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Appendix A:Criteria for Evaluation of Nurse Practitioner ProgramsEvidence ChecklistThe checklist provides a mechanism for documenting that criteria have been met and the required documentation provided. Thisform is provided as one example of a tool for tracking. Additional materials and narrative should accompany the form if used inorder to provide full documentation for accreditation.I. Mission and GovernanceStandard: The institution’s mission/philosophy/values and governance achieve educational excellence through a structure thataddresses quality assurance, quality improvement, and diversity, equity, and inclusion (DEI). Effective, ongoing formal processesare in place for self-assessment and planning for the purpose of program improvement. Through faculty governance, institutionalpolicies commit to supporting quality within the NP program.CriterionDocumentationCriterion I.A. The mission/Required Evidence:philosophy/values of the institution The mission/philosophy/values statements of the governingpromote academic excellenceinstitution and nursing education unit.and support NP education at the The mission/philosophy/values statements of the institution andgraduate level.nursing education unit are reflected across the NP curriculum,delivery modality, and program outcomes. The mission/philosophy/values statements of the institution areaccessible to the public.Criterion I.B. The governancestructure within the institutionfacilitates ongoing qualityimprovement throughparticipation in the development,implementation, maintenance, andevaluation of the NP program by acommunity of interest, includingadministrators, faculty, students,and practice partners.Required Evidence: NP program defines the community of interest and shows a clearpathway of inclusion and opportunity to provide input, virtually orin person, regarding the governance of the NP program. Minutes of meetings held with the community of interest. Minutes of meetings documenting development, implementation,maintenance, and evaluation of the NP program, which depict howinput from the community of interest has been utilized. Minutes reflecting ongoing input and documentation of actionsbased on data collected from the community of interest.25 Standards for Quality Nurse Practitioner EducationDocumentationPresent - if yesccccccc
CriterionDocumentationCriterion I.C. The NP programmaintains accessible, updatedwritten policies and proceduresthat reflect equitable and nondiscriminatory practices.Required Evidence: Processes for review of policies and procedures to ensure policiesand implementation are equitable and non-discriminatory. Policies and procedures, including date reviewed, that establish:– Published materials for student recruitment, including programlength, tuition, and fees.– Admission, progression, and graduation requirements.– Selection of clinical sites and minimum preceptor qualifications.– Selection and use of simulation for learning in alignment withthe national best practices and/or standards identified by theNP program.– Ongoing faculty input into curriculum developmentand revision.– Faculty, preceptor, clinical site, and student evaluation.– Timelines for review of policies, procedures, and handbooks. Relevant handbooks or program materials that inform and supportfaculty, students and preceptors.Criterion I.D. The NP Programhas policies and/or initiatives orfollows institutional policies and/or initiatives that support a diverse,equitable, and inclusive workingand learning environment.Required Evidence: Published DEI policy or written statement. Strategies, activities, and resources to address DEI. Institutional or program human resource policies supportinginclusive and diverse faculty and staff recruitment andhiring processes.Criterion I.E. The institutionengages in ongoing, systematic,and focused recruitment andretention activities to achievemission-appropriate diversityamong its students, faculty,administrative staff, and otherrelevant members of the academicand clinical community.Required Evidence: Policy goals and outcomes for achieving mission-appropriate DEI. Policies, processes, and actions for recruitment and retention ofdiverse faculty, administrative staff, students, preceptors, and otherrelevant members of the academic and clinical community. Retention plan with measurable DEI outcomes.26 Standards for Quality Nurse Practitioner EducationDocumentationPresent - if yesccccccccccccccc
