Commission on Collegiate Nursing Education: Effective January 1, 2025

Preparing CCNE accreditation requires nursing programs to collect, organize, and present clear evidence of curriculum delivery, student learning experiences, and outcomes across programs and tracks. Exxat Prism provides a centralized platform that enables programs to systematically store, manage, and share this information with relevant stakeholders throughout the accreditation lifecycle.

By consolidating clinical placements, direct care experiences, evaluations, and assessment data in one secure system, Exxat Prism helps programs maintain accurate, audit-ready documentation aligned with CCNE expectations. The platform supports collaboration among faculty, clinical coordinators, administrators, and accreditation teams, ensuring that evidence is consistently accessible, up to date, and easily reportable.

This document outlines how Exxat Prism can be leveraged to support key CCNE accreditation requirements by streamlining evidence collection, improving visibility into program outcomes, and reducing the administrative burden associated with accreditation preparation.

Standard I - Program Quality: Mission and Governance

The mission, goals, and expected program outcomes are congruent with those of the parent institution, reflect professional nursing standards and guidelines, and consider the needs and expectations of the community of interest. Policies of the parent institution and nursing program clearly support the program’s mission, goals, and expected outcomes. The faculty and students of the program are involved in the governance of the program and in the ongoing efforts to improve program quality.

Key Elements I-A

The mission, goals, and expected program outcomes are:

• congruent with those of the parent institution; and

• reviewed periodically and revised as appropriate.

Elaboration: The program’s mission, goals, and expected program outcomes are written and accessible

to current and prospective students, faculty, and other constituents. Program outcomes include student

outcomes, faculty outcomes, and other outcomes identified by the program. The mission may relate

to all nursing programs offered by the nursing unit, or specific programs may have separate missions.

Program outcomes are clearly differentiated by level when multiple degree/certificate programs exist.

Expected program outcomes may be expressed as competencies, objectives, benchmarks, or other

terminology congruent with institutional and program norms.

There is a defined process for periodic review and revision of program mission, goals, and expected

program outcomes that has been implemented, as appropriate.

Navigation: Dashboard → Program Details → Setup

Key Elements I-B

The mission, goals, and expected program outcomes are consistent with relevant professional

nursing standards and guidelines for the preparation of nursing professionals.

Elaboration: The program identifies the professional nursing standards and guidelines it uses. CCNE

requires the following components of The Essentials: 

1. Core Competencies for Professional Nursing Education (Essentials) (AACN, 2021):
   • The 10 “Domains for Nursing” (Essentials, pp. 10-11);
   • The 8 “Concepts for Nursing Practice” (Essentials, pp. 11-14); and
   • The 45 “Competencies” (numbered 1.1 through 10.3 and organized by Domain, Essentials, pp. 27-54).
2. A program selects additional standards and guidelines (or components thereof) that are current and relevant to program offerings.
3. A program preparing students for certification incorporates professional standards and guidelines appropriate to the role/area of education. 
4. 8 COMMISSION ON COLLEGIATE NURSING EDUCATION
   • A program with APRN tracks prepares students for one of the four APRN roles and in at least one population focus, in accordance with the Consensus Model for APRN Regulation: Licensure, Accreditation, Certification and Education (July 2008).

Navigation: Dashboard → Program Details → Standards

Key ELements I-F

Academic policies of the parent institution and the nursing program are congruent and support

achievement of the mission, goals, and expected program outcomes. These policies are:

• fair and equitable;

• published and accessible; and

• reviewed and revised as necessary to foster program improvement.

Elaboration:  Academic policies include, but are not limited to, those related to student recruitment, admission, retention, clinical requirements, and progression. Policies are written and communicated to relevant constituencies. Policies are implemented consistently. Differences between the nursing program policies and those of the parent institution are identified and support achievement of the program’s mission, goals, and expected outcomes. A defined process exists by which policies are regularly reviewed. Policy review occurs, and revisions are made as needed.

Navigation: Dashboard → Students → Setup → Resources

Navigation: Dashboard → Faculty and staff → Setup → Resources

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Standard II - Program Quality: Institutional Commitment and Resources

The parent institution demonstrates ongoing commitment to, and support for, the nursing program. The institution makes resources available to enable the program to achieve its mission, goals, and expected outcomes. The faculty and staff, as resources of the program, enable the achievement of the mission, goals, and expected program outcomes.

Key Elements II-C

Clinical sites enable the program to fulfill its mission, goals, and expected outcomes. Adequacy of clinical sites is reviewed periodically, and resources are modified as needed. 

