CRITERIA FOR EVALUATION of NURSE PRACTITIONER PROGRAMS

Transcription

1 2016 CRITERIA FOR EVALUATION of NURSE PRACTITIONER PROGRAMS 5th Edition A Report of the National Task Fore on Quality Nurse Pratitioner Eduation 1

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3 Table of Contents National Task Fore on Quality NP Eduation... 5 Endorsements Criteria for Evaluation of Nurse Pratitioner Programs Introdution Criteria for Evaluation of Nurse Pratitioner Programs... 9 I: Organization and Administration... 9 II: Students...10 III: Curriulum...11 IV: Resoures, Failities, and Servies...14 V: Faulty VI: Evaluation...17 Glossary...19 Appendies...21 Doumentation Cheklists...23 Sample Forms...31 To obtain a printed opy or to download the doument, ontat: Amerian Assoiation of Colleges of Nursing One Dupont Cirle, NW, Ste. 530 Washington, DC Tel: (202) Fax: (202) National Organization of Nurse Pratitioner Faulties 1615 M Street, NW, Ste. 270 Washington, DC Tel: (202) Fax: (202) Eletroni and printed opies of the doument will be available from many of the organizations represented on the National Task Fore on Quality Nurse Pratitioner Eduation and organizations endorsing the evaluation riteria. 3

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5 National Task Fore on Quality Nurse Pratitioner Eduation Task Fore Co-Failitators Amerian Assoiation of Colleges of Nursing Ruth M. Kleinpell, PhD, RN, FAAN, FCCM, FAANP National Organization of Nurse Pratitioner Faulties Joanne M. Pohl, PhD, ANP-BC, FAAN, FAANP Areditation Commission for Eduation in Nursing Abigail Gerding, PhD, RN Marsal P. Stoll, EdD, MSN Amerian Aademy of Nurse Pratitioners Certifiation Program Rihard F. (Rik) Meadows, RN, MS, NP-C, FAANP Amerian Assoiation of Colleges of Nursing Joan Stanley, PhD, CRNP, FAAN, FAANP Amerian Assoiation of Critial-Care Nurses Certifiation Corporation Carol Hartigan, MA, RN Amerian Nurses Credentialing Center Diane Thompkins, MS, RN Erika Borlie, MS. BSN, WHNP-BC, RN-C Amerian Psyhiatri Nurses Assoiation Susie Adams, PhD, RN, PMHNP, FAANP Sattaria S. Dilks, DNP, APRN, PMHNP-BC Assoiation of Faulties of Pediatri Nurse Pratitioners Judy Verger, PhD, CRNP, CCRN International Soiety of Psyhiatri-Mental Health Nurses Evelyn Parrish, PhD, APRN National Assoiation of Neonatal Nurse Pratitioners Suzanne Staebler, APRN, DNP, NNP-BC National Assoiation of Nurse Pratitioners in Women s Health Susan Kendig, JD, MSN, WHNP-BC, FAANP The National Certifiation Corporation for the Obstetri, Gyneologi and Neonatal Nursing Speialties Robin L. Bissinger, PhD, APRN, NNP-BC, FAAN National Organization of Nurse Pratitioner Faulties Shirlee Drayton-Brooks, PhD, FNP-BC, FAANP Pediatri Nursing Certifiation Board Peg Harrison, MS, CPNP-PC, CAE Staff Support to the National Task Fore: Kathryn Werner, MPA; NONPF Commission on Collegiate Nursing Eduation Jennifer Butlin, EdD Susan Ruppert, PhD, APRN, FNP-C, ANP-BC, FNAP, FCCM, FAANP, FAAN Task Fore members are ommitted to ensuring exellene and stability in nurse pratitioner eduation. We have worked in a ollegial manner and have sought to build onsensus in our proess. Our major strength has been the desire to prepare highly qualified, ompetent nurse pratitioner graduates. We believe that this doument advanes that purpose. 5

6 Endorsements The National Task Fore on Quality Nurse Pratitioner Eduation (NTF) is presently seeking organizational endorsement of the Criteria for Evaluation of Nurse Pratitioner Programs. Endorsement is defined as a general philosophial agreement with the evaluation riteria. The following organizations have endorsed the 5th edition of the Criteria for Evaluation of Nurse Pratitioner Programs: Areditation Commission for Eduation in Nursing (ACEN) Amerian Aademy of Nurse Pratitioners Certifiation Program (AANPCP) Amerian Assoiation of Colleges of Nursing (AACN) Amerian Assoiation of Critial-Care Nurses (AACN) Certifiation Corporation Amerian Nurses Credentialing Center (ANCC) Amerian Psyhiatri Nurses Assoiation (APNA) Assoiation of Faulties of Pediatri Nurse Pratitioners (AFPNP) Commission on Collegiate Nursing Eduation (CCNE) International Soiety of Psyhiatri Nurses (ISPN) National Assoiation of Neonatal Nurse Pratitioners (NANNP) National Assoiation of Nurse Pratitioners in Women s Health (NPWH) National Certifiation Corporation for Obstetri, Gyneologi, and Neonatal Speialties (NCC) National Organization of Nurse Pratitioner Faulties (NONPF) Pediatri Nursing Certifiation Board (PNCB) 6

7 2016 Criteria for Evaluation of Nurse Pratitioner Programs, 5th Edition Introdution The Criteria for Evaluation of Nurse Pratitioner Programs offers an important resoure for those involved in the eduational preparation, redentialing, and liensing of nurse pratitioners (NPs). The evaluation riteria, ombined with areditation standards for graduate programs in advaned pratie nursing, provide a basis for evaluating all NP programs. The National Task Fore on Quality Nurse Pratitioner Eduation (NTF), a multi-organizational ollaboration, has a ommitment to maintaining the high quality of NP eduation through sustained efforts of review and updates to the Criteria for Evaluation of Nurse Pratitioner Programs. This 5th edition of the doument reflets the periodi review proess undertaken by the NTF to ensure that these national onsensus-based evaluation standards remain relevant. Revision Proess The National Organization of Nurse Pratitioner Faulties (NONPF) and the Amerian Assoiation of Colleges of Nursing (AACN) reonvened the NTF beginning in early Fourteen organizations, whose ativities are related to NP eduation, ertifiation, or areditation, have representation on the NTF. The NTF met through a ombination of fae-to-fae and virtual meetings and used web-based tehnology and ommuniations to advane its work. By Summer 2015, the NTF had ompleted an initial review and revision of the doument. The NTF representatives then shared the draft doument with organizational leadership for omment to ensure that the organizations had suffiient opportunity for omment on the evaluation riteria. The NTF addressed organizational omments in further revisions to the doument. For the first time in the development and review proess, the NTF made the revised doument publily available for review and omment for four weeks in late The NTF reviewed the feedbak from more than 480 respondents (program administrators, faulty, preeptors, NP liniians, and others) and inorporated hanges before releasing the final doument in Spring The NTF remains ommitted to upholding the timeliness of this doument and will ontinue the yle of review and revisions every 3-5 years unless rapid hanges in NP eduation neessitate an earlier review. Use of the Evaluation Criteria The NTF reaffirms that the revised riteria serve the same purposes as the riteria of eah preeding edition. Starting with the first edition released in 1997, the overarhing intent was to establish nationally reognized riteria to evaluate NP programs, in ombination with other riteria for areditation of graduate programs. Based on these onsiderations, the NTF reommends the following uses of the riteria: to assist in planning new NP programs; as a omplement to role, population foi, and speialty NP ompetenies for program development; for self-evaluation of new and existing programs for ontinuous quality improvement; and to evaluate NP programs, in ombination with a national areditation review proess. Highlighted Areas of Revision Many of the edits in the new edition are editorial in nature, inorporated with the intent of providing added larity or further elaboration while not being overly presriptive or onerous for programs. In the new edition, two riteria were deleted beause of their redundany with the preeding riterion and a sample form was added. The NTF also worked to provide larity to the wording in the riteria and elaborations. As in other reviews of the doument, the NTF gave partiular onsideration to the use of the evaluation riteria in the areditation of programs. The revisions in the riteria and their elaboration also reflet ongoing hanges and trends in learning formats in NP eduation, suh as the use of simulation and ompeteny-based eduation. To failitate use of the doument, the following list highlights major areas of revision in the doument: Criterion I.A: Sentene added at the end of the elaboration further larifies the redentials of the diretor/oordinator in a single-trak program. Criterion I.B: Additional language and examples in the elaboration offer guidane to programs during the ongoing transition to align with the Consensus Model for APRN Regulation (2008). Criterion III.B: New language in the riterion and the elaboration speifies that national eduational standards also must be onsidered for urriulum development. 7