CriterionDocumentationCriterion I.F. For each NPpopulation focused track, theinstitution employs an NP facultymember who holds an institutionalappointment to provide directoversight of the track. Thisindividual is doctorally prepared,currently licensed or authorizedto practice, and nationally boardcertified as an NP in the populationfocus including either primary oracute care.Required Evidence: The population focused faculty member with track oversight hasclear role and duty guidelines as evidenced with the followingdocumentation:– Work assignment with dedicated time to provide administrative,resources, curriculum and evaluation oversight for thepopulation focused track.– Track-specific position responsibilities of the faculty memberwho provides direct oversight to the NP population focusedtrack, including expectations for input and decision-makingrelated to curriculum and program outcomes. Curriculum vitae of the NP faculty member who provides oversightfor the population focused track. Current unencumbered license or other authorization to practiceas an NP as required by the state or territory. Doctoral degree from an institution of higher education that isaccredited by an agency officially recognized by the U.S. Secretaryof Education at the time the degree was conferred. Exception: If not doctorally prepared, documentation of:– Enrollment in a doctoral education program, with anticipatedcompletion date specified, and;– Letter of appointment prior to date of implementation ofthese criteria. National board certification(s) as an NP in the population focusedarea of the track, specifying primary and/or acute care if certified inadult-gerontology or pediatrics.– If the faculty member is an NP but is not nationally boardcertified as an NP in the population focus of the NP track, toinclude primary or acute care distinctions, documentationmust be provided of the qualifications and experiences of theindividual overseeing the track. This documentation shoulddemonstrate that the other NP faculty members teaching inthe track have expertise to cover the full scope of thepopulation focus.– A Clinical Nurse Specialist (CNS) may provide oversightof a Psychiatric Mental Health (PMH) NP program withdocumentation of degree(s) and national certification(s) as aPMH CNS.Criterion I.G. The institution’spolicies and expectations for NPfaculty are consistent with otherfaculty in the institution withthe same academic rank androle regarding allocated time forteaching, service, scholarship, andfaculty development within thecontext of the institution’s mission.Required Evidence: Clearly articulated institutional policies or guidelines foracademic rank and role of NP faculty. Institutional policies or guidelines supportive of the NP facultyworkload for successful teaching, scholarship, service, andfaculty development. Delineated faculty workload formulas to determine assignmentsfor the academic unit.27 Standards for Quality Nurse Practitioner EducationDocumentationPresent - if yescccccccccccc
CriterionDocumentationCriterion I.H. The institutionalRequired Evidence:policies support NP faculty teaching Institutional guidelines and/or policies that support clinicalpractice for those teaching in didactic courses with a clinicaldidactic courses with a clinicalcomponent or clinical courses that focus on diagnosticcomponent and/or clinical coursesmanagement.by supporting faculty practice tomaintain clinical expertise.Criterion I.I. The NP Programhas a policy that supports thecompletion of an NP workforceneeds assessment and enrollmentcapacity assessment prior toinitiating a new NP program or newpopulation focus.Required Evidence: Policy or statement detailing the process for conducting a needsassessment for new NP programs or a new population focus. Needs assessment completed prior to starting a new program or anew population focus with input from community of interest. Capacity assessment to implement new program or populationfocus based on the NTFS.Criterion I.J. The NP Program has acomprehensive written policy/planto address current and anticipatedneeds for clinical placement sitesfor all matriculated students tomeet the learning, progression,and graduation expectations of theprogram.Required Evidence: Policy and plan on record for attainment of clinical sites, includingidentification of individuals responsible for identifying, evaluating,and contracting with site management. Program policies that delineate processes for selection andevaluation of NP clinical sites. Program policies that delineate processes for NP student clinicalplacements to provide student experiences that meet role andpopulation focused learning objectives. Delineation of faculty responsibilities for clinical placements if notdescribed in the plan provided for bullet #1 above. Plan for identifying new clinical sites for students in a new orgrowing population focused track or for students whose currentsite is no longer available due to unanticipated events.Criterion I.K. The NP program haspolicies for recruiting, selecting,orienting, and evaluatingpreceptors to enable studentsto meet learning outcomes andprogress on a timely basis towardprogram completion.Required Evidence: Program policies or other written documentation that delineateprocesses for selecting, orienting, and evaluating preceptors. Preceptor orientation materials/program. Policies for assigning clinical placements that meet learningoutcomes and support progress toward program completion.28 Standards for Quality Nurse Practitioner EducationDocumentationPresent - if yescccccccccccc
