Comparing and Contrasting Accrediting Bodies

CCNE ACEN NLN CNEA

Programs Baccalaureate, Practical nursing Practical/vocational,
graduate, entry-to- programs, associate diploma (RN), associate,
practice nurse degree in nursing, bachelor, master’s, clinical
residency, nurse Bachelor of Science in doctorate, post-graduate
practitioner Nursing, Master of certificate, and distance
fellowship/residency Science in Nursing, and learning programs
(Commission on Doctor of Nursing (National League for
Collegiate Nursing Practice (Accreditation Nursing Commission for
Education, n.d.). Commission for Nursing Education
Education in Nursing, Accreditation [NLN CNEA],
n.d.). n.d.-a).
Standards for a). Clear mission a). Adequate a). Established program
Accreditation statement and administrative and fiscal outcomes to benchmark
governing structure resources must be and evaluate a nursing
that supports the available to support the program’s success b).
program’s mission and program b). adequate program has a clear and
goals b). commitment physical, clinical, and appropriate mission
to providing necessary technological resources statement that guides
resources (faculty, available c). faculty educational goals c).
facilities, and clinical members must be faculty are given the
sites) c). curriculum qualified and appropriate number of
designed to meet the competent, including opportunities and
program’s mission and appropriate academic resources to engage in
expected student and clinical preparation professional development
outcomes d). must d). admission, activities to maintain their
have a systematic progression, and competence d). students
process for assessing graduation policies should have access to
student learning and should be fair, appropriate support
program outcomes d). consistent, and clearly services, including
must provide communicated e). advising, counseling, and
appropriate student curriculum should be academic resources e).
support services evidence-based, curriculum should be
(academic advising, reflective of current well-organized, current,
counseling, and nursing practice, and and evidence-based (NLN
resources to facilitate address program CNEA, n.d.-c).
student success) e). outcomes f). programs
faculty members must must have a systematic
have appropriate process for assessing
qualification and and evaluation program
credentials to teach in outcomes, including
their respective areas student achievement
 f). Must provide and program
appropriate physical effectiveness
and technological (Accreditation
resources g). must Commission for
have sufficient clinical Education in Nursing
experiences and [ACNE], 2022).
community resources
h). must participate in
ongoing self-
assessment and
evaluation processes
(Commission on
Collegiate Nursing
Education [CCNE],
2023).
Length of Initial accreditation for Initial accreditation last A nursing program can be
Accreditation baccalaureate, for 5 years. If the pre-accredited for three
graduate, and DNP program is determined years. The initial
programs is 5 years. to be in compliance accreditation term is six
Continued with accreditation years, and the maximum
accreditation may be standards after the length of accreditation is
granted for maximum initial 5 years, the 10 years (NLN CNEA, n.d.-
of 10 years at the continuing accreditation b).
discretion of the CCNE period is 8 years (ACNE,
Board (CCNE, 2023). 2022).
School To apply for a). Contact ACEN b). a). Apply and obtain pre-
Submissions accreditation, a ACEN director, nurse accreditation status b).
written application administrator and complete program self-
must be completed. administrative officers assessment c). chief
This must include: a). of the governing academic nurse notifies
a signed letter by the organization will decide NLN CNEA when the
CEO, chief academic whether a program is appropriate time is to
officer, and chief nurse ready to apply for start accreditation process
administrator b). candidacy c). apply for d). apply for initial
parent institution candidacy e). candidacy program accreditation
accredited by a U.S presentation d). (NLN CNEA, 2023).
Department of presentation review by
Education recognized ACEN staff (ACNE,
accrediting agency c). 2022).
evidence school is
authorized by their
respective state to
provide nursing
programs d). nursing
 program is approved
by all applicable state
boards of nursing e).
pay application fee f).
completed program
information form g).
documentation of the
ability of program to
meet accreditation
standards (CCNE,
2023).
Steps in the a). Determination of a). Determination of a). Formal notification of
accreditation eligibility b). approval, deferral, or programs intent to
Process submission of disapproval b). an initial continue with
eligibility forms c). accreditation visit must accreditation process b).
self-study preparation be scheduled within two submission of a self-
d). on-site visit c). years (ACNE, 2022). assessment report c). on-
evaluation and site evaluation d). board
decision e). review (NLN CNEA, 2023).
notification of decision
(CCNE, 2023).
Accreditation a). Regular reporting a). Periodic visits at a). Programs that hold
Maintenance b). periodic self-study specified intervals by accreditation status may
c). site visits d). ACEN b). a site visit apply to continue their
submission of annual request form must be status prior to expiration
and interim reports e). completed by the nurse b). written notification for
changes and administrator of nursing intent to continue
modifications are program approximately accreditation to NLN
notified to CCNE f). 12-18 months before CNEA c). program self-
continuous quality visit c). a focused visit study report d). on-site
improvement g). report can be program evaluation (NLN
faculty maintain authorized by the board CNEA, 2023).
qualifications f). assess of the ACEN to follow
and evaluate student up any accreditation
learning outcomes g). related information they
maintain compliance find significant about
h). maintain open the program (ACNE,
communication with 2022).
CCNE (CCNE, 2023).

