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NATIONAL ACCREDITATION

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Title: NATIONAL ACCREDITATION


1
NATIONAL ACCREDITATION
  • ACTE NATIONAL CONFERENCE
  • RUTH ECKENSTEIN/GINA RIGGS
  • CHARLOTTE, NORTH CAROLINA

2
National League for Nursing Education Commission
(NLNAC)
  • The National League for Nursing Accrediting
    Commission (NLNAC) both post-secondary and higher
    degree (Masters Degree, Baccalaureate Degree,
    Associate Degree, Diploma, and Practical Nursing
    program). 
  • The Commission has authority and accountability
    for carrying out the responsibilities inherent in
    the application of standards and
    criteria, accreditation processes, and the
    affairs, management, policy-making, and
    general administration of the NLNAC. 
  • NLNAC is a nationally recognized
    specialized accrediting agency for all types of
    nursing programs. EP is the largest programmatic
    accreditor in the health sciences field. In
    collaboration with its Committees on
    Accreditation, CAAHEP reviews and accredits over
    2000 educational programs in twenty (20) health
    science occupations.

3
Committee on Accreditation of Allied Health
Education Programs
  • What is CAAHEP?
  • CAAHEP is the largest programmatic accreditor in
    the health sciences field. In collaboration with
    its Committees on Accreditation, CAAHEP reviews
    and accredits over 2000 educational programs in
    twenty (20) health science occupations.
  • CAAHEP is recognized by the Council for Higher
    Education Accreditation (CHEA).
  • What is Accreditation?
  • Accreditation is the status of public recognition
    that an accrediting agency grants to an education
    institution or program that meets the agencys
    standards of requirements.

4
COST
  • Initial 1,900
  • Site Visit 2,500

5
WHAT IS ACCREDITATION AND WHY IS IT IMPORTANT?
  • Assess Quality against agreed-upon standards
  • In the case of post-secondary education and
    training, there are two kinds of accreditation
    institutional and programmatic (or specialized).
  • Institutional accreditation helps to assure
    potential students that a school is a sound
    institution and has met certain minimum standards
    in terms of administration, resources, faculty
    and facilities.

6
WHAT IS ACCREDITATION AND WHY IS IT IMPORTANT?
  • Programmatic (or specialized) accreditation
    examines specific schools or programs within an
    educational institution (e.g., the law school,
    the medical school, the nursing program).
  • The standards by which these programs are
    measured have generally been developed by the
    professionals involved in each discipline and are
    intended to reflect what a person needs to know
    and be able to do to function successfully within
    that profession.
  • Accreditation in the health-related disciplines
    also serves a very important public interest.
    Along with certification and licensure,
    accreditation is a tool intended to help assure a
    well-prepared and qualified workforce providing
    health care services.

7
CAAHEP HEALTH PROGRAMS
  • Medical Illustrator
  • Orthotic Prosthetic Practitioner
  • Perfusionist
  • Personal Fitness Trainer
  • Polysomnographic Tech
  • Respiratory Therapist
  • Specialist in Blood Bank Technology
  • Surgical Assistant
  • Surgical Technologist
  • Anesthesiologist Assistant
  • Cardiovascular Technologist
  • Cytotechnologist
  • Diagnostic Medical Sonographer
  • Electroneurodiagnostic Tech.
  • EMT-Paramedic
  • Exercise Physiologist
  • Exercise Scientist
  • Kinesiotherapist
  • Medical Assistant

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  • WHAT ARE THE BENEFITS OF ACCREDITATION?
  • Demonstrates the institutions commitment to
    achieving and maintaining quality.
  • Provides an external evaluation that publicly
    attests to the quality of the program.
  • Already establishes eligibility to become CHEA
    certified and may eventually be required.
  • Establishes eligibility for graduates to qualify
    for selected jobs.
  • Establishes eligibility for graduates to qualify
    for selected doctoral fellowships.
  • Enhances graduates ability to apply for and be
    accepted into doctoral training programs.
  • Establishes eligibility for students to qualify
    for federal public health traineeships.

10
WHAT ARE THE BENEFITS OF ACCREDITATION?
  • Graduation from an accredited program enhances
    the geographic mobility of graduates.
  • Frequently establishes institutional eligibility
    for federal funds.
  • Enhances ability of program to seek external
    funding.
  • Establishes clear expectations about skills and
    competencies that the employer should expect.
  • Positions programs within their universities and
    makes them more competitive for resources.
  • Status enhances the ability to recruit
    well-qualified students.
  • Status enhances the ability of universities to
    recruit and appoint top faculty.

