When evaluating the teaching–learning activities used in a course, the faculty should give primary considerations as to whether they facilitated student learning and the 360extent to which they engaged students actively. Do they accommodate students’ diverse learning styles? Any other use of the term without written CASN approval will result in legal action. These include students, peers, administrators, and others involved in the educational experience such as preceptors. Accredited schools and programs have an important role to play in nursing education. Do they respect student diversity? There also are standards from the Distance Education Accrediting Commission (DEAC). If the program has level objectives, are these congruent with the program outcomes, do they reflect student achievement at designated points in time (levels), and are they different from course outcomes? Students also may be asked to provide a rating of the overall quality of the faculty member’s teaching in the course, the extent of their own learning in the course, and the workload and difficulty of the course. Effective teaching qualities in this area include showing respect for and confidence in students, being honest and direct, supporting students, and being approachable (Oermann et al., 2018). Each BON has its own set of qualifying requirements. Is the course content organized logically, and are exemplars used in the course relevant? Is the program of high quality and cost-effective? by: MacDonald, Gwendoline. In programs without such a requirement, the clinical teacher should maintain clinical competence by regular clinical practice, attending continuing nursing education programs, reading current clinical literature, or other means. Do they promote active learning? To grant official recognition to new and established nursing education programs that meet established standards. 1. Evaluation of Teaching–Learning Activities. Although no specific accreditation standards exist for online nursing programs, ACEN (2019a), CCNE (2018), and CNEA (2016) incorporate distance education in their standards. Although curriculum evaluation is important, an educational program involves more than a curriculum. Characteristics in this area include enthusiasm, patience, having a sense of humor, friendliness, integrity, perseverance, courage, and willingness to admit mistakes (Oermann et al., 2018). All aspects of course design and implementation should be included in the evaluation. An example of a decision-oriented model is Stufflebeam’s Context, Input, Process, Product (CIPP) Model (Stufflebeam, 2013). A program begins the accreditation review process by requesting new applicant status. But voluntary accreditation seems to speak to a school’s willingness to self-evaluate, measure curricula to standards, and officially launch a regular improvement process to maintain certain agreed upon standards of educational excellence. Chose your state below to browse your options. The research suggests that the teacher’s skills in evaluation are particularly important to teaching effectiveness. When the focus is formative, that is, to improve the program during its implementation, the primary audiences are students, teachers, and administrators. Student evaluations are a necessary but insufficient source of information (Oermann, 2017). There are three accrediting bodies for nursing education programs in the United States: Accrediting Commission for Education in Nursing (ACEN), Commission on Collegiate Nursing Education (CCNE), and Commission for Nursing Education Accreditation (CNEA). (Iwasiw, Andrusyszyn, & Goldenberg, 2020; Valiga, 2017). •  Curriculum design: How well do the curriculum components fit together? Caring about students, recognizing they are learners not yet nurses, and supporting them as they learn and develop their skills are particularly important in clinical teaching, which is stressful for students. names of the standards, the areas evaluated and descriptions of quality of nursing education programs in those areas are similar. Teaching effectiveness data are available from a variety of sources. These ratings can be affected by class size, with smaller classes tending to rate teacher effectiveness higher than larger classes (Oermann, Conklin, Rushton, & Bush, 2018). Are they appropriate to the level of the nursing education program and relevant to the healthcare context? Are faculty educated and trained according to particular standards of academic scholarship? 2. and the curriculum as a whole may depend as much on the quality of the students admitted to the program or the characteristics of its faculty as it does on the sequence of courses or the instructional strategies used. Decision-oriented models usually focus on internal standards of quality, value, and efficacy. 3. Two of these agencies (ACEN and CNEA) accredit all levels of nursing education programs: practical, diploma, associate, baccalaureate, masters, and DNP (ACEN, 2019b; CNEA, 2019). 4. The governing organization and program have administrative capacity resulting in effective delivery of the nursing program and achievement of identified program outcomes. CCNE accredits baccalaureate and master’s degree nursing programs, practice-focused nursing doctoral programs that award the DNP degree, postgraduate APRN certificate programs, and entry-to-practice residency programs (CCNE, 2019). The National League for Nursing (NLN) Nurse Educator Core Competency describes the knowledge, skills, and attitudes required for effectiveness in the role of nurse educator as identified in research-based literature (NLN, 2019). NEW - Standards for Accreditation of Baccalaureate and Graduate Nursing Programs (Amended 2018). Audiences or stakeholders are those individuals and groups who are affected directly or indirectly by the decisions made. According to the Department of Education, the NLNAC is a “specialty” accrediting agency since it exists outside general post-secondary education and is in business to work accrediting nursing schools. Accreditation of educational institutions is widespread. As faculty review assessment data, they need to consider all elements of the program before making decisions about program changes. Only nursing programs successful in achieving accreditation status from the CASN Accreditation Bureau, and within the term limit of the accreditation status granted, are eligible to state that they are a “CASN Accredited Program”. Students can make valid and reliable interpretations about the teacher’s use of teaching methods, fairness, interest in students, and enthusiasm for the subject. In the NLN’s The Scope of Practice for Academic Nurse Educators (2012), each competency is followed