*Commission on Collegiate Nursing Education (CCNE), Accreditation Commission for Education

in Nursing (ACEN), National League for Nursing Commission for Nursing Education Accreditation
(NLN CNEA)
 The roles of QSEN and AHRQ in developing nursing curriculum

QSEN, which stands for Quality and Safety Education for Nurses, has significantly

impacted the nursing education curriculum in the United States (Dolansky & Moore, 2013).

QSEN is an initiative developed to improve the quality and safety of healthcare by preparing

future nurses with the knowledge, skills, and attitudes necessary to deliver safe and high-quality

care (Dolansky & Moore, 2013). QSEN identifies six core competencies that nurses should

possess: patient-centered care, teamwork and collaboration, evidence-based practice, quality

improvement, safety, and informatics (Dolansky & Moore, 2013). Nursing programs have

integrated these competencies into their curricula, ensuring that students are exposed to and

trained in these essential areas (Dolansky & Moore, 2013).

The Agency for Healthcare Research and Quality (AHRQ) significantly impacts the

nursing education curriculum, although indirectly (Kronick, 2016). AHRQ is a federal agency in

the United States that focuses on improving the safety and quality of healthcare (Kronick, 2016).

While it does not directly influence nursing education, its research and initiatives have several

implications for the nursing curriculum (Kronick, 2016). AHRQ conducts research and produces

evidence-based guidelines related to healthcare quality and safety (Kronick, 2016). These

resources are valuable for nursing educators and students, as they can integrate the latest

evidence into their curriculum and practice (Kronick, 2016). AHRQ also supports research on

healthcare delivery innovations and models of care (Kronick, 2016). Nurse educators may

incorporate information about these innovations into their curriculum to prepare students for
the changes in healthcare, where nurses are increasingly involved in care coordination and new

care delivery models (Kronick, 2016).

Faculties Role is Curriculum Development and Changes

Faculty members are crucial in curriculum development and change within nursing

education programs. They are accountable for designing, assessing, implementing, evaluating,

and changing the curriculum to ensure program quality and relevance (Billings et al., 2020).

Faculty members are responsible for staying current on emerging trends, industry standards,

and best practices in nursing education to ensure the programs align with these changes

(Billings et al., 2020). They work collaboratively with other faculty members, administrators, and

external stakeholders to develop and implement new curriculum changes that better meet the

needs of students and the healthcare industry (Billings et al., 2020). Research has shown that

faculty involvement in curriculum development and change improves student outcomes and

program quality (Billings et al., 2020). Therefore, it is essential to involve faculty members in

curriculum development and change to ensure that nursing education programs remain current,

effective, and aligned with industry standards and best practices (Billings et al., 2020).

