ACEN Standard 4
CCNE Standard III
CNEA Standard V
ü 9 Formative assessments need to be used throughout the curriculum in all learning environments. ü 9 Formative assessments should align with progression of course outcomes and show progression from simple to complex.
ü 9 III-I: Grading criteria are clearly defined for each course, communicated to students, and applied consistently. ü 9 III-J: The curriculum and teaching- learning practices are evaluated at regularly scheduled intervals, and evaluation data are used to foster ongoing improvement.
ü 9 V-G: An environment exists within the program that facilitates student-centered teaching/ learning practices. ü 9 V-H: Faculty retain the responsibility for evaluation of each student’s performance. ü 9 V-J: Data are regularly obtained from faculty, students, alumni, and practice partners to determine outcomes achieved and satisfaction
with curriculum and teaching/ learning/evaluation strategies.
Sample Self-Study Standard 4 — Curriculum (ACEN): Best Care Nursing Program uses Davis Advantage products to individualize course content based on formative assessment review. Student pre-class assignments with real-time faculty review allow for content adjustments based on cohort weakness. This routine teaching practice provides a continuous quality improvement process that is individualized to facilitate student-centered learning. Our students participate in an online program that provides Personalized Learning assignments with pre-and post-assessment quizzing, videos, and interactive activities. The activities also provide the students with immediate feedback. Clinical Judgment assignments expose the students to NCLEX Next Gen® preparation with rationales and test-taking tips as feedback. Additional topic-focused remediation is provided to students through Quizzing assignments and practice quizzes. The instructors are privy to real-time feedback of the cohorts’ strengths and weaknesses, interjecting Personalized Teaching Plan activities that support the students’ learning. Accreditation Best Practice in Measuring End-of-Program Student Learning Outcomes § Use direct measures (assignments, test items, clinical evaluation tool items, simulation reflections, etc.) § Include formative measures as well as summative § Ensure measure is specific (e.g., individual test items vs. entire exam, specific parts of an assignment rubric vs. assignments final grade) § Faculty involvement is key in identifying, modifying, and analyzing measures Learn More | Resources • ACEN Accreditation Manual. Retrieved from: https://resources.acenursing.org/space/AM/1842642947/2023+Accreditation+Manual • American Association of Colleges of Nursing. Standards, Procedures, and Guidelines. Retrieved from: https://www.aacnnursing.org/ ccne-accreditation/accreditation-resources/standards-procedures-guidelines • NLN Commission for Nursing Education Accreditation. Retrieved from: https://cnea.nln.org/standards-of-accreditation About the Author Visit FADavis.com/DavisAdvantage or contact us at Hello@FADavis.com
Karin Sherrill, MSN, RN, CNE, ANEF, FAADN has been a nurse educator for over 30 years. She works as a nursing education consultant, supporting faculty in creating better nurses.
FADavis.com
©F.A. Davis.
Powered by FlippingBook