Applying the NLN CNEA Standards to Your Program

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1 1 Conflicts of Interest and Disclosures 2 Applying the NLN CNEA Standards to Your Program Neither the planners or presenters indicated that they have any real or perceived vested interest that relate to this presentation. SHARON CANNON, PHD, RN, MEMBER, CNEA STANDARDS COMMITTEE JUDITH A. HALSTEAD, PHD, RN, ANEF, FAAN, EXECUTIVE DIRECTOR, NLN COMMISSION FOR NURSING EDUCATION ACCREDITATION Objectives 3 NLN CNEA Mission 4 Develop an understanding of how to apply the NLN CNEA standards and quality indicators to your nursing program. Discuss means by which nursing programs can demonstrate compliance with the NLN CNEA Standards. The NLN Commission for Nursing Education Accreditation (CNEA) promotes excellence and integrity in nursing education globally through an accreditation process that respects the diversity of program mission, curricula, students, and faculty; emphasizes a culture of continuous quality improvement; and influences the preparation of a caring and skilled nursing workforce. CNEA Standards Committee 5 Status of Standards 6 Sharon Cannon, EdD, RN, Professor and Regional Dean, Texas Tech Health Sciences Center Robert Davis, DNP, RN, WFR, SARTECH I, Sr. Director, Online Operations, Chamberlain College of Nursing Nelda Godfrey, PhD, ACNS-BC, FAAN, Associate Dean of Undergraduate Programs, University of Kansas School of Nursing Kathleen B. Hill, JD, MSN, RN, Campus Nursing Director, Everest University- Brandon Versie Johnson-Mallard, PhD, WHNP-BC, FAANP, Associate Professor, University of South Florida Mary Lou Morales, MSN, RN-BC, CNS, CNE, Nursing Program Manager, Ogden Weber Tech College Laurie Peters, PhD, MSN, RN, Associate Vice President for Nursing, Ivy Tech Community College CNEA Steering Committee Liaisons Anne Belcher, Pat Castaldi, & Joan Darden Feedback received during the initial period of national review was considered by Standards Committee and revisions made Revisions consisted primarily of strengthening statements for clarity Currently under legal review Will undergo one more period of national public review and comment CNEA BOC will act to approve

2 Standards Template 7 8 Standards, Quality Indicators, Interpretative Guidelines and Supporting Evidence Exemplars Proposed Standards I. Culture of Integrity and Accountability: Mission, Governance and Resources II. III. Culture of Excellence and Caring: Faculty Culture of Excellence and Caring: Students Standard I Culture of Integrity and Accountability: Mission, Governance and Resources IV. Culture of Learning and Diversity: Curriculum and Teaching/Learning/Evaluation Processes V. Culture of Excellence: Program Outcomes Standard I Overview 9 Standard I Quality Indicators 10 A culture of organizational integrity and accountability exists within the institution and program with regard to mission, governance, and resources. The mission, goals, core values, and expected outcomes of the nursing program are aligned with and contribute to the mission, goals, and core values of the parent institution. Institutional and program governance support the attainment of the program s expected outcomes, and reflect faculty and student participation. Communities of interest are engaged in providing input into program operations. There is demonstrated institutional and program commitment and accountability to providing resources critical to maintaining the operational integrity of the nursing academic unit and supporting continuous quality improvement efforts designed to meet the program s expected outcomes. This shared institutional and program perspective related to mission, governance, and resource allocation is evidenced through the achievement of the following associated quality indicators. Consistency between program and institutional mission, goals, core values and expected outcomes Faculty and student participation in program governance Use of community of interest feedback to inform program decision-making Accuracy, currency, and accessibility of program publications, documents and policies Qualifications of chief nurse administrator Program s physical, fiscal, technology and human resources Periodic review of adequacy of program resources Discussion What questions do you have about this standard? What are your concerns? Standard II Culture of Excellence and Caring: Faculty

