National Nurse Practitioner Residency and Fellowship

Training Consortium’sAccreditation Program

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; 7 more committed to apply by July 2017

History of NNPRFTC

Accreditation DefinedExternal, 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

USDE Accreditation Process6 Major Steps

Standard 1: Mission, Goals and ObjectivesStandard 2: CurriculumStandard 3: EvaluationStandard 4: Program EligibilityStandard 5: AdministrationStandard 6: OperationsStandard 7: StaffStandard 8: Postgraduate Trainee Services

NNPRFTC’s Standards Driving Excellence in Program Design

Accreditation Process

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

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

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

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

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?

Standard 2 Curriculum5 Required Elements and 8 Competencies

Elements1. 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.

Competencies1. 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.

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?

Standard 3 Evaluation/Assessment11 Required Elements and 5 Components

11 Evaluation Elements

Institutional performanceProgrammatic performanceTrainee 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.

Accreditation Anchors Excellence

Contact info:

Candice S. Rettie, PhD – Executive DirectorCandice.rettie@nppostgradtraining.comOffice: 202-780-9651Twitter: @nppostgradwww.nppostgradtraining.com