Why Criteria for Successful Completion Matter.

American Nurses Credentialing Center (ANCC) educational design requirements include determination of the criteria learners need to meet in order to earn contact hours for participation in an activity. This column explores the purpose for that requirement, how the determination is made, how information is shared with learners, and how the plan is implemented in the context of the educational activity. [J Contin Educ Nurs. 2021;52(9):400-401.].

Professional Development Associate: Resource Update.

Data from a 2017 survey of the Association for Nursing Professional Development members informed the development of resources to support the role of the professional development associate. Competency-based educational programming, a position description and evaluation templates, and other professional development resources were developed in response to this need. A follow-up survey in 2019 validated the need for continued support of this vital role in professional development departments.

The Professional Development Associate: A Key Role in Professional Development Departments.

The professional development associate is a key player in the effective and efficient functioning of a professional development department. This article describes the role as defined by the Association for Nursing Professional Development, provides examples of how the role enhances quality of departmental operations, and identifies resources to support the continual professional development of this individual. [J Contin Educ Nurs. 2020;51(9):394-396.].

Measuring Activity and Department/Provider Unit Outcomes.

Evaluation relates to both activity and departmental goals. Differentiating these two types of evaluation and implementing them appropriately is a critical role of nursing professional development practitioners. [J Contin Educ Nurs. 2019;50(6):245-247.].

Professional Development Associate: Results of a National Survey.

Although many nursing professional development departments have an individual functioning in the professional development associate position, the role has never been formally described. To develop role clarity, a survey of 521 individuals was conducted to determine the extent of the role, responsibilities, and requirements of professional development associates. The survey indicates that standardization of titles, responsibilities, and competencies is needed. Strengthening the professional development associate role is vital to maintaining quality and efficiency and improving outcomes of professional development departments.

Analyzing Gaps to Design Educational Interventions.

This article addresses how nursing professional development practitioners can meet educational design criterion 1 in the American Nurses Credentialing Center Primary Accreditation process and standards 1 and 2 in the Association for Nursing Professional Development Scope and Standards of Practice. J Contin Educ Nurs. 2018;49(1):4-6.

What's in a Word? Understanding Terms in Continuing Nursing Education and Professional Development.

Terminology used in the field of continuing nursing education and nursing professional development can be confusing. This article defines common terms and explains the importance of their correct usage. J Contin Nurs Educ. 2018;49(1):19-25.

Using the ARCC Model to Implement the 2015 ANCC COA Criteria: A North Carolina Public Health Nursing Project.

In July 2015, the American Nurses Credentialing Center's Commission on Accreditation released updated criteria for continuing nursing education, including updates to the Education Design Process. The primary nurse planner in the Public Health Nursing Approved Provider Unit in North Carolina's Division of Public Health applied the advancing research and clinical practice through close collaboration model and quality improvement strategies to facilitate the adoption and implementation of the 2015 criteria. This article describes an innovative approach to implementation using an evidence-based practice model and quality improvement tools and provides data regarding nurse planners' knowledge of accreditation criteria and role comfort during the first 6 months of implementation. J Contin Educ Nurs. 2017;48(11):501-507.

Creating a Path: How Mentoring Can Help.

Mentoring exists in formal and informal processes in many areas of nursing practice. This article explores the mentoring relationship between the two editors of this column. J Contin Educ Nurs. 2017;48(5):201-202.

Awarding Credit for Outcomes-Based Professional Development.

The American Nurses Credentialing Center is embarking on a pilot project designed to award credit to RNs for achievement of outcomes-based professional development activities, regardless of time spent in the endeavor. This article explores the value of this approach in the current health care environment. J Contin Educ Nurs. 2017;48(3):97-98.

The Evolving Role of A Nurse Planner.

Nurse planner roles and responsibilities for educational activities have changed over time from the logistical management of an activity to completing documentation for contact hours to being a key player in the entire educational design process. This article explores the current expectations of a nurse planner for a continuing education activity. J Contin Educ Nurs. 2016;47(10):437-439.

The Critical Role of the Continuing Education Specialist.

Continuing education departments are charged with the responsibility of developing, implementing, and evaluating education that improves the practice of nursing and enhances the professional development of the nurse. This article addresses the importance of the continuing education (CE) Specialist in supporting this work. J Contin Educ Nurs. 2016;47(11):482-483.

Ditch The Verb List!?

For many years, one of the mainstays of continuing education has been the development and documentation of objectives to identify the behavioral expectations of learners. However, recent changes to American Nurses Credentialing Center Accreditation Program criteria shift the focus from objectives to outcomes. Implications for providers are addressed in this article.

How to Write an Outcome Statement.

Educators within the health professions are increasingly asked to demonstrate outcomes of educational interventions. Within academia and clinical practice, educators are expected to measure, monitor, and, in many cases, report outcomes of their work. As continuing education transitions to a more deliberate emphasis on outcomes, common questions include how to identify and measure outcomes and how to write an outcome statement. This article will focus on how to write an outcome statement.