American Association of Colleges of Nursing

Transcription

1 1 American Association of Colleges of Nursing About AACN The American Association of Colleges of Nursing (AACN) is the national voice for America s baccalaureate- and higher-degree nursing education programs. AACN s educational, research, governmental advocacy, data collection, publications, and other programs work to establish quality standards for bachelor s- and graduate-degree nursing education, assist deans and directors to implement those standards, influence the nursing profession to improve health care, and promote public support of baccalaureate and graduate education, research, and practice in nursing- the nation s largest health care profession. 1 AACN is the only national organization dedicated exclusively to furthering baccalaureate and graduate nursing education. Founded in 1969 with 121 member institutions. Today AACN represents 575 schools of nursing at public and private universities and senior colleges nationwide. These schools offer a mix of baccalaureate, graduate, and post-graduate programs. (Collaborative members Case Western University and University of Massachusetts schools of nursing are both member schools of AACN.) The dean or other chief administrative nurse in the nursing program serves as representative to AACN. AACN is governed by an eleven member Board of Directors, each of whom represents a member institution. (See below for current listing of board members). Mission of AACN Mission Statement: The American Association of Colleges of Nursing is the national voice for baccalaureate and graduate-degree nursing education. A unique asset for the nation, AACN serves the public interest by providing standards and resources, and by fostering innovation to advance professional nursing education, research, and practice. 1 AACN Programs In 1986, AACN directed the national panel that defined the knowledge, clinical skills, values, and other essential abilities that must be possessed by graduates of America s bachelor s-degree nursing education programs. AACN publishes and disseminates these Essentials of Baccalaureate Education for Professional Nursing Practice to nursing schools and policymakers throughout the nation, and revises the teaching components to stay current with changing conditions in nursing and health care. AACN publishes core standards for master s-degree curricula for registered nurses who perform at the advanced practice level, as well as guidelines defining the essential clinical resources for nursing education, research, and faculty practice. In government relations and other advocacy, AACN works to advance public policy on nursing education, research, and practice. AACN is a leader in securing sustained federal support for nursing education and research; in shaping legislative and regulatory policy affecting nursing school programming; and in ensuring continuing financial assistance for nursing students.

2 2 In 1996, AACN launched a new alliance of multiple organizations to accredit nursing higher education programs in a more streamlines and uniform process. Alliance organizations include an autonomous arm of AACN, the Commission on Collegiate Nursing Education (CCNE), which is the only national agency dedicated exclusively to the accreditation of bachelor s and graduate degree nursing education programs. The Association also operates the AACN Institutional Data System, a comprehensive national databank reporting current statistics on student enrollments and graduations, faculty salaries, budgets, institutional resources, and other trends and conditions in baccalaureate and graduate nursing education. AACN publishes the bi-monthly Journal of Professional Nursing and the Syllabus newsletter, as well as a variety of books and other publications for nursing educators, administrators, students, and researchers. 1 Journal: Journal of Professional Nursing Bimonthly scholarly journal presents observations by nursing leaders on the diverse roles of baccalaureate- and graduate- prepared nurses, as well as insightful columns on clinical, legislative, regulatory, ethical, and other concerns of vital interest to nursing educators, researchers, and practitioners. 2 Theme issues are done rarely. Special Issues/ Sections: September-October, 2004 Volume 20, Number 5: Special Section on Academic-Service Partnerships Newsletter section: New Partnerships and Grant-Funded Initiatives in Nursing Education In June 2002, AACN introduced a section in our monthly newsletter, AACN News Watch, to share information about new partnerships and grant-funded initiatives. This section is used to spotlight new collaborations and initiatives launched by nursing schools and corporate citizens that effectively increase student capacity, add new nursing faculty, increase student diversity, address the nursing shortage, and enhance the way education is delivered. Below are excerpts from past issues of AACN News Watch. 3 Web Resources: CareerLink CareerLink is AACN's online resource dedicated to employment opportunities in nursing education. In response to the nation's shortage of nurse educators, we have strengthened this information clearinghouse to help students and faculty locate academic programs that prepare faculty, financial aid opportunities, and faculty development programs. 4 URL:

3 3 Board of Directors Officers: President: Jean Bartels, Georgia Southern University President-elect: Jeanette Lancaster, University of Virginia Treasurer: C. Fay Raines, University of Alabama-Huntsville Secretary: Kathleen Potempa, Oregon Health Sciences University Members: Lea Acord, Marquette University Eileen Breslin, University of Massachusetts-Amherst (Collaborative school) Joan Creasia, University of Tennessee-Knoxville Melanie Dreher, University of Iowa Jane Kirschling, University of Southern Maine Terry Misener, University of Portland Roberta Olson, South Dakota State University Executive Director: Geraldine Bednash AACN Committees, Subcommittees, and Task Forces Committees: Finance Committee Government Affairs Committee Membership Committee Nominating Committee Program Committee Journal of Professional Nursing Subcommittees: Baccalaureate Education Conference Subcommittee Dean Mentoring Subcommittee Doctoral Conference Subcommittee Executive Development Series Subcommittee Master s Conference Subcommittee o (Kathleen Thies, PhD is a faculty representative to this subcommittee from Collaborative member school University of Massachusetts, graduate school of nursing.) Summer Seminar Subcommittee Hot Issues Subcommittee Task Forces: Task Force on Options for Participation in AACN Task Force on Education and Regulation for Professional Nursing Practice #2 Task Force on Professional Clinical Doctorate Upcoming Meetings and Conferences 2005 Doctoral Education Conference Bold Directions: Innovative Pathways to Doctoral Education in Nursing San Diego, California January 19-22, 2005

4 4 Deadline for Submissions: December 1, Maters Education Conference On the Horizon in Masters Education: Teaching, Research and Practice San Diego, California February 17-19, 2005 Deadline for Submissions: December 10, Position Statements Relevant to the Work of the Collaborative 1. Position Statement on Defining Scholarship for the Discipline of Nursing 5 In the paper Position Statement on Defining Scholarship for the Discipline of Nursing Edwards et al apply Boyer s 6 definition of scholarship to the discipline of nursing and provide examples of scholarly work for each area of scholarship (discovery, teaching, application, and integration). Glassick s 7 work on establishing characteristics of scholarly work is applied in the definition developed. The definition given of scholarship in nursing is: Scholarship in nursing can be defined as those activities that systematically advance the teaching, research, and practice of nursing through rigorous inquiry that 1) is significant to the profession, 2) is creative, 3) can be documented, 4) can be replicated or elaborated, and 5) can be peer-reviewed through various methods. The authors state that the paper is intended as a descriptive tool, [which] may be used to guide promotion, tenure, and merit reviews in a way that is appropriate to the profession; expand the scope of recognized scholarly activities; guide individual career planning; and demonstrate the growth of the profession over time. Of note in the application of Boyer s definition of scholarship by these authors, application is taken to mean clinical practice, and scholarly activities are all those that meet the above criteria within the setting of clinical practice in a broad range of activities or roles. Additionally, the interpretation of Glassick s 7 criteria of peer-review is interpreted quite broadly by the authors of this paper and includes assessment by colleagues of teaching or clinical skills. 2. Nursing Education s Agenda for the 21 st Century 8 This AACN position paper outlines guidelines for schools of nursing to meet the current challenges of health care delivery and nursing care, with particular emphasis on the objectives of Healthy People 2000 and Healthy People 2010 to improve the health of the nation. The paper gives this position statement: To meet the challenges of Nursing s Agenda for Health Care Reform, the federal initiatives Healthy People 2000 and Healthy People 2010, and evolutions in health care delivery, faculty in schools of nursing must re-examine their missions of education, research, and service. Nursing

5 5 leaders in education and practice settings must work together to differentiate the roles of responsibilities of nurses in practice. The paper outlines the growing emphasis on health promotion and disease prevention, and provision of health care services to traditionally underserved and diverse communities as the basis for expanding the field of nursing education, with a particular emphasis on improving practice in nursing education. Recommendations are given for the following areas: missions of nursing schools, organizational structure (including RPT) of nursing schools, nursing faculty, nursing students, nursing school curricula, program evaluation and outcomes, and nursing research. Several references are made to the position statement of AACN on expanding the definition of scholarship (discussed above) and on improving faculty rewards for their work integrating practice, teaching and research. The paper also discusses the nursing shortage and the inability to train enough new nurses due to the low number of nursing faculty available. Although not discussed in this article, amending RPT policies to recognize community-engaged work may help to attract and promote nursing faculty to fill positions and to further efforts to integrate practice, teaching and research. 3. Strategic Plan for Fiscal Year Note: The Strategic Plan (adopted February 20, 2004) includes a number of objectives that fit well with the efforts of the Collaborative to expand the definition of scholarship and bring about institutional change in health professional schools with regard to community-engaged scholarship. Those objectives that are of particular salience are shown in italics. Values: The activities within the strategic plan will reflect the dynamic and changing events within the health care environment. As AACN acts, continuous attention will be directed to core principles: Respecting and including diversity of opinion, experience, and culture Open and responsive communication Quality, efficiency and accountability in the implementation and evaluation of activities Positioning through integrity Mission: The American Association of Colleges of Nursing is the national voice for baccalaureate and graduate-degree nursing education. A unique asset for the nation, AACN serves the public interest by providing standards and resources, and by fostering innovation to advance professional nursing education, research, and practice. Strategic Plan Goals and Objectives: Goal 1: Provide Strategic Leadership that Advances Professional Nursing Education, Research and Practice. Objective 1: Participate in interdisciplinary and inter-organizational collaboration to promote nursing within the health care system and higher education.