8 Criterion III.C.1: Edits to the language in the riterion and the elaboration larify that programs prepare students for eduational eligibility for ertifiation. Previous language did not take into aount that full eligibility to sit for ertifiation is determined by the ertifiation organizations. Criterion III.C.2: The elaboration now larifies that offiial doumentation (e.g., transripts or offiial letters with institutional seal) must state the NP role and populationfoused area of eduational preparation to inlude primary are or aute are or both, as appliable. Criterion III.E: Modifiation to the language at the end of the riterion makes it lear that the distribution of linial hours supports ompeteny development. The elaboration larifies that linial experienes an inlude telehealth and international diret are experienes. In addition, an added paragraph in the elaboration highlights the important role of simulation to augment the linial learning experienes over and above the minimum 500 hour requirement. A new sample form in the Appendix is available for doumenting the use of simulation. Criterion III.F: Changes within different setions of the elaboration stress the need for programs to doument a proess for evaluating and granting redit for prior experienes for post-master s students. Also the term preepted was added to modify diret are linial experienes. Criterion IV.A: Added language larifies that evidene of an evaluation proess is in plae, whih inludes input from students and faulty regarding the number of faulty and the ability of students to ahieve the expeted ompetenies or learning outomes. The NTF removed IV.A.1 and IV.A.2 beause of redundany. Criterion IV.B.1: The required doumentation added faulty oversight of linial learning experienes. In addition, the revisions to the elaboration offer more guidane about the faulty/student ratio. This guidane allows variation in the faulty/student ratio, taking into onsideration more interprofessional eduation and team-based models of are as well as the use of innovative teahing models. Criterion IV.B.2: The elaboration provides additional guidane about student linial experienes when they our at the student s site of employment. Criterion IV.B.3a: The revision in the elaboration stresses that the students preepted linial experienes need to prepare them with the ompetenies for the appropriate sope of pratie and speifi role and population fous. Programs should onsider this in preeptor seletion and student assignments. Additional Considerations The evaluation riteria provide the optimal standards, reognizing that programs may have justifiable reasons for deviating from some while still providing quality eduation. The intent is that all programs will strive to meet the riteria as written; however, the NTF reognizes that there may be unique issues and onsiderations that neessitate an interim variation or deviation from the standard. The doument provides guidane for programs that deviate from ertain riteria. The robust disussions of the NTF in this revision proess often weighed optimal versus pratial appliation. This was partiularly true in the disussions of ompeteny-based eduation (CBE) and the ongoing stipulation of minimum numbers of hours for diret are linial experienes (Criterion III.E). Despite full support of the NTF for CBE and standards that inorporate CBE, the NTF agreed that the nursing profession is not urrently at the point in the development of CBE proesses in graduate nursing eduation to support the move away from a minimum number of linial pratie hours. Similarly, the NTF onsidered how to advane integration of interprofessional eduation (IPE) experienes into the NP urriulum. The NTF agreed that IPE experienes are important to preparing NP students for interprofessional pratie, yet the NTF had to balane this with the hallenges that still exist for inorporating IPE into the urriulum. The elaboration of Criterion IV.B.1 inludes a reommendation for the inlusion of IPE. The NTF also onsidered hanges and trends in NP eduation, notably the advanements in simulation and its inreased use. The NTF agreed that it was important to inlude more elaboration regarding the role of simulation in the linial eduation of NP students. While strongly endorsing the use of simulation, the NTF agreed that simulation annot replae any of the required minimum 500 diret patient are hours. The elaboration of Criterion III.E provides detail of the NTF perspetive on the valuable appliation of simulation in augmenting NP student preparation. The new sample form in the Appendix is intended to assist programs in doumenting how they use simulation. Endorsements In an ongoing effort to strengthen national support for the evaluation riteria, the NTF seeks endorsement of the final evaluation riteria from organizations. Endorsement is defined as a general philosophial agreement with the ontent and intent of the evaluation riteria. Endorsing organizations are listed in the front of the doument. Criterion VI.A.7: The elaboration now provides more detail about the evaluation of preeptors by faulty and students. 8

9 Criteria for Evaluation of Nurse Pratitioner Programs, 5th Edition The purpose of this doument is to provide a framework for the review of all nurse pratitioner (NP) eduational programs. NP programs shall be at the graduate level, and the program must be aredited by a Department of Eduation-reognized nursing arediting body. New programs will work to meet these riteria and must be preapproved by the nursing arediting body prior to admitting students. This doument fouses on organization and administration, students, urriulum, resoures, failities and servies, faulty, and evaluation for all NP eduational programs. Although not addressed in this doument, the program shall meet nationally reognized areditation standards basi to a graduate program, e.g., philosophy, mission, program outomes, organization and administration, student admission and progression, dismissal and grievane poliies, and faulty reruitment, appointment, and organization. Definitions of italiized terms an be found in the Glossary (see page 19). I: ORGANIZATION AND ADMINISTRATION Criterion I.A: The diretor/oordinator of the NP program is nationally ertified as an NP and has the responsibility of overall leadership for the NP program. The individual who provides overall leadership (who may hold the title of diretor, oordinator, or other title reognizing the leadership role) of the NP program is nationally ertified in a partiular NP population-foused area of pratie. In programs with multiple traks, this individual may be ertified in only one NP population-foused area of pratie but have responsibility of leadership for all of the NP traks. Therefore, in larger multi-trak programs, the faulty member who provides diret oversight for a population-foused trak has the NP ertifiation in that population-foused area whereas the overall program diretor may be ertified in another NP population-foused area of pratie. It is preferred that the diretor/oordinator of the NP program has dotoral-level preparation to support the responsibilities of leadership for the program. If the program has only one NP trak and the diretor/oordinator is the same individual as the faulty member who provides diret oversight for the NP eduational omponent or trak, that individual is ertified in that population-foused area or otherwise qualified as desribed in Criterion I.B. Required Evidene of Meeting Criterion: Curriulum vitae of the individual who provides overall leadership of the NP program (e.g. diretor or oordinator). Doumentation of redentialing as an NP in the state (or territory) of pratie. Proof of national ertifiation as an NP in at least one population-foused area. A statement desribing the program diretor/oordinator s responsibilities to the program. Criterion I.B: The faulty member who provides diret oversight for the NP eduational omponent or trak is nationally ertified in the same population-foused area of pratie. Curriulum and program development are arried out by faulty who understand the sope and diretion of NP eduation. Whereas in programs with multiple traks a program diretor/oordinator may provide overall leadership for all NP traks, eah population-foused trak must identify a faulty member who has ertifiation in the same populationfoused area of pratie (primary or aute are, as appropriate). If there is a diversion from this riterion as programs transition to align with the Consensus Model on APRN Regulation, the program/trak must provide additional doumentation on the qualifiations and experiene of the individual for teahing in this program/trak. Examples may inlude: A family nurse pratitioner (FNP) who has spent all of his/her work areer in aring for the adult population and provides diret oversight for the adult-gerontology primary are NP trak. An adult aute are NP who provides diret oversight for the adult-gerontology aute are NP trak. A gerontologial NP or an adult NP who provides diret oversight for the adult-gerontology primary are NP trak. A nationally ertified psyhiatri-mental health (PMH) linial nurse speialist (CNS) who provides diret oversight for the PMH NP trak. This example of a CNS providing oversight of an NP trak only applies to a PMH NP trak. In these examples, as in all NP programs, faulty with diverse perspetives should be in plae to provide the expertise to over the full breadth of the population-foused area of pratie of a trak. 9

10 Required Evidene of Meeting Criterion: Curriula vitae of NP faulty who provide oversight for eah population-foused trak. Doumentation of redentialing as an NP in the state (or territory) of pratie. Proof of national ertifiation as an NP in the populationfoused area and in primary or aute are, as appropriate. A statement desribing the lead NP faulty member s responsibilities to the program. Criterion I.C: Institutional support ensures that NP faulty teahing in linial ourses maintain urreny in linial pratie. NP faulty evaluate students, interfae with preeptors, and serve as role models. Faulty who teah linial omponents of the NP program/trak must maintain urreny in pratie. It is intended that institutions provide administrative support for faulty to pratie the required linial hours to obtain and maintain national ertifiation. This support might inlude faulty pratie models, a redued teahing or servie load, and/or opportunities for faulty to maintain urreny in pratie through ativities in addition to diret patient are (e.g., ommunity-based initiatives, publi health pratie, patient/group health eduation ativities, or oupational health programs). Required Evidene of Meeting Criterion: (1) A opy of institutional poliies or guidelines that support or doument NP faulty s ability to pratie; or (2) A letter of support from the hief nurse administrator (e.g., dean) or a opy of the poliy that allows NP faulty to pratie as part of the workload. Doumentation of faulty pratie plan or arrangements, if appliable. II: STUDENTS Criterion II.A: Any admission riteria speifi to the NP program/trak reflet input by NP faulty. Elaborat NP programs/traks may have unique admission riteria. NP faulty have knowledge and expertise regarding the role responsibilities for all respetive NP programs and are qualified to develop student related admission riteria appropriate for eah NP program. NP faulty have ongoing opportunity to provide input into the establishment, evaluation, and revision of any admission riteria speifi to the NP program. Required Evidene of Meeting Criterion: A opy of admission materials with admission riteria learly highlighted. If riteria for the NP program/trak do not differ from the riteria of the overall graduate degree program, identify program riteria. Examples of douments that demonstrate NP faulty are providing input into admission riteria speifi to the NP program/trak. Criterion II.B: Any progression and ompletion riteria speifi to the NP program/trak reflet input by NP faulty. NP programs/traks may have unique progression and ompletion riteria for full-time, part-time, and/or postgraduate study. NP faulty have the best perspetive on speifi progression and ompletion riteria for the NP program/trak and thus will have opportunity to provide input into the establishment, evaluation, and revision of speifi progression and ompletion riteria. Required Evidene of Meeting Criterion: Student progression and ompletion riteria, inluding any unique to the NP program/trak. If riteria for the NP program/trak do not differ from the overall riteria of the graduate program, identify the graduate program riteria. Doument the riteria for full-time, part-time, and postgraduate study. Examples of douments that demonstrate NP faulty are providing input into progression and ompletion riteria speifi to the NP program/trak. A opy of the program of study for full and part-time study, inluding didati and linial progression, sequening of ourses, and the mehanism and proess for students needing remediation in order to progress. 10

