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Accreditation 1
Karen Armao
SUNY Delhi
Abstract
Accreditation assures the quality of an institution or program and assists in the improvement of
the institution or program. In performing the evaluation of a curriculum through the application
of national guidelines, the syllabus NURS 200 / Nursing III from SUNY Delhi was chosen. The
course is one of the selected nursing courses in the associates program. The process of
evaluating the program and student learning outcomes were assessed based on the Quality and
Safety Education for Nurses (QSEN) and the Accreditation Commission for Education in
Nursing (ACEN) 2017 Standards and Criteria to identify the alignment of the nursing program
Nursing (ACEN) standards and the Quality and Safety Education for Nurses (QSEN)
competencies was performed to identify the alignment with the program goals and outcomes.
The Associates and Applied Science (AAS) program at SUNY Delhi has shown compliance and
excellence in higher education and has been accredited by ACEN (SUNY Delhi, 2017). In
review of the Delhi nursing program, it was identified that SUNY Delhi utilizes the QSEN
competencies as their program outcomes. QSEN has defined pre-licensure and graduate quality
and safety competencies for nursing and proposed targets for the knowledge, skills, and attitudes
to be developed in nursing pre-licensure programs for each competency (QSEN, 2017). There
are six quality and safety competencies recognized by QSEN; 1) patient-centered care, 2)
6) informatics.
I have identified student learning outcomes (SLO) that align with three of the program
student learning outcomes. These three areas include; 1) patient-centered care, 2) teamwork and
collaboration, and 3) evidence-based practice (EBP). Patient centered care, as defined by QSEN
(2017), Recognize the patient or designee as the source of control and full partner in providing
compassionate and coordinated care based on respect for patients preferences, values, and
needs, is in alignment with the course student learning outcomes; 1,2, and 4. Patient-centered
care is providing care that is respectful of, and responsive to, individual patient preferences,
needs and values, and ensuring that patient values guide all clinical decisions (One view
Healthcare, 2016). In this course, students develop the knowledge and skills to deliver
Standards, Criteria, and Accreditation 4
competent, safe patient care through nursing processes that allow them to coordinate the plan of
care for a diverse client base. The plan of care is individualized per patient and is drawn upon
patient care. Collaboration of care requires open-communication, mutual respect, and shared-
decision making with other health care professionals to achieve higher quality patient outcomes.
In the classroom setting the students utilize discussion, lecture, and case studies to display team
work and collaboration. In my personal life, I have observed obstacles that students encounter
with collaborating or being a part of the team for their assigned client. There are many
possibilities such as; feeling of incompetence, intimidation, and unfortunately not respected by
the other team members. Bridging that gap from theory to clinical practice is key and begins in
the classroom by having the students communicate and problem solve together to develop a plan
SUNY Delhi institutional accreditation includes the National League for Nursing
Accreditation Commission (SUNY Delhi, 2017). The IV goal of National League for Nursing
(NLN) goal is to promote evidence-based nursing education and the scholarship of teaching.
Following the NLN guidelines and classroom teachings, the students will apply evidence based
by expanding upon the concept-based exemplars and the nursing processes for the care of the
complex patient.
QSEN Competencies
The goal of QSEN is to meet the challenge of preparing nurses who will have the
knowledge, skills, and attitudes (KSAs) necessary to continually improve the quality and safety
Standards, Criteria, and Accreditation 5
of the healthcare system (QSEN, 2017). The student learning outcomes are related to
achievement of QCEN competencies based on the specific QCEN KSAs. Including the patient
and family in their plan of care allows for the patient to discuss their preferences and values
associated with effective support and planning of their care with the student. Acknowledging the
patient and family as partners in care allow for clarification of ethical dilemmas associated with
decision making and decreases potential conflict concerning the plan of care. Open
communication increases the students appreciation of the patients expertise with own health
and symptoms.
Student nurses needs to be able to understand their own strengths, limitations, and values in
functioning as a member of the team and realize their own potential to contribute to effective
team functioning. Being part of the team involves discussions with other team members and
scientific methods and processes through instructional integration of evidence-based practice and
link therapeutic interventions in the promotion, maintenance, and restoration of health based on
research findings.
ACEN Standards
ACEN accreditation requires that a nursing program continually assesses and make
improvements in the educational quality of the nursing program based on data. This is done by
evaluating specific Standards and Criteria, which include mission, faculty, students, curriculum,
resources, and outcomes (ACEN, 2013). The following ACEN standards met by the course
Standards, Criteria, and Accreditation 6
student learning outcomes are as follows, Standard 4: Curriculum; 4.2, 4.5, 4.6, 4.7, 4.9, and
4.11.
practice, collaboration, and application of the nursing process delivered through discussions,
lecture, case studies, Assessment Technology Module (ATI) and measured by use of exams. The
curriculum focuses on the diverse cultural, ethical, and social backgrounds to provide
individualized care.
Discussion
Any students did not achieve a passing grade on one of the assignments and as a result
the SLO is not being met. Possible causes of students not meeting a passing grade include; lack
of clarity of the assignment, failure to address students diverse learning styles, and lack of
professional development in ones field. The ACEN guideline that is in danger of not being met
is Standard 6 Outcomes. In this case the students are not meeting one of the SLO. Criteria
associated with the student failure 6.1 will not be met the program demonstrates evidence of
students achievement of each end-of-program student learning outcome (ACEN, 2017). The
program evaluation should demonstrate that students have achieved each end-of-program student
learning outcome and each program outcome. The program outcomes are based on QSEN,
therefore if a student is not meeting one of the SLO there will be a ripple effect in which all
QSEN guidelines will not be met. The description of the course is reflective of evidence-based
practice accomplished through the collaboration with the healthcare team, focusing on patient
centered care. My suggested solution to address the unmet SLO would be to perform a program
Standards, Criteria, and Accreditation 7
evaluation plan and teaching strategies evaluation to determine if the chosen teaching strategies
will accomplish SLO. I would also evaluate the specific assignment comparing it to the teaching
module and speak with the students to see if there is a similar theme to their concerns. Upon
completion of the evaluation, institution of changes in the curriculum to include; revision of the
the changes in the curriculum instruction, and re-evaluate student assignment outcomes based on
the changes.
Standards, Criteria, and Accreditation 8
References
from http://www.acenursing.org/accreditation-manual/
Cronenwett, L., Sherwood, G., & Gelmon, S. (2009). Improving quality and safety education:
The QSEN learning collaborative. Nursing Outlook, 57(6). 304-312. Retrieved from
http://www.nursingoutlook.org/
Oneview Healthcare. (2016). The eight principles of patient-centered care. Retrieved from
http://www.oneviewhealthcare.com/the-eight-principles-of-patient-centered-care/
programs/associates/nursing/index.php
Quality and Safety Education for Nurses (QSEN). (2017). Competencies. Retrieved from
http://qsen.org/competencies/
Quality and Safety Education for Nurses. (2017). QSEN Competencies. Retrieved from
http://qsen.org/competencies/pre-licensure-ksas/