Commission On Collegiate Nursing Education Research Articles

Teaching Innovations Using Systems Thinking to Guide Fieldwork Projects in RN-to-BSN Education

Background: A critical need exists to improve quality and safety within RN-to-BSN education through innovative teaching strategies. RN-to-BSN students are poised to improve patient outcomes through system-level awareness by use of scholarly fieldwork projects within practice settings. The purpose of this scholarship of teaching project was to use an adapted version of the Systems Awareness Model to develop and categorize RN-to-BSN students’ learning experiences and capstone-type fieldwork projects guided by systems thinking. Faculty members of the Catalysts for Change Community led this project. Methods: A modified Delphi technique using multiple iterations to reach consensus by faculty experts was used in the design of this scholarship of teaching project. The philosophical underpinning guiding this project was collaborative scholarship. The seven steps of the System Awareness Model adapted for leadership and management were used to guide faculty championing quality and safety of innovative teaching strategies in face-to-face, hybrid, or online teaching-learning environments. Results: Faculty described examples of evidence-based practice (EBP), change, and practice projects including ideas, titles, and descriptions in alignment with Quality and Safety Education for Nurses (QSEN) competencies and with newly adopted American Association of Colleges of Nursing Education Essentials. A grading rubric is provided for evaluating fieldwork student project outcomes. Conclusions: The teaching strategies and fieldwork projects described in this paper reinforce the American Association of Colleges of Nursing (AACN) RN-to-BSN White Paper and the Commission on Collegiate Nursing Education (CCNE) Teaching Standards. Suggestions for future research are offered.

Nursing Knowledge in the Doctor of Nursing Practice Curriculum.

The goal of Doctor of Nursing Practice (DNP) education is to prepare advanced practice nurse leaders for the practice setting. Accordingly, it is imperative that DNP education is grounded in nursing theoretical knowledge. The purpose of this project was to examine the presence of nursing theoretical knowledge within DNP programs across the United States. A retrospective approach was used to review publicly available information on the webpages of a sample of DNP programs accredited by the Commission on Collegiate Nursing Education (CCNE) to determine if nursing theoretical knowledge guided DNP programs. Demographic information was also collected. A sample of 100 CCNE accredited programs revealed a lack of nursing theoretical knowledge visible within DNP programs. It is unclear how DNPs are being prepared to be practice leaders guided by nursing theoretical knowledge. Nursing leaders must develop policies to assure that nursing knowledge is core in DNP programs.

A Nursing Leadership Practicum in the Time of COVID19:: A Southeastern University Experience

Coronavirus disease 2019 (COVID19) shutdowns have impacted nursing education, particularly student clinical experiences. In this paper, we discuss how we adapted an accelerated MSN nursing administration clinical course to meet the needs of our practicing students and the Commission on Collegiate Nursing Education (CCNE) standards in the context of the COVID19 pandemic. Resources available through the American Organization for Nursing Leadership (AONL) were utilized. Students reported a supportive, valuable learning experience they could apply in their future practice as nurse leaders. Considerations for future revisions to the course and to the AONL Guiding Principles are also presented.

High Level of Emotional Intelligence is Related to High Level of Online Teaching Self-Efficacy among Academic Nurse Educators

This study examined the relationship between emotional intelligence (EI) and online teaching self-efficacy among 115 academic nurse educators who teach online (totally, blended, or both). The sample was randomly drawn from the list of nursing schools accredited by Commission on Collegiate Nursing Education (CCNE) with baccalaureate, master’s and/or doctoral programs. The hypothesis tested states “Academic nurse educators who teach online and who report higher levels of EI would also report greater online teaching self-efficacy.” Results showed a significant moderate relationship (r=0.446, p< .01) between EI and online teaching self-efficacy. The coefficient of determination R2 was 0.199, which indicates that about 20% of the variation in online teaching self-efficacy can be explained by EI contribution. The hypothesis was supported. Results also indicated that online teaching self-efficacy was positively related to duration of being an academic nurse educator (r = 0.212, p<0.05) and duration of teaching online (r = 0.203, p< 0.05). Further, there was no significant difference between the different age groups regarding EI and online teaching self-efficacy. Similarly, there was no significant difference among university degrees attained of participants regarding EI and online teaching self-efficacy. The Implications for enhancing EI and online teaching self-efficacy are discussed.