by tasks that further describe the competency. The agency accredits based on 4 standards: nursingschool.org is an advertising-supported site. If teaching in the clinical setting, the teacher has to be competent in clinical practice (Oermann et al., 2018). But what accrediting agencies handle accreditation for nursing schools? They are evaluated using processes determined by the university, which usually include an internal review and self-study, followed by an external review and site visit, similar to nursing accreditation processes. Recurring Program Evaluation/Outcomes – Does the program prove successful—graduating employable nurses, students that consistently pass the NCLEX, have a low drop-out rate, low failure rate, etc.? National League for Nursing Accrediting Commission, Inc. Commission on Collegiate Nursing Education, Accreditation Commission for Midwifery Education – accredits nursing midwife schools, Council on Accreditation of Nurse Anesthesia Educational Programs – accredits “hospital-based” and “freestanding” colleges of nurse anesthesia, Midwifery Education Accreditation Council – accredits nursing midwife schools. do not have expertise in the content to make this judgment. No special interest group or private entity can influence the content of our standards to their sole benefit. Program evaluation based on an accreditation model is designed to assess whether the program meets external standards of quality. CCNE Accreditation - The American Association of Colleges of … It involves comprehensively examining education programs against relevant accreditation standards. Developing and implementing accreditation standards that foster continuous improvement within nursing education programs. Teaching–learning strategies should be evidence based and reflect best practices (Oermann & Conklin, 2018; Valiga, 2017). The accreditation process also helps keep nursing school curricula up to date with current professional standards. Do they provide for feedback to improve students’ learning and performance (formative) and periodic summative evaluation? Each state board has its own set of standards that nursing education programs within the state need to meet for initial and continuing approval. The best teachers are expert clinicians who know how to care for patients, can make sound clinical judgments, have expert clinical skills, and can guide students in developing those skills. The beauty of accreditation is in understanding that the criteria by which a nursing school is measured during accreditation must be in accordance with a hard and fast set of criteria based on a set of quite rigorous standards. NEW! Other schools have either state or national, but not both. However, the existence of assessment data is no guarantee that the program will use the data to improve (Stufflebeam, 2013). 5. BSN accreditation is something nursing students should look for as some employers do consider it when a graduate applies. External evaluators are thought to provide objectivity, but they may not know the program or its context well enough to be effective. Some of those strategies, such as problem-based learning, require more time for students and active involvement, which may affect students’ satisfaction and evaluation of the course. •  Standard II, Program Quality: Institutional Commitment and Resources: Academic support services, such as library, technology, distance education support, research support, admission, and advising services, support achievement of program outcomes, and there is a defined process for review. The CNEA Standards of Accreditation are applicable to all types of nursing programs, including distance education programs (CNEA, 2016). The focus is on quality improvement—collecting information about the program and its components on a continuous basis to identify what is working well and decide what changes may be needed. TABLE 18.2 Typical Areas Assessed on Student Evaluation of Teaching Forms, to close a program or require improvements to continue to operate, for example, if NCLEX. The state boards of nursing are regulatory bodies: They set standards for nursing practice and education in a state. And the “accreditation” seal of approval goes a long way when it comes to nursing schools. Impact of Accreditation Standards on the Quality of Continuing … Programmatic or specialized accreditation is performed for a field of study, for example, nursing, business, engineering, and medicine, among others. The mission of the nursing education unit reflects the governing organization’s core values and is congruent with its mission/goals. In addition, the Program provides two Accreditation Paths: Path A is a two-stage process for new programs or new collaborations, whereas Path B is a single-stage process for existing programs. Similarly, there may be abundant evidence that graduates meet the outcomes of the curriculum, but graduates may not be satisfied with the program or may be unable to pass licensure or certification examinations. Faculty and Staff – Is there sufficient faculty and staff to administer the program properly? Boards of nursing, which are governmental agencies, have this authority because they have responsibility in the state to protect the health and welfare of their citizens by overseeing and ensuring safe nursing practice (National Council of State Boards of Nursing, 2019). These other roles may involve scholarship and research; service to the nursing program, college or university, community, and nursing profession; and clinical practice. DEAC, Distance Education Accrediting Commission. The agency accredits based in 6 standards: The Commission on Collegiate Nursing Education. •  Courses: Are course outcomes or objectives congruent with program and level outcomes? Teaching methods should promote active involvement of students and interactions with others, one-to-one and in small groups. The chapter also describes how to develop a program evaluation plan for a nursing education program. Course evaluation may determine the extent to which: •  Course outcomes are appropriate and relate to the program outcomes. 