Framing accreditation from a positive perspective, grounded in self-reflection and quality improvement, allows nursing programs to evaluate and improve nursing education. Accreditation ensures high-quality, effective, and outcome-focused educational programs, while the process of accreditation may ensure growth and change based on best practices.
What is nursing program accreditation?
Accreditation is a well-known process in nursing education that, while sometimes challenging, offers significant rewards. Although preparing for and achieving accreditation involves considerable effort, approaching it with genuine eagerness can be highly beneficial. Let us reframe any reluctance and view accreditation as an exciting opportunity for growth and recognition, embracing both the journey and achievement of accreditation!
The many benefits of achieving accreditation are well represented throughout nursing education. Accreditation is an accomplishment that allows nursing programs to be recognized for quality and successful outcomes and can come from various routes, such as a state board of nursing, a regional educational body, or another entity. National accreditation in nursing education, awarded by the Commission on Collegiate Nursing Education (CCNE), Accreditation Commission for Education in Nursing (ACEN), and Commission for Nursing Education Accreditation (CNEA), provides additional recognition for excellence based on specific criteria that are outcome-based, scientifically measured, and focused on building the cornerstones of safe patient care, including skilled clinical judgment and competent nursing practice in nursing students. The benefits of this analysis may impact patients, families, students, faculty, and society as a whole.
Aligning curriculum for success
Perhaps more implicit in this process is the reflective nature of accreditation that encourages individual and collective faculty to assess strengths and areas of opportunity. Through this process, faculty may uncover the need to reassess priorities, values, and personal and programmatic roles in nursing education. It is here that true self-evaluation may be of powerful and long-lasting value. Just as we are all cautioned to individually take meaningful and mindful time during our busy days to reflect on accomplishments, strengths, and areas for improvement, the accreditation process offers the rare but essential opportunity for faculty to truly take the time to measure programmatic characteristics. Often the most intimidating elements of accreditation — collecting valid and reliable data, using careful analysis to garner interpretations and conclusions, and generating the path forward — are what ensures the program reflects best practices while also providing room for change based on the most authentic evidence available (Hicks & Dunlop, 2025). The process allows faculty to ask the questions:
- Where do we want to go?
- Are we going in the right direction?
- Do we need to “right the ship” or set a new course?
- Am I individually doing all I can to ensure student and program success?
- Do we have the resources, time, and talents to achieve our goals?
- If some of these answers are shaky, what do we need to reassess our goals and outcomes?
As noted by Polk, Nunn-Ellison, & Ard (2024), accreditation is also a time for imagination, creativity, and innovation. By engaging in this self-evaluation and reflection, individuals and programs may experience the creative freedom to identify gaps and brainstorm new and better solutions and processes. Without the accreditation process and requisite self-assessment, programs and individuals could be tempted to continue “doing what we always do.” Through meaningful self-appraisal, however, inconsistencies and areas of improvement are uncovered. The accreditation process engages many stakeholders to complete applications, write self-studies, and prepare for site visits. These elements, along with reports and feedback from experts, launch unique opportunities for change, improvement, and ongoing self-evaluation. As times change, so must nursing education. Active participation in the accreditation process ensures that currency, relevance, and today’s learners are the focus of nursing education with an eye on future nursing practice. It is through this level of reflection that nursing programs, with the assistance of accreditation, may continue to evolve to meet the needs of nursing students and society as a whole. Framing the accreditation process as an area of opportunity and possibilities is a key approach to successful accreditation and positive nursing program outcomes.
Is your program seeking or considering accreditation? Does it require assistance with applying for candidacy, writing a self-study, collecting and analyzing data, preparing for a site visit, or other elements of accreditation? The Nursing Education Expert Consultations (formally NurseTim® Consultations) team at Wolters Kluwer has experts in accreditation and the CCNE, ACEN, and CNEA standards to provide the assistance your nursing program needs throughout the process.. Our team provides support, guidance, and review of documents in addition to on-campus or virtual mock site visits to prepare your entire campus for accreditation.
