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NLNAC 2008
STANDARDS AND CRITERIA STANDARD 1
Mission
and Administrative Capacity The
nursing education unit’s mission reflects the governing organization’s
core values and is congruent with its strategic goals and objectives.
The governing organization and program have administrative capacity
resulting in effective delivery of the nursing program and achievement of
identified outcomes. 1.1
The
mission/philosophy and outcomes of the nursing education unit are
congruent with those of the governing organization. 1.2
The governing
organization and nursing education unit ensure representation of students,
faculty, and administrators in ongoing governance activities. 1.3
Communities of
interest have input into program processes and decision making. 1.4
Partnerships
exist that promote excellence
in nursing education, enhance the profession, and benefit the community. 1.5
The nursing
education unit is administered by a nurse who holds a graduate degree with
a major in nursing. 1.6
The nurse
administrator has authority and responsibility for the development and
administration of the program and has adequate time and resources to
fulfill the role responsibilities. 1.7
With faculty
input, the nurse administrator has the authority to prepare and administer
the program budget and advocates for equity within the unit and among
other units of the governing organization. 1.8
Policies of the
nursing education unit are comprehensive, provide for the welfare of
faculty and staff, and are consistent with those of the governing
organization; differences are justified by the goals and outcomes of the
nursing education unit. 1.9
Records reflect
that program complaints and grievances receive due process and include
evidence of resolution. For
nursing education units engaged in distance education, the additional
criterion is applicable: 1.10
Distance
education, as defined by the nursing education unit, is congruent with the
mission of the governing organization and the mission/philosophy of the
nursing education unit.
STANDARD
2 Faculty
and Staff Qualified faculty and
staff provide leadership and support necessary to attain the goals and
outcomes of the nursing education unit. 2.1
Full-time faculty are credentialed with a minimum of a
master’s degree with a major in nursing and maintain expertise in their
areas of responsibility. 2.1.1
The
majority of part-time faculty are credentialed with a minimum of a
master’s degree with a major in nursing; the remaining part-time faculty
hold a minimum of a baccalaureate degree with a major in nursing. 2.1.2
Rationale is provided for
utilization of faculty who do not meet the minimum credential. 2.2
Faculty (full-
and part-time) credentials meet governing organization and state
requirements. 2.3
Credentials of
practice laboratory personnel are commensurate with their level of
responsibilities. 2.4
The number and
utilization of faculty (full- and part-time) ensure that program outcomes
are achieved. 2.5
Faculty (full-
and part-time) performance reflects scholarship and evidence-based
teaching and clinical practices. 2.6
The number,
utilization, and credentials of non-nurse faculty and staff are sufficient
to achieve the program goals and outcomes. 2.7
Faculty (full-
and part-time) are oriented and mentored in their areas of
responsibilities. 2.8
Systematic
assessment of faculty (full- and part-time) performance demonstrates
competencies that are consistent with program goals and outcomes. 2.9
Non-nurse faculty and
staff performance is regularly reviewed in accordance with the policies of
the governing organization. For
nursing education units engaged in distance education, the additional
criterion is applicable: 2.10
Faculty (full- and
part-time) engage in ongoing development and receive support in distance
education modalities including instructional methods and evaluation.
STANDARD
3 Students Student policies,
development, and services support the goals and outcomes of the nursing
education unit. 3.1
Student policies
of the nursing education unit are congruent with those of the governing
organization, publicly accessible, non-discriminatory, and consistently
applied; differences are justified by the goals and outcomes of the
nursing education unit. 3.2
Student services
are commensurate with the needs of students pursuing or completing the
diploma program, including those receiving instruction using alternative
methods of delivery. 3.3
Student educational and financial records are in
compliance with the policies of the governing organization and state and
federal guidelines. 3.4
Compliance with
the Higher Education Reauthorization Act Title IV eligibility and
certification requirements is maintained. 3.4.1
A written, comprehensive
student loan repayment program addressing
student loan information, counseling, monitoring, and cooperation
with lenders is available. 3.4.2
Students are informed of
their ethical responsibilities regarding financial assistance. 3.5
Integrity and
consistency exist for all information intended to inform the public,
including the program’s accreditation status and NLNAC contact
information. 3.6
Changes in
policies, procedures, and program information are clearly and consistently
communicated to students in a timely manner. 3.7
Orientation to
technology is provided and technological support is available to students,
including those receiving instruction using alternative methods of
delivery. For
nursing education units engaged in distance education, the additional
criterion is applicable: 3.8
Information related to
technology requirements and policies specific to distance education is
clear, accurate, consistent, and accessible.
