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Great basic info on accreditation for students

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Great basic info on accreditation for students

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Whether you're just beginning to consider a bachelor's in nursing, or have already started looking at schools, there's an important thing to consider...accreditation. The purpose of accreditation is to assure the public as to the quality of an institution and its commitment to high standards through a system of continuous improvement.

If you're unsure of accreditation as it relates to nursing programs, it's time to educate yourself.
What does it mean to be an accredited nursing program?
A program or school of nursing that is accredited has demonstrated that their curriculum meets certain standards set by the accrediting body. The accrediting organization sets objectives that students of the program must meet to be qualified to practice at a particular level in nursing. Each set of objectives is specific to that program, whether it's associate, baccalaureate, masters or doctoral level. The nursing program must demonstrate that its curriculum allows students to meet every one of those objectives. Accrediting bodies also look at the support systems that are in place to assist students in achieving their goals, such as financial aid, transfer credit, library services, etc. This is similar to the accreditation hospitals strive to achieve by the Joint Commission.

[How Do You Get a Bachelor's in Nursing Online?]
Is there more than one accrediting body for nursing?
There are two major organizations that offer accreditation-the National League for Nursing Accrediting Commission (NLNAC) and the Commission on Collegiate Nursing Education (CCNE), which is affiliated with the American Association of Colleges of Nursing (AACN). The program at American Public University will be evaluated for accreditation by the CCNE in April of 2012.
[ Editor's note: APUS was accredited by the CCNE in October of 2012]
Why is being accredited important for nursing programs and their students?
For the program itself, being accredited by a nationally recognized body demonstrates to everyone that their school meets specific high standards, and adequately prepares nurses for practice at a particular degree level. For nurses who are evaluating prospective programs, the accredited status tells them that that the education they receive will provide them with the knowledge to practice at the next level in their nursing career. It's also very significant for students who may want to continue on to further education. Many, if not most, master's degree programs, for example, will not accept candidates whose BSN has not been conferred from an accredited university or program.
What is the process that a program goes through to become accredited?
I can speak to the CCNE accreditation to answer this question. New programs must be in operation for a year before they will be considered. Programs that are seeking accreditation go through a rigorous self-examination process in which they carefully evaluate all of their curriculum, support systems, etc., and share this information with the accrediting body. Faculty, students and many others are involved in this process. There is a site visit conducted by a team of evaluators assigned by the accrediting body. During this visit, the team members speak to a variety of University staff and faculty to further examine the program and support systems. Recommendations are then made by the accrediting body after which the accrediting board makes a determination about accreditation.

Once a program is accredited, it is reviewed every 5-10 years.

By Elaine Keavney, RN, MSN
Director, RN to BSN Program at American Public University

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What Does CCNE Accreditation Mean to a Nursing Student?

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The purpose of accreditation is to assure the public as to the quality of an institution and its commitment to high standards through a system of continuous improvement. If youâ€™re unsure of accreditation as it relates to nursing programs, itâ€™s time to educate yourself.

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The Learning Nurse is an independent, free and safe learning resource for nurses at all levels to assess, develop and enhance their nursing professional competence.

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ORNurseLink is an online community from the Association of periOperative Registered Nurses (AORN) that provides operating room professionals a place to connect with each other and exchange helpful resources, ideas, and practices.

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The definition of role change or role transition has been described in the literature as any transition from one set of behaviors to another. According to Melesis (2010) role transition involves the need to attain new knowledge, changes in social status and interactions with others that may lead to feeling of instability and uncertainty since self-identity and role change can occurs simultaneously as you move from novice to master in the newly defined role.

Role theory posits that people learn to adapt to the roles given to them by society and the rules that are agreed upon by society for a given role. The roles that individuals have are learned behaviors (Goodling, 2003). Similarly Transition Theory states that people can learn and adapt to changes. Transitions theory notes that change happens over times therefore the experience of transition is fluid.
Suggested References
Anderson, J. K. (2009). The work-role transition of expert clinician to novice academic educator. The Journal of Nursing Education, 48(4), 203-208. doi:10.3928/01484834-20090401-02

Clark, N. J., Alcala-Van Houten, L., & Perea-Ryan, M. (2010). Transitioning From Clinical Practice to Academia. Nurse Educator, 35(3), 105-109. doi:10.1097/NNE.0b013e3181d95069

Goodling, S. M. (2003). Transition from academia to home health practice. Home Health Care Management & Practice, 16(1), 17-24. doi: 10.1177/1084822303260198

Meleis, A. I. (2010). Transitions theory: Middle-Range and situation-Specific theories in nursing research and practice. New York, EUA: Springer publishing company.