11 III: CURRICULUM Criterion III.A: NP faulty provide input into the development, evaluation, and revision of the NP urriulum. NP faulty have a omprehensive perspetive on what is required for effetive NP eduation. Development, evaluation, and revision of the NP program/trak are direted by the lead NP faulty. There is opportunity for NP faulty to provide input into urriulum development, evaluation, and revision. Required Evidene of Meeting Criterion: Examples of urriulum ommittee meeting minutes doumenting that NP faulty are developing, evaluating, and revising the urriulum. Criterion III.B: The urriulum is ongruent with national standards for graduate-level, advaned pratie registered nursing (APRN) eduation and is onsistent with nationally reognized ore role and population-foused NP eduational standards and ompetenies. A lear urriulum plan (both didati and linial), onsistent with nationally reognized ore role and population-foused ompetenies and eduational standards, is in plae. NP urriulum reflets the essential elements of a graduate nursing and advaned pratie registered nursing (APRN) ore urriulum, in addition to the NP role and population-foused omponent. The NP urriulum provides broad eduational preparation of the individual, inluding the graduate ore, APRN ore, and the NP role within a population-foused area of pratie enompassing national eduational standards and ore ompetenies. NP programs/traks identify methods used in the delivery of the urriulum, inluding guidelines for distane learning. NP programs/traks delivered through alternative delivery methods, suh as web-based learning ativities, are expeted to meet the same aademi program and learning support standards as programs provided in fae-to-fae formats. A single trak nurse pratitioner program inludes ontent in one population-foused area and prepares graduates to meet eduational eligibility requirements for national ertifiation in that population-foused area of pratie. Dual trak nurse pratitioner programs (e.g., family/aross the lifespan NP and PMH NP, pediatri primary are NP, and pediatri aute are NP) inlude ontent and linial experienes in the role and both population-foused areas or in both primary are and aute are. Dual trak NP programs prepare graduates to meet eduational eligibility requirements for ertifiation in two population-foused areas. There is an expetation that the number of didati hours will be greater than for a single population-foused program and that the didati and linial experienes will be suffiient to gain the neessary profiieny in eah population-foused area of pratie. At graduation/ ompletion, students fulfill the eduational riteria for sitting for national ertifiation in eah NP program/trak. In addition to preparation for national ertifiation in the role and at least one population-foused area of pratie, programs may prepare students to pratie in a speialty or more limited area of pratie. Preparation in a speialty must have additional didati and linial hours beyond those required for preparing graduates in the NP role and one populationfoused area. Required Evidene of Meeting Criterion: The nationally reognized eduational standards and ompetenies used for developing urriulum for graduate, APRN, and NP role/population-foused ontent. The national standards used for developing urriulum for speialty ontent (if appliable). The program of study for the graduate and/or post-graduate (full and part-time) inluding ourses, ourse sequene, number of redit hours, and number of linial hours per ourse, as appropriate. A brief overview, inluding ourse desription and objetives for eah ourse, identifying where nationally reognized graduate ore, APRN ore, and NP role/ population-foused eduational standards and ore ompetenies are inluded. A brief overview, inluding ourse desription and objetives for eah ourse, identifying where nationally reognized speialty ompetenies are inluded, when appliable. Criterion III.C.1: The NP program prepares graduates to meet eduational eligibility requirements to sit for a national NP ertifiation examination that orresponds with the role and population fous of the NP program. NP programs prepare graduates to meet eduational eligibility requirements to sit for at least one nationally reognized ertifiation examination that orresponds to the NP role and population fous. This national ertifiation examination assesses the broad eduational preparation of the individual whih inludes graduate ore, APRN ore, NP role/ore ompetenies, and the ompetenies speifi to the populationfoused area of pratie. Required Evidene of Meeting Criterion: Written statement provided to students identifying the role and population-foused ertifiation examination(s) for whih they are prepared to meet eduational eligibility 11

12 requirements to apply upon suessful ompletion of the program. Doumentation demonstrating that a program prepares graduates to meet eduational eligibility requirements for the national ertifiation examination(s) for eah NP trak. Criterion III.C.2: Offiial doumentation states the NP role and population fous of eduational preparation. Offiial doumentation (e.g., transripts or offiial letters with institutional seal) states the NP role and population-foused area of eduational preparation to inlude primary are or aute are or both, as appliable. The offiial transript is preferred as it is the permanent doumentation of the student s oursework and graduation from an eduational program. Required Evidene of Meeting Criterion: A sample transript for a NP graduate showing eduational preparation for the NP role and at least one (1) population fous and/or A sample offiial letter with institutional seal used to speify the eduational preparation for the NP role and at least one (1) population fous. Criterion III.D: The urriulum plan demonstrates appropriate ourse sequening. The urriulum plan douments the ourse sequening and prerequisites designed to promote development of ompetenies. Clinial experienes are supported by preeding or onurrent didati ontent. A student ompletes the basi graduate oursework and APRN ore oursework (advaned physiology/pathophysiology, advaned health assessment, and advaned pharmaology ) prior to or onurrent with ommening linial oursework. Required Evidene of Meeting Criterion: The program of study for graduate degree and postgraduate (full and part-time), inluding pre-requisites. Criterion III.E: The NP program/trak has a minimum of 500 supervised diret patient are linial hours overall. Clinial hours are distributed to support ompeteny development that represents the population needs. Diret patient are linial hours refer to hours in whih diret linial are is provided to individuals and families in one of the six population-foused areas of NP pratie; these hours do not inlude skill lab hours, physial assessment 12 pratie sessions, or a ommunity projet if it does not inlude provision of diret patient are. Clinial experienes and time spent in eah experiene are varied and distributed in a way that prepares the student to provide are to the populations served, whih may inlude telehealth and international diret are experienes. For example, an FNP student reeives experienes with individuals/families aross the life span, and the adult-gerontology NP student reeives experienes with adults aross the adult age spetrum from adolesent to older adult, inluding the frail older adult. In addition, whereas 500 diret patient are linial hours is regarded as a minimum, it is expeted that programs preparing NPs to provide diret are to multiple age groups, e.g., FNP (or lifespan), will exeed this minimum requirement. The distribution of hours is based on the program s population-foused area of pratie. Simulation is reommended to augment the linial learning experienes, partiularly to address the high-risk lowfrequeny inidents; however, simulation experienes may only be ounted as linial hours over and above the minimum 500 diret patient are linial hours. Programs are enouraged to trak the use of simulation to enhane the linial experiene. (See Sample Form H to reord simulation experienes used for evaluation and/or teahing above the minimum required 500 linial hours for the population-foused area of pratie and role.) Combined nurse pratitioner/linial nurse speialist programs inlude ontent in both the CNS and NP roles and populationfoused areas of pratie and prepare graduates to meet eduational eligibility requirements for ertifiation in an NP population-foused area of pratie. Content and linial experienes in the CNS and NP areas of pratie are addressed and linial experienes in both role areas are ompleted. There is an expetation that a minimum of 500 diret patient are linial hours is needed speifially to address NP ompetenies in the preparation of the NP role and populationfoused area of pratie. An overlap of diret patient are linial hours may our aross NP and CNS preparation; however, faulty must doument the overlap of these hours. It is reommended that programs retain this doumentation as well as provide it to students in the event future verifiation is needed for redentialing and other purposes. Dual trak NP programs inlude ontent in two NP populationfoused areas or in both primary are and aute are NP pratie and prepare graduates to meet eduational eligibility requirements for ertifiation in these NP population-foused areas of pratie or for both primary are and aute are NP pratie. Content and linial experienes in both populationfoused areas are addressed and linial experienes in both areas are ompleted. While a minimum of 500 linial hours is needed in eah single population-foused area of pratie to meet the NP ompetenies, an overlap of linial hours might our aross the two roles (primary are and aute are) or the two NP population-foused areas. However, NP programs must

13 doument how the linial hours address the preparation for the two areas of pratie. The population foi of the dual traks will determine the extent to whih overlap may our. NP programs preparing graduates to pratie in a speialty area of pratie in addition to the population-fous will doument how ontent and linial experienes in both the population-fous and the speialty areas of pratie are addressed within the urriulum. Clinial experienes in both the population-foused area of pratie and speialty are to be ompleted. There is an expetation that the number of didati hours will be greater than for a single populationfoused program and that the didati and linial experienes will be suffiient to gain the neessary ompetene in the population-fous and speialty area of pratie. Required Evidene of Meeting Criterion: Doumentation of the proess used to verify student learning experienes and linial hours. An overview of the urriulum. An overview of the number of required preepted/linial hours. For ombined NP/CNS and dual trak NP programs, demonstration of areas of overlap among linial hours. (See Sample Form E.) A desription of types of linial experienes, inluding patient populations, types of praties, and settings in whih eah student is expeted to develop ompetenies. Criterion III.F: Post-graduate students suessfully omplete graduate didati and linial requirements of an aademi graduate NP program through a formal graduate-level ertifiate or degree-granting graduate-level NP program in the desired area of pratie. Post-graduate students are expeted to master the same outome riteria as graduate degree granting program NP students. Post-graduate ertifiate students who are not already NPs are required to omplete a minimum of 500 supervised diret patient are linial hours. Post-graduate ertifiate students through a formal graduatelevel ertifiate program suessfully attain the same didati objetives and linial ompetenies of a graduate degreegranting NP program. A formal graduate-level ertifiate program is defined by the ability of the program or institution to issue a ertifiate or formal letter of ompletion and doument suessful ompletion of the neessary oursework on the final transript. Courses may be waived only if the individual s transript indiates that the required NP ourse or its equivalent has already been suessfully ompleted, inluding graduate-level ourses in advaned physiology/ pathophysiology, advaned health assessment, and advaned pharmaology. Programs must doument the proess for assigning redit granted for prior didati and preepted linial experienes for individual students through a gap analysis. NPs returning for a post-graduate ertifiate or an aademi degree in a population-foused area in whih they urrently pratie but are not nationally ertified Speial onsideration may be given to NPs who are urrently pratiing in a population-foused area of pratie who are seeking national ertifiation in that population by allowing them to hallenge seleted ourses and experienes. However, didati and linial experienes are suffiient to enable the students to master the ompetenies and meet the eduational riteria for national ertifiation in the populationfoused area of pratie. These students omplete a suffiient number of preepted diret patient are linial hours as part of the aademi program to enable the students to establish/ demonstrate ompeteny in the role and population-foused area of pratie. Programs doument the proess for assigning redit granted for prior didati and linial experienes for individual students through a gap analysis. PMH CNSs returning for a post-graduate ertifiate or an aademi degree as a PMH NP To address a period of transition and onsisteny with the Consensus Model on APRN Regulation, speial onsideration for hallenging seleted ourses and experienes may be given to PMH CNSs who are seeking national ertifiation as a PMH NP. However, didati and linial experienes are suffiient to enable the students to master the NP ompetenies and meet the eduational riteria for national ertifiation as a PMH NP. These students omplete a suffiient number of preepted diret patient are linial hours as part of the aademi program to enable the students to establish/ demonstrate ompeteny in the role and population-foused area of pratie. Programs doument the proess for assigning redit granted for prior didati and linial experienes for individual students through a gap analysis. NPs returning for a post-graduate ertifiate or aademi degree in an NP population-foused area in whih they are not urrently pratiing or ertified Speial onsideration may be given to NPs who are expanding into another NP population-foused area of pratie by allowing them to hallenge seleted ourses and experienes. However, didati and linial experienes are suffiient to enable the students to master the ompetenies and meet the eduational riteria for national ertifiation in the new population-foused area of pratie. These students omplete a suffiient number of preepted diret patient are linial hours as part of the aademi program to enable the students to establish/demonstrate ompeteny in the new populationfoused area of pratie. Programs doument the proess for assigning redit granted for prior didati and linial experienes for individual students through a gap analysis. NPs returning for a post-master s Dotor of Nursing Pratie (DNP) Separate ourses in the APRN ore (advaned physiology/ pathophysiology, advaned health assessment, and 13