11
WHAT ARE THE BENEFITS OF ACCREDITATION?
  • Widespread use of accreditation aligns health
    education with the practices of other health
    professions.
  • Widespread use of accreditation helps establish
    programmatic relevance.
  • Facilitates building bridges and networks with
    similar preparation programs.
  • Widespread use of accreditation addresses the
    fragmentation concern expressed by practitioners.
  • Places health education on equal footing with
    other units in the health sciences.
  • Can be an effective leverage to bring about
    change in a program.
  • Conveys a certain status and societal
    recognition.

12
BENEFITS IN SHORT
  • Marketing
  • Outside quality assurance
  • Maintaining curriculum currency
  • Ability of graduates to sit for exams or obtain
    employment

13
LENGTH OF ACCREDITATION
  • Never expires
  • Initial accreditation is 3 or 5 years
  • Comprehensive review at least once every 10 years

14
FIRST STEP
  • Complete
  • A CAAHEP Request for Accreditation Services Form
  • CoA will send you materials (fees, self-study,
    and on-site review)
  • Complete self-study prepare for site visit

15
CAAHEP BOARD
  • Reviews recommendations 6/year
  • Letter sent to Program w/certificate (website)
  • Once awarded, accreditation remains in place
    until Board votes otherwise
  • Probation, withdrawal, withhold

16
Committees on Accreditation
  • CoA represents the actual profession and are
    CAAHEP experts in evaluating programs

17
NLNAC Accreditation Process
  • Ruth Eckenstein, M.ED, RN
  • Health Careers Education Division (ODCTE)

18
Planning
  • "Great things are not done by impulse, but by a
    series of small things brought together."
    Vincent Van Gogh

19
Overview
  • Promulgate a common core of standards and
    criteria for the accreditation of nursing
    programs
  • Strengthen educational quality through assistance
    to associated nursing education units, by
    evaluation processes, functions, publications,
    and research.

20
Overview
  • Advocate self-regulation in nursing education.
  • Promote peer review.
  • Foster educational equity, access, opportunity,
    mobility, and preparation for employment based
    upon type of nursing education.

21
Benefits of Accreditation
  • Provides recognition that a nursing education
    program has been evaluated by a qualified,
    independent group of respected and competent
    peers who have found it to be meeting appropriate
    post-secondary, and higher educational purposes
    in a satisfactory manner.

22
Benefits of Accreditation
  • Assures professional development opportunities
    and validation for faculty.
  • Identifies areas needing development.
  • Fosters on-going, self examination,
    re-evaluation, and focus on the future.

23
Benefits of Accreditation
  • Aids in student recruitment and retention.
  • Assists employers seeking graduates
  • Facilitates career and education decision-making.
  • Promotes professional and educational mobility
    for program graduates.

24
Plan of Attack
  • Understand all of the criteria
  • Use a time table and projected due dates
  • All instructors need to do their part
  • Use a growing experience for both the program and
    the instructor
  • Use as ongoing plan for evaluation

25
Standard 1 Mission and Administrative Capacity
  • The nursing education units mission reflects the
    governing organizations core values and is
    congruent with its strategic goals and
    objectives.
  • The governing organization and program have
    administrative capacity resulting in effective
    delivery of the nursing program and achievement
    of identified outcomes.

26
CRITERION 1.1
  • The mission/philosophy and outcomes of the
    nursing education unit are congruent with those
    of the governing organization.

27
CRITERION 1.2
  • The governing organization and nursing education
    unit ensure representation of students, faculty,
    and administrators in ongoing governance
    activities.

28
CRITERION 1.3
  • Communities of interest have input into program
    processes and decisionmaking.

29
CRITERION 1.4
  • Partnerships exist that promote excellence in
    nursing education, enhance the profession, and
    benefit the community.

30
CRITERION 1.5
  • The nursing education unit is administered by a
    nurse who holds a graduate degree with a major in
    nursing rationale is provided for the acceptance
    of other graduate credentials.

31
CRITERION 1.6
  • The nurse administrator has authority and
    responsibility for the development and
    administration of the program and has adequate
    time and resources to fulfill the role
    responsibilities.

32
CRITERION 1.7
  • With faculty input, the nurse administrator has
    the authority to prepare and administer the
    program budget and advocates for equity within
    the unit and among other units of the governing
    organization.

33
CRITERION 1.8
  • Policies of the nursing education unit are
    comprehensive, provide for the welfare of faculty
    and staff, and are consistent with those of the
    governing organization differences are justified
    by the goals and outcomes of the nursing
    education unit.