II. ResourcesStandard: Institutional resources are sufficient for the NP program’s matriculated students, and they reflect ongoing commitmentto quality education leading to progression and graduation as competent nurse practitioners ready for population focused healthcare. Resources necessary to sustain a quality NP program are inclusive of fiscal, human, student support services, learning, andphysical/technology resources, regardless of delivery modality.CriterionDocumentationCriterion II.A. The institutionhas sufficient fiscal resources tosupport the NP program.Required Evidence: Budget allocations/expenditures for the NP program inclusive ofhuman, student support, physical, technological, andlearning resources. Process for NP program faculty to provide input regarding thebudgetary and other resource needs.Criterion II.B. The institutionhas sufficient resources toprovide ongoing support for NPprogram students, staff, faculty,and preceptors to address DEI.Required Evidence: Strategies, activities, and resources provided on a consistent basis forstudents, staff, faculty, and preceptors. A mechanism to promote and coordinate DEI initiatives.Criterion II.C. The NP programhas sufficient human capital,including appropriatelyqualified faculty, preceptors,and staff, to provide quality NPeducation. This is to include: One full-time equivalent (FTE)faculty teaching in the NPProgram, not to exceed 24matriculated NP students. NP faculty-to-student ratio foroversight of clinical learningnot to exceed a ratio of 1:8within the NP program’sfaculty workload formula.Required Evidence for Faculty Resources: Overall faculty workload and method for determining facultyworkload for all clinical and non-clinical education. Examples offormulas for determining faculty workload, faculty-to-student ratio foroverall NP program, and faculty-to-student ratio for clinical oversightare shown in Appendix F.– Method used for NP program faculty-to-student ratio documentof one FTE faculty teaching in the NP program not to exceed24 matriculated NP students. NP program faculty to include allfaculty, who may or may not be NPs, who teach didactic orclinical courses. The methods used to determine sufficiency of NP faculty-to studentratio for clinical oversight not to exceed a ratio of 1:8 within the NPprogram’s faculty workload formula. Methods to determine adequate clinical oversight, supervision, andevaluation of students, preceptors, and clinical learning experiences. Description of the specific responsibilities of the faculty members whoteach in the NP program. Documentation demonstrating that all NP faculty teaching in the NPprogram have the preparation, credentialing, and current expertise tosupport the NP program curriculum.– Curriculum vitae of faculty.– Degree(s), national certification(s), and licenses or otherauthorization to practice as an NP in the state or territory of practice. Documentation of clinical practice for faculty teaching in diagnosisand management or clinical courses.29 Standards for Quality Nurse Practitioner EducationDocumentationPresent - if yescccccccccccccc
CriterionDocumentationCriterion II.C. The NP programhas sufficient human capital,including appropriatelyqualified faculty, preceptors,and staff, to provide quality NPeducation. This is to include: One full-time equivalent (FTE)faculty teaching in the NPProgram, not to exceed 24matriculated NP students. NP faculty-to-student ratio foroversight of clinical learningnot to exceed a ratio of 1:8within the NP program’sfaculty workload formula. Documentation that all non-NP faculty teaching in the NP programhave the preparation, credentialing, and current expertise to supportthe NP program.– Curricula vitae of faculty who teach in the NP program.– Degree(s), authorization to practice by the state, and nationalcertification(s) as applicable. Development opportunities to support faculty in the role, such asstudent assessment, evaluation, learning, teaching modalities, andadvances in health care. Formal orientation and mentoring of all newly hired NP faculty andthose individuals new to teaching.Required Evidence for Clinical Preceptors: Number and qualifications of clinical preceptors to facilitate students’clinical learning experiences in the population foci of the program. Documentation of formal orientation for new preceptors, which canbe written, verbal, virtual, or face-to-face. Communication between faculty and clinical preceptors regardingcourse materials and demonstrated understanding of the courseobjectives, clinical hours, evaluation forms, and competencies thestudent is expected to achieve. A statement describing the specific responsibilities of theclinical preceptor. Current contractual agreements between institutions/nursingprogram and clinical preceptors and/or clinical sites where preceptorspractice and/or are employed. Documentation of clinical preceptors’ preparation and currentexpertise to support each student’s development of NP professionalrole and student achievement of expected program clinical outcomes.