PURPOSE
The NLN Centers of Excellence in Nursing Education Program is designed to recognize schools of nursing that have achieved a level of excellence in one of three designated areas. For this program, "school" includes any designation for the nursing unit in the institution (i.e., College of Nursing, School of Nursing, Department of Nursing, Division of Nursing, etc.); "program" refers to the particular type of nursing program (i.e., practical nurse, associate degree, diploma, baccalaureate, master's, or doctoral), offered by the "school."

GOALS
Recognition by the National League for Nursing as a Center of Excellence in Nursing Education is designed to distinguish those schools that: demonstrate sustained, evidence-based, and substantive innovation in the selected area; conduct ongoing research to document the effectiveness of such innovation; set high standards for themselves; and are committed to continuous quality improvement. Such recognition indicates a commitment by the school as a whole to pursue and sustain excellence in student learning and professional development, development of faculty expertise in pedagogy, or advancing the science of nursing education.

The designation of a school as an NLN Center of Excellence in Nursing Education is a voluntary process that involves preparation of material by the school itself and peer review. Recognizing the uniqueness of each school relative to its mission, the Centers of Excellence Program sets high standards and serves to truly distinguish and publicly recognize those schools that excel in a particular area. The goals of the program, therefore, are as follows:  

• Identify and reward those schools that excel in creating environments that enhance student learning and professional development, promote the pedagogical expertise of faculty, or advance the science of nursing education.
• Encourage faculty to continually improve their schools.
• Encourage research in nursing education.
• Facilitate discussions among faculty, students, program graduates, and employers about excellence in nursing education and how to promote it.
• Encourage the development of innovative schools that attract and retain highly qualified students and faculty.
• Facilitate positive changes that re-form nursing education based on the application of evidence gleaned from research in practice and education.
• Influence the development of public policies that benefit nursing education, support nursing education research, and promote excellence in nursing education.

ELIGIBILITY
All schools of nursing that are accredited by a national nursing body (i.e., NLNAC or CCNE) are eligible to apply for recognition as an NLN Center of Excellence in Nursing Education.   Since designation as a Center of Excellence is awarded to the school of nursing as a whole, schools with more than one program must show evidence of excellence in all programs. All criteria delineated in the application must be fully and clearly addressed with evidence provided as appropriate.

CRITERIA
A school will be selected for designation as an NLN Center of Excellence in a) Creating Environments that Enhance Student Learning and Professional Development, b) Creating Environments that Promote the Pedagogical Expertise of Faculty, or c) Creating Environments that Advance the Science of Nursing Education, based on the extent to which the evidence provided in the application indicates excellence and innovation in the selected area as specified by the criteria delineated below. These criteria were developed based on insights gained from a search of the literature and research related to the educational process.

Creating Environments that Enhance Student Learning and Professional Development

Research in nursing and higher education supports the need to engage students in the educational endeavor (Bean, 1996; Boyer Commission, 2000; Bransford, Brown, & Cocking, 2000; Dahlberg, Ekebergh, & Ironside, 2003; Diekelmann, 2001; Sinnott, 2003). This can occur through flexible curricula, innovative teaching strategies, and collaborative efforts between and among faculty and students in which mutual respect, empowerment, and trust are evident (Chickering & Gamson, 1991; Diekelmann, 1995, 2001; Diekelmann, Ironside & Harlow, 2003; Gordon, 2002; Ironside, 2001; Swenson & Sims, 2003).

Schools will be recognized as NLN Centers of Excellence in Nursing Education based on the extent to which they demonstrate sustained efforts to enhance student learning and professional development that serve to truly distinguish them from other schools. The criteria used to define excellence in this category are as follows:

• Faculty are committed to a collective vision and implementation of a comprehensive plan that develops students' values and socializes them to new roles, professional involvement, commitment to lifelong learning, and creativity.
• Pedagogical research is used to develop innovative program designs that prepare graduates to engage in high-quality, evidence-based practice.
• Curricula are flexible and dynamic in order to (a) remain current and relevant and (b) empower students to pursue individual interests as they learn the practice of nursing.
• Faculty, students, and clinical partners collaborate to ensure innovative, individualized, and evidence-based nursing education.
• The active engagement of students and faculty in their communities serves to enhance student learning and professional development, as well as advance the profession.
• Faculty are encouraged and supported to develop new pedagogies that create and sustain dynamic learning environments.

Creating Environments that Promote the Pedagogical Expertise of Faculty

Research supports the need for the continuous development of faculty related to the full scope of their academic role including their ability to envision, design, implement, and evaluate environments that enhance student learning and professional development (Gaff, Pruit-Logan, Sims, & Denecke, 2003; Gaff, Pruitt-Logan, & Weibl, 2000; Pruitt-Logan, Gaff, & Jentoft, 2002). Such goals also are supported in the National League for Nursing's position statements on The Preparation of Nurse Educators (2002b) and Lifelong Learning for Nursing Faculty (2001), as well as in the faculty competencies that have been developed by the NLN (Halstead, 2007; NLN, 2005).

