Tag: nursing education

NLNAC Accreditation Levels of Demand

NLN Approved Nursing Schools are those schools with nursing programs that has been thoroughly evaluated by and reach the standards of the National League for Nursing Accreditation Commission or NLNAC. For over 100 years, ever since 1893, the NLN has been dedicated to quality and nursing staff in universities and others who provide nursing education, Nursing care organizations and even members of the public, continue to trust and prefer the NLNAC completely because of the high requirements it constantly maintains. The National League for Nursing or NLN is the first nursing company in the United States. Apart from offering accreditation for programs through the NLNAC, such as degrees, and associate, bachelor’s, master’s and doctorate degree, the NLN also offer networking opportunities, research grants and community policy projects. Located in New York, the NLN keeps providing enhanced, improved and extended services to its members.

With such great requirements and over a millennium of genuine quality, an NLNAC accredited nursing school will certainly be an excellent company. The assurance is given that the universities and also the programs meet and/or exceed requirements that are regarded the standard for the supply of nursing education. Educational institutions that are just being regarded for accreditation are regarded to be applicants, however, the fact that they receive candidacy from the NLN, is not an assurance that they will be accredited; this is the first step, and they might come up short of satisfying the requirements.

Furthermore, NLN Approved Nursing Educational institutions would have faculty with appropriate credentials, program that is maximum for the planning of a well-rounded, fully-educated health professional specialist, and a huge cohort of graduates that are effective in the licensure examinations. The aim of these accredited schools is to supply the medical care system with medical professionals that are knowledgeable and ready to provide quality care to the ill, injured and disabled; and health professional teachers who are highly capable of passing on the wealth of experience and knowledge they possess to the next generation of nurses.

Efforts for Advancing Nursing Education

Creating larger, more extremely trained medical employees will improve access to higher-quality, more patient-centered and more cost-effective care. That is especially important now: Demand for medical care is growing as the population ages and millions more individuals are entering the medical care program under the Affordable Care Act. Nurses, the largest segment of the medical care work force, provide critical care to our members, many of whom are aging and managing multiple chronic health issues.

That is why AARP, the AARP Foundation and the Robert Wood Johnson Foundation (RWJF) jointly released the Center to Champion Nursing in America six years ago, to help the medical career better serve consumers. When a subsequent, groundbreaking Institute of Medicine (IOM) review called for transformation of the nursing career, AARP teamed up with RWJF to launch a nationwide strategy to implement the report’s recommendations. These focus on nursing education, practice, leadership, diversity, data, inter-professional collaboration and more. Since its creation three years ago, the Future of Nursing: Campaign for Action has organized action coalitions, groups of nurses and health professional champions comprising business, government, academia, consumer groups, philanthropy and other sectors in all 50 states and the District of Columbia.

The coalitions have so far jointly raised more than $6 million and released projects to advance nursing education, build the nursing workforce and expand access to nursing professionals and other advanced practice nurses. Seven states have removed major barriers to advanced practice registered nurse (APRN) practice and proper care, and one state has given gave APRNs full practice authority and expanded prescriptive power. Nine action coalitions, meanwhile, have been funded to test models to increase the number of baccalaureate-prepared nurses, a key IOM review recommendation. And leaders of national organizations comprising nursing education and community colleges have come together in support of nurses’ advancing the training and learning.

Barriers of Nursing Education

The demand for nursing staff across North Carolina is growing considerably. But so are the limitations preventing access to the right nursing education. More nursing centers require four-year degrees for RNs beyond the minimum associate’s degree. But higher education programs are turning away qualified candidates for lack of space. It’s a nursing shortage with no simple solutions. And just over the skyline, the healthcare industry can see a trend of as many as 32 million recently insured Americans who will get into the system on Jan. 1, 2014, as part of the national Affordable Care Act.