Ramsburg, L., & Childress, R. (2012). An initial investigation of the applicability of the
Dreyfus skill acquisition model to the professional development of nurse educators. Nursing education perspectives, 33(5), 312-316. doi.org/10.5480/1536-5026-33.5.312

Schoening, A. M. (2013). From bedside to classroom: The nurse educator transition model. Nursing education perspectives, 34(3), 167-172. doi.org/10.5480/1536-5026-34.3.167

The transition from the role of nurse clinician to that of faculty and a member of the academic society can result in internal conflict and cognitive dissonance since the expectations as a clinician and the multitude of demands of an academic position. Clarke et al (2010) states that this incongruence can result in role stress which has four causes; ambiguity, incongruity, conflict and overload, which are below.

Ambiguity

Ambiguity occurs when there is a deficiency of clarity surrounding the behaviors and responsibilities associated with the role are not well defined or understood by the parties involved; the clinician, the medical institution or the academic institution.

Ambiguity is a common occurrence because most clinicians have not been socialized into the culture of academe.

Incongruity

Incongruity is the incompatibility between the different aspects contained in the role. There can be conflict between the skills and abilities, values and expectations or role obligations.

Conflict

Role conflict arises when the expectations are perceived to be contradictory or incongruent and can result in irreconcilable demands on the part of the nurse or the institution.

Overload

Overload occurs when the demands of the roles or roles overwhelm the new faculty member resulting in difficulty in meeting the obligations of the role in the prescribed time.

Overload can lead to workplace tension, anxiety, and personal conflict that can result in the exhibition of negative behaviors.

Components of a Smooth Transition

Become immersed in academic culture by reading journals on nursing education in addition to clinical journals.

Suggested References

Anibas, M., Brenner, G. H., & Zorn, C. R. (2009). Experiences described by novice
teaching academic staff in baccalaureate nursing education: A focus on mentoring. Journal of Professional Nursing, 25(4), 211-217. doi.org/10.1016/j.profnurs.2009.01.008

Clark, C. L. (2013). A mixed-method study on the socialization process in clinical
nursing faculty. Nursing education perspectives, 34(2), 106-110. doi.org/10.5480/1536-5026-34.2.106

Clark, N. J., Alcala-Van Houten, L., & Perea-Ryan, M. (2010). Transitioning from
clinical practice to academia: University expectations on the tenure track. Nurse Educator, 35(3), 105-109.doi: 10.1097/NNE.0b013e3181d95069

Duffy, R. (2013). Nurse to educator? Academic roles and the formation of personal
academic identities. Nurse education today, 33(6), 620-624. doi.org/10.1016/j.nedt.2012.07.020

Gazza, E. A. (2009). The experience of being a full-time nursing faculty member in a
baccalaureate nursing education program. Journal of Professional Nursing, 25(4), 218-226. doi:10.1016/j.profnurs.2009.01.006

McDonald, P. J. (2010). Transitioning from clinical practice to nursing faculty: Lessons
learned. Journal of Nursing Education, 49(3), 126. doi:10.3928/01484834-20091022-02
Penn, B. K., Wilson, L. D., & Rosseter, R. (2008). Transitioning from nursing practice to
a teaching role. Online journal of Issues in Nursing, 13(3).
doi:10.3912/OJIN.Vol13No03Man03

Roberts, S. J., & Glod, C. (2013, April). Faculty roles: Dilemmas for the future of nursing
education. In Nursing forum (Vol. 48, No. 2, pp. 99-105).doi: 10.1111/nuf.12018

Schaar, G. L., Titzer, J. L., & Beckham, R. (2015). Onboarding New Adjunct Clinical
Nursing Faculty Using a Quality and Safety Education for Nurses-Based Orientation Model. Journal of Nursing Education, 54(2), 111-115. doi:10.3928/01484834-20150120-02

Weidman, N. A. (2013). The lived experience of the transition of the clinical nurse expert
to the novice nurse educator. Teaching and Learning in Nursing,8(3), 102-109. doi:10.1016/j.teln.2013.04.006

Ziehm, S., & Fontaine, D. K. (2009). Clinical faculty: tips for joining the ranks. AACN
advanced critical care, 20(1), 71-81. doi: 10.1097/NCI.0b013e31819453ab

Non-tenured Positions
Suggested Resources:

Faculty Roles

Tenure

Non-Tenure

Website Resources:

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Transitioning from Clinical Nursing to Nursing Faculty

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The American Association of Colleges of Nursing (AACN) is the national voice for baccalaureate and graduate nursing education. AACN works to establish quality standards for nursing education; assists schools in implementing those standards; influences the nursing profession to improve health care; and promotes public support for professional nursing education, research, and practice.