Schools will be recognized as NLN Centers of Excellence in Nursing Education based on the extent to which they demonstrate sustained efforts to promote the pedagogical expertise of faculty that serve to truly distinguish them from other schools. The criteria used to define excellence in this category are as follows:

• All faculty are committed to a collective vision that promotes excellence in teaching, student advisement, and curriculum development.
• Faculty interactions with students and professional colleagues a) are characterized by mutual respect, empowerment, collaboration, and trust; b) promote innovation; and c) contribute to the creation of a preferred future for nursing education in their own school or for the profession.
• All faculty consistently develop their pedagogical expertise using the provided resources and support, to design and implement educational experiences that enhance student learning and professional development.
• There is a clear plan to evaluate and continually refine the faculty development program so that it is effective in helping faculty achieve their collective vision for growth as pedagogical experts and prepare graduates who are excited about learning and able to function effectively in practice.
• Insights gained from regular self, peer, student, and administrative evaluations are used to formulate and pursue personal goals and objectives related to excellence, innovation, and continued growth in the faculty role.

Creating Environments that Advance the Science of Nursing Education

In order to sustain excellence in nursing education, increasing attention has been focused on developing the science of nursing education (Diekelmann & Ironside, 2002; Ironside, 2003; National League for Nursing, 2002a; Stevens & Valiga, 1999). To this end, innovation in nursing education must be research based (Stevens, 1999). Recommendations from scholars such as these served as the basis for the criteria in this category.

Schools will be recognized as NLN Centers of Excellence in Nursing Education based on the extent to which they demonstrate sustained efforts to advance the science of nursing education that serves to truly distinguish them from other schools. The criteria used to define excellence in this category are as follows:

• Faculty activities reflect a commitment to a collective vision that supports the utilization and conduct of pedagogical research that advances the science of nursing education.
• Faculty regularly undertake pedagogical projects or programs of research that advance excellence in nursing education.
• Faculty use research findings as the basis for curriculum design and for developing instructional strategies and evaluation methods that enhance student learning and professional development.
• Faculty advance the science of nursing education through ongoing research or other scholarly endeavors.
• Faculty contributions to the science of nursing education reflect dissemination through publications, particularly in peer-reviewed journals, or presentations in local, regional, and national forums.
• Faculty engage students in developing the science of nursing education by involving them in pedagogical projects and evidence-based nursing education.

PROCEDURE
Schools seeking designation as an NLN Center of Excellence must submit a preliminary application, accompanied by the initial fee, by October 15. This application will provide demographic information about the school, indicate the specific category for which the designation of excellence is being sought, and summarize activities related to each criterion.

A consultant, selected by the NLN, will visit each school that has submitted a preliminary application to guide faculty and students in highlighting their strengths and emphasizing their uniqueness. Consultants also provide answers to questions related to the Centers of Excellence Program or preparation of the final application. All expenses related to this visit are the responsibility of the school. The consultant will write a summary of the visit and submit it to the school.

The final application must document how all components of each criterion in the selected category is fulfilled by all programs offered by the school. This application must describe relevant activities and initiatives that serve to create an environment where excellence is pervasive. Since the supportive evidence is intended to showcase the school's excellence in the selected category, the material submitted will be unique to each school. This final application is due on or before May 31, must be accompanied by the remaining application fee.

The Centers of Excellence Review Panel will examine all application materials and make recommendations to the NLN Board of Governors about Center of Excellence designations. All applicant schools will be notified of the outcome of the review and approval process.

Those schools selected as an NLN Center of Excellence in Nursing Education will be granted that designation for the next three academic years and may use the designation and special logo in their promotional material. Schools not selected as Centers of Excellence may re-apply in subsequent years.

Schools selected as NLN Centers of Excellence will be expected to participate in interviews about achievements related to each criterion, the impact the Center of Excellence designation had on student and faculty recruitment and retention, contributions to nursing science, and other relevant outcomes. Schools that wish to continue this distinction for an additional three years will receive specific instructions about fees and the application process. There is no limit to the number of times a school may submit an application for continuing designation as an NLN Center of Excellence in Nursing Education, and schools may hold designation in more than one category simultaneously.

Throughout the three years they carry designation as Center or Excellence, schools will be expected to be available to other schools seeking to improve their programs. In addition, before their three-year designation expires, these schools are required to submit (a) an abstract for presentation at an NLN Education Summit, and (b) a manuscript for review and possible publication in the NLN's journal, Nursing Education Perspectives. Both of these submissions must describe the school's activities related to the Centers of Excellence designation.

All schools designated as NLN Centers of Excellence will be announced via various NLN publications, at the annual fall EducationSummit, and through other sources of media.

TIMELINE

SUMMARY OF FEES

OTHER INFORMATION
The Centers of Excellence criteria are consistent with the NLN's Hallmarks of Excellence in Nursing Education©. Schools considering the pursuit of designation as an NLN Center of Excellence in Nursing Education may wish to review the hallmarks to help determine their "readiness" to pursue this distinction.  

