Community of Support Issue - October 2024

Preparing for Accreditation Commission for Education in Nursing (ACEN) accreditation involved a systematic and strategic approach from our faculty here at Indiana State University (ISU) School of Nursing (SON), to ensure that our nursing program meets the rigorous standards set forth by the accrediting body. One critical aspect of this preparation is the revision and updating of old program outcomes to align with new End-of-Program Student Learning Outcomes (EPSLOs). We initiated this process with the help of an outside party. This process was tedious, however, it helped to ensure compliance with accreditation standards but also enhanced the quality and relevance of our nursing program.

Understanding ACEN Accreditation

ACEN accreditation is a hallmark of excellence in nursing education, providing assurance that nursing programs meet established standards for educational quality and effectiveness. The accreditation process evaluates various aspects of a nursing program, including faculty qualifications, curriculum design, student support services, and student learning outcomes. Preparing for ACEN accreditation requires a comprehensive review and alignment of these elements with the ACEN Standards and Criteria. Preparing for an accreditation visit requires a comprehensive review and alignment with ACEN’s Standards and Criteria.

Revising Old Program Outcomes

Old program outcomes reflected the goals and expectations of previous ACEN standards. However, ACEN has since updated their Standards, which meant that the SON needed to revise the old outcomes to align with the new outcomes for maintaining the relevance and effectiveness of the program.

1. Conducting a Gap Analysis: The first step in revising the old outcomes was to conduct a gap analysis. This process involved comparing the existing outcomes with the new ACEN standards and the current needs of the healthcare industry. The gap analysis helped to identify areas where the old outcomes fall short and where new outcomes are needed.
2. Engaging Stakeholders: Involving faculty, students, clinical partners, and other stakeholders in the revision process was essential. Discussion with both stakeholders and students led to an in-depth view of what types of nursing students’ stakeholders and clinical partners are seeing and that students want a more challenging hands-on experience while in the classroom as well as at clinical. Their input ensured that the new outcomes are realistic, achievable, and reflective of the skills and knowledge required in the modern healthcare environment.
3. Aligning with ACEN Standards: The next step was to align the new EPSLOs with the ACEN standards, which should emphasize student competence, readiness for practice, and the ability to meet the demands of a diverse patient population. This alignment ensured that the program prepares graduates who are not only clinically competent but also culturally sensitive and equipped to provide high-quality care.

Developing New End-of-Program Student Learning Outcomes (EPSLOs)

The development of new EPSLOs involved a forward-thinking approach that anticipates the future needs of the nursing profession. These outcomes needed to be specific, measurable, and focused on the essential competencies required for nursing practice. There were a lot of meetings with faculty and our outside party, where we would discuss the importance of the new EPSLO’s and walk through a spreadsheet bringing together the curriculum and where EPSLO’s occur.

1. Defining Core Competencies: We as faculty were taught that the new EPSLOs should be centered around core competencies such as clinical judgment, patient-centered care, evidence-based practice, communication, and teamwork. We learned that these competencies are critical for ensuring that graduates are prepared to meet the complex demands of healthcare.
2. Incorporating Industry Trends: We as faculty were taught that the new outcomes should reflect current and emerging trends in healthcare, such as the increased focus on interprofessional collaboration, the use of technology in patient care, and the importance of quality and safety in healthcare delivery. Faculty incorporating these trends into the program ensures that graduates are well-prepared for contemporary practice.
3. Ensuring Measurability: We as faculty learned that each EPSLO should be clearly defined and measurable. This allows the program to assess whether students have achieved the desired outcomes and provides a basis for continuous improvement. Faculty using measurable outcomes in their didactic and clinical areas, will facilitate the collection of data for the ACEN accreditation process, demonstrating the program’s effectiveness.

Implementing and Assessing the New EPSLOs

Once we developed the EPSLOs, we began implementing them across the curriculum, starting Fall 2024. Currently, involving revising course content, teaching methods, and assessment strategies to ensure that they align with the new outcomes.

1. Curriculum Mapping: Our curriculum mapping, which was done with the outside party, was the key step in the implementation process. Without this, it would have been extremely hard to move forward. We mapped each course to the new EPSLOs to ensure that all necessary competencies are covered. Curriculum mapping also helped to identify any gaps in the curriculum that need to be addressed.
2. Faculty Development: Faculty plays a critical role in implementing the new outcomes. There were faculty development opportunities to help ensure that instructors are equipped with the knowledge and skills needed to teach and assess the new EPSLOs effectively. However, as we are implementing this semester, the knowledge and skills are still lacking. We are currently working on filling in any gaps to help ensure success in implementing the new EPSLOs.
3. Continuous Assessment and Improvement: The effectiveness of the new EPSLOs should be continuously assessed through various methods, such as exams, simulations, clinical evaluations, and student feedback. This data should be used to make ongoing improvements to the program, ensuring that it remains aligned with ACEN standards and responsive to changes in the healthcare environment.

In summary, the above-described process reflects best practices because it was deliberate, strategic, collaborative, data-driven, and focused on continuous improvement—all of which contributes to the our ability to produce highly competent and prepared nursing graduates.

Conclusion

Preparing for ACEN accreditation and revising old program outcomes to align with new EPSLOs was and is a dynamic and collaborative process that enhances the quality of nursing education. By conducting a thorough gap analysis, engaging stakeholders, and aligning with current industry trends and ACEN standards, our nursing program developed EPSLOs that will prepare graduates for successful and impactful careers in healthcare. We will do continuous assessment and improvement to further ensure that the program remains relevant, effective, and capable of meeting the evolving needs of the nursing profession.

Linda Walters, PhD, MSN, RN, CNE
Professor/Associate Director of Students, School of Nursing
Indiana State University, College of Health and Human Services

Linda McQuiston, PhD, RN
Professor – School of Nursing
Undergraduate Program Coordinator
Department of Baccalaureate Nursing