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healthy nurses: perspectives on caring for ourselves

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On April 1, 2009, the National Commission for Certifying Agencies (NCCA) granted accreditation to the NLN's CNE Program for demonstrating compliance with the NCCA Standards for the Accreditation of Certification Programs. NCCA is the accrediting body of the National Organization for Competency Assurance (NOCA). The NCCA Standards were created in 1977 and updated in 2003 to ensure certification programs adhere to modern standards of practice for the certification industry. The NCCA certification was renewed in 2014.

CNE Renewal Applicants 2017 and 2018
Due to multiple events occurring at the same time, the CNE program is behind in the processing of CNE renewals. The manual process needing to be done at this time is a very time-consuming laborious process, resulting in a long delay in renewal processing and a backlog of renewal applications. Please bear with us and we make alternative plans to get through this difficult time. We appreciate you as a CNE and I heartily apologize for this inconvenience.

The Certified Nurse EducatorCM (CNE) Examination

The Value of Certification

Certification in any field is a mark of professionalism. For academic nurse educators, it establishes nursing education as a specialty area of practice and creates a means for faculty to demonstrate their expertise in this role. It communicates to students, peers, and the academic and health care communities that the highest standards of excellence are being met. By becoming credentialed as a Certified Nurse Educator (CNE), you serve as a leader and a role model.

Mission Statement

The mission of the Academic Nurse Educator Certification Program is to promote excellence in the advanced specialty role of the academic nurse educator.

Goals of CNE Certification:

Distinguish academic nursing education as a specialty area of practice and an advanced practice role within professional nursing

Recognize the academic nurse educator's specialized knowledge, skills, and abilities and excellence in practice

Strengthen the use of core competencies of nurse educator practice

Contribute to nurse educators' professional development

If you are interested in having your expertise as an academic nurse educator recognized and valued, please click on the links to the left and learn how to become a Certified Nurse Educator.

If you notice omissions or have additional questions, please contact us via email at certification@nln.org.
Certification - The Mark of Distinction for Nursing Faculty

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On April 1, 2009, the National Commission for Certifying Agencies (NCCA) granted accreditation to the NLN's CNE Program for demonstrating compliance with the NCCA Standards for the Accreditation of Certification Programs. NCCA is the accrediting body of the National Organization for Competency Assurance (NOCA).

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Association of periOperative Registered Nurses

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The Association of periOperative Registered Nurses (AORN) is the leader in advocating for excellence in perioperative practice and healthcare.

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The National Council of State Boards of Nursing (NCSBN) is a not-for-profit organization whose purpose is to provide an organization through which boards of nursing act and counsel together on matters of common interest and concern affecting the public health, safety and welfare, including the development of licensing examinations in nursing.

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Evolve is a one-stop online portal for healthcare educators and students to access and purchase all of their Elsevier digital teaching & learning materials

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Infographic - The Future of Nursing : Health and Medicine Division

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Coursesites (Free Online Learning Module Site

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Coursesites (Free Online Learning Module Site

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Over the years I have been a part of countless online and live training initiatives that involved organic development. No matter what topic we were training to, the tool being used, the type of content (procedure, information, etc.), one thing remained the same across every single training implementation: learning objectives.

It can be easy to breeze over this part of the process, but in reality learning objectives are the most important part of the entire endeavor. Without proper objectives, you run the risk of incorrectly training your audience. What's more, you make it more difficult to measure the effectiveness of your training after implementation. As a general rule, it is important to ensure your objectives are measurable and are not broad sweeping statements.

You should also make sure to include objectives not only at the course level, but the lesson level as well. Constant reinforcement of these objectives is important not only to the learning, but also to any instructional designer who is building a course. Doing so will help guide the course progression in a way that is in-line with the objectives so that key points are effectively communicated.

There are countless of websites and articles that discuss the importance of learning objectives and best-practice when building them. As such, I found the following infographic (author unknown) to be a good place to start if you are new to the training development and delivery. One final note, writing objectives is an art that takes practice. Make sure you continually practice and refine your objectives over time. You will find that the process becomes easier with the more exposure you get in the field as you get a few successful learning implementations under your belt.

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3 Steps for Creating Effective Learning Objectives [INFOGRAPHIC] - LearnDash

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Over the years I have been a part of countless online and live training initiatives that involved organic development. No matter what topic we were training to, the tool being used, the type of content (procedure, information, etc.), one thing remained the same across every single training implementation: learning objectives.

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With over 5 million learners and counting, PlayPosit offers a variety of options for interaction customization, premade templates, playback control, LMS LTI integration, and more. Instructors and instructional designers can build lessons as they envision them while expanding the traditional and onli

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