Transcript After the Visit

CCNE Telecast for the
Retraining of On-Site Evaluators
December 1, 2008

Jennifer Butlin, EdD
Director, Commission on Collegiate Nursing Education

Mary Jo Clark, PhD, RN
Professor, University of San Diego

Mary S. Collins, PhD, RN, FAAN
Glover-Crask Professor of Nursing, St. John Fisher College
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Barbara R. Kelley, EdD, RN, MPH, CPNP
Professor Emerita, Northeastern University
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Mary Margaret Mooney, pbvm, DNSc, RN, CS, FAAN
Professor, North Dakota State University

Susan L. Woods, PhD, RN, FAAN
Associate Dean for Academic Programs and Professor, University of Washington
1
Special Guest

Joan M. Stanley, PhD, RN, CRNP
Senior Director of Education Policy
American Association of Colleges of Nursing
2
Welcome and Introduction
3
CCNE Update
4
Scope of Operation*
CCNE accredits baccalaureate and
graduate-degree nursing programs in
accredited institutions of higher
education located or chartered in the
U.S. or its territories.
* In April 2007, CCNE was awarded continued recognition by the U.S.
Secretary of Education and granted an expansion of scope to include
nursing programs with distance education offerings.
5
Current Review Status
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Accredited: 837 (490 baccalaureate and
347 master’s) degree programs in nursing
at 505 institutions
New applicants: 56 nursing programs at 44
institutions
Scheduled evaluations: 59 visits in Spring
2009 and 68 visits in Fall 2009
6
Doctor of Nursing Practice (DNP)
Programs
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Fifty DNP programs are scheduled to host a
CCNE evaluation during the next 3 years
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Four DNP programs hosted Fall 2008 evaluations
Accreditation actions will be taken in April 2009
DNP information now available at:
http://www.aacn.nche.edu/Accreditation/DNPaccred.htm
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Frequently Asked Questions
Program Information Form
7
Documents Available
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Procedures for Accreditation (November 2008)
Standards for Accreditation (April 2008)
CCNE Guidelines
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Checklist of Activities in a CCNE Accreditation Review
General Advice for Programs Hosting an On-Site
Evaluation by CCNE
Information about new accreditation process for
post-baccalaureate nurse residency programs
Nomination materials for 2009 elections process
CCNE Web site: www.aacn.nche.edu/accreditation
8
Overview of CCNE Processes
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Decision-Making Process
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Types of Actions
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On-Site Evaluation
Accreditation Review Committee
Board of Commissioners
Grant initial accreditation (new-will be retroactive to first day of visit)
Grant continuing accreditation (effective on date of Board action)
Deny accreditation
Withdraw accreditation
Require focused on-site evaluation
Issue show cause directive (new)
Types of Reporting
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Annual Reports (via AACN)
Continuous Improvement Progress Reports
Special Reports
Substantive Change Notifications (changes in timing)
9
The Team Report
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Organization of Team Report
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Cover Page
Table of Contents
Introduction
Assessment by Standard & Key Element
Suggested length of team report is 40 pages
(longer than before due to length of template)
The edited team report is due to CCNE
within two weeks of the on-site evaluation
10
Assessing Compliance in the
Team Report
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For Each Standard (I-IV)
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This standard is met/not met for the baccalaureate
program.
This standard is met/not met for the master’s
program.
This standard is met/not met for the DNP program.
For Each Key Element
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Compliance Concerns? Baccalaureate: Yes/No
Compliance Concerns? Master’s: Yes/No
Compliance Concerns? DNP: Yes/No
Provide rationale that supports team’s finding
11
Important Reminders

