American Nurses Credentialing Center Practice Transition Accreditation Program Update
Sheri Cosme, DNP, RN-BC, is the Senior Operations Manager of PTAP at the ANCC. She has been involved with residency programs for the last 10 years. Dr. Cosme has a passion for ensuring all nurses have a robust transition that provides them with time and support, so they can practice to the full extent of their licensure. Before moving to the ANCC, she was responsible for a nurse residency program at a major academic teaching facility in Washington, DC.
M. W.: How many programs are currently ANCC PTAP accredited?
S. C.: Since January 2015, nine programs have attained accreditation ranging from acute care to community health centers. The demographics of our accredited programs include four advanced practice registered nurse fellowship programs, one registered nurse fellowship, and four new graduate residencies. Seventy-five percent are stand-alone programs, and 30% represent system programs. The PTAP program is expected to double its number of accredited organizations by the end of 2017.
M. W.: Why has there been a significant increase of programs seeking accreditation?
S. C.: Over the last 2 years, NPD practitioners have been able to implement the criteria into their programs and know what the expectations are for accreditation from the ANCC. Similar to the Magnet® and Pathway programs at the ANCC, NPD practitioners need to read, understand, and implement the criteria.
M. W.: Why is accreditation important?
S. C.: By seeking accreditation, programs gain a third-party perspective on how they are meeting a set of evidence-based standards. It is the expectation that all medical and pharmacy residency programs become accredited; don’t nurses deserve that as well to ensure high-quality programming? Attaining accreditation helps nursing meet the Institute of Medicine recommendation, and accrediting bodies are meeting that call.
M. W.: Can you share a little bit about the practice-based learning environment domain?
S. C.: The practice-based learning domain is what I like to call the “boots on the ground” portion of a residency or fellowship. This domain focuses on the learning that happens with a preceptor within the practice setting. Individual incremental goals and feedback are also incorporated in this domain to highlight how residents or fellows attain competence within the practice setting.
M. W.: Is there a strong focus on academic partners?
S. C.: In our standards, organizations are asked to identify their stakeholders. It is the organization’s responsibility to identify who should help them build and advise the program. On the basis of the organization’s internal and external partners, the organization defines their sources of support. Some organizations have active academic partners; some do not. It is up to that organization to decide whom they see as stakeholders.
M. W.: How can the ANCC PTAP program help organizations benchmark outcomes?
S. C.: The first step is to ensure organizations are using the same definitions for their outcomes. The ANCC PTAP program collects a variety of program outcomes through its criteria.