– Relevant biography/curriculum vitae of clinical preceptors thataddresses current qualifications.– Documentation of degree(s), unencumbered license or other stateauthorization to practice in the state or territory in which theypractice, and national certification of preceptor, including but notlimited to NP, physician, physician assistant, clinical nurse specialist,certified registered nurse anesthetists, certified nurse midwife, socialworker, or other healthcare providers.Required Evidence for Staff: Documentation of sufficient numbers of appropriately prepared staffin the following areas to support students and faculty for successfulachievement of program outcomes:– Administrative– Clinical placement– Instructional design– Technology30 Standards for Quality Nurse Practitioner EducationDocumentationPresent - if yescccccccccccccccccc
CriterionDocumentationCriterion II.D. The NPRequired Evidence: Documentation of services available to NP students, including:program provides access to– Financial aidcomprehensive academic– Counselingsupport services that facilitate– Writing instruction and supportquality education by addressing– Health and wellnessstudent needs and challenges– Academic advisementto timely progression and– Technology usegraduation from the NPprogram, regardless of delivery Mechanisms to allow for safe reporting on such topics as bias, hostility,and discrimination.modality.Criterion II.E. The NP programhas sufficient learning resourcesto facilitate quality didacticand clinical experiences for NPstudents to achieve programoutcomes, attain national NPcompetencies for the role andpopulation, and ensure timelycompletion of the NP program,regardless of delivery modality.Required Evidence: Library and/or resources to support students and faculty to achievethe program outcomes. Documentation that simulation resources used are in alignment withnational best practices or standards identified by the NP programincluding:– Preparation of faculty/staff to facilitate simulation.– Physical and fiscal resources to support the use of simulation, suchas standardized patients, supporting technology, and equipment. Documentation of learning resource technology and support for itsuse, including electronic clinical logs/encounters and e-portfolios.Criterion II. F. The NP program Required Evidence:has access to sufficient Facilities, equipment, and supplies available and accessible toinstitutional physical resourcesfaculty, students, and staff to support quality education experiences,that support quality educationalregardless of program delivery modality.experiences for NP students toachieve program outcomes andtimely completion of the NPprogram regardless of deliverymodality.Criterion II. G. The programsecures clinical sites andpreceptors to ensure studentsenrolled in clinical courses haveexperiences to meet learningobjectives and demonstrateexpected course competencieswith timely completion of theNP program. The NP students’clinical placements are alignedwith the program role andpopulation focus. Facultyassess and approve all clinicalplacements for appropriatenessfor meeting course objectives,including those sites andpreceptors identified by thestudents or others.Required Evidence: Sufficient number of appropriate clinical placement sites to supportenrolled students’ direct care clinical experiences and learningoutcomes for the population foci and timely completion of theNP program. Documentation of the faculty role in ensuring clinical placement ofstudents and oversight to ensure appropriateness of clinical sites,preceptors, and experiences. Documentation of the faculty communications/meetings withpreceptor(s) regarding the expectations for the student experienceand assessment of student progression.31 Standards for Quality Nurse Practitioner EducationDocumentationPresent - if yesccccccccccccccc
III. CurriculumStandard: The NP program curriculum contains all educational experiences that facilitate expected outcomes of NP graduates.The NP faculty designs, reviews, revises, and evaluates the curriculum to maintain current relevancy and meet national standards.The curriculum addresses competencies, as delineated by specialty nursing organizations, NP organizations, and nursingeducation organizations, to promote student achievement of learning and program outcomes. The curriculum establishes thedepth and breadth of requisite knowledge and skills for student success in the NP program as demonstrated through NP studentlearning experiences, testing, and overall evaluation.CriterionDocumentationCriterion III. A. The NPprogram prepares graduatesto meet education eligibilityrequirements for authorizationto practice in one (or more)states and for one (or more)national NP certificationexaminations that correspondwith the role and populationfocus of the NP program.Required Evidence: Written statement listing specific NP role and populationfocused certifications for which graduates are eligible to apply ispublished, at