Program Partnership Leads DIY Training Kit for Nursing Students during the COVID-19 Pandemic

Written by Cara Adney, Marketing & Media Relations Coordinator at Meridian Technology Center

Last year, when students in the practical nursing program at Meridian Technology Center learned there might be more at-home learning in store, Program Coordinator Dolores Cotton, MS, RN relied on innovation that would enable her students to practice their skills, even if they didn’t have access to the school’s laboratories or actual patients.

Innovation is one of Meridian’s six core values. The integration of new ideas with courage is an integral part of the school’s guiding philosophy. Last year as the COVID-19 pandemic loomed on, instructors like Ms. Cotton led the way when they began to develop innovative, alternative learning plans.

Ms. Cotton, a veteran educator and former nurse, knew that the healthcare crisis had the protentional to severely limit her students’ abilities to work in clinical settings to get hands-on experience. Rather than focus on what her students weren’t able to do, Ms. Cotton and her team began to focus on what they could do to ensure students had the skills they needed for the workplace.

“If we ended up having to go virtual, the idea was that the student would already have a training box so they could practice their skills at home,” she explained.

The box, similar in size to a shoebox, was outfitted with a mannequin face, a built-in hole for a tracheostomy, wound care and injection pads, a nasogastric tube insertion area, a female catheter tube area, and an ostomy bag.

The cost associated with providing each student with a tracheostomy tube almost put an end to the project. The cheapest she could find were more than $70 each. Unsure of what to do, she approached her supervisor for direction. Together, they realized that the answer might not be purchasing the tool – it might be in getting it produced in-house.

Meridian Technology Center is a career training center in Stillwater, Oklahoma that provides hands-on training in more than 20 different career areas. One of them is Computer Aided Drafting. Students in this program specialize in the critical link between innovation and product development.

Ms. Cotton provided a sample of the tool she needed, and students went to work on creating a detailed design that could be produced on a 3D printer.

“We took and measured it all out, and we replicated it exactly the way that it was,” described Meridian Computer Aided Drafting instructor Russell Frick. “Through measuring it with micrometers and dicopaltors, we were able to design and print exactly what our nursing students needed.”

CAD students produced 15 tubes, saving the school more than $1,000 on the project. Cotton and Frick agree that the collaboration benefitted students in both programs.

“It was a great project. The students learned quite a bit from it,” Frick said. “The client interaction was something that I really wanted the student to focus on. Communication is just as much of a critical skill needed for this industry as technical knowledge. This was a great exercise in being able to communicate with a prospective client—in this case, it just happened to be the practical nursing Program Coordinator.”

Students at Meridian have returned to in-person training for the 2021‒2022 school year. While the pandemic is far from over, Ms. Cotton said students are still using the DIY skills boxes.

“When students want or need additional skill mastery, they can check out one of these boxes and take it home,” Cotton said. “Now, if we need to transition to virtual learning, we’re set.”

Written by Cara Adney, Marketing & Media Relations Coordinator at Meridian Technology Center

Cara Adney is the Marketing and Media Relations Coordinator at Meridian Technology Center. Meridian Technology Center has been a driver of economic development since 1975. With a mission to educate, enrich lives and secure economic futures, Meridian offers full-time career training programs, short courses, workforce and economic development assistance and entrepreneurial support to residents from the Agra, Carney, Glencoe, Guthrie, Morrison, Mulhall-Orlando, Pawnee, Perkins-Tryon, Perry, and Stillwater school districts. Meridian is one of 29 schools within Oklahoma’s CareerTech system.

The Next ACEN Standards and Criteria: Volunteer Assignments

Written by Nell Ard, PhD, RN, CNE, ANEF, Director at the ACEN

In accordance with Policy #24 Assessment and Adequacy of Standards and Criteria, ACEN Processes, and Practices, the ACEN has begun the process of reviewing the 2017 ACEN Standards and Criteria. The review of the Standards and Criteria occurs every five years to ensure that the Standards and Criteria continue to be valid and reliable indicators of educational quality provided by accredited programs and that they are relevant to the educational needs of the students.