Make your travel plans using the CCNE travel agency,
Diplomat Travel
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Includes travel insurance
No need to request reimbursement for your airfare
Access the team report template from the Evaluator
Resources section of the CCNE Web site to ensure that you
use the correct version of the standards for your current
assignment:
http://www.aacn.nche.edu/Accreditation/EvaluatorResources.htm
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Check the self-study document as soon as you receive it to
ensure that the program has addressed the correct version of
the standards
Use the automated travel reimbursement form available at:
http://www.aacn.nche.edu/accreditation/expense.htm
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Print the form and mail to CCNE with original receipts
Copy the form and receipts for your own records
12
Overview of Changes to
the Standards
13
Introduction to the Standards
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New Document
Same commitment to quality
nursing education
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Continuing commitment to
accredit baccalaureate and
master’s programs
New commitment to accredit DNP
programs
More explicit focus on distance
education
14
Standards Overview
Four Standards with 26 Key Elements
April 2008 Standards
Standard I: 7 Key Elements
Standard II: 6 Key Elements
Standard III: 7 Key Elements
Standard IV: 6 Key Elements
TOTAL: 26 Key Elements
15
Which Standards Apply?
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The April 2008 standards go
into effect for all programs on
January 1, 2009.
What does this mean?
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Any program hosting an on-site
evaluation or submitting a progress
report to CCNE during 2009 must
address the April 2008 standards.
Any program hosting an evaluation or
submitting a progress report in 2010
must address the soon-to-be revised
standards.
16
Major Changes to the Standards
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Increased clarity
Greater consistency
Special Considerations
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Addition of elaborations
Incorporation of new DNP Essentials
Incorporation of revised NTF Criteria (2008)
New definitions added to “Glossary”
17
Elaborations-NEW
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Clarify expectations for key elements to enhance
understanding and consistency in application
For example, clarify the requirement for all
APRN programs to have separate courses for
adv. health/physical assessment, adv.
physiology/pathophysiology, and adv.
pharmacology (the “3 Ps”)
18
Glossary
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Differentiates expected from
actual outcomes
Differentiates individual and
aggregate student
outcomes
Chief nurse administrator
Distance education/distance
education program
Differentiates nursing unit
from nursing program
Formal complaint
19
Timeline for Using Required
Professional Nursing Standards and
Guidelines
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All baccalaureate programs hosting 2009 visits will address the current
Baccalaureate Essentials (AACN, 1998)
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However, programs wishing to do so may address the revised (2008)
Baccalaureate Essentials (this is optional)
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If adopted by CCNE, the revised (2008) Baccalaureate Essentials will go into
effect on January 1, 2010
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All master’s programs will address the Master’s Essentials (AACN, 1996)
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All DNP programs will address the DNP Essentials (AACN, 2006)
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NP programs hosting 2009 visits will address the revised Criteria for Evaluation
of Nurse Practitioner Programs (NTF, 2008)
20
Standards for Accreditation of
Baccalaureate and Graduate
Degree Nursing Programs
Amended April 2008
21
Standard I
22
STANDARD I. PROGRAM QUALITY:
MISSION AND GOVERNANCE
The mission, goals, and expected aggregate student and
faculty outcomes are congruent with those of the parent
institution, reflect professional nursing standards and
guidelines, and consider the needs and expectations of the
community of interest. Policies of the parent institution and
nursing program clearly support the program’s mission,
goals, and expected outcomes. The faculty and students of
the program are involved in the governance of the program
and in the ongoing efforts to improve program quality.
23
Key Element I-A
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The mission, goals, and expected student outcomes
are congruent with those of the parent institution and
consistent with relevant professional nursing
standards and guidelines for the preparation of
nursing professionals.
24
Key Element I-B
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The mission, goals, and expected student
outcomes are reviewed periodically and revised, as
appropriate, to reflect:
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professional nursing standards and guidelines; and
the needs and expectations of the community of
interest.
25
Key Element I-C
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Expected faculty outcomes in teaching,
scholarship, service, and practice are
congruent with the mission, goals, and
expected student outcomes.
26
Key Element I-D
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Faculty and students participate in program
governance.
27
Key Element I-E
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Documents and publications are accurate.
References to the program’s offerings, outcomes,
accreditation/approval status, academic calendar,
recruitment and admission policies, grading
policies, degree completion requirements, tuition,
and fees are accurate.
28
Key Element I-F
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Academic policies of the parent institution and the
nursing program are congruent. These policies support
achievement of the mission, goals, and expected
student outcomes. These policies are fair, equitable, and
published and are reviewed and revised as necessary to
foster program improvement. These policies include, but
are not limited to, those related to student recruitment,
admission, retention, and progression.
29
Key Element I-G (new)
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There are established policies by which the nursing
unit defines and reviews formal complaints.
30
Standard II
31
STANDARD II. PROGRAM QUALITY:
INSTITUTIONAL COMMITMENT AND RESOURCES
The parent institution demonstrates ongoing
commitment and support for the nursing
program. The institution makes available
resources to enable the program to achieve
its mission, goals, and expected aggregate
student and faculty outcomes. The faculty, as
a resource of the program, enables the
achievement of the mission, goals, and
expected aggregate student outcomes.
32
Key Element II-A
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Fiscal and physical resources are sufficient to
enable the program to fulfill its mission, goals, and
expected outcomes. Adequacy of resources is
reviewed periodically and resources are modified as
needed.
33
Key Element II-B (no change)
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Academic support services are sufficient to
ensure quality and are evaluated on a regular
basis to meet program and student needs.
34
Key Element II-C
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The chief nurse administrator:
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is a registered nurse (RN);
holds a graduate degree in nursing;
is academically and experientially qualified to accomplish the
mission, goals, and expected student and faculty outcomes;
is vested with the administrative authority to accomplish the
mission, goals, and expected student and faculty outcomes; and
provides effective leadership to the nursing unit in achieving its
mission, goals, and expected student and faculty outcomes.
35
Key Element II-D
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Faculty members are:
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sufficient in number to accomplish the mission, goals, and
expected student and faculty outcomes;
academically prepared for the areas in which they teach;
and
experientially prepared for the areas in which they teach.
36
Key Element II-E (new)
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When used by the program, preceptors, as an
extension of faculty, are academically and
experientially qualified for their role in assisting in
the achievement of the mission, goals, and
expected student outcomes.
37
Key Element II-F
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The parent institution and program provide and
support an environment that encourages faculty
teaching, scholarship, service, and practice in
keeping with the mission, goals, and expected
faculty outcomes.
38
Standard III
39
STANDARD III. PROGRAM QUALITY:
CURRICULUM, TEACHING-LEARNING PRACTICES, AND
INDIVIDUAL STUDENT LEARNING OUTCOMES
The curriculum is developed in accordance with the
mission, goals, and expected aggregate student
outcomes and reflects professional nursing standards
and guidelines and the needs and expectations of the
community of interest. Teaching-learning practices are
congruent with expected individual student learning
outcomes and expected aggregate student outcomes.
The environment for teaching-learning fosters
achievement of individual student learning outcomes.
40
Key Element III-A

