Discussion Board Response
PART 1 Discuss your thoughts on the 2021 AACN Essentials as compared to the 2008 version AND AACN Vision for Nursing. Is overall the profession of nursing moving in a good direction as envisioned by AACN? Why or why not?
PART 2 Describe at least two differences between the CNEA, CCNE, and ACEN accrediting bodies focusing on process and emphasis. Debate the merit, or not, or accreditation (this should be a two to three robust paragraph discussion).
PART 3 Summarize and discuss your chosen current issue in nursing education, future trend in nursing education, or a current nursing education research study article.
Article Time is Brain: Utilizing Escape Rooms as an Alternative Educational Assignment in Undergraduate Nursing Education. https://doi.org/10.1016/j.teln.2022.01.013
Terry Miller post
2021 AACN Essentials as Compared to the 2008 Version AND AACN Vision for Nursing
The most noticeable difference between the 2021 American Association of Colleges of Nursing (AACN) Essentials (American Association of Colleges of Nursing, 2021), and the 2008 version (American Association of Colleges of Nursing, 2008), is noted in the titles. In 2008, the Essentials were divided into baccalaureate, master’s, and advanced practice nursing while the 2021 version incorporated all of nursing education. This implies that nursing education is a continuum and that the nurse follows this continuum to the end. Additionally, competencies were added in 2021 shifting the focus to competency-based nursing which the AACN envisions for the future.
Overall, AACN’s Vision for Nursing highlights the need for further education not only for the entry-level nurse, but also for advanced practice nursing, and those in nursing education. The vision refers to badges and certificates to reward further education however, I was disappointed there was no mention of mandatory and consistent continuing education hours amongst the states.
I appreciate the vision of a baccalaureate degree (BSN) for entry level nursing, but this has not been achieved despite a valiant effort of the past several years. At least in Ohio, in 2021 40% of the nurses held associate degrees and 58% of those have no plans to obtain a BSN (Ohio Board of Nursing, 2021). Additionally, associate and diploma programs are still active across the country. I believe the BSN goal should be met before AACN speaks of moving the bar even further to a masters’ degree for entry level credentialing and a doctorate degree for advanced practice nurses.
The AACN vision also mentioned that nursing care is moving away from the hospital to the community. Again, in Ohio direct patient care in the hospital setting workforce increased from 45% in 2013 to 56% in 2021 (Ohio Board of Nursing, 2021). This conflicts with the AACN vision which believes we should no longer prioritize education to the acute care setting. The AACN vision is to provide more nurses to the rural areas however AACN recognizes this shortage of nurses is likely due to the lower nursing salaries in those regions. I do not see that changing. Overall, the AACN vision appears to be projecting to many years in the future where I would prefer a more focused and achievable vision.
Differences Between the CNEA, CCNE, and ACEN Accrediting Bodies
Both the Commission for Nursing Education Accreditation (CNEA) and the Accreditation Commission for Education in Nursing (ACEN) accredit programs across the academic spectrum, while the Commission on Collegiate Nursing Education (CCNE) only include baccalaureate, graduate, and post-graduate programs. The CNEA is relatively new, with it’s first programs accredited in 2017. Unfortunately, the CNEA in not recognized by the United States Department of Education (USDE) or the Council for Higher Education Accreditation (CHEA). Since the CNEA is not accredited by the USDE, the students are not eligible for federal grants and loans. This is likely the reason that few schools are accredited by the CHEA.
In contrast, the ACEN is recognized by the USDE and the CHEA. Having USDE accreditation allows the students and the institutions to apply for federal grants and loans. State governments and employers may also require accreditation to sit for a license or apply for tuition assistance.
The CCNE is an autonomous arm of the American Association of Colleges of Nursing (AACN) and is recognized by the USDE but not the CHEA. The Consensus Model for APRN Regulation: Licensure, Accreditation, Certification & Education (2008) states that, for regulatory purposes, all APRN education programs (including both degree and certificate programs) must be accredited by a nationally recognized nursing accrediting agency. Hundreds of nursing schools have earned the CCNE accreditation.
Current Issue in Nursing Education
The article I chose is a review of the literature on implementing a concept-based nursing curriculum (Repsha et al., 2020). The purpose of the review was to describe the methods used for incorporating concept-based curriculum (CBC) into curriculum, summarize the outcomes, identify barriers, and explore ways to overcome the barriers. The CBC focuses on core concepts which are included throughout the curriculum to encourage critical thinking and deeper learning (Repsha et al., 2020). The students would take these core concepts and apply them to other populations and experiences which would decrease repetition (Repsha et al., 2020).
Twenty-three articles published between 2008 and 2018 were included in the review. Examples of methods discussed in the review included the formation of a task force or committees for planning. Some programs implemented CBC in specific courses while other programs introduced the CBC to the upcoming class then remained consistent through the student’s journey. The outcomes showed a more interactive learning environment and improves and fills the theory-practice gap (Repsha et al., 2020).
There were barriers identified in the review. Faculty disagreed on the concepts to be included, defined, and organized, a lack of time to plan and implement the curriculum change, and a fear of the unknown (Repsha et al., 2020). To overcome these barriers, programs suggested a culture change and leadership support by providing adequate meeting time to plan and offering a realistic implementation time.