The process will be co-led by both the ACEN’s Chief Executive Officer, Marsal Stoll, who will co-chair the Steering Committee as the ACEN staff representative, and by Marilyn Smidt, MSN, RN. Ms. Schmidt has been an actively involved with the ACEN since 1994. She is from Grand Rapids, Michigan and taught in both associate and practical nursing programs. During her time with the ACEN, Ms. Schmidt has served as a peer evaluator, as an Evaluation Review Panel (ERP) member, and as a member of the Board of Commissioners. During her tenure with the ACEN, Ms. Schmidt has assisted the ACEN with previous reviews of the Standards and Criteria. While Dr. Stoll and Ms. Schmidt will co-chair the Steering Committee, there will also be team leads dedicated to reviewing certain areas of the Standards and Criteria. Each team has one or two members of the Board of Commissioners and the ACEN Directors serving as co-leaders for each team.

The overall process toward achieving the 2023 iteration of the ACEN Standards and Criteria began with a call for volunteers in April 2021. The ACEN received over 100 applicants interested in assisting with the review process. Three teams have been formed to review the six Standards; the Standards have been grouped with Standards 1 and 2, Standards 3 and 5, and Standards 4 and 6. Volunteers were placed on the respective teams to ensure that each group was composed of relevant constituents. Each team has a representation of both graduate and undergraduate nursing programs across all six program types. Each group also has a nurse clinician, a public member, and a student. In addition to ensuring that each program type had representation, the ACEN wanted to ensure that the various groups had a broad geographic representation of programs. The table below provides a list of the volunteers who will be assisting with this initial component of the review process.

The various teams met August 13‒14, 2021 to begin the process. Each team will be meeting virtually each month to continue their review. During the review process, potential changes will be recommended for the Standards and Criteria.

The teams will have a proposed draft of the 2023 Standards and Criteria available for public comments during Spring 2022; all interested parties will have two 30-day public comment periods to provide feedback on any potential proposed changes. All public comments will be considered with each of the public comment periods.

A final draft of the 2023 Standard and Criteria will then be sent to the Accreditation Standards and Criteria Committee of the Board of Commissioners. This committee will review the final draft and make recommendations to the overall ACEN Board of Commissioners at the July 2022 meeting. When the 2023 Standards and Criteria are approved by the Board of Commissioners, the ACEN will begin the transition process. Programs will have the option in 2023 to use the new 2023 Standards and Criteria or continue to use the 2017 Standards and Criteria. Beginning January 1, 2024, all ACEN-accredited programs and programs seeking candidacy and accreditation with the ACEN will be required to use the 2023 ACEN Standards and Criteria.

Please be looking for announcements regarding your opportunity to participate in the Standards and Criteria review process by providing public comments in Spring 2022!

Creativity Is Key to Skills Training Amid Pandemic

Written by Cara Adney, Marketing & Media Relations Coordinator at Meridian Technology Center

When Penelope Harders and Candace Johnson left Meridian Technology Center in March 2020, the Practical Nursing students expected to see each other the week after spring break.

Because of COVID-19, one week turned into two. Then two weeks turned into three. Three weeks turned into four.

While they didn’t resume their on-campus training at Tech until June 1, the students relied heavily on their friendship and shared resources to make the school’s distance learning plan work.

Johnson quickly found out her only computer and her access to the internet, a wireless hotspot, weren’t enough to meet the technology needs for her and her two children. She was able to borrow a laptop from Tech, and Harders stepped in with a creative solution that would give both moms a place to safely study and their kids a place to play.

“At first I invited her to come to my house,” Harders explained. “Then I thought wait – she’s got two kids, and I have four. This isn’t going to work.”

Harders realized her family had access to the church where her husband is a youth leader. She contacted the church to explain the situation, and she was granted permission to turn Sunday school rooms into makeshift classrooms. Several times a week, Johnson made the 45-minute commute from her home in Pawnee to Johnson’s church in Perkins.

Since starting nursing school the previous August, juggling home, work, kids and school hasn’t been easy for the two mothers. The pandemic only made it worse. In addition to managing their remote learning requirements, each also had to facilitate distance learning for their children. This led them to focus on their training at odd hours.

“We would have conversations and study at midnight and even at 2 and 3 a.m.,” Harders recalled. “Sometimes, that was the only time we didn’t have kids running around and pets barking.”

Now that programs are back on the Meridian campus, social distancing and safety remain a priority. Rather than sitting at a table studying students are spread out. Some clinical rotations in local health care facilities were replaced with virtual training and skills demonstrations across campus. Instead of working directly with patients, Harders, Johnson and their fellow classmates distributed prescriptions of Skittles, M&M’s and Sprite to Meridian staff members for their program’s medical pass rotation component.