The curriculum is developed, implemented,
and revised to reflect clear statements of
expected individual student learning
outcomes that are congruent with the
program’s mission, goals, and expected
student outcomes.
41
Key Element III-B
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Expected individual student learning outcomes
are consistent with the roles for which the
program is preparing its graduates. Curricula are
developed, implemented, and revised to reflect
relevant professional nursing standards and
guidelines, which are clearly evident within the
curriculum, expected individual student learning
outcomes, and expected student outcomes.
42
Key Element III-B (cont.)
Baccalaureate program curricula incorporate The Essentials of Baccalaureate Education for
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Professional Nursing Practice (AACN, 1998).
Master’s program curricula incorporate professional standards and guidelines as appropriate.
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All master’s programs incorporate the Graduate Core Curriculum of The Essentials of
Master’s Education for Advanced Practice Nursing (AACN, 1996) and additional relevant
professional standards and guidelines as identified by the program.
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All master’s-level advanced practice nursing programs incorporate the Advanced Practice
Nursing Core Curriculum of The Essentials of Master’s Education for Advanced Practice
Nursing (AACN, 1996). In addition, nurse practitioner programs incorporate Criteria for
Evaluation of Nurse Practitioner Programs (NTF, 2008).
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(NEW) Graduate-entry program curricula incorporate The Essentials of Baccalaureate
Education for Professional Nursing Practice (AACN, 1998) and appropriate graduate program
standards and guidelines.
43
Key Element III-B (cont.)
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(NEW) DNP program curricula incorporate
professional standards and guidelines as
appropriate.
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All DNP programs incorporate The Essentials of
Doctoral Education for Advanced Nursing Practice
(AACN, 2006) and incorporate additional relevant
professional standards and guidelines as identified
by the program.
All DNP programs that prepare nurse practitioners
also incorporate Criteria for Evaluation of Nurse
Practitioner Programs (NTF, 2008).
44
Key Element III-C
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The curriculum is logically structured to achieve
expected individual and aggregate student
outcomes.
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The baccalaureate curriculum builds upon a
foundation of the arts, sciences, and humanities.
Master’s curricula build on a foundation comparable to
baccalaureate level nursing knowledge.
DNP curricula build on a baccalaureate and/or
master’s foundation, depending on the level of entry of
the student.
45
Key Element III-D (previous III-E)
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Teaching-learning practices and
environments support the achievement of
expected individual student learning
outcomes.
46
Key Element III-E (previous III-F)
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The curriculum and teaching-learning
practices consider the needs and
expectations of the identified community of
interest. (no change)
47
Key Element III-F (previous IV-A)
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Individual student performance is evaluated
by the faculty and reflects achievement of
expected individual student learning
outcomes. Evaluation policies and
procedures for individual student
performance are defined and consistently
applied.
48
Key Element III-G (previous III-D)