Now, universities and nursing centers are working together to fix the problem for themselves. Health care is changing in many ways. In the future, nursing centers will be the last resort for the most seriously ill people. Nurses will cure a variety of diseases, help manage such serious problems as diabetes and even recommend medicines for many conditions. Greensboro’s Cone Health utilizes about 3,000 nursing staff across five nursing centers. And based on revenues or new jobs, it can hire hundreds of nursing staff every year. Some 65% of the nursing staff now at Cone has four-year higher education degrees, bachelors of science in nursing. Cone wishes to boost that to at least 80% by 2020, under suggestions from the national Institute of Medicine.

Cone has mentioned a decrease of death rates after surgery for sufferers handled by nursing staff with bachelor’s degrees and even individual fulfillment ratings are higher, said the center’s top health professional, Theresa Brodrick, RN, Ph.D., executive vice president and primary nursing official for Cone Health. But getting that nursing education is not simple. Students have two routes to become certified nurses: They can start out in a four-year program without a nursing certificate or they can get into an associate’s level system at a community college. Both are extremely competitive. In some cases only 50% of candidates are accepted. Another program that allows a nurse to earn a bachelor’s degree may provide more nursing staff with bachelor’s degrees.

NLN and the Capacity for Nursing Education

The issue of expanding nursing education potential including staff, nursing resources and physical space to join and educate the scores of students needed to meet upcoming nursing demands remains critical. Responding to President Obama’s suggested price range, National League for Nursing CEO Dr. Beverly Malone indicated the League’s appreciation for the potential impact of this financing on the country’s health. “Federal financing is imperative to the formula between delivery of top quality nursing care services to the greatest number of People in America and nursing education. The Title VIII dollars asked for in FY 2014 for health professional employees development understands the reality that nursing staff are an extremely important component of our nursing care safety net.”

According to the NLN’s Annual Survey, demand for admittance to pre-licensure programs is constantly on the outstrip supply, with shortages of staff and nursing positions mentioned as the prime factors in constraining growth. Post-licensure, advanced degree programs, through which upcoming health professional teachers are prepared, have also revealed that adding staff would expand their acceptance potential.

Moreover, NLN research, mentioned in the administration’s suggested price range, verifies the need for more financing to support national and cultural community candidates to nursing programs in order to close the social gap between nursing staff and the different patient communities provided. It has been effectively demonstrated that wellness outcomes improve, in particular among under-served and financially deprived patients when care providers share their social outlook and background.

“The NLN is satisfied that the government Nursing Workforce Diversity Program will directly benefit from President Obama’s suggested Title VIII financing,” noted NLN president Dr. Judith Halstead. “The Group has long recommended diversity as one of its four core values driving the NLN mission to promote quality in nursing education to build strong and different nursing employees to advance the country’s health.”

National League for Nursing Ongoing Litigation with ACEN

The National League for Nursing declared that the New York Supreme Court judgment regarding the lawsuit with ACEN (formerly NLNAC), maintaining the NLNs place on the ongoing lawsuit (Supreme Court of the State of New York, NY County, Index No. 651744/2011, Hon. Anil Singh, Supreme Court Justice). The Judge decided that NLNAC (ACEN) did not have the power to change its own bylaws and Articles of Incorporation as it tried to do in April 2013. Through this action, the NLNAC commissioners were trying to eliminate the NLN as the major participant of NLNAC, thus relegating the Group to a Class B member without any purposeful privileges.

In a second beneficial ruling for the National League for Nursing, the Judge declined NLNACs demand to void the standing agreements that were decided by the NLN and NLNAC more than 10 years ago. What this judgment indicates is that NLNAC owes the monies due the League under the conditions of the contract. These resources have been organized in escrow since June of 2011.

In making this statement, President Judith Halstead, PhD, RN, FAAN, ANEF, reiterated the Leagues’ commitment to enhancing new certification solutions. The NLNs certification solutions will be occupied with the Leagues’ primary principles of caring, reliability, diversity and excellence; and fulfill Department of Education requirements as well as the needs of nursing and nursing education. Added National League for Nursing CEO Beverly Malone, PhD, RN, FAAN, our objective to develop the health of the country cannot be obtained without a dedication to the best nursing education possible. The new accreditation department will help accomplish that objective.