Dolores Cotton, the Practical Nursing program coordinator, indicated creativity was key in developing ways to teach hands-on skills while protecting students and staff.

“We feel good that we have a way to provide a positive experience for our students,” she said. “We couldn’t have done it without staff members patiently allowing us to interrupt their day.”

Written by Cara Adney, Marketing & Media Relations Coordinator at Meridian Technology Center

Cara Adney is the Marketing and Media Relations Coordinator at Meridian Technology Center. Meridian Technology Center has been a driver of economic development since 1975. With a mission to educate, enrich lives and secure economic futures, Meridian offers full-time career training programs, short courses, workforce and economic development assistance and entrepreneurial support to residents from the Agra, Carney, Glencoe, Guthrie, Morrison, Mulhall-Orlando, Pawnee, Perkins-Tryon, Perry and Stillwater school districts. Meridian is one of 29 schools within Oklahoma’s CareerTech system.

The ACEN Announces New Board of Commissioner Members

Written by Jessica Gibson, BA, Executive Assistant at the ACEN

Please welcome the new members of your Board of Commissioners.

THE VOTES ARE IN! Effective October 1, 2021, there are newly elected and reelected Commissioners who will join the board.

Each Commissioner will serve a three-year term from October 1, 2021 through September 30, 2024. The 17 Board of Commissioners represent the following roles: 11 nursing education representatives, three nursing service representatives, and three public representatives. This diversification ensures your ACEN Board of Commissioners are able to give balanced representation from across identified constituencies insofar as possible.

The Board of Commissioners is and has the authority of a governing board, which is (1) to ensure the financial resources of the ACEN such as setting the fee schedule, budget, and reviewing the audit; (2) to set policy such as the policies found in the ACEN Accreditation Manual and in the Standards and Criteria; and (3) most importantly, to have the sole authority to determine the accreditation status of nursing programs. Members of the Board of Commissioners also serve as Chairpersons at Evaluation Review Panels, guiding the panelists through discussions and asking for status recommendations.

We are very excited to congratulate our new and returning members of the Board of Commissioners!

Nursing Educator Representatives:

Kristen Barbee, PhD, RN, CNE

Program Director & Associate Professor
Wingate University
Wingate, North Carolina

Joy Cole, PhD, RN
Assistant Professor of Nursing
Utah Valley University
Orem, Utah

Shari Gholson, DNP, RN, CNE
Dean of Nursing
West Kentucky Community & Technical College
Paducah, Kentucky

Cheryl Osler, EdD, MS-CNS, LMHC, MSL, RN, CNE
Associate Dean of Nursing
Spokane Community College
Spokane, Washington

Nursing Clinician Representatives:

Demica Williams, DNP, RN, CNE
Clinical Nurse Educator for IntermediateServices
University Healthcare System
Augusta, Georgia

Public Member Representative

Robert Sintich, EdD, MS
Hancock, New York

It’s All Theoretical: Nursing Education in the Times of a Global Pandemic

Written by Vicki L. Ericson, DNP, ANP, FNP, Associate Professor at St. Catherine University

St. Catherine University was founded in 1905 by the Sisters of St. Joseph of Carondelet as a Catholic liberal arts college for women. Located in St. Paul, Minnesota, St. Catherine University prepares nurses at the baccalaureate, master’s, and clinical doctorate levels and offers eight programs of study.

Sun shining through front Gates of St. Catherine University with lots of beautiful trees and flowers

Living in Helicy

Helicy is one of the homeodynamic principles defined by Martha Rogers in The Science of Unitary Human Beings. Helicy describes the ever-present condition of unpredictability and change (Butcher, 2021). The unpredictable, unfolding patterns of the COVID-19 pandemic and the coinciding unrest over racial inequality that consumed 2020 are exceptional examples of Rogers’ concept of helicy. During those unprecedented occurrences, nurses lived in the “heart of helicy” (Butcher, 2002, p. 6) by acting intentionally and compassionately in the face of significant uncertainty and unpredictability. For most of the year, designated by the World Health Organization as the International Year of the Nurse and Midwife, nurses joined the frontlines to provide care and comfort to patients suffering from an extremely contagious and deadly virus, not knowing what that meant for their personal safety. As of April 7, 2021, 562 nurses in the U.S. who contracted COVID-19 after caring for patients affected with the disease had died, and a disproportionate number were nurses of color (The Guardian, 2021).