Elaboration: The program is responsible for providing adequate clinical sites. Clinical sites are sufficient, appropriate, and available to achieve the program’s mission, goals, and expected outcomes. The program provides students with information regarding the responsibilities of the program and, if any, the expectations of the student in identifying clinical sites. 

A defined process is used to determine currency, availability, accessibility, and adequacy of clinical sites, and modifications are made as appropriate

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Key Elements II-F

Faculty are:

• sufficient in number to accomplish the mission, goals, and expected program outcomes;
• academically prepared for the areas in which they teach; and 
• experientially prepared for the areas in which they teach. 

Elaboration: The faculty (full-time, part-time, adjunct, tenured, non-tenured, or other) for each degree and post-graduate APRN certificate program are sufficient in number and qualifications to achieve the mission, goals, and expected program outcomes. The program defines faculty workloads. Faculty to-student ratios provide adequate supervision and evaluation and meet or exceed the requirements of regulatory agencies. For nurse practitioner tracks, the recommended faculty-to-student ratio for indirect faculty supervision, which may include clinical coordination, engagement with preceptors and clinical partners, and monitoring and evaluating student progress, is 1:8. COMMISSION ON COLLEGIATE NURSING EDUCATION 13 Faculty are academically prepared for the areas in which they teach. Academic preparation of faculty includes degree specialization, specialty coursework, or other preparation sufficient to address the major concepts included in courses they teach. Faculty teaching didactic in the baccalaureate, master’s, DNP, and/or post-graduate APRN certificate program(s) have a graduate degree. Faculty teaching clinical in the master’s, DNP, and/or post-graduate APRN certificate program(s) have a graduate degree. Faculty teaching clinical in the baccalaureate program hold a graduate degree; however, any faculty teaching clinical in the baccalaureate program who do not hold a graduate degree: 

• hold a baccalaureate degree in nursing;
• have significant clinical experience;
• are enrolled in a graduate program or are otherwise qualified (e.g., have completed relevant graduate-level courses or continuing education units, hold relevant national certification) for the clinical area(s) in which they teach; and
• have purposeful engagement with and formal oversight by a graduate-prepared faculty member.

Faculty teaching clinical are experienced in and maintain clinical expertise in the relevant clinical area. Clinical expertise may be maintained through clinical practice or other means. Faculty teaching in advanced practice clinical courses meet certification and practice requirements as specified by the relevant regulatory and specialty bodies.

Faculty who are nurses hold a current RN or APRN license. Faculty who oversees an APRN track are nationally certified in the same population-focused area of practice in roles for which national certification is available. Exceptions may include a family nurse practitioner with significant experience caring for the adult population who oversees an adult-gerontology primary care nurse practitioner track, an adult acute care nurse practitioner who oversees an adult-gerontology acute care nurse practitioner track, an adult nurse practitioner who oversees an adult-gerontology primary care nurse practitioner track, and a nationally certified psychiatric/mental health clinical nurse specialist who oversees a psychiatric/mental health nurse practitioner track.

Enhancements:

• Report to capture the faculty information like educational degrees, area of specialization, using the custom report

Navigation: Dashboard → Faculty and staff → Select a faculty → Profile

Navigation: Dashboard → Faculty and staff → Select a faculty → Associations

Key Elements II-G

Preceptors (e.g., mentors, guides, coaches), if used by the program as an extension of faculty, are academically and experientially qualified for their role. This key element is not applicable to a degree or certificate program that does not use preceptors. 

Elaboration: The roles and performance expectations for preceptors with respect to teaching, supervision, and student evaluation are:

• clearly defined and communicated to preceptors;
• congruent with the mission, goals, and expected student outcomes;
• congruent with relevant professional nursing standards and guidelines; and
• reviewed periodically and revised as appropriate. 

Preceptors have the expertise to support student achievement of expected outcomes. The program is responsible for evaluating the performance of preceptors.

Standard III - Program Quality: Curriculum and Teaching Learning Practices

The curriculum is developed in accordance with the program’s mission, goals, and expected student outcomes. The curriculum reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. Teaching-learning practices are congruent with expected student outcomes. The environment for teaching-learning fosters achievement of expected student outcomes.

Key Elements III-A

The curriculum is developed, implemented, and revised to reflect clear statements of expected

student outcomes that:

• Are congruent with the program’s mission and goals;

• Are congruent with the roles for which the program is preparing its graduates; and

• Consider the needs of the program–identified community of interest.

Elaboration: Curricular objectives (e.g., course, unit, and/or level objectives or competencies as identified by the program) provide clear statements of expected learning that relate to student outcomes. Expected outcomes relate to the roles for which students are being prepared.

