CORNERSTONES OF THE ACCREDITATION PROGRAM 1. Accreditation Values - Mutual respect - Fairness - Openness of communication - Confidentiality - Trust - Transparency - Accountability - Integrity 2. Guiding Principles The Accreditation Framework is based on a series of guiding principles that includes non-prescriptiveness, flexibility, streamlined, and quality improvement. It reflects relevant CASN position statements such as those on scholarship and baccalaureate education, and it incorporates the requirements for new graduates as determined by professional associations and regulatory bodies. The Framework assesses a number of levels of outcomes, the process and structures used to achieve the outcomes, and the resources and context influencing outcomes. The accreditation process uses clear definitions of terms and the use of both quantitative and qualitative measurements. 3. Accreditation Program Framework See Diagram 4. Quality Dimensions The quality dimensions are the overall organizers for assessment and they are: · Relevance: the interrelationship between the educational unit and the nursing education program’s mission and goals of nursing education; how these address current and emerging needs of society; and how they respond to the context within which they operate; · Accountability: the relationships that the educational unit fosters with its partners and its environment, and develops within its learners to value responsibility for professional practice that is safe, ethical and legal; · Relatedness: the inter-connectedness of all components of an educational unit and its nursing education programs that promotes achievement of goals; and · Uniqueness: the development in learners of an appreciation of the unique characteristics of the environment of the educational unit and its nursing education programs. These quality dimensions are reflected in the two sets of standards — those associated with the operational structure (nursing educational unit standards), and those associated with the nursing education programs (nursing education program standards). 5. Accreditation Program Standards The accreditation standards are statements of excellence. Each statement defines what schools are expected to strive toward. Hence, they are expectations of what is needed in order to provide quality nursing education. To assist schools of nursing to prepare for accreditation, each standard is further described through standard descriptors. These descriptors elaborate on how excellence is achieved. Each descriptor is then further described through a set of key elements. Key elements are qualitative and quantitative measures of excellence that can be used to verify that standards are being met within both educational units and their nursing education programs. The accreditation process assists educational units and nursing education programs to identify their opportunities for improvement and unique contributions to achieving excellence in nursing education, and to assess how they currently meet the standards for accreditation. The CASN accreditation framework provides a means for schools of nursing to undergo a review of the structural components of their school that applies to all nursing education and scholarship offered by the school, while also providing an in-depth review of each nursing education program offered, within the school and, in many cases, through collaborative partnerships. EDUCATION UNIT STANDARDS 1. Leadership Standard Statement The educational unit leads nursing education and scholarship. Descriptor Leadership is the process that reflects drives and supports the agreed-upon vision, mission, values, and goals of an educational unit to effectively prepare future nursing professionals. Key Elements 1. The nursing-specific strategic/academic/educational plan for the educational unit, based on vision, mission, values, and goals, guides program delivery and scholarship, and reflects societal and cultural trends. 2. The educational unit promotes, advocates and advances the achievements of the unit and supports the development of leadership by faculty, staff and students. 3. The executive leader/academic head of the educational unit makes decisions through consultation and is accountable for decision-making in human resources, finances and policy. 4. Complaints, grievances and appeals are dealt with using established policies, procedures and practices, consistent with legislation and regulations in the educational unit’s jurisdiction. 5. The principles of openness, transparency and equity govern all plans, policies, procedures and practices of the educational unit. 2. Partnerships Standard Statement The educational unit has strategic partnerships that support quality nursing education and scholarship. Descriptors · Partnerships are thoughtfully created, value-added and mutually beneficial relationships among consenting organizations that are nurtured over time and lead to measurable results. [1] · Partnerships are informal and formal; internal and external. Key Elements 1. Trust, mutual respect, shared leadership and open communication support informal and formal partnerships, relationships, and teams for the achievement of mutual goals. 2. The achievement of educational unit goals and the revision of the strategic/academic/educational plan are based on joint evaluation and monitoring. 3. Benefits of the teams, partnerships and relationships are evident, such as through the creation of new opportunities, innovations, and synergy. [1] Coble, C.R. & Williams, T. (1998). The partnership concept: A framework for building and sustaining university-school partnerships. Retrieved on June 20, 2007 from http://www.ga.unc.edu/21stcenturyschools/reports/partnerconcept.html. 3. Resources Standard Statement The educational unit has the resources required to deliver quality nursing education and support scholarship. Descriptors · Resources include human, financial, physical, and educational supports. · The quantity, quality, and use of resources influence achievement of program goals. Key Elements 1. Marketing, recruitment, retention, orientation, education, performance evaluation, and the required number of staff and faculty are guided by a human resources plan. 2. Marketing, recruitment, admission, enrolment, retention, orientation, support (financial/bursaries/scholarships), and graduation of students are guided by a strategic enrolment management plan. 3. The resources (physical, human, clinical, fiscal and materiel) meet the learning, practice, and scholarship needs of students, faculty, staff, and executive leaders. 4. The required financial resources are reflected in the business/budget/long-range plan and are in place to support the requirements of the educational unit.
