When seeking ACEN accreditation, a nursing program uses the ACEN Standards as the framework for telling the story of the program. However, these Standards hold importance beyond the accreditation process in providing continuous feedback for program improvement. When used routinely, the Standards become the muscle that keeps a program strong. The Delaware Technical Community College (Delaware Tech) nursing program has continuously used the ACEN Standards to strengthen and fortify its RN-to-BSN program from the initial accreditation process to ongoing reaccreditation.
In compliance with ACEN Standard 1, Delaware Tech’s RN-to-BSN program has ensured congruency between the mission and philosophy of the College and that of the program. The vision for the program, developed in 2016, aligned with the core values, mission, and goals for Delaware Tech. As changes have been made in the College mission and philosophy, the program has adjusted to mirror those changes. The most recent example is the incorporation of wording that supports the College’s commitment to diversity, equity, and inclusion. During the College’s 2023 continuing accreditation site visit, the peer evaluators noted, “The nursing education unit embodies the mission [of the college], both in keeping the students at the center of what they do, but also in providing quality education that is accessible, relevant, and responsive to labor market and community needs.”
The nurse administrator promotes opportunities for faculty and students to have representation within the College community on committees and activities. Students share input about the program through a student forum each semester and discuss issues including coursework, practicum, advising, student services, and educational paths following completion of the RN-to-BSN program. Delaware Tech recognizes the importance of partnerships to ensure the success of the program. This includes articulation agreements with other institutions, participation in advisory boards, and development of employer tuition benefits and recruiting sessions with local healthcare organizations.
Since the program started, the College has supported its expanded needs, which include adding essential support positions, such as a full-time administrative assistant, a full-time academic counselor, and part-time nursing faculty.
Adherence to ACEN Standard 2 ensures that full-time and part-time faculty are qualified to teach in the RN-to-BSN program. At the onset, there were no part-time faculty, and most of the full-time faculty members were in a shared position with the pre-licensure programs at the College. As the program expanded, the need for part-time faculty increased. To promote faculty expertise, Delaware Tech has invested in professional education opportunities that support best practices for teaching, including sessions specifically designed for BSN faculty.
Delaware Tech’s program uses ACEN Standard 3 to assess policies and services that support students in achieving the program outcomes. Online RN-to-BSN students have access to all College resources that support success. These resources have expanded over the last few years to include more technology support, as well as services to assist with personal challenges that may interfere with a student's education, such as food insecurity and mental health needs.
The program has grown from an initial class of 60 students in 2017 to 418 students enrolled in RN-to-BSN courses for the spring 2024 semester. Significant student and program milestones have been reached, including the celebration of the first graduating class in December 2018, university partnership to expand nursing honor society membership to students, and student spotlights that highlighted individual successes and reinforced their commitment to excellence. Over 500 students have now graduated from the program, with more than 85% employed at local healthcare organizations, which achieves the College mission to respond to state workforce and community needs.
The curriculum for the Delaware Tech nursing program is the collaborative result of input by faculty, administrators, healthcare organizations, and advisory committees. ACEN Standard 4 offered a framework for developing a solid curriculum for an online RN-to-BSN program. The curriculum was designed to reflect professional standards and guidelines for nursing practice and the core competencies that all Delaware Tech graduates must meet. Nine program graduate competencies (PGCs) (the equivalent of the ACEN end-of-program student learning outcomes) were established for a curriculum that included seven general education courses and nine nursing courses.
The RN-to-BSN program undertook the intricate work of developing the nursing courses in 2016. Faculty interested in teaching specific BSN courses and instructional designers with expertise in course design formed working groups to determine or design course objectives, measurable performance objectives, learning materials, and appropriate assessments to measure the accomplishment of course objectives. Courses were mapped across the curriculum to ensure the progression of learning and the achievement of learning outcomes.
Since the beginning of the program, support from instructional designers has proven to be a strength for Delaware Tech’s program. They were instrumental in updating course design when the College changed its learning management system (LMS). They met with faculty of each course to conduct a quality assurance review to ensure courses were following best practices for online learning. They provided guidance when converting assignments to use the Transparency in Learning and Teaching (TILT) method and assisted with using LMS features to support accessibility.
Initially, faculty from each course and the nurse administrator met after each semester to address curriculum concerns. Today, yearly course meetings and curriculum committee meetings monitor outcomes, respond to feedback, and ensure rigor and currency in the curriculum. Currently, the program is revisiting its PGCs and updating each course to incorporate current trends in nursing education and healthcare. Feedback from students reinforces the value and relevance of the curriculum through comments such as, “Starting the RN-to-BSN program has been a life-changing experience that has shaped both my professional identity and my nursing practice,” and “The curriculum has been a furnace of learning, from developing leadership abilities and promoting patient safety to incorporating general education information into the complex web of nursing.”
A systematic plan for evaluation of the program was developed during candidacy in accordance with ACEN Standard 5 to provide data on the effectiveness of student achievement of learning outcomes. Course evaluations are conducted by the College. Data are gathered from faculty, preceptor, and student surveys, as well as the College’s Student Learning Outcomes Assessment Committee. Data from all these areas drive curricular change and continuous program improvement. As the RN-to-BSN program grows, we remain committed to continuous improvement, responding to student feedback, and aligning with employer needs.
Developing and sustaining a BSN program has been both challenging and rewarding. It has required dedication, collaboration, and commitment. The ACEN Standards have provided the framework for developing, assessing, and improving the RN-to-BSN program. They continue to serve as the muscle that keeps the program strong in the quest for excellence.
Authors:
Kelly Davis, EdD, MSN, RN, CNE, Instructional Director
Dr. Kelly Davis has been nursing faculty at Delaware Technical Community College for 18 years and has served as the RN-to-BSN Instructional Director since 2021. She is active in state and national professional nursing organizations and serves as an ACEN peer-evaluator and team chair.
Kathy Sokola, EdD, MSN, RN, CNE, Program Coordinator
Dr. Kathy Sokola has been nursing faculty at Delaware Technical Community College for 38 years and has served as a RN-to-BSN Program Coordinator since 2016. She is active in state and national professional nursing organizations, with a focus on curriculum development and oncology nursing.
The Accreditation Commission for Education in Nursing (ACEN) supports the interests of nursing education, nursing practice, and the public by providing specialized accreditation for all levels of nursing education and transition-to-practice programs.
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