Navigation: Dashboard → Curriculum Mapping

Key Elements III-B

Baccalaureate curricula are developed, implemented, and revised to reflect relevant professional nursing standards and guidelines, which are clearly evident within the curriculum and within the expected student outcomes (individual and aggregate). This key element is not applicable if the baccalaureate degree program is not under review for accreditation. 

Elaboration: The baccalaureate degree program incorporates professional nursing standards and guidelines (or components thereof) relevant to that program and each track offered. The program clearly demonstrates where and how content, knowledge, and skills derived from professional nursing standards and guidelines are incorporated into the curriculum. The baccalaureate degree program incorporates the following components of The Essentials: 

• Core Competencies for Professional Nursing Education (Essentials) (AACN, 2021):
•  the 10 “Domains for Nursing” (Essentials, pp. 10-11);
•  the 8 “Concepts for Nursing Practice” (Essentials, pp. 11-14); and
•  the 45 “Competencies” (numbered 1.1 through 10.3 and organized by Domain, Essentials, pp. 27-54).

Key Elements III-C

Master’s curricula are developed, implemented, and revised to reflect relevant professional nursing standards and guidelines, which are clearly evident within the curriculum and within the expected student outcomes (individual and aggregate).

This key element is not applicable if the master’s degree program is not under review for accreditation.

Elaboration: The master’s degree program incorporates professional nursing standards and guidelines (or components thereof) relevant to that program and each track offered. The program clearly demonstrates where and how content, knowledge, and skills derived from professional nursing standards and guidelines are incorporated into the curricula.

The master’s degree program incorporates the following components of The Essentials: Core Competencies for Professional Nursing Education (Essentials) (AACN, 2021):

• The 10 “Domains for Nursing” (Essentials, pp. 10-11);

• The 8 “Concepts for Nursing Practice” (Essentials, pp. 11-14); and

• The 45 “Competencies” (numbered 1.1 through 10.3 and organized by Domain, Essentials, pp. 27-54).

A master’s degree program with a direct-entry track that prepares students for RN licensure includes advanced disciplinary knowledge and clinical practice experiences beyond baccalaureate-level nursing content.

The master’s degree program, regardless of focus, includes content and practice experiences to attain disciplinary expertise in an advanced nursing practice specialty (e.g., leadership/administration, informatics, population health, nursing education) or APRN role. For example, a master’s degree program with a nurse educator track provides advanced disciplinary knowledge and experiences in addition to teaching-learning content.

APRN tracks (i.e., clinical nurse specialist, nurse anesthesia, nurse midwife, and nurse practitioner) in master’s degree programs incorporate separate comprehensive graduate-level courses to address the APRN core, defined as follows:

• Advanced physiology/pathophysiology, including general principles that apply across the lifespan;

• Advanced health assessment, including assessment of all human systems, advanced assessment

• techniques, concepts, and approaches; and

• Advanced pharmacology, including pharmacodynamics, pharmacokinetics, and pharmacotherapeutics of all broad categories of agents.

Additional APRN core content specific to the role and population is integrated throughout the other role and population-focused didactic and clinical courses.

Master’s degree programs that have a track with a direct care focus that does not prepare APRNs (e.g.,

nurse educator and clinical nurse leader) incorporate graduate-level content addressing the APRN core. 

Such tracks are not required to offer this content as three separate courses.

Key Elements III-D

DNP curricula are developed, implemented, and revised to reflect relevant professional nursing standards and guidelines, which are clearly evident within the curriculum and within the expected= student outcomes (individual and aggregate).

This key element is not applicable if the DNP program is not under review for accreditation.

Elaboration: The DNP program incorporates professional nursing standards and guidelines (or components thereof) relevant to that program and each track offered. The program clearly demonstrates where and how content, knowledge, and skills derived from professional nursing standards and guidelines are incorporated into the curricula.

The DNP program incorporates the following components of The Essentials: Core Competencies for Professional Nursing Education (Essentials) (AACN, 2021):

• The 10 “Domains for Nursing” (Essentials, pp. 10-11);

• The 8 “Concepts for Nursing Practice” (Essentials, pp. 11-14); and

• The 45 “Competencies” (numbered 1.1 through 10.3 and organized by Domain, Essentials, pp. 27-54).

A DNP program with a direct-entry track that prepares students for RN licensure includes advanced disciplinary knowledge and clinical practice experiences beyond baccalaureate-level nursing content.