Curriculum and teaching-learning practices
are evaluated at regularly scheduled intervals
to foster ongoing improvement. (no change)
49
Standard IV
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STANDARD IV. PROGRAM EFFECTIVENESS:
AGGREGATE STUDENT PERFORMANCE AND
FACULTY ACCOMPLISHMENTS
The program is effective in fulfilling its mission, goals,
and expected aggregate student and faculty outcomes.
Actual aggregate student outcomes are consistent with
the mission, goals, and expected student outcomes.
Actual alumni satisfaction data and the accomplishments
of graduates of the program attest to the effectiveness of
the program. Actual aggregate faculty outcomes are
consistent with the mission, goals, and expected faculty
outcomes. Data on program effectiveness are used to
foster ongoing program improvement.
51
Key Element IV-A
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Surveys and other data sources are used to collect
information about student, alumni, and employer
satisfaction and demonstrated achievements of
graduates. Collected data include, but are not
limited to, graduation rates, NCLEX-RN® pass
rates, certification examination pass rates, and
employment, as appropriate.
52
Key Element IV-B
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Aggregate student outcome data are analyzed and
compared with expected student outcomes.
53
Key Element IV-C
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Aggregate student outcome data provide evidence of
the program’s effectiveness in achieving its mission,
goals, and expected outcomes.
54
Key Element IV-D
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Aggregate student outcome data are used, as
appropriate, to foster ongoing program improvement.
55
Key Element IV-E
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Aggregate faculty outcomes are consistent with and
contribute to achievement of the program’s mission,
goals, and expected student outcomes.
56
Key Element IV-F
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Information from formal complaints is used, as
appropriate, to foster ongoing program
improvement.
57
Questions & Answers
58
Final Remarks
59
Contacting CCNE Staff
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Jennifer Butlin, EdD, Director
[email protected]
special needs/requests
Libby Cooperman, Executive Administrative Assistant
[email protected]
changes to contact information, reimbursement
Marge Jackman, Associate Director
[email protected]
scheduling visits, team assignments
Benjamin Murray, Assistant Director
[email protected]
standards/procedural revisions, residency programs
Crystal Pool, Assistant Director
[email protected]
substantive changes, progress reports
60
Thank you!
61