Mastering the Journey to Continuous Compliance

The accreditation process of a nursing program requires self-assessment, peer evaluation, and identifying areas of improvement. In 2008, the Commission on Collegiate Nursing Education (CCNE) began offering a 10-year accreditation with a Continuous Improvement Progress Report (CIPR) at the fifth year. This article focuses on an in-depth analysis of a system in which the school of nursing utilized an ad hoc committee to complete the CIPR. Reports generated by the ad hoc committee concluded that need for improvement was warranted related to policy review. An action plan for continuous compliance generated implementation of policy software and the creation of an academic support specialist position. An ad hoc committee completed the CIPR rather than paying faculty overload hours; policy was an exemplar. Faculty development, team performance, and accountability resulted in a plan for continual compliance that can be adopted in other nursing schools to meet CCNE accreditation.

Benefits of Study Abroad in Nursing

American universities are becoming increasingly committed to the necessity of broadening global perspectives, expanding student's world-views, and of modeling global citizenship. Since cultural competence is required for accreditation by the Commission on Collegiate Nursing Education (CCNE) and the Accreditation Commission for Education in Nursing (ACEN), the need for such efforts is growing exponentially. Exposure to global health experiences through study abroad has become an increasingly important means in providing such opportunities, as part of nursing curricula. These study abroad opportunities have been found to benefit nursing students in many ways by providing students with opportunities to acquire knowledge in a foreign country, thereby gaining diverse cultural perspectives, as well as global competence.

Understanding the Commission on Collegiate Nursing Education Accreditation Process and the Role of the Continuous Improvement Progress Report

Continuous quality improvement is an essential element of the accreditation process. This article describes the content and process for writing the Continuous Improvement Progress Report (CIPR) required by the Commission on Collegiate Nursing Education (CCNE) at the midpoint of the accreditation cycle. The rationale for writing the report and the purpose for the contents of the report are reviewed. The content of the CIPR addresses all standards and key elements of the CCNE Standards for Accreditation of Baccalaureate and Graduate Degree Nursing Programs, amended April 2009. Many program administrators and faculty lack an understanding of the significance of the report, how to write the report, or what should be included. This article is designed to help guide the writers of the report through the process.

Eliminate border , wars: a call for action.