Learning Virtually

While not all nurses faced the same life and death situations, faculty in the Department of Nursing at St. Catherine University also joined forces swiftly and efficiently to continue providing excellence in nursing education, safely and compassionately, during the pandemic. Faculty scrambled to transition courses to online learning platforms and were committed to the same relationship-based education while adapting to the moving target of pandemic constraints.

Nursing faculty identified alternatives to replace the traditional clinical education experiences that were not available in local healthcare agencies due to increasing restrictions for students. In prelicensure programs, more frequent and more intense simulation activities were developed—both virtual and (when possible) in person. When several of our clinical partners suspended student nurse practitioner clinical rotations due to the pandemic, faculty advocated for precepted telehealth encounters in their own clinical practices. Students were offered opportunities to learn along with everyone else about the intricacies of providing virtual primary care. And like most of the nation, Zoom became our primary connection to family, friends, colleagues, and our students.

Caring Virtually

Two other helicy-type events simultaneously confronted Minnesota nurses in 2020. On May 25, George Floyd was killed in broad daylight by Minneapolis police, and people around the world viewed the gut-wrenching video of his murder. It was evident by then, according to pandemic statistics, that there was a disproportionate risk of serious illness for Black Americans infected with COVID-19, confirming what we as nurses already knew about social determinants of health. Our city was burning, and we felt defeated in our efforts toward social justice. The university closed, and all non-essential employees were asked to take two days off to reflect, help, and begin to heal.

Jean Watson’s Theory of Human Caring promotes the practice of authentic presence for caring and healing (Watson, 2005). During these volatile times, expressions of care such as holding another’s hand, giving and receiving a hug, or gathering together in support were not possible. Dr. Watson importantly notes that our presence (human-to-human) need not take place in the same space and time and can, through cyberspace, often lead to “intense personal intimacy with strangers and friends alike” (Watson, 2005, p. 201).

Likewise, Rogers explicates the concept of pandimensionality, a non-linear and non-local process that allows for distance healing to create new energy patterns (Butcher, 2021). The need for caring as well as learning was considerable and was provided virtually by faculty both synchronously and asynchronously. Faculty held virtual listening sessions and were intentional in authentic presence to simply hear students. Synchronous courses opened with an emphasis on making time to listen and support the expression of both positive and negative feelings. Recorded lectures were developed with the concepts of authentic presence in mind. In similar ways, faculty and staff took care of each other virtually.

Watson (2002) asserts that one of nursing’s shared tasks is “finding meaning in our own life and health-illness concerns, as we reawaken to our profound compassionate, caring and healing service in the world” (p. 3). Organized volunteer work in COVID-19 testing clinics offered students opportunities to awaken to compassionate, caring, and healing service. Many faculty volunteered with students to be authentically present while providing COVID-19 testing. Ultimately, and certainly in a much more joyous setting, nursing faculty and students enthusiastically volunteered in large numbers to administer vaccines, first for the most vulnerable and then for all.

Purpose, Resolve, and Harmony

As we reflect back on the 2020 academic year, faculty were adapting to the “new normal” of the pandemic: students were allowed on campus only for simulation and laboratory activities; in addition, they were required to complete careful screening for potential illness, wear PPE, practice social distancing, and quarantine as necessary. Additionally, in late September 2020, the Department of Nursing completed a continuing accreditation review conducted virtually by the ACEN for the eight programs of study offered in our baccalaureate, master’s, and clinical doctorate degree programs. Preparing for a virtual accreditation visit during a pandemic is another exemplar of helicy.

At the time this article was written, 66.4% of the population ages 12 and older in Minnesota had had at least one COVID-19 vaccine (MN COVID-19 Response, 2021). The trial in Minneapolis for the murder of George Floyd concluded, and for the most part the outcome equaled justice. In Fall 2021, the university will welcome all employees and students back to campus, and COVID-19 vaccination is mandatory.

New energy patterns will evolve as we begin this academic year. Nursing faculty will return with a stronger commitment to social justice and a deeper understanding of the social determinants of health. Instances of “caring moments” will likely increase. Following our accreditation experience, the Accreditation Readiness Committee was created to continuously shepherd existing and new processes and procedures needed to maintain the integrity and quality of our nursing programs.