The DNP program, regardless of focus, includes content and practice experiences to attain disciplinary expertise in an advanced nursing practice specialty (e.g., leadership/administration, informatics, population health, nursing education) or APRN role. For example, a DNP program with a nurse educator track provides advanced disciplinary knowledge and experiences in addition to teaching-learning content.

APRN tracks (i.e., clinical nurse specialist, nurse anesthesia, nurse midwife, and nurse practitioner) in DNP programs incorporate separate comprehensive graduate-level courses to address the APRN core, defined as follows:

• Advanced physiology/pathophysiology, including general principles that apply across the lifespan;

• Advanced health assessment, including assessment of all human systems, advanced assessment techniques, concepts, and approaches; and

• Advanced pharmacology, including pharmacodynamics, pharmacokinetics, and pharmacotherapeutics of all broad categories of agents.

Additional APRN core content specific to the role and population is integrated throughout the other role and population-focused didactic and clinical courses. Separate courses in advanced physiology/pathophysiology, advanced health assessment, and advanced pharmacology are not required for students enrolled in post-master’s DNP programs who hold current national certification as advanced practice registered nurses, unless the program deems this necessary.

DNP tracks with a direct care focus that do not prepare APRNs (e.g., nurse educator) incorporate graduate-level content addressing the APRN core. Such tracks are not required to offer this content as three separate courses.

Navigation: Dashboard → Curriculum Mapping → Curriculum Grids

Dashboard → Curriculum Mapping → Mapping Reports

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Navigation: Dashboard → Curriculum Mapping → Mapping Reports →Cumulative Report

Key Elements III-G

Teaching-learning practices:

• Support the achievement of expected student outcomes; and

• Consider the needs and expectations of the identified community of interest.

Elaboration: Teaching-learning practices (e.g., simulation, lecture, flipped classroom, case studies, service learning) in all environments (e.g., virtual, classroom, clinical experiences, distance education, laboratory) support achievement of expected student outcomes identified in course, unit, and/or level objectives.

Teaching-learning practices are appropriate to the student population (e.g., adult learners, secondlanguage students, students in a post-graduate APRN certificate program) and consider the needs of the program-identified community of interest

Key Elements III-H

The curriculum includes planned clinical practice experiences that: enable students to integrate new knowledge and demonstrate attainment of program outcomes; and are evaluated by faculty. 

Elaboration: To prepare students for a practice profession, the program affords students the opportunity to develop professional competencies and to integrate new knowledge in practice settings aligned to the educational preparation. For programs that prepare students for certification, clinical practice experiences align with certification requirements, as appropriate. Programs that prepare students for certification incorporate sufficient clinical practice experiences appropriate to the role. Clinical practice experiences are provided for students in all programs, including those with distance education offerings. Clinical practice experiences align with student and program outcomes. These experiences are planned, implemented, and evaluated. Programs that have a direct care focus (including, but not limited to, post-licensure baccalaureate and nurse educator tracks) provide direct care experiences (i.e., care provided to individuals, families, groups, and/or communities) designed to advance the knowledge and expertise of students in a clinical area of practice.

DNP programs require a minimum of 1,000 hours of practice post-baccalaureate as part of a supervised academic program. Programs preparing students for nurse practitioner certification provide a minimum of 500 direct patient care clinical hours. For nurse practitioner tracks in DNP programs, these 500 hours are included in the minimum 1,000 practice hours. Programs preparing students for certification meet or exceed the clinical practice requirements specified by the appropriate certification agencies.

Navigation: Dashboard → Competency Management

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Key Elements III-I

The curriculum includes planned experiences that prepare students to provide care to diverse

individuals and populations.

Elaboration: The program provides planned didactic, simulation, and/or clinical practice experiences that prepare students to provide care to diverse individuals and populations. Such experiences are in a variety of settings appropriate to the role for which students are being prepared. These experiences enable students to provide care to individuals and populations with diverse life experiences, perspectives, and backgrounds.

Navigation: Dashboard → Learning Activities → Patient Log

Key Elements III-K

Individual student performance is evaluated by the faculty and reflects achievement of expected student outcomes. Evaluation policies and procedures for individual student performance are defined and consistently applied.

Elaboration: Evaluation of student performance is consistent with expected student outcomes. Grading criteria are clearly defined for each course, communicated to students, and applied consistently. 

Processes exist by which the evaluation of individual student performance is communicated to students. In instances where preceptors facilitate students’ clinical learning experiences, faculty may seek input from preceptors regarding student performance, but ultimately faculty are responsible for evaluation of individual student outcomes. The requirement for evaluation of student clinical performance by qualified faculty applies to all students in all programs. Faculty evaluation of student clinical performance may be accomplished through a variety of mechanisms.

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