ACEN accreditation perspectives: Distance education.

Many nursing programs implemented the use of distance education in response to the COVID-19 pandemic. Faculty must consider the mission of the governing organization and the fiscal, physical, technological, and learning resources available while ensuring the quality of the education being provided when using any type of distance learning method of delivery. The purpose of this article is to discuss how selected 2017 ACEN Accreditation Standards and Criteria can assist the faculty in ensuring quality nursing education in distance education methods of delivery.

Responding to the pandemic: Nursing education and the ACEN.

The purpose of this article is to provide an overview of some of the ways in which nursing education programs and the Accreditation Commission for Education in Nursing (ACEN) adapted to the challenges of the COVID-19 pandemic. Although the longer-term impacts of the pandemic cannot be known, it is clear that nurse educators rose to the challenge of educating nurses during a pandemic through rapid implementation of innovative teaching strategies and student support. The article also provides some guidance for ACEN-accredited nursing education programs regarding substantive changes that may be permanently implemented as a result of what programs learned during the pandemic.

International Nursing Program Accreditation.

The Accreditation Commission for Education in Nursing (ACEN) is committed to being a supportive partner in strengthening the quality of nursing education for all levels of nursing programs domestically and internationally. With a longstanding history of accreditation dating back 66 years, the ACEN accredited its first international program in 2004 adding international accreditation to its repertoire. Recognizing geographic, cultural, and national differences, the ACEN common core of Standards and Criteria equip faculty with autonomy to embrace unique attributes of their programs regardless of location, culture, and nationality. Further, the ACEN review process fosters self-evaluation, peer review, and the promotion of educational equity, access, and mobility. As a result, the number of international nursing programs pursuing and attaining accreditation with the ACEN has increased thus validating the inclusiveness and relevance of the ACEN Standards and Criteria. The purpose of this article is to highlight ways in which ACEN Standards and Criteria apply to domestic and international nursing programs.

Development and psychometric testing of the Nursing Student Satisfaction Scale.

AIM: The purpose of this study was to develop an instrument with rigorous psychometric properties to comprehensively measure nursing student satisfaction and to identify areas for nursing program enhancement. BACKGROUND: Measures of program quality are frequently designed to demonstrate to professional groups that the educational program will prepare graduates for success in a rapidly changing world. METHOD: This was a longitudinal methodological study.The Nursing Student Satisfaction Scale (NSSS) was used to gather students' perceptions of satisfaction with a nursing program at a university. RESULTS: In total, 303 nursing students enrolled in the final semester of the associate degree in nursing program participated in the study. Psychometric evaluation of the NSSS included content validity, item analysis for internal consistency reliability, and construct validity. CONCLUSION: The NSSS demonstrated sound psychometric properties through the pilot test and the three-year longitudinal study. It provides a theory-based approach to the measurement of nursing student satisfaction.

Knowledge, attitudes, and behaviors related to HIV and AIDS among college students in Taiwan.

HIV infection rates in Taiwan have been growing at nearly 15% per year since 1997, one of the fastest rates in Asia. Little is known about the knowledge, attitudes, and sexual behaviors of college-age young adults in Taiwan. This study assessed the knowledge, attitudes, sources of HIV information, and behaviors related to HIV among college students; it also explored variables associated with the knowledge and attitudes about HIV among college students in Taiwan. Data were collected through a self-administered questionnaire from 132 Taiwanese college students enrolled in two private universities. Study results showed that fewer than half (48.5%) of the participants were aware that HIV could be spread through infected semen, and, nearly a quarter of participants believed that HIV could be contracted through mosquito bites, toilet seats, or swimming pools. Only 29.5% reported ever having had sex. This research provides additional insights that may be used to develop effective HIV prevention strategies in Taiwan.

Institutional issues in the implementation of an international student exchange program.

This article discusses institutional issues related to the development and implementation of an undergraduate student exchange program in nursing. A consortium of four universities in the United States and six nursing schools in three European countries developed an exchange program to teach a common community health module. Thirty-one students from the United States and 30 students from Europe participated in this program, which was funded by the U.S. Department of Education and the European Union. The project commenced with a 3-week meeting of faculty and students to design the 8-week exchange program and cultural preparation module. This article describes institutional issues related to the project. Academic issues, nonacademic issues, and exchange procedures are presented. The extended meeting of faculty and students that occurred early in the funding period was critical to this program's success.