COLLEGES OF NURSING that provide students' clinical experiences across state lines must have their programs approved in all states in which they operate. Since the United States Constitution gives each state the right to regulate education and licensure of all licensed professionals, requirements are not uniform among the states. Thus, each board of nursing regulates the practice of nursing, licensure qualifications, and the approval of nursing programs, including clinical experiences (Crawford, 2004). In 2004, Crawford surveyed a total of 378 nursing programs regarding state board regulations. The majority of respondents felt there was too much regulation involved in the approval of educational programs. Surprisingly, the National Council of Boards of Nursing (NCSBN) identified varying nursing education and practice regulations among the states as one of several barriers to nursing education innovation (NCSBN, 2008). Some states use the Nurse Licensure Compact (NLC) program to break down practice barriers. The NLC refers to an agreement among states that allow a common professional license for nurses. A nurse licensed in one of the compact states may practice in any other compact state without a separate license (Roberts, 2008). Nurses must continue to comply with the rules and regulations of their home state to keep their license current. The NLC agreement has broken down some border barriers faced by traveling nurses and other nurses who cross state lines. However, the compact agreement does not extend to schools of nursing or to nursing students in the compact states. ACCEL BSN Option Overview and Outcome Data In May 2003, in response to the increasing demand for accelerated nursing education programs, the University of Wisconsin Oshkosh (UWO) College of Nursing (CON) launched the UWO ACCEL BSN option. The program's prelicensure bachelor's to baccalaureate degree was developed in response to repeated inquiries from potential students who already held a minimum of a bachelor's degree in a field other than nursing. Since 2004, two cohorts have been offered every year. Each cohort contains 24 to 30 second-degree students from various parts of the United States. Students spend time on campus only three times during the program. There is a two-day orientation prior to the beginning of the online course work; a two-week consisting of rigorous lab and clinical experiences about four months into the program; and a weeklong capstone experience during the last week of the program. All theory courses are available online only. Students begin working on clinical experiences with an agency BSN-prepared nurse preceptor approximately one month after boot camp and continue through all five clinical rotations. The program requires a total of 728 hours of clinical instruction. In 2003, the UWO ACCEL BSN option (ACCEL option) was fully accredited by the Commission on Collegiate Nursing Education (CCNE). The CON received a full 10-year accreditation in October 2010 for all its programs. Since its inception, more than 325 BSN-prepared nurses have graduated from the ACCEL option. Obtaining Out-of-State Board Approval In the first year of the ACCEL option, there were no clinical placement problems since all students were from the university's home state. As the program grew in popularity, students applied from different areas of the United States. Seeking 50 different approvals for one nursing program is a daunting task. As ACCEL option administrators began dealing with out-of-state boards of nursing, they encountered different regulations and requirements for each state. It was impossible to put together a State Board Packet that could be sent to all 50 states since boards requested different information. Some boards were willing to look at written proposals, while others required in-person attendance at their meetings. Some state boards readily granted approval in a reciprocity-like agreement. …

Development of Standards and Criteria for Accreditation of Baccalaureate Nursing Education Program

The goal of accreditation is to ensure that the education provided by an institution of higher education meets an acceptable level of quality. This study developed standards and criteria for accreditation of baccalaureate nursing education programs, by comparing accreditation in South Korea and in the United States, and validating standards and criteria. A main comparative analysis was made between Nursing League for Nursing Accrediting Commission (NLNAC) standards, Commission on Collegiate Nursing Education (CCNE) standards for accreditation of baccalaureate nursing education programs, and Korean Accreditation Board of Nursing standards for accreditation of nursing education programs. The research team developed and validated standards and criteria for South Korean baccalaureate nursing education programs. Using the results of the analysis, revisions are proposed to standards for accreditation of baccalaureate nursing education programs, and categorized into 24 criteria and six domains: mission and governance, curriculum and teaching-learning practices, students, faculty, resources, effectiveness. Further studies are required to refine the standards and criteria and make them sophisticated enough to be applied globally. Keywords: Baccalaureate nursing education; Standards and criteria for accreditation

Development of Standards and Criteria for Accreditation of Baccalaureate Nursing Education Program

The goal of accreditation is to ensure that the education provided by an institution of higher education meets an acceptable level of quality. This study developed standards and criteria for accreditation of baccalaureate nursing education programs, by comparing accreditation in South Korea and in the United States, and validating standards and criteria. A main comparative analysis was made between Nursing League for Nursing Accrediting Commission (NLNAC) standards, Commission on Collegiate Nursing Education (CCNE) standards for accreditation of baccalaureate nursing education programs, and Korean Accreditation Board of Nursing standards for accreditation of nursing education programs. The research team developed and validated standards and criteria for South Korean baccalaureate nursing education programs. Using the results of the analysis, revisions are proposed to standards for accreditation of baccalaureate nursing education programs, and categorized into 24 criteria and six domains: mission and governance, curriculum and teaching-learning practices, students, faculty, resources, effectiveness. Further studies are required to refine the standards and criteria and make them sophisticated enough to be applied globally.