4. Information Management Systems Standard Statement The educational unit has information management systemS in place to deliver quality nursing education and support scholarship. Descriptors · Information management systems include technical computing support, management of information, provision and support of communication services to meet information needs of students, staff, faculty and executive leaders. · They also support scholarship and evidence-based decision-making. Key Elements 1. A plan guides systems to manage information, procure resources, support communications, and provide training for faculty and staff in the use of information technology. 2. The systems meet student, staff and faculty information needs for scholarship and evidence-informed decision-making. 3. Security, confidentiality, and privacy are ensured by policies and procedures consistent with current legislation and regulations. 5. Environment Standard Statement The educational unit engages with its internal and external environments to deliver quality nursing education and to support scholarship. Descriptors · Internal and external environments include institutional, geographical, cultural, demographic, social, and political contexts, consistent with the concepts of inclusion and diversity. · Engagement by the educational unit includes responding to, employing, influencing its environment and supporting scholarship. Key Elements 1. Ethical and legal issues facing society and health professions are reflected in the policies, procedures, and practices of the educational unit. 2. Inclusion and diversity are reflected in the stated values and actions of the educational unit. 3. The use of data and information are evident in the policies, processes and practices of the educational unit consistent with a learning-centred organization. 6. Scholarship Standard Statement Faculty are engaged in scholarship. Descriptor Scholarship is evident through a variety of dimensions and is supported by the educational unit. Key Elements 1. Infrastructure is provided within the educational unit to support the enterprise of scholarship with faculty and learners. 2. There is peer-reviewed evidence of scholarship of discovery – Faculty in the educational unit pursue original research resulting in the creation of new nursing knowledge. 3. There is peer-reviewed evidence of scholarship of teaching – Faculty in the educational unit facilitate inquiry that supports the pedagogy of the discipline and the transfer of knowledge to learners. 4. There is peer-reviewed evidence of scholarship of service - Faculty in the educational unit generate and use specialized nursing knowledge in providing community service. 5. There is peer-reviewed evidence of scholarship of integration – Faculty in the educational unit synthesize knowledge into new meanings or perspectives. 6. There is peer-reviewed evidence of scholarship of application – Faculty in the educational unit are role-models with expertise in knowledge-based practice that is grounded in current research. NURSING EDUCATION PROGRAM STANDARDS 1. Curriculum Standard Statement A dynamic curriculum enhances learning and provides a foundation for excellence in nursing practice and fulfilment of other self-defined program outcomes of the educational unit. Descriptor Curriculum is defined as an organized and sequential plan of educational opportunities. 2. Program Framework Descriptor The Program Framework: identifies key components in a nursing curriculum integral to meeting student outcomes, includes structural (how the program is set up) and process (learning strategies) components, demonstrates congruency and a clear flow as students move through courses, and captures current and emerging trends. Key Elements 1. The curriculum is based on clear statements of expected outcomes derived from the mission, philosophy and goals/objectives of the program. 2. The approaches for teaching, learning and evaluation of learners’ performances facilitate achievement of the expected outcomes by learners. 3. The curriculum includes concepts related to health promotion, prevention, and curative, supportive, and rehabilitative care, including palliation, across the life span. 4. The curriculum includes complex health issues that affect clients in a variety of settings. 5. The curriculum prepares graduates with general knowledge necessary for professional nursing practice and prepares them to address current and emerging needs of society. See Standard Interpretation 3. Knowledge-based Practice Descriptor Learners have opportunities to engage in effective, knowledge-based practice that is safe and ethical. Key Elements 1. Learners apply knowledge from nursing and related fields. 2. Learners acquire and apply critical appraisal skills related to evidence from a variety of sources, including research, throughout the program. 3. Learners further develop and enhance creative and critical reasoning, thinking, reflective repertoires, clinical reasoning and practice skills. 4. Learners apply communication theory and skills adapted to a variety of contexts. 5. Learners develop strategies for advocacy, political, and social actions. 6. Learners embrace human diversity. 