Introduction
In recent years, the roles undertaken by regulatory and accreditation bodies in the United States have expanded in scope as nursing values and standards continue to shift. Research is consistent that these bodies avail the framework to enhance and secure documented nursing values in educational and practice settings (Benton, Gonzalez-Jurado, & Beneit-Montesinos, 2013). Additionally, these agencies use legitimate, appropriate and sustained means to assist in developing the identity of the nursing career through scrutinizing the behavior and actions of individual practitioners. The purpose and scope of these bodies are not limited to individual nurses. Rather, they are known to influence curriculum development and policy directions in institutions of higher learning (Scheckel, 2009). Drawing from this elucidation, the present paper investigates the purpose and role of the National Council of State Boards of Nursing and the Commission on Collegiate Nursing Education in institutions of higher education.
Regulatory Body
The agency under investigation in this section is the National Council of State Boards of Nursing (NCSBN). This entity “provides education, service, and research through collaborative leadership to promote evidence-based regulatory excellence for patient safety and public protection” (About NCSBN, 2015, para. 2). The agency’s main purpose is to provide a framework through which boards of nursing (BON) in the United States operate and counsel collectively to avail regulatory distinction for public health, safety, and wellbeing. In a higher education setting, the body’s main objective is to ensure that faculty members have the prerequisite educational qualifications. For example, NCSBN has already recommended that nursing faculty in RN programs should have a master’s or PhD education in nursing in addition to other key competencies. Some of the required proficiencies for nursing faculty in RN programs include graduate training in the science of nursing (e.g., clinical practice) as well as graduate education in teaching and learning (e.g., curriculum design and execution). Nursing faculty in PN programs are also required by the regulatory body to have these qualifications (Nursing Faculty Qualifications, 2008).
In the context of institutions of higher learning, NCSBN is tasked with the development of NCLEX-RN and NCLEX-PN examinations. The entity’s official website acknowledges that “NCSBN is dedicated to developing psychometrically sound and legally defensible nurse licensure and certification examinations consistent with current practice” (NCLEX & Other Exams, 2015). The faculty’s role in the creation of these assessments is to contribute in the formulation of questions that will appear on the exams and also to monitor trends in nursing education and practice. Additionally, faculty members in various institutions are facilitated to conduct research with the view to addressing various public health concerns. The regulatory body is categorical that nursing teachers at universities must demonstrate the three fundamental roles of faculty, namely “collaborator, director of learning, and role modeling” (Nursing Faculty Qualifications, 2008, p. 2). This means that members of the teaching fraternity in these institutions should be oriented to the nursing syllabus. They should also demonstrate adequate competencies in prescribed mentorships and faculty development.
It is evident that NCSBN’s scope of practice revolves around licensure, regulation, healthcare excellence, integrity, innovation, and complaint investigation. The regulatory entity’s scope in institutions of higher learning entails administering licensure for RN/PN nursing programs and approving nursing curriculum according to current trends and needs. The body is also charged with the responsibility of designing nursing practice standards for use in nursing schools (Scheckel, 2009). To successfully achieve these outcomes, nursing faculty in universities must play an active role in terms of developing a comprehensive curriculum for training RNs and PNs. Such a curriculum, according to Scheckel (2009), must ensure that nursing students are provided with the knowledge and tools needed to protect the public from harm. It is this scope of practice that has seen the body advocate for evidence-based teaching, excellence, reliability, and inventiveness. Finally, NCSBN recommends faculty qualifications to Boards of Nursing (BON) in various American states in accordance with the set regulations for education programs.
Accreditation Body
The Commission on Collegiate Nursing Education (CCNE) was established in 1998 to accredit undergraduate and graduate nursing programs on behalf of the American Association of Colleges of Nursing (AACN). It is documented that the “CCNE program emphasis is on educational quality and includes a focus on program innovation” (Burke, 2003, p. 45). CCNE’s scope of accreditation in the United States is limited to DNP, BSN, and MSN programs, with a focused interest in fostering the continuous quality improvement of the nursing curriculum. As such, the role of faculty becomes more pronounced as nursing educators usually participate in the process to appraise and reflect upon all components of the curriculum (Scheckel, 2009). The underlying objective of such participation, according to this author, is to maintain and enhance the quality of the curriculum or program. Drawing from this exposition, it can be argued that the scope of CCNE with regards to institutions of higher learning revolves around acting as an accrediting agency for baccalaureate and higher degree nursing education programs (e.g., BSN, MSN, and DNP).
The main purpose of CCNE, according to the elucidation provided above, is to guarantee the quality and integrity of nursing programs offered in institutions of higher learning. Indeed, according to the agency’s official website, CCNE is a voluntary, self-regulating body that “serves the public interest by assessing and identifying programs that engage in effective educational practices” (CCNE Accreditation, 2015, para. 1). CCNE evaluates the quality of nursing programs through nationally instituted standards or criteria which consist of such elements as “how the school is fulfilling its mission and philosophy, how its curriculum is preparing students for nursing practice, and to what extent the qualifications of nursing faculty facilitate preparing future nurses” (Scheckel, 2009, p. 48). This commission is also known to facilitate faculty development in accredited nursing schools by providing toolkits, webinars, newsletters, conferences, curriculum guidelines, and funding opportunities (CCNE Accreditation, 2015).
Overall, the available nursing scholarship acknowledges that “accreditation is seen as a sign of program competence, excellence, and quality” (Burke, 2003, p. 45). As such, nursing faculty in a CCNE-accredited institution is always looked upon as an exemplar of best practices and networking opportunities. Additionally, CCNE accreditation allows nursing educational facilities to apply for federal, corporate, and foundation funds to develop curriculums and expand core competencies in the faculty (Scheckel, 2009). Consequently, it is true that nursing faculty in an accredited institution is perceived by the public as a hallmark of quality, rigor, and focus in the development of top-level nursing graduates.
Conclusion
This paper has discussed the purpose and role of NCSBN and CCNE in nursing institutions of higher learning. These agencies play an integral role in enhancing consistently higher standards in nursing education and improving public safety and wellbeing. Drawing from this discussion, it can be concluded that nursing faculty has an expanded role to play in implementing the requirements of these entities. Equally, the bodies are significant in shaping the faculty and institutions’ educational programs, curriculum, certification, accreditation, and policy.
References
About NCSBN. (2015). Web.
Benton, D.C., Gonzalez-Jurado, M.A., & Beneit-Montesinos, J.V. (2013). Defining nurse regulation and regulatory body performance: A policy Delphi study. International Nursing Review, 60(3), 303-312.
Burke, C. (2003). Nursing Accreditation: What’s a librarian got to do with it? ABNF Journal, 14(2), 45-46.
CCNE Accreditation. (2015). Web.
NCLEX & Other Exams. (2015). Web.
Nursing faculty qualifications and roles. (2008). Web.
Scheckel, M. (2009). Nursing education: Past, present, future. In G. Roux & J.A. Halstead (Eds.), Issues and trends in nursing: Essential knowledge for today and tomorrow (pp. 27-61). Sudbury, MA: Jones & Bartlett Learning.