospective study was to evaluate a model for measuring perceived changes in expertise and perceived utility and applicability of concepts gained from attendance at three types of CPE generally offered at the American Nurses Association's (ANA) 2000 convention. Perceived nursing expertise was measured at before, after, and 6 months following CPE program attendance. Advantages and limitations for use of this CPE evaluation model are described.