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