Dedicated to quality in nursing, the National League for Nursing is the leading organization for health professional staff and management in nursing education. The NLN offers staff development, networking opportunities, testing services, nursing research grants and public policy projects to its 37,000 individuals and more than 1,200 institutional members, including nursing teaching programs across the spectrum of higher education and nursing care organizations.

National League for Nursing Accrediting Commission Basic Info

If you are a potential student looking for the right nursing school, you should become acquainted with the various accrediting companies. These groups, which range in qualifications and objective, are your resource for discovering educational institutions that fulfill national requirements in education and allow graduates to sit for the NCLEX examination. Of these accrediting companies, one of the most essential is the National League for Nursing Accrediting Commission. This national company is dedicated to advertising quality in nursing education. The company looks at individual nursing teachers, providing possibilities for them to build their abilities and program with others in the area, as well as offers certification for NCLEX preparedness.

nlnac_logoWhat does the NLNAC do? The National League for Nursing Accrediting Commission or NLNAC is accountable for accrediting specific nursing teaching programs, including:

  • Clinical Doctorates
  • Master’s Programs
  • Bachelor’s Programs
  • Associate Programs
  • Nursing Diplomas
  • Practical Nursing Programs

In this competence, the NLNAC is a great resource for discovering programs that will prepare nursing staff to sit for the NCLEX examination and to get into the field of nursing once they successfully graduate and get certified. NLNAC is also essential in guaranteeing that nursing educational institutions are qualified to get government financing via student grants or loans; for example, unless a nursing program is identified by the NLNAC or the Commission on Collegiate Nursing Education, you may not be able to use FAFSA to help pay for your education. The NLNAC goes one step further, as well, by giving support to learners beyond the financial level. Schools can turn to the NLNAC for help with student guidance and recruiting, while learners can learn more about shifting their credits from one school to another.

NLNAC Accreditation

The National League for Nursing Accrediting Commission (NLNAC) is a subsidiary of the NLN and is accountable for all actions relevant to the certification of nursing programs.  When seeking certification or re-accreditation, there are many ways to handle the procedure. Because of the complexity of the certification process of the NLNAC, it is crucial to consider how we may  apply technological innovation to help handle the procedure. Whether it is interaction with stakeholders, handling amount of work for staff, or offering large amounts of information to the targeted traffic, there are 100 % free and easy-to-use resources that can help make the procedure not only more controllable, but also improve the opportunities of a better result.

Using a distributed data file service (e.g. Dropbox or Google Drive) can really help staff with handling several editions being utilized by several authors. Using an online survey tool often allows gathering data that is more controllable for members and researchers. Often times, these resources are also 100% free. Having learners publish artifacts to an on the internet assignment collection device in the learning management program will help create one location where examples can be saved.

Having a flash drive ready for the targeted traffic allows with handling a number of different data file types, sizes and locations. Also, consider simple video clips as a means of describing and indicating how your program controls day-to-day functions. These video clips can also emphasize important features of your program such as simulator and group outreach. Using technological innovation does not have to be complex and it can really improve the certification experience for all involved. Whether it is NLNAC, CCNE, or Board of Nursing, you can apply resources at low price or no price to make your program shine.

Nursing Education Diversity

When you think of a nursing professional, what exactly is the first image that comes to mind? Chances are, you think of a woman and for valid reasons. Many professional nurses in the U.S. are white females. In fact, only about 6 % of nursing staff are men and, considering men make up approximately half of the population and minorities are 30 %, there’s a major difference in the career.

That difference is shown in equal measure in nursing educational institutions, both in the student population and staff. Experts claim improving the diversity in nursing education will improve nursing care by developing more culturally delicate nursing care employees with improved interaction abilities, reduced tendencies and generalizations and fewer inequities, as well as increasing the variety of the nursing education faculty.

At a time when the healthcare system is faced with a nursing shortage caused at least partly by a lack of nursing teachers, some claim men and minorities signify a low competition resource for hiring new teachers. They believe that by developing new opportunities to entice typically underrepresented communities to the field, we can both fix the lack and create a considerable improvement to our healthcare delivery program. While minorities have made great progress in other typically white-dominated areas and ladies have done the same in typically men areas, nursing is one area where diversity projects seem to have been worthless.

