CCNE Survey on the Proposed Standards for Accreditation of Baccalaureate and Graduate Nursing Programs (Fall 2023)

* Indicates a response is required.
Thank you for completing this online survey regarding the Commission on Collegiate Nursing Education's (CCNE) proposed Standards for Accreditation of Baccalaureate and Graduate Nursing Programs. The deadline for submitting this survey is November 16, 2023. All responses will be treated confidentially and will be considered by the CCNE Standards Committee and Board of Commissioners, in the aggregate, as part of the standards review and revision process.
 
PLEASE NOTE: Once you begin the survey, the entire survey must be completed and submitted. You may not exit and return to the survey at a later time.
Section 1: Professional Information
 
From the list below, please choose the role that best describes your position. *
 
Are you (or have you been) a CCNE on-site evaluator? *
Section 2: Standards and Key Elements

STANDARD I
PROGRAM QUALITY: MISSION AND GOVERNANCE 

The mission, goals, and expected program outcomes are congruent with those of the parent institution, reflect professional nursing standards and guidelines, and consider the needs and expectations of the community of interest. Policies of the parent institution and nursing program clearly support the program’s mission, goals, and expected outcomes. The faculty and students of the program are involved in the governance of the program and in the ongoing efforts to improve program quality.

1. Standard I is clearly stated. *
2. Standard I is relevant to the quality of a nursing program. *
0/500 words

Key Element I-A: The mission, goals, and expected program outcomes are:

  • congruent with those of the parent institution; and
  • reviewed periodically and revised as appropriate.

Elaboration: The program’s mission, goals, and expected program outcomes are written and accessible to current and prospective students, faculty, and other constituents. Program outcomes include student outcomes, faculty outcomes, and other outcomes identified by the program. The mission may relate to all nursing programs offered by the nursing unit or specific programs may have separate missions. Program outcomes are clearly differentiated by level when multiple degree/certificate programs exist. Expected program outcomes may be expressed as competencies, objectives, benchmarks, or other terminology congruent with institutional and program norms.

There is a defined process for periodic review and revision of program mission, goals, and expected program outcomes that has been implemented, as appropriate.

1. Key Element I-A is appropriate for the preparation of nurses at the baccalaureate, graduate and certificate levels. *
2. Key Element I-A is clear and unambiguous. *
3. Key Element I-A is a valid and reliable indicator of quality. *
4. The elaboration to Key Element I-A provides helpful guidance. *
0/500 words

Key Element I-B: The mission, goals, and expected program outcomes are consistent with relevant professional nursing standards and guidelines for the preparation of nursing professionals.

Elaboration: The program identifies the professional nursing standards and guidelines it uses. CCNE requires the following components of The Essentials: Core Competencies for Professional Nursing Education (Essentials) (AACN, 2021):

  • the 10 "Domains for Nursing" (Essentials, pp. 10-11);
  • the 8 "Concepts for Nursing Practice" (Essentials, pp. 12-14); and
  • the 45 "Competencies" (numbered 1.1 through 10.3 and organized by Domain, Essentials, pp. 27-54).

A program may select additional standards and guidelines (or components thereof) that are current and relevant to program offerings. 

A program preparing students for certification incorporates professional standards and guidelines appropriate to the role/area of education.

An APRN education program (degree or certificate) prepares students for one of the four APRN roles and in at least one population focus, in accordance with the Consensus Model for APRN Regulation: Licensure, Accreditation, Certification and Education (July 2008).

1. Key Element I-B is appropriate for the preparation of nurses at the baccalaureate, graduate and certificate levels. *
2. Key Element I-B is clear and unambiguous. *
3. Key Element I-B is a valid and reliable indicator of quality. *
4. The elaboration to Key Element I-B provides helpful guidance. *
0/500 words
 
Key Element I-C: The mission, goals, and expected program outcomes reflect the needs and expectations of the community of interest.

Elaboration: The community of interest is defined by the nursing unit. The needs and expectations of the community of interest are considered in the periodic review of the mission, goals, and expected program outcomes.

1. Key Element I-C is appropriate for the preparation of nurses at the baccalaureate, graduate and certificate levels. *
2. Key Element I-C is clear and unambiguous. *
3. Key Element I-C is a valid and reliable indicator of quality. *
4. The elaboration to Key Element I-C provides helpful guidance. *
0/500 words

Key Element I-D: The nursing unit's expectations for faculty are written and communicated to the faculty and are congruent with institutional expectations.

Elaboration: Expectations for faculty are congruent with those of the parent institution. The nursing unit's expectations for faculty, whether in teaching, scholarship, service, practice, or other areas, may vary for different groups of faculty (full-time, part-time, adjunct, tenured, non-tenured, or other).

1. Key Element I-D is appropriate for the preparation of nurses at the baccalaureate, graduate and certificate levels. *
2. Key Element I-D is clear and unambiguous. *
3. Key Element I-D is a valid and reliable indicator of quality. *
4. The elaboration to Key Element I-D provides helpful guidance. *
0/500 words

Key Element I-E: Faculty and students participate in program governance.

