The accreditation of nursing education in Australia

Abstract

This paper aims to explore and discuss the role that ANMAC and the accreditation standards play in pre-registration nursing education nationally. The context of the discussion is situated in the continuum of events that mark the accreditation of nursing education in Australia. The National Registration and Accreditation Scheme has given rise to significant challenges related to the accreditation of nursing programs of education in Australia. Given the importance of accreditation to the quality of nursing education, ANMAC in its appointed role as accrediting authority, must fill the position rather than occupy it. Enhancing transparency and effectiveness is central to ensuring accreditation facilitates quality in nursing education. Given ANMAC's key position, further work is needed in developing a broad base of expertise by fostering scholarly output in the substantive area of nursing accreditation. There is a concerning lack of research centred on the accreditation of programs of nursing education along with the processes associated with it. This problem is not restricted to the Australian context but also extends internationally. In this context, the expertise of accreditors ought to be questioned along with the processes ANMAC use to identify individual capability. As such, the transparency of selecting experts needs to be articulated clearly by ANMAC along with the ownership of facilitating a research culture into accreditation. The National Registration and Accreditation Scheme has given rise to significant challenges related to the accreditation of nursing programs of education in Australia. Given the importance of accreditation to the quality of nursing education, ANMAC in its appointed role as accrediting authority, must fill the position rather than occupy it. Enhancing transparency and effectiveness is central to ensuring accreditation facilitates quality in nursing education. Given ANMAC's key position, further work is needed in developing a broad base of expertise by fostering scholarly output in the substantive area of nursing accreditation.There is a concerning lack of research centred on the accreditation of programs of nursing education along with the processes associated with it. This problem is not restricted to the Australian context but also extends internationally. In this context, the expertise of accreditors ought to be questioned along with the processes ANMAC use to identify individual capability. As such, the transparency of selecting experts needs to be articulated clearly by ANMAC along with the ownership of facilitating a research culture into accreditation.

Dedicated Education Unit is a cost-effective clinical education model for undergraduate nursing programs

“…(1) In the nursing context, the traditional model of clinical instruction predominates and, in many cases, has remained unchanged for decades. (2)(3)(4)(5) Although this model had been enough for decades, recent trends in education, health systems, and care of patients require that nursing education programs investigate innovative clinical teaching models to ensure optimal student preparation for practice. (6)(7)(8) In this context, there is evidence that the clinical education model promotes a better development of skills, knowledge and socialization.…”

“…(1) The clinical education model is based on patient's total care experiences, permeating a project of learning activities and adequate skills at undergraduate level. (3,4,(10)(11)(12) Although there is evidence evaluating various clinical education models for nursing undergraduate students, no attention has been given to the cost-effectiveness ratio of these models. Thus, there is a clear need for a complete cost-effectiveness assessment to examine the effectiveness of different models of clinical education, considering their costs and providing the best evidence available, so that managers of education organizations can choose the model that best fits in their financial scope.…”

Does university prepare students for employment? Alignment between graduate attributes, accreditation requirements and industry employability criteria

“…Data was sourced from the Rules for Accreditation and Accreditation Standards for Psychology Courses (APAC, 2010). The Australian Nursing and Midwifery Accreditation Council (ANMAC) is the accrediting authority for nursing and midwifery programs of study (Ralph, Birks, & Chapman, 2015). Data was sourced from the Registered Nurse Accreditation Standards (ANMAC, 2012).…”

The value of a perioperative nurse

“…The value of a perioperative nurse I was not drawn to perioperative nursing because of a love of surgery [1][2][3][4] (though this was something I had, and still have). And it wasn't a love of the changing nature of the environment [5][6][7][8] (even though this too was a factor) or the sheer spectacle of the perioperative environment [9][10][11] (although I did find it alluring). It was, in fact, because of a situation I witnessed years ago when a terrified young woman faced the prospect of surrendering her dignity, her control and her self to the surgical team.…”