a minimum, in the university or college catalog andNP program website.Criterion III.B. The NP facultyhave input into admissioncriteria for each NP populationfocused track and degree/certificate program.Required Evidence: Documentation that NP faculty are providing input into admissioncriteria for the NP program and/or tracks. Admission criteria for the NP program and/or individual populationfocused tracks that differ from the overall school of nursing graduatedegree program are clearly defined, explained, and accessibleto the public.Criterion III.C. The NPfaculty provide input for anyprogression and completioncriteria specific to the NPpopulation focused track.Required Evidence: Documents affirming that NP faculty provide input into progressionand completion criteria specific to the NP program and/or tracks. Student progression and completion criteria, including the overallgraduate degree program and programmatic differences unique tothe NP program or the population focused tracks. Criteria for full-time, part-time, and postgraduate study as pertinent. Faculty-designed plans for students to address content masterydeficiencies that adversely affect student progression.Criterion III.D NP facultyprovide input to thedevelopment, implementation,evaluation, and revision of theentire curriculum, including thegraduate nursing core courses,APRN core courses, and NPpopulation focused courses.Required Evidence: Formal committee minutes documenting that NP faculty aredeveloping, evaluating, and revising the curriculum. Lists of resources used, including professional standards,competencies, and guidelines.32 Standards for Quality Nurse Practitioner EducationDocumentationPresent - if yesccccccccc
CriterionDocumentationCriterion III.E. The NPRequired Evidence:curriculum provides the student Description of NP curriculum that provides the student broadeducational preparation and follows current nationally recognizedbroad-based, comprehensivestandards and competencies for advanced-level nursing education,graduate educationalNP role preparation, and population focus preparation.preparation for the role Nationally recognized NP education standards and competencyand at least one populationdocuments used for the development of the curriculum components,focused area of study. Thewhich should include:curriculum is consistent with– Advanced-level nursing competencies.and meets national standards/– Separate APRN graduate core courses in advanced healthcompetencies for graduateassessment, advanced physiology/pathophysiology, andlevel nursing education, APRNadvanced pharmacology.education, NP specific role, and– NP core role competencies.population focused education– NP population focused competencies.(See Appendix B).Criterion III.F. The NPcurriculum includesinterprofessional educationalexperiences (IPE).Criterion III.G. The NP programprepares students withnationally recognized patientcare competencies, at thebeginning advanced-practicelevel, through faculty-guidedlearning experiences prior tobeginning the direct patientcare hours defined in III.H.Required Evidence: Curriculum plan that demonstrates how the program preparesgraduates with nationally recognized interprofessional (IP)education competencies. Curriculum plan that includes NP students’ didactic and/or clinicalexperiences with other health professions students. Student logs, reflections, and evaluation of learning experiences thatdemonstrate integration of IP experiences or documentation of IPscholarly work.Required Evidence: Documentation that illustrates how the curriculum prepares studentswith the expected Domain 1, Patient Care for Time 1, CommonAdvanced Practice Registered Nurse Doctoral-Level Competencies(AACN, 2017; See Appendix C).33 Standards for Quality Nurse Practitioner EducationDocumentationPresent - if yesccccccccc
CriterionDocumentationCriterion III.H. The NPRequired Evidence: Description of courses that show distribution of direct patientpopulation focused track has acare clinical hours in each course and the area(s) of practice orminimum of 750 direct patientpopulation(s) being addressed in each course that prepare thecare clinical hours to preparegraduate with the nationally recognized NP and populationthe graduate with competenciesfocused competencies.for full scope of NP population Faculty review of students’ clinical encounters for breadth, depth,focused practice.and type to ensure students have experiences across the role andDirect patient care clinicalpopulation focus.hours may include student Description and expected outcomes of telehealth and global healthprovision of care delivered toexperiences if those hours are included in the direct patient care total.the patient through telehealthand global health experiences.Simulation is not direct patientcare, and these hours may notbe included in the 750 directpatient care total. Time spentattaining the competenciesaddressed in Criterion III.G arenot included in the 750 directpatient care clinical hours.Criterion III.I. The NPcurriculum