3 Standard II Overview 13 Standard II Quality Indicators 14 The expertise, creativity, and innovation demonstrated by the collective faculty within a culture of excellence and caring enables the nursing program to achieve expected program outcomes aligned with the program s mission, goals, and core values. The faculty complement consists of educationally and experientially qualified individuals who have expertise as educators, clinicians, scholars, and researchers, as relevant to the program s mission, goals and core values, and use their expertise to co-create a student-centered learning environment and achieve expected program outcomes. The organizational environment supports and empowers faculty to achieve the professional outcomes expected of them in the faculty role, and seeks the recruitment and retention of a diverse faculty. This commitment to creating a culture of excellence and caring supportive of faculty outcomes is evidenced through the achievement of the following associated quality indicators. Number of faculty and their qualifications Preceptor qualifications, roles and responsibilities Faculty support to achieve their expected outcomes Achievement of expected faculty outcomes Discussion What questions do you have about this standard? What are your concerns? Standard III Culture of Excellence and Caring: Students Standard III Overview 17 Standard III Quality Indicators 18 The parent institution and nursing program are committed to providing student-centered support services sufficient to create a learning environment focused on promoting student success. The learning environment is supportive of students, enabling them to achieve learning outcomes and meet expected program outcomes. The nursing program has established student policies which are aligned with those of the parent institution and the program s mission, core goals, values, and expected outcomes. Student policies include, but are not limited, to those related to recruitment and admission, retention and progression, and graduation processes. Students enrolled in distance learning programs have access to student support services. The program s commitment to acting in the best interest of its students and creating a caring environment that fosters student success is exhibited through the achievement of the following associated quality indicators. Adequacy of student support services Alignment of student policies with parent institution policies; equitable and consistent implementation of policies; and periodic review and revision of policies Clear documentation and accessibility of policies; communication of policy changes to students in a timely manner Security and confidentiality of student records Formal complaint process

4 Discussion What questions do you have about this standard? What are your concerns? Standard IV - Culture of Learning and Diversity: Curriculum and Teaching/Learning/Evaluation Processes Standard IV Overview 21 Standard IV Quality Indicators 22 The curriculum is designed by faculty to create a culture of learning that fosters the human flourishing of diverse learners through professional and personal growth, and supports the achievement of expected student learning outcomes aligned with the program s mission, goals, values and expected program outcomes. Professional nursing standards and criteria are foundational curricular elements and are clearly integrated throughout the curriculum. Teaching, learning and evaluation processes take into consideration the diverse learning needs of students and are designed to support achievement of student learning outcomes. Distance learning programs are held to the same curricular, teaching/learning, and evaluation standards as campus-based programs. The program s culture of learning and diversity related to the implementation of curriculum and teaching/learning/evaluation processes is evident through the creation of a positive learning environment and achievement of the following associated quality indicators. Clear identification of expected student learning outcomes Incorporation of professional nursing standards, guidelines and role-specific competencies Design and implementation of curriculum Currency of curriculum, reflecting societal and health care trends; evidence-based Experiential student learning that supports evidencebased practice, intra- and interprofessional collaborative practice, acquisition of clinical competence and expertise in specific role or specialty (program appropriate) Standard IV Quality Indicators 23 Standard IV Quality Indicators 24 Experiential learning that enhances students ability to demonstrate leadership, clinically reason, reflect thoughtfully, provide culturally sensitive care to diverse populations; and integrate concepts of context and environment of care delivery, knowledge and science, personal and professional development, quality and safety, patient-centered care, and teamwork into their practice Teaching/learning/evaluation strategies used by faculty are evidence-based, student-centered, and designed to create a culture of learning Evaluation strategies designed to measure individual student achievement are clearly stated and consistently applied Effective use of technology by faculty and students Regular and ongoing review of the curriculum and teaching/learning/evaluation strategies

5 Discussion What questions do you have about this standard? What are your concerns? Standard V Culture of Excellence: Program Outcomes Standard V Overview 27 Standard V Quality Indicators 28 The nursing program engages in ongoing and systematic assessment and evaluation based on data collection processes relative to expected institutional and program outcomes. These data collection processes are used to inform data-based program decisions regarding program integrity and educational achievements. The decisions made by the program demonstrate a commitment to continuous quality improvement in achieving program outcomes. The program s commitment to continuous quality improvement is evident through the achievement of the following associated quality indicators. Systematic data-based process to demonstrate program effectiveness Evidence of data-based decision-making with input from communities of interest Program completion rates Graduate performance on licensure and certification examinations Graduate employment rates Student, alumni, and employer satisfaction with program effectiveness Discussion 29 NLN CNEA Contacts 30 What questions do you have about this standard? What are your concerns? Accreditation Services Andrea Browning Judith

6 QUESTIONS 31 Session Code: Use Session Code: 441 to access objective questions and receive CEUs.

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