Schools considering the pursuit of designation as an NLN Center of Excellence in Nursing Education also may wish to review the Frequently Asked Questions (FAQs) that have been outlined regarding the program. The FAQs are organized into three major categories: questions about the COE program itself, questions about COE processes, and questions about the consultant and the supports available.

Finally, schools interested in the NLN's Centers of Excellence Program are invited to contact the NLN with questions. Such questions should be directed to Dr. Terry Valiga, chief program officer, at tvaliga@nln.org or 212-812-0383.

REFERENCES
Bean, J.C.   (1996). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom . San Francisco: Jossey-Bass.

Boyer Commission on Educating Undergraduates. (2000). Reinventing undergraduate education: A blueprint for America's research universities . Stony Brook, NY: Stony Brook State University of New York. Available at http://naples.cc.sunysb.edu/Pres/boyer.nsf/

Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.

Chickering, A.W., & Gamson, Z.F. (1991). Seven principles for good practice in undergraduate education. In A.W. Chickering, & Z.F. Gamson (Eds.), Applying the "Seven Principles for Good Practice in Undergraduate Education" (pp. 63-69). San Francisco: Jossey-Bass.

Dahlberg, K, Ekebergh, M, & Ironside, P.M. (2003). Converging conversations from phenomenological pedagogies: Toward a science of health professions education. In N. Diekelmann (Ed), Teaching practitioners of care: New pedagogies for the health professions. Volume 2:   Interpretive studies in healthcare and the human sciences (pp. 22-58). Madison, WI: University of Wisconsin Press.

Diekelmann, N.L. (1995). Reawakening thinking: Is traditional pedagogy nearing completion? Journal of Nursing Education, 34, 195-196.

Diekelmann, N.L.   (2001). Narrative pedagogy: Heideggerian hermeneutical analyses of lived experiences of students, teachers, and clinicians. Advances in Nursing Science, 23(3), 53-71.

Diekelmann, N., & Ironside, P.   (2002). Developing a science of nursing education: Innovation with research. Journal of Nursing Education, 41, 379-380.

Diekelmann, N.L., Ironside, P.M. & Harlow, M.   (2003). Educating the caregivers: Interpretive pedagogies for the health professions. In N. Diekelmann (Ed), Teaching practitioners of care: New pedagogies for the health professions. Volume 2: Interpretive studies in healthcare and the human sciences (pp. 3-21). Madison, WI: University of Wisconsin Press.

Gaff, J.G., Pruitt-Logan, A.S., Sims, L.B. & Denecke, D.D. (2003). Preparing future faculty in the humanities and social sciences: A guide for change. Washington, DC: Association of American Colleges and Universities.

Gaff, J.G., Pruitt-Logan, A.S., & Weibl, R.A. (2000). Building the faculty we need: Colleges and universities working together. Washington, DC: Association of American Colleges and Universities.

Gordon, J.A. (2002). Beyond the classroom walls: Ethnographic inquiry as pedagogy . New York: RoutledgeFalmer.

Halstead, J.A. (ED) (2007). Nurse Educator Competencies: Creating an Eveidence-Based Practice for Nurse Educators. New York: National League for Nursing

Ironside, P.M. (2001). Creating a research base for nursing education: An interpretive review of conventional, critical, feminist, postmodern, and phenomenologic pedagogies. Advances in Nursing Science, 23(3), 72-87.

Ironside, P.M. (2003). Trying something new: Implementing and evaluating narrative pedagogy using a multi-method approach. Nursing Education Perspectives, 24, 122-128.

National League for Nursing (2001). Lifelong learning for nursing faculty (Position Statement). New York: Author.

National League for Nursing (2002a). Funding for nursing education research (Position Statement). New York: Author.

National League for Nursing (2002b). The preparation of nurse educators (Position Statement). New York: Author.

National League for Nursing (2005). The scope of practice of academic nurse educators. New York: Author.

Pruitt-Logan, A.S., Gaff, J.G., & Jentoft, J.E. (2002). Preparing future faculty in the sciences and mathematics: A guide for change . Washington, DC: Association of American Colleges and Universities.

Sinnott, J.D. (2003). Teaching as nourishment for complex thought: Approaches for classroom and practice built on postformal theory and the creation of community. In N.L. Diekelmann (Ed.), Teaching the practitioners of care:   New pedagogies for the health professions.   Volume 2:   Interpretive studies in healthcare and the human sciences (pp. 232-271). Madison, WI: University of Wisconsin Press.

Stevens, K.R. (1999). Providing evidence-based teaching. In K.R. Stevens, & V.R. Cassidy (Eds.), Evidence-based teaching: Current research in nursing education (pp. 1-22). Sudbury, MA: Jones & Bartlett Publishers/NLN Press.

Stevens, K.R., & Valiga, T.M. (1999). The national agenda for nursing education research.  Nursing and Health Care Perspectives, 20, 278-279.

BACK TO TOP

FAQs Application Forms COE Guidelines Roles and Responsibilities COE Designees