6 6 Objective 2: Promote innovation in baccalaureate and graduate nursing education including collaboration with leaders in nursing education and practice to develop and implement education and practice models that provide quality care outcomes. Objective 3: Advocate for increased funding for federal programs that advance nursing practice through education and research. Objective 4: Develop and disseminate publications and Web-based resource to inform members, legislators, reporters and other stakeholders about issues affecting professional nursing. Objective 5: Provide data from national sources to frame issues that will shape health policy efforts related to nursing education, health workforce, research and practice. Objective 6: Work within coalitions and form strategic alliances to promote nursing as a rewarding professional career. Goal 2: Advance Academic Leadership to Meet the Challenges of Changing Healthcare and Higher Education Systems. Objective 1: Provide opportunities for deans/chairs/directors as well as faculty who aspire to leadership roles to develop administrative and leadership expertise. Objective 2: Provide mentoring opportunities for nursing academic leaders. Objective 3: Create initiatives and opportunities to help faculty strengthen, balance, and integrate their multiple roles. Objective 4: Expand opportunities for participation in AACN by individuals from member institutions. Goal 3: Institute Innovative Strategies to Recruit a Highly Qualified and Diverse Nursing Workforce, Including Faculty, Sufficient to Meet Societal Needs. Objective 1: Incorporate the interest and perspectives of diverse members into all AACN activities. Objective 2: Promote interest in academic careers including recruitment of diverse populations. Objective 3: Promote successful effort to recruit and retain highly qualified students into the nursing profession, including younger, second-career, and diverse students. Objective 4: Advocate for nursing curricula and research to address the health care needs of diverse populations. 4. Position Statement on the Practice Doctorate in Nursing 10 This position statement, a report of the AACN Task Force on the Professional Clinical Doctorate provides background on the development of clinical or practice-based nursing doctoral degrees, justification for developing practice-focused doctoral degrees distinct from research-focused doctoral degrees, and provides recommendations for development and standardization of these programs. The position was approved by AACN members on October 25, Note: The development of practice-focused doctoral degree programs in nursing may highlight the need for expanding definitions of scholarship, and revising RPT policies, especially for faculty in practice-focused programs. These issues are not specifically addressed in the position statement.

7 7 AACN Meeting with CCPH CCPH staff meet with AACN on November 5, 2004 to discuss possible collaboration on promoting community-engaged scholarship. Key issues facing AACN mentioned were: Transforming education and practice- doctorate of nursing practice o Clinical Nurse Leader program Faculty Shortage- AAHC focusing on this issue Diversity- Sullivan Commission Faculty Development Contact Information American Association of Colleges of Nursing 1 DuPont Circle NW, Suite 530 Washington, DC (202) References: 1 The American Association of Colleges of Nursing website. Accessed 10/15/04. 2 AACN, Journal of Professional Nursing Homepage Accessed 10/27/04. 3 The American Association of Colleges of Nursing website. Accessed 3/7/05. 4 The American Association of Colleges of Nursing website, CareerLinks page. Accessed 3/7/05. 5 American Association of Colleges of Nursing Task Force on Defining Standards for Scholarship in Nursing (1999). Position statement on defining scholarship for the discipline of nursing. Nursing and Health Care, 14(1), Available at Accessed 10/15/04. 6 Boyer, E. (1990). Scholarship reconsidered: Priorities for the professoriate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching. 7 Glassick, C., Huber, M., & Maeroff, G. (1997). Scholarship assessed: Evaluation of the professoriate. San Francisco, CA: Jossey-Bass. 8 American Association of Colleges of Nursing. Nursing Education s Agenda for the 21 st Century. (1999). Available at: Accessed 10/25/04. 9 American Association of Colleges of Nursing. FY05-06 Strategic Plan. (2004). Available at Accessed 10/25/ American Assocaition of Colleges of Nursing Task Force on the Professional Clinical Doctorate (2004). Position Statement on the Practice Doctorate in Nursing. Available at Accessed 11/1/04.