A New Role in Accreditation Activities Offers Expanded Horizons for Registered Nurses

At a time when nurses identify educational opportunities as an essential element of the health-care work environment, becoming an on-site evaluator for the accreditation process of the Commission on Collegiate Nursing Education (CCNE) offers unique opportunities for professional development. Nurses who are on-site evaluators bring first-hand practice experience as well as knowledge of evolving health-care and organizational trends to the accreditation process. In return, they find positive learning experiences, acquire insight into academic nursing education, and develop enthusiasm for academic teaching-a winning combination in this era of national nursing faculty shortage. This article describes the CCNE's process for incorporating nurses from clinical practice into accreditation activities and discusses the potential benefit of the process to the CCNE, nurses, and academic nursing programs.

Curricular practices in baccalaureate nursing education: Results of a national survey

The purpose of this survey was to gain an understanding of curricula in baccalaureate nursing programs in the United States to help guide curriculum review and revision at the University of Wisconsin-Oshkosh. A survey was mailed to deans of nursing programs currently accredited by the Commission on Collegiate Nursing Education (CCNE). Results indicated current practice in curricula was diverse. The authors advocate a public forum in which educators can share curricular successes and nonsuccesses.

A Usage Survey of Standards and Guidelines Affecting Library Services to Distance Education Nursing Programs

There are a number of important documents that provide guidance in the consideration of library services supporting nursing programs and students at a distance. Standards are available from the National League for Nursing Accrediting Commission (NLNAC), the American Association of Colleges of Nursing (AACN), and the Commission on Collegiate Nursing Education (CCNE). In addition, the Association of College and Research Libraries' (ACRL) Guidelines for Distance Learning Library Services offers interested parties another option, as do the more recently published Information Literacy Competency Standards for Higher Education. This paper reports on a survey concerning these documents and their usefulness to those planning or enhancing library services in support of distance nursing programs and students.

Community-based nursing education and nursing accreditation by the Commission on Collegiate Nursing Education.

The purpose of this article is to describe the application of accreditation standards of the Commission on Collegiate Nursing Education (CCNE) in community-based nursing education. In response to changes in the health care delivery system, involving increased implementation of managed care systems, greater use of outpatient services, and increased care provided in community-based settings, baccalaureate nursing education is changing to incorporate student learning experiences in community-based settings. Community-based nursing care is characterized by the development of community-education partnerships, implementation of nursing interventions for prevention and health promotion, and collaboration to ensure continuity of care. Changes in the delivery system to increase community-based care necessitate changes in professional nursing education to ensure that graduates of baccalaureate nursing programs are prepared to practice in community-based settings. Accreditation is a mechanism to evaluate quality in educational programs. Accreditation by CCNE offers a process for assessing the quality of nursing programs while encouraging flexibility and innovation in those programs. The CCNE accreditation standards can be interpreted in the context of community-based education. Descriptions of the CCNE standards and examples of application of the standards in community-based nursing education are included.

Responses of baccalaureate and graduate programs to the emergence of choice in nursing accreditation.

Specialized accreditation in nursing is a widely recognized and respected hallmark of program quality. The advent of a second specialized accrediting agency for baccalaureate and higher degree programs in nursing prompted a survey of these programs to determine their choice of nursing accreditation agency, factors influencing their choice, their perceptions of the value added by nursing accreditation, and the difficulties encountered with the accreditation process. These study variables and the relationships between choice of accrediting agency and types of degree-granting nursing education programs offered by the institution, agency membership in the National League of Nursing (NLN) or the American Association of Colleges of Nursing (AACN), expected date of next accreditation visit, geographic region, public versus private status, and type of institution (Carnegie classification) were analyzed. Findings revealed that nearly a quarter (24%) of respondents intend to continue with the NLN Accrediting Commission (NLNAC), whereas 30% indicated they have already switched to the Commission on Collegiate Nursing Education (CCNE) or intend to do so prior to their next accreditation cycle. However, nearly a quarter (24%) of respondents said they plan to be accredited by both agencies for the immediate future, and 21% indicated they are still undecided. Study findings suggest an end to single-source accreditation, and the beginning of a new market-oriented approach.