Helicy is ever-present. To live in the heart of helicy, nursing faculty must always engage compassionately and knowingly in the unfolding patterns of unpredictability to cultivate purpose, forge resolve, and recover harmony (Butcher, 2002).

Written by Vicki L. Ericson, DNP, ANP, FNP, Associate Professor at St. Catherine University

Correspondence regarding this article should be addressed to Vicki Ericson, 110 Whitby Hall, St. Catherine University, 2004 Randolph Avenue, St. Paul, MN 55105. Email: [email protected]


Butcher, H. K. (2002). Living in the heart of helicy: An inquiry into the meaning of compassion and unpredictability within Rogers’ nursing science. Vision10(1), 6–22.

Butcher, H. K. (2021). Martha E. Rogers’ nursing science: The science of unitary human beings 2.0.

Minnesota COVID-19 Response. (2021, July 26). Vaccine data.

The Guardian. (2021, April 7). Lost on the frontline.

Watson, J. (2002, January–March) Nursing: Seeking its source and survival. ICUs and Nursing Web Journal.

Watson, J. (2005). Caring science as sacred science. F. A. Davis.

ACEN Everywhere and Webinars Bring Accreditation to You!

Written by Suzette Farmer, PhD, RN, Director at the ACEN

Did you know that the ACEN has a number of professional development offerings designed to help you better understand accreditation? The ACEN Staff are continually working to ensure you have easy access to self-directed learning activities on your schedule.

We have free eCourses and webinars that you can access from the comfort of your office or home on any electronic device. Some of these offerings also provide you with contact hours for nursing continuing professional development. We add new offerings, such as the new eCourse on the recent changes to ACEN definitions of Program Completion and Program Option, as needed. There are webinars about special topics such as outcomes assessment and the ACEN candidacy process. There is also an eCourse that allows you access to the Standards and Criteria training completed by all peer evaluators! Check out these free offerings here.

In addition to the open access eCourses and webinars, the ACEN offers select virtual learning experiences through ACEN Everywhere. ACEN Everywhere provides access to fee-based eCourses such as “Understanding and Applying the ACEN Standards and Criteria.” These eCourses allow you to learn at your own speed and on your own timetable. You will earn contact hours for nursing continuing professional development, and you can review the content as many times as desired during your access period. Check out ACEN Everywhere here.

Mingle with Marcy, October 2021

MINGLE WITH MARCY: Entering Fall 2021 with nursing in mind 

By Dr. Marcy Stoll, EdD, MSN | CEO | ACEN
October 2021 

When every second counts, nurses are among the many first responders that run toward a need offering their help. When the COVID-19 pandemic started, I knew every second counted, and I wanted to help too by volunteering to be a vaccinator. I had an inactive registered professional nurse license in New York and Virginia, and both states reactivated my license quickly. I joined ServGA and the Medical Reserve Corps in my county, and I completed the online training required to be a vaccinator. Then I found out I could not obtain my registered professional nurse license in Georgia because I was not qualified per the board of nursing licensure by endorsement requirements, and as a resident of Georgia I did not qualify for a Georgia emergency temporary permit in response to the emergency declaration issued by the governor.

Accepting “no” is not in my nature. Besides, I really wanted to help and knew I could. So, I volunteered in a non-clinical role to assist with vaccination efforts in my community, and my journey began to obtain my registered professional nurse license in Georgia. I had to enroll in an approved Georgia Board of Nursing RN Re-entry Program and was fortunate to connect with Kristie Washington, the RN Re-entry/CE Coordinator at Blue Ridge Area Health Education Center (AHEC). The RN Re-entry Program, per the Georgia Board of Nursing, is a combination of 40 hours of independent study relevant to nursing, a written examination, and 160 hours of supervised nursing practice.

Another friend in this journey was Diane Durrence, the Chief Nurse/Women’s Health Director for the Georgia Department of Public Health. I connected with Diane in the early days of setting up vaccination sites when I was trying to find ways for nursing faculty and students in ACEN-accredited nursing programs in Georgia to assist with vaccination efforts in their communities. Diane and her team were instrumental in helping make these connections. Little did I know that I would need Diane’s help making a connection for me personally. I remained steadfast about helping my community, and Diane opened the door for me to complete my clinical hours with the Cobb-Douglas Public Health Department (CDPHD). Thanks to my mentor Dawn Krahwinkle, Deputy Director for CDPHD’s Center for Clinical Services, I spent 40 hours in the childhood/travel immunization clinic, 40 hours in the child health clinic, and 80 hours in the adult health clinic. And finally, I was also able to volunteer as a vaccinator at some CDPHD community events. YIPPEE!

