NEW PALTZ — SUNY New Paltz’ degree programs in nursing have been accredited by the Board of Commissioners of the Commission on Collegiate Nursing Education.
“It’s very prestigious to be affirmed by this accrediting arm of the American Association of Colleges of Nursing,” said Ellen Abate, the director of the New Paltz Nursing Program, who holds a doctorate in nursing from Teachers College, Columbia University. “This means that our programs maintain standards of quality and have proven their effectiveness.”
At a September 22 meeting, the Board granted the university’s bachelor’s degree program in nursing accreditation until 2010, and the master’s degree program accreditation until 2005. New Paltz will develop for the CCNE a continuous improvement progress report for each degree program, and in the spring of the year of its accreditation expiration, each program will be evaluated on site.
“We are extremely pleased that we got an excellent review from the Commission and that we have accreditation for both of these strong programs,” said SUNY New Paltz Provost David Lavallee. During a thorough on-site evaluation conducted in mid-April, “The group commented very favorably on the nursing faculty and curriculum, and was impressed by the faculty and students’ accomplishments that they reviewed as well,” he said.
Officially recognized by the U.S. Secretary of Education as a national accreditation agency, the CCNE improves public health by ensuring the quality and integrity of undergraduate and graduate education programs preparing students to become effective nurses. The SUNY New Paltz Nursing Department was previously accredited by the National League for Nursing.
The SUNY New Paltz Department of Nursing offers an upper-division bachelor of science degree program in nursing. It serves transfer students who have an associate’s degree in nursing and hospital-trained RNs with no prior college credits who meet the requirements of the Diploma-to-Degree program.
The Department of Nursing also offers an accredited master of science in nursing degree program with concentrations in gerontology and family care. This 42-credit program is designed to provide students who have an undergraduate nursing degree with an academic and clinical education which prepares them for the specialty practice role of clinical nurse specialist, nurse educator or nurse administrator. This program is also designed to provide a foundation for post-master and doctoral studies in nursing.
“Increasingly the discipline of nursing recognizes family nursing practice as a specialty, and preparing graduate students to deal with family systems is important as we consider the major societal changes that have occurred in health care, such as the shift from hospital to outpatient or home care,” said Abate. “Families are now in the forefront of many healthcare decisions and our graduates are prepared to help them deal with this new role.”
According to the American Association of Colleges of Nursing, CCNE standards are as follows:
(1) PROGRAM QUALITY: MISSION AND GOVERNANCE The mission, philosophy, and goals/objectives of the program should be congruent with those of the parent institution, should reflect professional nursing standards and guidelines, and should consider the needs and expectations of the community of interest. The faculty and students of the program should be involved in the governance of the program and in the ongoing efforts to improve program quality.
(2) PROGRAM QUALITY: INSTITUTIONAL COMMITMENT AND RESOURCES The parent institution demonstrates ongoing commitment and support. The institution makes available resources to enable the program to achieve its mission, philosophy, goals/objectives and expected results. The faculty, as a resource of the program, enables the achievement of the mission, philosophy, goals/objectives and expected results of the program.
(3) PROGRAM QUALITY: CURRICULUM AND TEACHING-LEARNING PRACTICES The curriculum is developed in accordance with clear statements of expected results derived from the mission, philosophy and goals/objectives of the program with clear congruence between the teaching-learning experiences and expected results. The environment for teaching, learning and evaluation of student performance fosters achievement of the expected results by the students.
(4) PROGRAM EFFECTIVENESS: STUDENT PERFORMANCE AND FACULTY ACCOMPLISHMENTS The program is effective in fulfilling its mission, philosophy, goals/objectives and expected results. Satisfactory student performance reflects achievement of the expected results by the students in congruence with the mission, philosophy and goals/objectives of the program as well as with professional nursing standards and guidelines. Alumni satisfaction and the accomplishments of graduates of the program attest to the effectiveness of the program. Faculty accomplishments in teaching, scholarship, service and practice are congruent with the mission, philosophy and goals/objectives of the program and with professional nursing standards and guidelines. Program effectiveness reflects ongoing improvement. Program integrity is reflected in documents and publications concerning the program.
For additional information on the Nursing Department, see its web site at http://www.newpaltz.edu/nursing, or call Abate at 845-257-2963. For more on the CCNE, see the American Association of Colleges of Nursing web site at http://www.aacn.nche.edu.