Understanding the NLN CNEA Accreditation Process Judith A. Halstead, RN, PhD, ANEF, FAAN Executive Director, NLN CNEA April 18 – 19, 2016 ATI Nursing Summit – Nashville, TN

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Objectives Ø Demonstrate an understanding of the NLN CNEA standards and quality indicators. Ø Describe elements of the NLN CNEA accreditation policies. Ø Describe the pre-accreditation candidacy application process.

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CNEA Background Ø Established September 2013 by NLN membership Ø Autonomous accreditation division within the NLN Ø Accredit all types of nursing programs from practical/vocational to clinical doctorate Ø Category 2 agency (USDE classification)with a principle purpose of accrediting higher education programs, NOT for Title IV purposes Ø Seeking voluntary recognition by the USDE Understanding the NLN CNEA Accreditation Process

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NLN CNEA Mission Ø 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. (www.nln.org/cnea, 2016). Understanding the NLN CNEA Accreditation Process

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Applying NLN Core Values to Accreditation

Ø  Caring

–  Process to reflect a culture of advocacy for quality assurance in nursing education –  Collegial, collaborative context –  Uphold standards and rigor of process in a caring manner

Ø  Diversity –  All types of programs –  Reflective of respect for programs’ diversity of mission, curricula, faculty and students

Ø  Integrity –  Exercise personal, professional and organizational integrity throughout process –  Transparent dialogue

Ø  Excellence –  Promote excellence through clarity of accreditation process –  Emphasis on continuous quality improvement (CQI) •  (NLN CNEA Standards, 2016) Understanding the NLN CNEA Accreditation Process

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CNEA Board of Commissioners Officers

Joan Darden, PhD, RN, ANEF Chair

Brother Ignatius Perkins, OP, PhD, RN, FAAN, FNYAM, FRSM, FNCBC, ANEF Vice Chair

Betty Horton, PhD, CRNA, FAAN Secretary

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Cathleen Shultz, PhD, RN, CNE, ANEF, FAAN Treasurer

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CNEA Board of Commissioners Nursing Education

Sandy Carollo, PhD, MSN, FNPBC

Patricia Castaldi, DNP, RN, ANEF

Bronwynne C. Evans, PhD, RN, FNGNA, ANEF, FAAN

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Betsy Frank, PhD, RN, ANEF

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CNEA Board of Commissioners Nursing Education

Ngozi O. Nkongho, PhD, RN, CNE

Nancy K. Maebius, PhD, RN

Amy Pettigrew, PhD, RN, CNE, ANEF

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Roseminda Santee, MA, RN, NEA-BC, CNE

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CNEA Board of Commissioners Public and Practice

Cole Edmonson, DNP, RN, FACNE, NEA-BC

Stuart Savin, EdD

Mary Sitterding, PhD, RN, CNS

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Implementing Accreditation Services Ø According to USDE regulations, NLN CNEA must be in existence and engaging in accreditation activities a minimum of two years prior to seeking voluntary recognition from the USDE Ø Anticipate beginning accreditation activities early 2016 Ø NLN CNEA also plans to seek voluntary recognition from the Council of Higher Education Accreditation (CHEA) Understanding the NLN CNEA Accreditation Process

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Standards Template Ø  Standards, Quality Indicators, Interpretative Guidelines and Supporting Evidence Exemplars Ø  Standards I.  Culture of Excellence: Program Outcomes II.  Culture of Integrity and Accountability: Mission, Governance and Resources III. Culture of Excellence and Caring: Faculty IV. Culture of Excellence and Caring: Students V. Culture of Learning and Diversity: Curriculum and Evaluation Processes (NLN CNEA Standards, 2016; Adams & Valiga, 2009; NLN, 2004; NLN, 2006; NLN, 2010; NLN, 2012) Understanding the NLN CNEA Accreditation Process

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Standard I Culture of Excellence: Program Outcomes Ø Systematic data-based process to demonstrate program effectiveness Ø Evidence of data-based decision-making with input from communities of interest Ø Program completion rates Ø Graduate performance on licensure and certification examinations Ø Graduate employment rates Ø Student, alumni, and employer satisfaction with program effectiveness Understanding the NLN CNEA Accreditation Process

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Standard II Culture of Integrity and Accountability: Mission, Governance and Resources Ø  Consistency between program and institutional mission, goals, core values and expected outcomes Ø  Faculty and student participation in program governance Ø  Use of community of interest feedback to inform program decision-making Ø  Accuracy, currency, and accessibility of program publications, documents and policies Ø  Qualifications of chief nurse administrator Ø  Program’s physical, fiscal, technology and human resources Ø  Periodic review of adequacy of program resources Understanding the NLN CNEA Accreditation Process

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Standard III Culture of Excellence and Caring: Faculty Ø Number of faculty and their qualifications Ø Preceptor qualifications, roles and responsibilities Ø Faculty support to achieve their expected outcomes Ø Achievement of expected faculty outcomes

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Standard IV Culture of Excellence and Caring: Students Ø Adequacy of student support services Ø Alignment of student policies with parent institution policies; equitable and consistent implementation of policies; and periodic review and revision of policies Ø Clear documentation and accessibility of policies; communication of policy changes to students in a timely manner Ø Security and confidentiality of student records Ø Formal complaint process Understanding the NLN CNEA Accreditation Process