reflects appropriatecourse sequencing and theintegration of populationfocused didacticand clinical courses withcontinuous progressionthroughout the program.The NP curriculum requiresthat students successfullycomplete the three APRNcore courses (advancedhealth assessment, advancedphysiology/pathophysiology,and advanced pharmacology)prior to progressing to theNP population courseworkthat focuses on diagnosis andmanagement ofhealth problems.Required Evidence: The full- and part-time program of study including didactic and clinicalcourses designed with a logical course sequencing and prerequisitesto promote achievement of APRN, NP role, and population focuscompetencies across the curriculum (See Appendix B). Program of study with advanced-level nursing core courses precedingor simultaneous with the direct care NP and population focusedcourses and clinical experiences as evidenced in the program of study. Documentation that the three APRN core courses (advanced healthassessment, advanced physiology/pathophysiology, and advancedpharmacology) precede NP population coursework that focuses ondiagnosis and management of health problems (i.e., notconcurrent with). Clinical placements aligned with the student’s program of study toprovide learning opportunities for meeting course andprogram objectives. Curriculum map of overall NP program and individual tracks. Plan for student progression and timely completion following a breakin the program of study.34 Standards for Quality Nurse Practitioner EducationDocumentationPresent - if yescccccccc
CriterionDocumentationCriterion III.J. The program ofstudy includes a concentrated/immersive clinical practiceexperience near the end ofthe program that preparesgraduates for the full scopeof NP practice. The immersiveexperience focuses on allaspects of the NP role anddemonstrates integrationof program competenciesinto practice. Direct patientcare hours included in theconcentrated experience maybe included in the 750 directpatient care clinical hoursdescribed in Criterion III.H.Required Evidence: Curriculum plan that demonstrates course sequencing that includesconcentrated clinical practice experience near the end of the program. Process for assigning, tracking, and evaluation of the concentratedclinical placements.Criterion III.K. The NPprogram’s use of simulation,which follows national bestpractices and/or standardsidentified by the NP program,and supports student learning,competency development, andevaluation. Simulation is notincluded in the minimum directpatient care hours.Required Evidence: Examples of simulation activities to support competencydevelopment and evaluation. Examples of methods used for briefing and debriefing studentlearning that meet national best practices. Identification of national best practices and/or standards used toinform NP program simulation.Criterion III.L. The NP programis supported by academicpractice partnerships toprovide a strong foundation forcurriculum development and toinform clinical experiences.Required Evidence: Formal partnership agreements. Description of the NP program’s and practice partners’ engagement indelivery of service, research, and/or education. Minutes and/or reports of collaboration by academic and practicepartners to design, implement, and evaluate the curriculum andstudent experiences.Criterion III.M. Dual-trackRequired Evidence:programs prepare the graduates Formal institution-approved dual-track program of study.to meet the required outcome Cross walk of both didactic and clinical courses to determine thecriteria for two NP populationcommon or overlapping content, course(s), competencies, and clinicalfoci and the educationalexperiences to meet the outcomes for each of the two NP populationrequirements for two nationalfoci (See Appendix D).NP certifications correspondingto the NP role (acute or primarycare) and each population foci.35 Standards for Quality Nurse Practitioner EducationDocumentationPresent - if yescccccccccc
CriterionDocumentationCriterion III.N. Post-graduateNP certificate program preparesgraduates to meet the sameend-of-program outcomes asthe degree granting programincluding the educationrequirements for national NPcertification examinations thatcorrespond to the role andpopulation focus of the postgraduate certificate. The postgraduate NP certificate programmust: Meet the institution’srequirements for granting apost-graduate certificate. Include for each student aformal gap analysis of pastgraduate education (didacticand clinical hours andcourses) to determine theadditional didactic coursesand faculty supervisedclinical hours to meet theNP program outcomes. Ata minimum, a total of 750direct patient care clinicalhou
25 Standards for Quality Nurse Practitioner Education Appendix A: Criteria for Evaluation of Nurse Practitioner Programs . Evidence Checklist . The checklist provides a mechanism for documenting that criteria have been met and the required documentation provided. This . form is provided as one example of a tool for tracking.
