Faculty Engagement in the Accreditation Process Issue - October 2025

Faculty engagement is a critical component of the Accreditation Commission for Education in Nursing (ACEN) accreditation process, as it ensures that nursing programs meet high standards of quality and continuous improvement. Active participation from faculty contributes to a comprehensive self-study, promotes a culture of accountability, and strengthens understanding of the ACEN Standards and Criteria. Faculty involvement not only enhances the accuracy and depth of the program's evaluation but also fosters a shared commitment to excellence in nursing education. At Coastal Alabama Community College, full-time faculty have participated in three distinct activities that promote the ACEN accreditation process.

Assessment Day

Each Summer, the Institutional Effectiveness Department of the governing organization hosts an Assessment Day where personnel from each instructional program review associated end-of-program student learning outcomes (EOPSLOs) and results for the prior academic year. As part of Assessment Day, faculty, Division Chairs, Associate Deans, and Deans begin developing actions plans for programmatic improvement related to any noted EOPSLO deficiencies. Any collaborative action plans developed by faculty during Assessment Day are presented to the appropriate Nursing program committee for discussion, voting, and implementation. Discussion amongst Nursing program personnel at Assessment Day promotes collaboration of faculty across all campuses and strengthens understanding of the program’s EOPSLOs. Participation in Assessment Day each year contributes to an environment of continuous quality improvement within the Division of Nursing.

During review of EOPSLOs on Assessment Day in 2024, deficiencies in the Quality and Safety Education in Nursing (QSEN) Informatics and Quality Improvement competencies and the National League for Nursing (NLN) Spirit of Inquiry competency were identified. Nursing faculty collaborated and developed a recommendation to include required quizzes across the curriculum focused on these three areas administered via the Assessment Technologies Institute (ATI) question bank. The recommendation was presented to the Nursing Curriculum Committee for discussion and was implemented after voting and faculty approval. Since implementation, EOPSLOs for the Practical Nursing (PN) program have improved in these three categories. For the 2024-2025 academic year, a 13.86% programmatic increase was noted in the Informatics competency, a 7.17% programmatic increase was noted in the Quality Improvement competency, and a 9.41% programmatic increase was noted in the Spirit of Inquiry competency on the ATI PN Comprehensive Predictor assessment. These score improvements resulted in exceeding programmatic and national benchmark in these areas on this assessment.

Standards Review at Faculty Meetings

Nursing program faculty members actively engage in the continuous review of accreditation standards as a standing agenda item during faculty meetings. Selected standards and criteria from the most recent ACEN guidelines are presented and discussed at each meeting. This structured review includes a thorough examination of the standard or criterion itself, the associated assessment methods, the expected level of achievement, and the actual results. Faculty ensure they remain current with accreditation expectations and aligned with best practices in nursing education through this systematic review.

The ongoing standards review process is an important method used by Coastal Alabama Community College to promote a collaborative and reflective approach to program evaluation and improvement. Faculty input is integral to interpreting results and determining whether the program is meeting the identified benchmarks. When gaps are identified, faculty collaboratively propose and/or implement necessary changes to curriculum, instruction, or assessment strategies. This practice encourages accountability and supports a culture of continuous quality improvement, ensuring that the program remains responsive to both accreditation requirements and student learning needs.

SSR Writing and Site Visit Preparation

Coastal Alabama Community College is scheduled for an ACEN site visit from peer evaluators in October 2025. To assist in faculty preparation for the site visit, promote faculty engagement in the development of the Self-Study Report (SSR), and increase understanding of the ACEN Standards and Criteria, faculty were assigned to an SSR group, based on the ACEN Standards, for writing of a criterion. Leaders were promoted in each group to assist with writing assignments of faculty and to oversee routine progress meetings on the development of the SSR. Deadlines for completion of rough drafts were established; once the final draft from faculty was complete, the document was shared with the Associate Dean of Nursing (Program Administrator) to include any revisions, expansion, or clarity.

To further promote understanding of the ACEN Standards and Criteria as well as prepare for the upcoming site visit, faculty were provided a preparatory video each month on one ACEN Standard developed by the Program Administrator. Faculty were required to complete an attestation to viewing the video each month and were encouraged to take notes and develop questions for later discussion. Over a five-month period, faculty were gradually prepared for the upcoming site visit and now more consistently utilize appropriate accreditation verbiage amongst each other and students alike. During and after the five-month video preparatory period, faculty engaged in group flash card games during scheduled faculty meetings to further enhance knowledge of the ACEN Standards and Criteria. Faculty from all campuses were divided into pairs and were provided one question that would be potentially asked at the site visit faculty interview. Each pair discussed a response to the question and presented the response to the entire faculty group. At the end of each faculty meeting, the pair with the best response was rewarded with a prize for their knowledge and preparation. In a recent survey administered to Coastal Alabama Community College Nursing faculty, 65% of full-time faculty reported that participation SSR writing, preparatory videos, and group games during faculty meetings best increased their understanding of the ACEN Standards and Criteria.

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