Accreditation, Regulation, and Advocacy: An Essential Intersection for All Nursing Programs

 

Dear OADN Members:

Recently, a North Dakota nursing program has been facing an unprecedented crisis that is impacting the whole university. The program’s entire full-time nursing faculty has resigned, citing untenable workloads and potential accreditation issues, leaving the institution without any full-time nursing faculty just weeks before the fall semester begins. While denying claims of accreditation risk, the administration is actively seeking solutions to address the faculty shortage in collaboration with the university system.  Complicating these challenges, the university’s president has unexpectedly resigned, citing the state board of nursing’s refusal to approve his new staffing plan as the cause for his departure, something that the board of nursing refutes.

Conversations with OADN program member schools and faculty members frequently provide valuable insights. During one such discussion with a program member from the Pacific Northwest, the dual role of nurse faculty was highlighted: producing competent and qualified nurse graduates and ensuring that nursing programs comply with educational requirements to maintain public safety and welfare.

Each commonwealth, jurisdiction, state, or territory must align the education of nurses with the governing Nurse Practice Act (NPA). While not all NPAs address education, most outline specific requirements for nurse educators. The National Council of State Boards of Nursing (NCSBN) in their Model Act (2021) cites that within the registered nurse scope of practice related to education, nurses may:

1. Design and implement teaching plans based on patient needs or patient populations.
2. Teach the theory and practice of nursing.
3. Educate others as appropriate.

Nursing education standards are evidence-based criteria used to ensure the quality of nursing programs. Faculty and nurse administrators play a crucial role in monitoring these standards and intervening when necessary. Early intervention allows programs to make improvements before warning signs emerge and sanctions become necessary. These standards aim to ensure that graduates of nursing programs are prepared for safe and effective nursing practice.

Section 5 of NCSBN’s Model Act (2021) underscores the importance of the governing institution’s approval and ongoing support for the nursing program and the chief nurse administrative officer (program director, coordinator, dean, associate dean, etc.).

The Accreditation Commission on Education in Nursing’s (ACEN) Standards of Accreditation (2023), Standard 1, emphasize the importance of the administrative capacity and resources of the program. The mission and philosophy of the nursing program must align with the mission, goals, and values of the governing organization. Both the governing organization and the nursing program must have the capacity and resources to support effective program delivery. This ensures the achievement of end-of-program student learning outcomes and program outcomes for each nursing program type. Faculty freedom requires aligning evidence-based best regulatory practices with the ACEN’s Standards of Accreditation.

Faculty and program administrators’ advocacy for students, programs, and end-of-program outcomes is crucial. Much like OADN’s advocacy at the national level supports and advances evidence-based practices within the associate degree pathway and our OADN program members, this advocacy ensures that students receive a quality education that prepares them for successful nursing careers.

OADN members must lead advocacy efforts locally, regionally, and at the state level to advance the education and graduation of a nurse workforce ready to meet today’s practice demands and the complexity of care required by patients entrusted to their care. Local advocacy allows members to address specific community needs and adapt educational programs to local healthcare environments. Regional efforts foster collaboration between different institutions and help standardize best practices across broader areas. State-level advocacy is critical for influencing policy changes, securing funding, and ensuring that nursing education standards are maintained and improved. By taking a proactive stance in these advocacy efforts, OADN members can ensure that the nursing workforce is well-equipped to handle the dynamic challenges of modern healthcare, thereby safeguarding public health and enhancing the overall quality of care delivery.

 

 

 

 

Rick García, Ph.D., RN, CCM, FAAOHN, FAADN
Chief Executive Officer
OADN and OADN Foundation

 

 

References

Model Act, (2021), National Council State Boards of Nursing (NCSBN). https://www.ncsbn.org/public-files/21_Model_Act.pdf

Standards of Accreditation, (2023), The Accreditation Commission on Education in Nursing (ACEN). https://resources.acenursing.org/space/SAC/1824227333/2023+Standards+and+Criteria