In the case of men, much of the resistance to nursing as a career comes from a social understanding of nursing being a “female” career. Men say that while they enjoy the care giving aspects of the job, it’s difficult when others ask questions or make comments deriding their career choice. For example, male nurses report being asked why they did not choose to become physicians, with the connotation that they did not earn adequate grades or were too lazy to become physicians. In addition, men say that feeling left out of the career, with most training and expert development materials making reference to nurses as “she” and a female-centric approach to teaching and training.

NLNAC Candidacy

The National League for Nursing Accrediting Commission or NLNAC is accountable for the specific certification of nursing teaching programs (Clinical Doctoral, Master’s, Baccalaureate, Associate, Diploma, and Practical programs).  The Commission has power and responsibility for undertaking the obligations natural in the application of standards and requirements, certification procedures, and the matters, management, policy-making, and general management of the NLNAC.  The NLNAC is nationwide, identified as a specific accrediting organization for both post-secondary and higher degree programs in nursing education.

Candidacy is the first step toward NLNAC Certification. Nursing education models considering accreditation that get in touch with NLNAC are allocated a participant of the professional group as their tutor after qualifications specifications have been met. The tutor support is offered to accomplish system staff self-review and planning. Candidacy is offered after a group evaluation of a nursing education program’s prospective to accomplish NLNAC accreditation.

The areas of group evaluation are the: Faculty; Curriculum; and Sources. Once a system has been offered Candidacy, it must search for complete accreditation within two years. A program Applicant may indicate the following to prospective learners and interested members of the public:

This nursing education system is an applicant for accreditation by the National League for Nursing Accrediting Commission. Candidacy position does not assure that a program will accomplish complete accreditation, which is offered by the Commission after a complete accreditation evaluation along with a visit by a group of qualified targeted site visitors.

The role of the NLNAC Mentor is to provide the nursing program with a specific contact person who will be available to them to deal with any questions about the process or the presentation of any NLNAC specifications. The Mentor is also available to evaluation drafts of Candidacy components and offer advice/assistance when needed.

NLN’s Alzheimer’s Curricula

Between 5.6 and 8 million, nearly one in five senior citizens in America, suffer from at least one illness affecting psychological wellness, according to a report released last year by the Institute of Medicine, “The Mental Substance Use Workforce for Older Adults: In Whose Hands?” Among these devastating cognitive/emotional conditions is Alzheimer’s, a diagnosis often accompanied by multiple physical problems and psycho/social morbidity that occur during a period of life transition. Today, however, too few medical experts, nurses included, are adequately equipped to deal with the exclusive difficulties of looking after this weak, vulnerable population, one bound to grow as Baby Boomers age.

To address this worrying gap in medical knowledge and clinical practice by the medical workforce on the frontline of primary care for elderly people, the National League for Nursing will create specific curricula and sources for the NLN’s country wide recognized signature program in geriatrics education: ACES (Advancing Care Excellence for Seniors). With a $125,000 grant from MetLife Foundation to the NLN Foundation for Nursing Education, funds will be used in 2013 to create three inter-professional educating techniques and three unfolding web-based case research for ACES. Related models, also to be developed as part of the new project, will provide staff with classroom-ready templates for instruction and guidelines for developing new knowledge into the core program. In addition, the unfolding case research and relevant models will highlight complex medical care situations experienced by Alzheimer’s illness sufferers and their families, presenting learners with opportunities to think and act in ‘real time,’ using evidence-based medical assessment and involvement techniques.

“By adding specific program sources for educating about care of sufferers with Alzheimer’s and their care providers, the NLN will be an important resource for staff to train learners in rehabilitation, wellness promotion, medical care and public service recommendation for the specific care for elderly people with mental problems, specifically Alzheimer’s,” stated NLN chief executive Judith A. Halstead, PhD, RN, FAAN, ANEF.