Elaboration: Roles of the faculty and students in the governance of the program, including those involved in distance education, are clearly defined and promote participation. Nursing faculty are involved in the development, review, and revision of academic program policies.

1. Key Element I-E is appropriate for the preparation of nurses at the baccalaureate, graduate and certificate levels. *
2. Key Element I-E is clear and unambiguous. *
3. Key Element I-E is a valid and reliable indicator of quality. *
4. The elaboration to Key Element I-E provides helpful guidance. *
0/500 words

Key Element I-F: Academic policies of the parent institution and the nursing program are congruent and support achievement of the mission, goals, and expected program outcomes. These policies are:

  • fair and equitable;
  • published and accessible; and
  • reviewed and revised as necessary to foster program improvement.

Elaboration: Academic policies include, but are not limited to, those related to student recruitment, admission, retention, clinical requirements, and progression. Policies are written and communicated to relevant constituencies. Policies are implemented consistently. Differences between the nursing program policies and those of the parent institution are identified and support achievement of the program’s mission, goals, and expected outcomes. A defined process exists by which policies are regularly reviewed. Policy review occurs, and revisions are made as needed.

1. Key Element I-F is appropriate for the preparation of nurses at the baccalaureate, graduate and certificate levels. *
2. Key Element I-F is clear and unambiguous. *
3. Key Element I-F is a valid and reliable indicator of quality. *
4. The elaboration to Key Element I-F provides helpful guidance. *
0/500 words

Key Element I-G: The program defines and reviews formal complaints according to established policies.

Elaboration: The program defines what constitutes a formal complaint and maintains a record of formal complaints received. The program’s definition of formal complaints includes, at a minimum, student complaints. The program’s definition of formal complaints and the procedures for filing a complaint are communicated to relevant constituencies.

1. Key Element I-G is appropriate for the preparation of nurses at the baccalaureate, graduate and certificate levels. *
2. Key Element I-G is clear and unambiguous. *
3. Key Element I-G is a valid and reliable indicator of quality. *
4. The elaboration to Key Element I-G provides helpful guidance. *
0/500 words

Key Element I-H: Documents and publications are accurate. A process is used to notify constituents about changes in documents and publications.

Elaboration: References to the program’s offerings, outcomes, accreditation/approval status, academic calendar, recruitment and admission policies, clinical requirements and placements, grading policies, degree/certificate completion requirements, tuition, and fees are accurate. Information regarding licensure and/or certification examinations for which graduates will be eligible is accurate. For APRN education programs, transcripts or other official documentation specify the APRN role and population focus of the graduate. [1], [2]

If a program chooses to publicly disclose its CCNE accreditation status, the program uses either of the following statements:

“The (baccalaureate degree in nursing/master's degree in nursing/Doctor of Nursing Practice and/or post-graduate APRN certificate) at (institution) is accredited by the Commission on Collegiate Nursing Education (http://www.ccneaccreditation.org).”

 “The (baccalaureate degree in nursing/master's degree in nursing/Doctor of Nursing Practice and/or post-graduate APRN certificate) at (institution) is accredited by the Commission on Collegiate Nursing Education, 655 K Street, NW, Suite 750, Washington, DC 20001, 202-887-6791.”

[1] Consensus Model for APRN Regulation: Licensure, Accreditation, Certification and Education (July 2008).

[2] Standards for Quality Nurse Practitioner Education (National Task Force on Quality Nurse Practitioner Education, 2022).

1. Key Element I-H is appropriate for the preparation of nurses at the baccalaureate, graduate and certificate levels. *
2. Key Element I-H is clear and unambiguous. *
3. Key Element I-H is a valid and reliable indicator of quality. *
4. The elaboration to Key Element I-H provides helpful guidance. *
0/500 words

Supporting Documentation for Standard I

The supporting documentation listed below is included in the self-study document or provided for review on site. CCNE recognizes that reasonable alternatives exist when providing documentation to address the key elements.

  1. Mission, goals, and expected program outcomes.
  2. Copies of all professional nursing standards and guidelines used by the program.
  3. Evidence that the needs of the program's identified community of interest are considered by the program.
  4. Appointment, promotion, and, when applicable, tenure policies or other documents defining faculty expectations related to teaching, scholarship, service, practice, or other areas.
  5. Major institutional and nursing unit reports and records for the past three years, such as strategic planning documents and annual reports.
  6. Reports submitted to and official correspondence received from applicable accrediting and regulatory agencies since the last accreditation review of the nursing program.
  7. Catalogs, student handbooks, faculty handbooks, personnel manuals, or equivalent documentation referencing (among other things) academic calendars, recruitment and admission policies, clinical requirements, grading policies, and degree/post-graduate APRN certificate program completion requirements.
  8. Program advertising and promotional materials.
  9. For APRN education programs (degrees/certificates), evidence that transcripts or other official documentation specify the APRN role and population focus of the graduate.
  10. Documents that reflect decision-making (e.g., minutes, memoranda, reports) related to program mission and governance.
  11. Organizational charts for the parent institution and the nursing unit.
  12. Program policies related to formal complaints.
1. Is the Supporting Documentation for Standard I clear? *
2. Is the Supporting Documentation for Standard I helpful? *
0/500 words