STANDARD
4 Curriculum The curriculum prepares
students to achieve the outcomes of the nursing education unit, including
safe practice in contemporary health care environments. 4.1
The curriculum
incorporates established professional standards, guidelines, and
competencies, and has clearly articulated student learning and program
outcomes. 4.2
The curriculum is
developed by the faculty and regularly reviewed for rigor and currency. 4.3
The student
learning outcomes are used to organize the curriculum, guide the delivery
of instruction, direct learning activities, and evaluate student progress. 4.4
The curriculum
includes cultural, ethnic, and socially diverse concepts and may also
include experiences from regional, national, or global perspectives. 4.5
Evaluation
methodologies are varied, reflect established professional and practice
competencies, and measure the achievement of student learning and program
outcomes. 4.6
The curriculum
and instructional processes reflect educational theory, interdisciplinary
collaboration, research, and best practice standards while allowing for
innovation, flexibility, and technological advances. 4.7
Program length is
congruent with the attainment of identified outcomes and consistent with
the policies of the governing organization, state and national standards,
and best practices. 4.8
Practice
learning environments are appropriate for student learning and support the
achievement of student learning and program outcomes; current written
agreements specify expectations for all parties and ensure the protection
of students. 4.8.1
Student clinical experiences reflect current best practices and
nationally established patient health and safety goals. For
nursing education units engaged in distance education, the additional
criterion is applicable: 4.9
Learning
activities, instructional materials, and evaluation methods are
appropriate for the delivery format and consistent with student learning
outcomes.
STANDARD
5 Resources Fiscal, physical, and
learning resources promote the achievement of the goals and outcomes of
the nursing education unit. 5.1
Fiscal resources
are sufficient to ensure the achievement of the nursing education unit
outcomes and commensurate with the resources of the governing
organization. 5.2
Physical
resources (classrooms, laboratories, offices, etc.) are sufficient to
ensure the achievement of the nursing education unit outcomes and meet the
needs of faculty, staff, and students. 5.3
Learning
resources and technology are selected by the faculty and are
comprehensive, current, and accessible to faculty and students, including
those engaged in alternative methods of delivery. For nursing education units
engaged in distance education, the additional criterion is applicable: 5.4
Fiscal, physical,
technological, and learning resources are sufficient to meet the needs of
faculty and students and ensure that students achieve learning outcomes.
STANDARD
6 Outcomes Evaluation of student
learning demonstrates that graduates have achieved identified competencies
consistent with the institutional mission and professional standards and
that the outcomes of the nursing education unit have been achieved. 6.1
The systematic
plan for evaluation emphasizes the ongoing assessment and evaluation of
the student learning and program outcomes of the nursing education unit
and NLNAC standards. 6.2
Aggregated
evaluation findings inform program decision making and are used to
maintain or improve student learning outcomes. 6.3
Evaluation
findings are shared with communities of interest. 6.4
Graduates
demonstrate achievement of competencies appropriate to role preparation. 6.5
The program
demonstrates evidence of achievement in meeting the following program
outcomes: - Performance on licensure exam - Program completion - Program satisfaction -
Job placement 6.5.1
The licensure exam pass
rates will be at or above the national mean. 6.5.2
Expected levels of
achievement for program completion are determined by the faculty and
reflect program demographics, academic progression, and program history. 6.5.3
Program satisfaction
measures (qualitative and quantitative) address graduates and their
employers. 6.5.4
Job placement rates are
addressed through quantified measures that reflect program demographics
and history. For nursing education units
engaged in distance education, the additional criterion is applicable: 6.6
The systematic
plan for evaluation encompasses students enrolled in distance education
and includes evidence that student learning and program outcomes are
comparable for all students. |
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