CCNE Telecast for the Retraining of On-Site Evaluators December 1, 2008

1. CCNE Telecast for the Retraining of On-Site EvaluatorsDecember 1, 2008 • Jennifer Butlin, EdD Director, Commission on Collegiate Nursing Education • Mary Jo Clark, PhD, RN Professor, University of San Diego • Mary S. Collins, PhD, RN, FAAN Glover-Crask Professor of Nursing, St. John Fisher College • Barbara R. Kelley, EdD, RN, MPH, CPNP Professor Emerita, Northeastern University • Mary Margaret Mooney, pbvm, DNSc, RN, CS, FAAN Professor, North Dakota State University • Susan L. Woods, PhD, RN, FAAN Associate Dean for Academic Programs and Professor, University of Washington

2. Special Guest • Joan M. Stanley, PhD, RN, CRNP Senior Director of Education Policy American Association of Colleges of Nursing

3. Welcome and Introduction

4. CCNE Update

5. 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.

6. 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

7. 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

8. 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

9. 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)

10. 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

11. 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

12. 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

13. Overview of Changes to the Standards

14. 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

15. 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

16. 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.

17. 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”

18. 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”)

19. 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

20. 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)

21. Standards for Accreditation of Baccalaureate and Graduate Degree Nursing ProgramsAmended April2008

22. Standard I

23. 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.

24. 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. Key Element I-A

25. 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. Key Element I-B

26. Key Element I-C • Expected faculty outcomes in teaching, scholarship, service, and practice are congruent with the mission, goals, and expected student outcomes.

27. Faculty and students participate in program governance. Key Element I-D

28. 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. Key Element I-E

29. 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. Key Element I-F

30. There are established policies by which the nursing unit defines and reviews formal complaints. Key Element I-G (new)

31. Standard II

32. 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.

33. 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. Key Element II-A

34. Academic support services are sufficient to ensure quality and are evaluated on a regular basis to meet program and student needs. Key Element II-B (no change)

35. 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. Key Element II-C

36. 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. Key Element II-D

37. 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. Key Element II-E (new)

38. 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. Key Element II-F

39. Standard III

40. 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.

41. 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 studentoutcomes.

42. Key Element III-B • Expectedindividual 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.

43. Key Element III-B (cont.) • Baccalaureate programcurricula 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.

44. Key Element III-B (cont.) • (NEW) DNP program curricula incorporate professional standards and guidelines as appropriate. • All DNP programs incorporateThe 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 practitionersalsoincorporateCriteria for Evaluation of Nurse Practitioner Programs (NTF, 2008).

45. 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.

46. Key Element III-D (previous III-E) • Teaching-learning practices and environments support the achievement of expected individual student learning outcomes.

47. 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)

48. Key Element III-F (previous IV-A) • Individual student performance is evaluated by the faculty and reflects achievement of expected individualstudent learning outcomes. Evaluation policies and procedures for individual student performanceare defined and consistently applied.

49. Key Element III-G (previous III-D) • Curriculum and teaching-learning practices are evaluated at regularly scheduled intervals to foster ongoing improvement. (no change)

50. Standard IV