1. Continuing Accreditation: A determination by the ACEN Board of Commissioners that a nursing program is in compliance with all Accreditation Standards. Each of these models has positive and negative considerations for its use. Table 18.2 lists typical areas that are assessed by students on these forms. •  Teaching–learning strategies: Do teaching strategies promote students’ learning and achievement of course outcomes? All CNA-accredited continuing education programs and offerings are subject to a rigorous quality assessment process to ensure that learning and development initiatives meet CNA’s standards of excellence. In 1987, the organization accredited its first undergraduate program and today, the accreditation of nursing education programs in Canada has become a core function of CASN. The success of students in meeting the outcomes of courses 359and the curriculum as a whole may depend as much on the quality of the students admitted to the program or the characteristics of its faculty as it does on the sequence of courses or the instructional strategies used. But you can see how application of any of these criteria forces an institution to conform to rigorous academic and curriculum standards. One purpose of program evaluation is to provide data on which to base decisions about the educational program. At the institutional level, there also are accrediting bodies for faith-based colleges and career-related schools and programs. Also a specialty accrediting agency by Department of Education standards, the CCNE has the authority to accredit Bachelors and Masters level nursing programs. Curriculum, Teaching-Learning, and Student Outcomes, Student Performance and Faculty Accomplishment. HSO and Accreditation Canada believe that standards set through a rigorous and diligent development process, support ongoing quality improvement measures in health care systems, leading to higher quality health services for all. Programmatic accreditation is typically found in the professions, meeting their responsibility to ensure quality of programs to protect the public. The state boards of nursing are regulatory bodies: They set standards for nursing practice and education in a state. In addition to applying the accreditation standards, the Council of Regional Accrediting Commissions (C-RAC) developed guidelines that could be used for evaluating online nursing programs: Interregional Guidelines for the Evaluation of Distance Education (C-RAC, 2011). Although accreditation is voluntary, in many ways, it is difficult for nonaccredited nursing education programs to attract students because financial aid for students from both the federal and state governments is contingent on attending an accredited nursing education program. Nursing education programs cannot operate without approval from the state board (Halstead, 2017). This is not to say necessarily that unaccredited schools are not up to snuff. NLN CNEA’s accreditation standards reflect a respect for the diversity of nursing programs’ mission, curricula, faculty, and students that can be found to exist in nursing education … In contrast, an internal evaluator has a better understanding of the operations and environment of the program and can provide continuous feedback to the individuals and groups responsible for the evaluation. Are there adequate and readily available support services for students including those in online courses? The CCNE accreditation process incorporates specific elements related to effective distance education in three of the four accreditation standards, as the following examples illustrate: •  Standard I, Program Quality: Mission and Governance: Roles of the faculty and students in program governance, including participants in distance education, are clearly defined and promote participation. Some schools are not accredited. An effective teacher is an expert in the content area and is knowledgeable about the area in which teaching. Accreditation status indicates that nursing schools definitively meet certain educational parameters common to accredited peers and accepted nursing standards. Each of these standards, listed in Exhibit 18.2, includes a description of quality practices and expectations. 7. The institution provides effective student and academic support services. Programs requesting new applicant status are located at institutions that have no CCNE-accredited nursing programs. Continuing Accreditation with Conditions: A measure imposed by the ACEN Board of Commissioners following the determination of non-compliance with one (1) or two (2) Accreditation Standards. These findings are consistent with studies about teacher effectiveness in other fields (Oermann, Shellenbarger, & Gaberson, 2018). Key stakeholders of nursing education programs include students, faculty and staff members, partners (healthcare and community agencies), employers of graduates, and consumers. Evaluation of Distance Education Programs Using an Accreditation Model, practice experiences are provided for all students, including those in distance education offerings (, EXHIBIT 18.2 DEAC ACCREDITATION STANDARDS. Regardless of the specific model used, the process of program evaluation assists various audiences or stakeholders of an educational program in judging and improving its worth or value. It complements the stringent professional standards of the nursing field, and it ensures that RN to BSN programs meet certain criteria for quality education.. A major accrediting body for nursing programs is the Accreditation Commission for Education in Nursing (ACEN), which provides … In evaluating the curriculum, the main areas to assess are: •  Philosophy: Is the philosophy current, and are the beliefs and values in the philosophy guiding teaching and decisions in the school? This compensation does not influence our school rankings, resource guides, or other editorially-independent information published on this site. Finally, systems models examine the outcomes of the program: Are the intended outcomes being achieved? 2.10 The nursing faculty member to student ratios in the laboratory, simulation and clinical settings ensure optimum student learning and safe client care. •  Teaching methods and learning activities facilitate learning and engage students actively in the course. 2. The NLNAC has jurisdiction over accreditation for practical nursing programs, doctoral nursing programs and all degree levels between them. •  Courses reflect the background of students and whether they have prerequisite knowledge and skills. Attending an accredited program ensures that you’re getting the education that’s necess… New applicants for accreditation are eligible for a maximum accreditation term of 5 years. Nurse educators need to keep current with nursing practice, new developments in their areas of expertise, and research. Enabling the community of interest to participate in significant ways in the review, formulation, and validation of accreditation standards and policies and in determining the reliability of the accreditation process. the program is implemented. Featured or trusted partner programs and all school search, finder, or match results are for schools that compensate us. 2. 356EXHIBIT 18.2 DEAC ACCREDITATION STANDARDS. 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