Community of Support Issue - October 2024

Accreditation is a crucial aspect of nursing education, ensuring that programs meet high standards of quality and effectiveness. The Accreditation Commission for Education in Nursing (ACEN) provides specific Standards that guide nursing programs in their pursuit of excellence. To stay aligned with these Standards, our campus at Dallas College developed an approach to maintaining preparedness and enhancing the quality of our nursing program that ensures we are always site visit ready. This article outlines how our faculty reviews ACEN Standards at each meeting, integrates these Standards into our curriculum and teaching practices, and utilizes predictor exams to drive improvements.

At each faculty meeting, we dedicate a segment to reviewing one of the ACEN Standards. This structured approach ensures that every aspect of the accreditation framework is consistently addressed and that faculty are familiar with the required elements. By rotating through the Standards, we maintain a comprehensive understanding of their implications and how they influence our program. Each Standard is discussed in the context of our current practices, and we assess how well our teaching methods, curriculum revisions, student outcomes, and clinical compliance align with these Standards.

For example, when we reviewed ACEN Standard 2, which pertains to faculty qualifications and performance, emphasizing the importance of keeping detailed, up-to-date records to demonstrate faculty competency and compliance with accreditation requirements, the faculty was able to review the current checklist and focus on the necessary documentation that should be maintained in faculty files. During our discussion, we identified specific documentation that needs to be included in each faculty member's file, such as updated curriculum vitae (CVs), evidence of ongoing professional development, and records of teaching evaluations. We highlighted the importance of submitting these updates as soon as they occur to ensure that our documentation remains current and reflects the highest quality of faculty qualifications. This proactive approach helps prevent potential issues during accreditation reviews and demonstrates our commitment to maintaining a high level of faculty performance. Also, professional development was another critical area addressed during the consideration of this Standard. We discussed how choosing professional development opportunities can positively contribute to the maintenance of best practices and teaching best practice. By strategically identifying areas where additional training or resources are needed, we ensure that our faculty remains current with best practices and advancements in nursing education.

Our discussion on ACEN Standards is not limited to theoretical understanding. We actively correlate these Standards with our teaching practices and curriculum. For example, when reviewing the Standard related to student outcomes, we examine how our teaching strategies contribute to achieving these outcomes. This process involves evaluating the effectiveness of our instructional methods and revising the curriculum as needed to address any gaps. To add to the discussion, during the semester, coordinators present an overview of their respective courses, highlighting any significant changes. These presentations provide an opportunity for faculty to understand how individual courses contribute to the overall program and how they align with ACEN Standards. This collaborative approach helps identify areas for improvement and fosters a shared commitment to maintaining accreditation standards.

To aid us in this process, during the last semester we invited a consultant to provide expert guidance on interpreting predictor exam data and identifying gaps. This consultation was particularly valuable in understanding how predictor exams can reflect student preparedness for the NCLEX and align with end-of-program student learning outcomes required by ACEN Standard 5. The consultant's insights helped us analyze the data more effectively and pinpoint areas where students may need additional support.

We then reviewed the predictor exams as a group, discussed how the predictor exam data correlates with NCLEX preparation, and reviewed strategies to address identified gaps. This process involved a detailed examination of student performance trends and implementing targeted interventions to improve learning outcomes. By linking predictor exam results to accreditation standards, we ensure that our assessments are aligned with the expectations of nursing licensure and program objectives.

Our approach to maintaining faculty preparedness through regular review of ACEN Standards, curriculum alignment, and the use of predictor exams reflects a commitment to excellence in nursing education. By integrating these practices into our faculty meetings and decision-making processes, we ensure that our program meets accreditation requirements and continuously improves in response to evolving needs. This comprehensive strategy not only supports our accreditation efforts but also enhances the overall quality of our nursing program, ultimately benefiting our students and the healthcare community they serve.