2023 Standards and Criteria

Standard #5

Outcomes

Nursing program assessment demonstrates the extent of student learning at or near the end of the program as well as program outcome achievement using a systematic plan for evaluation (SPE).

The faculty create and implement a written SPE* for each nursing program type to determine the extent of the achievement of each end-of-program student learning outcome and program outcome, and additionally for graduate programs the role-specific nursing competencies, to inform program decision-making to maintain or improve student and program performance.

*Programs seeking initial accreditation are required to have data from the time that the nursing program achieves candidacy with the ACEN.

Criterion 5.1

The systematic plan for evaluation describes the process for regular summative nursing program-level assessment of student learning outcome achievement. The faculty will:

a. use a variety of appropriate direct outcome assessment methods to ensure comprehensive summative assessment for each end-of-program student learning outcome;

b. establish a specific, measurable expected level of achievement outcome statement for each summative assessment method;

c. collect aggregate assessment data at regular intervals (determined by the faculty) to ensure sufficiency of data to inform decision-making and disaggregate the data to promote meaningful analysis; provide justification for data that are not disaggregated;

d. analyze assessment data (aggregate and/or disaggregate) at regular intervals (determined by the faculty) and when necessary, implement actions based on the analysis to maintain and/or improve end-of-program student learning outcome achievement;

e. maintain documentation for the three most recent years of the assessment data (aggregate and/or disaggregate), the analysis of data, and the use of data analysis in program decision-making to maintain and/or improve students’ end-of-program student learning outcome achievement; and

f. share the analysis of the end-of-program student learning outcome data with communities of interest.

Additionally for Graduate Programs:

g. The systematic plan for evaluation describes the process for regular summative nursing program-level assessment for role-specific nursing competencies for each program option, which may be aligned with the end-of-program student learning outcomes or assessed separately.

Criterion 5.2

The written systematic plan for evaluation describes the process for annual assessment of the nursing program completion rate. The faculty will:

a. calculate the on-time program completion rate for each program option from the first nursing course through completion of the courses required for conferral of a certificate, diploma, or degree;

b. establish a specific, measurable expected level of achievement outcome statement for on-time program completion for each program option and provide a rationale for each expected level of achievement;

c. collect aggregate program completion rate data annually and disaggregate the data to promote meaningful analysis; provide justification for data that are not disaggregated;

d. analyze program completion rate data (aggregate and/or disaggregate) annually and when necessary, implement actions based on the analysis to maintain and/or improve program completion rate;

e. maintain documentation for the three most recent years of the data (aggregate and/or disaggregate), the analysis of data, and the use of data analysis in program decision-making to maintain and/or improve students’ success in completing the program; and

f. share the analysis of the program completion rate data with communities of interest.

Criterion 5.3

The written systematic plan for evaluation describes the process for annual assessment of the licensure and/or certification examination pass rate (when required for practice). The faculty will:

a. examine aggregate examination pass rate data (licensure and/or certification) secured from regulatory and/or certifying agencies. The most recent annual pass rate OR the mean pass rate for three most recent years must meet at least one of the following based on the total number of test-takers:

• 80% or greater for all first-time test-takers; or

• 80% or greater for all first-time test-takers and repeaters; or

• at or above the national/territorial mean based on the nursing program type.

b. disaggregate the pass rate data to promote meaningful analysis; provide justification for data that are not disaggregated;

c. analyze program licensure and/or certification examination pass rate data (aggregate and/or disaggregate) annually and when necessary, implement actions based on the analysis to maintain and/or improve students’ examination pass rate success;

d. maintain documentation for the three most recent years of the aggregated and/or disaggregated data, the analysis of data, and the use of data analysis in program decision-making to maintain and/or improve students’ success in passing the licensure and/or certification examination; and

e. share the analysis of the licensure and/or certification examination pass rate data with communities of interest.

Criterion 5.4

The written systematic plan for evaluation describes the process for annual assessment of the job placement rate. The faculty will:

a. use appropriate assessment methods to request job placement data from all graduates based on the role for which graduates are prepared. For students who hold licensure/certification as a registered or advanced practice nurse upon admission to the nursing program, assessment may include, but is not limited to, professional/personal growth, career advancement, and/or a new role specialty with the degree/certificate achievement;

b. establish a specific, measurable expected level of achievement outcome statement for job placement in the role for which graduate are prepared and provide a rationale for the expected level of achievement;

c. collect sufficient aggregate post-graduation job placement rate data annually including the response rate and disaggregate the data to promote meaningful analysis; provide justification for data that are not disaggregated;

d. analyze sufficiency of job placement rate data annually and when necessary, implement actions to maintain and/or improve data sufficiency;

e. analyze aggregate job placement rate data (aggregate and/or disaggregate) annually and when necessary, implement actions based on the analysis to maintain and/or improve the job placement rate;

f. maintain documentation for the three most recent years of the data (aggregate and/or disaggregate), the analysis of data, and the use of data analysis in program decision-making to maintain and/or improve students’ success in obtaining a job in a role for which the program prepared them; and

g. share the analysis of the job placement rate data with the communities of interest.

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Jump to:
Standard 1: Administrative Capacity and Resources
Standard 2: Faculty
Standard 3: Students
Standard 4: Curriculum
Standard 5: Outcomes