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VANAP intro primer 021617 v2


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Overview of NNPRFTC accreditation process

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VANAP intro primer 021617 v2

  1. 1. National Nurse Practitioner Residency and Fellowship Training Consortium’s Accreditation Program
  2. 2.  2010: Convened as informal consortium in 2010 by 4 FQHC-based postgraduate NP residency training programs  2013: Identified accreditation as a goal early on; no interest and no available existing sources of accreditation at the time; committed to developing program that is eligible for USDE recognition  2013–2015: Accreditation Standards: authored by 10 NP nationally recognized expert authors—written by NP program directors for NP program directors; Self Study Guide  2015: CHCI formally incorporated a new 501c3, the NNPRFTC, to advance the postgrad NP residency and fellowship movement, including developing of accreditation program  December 2015: Website launched  January 2017: Accreditation action for first 2 programs; 2 more in pipeline; more committed to apply in 2017 History of NNPRFTC
  3. 3. Accreditation Defined External, independent review of a health care training program against nationally- accepted standards and its own policies, procedures, processes and outcomes (AAAHC)  Peer-reviewed, voluntary program evaluation  Practice-based determination of adherence to National Standards  Public recognition of excellence  National acknowledgement of quality
  4. 4. USDE Accreditation Process 6 Major Steps
  5. 5. Standard 1: Mission, Goals and Objectives Standard 2: Curriculum Standard 3: Evaluation Standard 4: Program Eligibility Standard 5: Administration Standard 6: Operations Standard 7: Staff Standard 8: Postgraduate Trainee Services NNPRFTC’s Standards Driving Excellence in Program Design
  6. 6. Accreditation Process
  7. 7. General Public: Promotes the health, safety and welfare of society by assuring competent public health professionals. Funding Agencies:  Federal—basis for determining eligibility for federally funded programs;  Private funding sources—represents a highly desirable indicator of a program’s quality and viability. Prospective Employers: Workforce development—provides assurance that curriculum covers essential skills and knowledge needed for today’s jobs. Prospective Trainees: Serves a consumer protection purpose—provides assurance that the program has been evaluated and met accepted standards established by and with the profession. Benefits of Accreditation—Public
  8. 8. Profession: Advances the field by promoting standards of practice, advocating rigorous preparation, and current content. NPs: Involves practitioners in the establishment of standards and assures that educational requirements reflect the current training needs of the profession. Graduates: Promotes professional mobility and enhances employment opportunities in positions that base eligibility upon graduation from an accredited school or program. Benefits of Accreditation—Professional
  9. 9. Faculty and Administrators: Promotes ongoing self-evaluation and continuous improvement; provides an effective system for accountability. School or Program: Accreditation enhances national reputation and represents peer recognition. (CEPH) Benefits of Accreditation— Training Organizations
  10. 10. NNPRFTC Accreditation: Awarded for 3 years • Current cohort of trainees considered graduate of accredited program • Eligible for continuing accreditation if continue to meet standards • Receive NNPRFTC seal which can be displayed on all communications, in accordance with our policies and procedures Awarded programs become members – “accredited program” • Eligible to be elected to future accreditation decision-making group
  11. 11. Curriculum – What are we looking for? Goal: • What is the evidence/documentation? • Anchored in mission, vision, objectives • Written overview: goals, objectives, schedules, activities • Anchored in adult learning principles (eg: Malcom Knowles) • Preceptor training in facilitating adult learning and assessment • Crosswalk with evaluation • Impact? How do you know? Evidence?
  12. 12. Standard 2 Curriculum 5 Required Elements and 8 Competencies Elements 1. clinical-based care and patient care experiences; 2. regularly scheduled didactic sessions; 3. systems based learning and quality improvement; 4. population-based health focus; 5. leadership and professional development, especially in inter- professional practice. Competencies 1. patient care; 2. knowledge for practice; 3. practice-based learning and improvement; 4. interpersonal and communication skills; 5. professionalism; 6. systems-based practice; 7. inter-professional collaboration; 8. personal and professional development.
  13. 13. Evaluation – What are we looking for? Goal: • What is the evidence/documentation? • Systematic formative (on-going) and summative (final) data collection • Reliable and valid • Used to conduct quality assurance, assess training effectiveness, communicate, and build capacity. • Feedback loop • Crosswalk with curriculum • Impact? How do you know? Evidence?
  14. 14. Standard 3 Evaluation/Assessment 11 Required Elements and 5 Components 11 Evaluation Elements Institutional performance Programmatic performance Trainee performance Instructor and staff performance 5 Components Program curriculum; Trainee performance, feedback, and remediation as necessary; Clinical faculty/instructor and support staff performance, feedback, and remediation as necessary; Adequacy of organizational support including operations and finances; Overall programmatic self-evaluation including outcome measures and corresponding action plans.
  15. 15. Accreditation Anchors Excellence
  16. 16. Contact info: Candice S. Rettie, PhD – Executive Director Office: 202-780-9651 Twitter: @nppostgrad