34
CRITERION 1.9
  • Records reflect that program complaints and
    grievances receive due process and include
    evidence of resolution. .

35
CRITERION 1.10
  • Distance education, as defined by the nursing
    education unit, is congruent with the mission of
    the governing organization and the
    mission/philosophy of the nursing education unit.

36
Standard 2 - Faculty and Staff
  • Qualified faculty and staff provide leadership
    and support necessary to attain the goals and
    outcomes of the nursing education unit.

37
CRITERION 2.1
  • At least 50 of the full-time faculty who provide
    didactic instruction hold a graduate degree in
    nursing. The remaining full-time faculty members
    hold a minimum of a baccalaureate degree in
    nursing
  • Progress towards a graduate degree in with a
    major in nursing
  • - Current course work
  • - Related continuing education or
  • - Certification relevant to the current teaching
    role

38
CRITERION 2.2
  • Faculty (full- and part-time) credentials meet
    governing organization and state requirements.

39
CRITERION 2.3
  • Credentials of practice laboratory personnel are
    commensurate with their level of
    responsibilities.

40
CRITERION 2.4
  • The number and utilization of faculty (full- and
    part-time) ensure that program outcomes are
    achieved.

41
CRITERION 2.5
  • Faculty (full- and part-time) expertise is
    maintained in areas of responsibility

42
CRITERION 2.6
  • The number, utilization, and credentials of
    non-nurse faculty and staff are sufficient to
    achieve the program goals and outcomes.

43
CRITERION 2.7
  • Faculty (full- and parttime) are oriented and
    mentored in their areas of responsibilities

44
CRITERION 2.8
  • Systematic assessment of faculty (full- and
    part-time) performance demonstrates competencies
    that are consistent with program goals and
    outcomes.

45
CRITERION 2.9
  • Non-nurse faculty and staff performance is
    regularly reviewed in accordance with the
    policies of the governing organization.

46
CRITERION 2.10
  • Faculty (full- and part-time) engage in ongoing
    development and receive support in distance
    education modalities including instructional
    methods and evaluation.

47
Standard 3 - Students
  • Student policies, development, and services
    support the goats and outcomes of the nursing
    education unit.

48
CRITERION 3.1
  • Student policies of the nursing education unit
    are congruent with those of the governing
    organization, publicly accessible,
    non-discriminatory, and consistently applied
    differences are justified by the goals and
    outcomes of the nursing education unit.

49
CRITERION 3.2
  • Student services are commensurate with the needs
    of students pursuing or completing the practical
    program, including those receiving instruction
    using alternative methods of delivery.

50
CRITERION 3.3
  • Student educational and financial records are in
    compliance with the policies of the governing
    organization and state and federal guidelines.

51
CRITERION 3.4
  • Compliance with the Higher Education
    Reauthorization Act Title IV eligibility and
    certification requirements is maintained.

52
CRITERION 3.5
  • Integrity and consistency exist for all
    information intended to inform the public,
    including the program's accreditation status and
    NLNAC contact information.

53
CRITERION 3.6
  • Changes in policies, procedures, and program
    information are clearly and consistently
    communicated to students in a timely manner.

54
CRITERION 3.7
  • Orientation to technology is provided and
    technological support is available to students,
    including those receiving instruction using
    alternative methods of delivery.

55
CRITERION 3.8
  • Information related to technology requirements
    and policies specific to distance education is
    clear, accurate, consistent, and accessible.

56
Standard 4 - Curriculum
  • The curriculum prepares students to achieve the
    outcomes of the nursing education unit, including
    safe practice in contemporary health care
    environments.

57
Standard 5 - Resources
  • Fiscal, physical, and learning resources promote
    the achievement of the goals and outcomes of the
    nursing education unit.

58
Standard 6 - Outcomes
  • Evaluation of student learning demonstrates that
    graduates have achieved identified competencies
    consistent with the institutional mission and
    professional standards and that the outcomes of
    the nursing education unit have been achieved.
  • .

59
Materials
  • NLNAC Accreditation Manual
  • www.nlnac.org

60
Next Steps
  • Committee assignments for survey preparation
  • Meeting Schedule for PN Faculty Meetings and
    Survey Preparations Meetings

61
Success
  • A non-doer is very often a critic-that is,
    someone who sits back and watches doers, and then
    waxes philosophically about how the doers are
    doing. It's easy to be a critic, but being a doer
    requires effort, risk, and change." Dr. Wayne W.
    Dyer

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