14 advaned pharmaology) are not required for students enrolled in a post-master s DNP program who are nationally ertified, urrently pratiing as an NP, and do not wish to add a separate pratie fous. However, post-master s DNP students who are NPs and who are seeking ertifiation in a population-foused area of pratie in whih they are not urrently pratiing or ertified must meet the eduational and ertifiation riteria for the additional pratie area as well as the eduational riteria for the DNP. Required Evidene of Meeting Criterion: A ompleted gap analysis for eah post-graduate ertifiate andidate who was granted waivers or exeptions. (See Sample Form F.) Doumentation of the proess for evaluation of student demonstrating national linial ompetenies to grant redit for prior linial experiene. Sample ertifiate of ompletion or a transript for a postgraduate ertifiate NP graduate showing eduational preparation for the NP role and at least one (1) population fous and ompletion of the APRN ore ourses (advaned physiology/pathophysiology, advaned health assessment, and advaned pharmaology). IV: RESOURCES, FACILITIES, and SERVICES Criterion IV.A: Institutional resoures, failities, and servies support the development, management, and evaluation of the NP program/trak. To implement/maintain an effetive NP program/trak, there are adequate numbers of faulty, failities, and servies that support NP students regardless of mode of delivery. As a neessary part of the eduational proess, aess to adequate lassroom spae, models, linial simulations, audiovisual aids, omputer tehnology, and library resoures is ritial. When using alternative delivery methods, a program is expeted to provide or ensure that resoures are available for the students suessful attainment of program objetives. Required Evidene of Meeting Criterion: Desription of student and faulty numbers and the teahing resoures, failities, and servies of the institution that relate to the speifi needs of the NP program/trak. Evidene of student evaluation of the teahing resoures, failities, and servies of the institution that relate to the speifi needs of the NP program/trak. Criterion IV.B: Clinial resoures support NP eduational experienes. Adequate faulty, linial sites, and preeptors are available to support the NP linial, eduational experienes. The NP program/trak provides evidene of ontratual agreements with agenies or individuals used for students linial experienes. Required Evidene of Meeting Criterion: A list of linial failities used speifially for the NP program/ trak and site-based linial preeptors (type, degree, and ertifiation), inluding the name of the site, type of site (e.g., ommunity health, private pratie, rural lini), and lient harateristis. (See Sample Forms A and B.) A sample of a ontratual agreement, inluding a statement on liability overage. A opy of the poliy overing student rotations at linial sites. Criterion IV.B.1: A suffiient number of faulty is available to ensure quality linial experienes for NP students. NP faulty have aademi responsibility for the supervision and evaluation of NP students and for oversight of the linial learning experiene. The faulty/student ratio is suffiient to ensure adequate supervision and evaluation. Faulty supervision may be diret or indiret. Diret supervision ours when NP program faulty funtion as on-site linial preeptors. Indiret supervision has three omponents: (1) to supplement the linial preeptor s teahing, (2) to at as a liaison to a ommunity ageny, and (3) to evaluate the student s progress. Whether through diret or indiret roles, faulty are responsible for all NP students in the linial area. Institutions should desribe the assignment of faulty to ensure adequate teahing time for NP students. The reommended on-site faulty/student ratio (diret supervision) is 1:2 if faulty are not seeing their own patients and 1:1 if faulty are seeing their own patients. In moving toward IPE and teambased models of are, variation in faulty/student ratios for diret supervision may exist and should be strutured to ensure safety and quality are while maintaining integrity of eduational experienes. Variations in this ratio might our with use of innovative teahing models, suh as a master teaher with student linial groups, front-loading ourse ontent followed by onentrated linial time, use of a linial immersion experiene as the final part of the NP program, and interprofessional team-based linial experienes. The reommended ratio for indiret faulty supervision, whih enompasses oordinating the linial experiene, interating 14

15 with the preeptor, and evaluating the student, is 1:6; however, eah institution/program douments how they assign faulty based on a defined faulty workload or amount of designated faulty time. Thus, ratios may vary relative to ertain pratie areas, the individual faulty member, use of tehnology, urriulum design, innovative linial eduation models, and institutional poliy. The intent of the faulty/student ratio designation is based on the premise that preparing ompetent healthare providers is a faulty intense proess that requires onsiderable faulty role modeling and diret student evaluation to determine ompetene. The ratio takes into aount the umulative teahing/administrative duties of the faulty member and his/her linial pratie. NP program/trak faulty for both distane and traditional program options provide oversight of the planning, implementation, and evaluation of the linial learning experiene, whih may inlude, but is not limited to, linial site evaluations, , and phone onsultations with the preeptor and ageny administrators, and the student s appraisal of the linial learning environment. A mehanism is in plae to ensure the linial setting affords the opportunity to meet learning objetives and to doument outomes of the linial experienes. Faulty and student assessments of the linial experiene are onduted regularly and doumented. Required Evidene of Meeting Criterion: Doumentation of the institution/program poliy or proess used for assigning faulty to ensure adequate teahing time for NP students. Doumentation and rationale of the faulty/student ratio for diret and indiret faulty supervision of the program. Doumentation of the method and riteria for student evaluation inluding intensives or linial site evaluations (e.g., fae-to-fae and tehnology-supported visits) made by NP program faulty during an aademi term. Evidene of faulty and student assessment of the linial experiene to meet learning objetives. Doumentation of faulty oversight of the linial learning experiene, inluding vetting, planning, implementation, and evaluation. Criterion IV.B.2: Clinial settings are diverse and suffiient in number to ensure that the student will meet ore urriulum guidelines and program/trak goals. Clinial eduational experienes for students are approved by NP faulty and preeptors. Sites are evaluated on an ongoing basis for adequay of experienes, patient type and mix, and preeptor/student interations to ensure that students engage in experienes suffiient to meet the NP role and population-foused ompetenies. Student linial experienes at the student s site of employment need to be faulty-guided learning experienes and outside of the student s employment expetations/responsibilities. Required Evidene of Meeting Criterion: Reords for the proess used to doument student learning experienes and linial hours. Copies of poliies relevant to linial plaement. Criterion IV.B.3: NP faulty may share the linial teahing of students with qualified preeptors. The supervision of students may be shared with other liniians serving as linial preeptors. Programs may use a mix of liniians to provide diret linial teahing to students appropriate to the range of linial experienes required to meet the program objetives. This mix of preeptors may enhane the interprofessional experiene for the student. Over the ourse of the program the student has a majority of linial experienes with preeptors from the same populationfoused area of pratie in primary are and/or aute are, as appropriate, suh as hild, adult, or aross the lifespan. In addition, over the ourse of the program the student has linial experienes with an APRN preeptor and preferably an NP with expertise in the population-foused area of pratie in primary are and/or aute are, as appropriate. Required Evidene of Meeting Criterion: Preeptor profiles, inluding title, disipline, redentials, evidene of liensure/approval/reognition, eduation, years in role, site (e.g., pediatris, family, adult, or women s health), types of patients (aute, hroni, in-hospital, et.), type of linial supervision, and number of students supervised onurrently. (See Sample Form B.) Criterion IV.B.3.a: A preeptor has authorization by the appropriate state liensing entity to pratie in his/her population-foused and/or speialty area. An interdisiplinary mix of preeptors may provide the student with the best linial experienes to meet program objetives and prepare the student for the NP role, population, and full sope of pratie. Eah preeptor used, to inlude NPs, other nurses, and individuals from other disiplines, is redentialed and liensed to pratie in his/her area of pratie. In addition, this area of pratie is learly relevant to meeting the objetives of the NP program/trak. Required Evidene of Meeting Criterion: (1) A opy of eah preeptor s urrent state authorization to pratie and national ertifiation, as appropriate; or (2) Doumentation of the method for verifying that preeptor lienses are urrent and available at the linial faility if not submitted diretly to the program. 15