Internal Factors that Influence Curriculum Change

Internal factors that influence curriculum change in educational institutions are numerous

and varied and can include changes in institutional priorities, changes in student demographics

or needs, changes in faculty expertise or availability, changes in resource availability or

allocation, and changes in accreditation requirements or standards (Brown, 2018). Other

internal factors that may contribute to curriculum change include changes in institutional
leadership, changes in institutional culture or values, and changes in the availability or use of

technology and educational resources (Brown, 2018). An example is that changes in student

demographics or needs may lead an institution to revise its curriculum to address the needs of a

changing student population (Brown, 2018). Similarly, faculty expertise or availability changes

may necessitate curriculum changes to ensure qualified instructors teach courses (Martorell et

al., 2016). Changes in institutional priorities, such as a shift in focus from research to teaching,

may also lead to changes in the curriculum to reflect this new emphasis (Martorell et al., 2016).

Overall, internal factors that influence curriculum change in nursing programs are complex and

require careful consideration and planning to ensure that changes are practical and beneficial

for students and faculty (Martorell et al., 2016).

References

Accreditation Commission for Education in Nursing (2022, September). ACEN 2023 accreditation

manual for nursing education programs (1st ed.). Accreditation Commission for

Education in Nursing. https://www.acenursing.org/2023-resources/ACEN-Manual-

General-Information-2023.pdf

Accreditation Commission for Education in Nursing. (n.d.). Frequently Asked Questions.

https://www.acenursing.org/faq/#:~:text=The%20ACEN%20accredits%20practical%2C

%20diploma,CNA%20or%20Medical%20Assistant%20programs.

Billings, D., Halstead, J., & Sullivan, D. (2020). Teaching in nursing: A guide for faculty (6th ed.).

Elsevier.
Brown, V. (2018). Scaling up while maintaining in online degree development. Online Journal of

Distance Learning Administration, 21(3).

https://ojdla.com/archive/fall213/brown213.pdf

Commission on Collegiate Nursing Education. (2023, June 7). Procedures for accreditation of

baccalaureate and graduate nursing programs.

https://www.aacnnursing.org/portals/0/PDFs/CCNE/Procedures.pdf

Commission on Collegiate Nursing Education. (n.d.). CCNE accreditation.

https://www.aacnnursing.org/ccne-accreditation

Dolansky, M. & Moore, S. (2013, September 30). Quality and Safety Education for Nurses

(QSEN): System thinking is key. The Online Journal of Issues in Nursing. DOI:

10.3912/OJIN.Vol18No03Man01

Kronick, R. (2016, Mar-Apr). AHRQ’s role in improving quality, safety, and health system

performance. Public Health Reports, 131(2), 229-232. DOI: 10.1177/0033354916100205

Martorell, P., Stange, K. & McFarlin, I. (2016). Investing in schools: Capital spending, facility

conditions, and student achievement. Journal of Public Economics, 140, 13-29. DOI:

10.17848/wp16-256

National League of Nursing Commission for Nursing Education Accreditation. (n.d.-a). About.

https://cnea.nln.org/about

National League of Nursing Commission for Nursing Education Accreditation (n.d.-b). FAQs.

https://cnea.nln.org/faqs#:~:text=Pre%2Daccredited%20programs%20can

%20hold,continuing%20accreditation%20is%20ten%20years.
National League of Nursing Commission for Nursing Education Accreditation (2023, February).

National League for Nursing Commission for Nursing Education accreditation handbook:

Policies and procedures (8th ed.).

https://image-res-platform.s3.amazonaws.com/cc12ee87/files/uploaded/NLN%20CNEA

%20Accreditation%20Handbook%202023-ba8485f6.pdf

National League of Nursing Commission for Nursing Education Accreditation. (n.d.-c). Standards

for Accreditation. https://cnea.nln.org/standards-of-accreditation