Hello Monica,

Thank you for your informative discussion on the numerous influences on a nursing

program's curriculum. After reading your table, I agree with all your points while comparing the

Commission on Collegiate Nursing Education (CCNE) and the Accreditation Commission for

Education in Nursing (ACEN). We found much of the same information regarding the two

accrediting bodies and cited many of the same sources. Although both are dedicated to ensuring

the quality of nursing education, they differ in scope, types of accredited programs, their

founding organization, and some aspects of their accreditation processes and standards (Kremer

& Horton, 2020). From your table, I learned that the CCNE requires an NCLEX pass rate of 80%

or greater and a 70% or greater graduation rate. While researching this discussion, I hadn’t come

upon this information and found it interesting. Before this week, I had heard of these accrediting

bodies but didn’t know the extent to which nursing schools decided who to become accredited

through. I’m curious if the more rigorous selection process that the CCNE uses makes it more

appealing to nursing programs.

Your points about racial inequity's effects on nursing school curricula were well done. It’s

essential to recognize and address these issues to ensure that nursing education is equitable,

inclusive and prepares students to provide culturally competent care to diverse populations

(Steketee et al., 2021). Curriculum materials, case studies, and scenarios may inadvertently

perpetuate stereotypes and biases related to race and ethnicity (McIntosh et al., 2021). This can

reinforce negative attitudes and beliefs among nursing students, affecting their ability to provide

unbiased care (McIntosh et al., 2021). Racial inequity can also emphasize the lack of education

in nursing schools about health disparities and the underlying factors contributing to these
disparities (Steketee et al., 2021). Understanding these issues is crucial for nurses to advocate for

equitable care (Sketetee et al., 2021).

Other sources of impact on changes to a nursing program curriculum can come from

curriculum committees (Carter et al., 2022). They play a vital role in developing, evaluating, and

improving nursing education programs (Carter et al., 2022). These committees are typically

composed of faculty members, administrators, and sometimes students, and they work

collaboratively to ensure that the curriculum aligns with current educational standards, healthcare

trends, and the needs of students and patients (Carter et al., 2022). Curriculum committees play a

crucial role in maintaining the quality and relevance of education programs by ensuring that

graduates are well-prepared to meet the demands of modern healthcare and provide safe and

effective patient care (Carter et al., 2022).

Thank you,

Elizabeth Hasse

References

Carter, J., Hemmer, S., Medina, S., Sinko, L., & Dragalis, J. (2022, October). An updated

national profile of curriculum committees at US Schools and colleges of pharmacy.

American Journal of Pharmaceutical Education, 86(7). DOI: 10.5688/ajpe8745

Kremer, M. & Horton, B. (2020). The accreditation process. In D. Billings. & J. Halstead

(Eds.), Teaching in nursing: A guide for faculty (6th ed.). (pp. 559-577). Elsevier.

McIntosh, K., Girvan, E., Fairbanks Falcon, S., McDaniel, S., Smolkowski, K., Bastable E.,

Santiago-Rosario, M., Izzard, S., Austin S., Nese, R., & Baldy, T. (2021, November).
 Equity-focused PBIS approach reduces racial inequities in school discipline: A

randomized controlled trial. School Journal, 36(6), 433-444. DOI: 10.1037/spq0000466

Steketee, A., Williams, M., Valencia, B., Printz, D., & Hooper, L. (2021, September). Racial and

language microaggressions in school ecology. Perspectives on Psychological Science,

16(5), 1075-1098. DOI: 10.1177/1745691621995740