16 Criterion IV.B.3.b: A preeptor has eduational preparation appropriate to his/her area(s) of supervisory responsibility and at least one year of linial experiene. Eah preeptor has eduational preparation or extensive linial experiene in the linial or ontent area in whih he/ she is teahing or providing linial supervision. A newly prepared liniian has at least one year of linial experiene in the population-foused area of pratie and role prior to providing linial supervision. Required Evidene of Meeting Criterion: Preeptor profiles, inluding title, disipline, redentials, evidene of liensure/approval/reognition, eduation, years in role, site (e.g., pediatris, family, adult, or women s health), types of patients (aute, hroni, in-hospital, et.), type of linial supervision, and number of students supervised onurrently. (See Sample Form B.) Criterion IV.B.3.: Preeptors are oriented to program/trak requirements and expetations for oversight and evaluation of NP students. Clinial preeptors are oriented so they understand the learning goals of the linial experiene and the level of progression that the student has attained. The NP faulty interfaes losely with preeptors to assure appropriate linial experienes for students. Required Evidene of Meeting Criterion: Desription of the preeptor orientation and methods used for maintaining ongoing ontat between NP faulty and preeptors. A opy of preeptor orientation information. V: FACULTY Criterion V.A.1: NP programs/traks have suffiient faulty with the preparation and urrent expertise to adequately support the professional role development and linial management ourses for NP pratie. For suessful implementation of the urriulum, faulty have the preparation, knowledge-base, and linial skills appropriate to their area of teahing responsibility. Reognizing that no individual faulty member an fill all roles, NP programs/traks maintain a suffiient number of qualified faulty who have the knowledge and ompetene appropriate to the area of teahing responsibility and to meet the objetives of the program and individual population-foused traks. Interrelated indiators that may demonstrate suffiieny of faulty may inlude the following: Student performane on ertifiation examinations. Whether overall faulty workload allows time for responsibilities, suh as linial plaements, urriulum development, student advising, interviewing, teahing, and program outome assessment. Whether faulty evaluations reflet ability to manage all assignments. Whether student evaluations reflet ability to obtain faulty assistane/guidane. Required Evidene of Meeting Criterion: Copies of faulty profiles inluding redentials, liensure/ approval/reognition, linial and didati teahing responsibilities, and other faulty responsibilities. (See Sample Form C.) An evaluation proess that inludes student, preeptor, and faulty appraisals enompassing elements determined by the program that may inlude, but are not limited to, evidene of: Assignment of faulty with the appropriate expertise to teah theoretial and linial ourses; Faulty knowledgeable and prepared to integrate meaningful use of tehnology in ourse and linial assignments; Faulty workload assignments that provide adequate time for ourse preparation, oversight, delivery, timely and adequate feedbak to students on assignments, and integration of ourse evaluations into a ontinual quality improvement proess; and/or Faulty development in effetive teahing pedagogies, information tehnology, and advanes in the healthare delivery environment affeting NP pratie. Criterion V.A.2: NP program faulty who teah the linial omponents of the program/trak maintain urrent liensure and national ertifiation. NP program faulty inlude individuals with diverse expertise and emphasis in researh, teahing, and/or linial pratie. While it may be diffiult for some faulty to balane researh, pratie, and teahing responsibilities, all faulty are enouraged to maintain national ertifiation. However, it is imperative that faulty who teah linial omponents 16

17 maintain appropriate professional redentialing. Required Evidene of Meeting Criterion: Evidene of or doumentation that opies of eah faulty member s state liense/approval/ reognition and national ertifiation are maintained in a file, as appropriate. Criterion V.A.3: NP faulty demonstrate ompetene in linial pratie and teahing through a planned, ongoing faulty development program designed to meet the needs of new and ontinuing faulty. NP faulty may partiipate in or undertake various types of pratie in addition to diret patient are to maintain urreny in pratie. Maintaining this urreny is important to ensuring linial ompetene in the area of teahing responsibility. In the event that an NP faulty member has less than one year of experiene, it is expeted that a senior or experiened faulty member will mentor this individual in both linial and teahing responsibilities. Mentoring new and inexperiened faulty is a positive experiene that assists NPs to transition into the role of NP faulty eduator. Opportunities for ontinued development in one s area of researh, teahing, and linial pratie should be available to all faulty. Required Evidene of Meeting Criterion: A opy of the faulty development plan for the shool/ program. Criterion V.B: Non-NP faulty have expertise in the area in whih they are teahing.. Similar to NP faulty, other faulty in the NP program have the preparation, knowledge-base, and linial skills appropriate to their area of teahing responsibility. Required Evidene of Meeting Criterion: An overview of non-np faulty detailing their redentials, position, population-fous or speialty, area of ontent responsibility, and teahing responsibilities. (See Sample Form D.) VI: EVALUATION Criterion VI.A: There is an evaluation plan for the NP program/ trak. If the evaluation plan from the institution is used for the NP program/trak, apply the plan for implementation in the NP program/trak. Required Evidene of Meeting Criterion: A opy of the evaluation plan used for the NP program/trak, inluding evaluation forms, feedbak mehanism for hange, doumentation via minutes, and proess of integration. Criterion VI.A.1: Evaluate ourses at regularly sheduled intervals. To ensure that students an ahieve suessful program outomes, programs should establish a proess for sheduled review of ourses in the NP program/trak. Required Evidene of Meeting Criterion: Doumentation of the urrent ourse evaluation proess and review shedule. Criterion VI.A.2: Evaluate NP program faulty ompetene at regularly sheduled intervals. NP program faulty are evaluated at sheduled intervals for ompetene in all role areas, inluding teahing, researh, and linial ompetene, as appliable. Required Evidene of Meeting Criterion: Doumentation of mehanisms or proesses and the shedule for review used to evaluate NP program faulty (e.g., urrent list of ertifiations, student evaluations, or peer review). Criterion VI.A.3: Evaluate student progress through didati and linial omponents of NP program/trak eah semester/ quarter/term. Eah student is evaluated as he/she progresses through the NP program/trak. Separate evaluations are done in the didati and linial omponents of the urriulum. Evaluation of the progression of students through the program is important to ensure that suffiient and adequate resoures are provided to support timely student progression through the program. Required Evidene of Meeting Criterion: Doumentation of frequeny and methods used to evaluate aggregate and individual students progression throughout the program. Copies of evaluation forms used. 17

18 Criterion VI.A.4: Evaluate students attainment of ompetenies throughout the program. Evaluation of students attainment of ompetenies is the responsibility of the NP faulty member throughout the didati and linial omponents of the program. Required Evidene of Meeting Criterion: Doumentation of methods used to evaluate students attainment of ompetenies throughout the program (e.g., use of performane evaluation, ase studies, et.) Criterion VI.A.5: Evaluate students umulatively based on linial observation of student ompetene and performane by NP faulty and/or preeptor assessment. Student evaluation is the responsibility of the NP faulty with input from the preeptor. Diret linial observation of student performane is essential by either the faulty member or the linial preeptor. Clinial observation may be aomplished using diret and/or indiret evaluation methods suh as student-faulty onferenes, omputer simulation, videotaped sessions, linial simulations, or other appropriate teleommuniation tehnologies. Required Evidene of Meeting Criterion: Copies of the forms used for preeptor and NP faulty evaluation of the student s linial performane. Doumentation of the availability of ompleted evaluations. Doumentation of the frequeny and proess used for evaluation of the student s linial performane. Criterion VI.A.6: Evaluate linial sites at regularly sheduled intervals. Evaluation of linial sites at sheduled intervals provides the neessary information about the quality of student learning experienes. This should form the basis for NP faulty to make hanges in student assignments. Required Evidene of Meeting Criterion: Doumentation of how linial sites are evaluated. Criterion VI.A.7: Evaluate preeptors at regularly sheduled intervals. Preeptors provide an important part of the eduational experiene for students. Faulty and student evaluations of preeptors onduted at sheduled intervals or more frequently if needed are used by NP faulty to define ongoing preeptor relationships and development programs. Evaluations also provide the basis for making student assignments. An evaluation proess may inlude the use of tehnology, surveys, student and preeptor feedbak, and follow-up to be determined by the program. Required Evidene of Meeting Criterion: Doumentation of how preeptors are evaluated to inlude faulty and student evaluations. Criterion VI.B: Formal NP urriulum evaluation ours every five (5) years or sooner. The overall NP urriulum and program of study are formally evaluated every five years or sooner. Required Evidene of Meeting Criterion: Doumentation of frequeny of urriulum evaluation. Doumentation of urriular deisions based upon evaluation. Criterion VI.C: There is an evaluation plan to measure outomes of graduates. Programs develop an ongoing system of evaluation of graduates. It is reommended that the first interval should be set at one (1) year, or no later than two (2) years, postgraduation. Required Evidene of Meeting Criterion: Doumentation of the frequeny of evaluation and methods/ measures used for the evaluation. Outome measures should inlude, at a minimum, ertifiation pass rates, pratie/ position in area of speialty, employer/pratie satisfation, and graduate satisfation with NP preparation. Other measures may be used to further support the outomes of the program. 18