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Standard V Culture of Learning and Diversity: Curriculum and Evaluation Processes Ø  Clear identification of expected student learning outcomes Ø  Incorporation of professional nursing standards, guidelines and role-specific competencies Ø  Design and implementation of curriculum Ø  Currency of curriculum, reflecting societal and health care trends; evidence-based Ø  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) Understanding the NLN CNEA Accreditation Process

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Standard V Culture of Learning and Diversity: Curriculum and Evaluation Processes Ø  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 Ø  Teaching/learning/evaluation strategies used by faculty are evidence-based, student-centered, and designed to create a culture of learning Understanding the NLN CNEA Accreditation Process

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Standard V Culture of Learning and Diversity: Curriculum and Evaluation Processes Ø  Evaluation strategies designed to measure individual student achievement are clearly stated and consistently applied Ø  Effective use of technology by faculty and students Ø  Regular and ongoing review of the curriculum and teaching/learning/evaluation strategies

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Assessing the NLN CNEA Accreditation Standards Ø Program’s self-study Ø On-site visit by program evaluator team Ø Team report written –  Program given opportunity to review and comment

Ø Program Review Committee –  Reviews self-study, team report, program response (if any), renders recommendation to the BOC

Ø NLN Board of Commissioners (BOC) –  Action decision rendered; effective on date BOC makes decision Understanding the NLN CNEA Accreditation Process

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CNEA Accreditation Policies Ø Accreditation cycles, length of term: –  Pre-accreditation candidacy period – 3 years maximum –  Initial accreditation term - 6 years –  Continuing (reaffirmation) accreditation term – 10 years maximum

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Pre-Accreditation Candidacy Criteria Ø  Parent (governing) institution is authorized to grant nursing degrees, diplomas, or certificates by state or territory in which it resides Ø  Parent institution accredited by USDE recognized agency Ø  Program is approved by SBON Ø  Evidence to support a reasonable conclusion that the program can demonstrate achievement of the NLN CNEA Standards of Accreditation

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Pre-Accreditation Candidacy Criteria Ø Formal request from chief academic nurse administrator and CEO of institution Ø Evidence of posted notices requesting 3rd party comments from communities of interest Ø Payment of non-refundable fee

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Pre-Accreditation Candidacy Application Ø  Approval status of institution and program Ø  Student enrollment, graduation data by program and track (3 yrs.) Ø  Licensure, certification data (3 yrs.) Ø  Faculty numbers (FT, PT, FTE), qualifications Ø  Program budget

Ø  Student completion rates by program and track Ø  Previous accreditation or pre-accreditation warning, denial or termination Ø  Location of additional campuses Ø  Distance Education programs Understanding the NLN CNEA Accreditation Process

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Pre-Accreditation Candidacy Application Ø Brief review of standards (10 pgs.) –  Program briefly addresses each standard with progress towards meeting –  Organized by Standard and Quality Indicator –  Use interpretative guidelines to facilitate organization of narrative

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Pre-Accreditation Application Process Ø Program submits application and application fee Ø Application reviewed by the PRC Subcommittee on Initial Program Application Ø Recommendation forwarded to CNEA Board of Commissioners by co-chairs of the Program Review Committee Ø Final action taken by CNEA Board of Commissioners

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Possible Decisions for PreAccreditation Candidacy Application Ø Pre-accreditation candidacy granted for maximum of three (3) years Ø Denial of pre-accreditation candidacy –  Adverse action

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Pre-accreditation Candidacy: other actions Ø Termination of pre-accreditation candidacy status by NLN CNEA –  Three year time frame is exceeded –  Status of institution or program changes (accreditation status, SBON approval, or other substantive changes occur affecting stability of the program)

Ø Voluntary withdrawal by program

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On-Site Program Evaluators Criteria Nurse Educators Ø  Be a full-time faculty or administrator in a nursing program that is an NLN institutional member; OR hold a part -time faculty or administrative appointment in an NLN institutional member program with evidence of current professional engagement in nursing education and practice; OR retired nurse educator holding NLN individual membership and continued evidence of current professional engagement in nursing education and practice; Ø  Hold a graduate degree in nursing and an active, unencumbered nursing license; Ø  Possess current knowledge of higher education, nursing education and practice issues; understand the application of continuous quality improvement to the accreditation process; demonstrate excellent communication skills; and provide evidence of contributions to the nursing profession through scholarship, practice and professional service; and Ø  Commit to serving as a volunteer on-site program evaluator a minimum of one-time per year. Understanding the NLN CNEA Accreditation Process

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Accreditation Newsletter

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References Ø  Adams, M. & Valiga, T. (2009). Achieving excellence in nursing education. New York: Author. Ø  NLN CNEA (2016). Mission statement, www.nln.org/cnea. Ø  NLN CNEA (2016). Standards of accreditation, www.nln.org/cnea. Ø  NLN (2004). Hallmarks of excellence in nursing education. New York: Author. Ø  NLN (2006). Excellence in nursing education model. New York: Author. Ø  NLN (2010). Outcomes and competencies for graduates of practical/ vocational, diploma, associate, baccalaureate, master’s, practice doctorate, and research doctorate programs in nursing. New York: Author. Ø  NLN (2012). The scope of practice for academic nurse educators. New York: Author.

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CNEA Contacts Ø [email protected] Ø www.nln.org – Accreditation Services Ø Andrea Browning –  [email protected] –  202-909-2526

Ø Judith Halstead –  [email protected] –  @DrJHalstead –  202-909-2487 Understanding the NLN CNEA Accreditation Process

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