7. Learners develop functional working relationships. 4. Professional Growth Descriptor The program provides progressive opportunities for learners to develop personally and professionally as nurses, through engaging in activities that apply knowledge related to the key elements listed below. Key Elements 1. The program provides opportunities for learners to develop practice patterns that incorporate self-regulation at the individual and collective levels. 2. The program provides opportunities for learners to develop an understanding of and integrate activities to ensure their ability to deliver safe, ethical nursing care. 3. The program provides opportunities for learners to adopt practices that constitute continuing improvement of competence. 4. The program stimulates discussion among learners around emerging professional issues. 5. The program facilitates for learners the development of accountability and responsibility for their practice. 6. In the program, learners develop an understanding of, and meet requirements for, practices reflecting the relevant nursing practice standards within their licensing jurisdiction. 7. The program provides learners with opportunities for expected practice that reflects existing codes of nursing ethics and standards for nursing practice. 5. Evaluation Standard Statement Ongoing comprehensive evaluation continually improves program outcomes. Descriptor The program is deliberative and responsive in making timely improvements based on data from on-going rigorous and ethical evaluations from faculty, learners, graduates, employers, and others, through the application of the key elements. Key Elements 1. The program and curriculum are monitored and evaluated to ensure currency and relevance to nursing practice. 2. Learners’ and graduates’ ability to provide safe, ethical nursing care is monitored and evaluated. ACCREDITATION PROGRAM PATHWAYS CASN’s accreditation program accredits the institutional unit providing a program(s) and its programs of instruction separately. The accreditation program also has two different pathways. There is a pathway for new programs or new partners who require first a formative accreditation review prior to graduating the first students (Path A Stage 1), and then a summative accreditation review following the completion of the first cohort of students (Path A Stage 2). A second pathway exists for programs who do not have a need for a formative review and who wish to seek a summative accreditation (Path B).
ACCREDITATION PROCESSES CASN member schools or partnerships who wish to be reviewed must complete an application form that can be submitted electronically to the accreditation national office. This program information is provided by the accreditation program staff to the reviewer team and includes relevant information such as the name of the school, the type of collaborative partnership it is in, the name of the organization granting the degree, number of sites and other information about the special features of the program etc. Application Form THE ORGANIZATIONAL STRUCTURE OF THE CASN ACCREDITATION PROGRAM 1. Council
The Council is comprised of heads of the CASN member schools and the CASN Board of Directors. The Council approves the accreditation standards and all policies governing fee structures for the accreditation program.
2. CASN Accreditation Bureau (CAB)
This Bureau is the CASN accreditation decision making body. It is comprised of 5 faculty members, and a representative from each of the following: a service agency, an academic organization, the community, a regulatory agency, and a student. The CASN President and the Executive Director are ex officio nonvoting members of the CASN Accreditation Bureau. The Bureau makes decisions regarding accreditation status and terms. See Accreditation Terms of References Current Membership Faculty Members - Pauline Paul, University of Alberta, AB - Janet Landeen, McMaster University, ON - Pierre Godbout, Université Moncton, NB - Molly Westland, Trent University, ON - TO BE DETERMINED CNA Service Agency Rep - Josée Belke, Saint Vincent Hospital, ON Practice Member - Erin Bruce, College of Nurses of Ontario AUCC Member - TO BE DETERMINED Community Member - TO BE DETERMINED Regulatory Member - Michele Brennan, College of Registered Nurses of Nova Scotia Student/Graduate Member - Stephanie Jones, University of Western Ontario, ON Ex Officio Members - Clémence Dallaire, CASN President - Cynthia Baker, CASN Executive Director Staff Liaison - Joni Boyd, Manager of Accreditation
3. CASN National Office Staff
The Manager of Accreditation and the Accreditation Program Officer are responsible to the Executive Director to arrange reviews, to recruit and prepare reviewers, and to assist schools of nursing with the accreditation process. While they do ensure that accreditation processes, as written in the current program are adhered to, they do not make accreditation decisions.
4. Peer Reviewers
Reviewers are experienced educators in baccalaureate or graduate nursing programs and conduct site reviews to collect data to validate the self-study reports provided by the school undergoing an accreditation review.
|