19 GLOSSARY Terms italiized within the evaluation riteria Advaned Pratie Registered Nursing (APRN) Core essential broad-based urriulum ontent for all APRN students in the areas of advaned physiology/ pathophysiology, advaned health assessment, and advaned pharmaology. This ontent must be presented as three separate omprehensive graduate-level ourses in the APRN urriulum. Desriptions of eah ourse and ontent area are provided in the Consensus Model for APRN Regulation: Liensure, Areditation, Certifiation & Eduation (2008). [The speifi outome ompetenies in eah of these three areas are delineated in Amerian Assoiation of Colleges of Nursing (AACN) (1996) The Essentials of Master s Eduation for Advaned Pratie Nursing, pp , or AACN (2006) The Essentials of Dotoral Eduation for Advaned Nursing Pratie, pp ] Certifiation a psyhometrially sound and legally defensible method that meets nationally reognized areditation standards for ertifiation programs. When used for regulatory purposes, the ertifiation method demonstrates aquisition of the APRN ore and role ompetenies aross at least one population fous of pratie. An individual s eduational preparation (role/population fous) must be ongruent with the ertifiation examination/proess. of performane in a ertain ontext. Statements about ompetene require desriptive qualifiers to define the relevant abilities, ontext, and stage of training. Competene is multi-dimensional and dynami. It hanges with time, experiene, and setting. (Frank JR, Snell LS, Cate OT, et al. Competeny-based medial eduation: Theory to pratie. Med Teah. 2010;32: ) Competeny an observable ability of a health professional, integrating multiple omponents suh as knowledge, skills, values, and attitudes. Sine ompetenies are observable they an be measured and assessed to ensure their aquisition. (Frank JR, Snell LS, Cate OT, et al. Competeny-based medial eduation: Theory to pratie. Med Teah. 2010;32: ) Contratual Agreement a formal agreement between the eduational program/institution and linial ageny that protets, as appropriate, the linial site, the eduational program, and students during linial experienes. Credentials titles or degrees held by an individual indiating the level of eduation, ertifiation, or liensure. Clinial Hours those hours in whih diret linial are is provided to individuals and families in one (1) of the six (6) population-foused areas of NP pratie and in primary are or aute are as appropriate. (See definition of population fous.) Clinial Observation observation of the student interating fae-to-fae with a real patient in a linial setting. Curriulum the overall didati and linial omponents that make up ourses for the programs of study. Diret Clinial Teahing teahing that ours fae-to-fae with the student in one-on-one diret lient/patient are situations (e.g., demonstration, example, role modeling, or oahing). Combined Nurse Pratitioner/Clinial Nurse Speialist Program graduate eduational programs in whih, by urriular design, graduates are prepared with the ore role ompetenies for both the NP and CNS roles. The program prepares graduates to meet eduational eligibility requirements to sit for one NP national ertifiation exam and one CNS national ertifiation exam, (e.g. adult-gerontology aute are NP and adult-gerontology CNS). Competene the array of abilities (knowledge, skills, and attitudes, or KSA) aross multiple domains or aspets Diret Patient Care are that involves assessment, diagnosis, treatment, and evaluation of real lients or patients not simulations or lab exerises with trained lient/patient ators. Dual Trak Nurse Pratitioner Program graduate eduational programs whose urriular design allows students to major in two NP population-foused linial traks or in primary are and aute are NP traks in the same populationfoused area of pratie. The program prepares graduates to meet eduational eligibility requirements to sit for two national NP ertifiation examinations (e.g., adult-gerontology 19

20 NP and family/lifespan NP or pediatri primary are and pediatri aute are.) Evaluation of Curriulum/Curriulum Evaluation the review proess that is used at regularly sheduled intervals to review and update ourses based on student evaluations and hanges in healthare. The proess serves to ensure auray and urreny of learning experienes. Revision of urriulum takes plae every 3-5 years and is a more in-depth review, leading to substantive urriular hanges as deemed neessary. Population Fous the broad area of pratie for whih national ompetenies exist to build on the ore role population. NP eduational preparation and the orresponding national ertifiation are grounded in the broad advaned pratie nursing essentials, NP ore ompetenies, and ompetenies for a population fous. When the term population fous is used in the doument, it refers to providing are to individuals within the population. The six population-foi are adult-gerontology (primary are or aute are), pediatris (primary are or aute are), family/aross the lifespan, neonatal, women s health/gender speifi, and PMH. Graduate Core foundational ore outomes deemed essential for all students who pursue a graduate degree in nursing regardless of speialty or funtional fous. These outomes are delineated in the Amerian Assoiation of Colleges of Nursing (AACN) (2011) The Essentials of Master s Eduation in Nursing or AACN (2006) The Essentials of Dotoral Eduation for Advaned Nursing Pratie. NP Program/Trak basi NP program in nursing to prepare advaned pratie registered nurses at the graduate level, inluding the graduate ore, APRN ore, and NP role and population-foused ourses. Intensives onentrated simulated or designed experienes used for evaluation in whih an NP student demonstrates knowledge, skill, and ompetenies in pratie. These opportunities enable faulty to evaluate the NP student on a variety of aspets of are, inluding ritial thinking skills on ases the student may not have enountered in a linial setting. NP Faulty faulty who teah in the NP program/trak who are NPs. NP Program Faulty all faulty who teah didati or linial ourses in the graduate NP program/trak. Simulation an ativity or event designed to repliate essential aspets of a linial situation with the goal of understanding and managing the situation better when it ours in atual linial pratie. A tehnique that uses a situation or environment reated to allow persons to experiene a representation of a real event for the purpose of pratie, learning, evaluation, testing, or to gain understanding of systems or human ations (National League of Nursing, (2014). Simulation Innovation Resoure Center: An Interative Global Simulation Community. (sir.nln.org) Single Trak Nurse Pratitioner Program a graduate eduational program whose urriular design allows students to major in one NP linial trak. Program prepares graduates to meet eduational eligibility requirements to sit for the national NP ertifiation examination in that populationfoused pratie area. Speialty the more narrow fous of pratie that may be an added emphasis of eduational preparation in addition to the role and population fous (e.g., onology or palliative are). Speialty Courses/Curriulum linial and didati learning experienes that prepare an individual in a speialty area of pratie. These ourses are in addition to the APRN ore, NP role ore, and population-foused linial and didati learning experienes. 20

21 CRITERIA FOR EVALUATION of NURSE PRACTITIONER PROGRAMS 2016 APPENDICES 21

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23 Criteria for Evaluation of Nurse Pratitioner Programs Doumentation Cheklist The heklist provides a mehanism for doumenting that riteria have been met and the required doumentation provided. This form is provided as one example of a tool for traking whether or not riteria are met. If using the heklist, additional materials and narrative must aompany the form in order to provide full doumentation. The loation of required and/or supporting doumentation should be indiated within the aompanying narrative. Programs/ traks may wish to use this heklist as presented or adapt it to meet their speifi needs. CRITERION I: Organization and Administration Doumentation Doumentation Present - if yes I.A The diretor/oordinator of the NP program is nationally ertified as an NP and has the responsibility of overall leadership for the NP program. Required Evidene of Meeting Criterion: Curriulum vitae of the individual who provides overall leadership of the NP program (e.g. diretor or oordinator). Doumentation of redentialing as an NP in the state (or territory) of pratie. Proof of national ertifiation as an NP in at least one population-foused area. A statement desribing the program diretor/ oordinator s responsibilities to the program. I.B The faulty member who provides diret oversight for the NP eduational omponent or trak is nationally ertified in the same population-foused area of pratie. I.C Institutional support ensures that NP faulty teahing in linial ourses maintain urreny in linial pratie. Required Evidene of Meeting Criterion: Curriula vitae of NP faulty who provide oversight for eah population-foused trak. Doumentation of redentialing as an NP in the state (or territory) of pratie. Proof of national ertifiation as an NP in the populationfoused area and in primary or aute are, as appropriate. A statement desribing the lead NP faulty member s responsibilities to the program. Required Evidene of Meeting Criterion: (1) A opy of institutional poliies or guidelines that support or doument NP faulty s ability to pratie; or (2) A letter of support from the hief nurse administrator (e.g., dean) or a opy of the poliy that allows NP faulty to pratie as part of the workload. Doumentation of faulty pratie plan or arrangements, if appliable. 23

24 Doumentation Cheklist CRITERION II: Students Doumentation Doumentation Present - if yes II.A Any admission riteria speifi to the NP program/trak reflet ongoing involvement by NP faulty. Required Evidene of Meeting Criterion: A opy of admission materials with admission riteria learly highlighted. If riteria for the NP program/trak do not differ from the riteria of the overall graduate degree program, identify program riteria. Examples of douments that demonstrate NP faulty are providing input into admission riteria speifi to the NP program/trak. II.B Any progression and ompletion riteria speifi to the NP program/ trak reflet ongoing involvement by NP faulty. Required Evidene of Meeting Criterion: Student progression and graduation riteria, inluding any unique to the NP program/trak. If riteria for the NP program/trak do not differ from the overall riteria of the graduate program, identify the graduate program riteria. Doument the riteria for full-time, part-time, and postgraduate study. Examples of douments that demonstrate NP faulty are providing input into progression and graduation riteria speifi to the NP program/trak. A opy of the program of study for full and part-time study, inluding didati and linial progression, sequening of ourses, and the mehanism and proess for students needing remediation in order to progress. 24