Dawn Krahwinkle (left), Marcy Stoll (right)

I am happy to say I obtained my Georgia multi-state registered professional nurse license. It takes a village to make just one nurse. I can’t offer enough gratitude to my village—everyone at the ACEN for their patience while I was on PTO doing my clinical hours and especially Suzette Farmer, an ACEN Director, whose invaluable guidance helped navigate the New York, Virginia, and Georgia boards of nursing licensing processes and paperwork. Additional appreciation is owed to the staff and nurses at CDPHD. Thank you EVERYONE for your help reaching this goal that found me.

What happens now? I want to serve my community by volunteering at a local community-based organization and participating in mission trips in the future.


Are You Ready for the Hybrid Self-Study Forum Coming this November?

Written by Keri Nunn-Ellison, EdD, MSNEd, RN, CNE, Director at the ACEN

Are you ready for an in-person Self-Study Forum? We are! Still want to tune in from home online? We can do that, too!

Though the ACEN provided an eCourse option for folks to learn about or refresh their understanding of the 2017 ACEN Standards and Criteria, we heard from many of you that you wanted the option to join us in person again. So, we are excited to host our first in-person forum (since March 2020!) in Houston, Texas! Register today, as seating for this forum is limited to ensure the safety of all participants.* In addition to the in-person option, the event will be available virtually for individuals who may not want or be able to travel just yet.

The Self-Study Forum is a great opportunity for program administrators and faculty who are writing an accreditation report, preparing for a site visit, or just wanting to learn more about the Standards and Criteria. During this 1.5-day workshop, the ACEN Directors will review all six ACEN Standards and assist you in gaining a deeper understanding of each Criterion within the Standards, and you will earn 10 nursing continuing professional development contact hours!

The goal of the forum is to support nursing faculty and administrators with their understanding of how they might demonstrate compliance with the Standards and Criteria through the narrative of a written accreditation report and identify examples of potential supporting evidence. Special attention is given to the most common challenges based on ACEN data, including Criteria in Standards 4 and 6. We encourage you to bring your program’s systematic plan of evaluation (SPE) for real-time application of what you are learning! And as usual, this is a great opportunity to network with others as well as get specific questions answered by the ACEN Staff. We hope to see you in Houston!

*The ACEN understands that the COVID-19 pandemic is not over. According to our CEO Dr. Marcy Stoll, “We are working closely with the Westin Galleria and formed a partnership to protect the safety of attendees. The hotel agreed to follow all the COVID-19 safety practices/guidelines hotel-wide issued by the CDC or Marriott Corporation, whichever are more restrictive at the time of the event.” Additionally, all in-person attendees must provide proof of being fully vaccinated per the CDC definition and the number of in-person attendees is limited to ensure safe distancing.

All Moved In!

Written by Lori Sharpe, Operations Administrative Assistant at the ACEN

Who moves during a pandemic?

We do! The ACEN moved to our new location, 3390 Peachtree Road Northeast Suite 1400, Atlanta, GA 30326.

Let’s have a look. Come inside.

No matter what location, the ACEN will always be your supportive partner in nursing education accreditation.

How does our move impact your ACEN-accredited program?

According to ACEN Policy #9 Disclosure of Information About an Accredited Program, your nursing program must have accurate, updated information when citing the ACEN on communications to nursing students, the website, printed materials, on social media. If you have not done so, please be sure to share our new address (only 2 city blocks from the previous address) with your billing department or business office.

Fall 2019‒Spring 2020 ACEN Report to Constituents

Written by Corwyn Bellavich, Operations Manager at the ACEN

Each year, the ACEN strives for data transparency regarding nursing education accreditation program statistics through our Report to Constituents. This allows the ACEN to discuss the accreditation process, share accreditation decisions from that year, and present analysis of data collected from ACEN-accredited programs. With this information, your nursing program should be able to contextualize itself in the greater field of nursing education as a whole. To read the most recent report, click here.