Running head: ACCREDITATION STATUS

Accreditation of Curriculum Hannah Dowling University of South Florida

ACCREDITATION STATUS

Accreditation of Curriculum The National League for Nursing Accrediting Commission (NLNAC) accreditation standards for a Baccalaureate program were chosen because the NLNAC accredits all types of nursing programs, from diploma programs all the way to Doctoral programs, whereas the Commission on Collegiate Nursing Education (CCNE) accredits Baccalaureate and higher programs (NLNAC, 2008). The NLNAC is recognizes as the accreditation body for nursing education by the US Department of Education, The Veterans Administration, the US Department of Health and Human Services, and many more (NLNAC, 2008 ). Some in the nursing field feel that accreditation by NLNAC is preferable to that of CCNE as the NLNAC supports more diverse programs and focuses more on students than on the healthcare industry itself. Also, the NLNAC has been in the business of accreditation since 1952, whereas CCNE has existed since 1996. regular basis. The faculty is also regularly assessed to ensure competency and ability to achieve the goals of the baccalaureate program. Standard 4: Curriculum The NLNAC baccalaureate curriculum requires clearly written objectives and goals for the students, and is evaluated by the faculty bi-annually for thoroughness and current professional standards. The curriculum of all programs encourages the development of critical thinking, problem analysis, reasoning, and the ability to construct knowledge. Furthermore, the School of Nursing teaches its students that nurses are a crucial component of society and should aim to decrease disparities in healthcare, to improve health, and to shape the healthcare environment (Barry University, 2011).

ACCREDITATION STATUS

Students are provided with their expectations in writing in the form of a syllabus at the beginning of each course. Student objectives are written clearly in the course syllabus to ensure students understand what will be asked of them. An example taken from NUR 390 (Oncology and Hospice Nursing) states: The student will apply the nursing
process, problem solving techniques, and critical thinking techniques in caring for clients with all types of cancer and those in all stages of the dying process. Students can refer to the student

handbook for dress code and other expectations of nursing students. Students are encouraged to ask for clarification and assistance as needed to fulfill the program requirements using posted office hours or phone/email communications with Professors and Clinical faculty. The curriculum is set up to require multidisciplinary collaboration, to include the best practices (and the most current practices) in the clinical setting, and to allow for some flexibility at the discretion of the instructor. The revised curriculum for the Bachelor of Science in Nursing offered at Barry University offers students a comprehensive education and aims to ensure excellence in graduate nurses. The program offers courses that cover medication calculation, the history of nursing, nursing clinical skills, pathophysiology and pharmacology, public health, and clinical courses that cover the lifespan from maternity and pediatrics to geriatrics. A recently developed course offered is Oncology and Hospice Nursing, which aims to prepare nurses for the care of those patients in all care environments and of all ages. Methods of course delivery are consistent with the latest technology and keep up with student demands, and include audio-visual presentations, lecture, internet programs (such as Blackboard), discussion, debate, and guest speakers, among other modalities.

ACCREDITATION STATUS

Student outcomes also dictate the method of course delivery, length of the program, resources used, textbook selection, clinical sites, and learning activities. Upon thorough evaluation of the Barry University BSN curriculum, it meets many, if not all of the requirements to be accredited by the NLNAC underneath the 6 standards listed. The curriculum has been improved upon over many years, and it is structured to allow students to learn the required skills, yet also allows a degree of creativity and learning in multi-disciplinary areas. Barry University School of Nursing takes input from its faculty and students not only as tremendously important to quality improvement but as an essential part of a successful nursing program. Barry University School of Nursing should continue its current practices and continue to involve the community and best practices to maintain a quality education and its accreditation with NLNAC.

ACCREDITATION STATUS

References Barry University. (2011). The Mission and Barrys Strategic Plan. Retrieved from http://www.barry.edu/aboutbarry/mission/plan.htm National League for Nursing Accreditation Commission. (2008). NLNAC Standards and Criteria: Baccalaureate. Accessed from http://www.nlnac.org/manuals/SC2008_BACCALAUREATE.htm