25 Doumentation Cheklist CRITERION III: Curriulum Doumentation Doumentation Present - if yes III.A NP faulty provide ongoing input into the development, evaluation, and revision of the NP urriulum. Required Evidene of Meeting Criterion: Examples of urriulum ommittee meeting minutes doumenting that NP faulty are developing, evaluating, and revising the urriulum. III.B The urriulum is ongruent with national standards for graduate level advaned pratie registered nursing (APRN) eduation and is onsistent with nationally reognized ore role and population-foused NP ompetenies and eduational standards. III.C.1 The NP program prepares graduates to meet eduational eligibility requirements to sit for a national NP ertifiation examination that orresponds with the role and population fous of the NP program. III.C.2 Offiial doumentation states the NP role and population fous of eduational preparation. Required Evidene of Meeting Criterion: The nationally reognized eduational standards and ompetenies used for developing urriulum for graduate ore, APRN ore, and NP role/population-foused ontent. (See Sample Form G.) The national standards used for developing urriulum for speialty ontent The program of study for the graduate and/or post-graduate (full and part-time) inluding ourses, ourse sequene, number of redit hours, number of linial hours per ourse, as appropriate. A brief overview, inluding ourse desription and objetives for eah ourse, identifying where nationally reognized graduate ore, APRN ore, and NP role/population-foused eduational standards and ore ompetenies are inluded. A brief overview, inluding ourse desription and objetives for eah ourse, identifying where nationally reognized speialty ompetenies are inluded, when appliable. Required Evidene of Meeting Criterion: Written statement provided to students identifying the role and population-foused ertifiation examination for whih they are prepared to meet eduational eligibility requirements to apply upon suessful ompletion of the program. Doumentation demonstrating that a program prepares graduates to meet eduational eligibility requirements for the national ertifiation examination(s) for eah NP trak. Required Evidene of Meeting Criterion: A sample transript for a NP graduate showing eduational preparation for the NP role and at least one (1) population fous; and/or A sample offiial letter with institutional seal used to speify the eduational preparation for the NP role and at least one (1) population fous. 25

26 Doumentation Cheklist CRITERION III: Curriulum Doumentation Doumentation Present - if yes III.D The urriulum plan demonstrates appropriate ourse sequening. Required Evidene of Meeting Criterion: The program of study for graduate degree and post-graduate (full and part-time), inluding pre-requisites. III.E The NP program/trak has a minimum of 500 supervised diret patient are linial hours overall. Clinial hours are distributed to support ompeteny development that represents the population needs. III.F Post-graduate students suessfully omplete graduate didati and linial requirements of an aademi graduate NP program through a formal graduatelevel ertifiate or degree-granting graduate-level NP program in the desired area of pratie. Post-graduate students are expeted to master the same outome riteria as graduate degree granting program NP students. Post-graduate ertifiate students who are not already NPs are required to omplete a minimum of 500 supervised diret patient are linial hours. Required Evidene of Meeting Criterion: Doumentation of the proess used to verify student learning experienes and linial hours. An overview of the urriulum. An overview of the number of required preepted linial hours. For ombined NP/CNS and dual trak NP programs, demonstration of areas of overlap among linial hours. (See Sample Form E.) A desription of types of linial experienes, inluding patient populations, types of praties, and settings in whih eah student is expeted to develop ompetenies. Required Evidene of Meeting Criterion: A ompleted gap analysis for eah post-graduate ertifiate andidate who was granted waivers or exeptions. (See Sample Form F.) Doumentation of the proess for evaluation of student demonstrating national linial ompetenies to grant redit for prior linial experiene. A sample ertifiate of ompletion or a transript for a post-graduate ertifiate NP graduate showing eduational preparation for the NP role and at least one (1) population fous and ompletion of the APRN ore ourses (advaned physiology/pathophysiology, advaned health assessment, and advaned pharmaology). 26

27 Doumentation Cheklist CRITERION IV: Resoures, Failities, and Servies Doumentation Doumentation Present - if yes IV.A Institutional resoures, failities, and servies support the development, management, and evaluation of the NP program/trak. Required Evidene of Meeting Criterion: Desription of student and faulty numbers and the teahing resoures, failities, and servies of the institution that relate to the speifi needs of the NP program/trak. Evidene of student evaluation of the teahing resoures, failities, and servies of the institution that relate to the speifi needs of the NP program/trak. IV.B Clinial resoures support NP eduational experienes. IV.B.1 A suffiient number of faulty is available to ensure quality linial experienes for NP students. NP faulty have aademi responsibility for the supervision and evaluation of NP students and for oversight of the linial learning experiene. The faulty/ student ratio is suffiient to ensure adequate supervision and evaluation. IV.B.2 Clinial settings used are diverse and suffiient in number to ensure that the student will meet ore urriulum guidelines and program/trak goals. IV.B.3 NP faulty may share the linial teahing of students with qualified preeptors Required Evidene of Meeting Criterion: A list of linial failities used speifially for the NP program/ trak and site-based linial preeptors (type, degree, and ertifiation), inluding the name of the site, type of site (e.g., ommunity health, private pratie, or rural lini), and lient harateristis. (See Sample Forms A and B.) A sample of a ontratual agreement, inluding a statement on liability overage A opy of the poliy overing student rotations at linial sites. Required Evidene of Meeting Criterion: Doumentation of the institution/program poliy or proess used for assigning faulty to ensure adequate teahing time for NP students. Doumentation and rationale of the faulty/student ratio for diret and indiret faulty supervision for the program. Doumentation of the method and riteria for student evaluation inluding intensives or linial site evaluations (e.g., fae-to-fae and tehnology-supported visits) made by NP program faulty during an aademi term. Evidene of faulty and student assessment of the linial experiene to meet learning objetives. Doumentation of faulty oversight of the linial learning experiene, inluding vetting, planning, implementation, and evaluation. Required Evidene of Meeting Criterion: Reords for the proess used to doument student learning experienes and linial hours. Copies of poliies relevant to linial plaement. Required Evidene of Meeting Criterion: Preeptor profiles, inluding title, disipline, redentials, liensure/approval/reognition, eduation, years in role, site (e.g., pediatris, family, adult, women s health), types of patients (aute, hroni, in-hospital, et), type of linial supervision, and number of students supervised onurrently. (See Sample Form B.) 27

28 Doumentation Cheklist CRITERION IV: Resoures, Failities, and Servies Doumentation Doumentation Present - if yes IV.B.3.a A preeptor has authorization by the appropriate state liensing entity to pratie in his/her populationfoused and/or speialty area. Required Evidene of Meeting Criterion: (1) A opy of eah preeptor s urrent state authorization to pratie and national ertifiation, as appropriate; or (2) Doumentation of the method for verifying that preeptor lienses are urrent and available at the linial faility if not submitted diretly to the program. IV.B.3.b A preeptor has eduational preparation appropriate to his/her area(s) of supervisory responsibility and at least one year of linial experiene IV.B.3. Preeptors are oriented to program/trak requirements and expetations for oversight and evaluation of NP students. Required Evidene of Meeting Criterion: Preeptor profiles, inluding title, disipline, redentials, liensure/approval/reognition, eduation, years in role, site (e.g., pediatris, family, adult, or women s health), types of patients (aute, hroni, in-hospital, et.), type of linial supervision, and number of students supervised onurrently. (See Sample Form B.) Required Evidene of Meeting Criterion: Desription of the preeptor orientation and methods used for maintaining ongoing ontat between NP faulty and preeptors. A opy of preeptor orientation information. 28

29 CRITERION V: Faulty and Faulty Organization Doumentation Doumentation Present - if yes V.A.1 NP programs/traks have suffiient faulty with the preparation and urrent expertise to adequately support the professional role development and linial management ourses for NP pratie. Doumentation Cheklist Required Evidene of Meeting Criterion: Copies of faulty profiles inluding redentials, liensure/ approval/ reognition, linial and didati teahing responsibilities, and other faulty responsibilities. (See Sample Form C.) An evaluation proess that inludes student, preeptor, and faulty appraisals enompassing elements determined by the program that may inlude, but are not limited to, evidene of: Assignment of faulty with the appropriate expertise to teah theoretial and linial ourses; Faulty knowledgeable and prepared to integrate meaningful use of tehnology in ourse and linial assignments; Faulty workload assignments that provide adequate time for ourse preparation, oversight, delivery, timely and adequate feedbak to students on assignments, and integration of ourse evaluations into a ontinual quality improvement proess; and/or Faulty development in effetive teahing pedagogies, information tehnology, and advanes in the healthare delivery environment impating NP pratie. V.A.2 NP program faulty who teah the linial omponents of the program/ trak maintain urrent liensure and national ertifiation. V.A.3 NP faulty demonstrate ompetene in linial pratie and teahing through a planned, ongoing faulty development program designed to meet the needs of new and ontinuing faulty. V.B Non-NP faulty have expertise in the area in whih they are teahing. Required Evidene of Meeting Criterion: Evidene or doumentation that a opy of eah faulty member s state liense/approval/ reognition and national ertifiation, are maintained in a file, as appropriate. Required Evidene of Meeting Criterion: A opy of the faulty development plan for the institution/ program. Required Evidene of Meeting Criterion: An overview of non-np faulty detailing their redentials, position, population fous or speialty, area of ontent responsibility, and other teahing responsibilities. (See Sample Form D.) 29

30 CRITERION VI: Evaluation Doumentation Doumentation Present - if yes VI.A There is an evaluation plan for the NP program/trak. Doumentation Cheklist Required Evidene of Meeting Criterion: A opy of the evaluation plan used for the NP program/trak, inluding evaluation forms, feedbak mehanism for hange, doumentation via minutes, and proess of integration. VI.A.1 Evaluate ourses at regularly sheduled intervals. VI.A.2 Evaluate NP program faulty ompetene at regularly sheduled intervals. VI.A.3 Evaluate student progress through didati and linial omponents of NP program/trak eah semester/quarter/term. VI.A.4 Evaluate students attainment of ompetenies throughout the program. VI.A.5 Evaluate students umulatively based on linial observation of student ompetene and performane by NP faulty and/or preeptor assessment. VI.A.6 Evaluate linial sites at regularly sheduled intervals. VI.A.7 Evaluate preeptors at regularly sheduled intervals. VI.B Formal NP urriulum evaluation ours every five (5) years or sooner. VI.C There is an evaluation plan to measure outomes of graduates. 30 Required Evidene of Meeting Criterion: Doumentation of urrent ourse evaluation proess and review shedule. Required Evidene of Meeting Criterion: Doumentation of mehanisms or proesses and shedule for review used to evaluate NP program faulty (e.g., urrent list of ertifiations, student evaluations, or peer review). Required Evidene of Meeting Criterion: Doumentation of frequeny and methods used to evaluate aggregate and individual students progression throughout the program. Copies of evaluation forms used. Required Evidene of Meeting Criterion: Doumentation of methods used to evaluate students attainment of ompetenies throughout the program (e.g., use of performane evaluation, ase studies, et.) Required Evidene of Meeting Criterion: Copies of the forms used for preeptor and NP faulty evaluation of the student s linial performane. Doumentation of the availability of ompleted evaluations. Doumentation of the frequeny and proess used for evaluation of the student s linial performane. Required Evidene of Meeting Criterion: Doumentation of how linial sites are evaluated. Required Evidene of Meeting Criterion: Doumentation of how preeptors are evaluated, to inlude faulty and student evaluations. Required Evidene of Meeting Criterion: Doumentation of frequeny of urriulum evaluation. Doumentation of urriular deisions based upon evaluation. Required Evidene of Meeting Criterion: Doumentation of the frequeny of evaluation and methods/ measures used for the evaluation. Outome measures should inlude, at a minimum, ertifiation pass rates, pratie/ position in area of speialty, employer/pratie satisfation, and graduate satisfation with NP preparation. Other measures may be used to further support the outomes of the program.

31 Sample Forms The forms found in the following pages are examples of how programs an doument that various riteria are met. Sample Forms A and B are examples of how to doument the required information for Criterion IV.B. Sample Form C is an example of how a program an doument that it meets Criterion V.A.1. Sample Form D is an example of how to reord the doumentation for Criterion V.B. Sample Forms E and F are examples of how to doument meeting Criteria III.E and III.F, respetively. Sample Form G an be useful for doumentation needed in Criterion III.B. Maintaining doumentation on simulation experienes relative to Criterion III.E is reommended. Sample Form H an be useful for programs to keep trak of their uses of simulation experienes for assessment and teahing. The intent is for the sample forms to provide a guide to programs in doumenting evidene of how they meet the various riteria; programs may adapt these forms or develop other proesses to meet their needs. 31

32 NAME OF SITE SAMPLE FORM A For doumentation relative to Criterion IV.B CLINICAL SITES TYPE OF SITE (e.g., ommunity health, private pratie, rural lini) CHARACTERISTICS OF PATIENTS (e.g., gender, age, ethniity) EXPERIENCES AVAILABLE (e.g., aute, hroni, in-hospital) 32

33 SAMPLE FORM B For doumentation relative to Criterion IV.B PRECEPTORS 1. Name and Credentials of Preeptor(s) at eah site Populationfoused (and/or Speialty, if appliable) Area of Pratie Certifiation* (speify type and ertifying Body as appropriate) Years of Pratie in the Population- Foused or Speialty Area of Pratie # Students Preepted Conurrently* State Liensure/ Approval/ Reognition** *use * to indiate IPE students **Copy on file, as appropriate, or program/trak has method of verifying doumentation. 33

34 SAMPLE FORM C For doumentation relative to Criterion V.A.1 Nurse Pratitioner Faulty Profile All NP Faulty Complete this Form NP faulty defined in glossary as faulty who teahing in the NP program/trak who are nurse pratitioners. Attah CV of lead NP faulty for the NP program/trak CVs or resumés for other faulty available on request. Name: Credentials: State Liense/Approval/Reognition # RN: APRN: Certifiation (List ertifiation body and exp. date) Copy of urrent national ertifiation and state liense/approval/reognition available on file:! Yes! No Aademi NP Program Completed: Graduation Date: NP Trak/Major: Faulty Appointment: % of FTE in NP trak: % of Time in Shool of Nursing: Clinial Teahing Responsibilities: (Inlude past aademi year and urrent responsibilities) Clinial Course # Students Clinial Sites Dates Didati Teahing Responsibilities: (Inlude past aademi year and urrent responsibilities) Didati Course # Students Dates List Other Faulty Responsibilities: (e.g. other teahing, ommittee work, thesis/dissertation supervision, researh, et.) Continued next page 34

35 SAMPLE FORM C For doumentation relative to Criterion V.A.1 NP Pratie Experiene: (List last 5 years with urrent pratie first) Are you pratiing now? Yes No If yes, desribe the following: Setting Patient Population Pratie Approximate urrent # of hours per week/month: or hours per year: Approximate # hours last year per week/month: If you have less than one (1) year of linial pratie experiene as a graduate NP, who is your faulty mentor? 35

36 SAMPLE FORM D For doumentation relative to Criterion V.B NP Program Faulty (not NP ertified)* Complete form Name/Credentials Title/Position Population Fous, Area of Speialty Pratie or Eduational Preparation Course Content/Teahing Responsibility *Faulty having teahing responsibility for any ourses required for graduation from a graduate level NP program. This inludes fulltime or part-time faulty from nursing and other disiplines and major guest leturers only

37 SAMPLE FORM E For doumentation relative to Criterion III.E CLINICAL EXPERIENCES FOR DUAL NP-NP OR COMBINED NP-CNS PREPARATION Use this form to doument the areas of overlap in linial urriula if the program offers the opportunity for preparation in dual areas of NP population-foused preparation, dual NP primary are and aute are preparation in the same population-foused area of pratie, or ombined linial nurse speialist and nurse pratitioner preparation. NP Population-Fous Area 1: NP Population -Fous Area 2: CNS Population- Fous Area: CLINICAL EXPERIENCE (desription of sites, patient harateristis, type of experienes) # HOURS UNIQUE TO NP Population- Foused AREA 1 # HOURS UNIQUE TO NP Population- Foused AREA 2 # HOURS UNIQUE to CNS Population Fous # HOURS RELEVANT TO BOTH NP FOCI OR CNS and NP FOCI Signature of Program Diretor: 37

38 SAMPLE FORM F For doumentation relative to Criterion III.F GAP ANALYSIS FOR POST-GRADUATE NP CERTIFICATE OR POST-MASTER S DNP STUDENT Name of Candidate: New National NP Certifiation Sought: NP National Certifiation Previously Completed: Institution: Yr: Instrutions: Use this form for a student who is a nationally ertified NP seeking partial redit or waiver of oursework toward ompletion of a postmaster s ertifiate or post-master s DNP program in another NP pratie area (e.g., a pediatri NP seeking ertifiation as a family NP, or adult PMH NP seeking aross the lifespan PMH NP ertifiation). The form should be ompleted after a thorough analysis of ompleted oursework and linial experienes ompared with the program requirements and national NP ompetenies neessary for ertifiation in the seond NP population-foused area of pratie. In olumn 1, list the ourses for the standard required program of study required for preparation in the DESIRED NP area of pratie. In olumn 2, list ourses from the student s transript that will be used to waive ourses from olumn 1. List the ourse on the same or equivalent line as the ourse in olumn 1. In olumn 3, identify and desribe linial hours and experienes needed to meet the required ompetenies for the new or desired area of NP pratie. The student must meet the linial ourse requirements of the program of study using both linial ourses previously taken and indiated on the transript and ourses to be ompleted. List all oursework to be ompleted for the ertifiate/degree (all ourses from olumn 1 not waived). This olumn, in ombination with olumn 3, will onstitute the student s individualized program of study. See Next Page 38

39 SAMPLE FORM F For doumentation relative to Criterion III.F GAP ANALYSIS FOR POST-GRADUATE NP CERTIFICATE OR POST-MASTER S DNP STUDENT List Required Courses for the DESIRED NP Area of Pratie List Courses from Transript that Satisfy Required Courses listed in Column 1 Type and Number of Clinial Experienes Needed by Student Coursework to be Completed by the Student for the Certifiate/Degree Signature of Program Diretor: 39

40 SAMPLE FORM G For doumentation relative to Criterion III.E NURSE PRACTITIONER PROGRAM CURRICULUM Use this form to doument the nationally reognized eduational standards and ompetenies used for developing urriulum for graduate/aprn, NP role, populationfoused, and speialty (if appliable) ontent in the NP urriulum. Content Area Graduate/APRN Competenies and Eduational Standards Used (if available from professional organization) Sample: The Essentials of Dotoral Eduation for Advaned Nursing Pratie Soure of Competenies/Eduational Standards and Date AACN, 2006 NP Role Sample: Nurse Pratitioner Core Competenies Content NONPF, 2014 NP Population Fous Sample: (1) Population-Foused Nurse Pratitioner Competenies: Neonatal NP Competenies; (2) Eduation Standards and Curriulum Guidelines for Neonatal Nurse Pratitioner Programs (1) Population-Foused Competenies Task Fore, 2013; (2) National Assoiation of Neonatal Nurse Pratitioners, 2014 NP Population Fous 2 (if dual program) Speialty (if appliable) Sample: Onology Nurse Pratitioner Competenies Onology Nursing Soiety, 2007 Signature of Program Diretor: 40

41 SAMPLE FORM H Relates to Criterion III.B but is not part of required doumentation SIMULATION EXPERIENCES NP programs may wish to use this form to doument the types of simulation linial experienes that NP students may have beyond the required 500 diret patient are linial hours. Type of Simulation e.g., high-fidelity simulation, lowfidelity simulation, standardized patients and desription of simulation experiene Speifi Course in whih simulation is used and Course Objetive the experiene is meeting # of Hours Used for Clinial andnonlinial Experiene (speify both) Use e.g., formative assessment, summative assessment, eduation 41

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44 Amerian Assoiation of Colleges of Nursing One Dupont Cirle, NW, Ste. 530 Washington, DC Tel: (202) Fax: (202) National Organization of Nurse Pratitioner Faulties 1615 M Street, NW, Ste. 270 Washington, DC Tel: (202) Fax: (202)