--- title: "September 2026 Commission Actions - Spring 2026 Accreditation Cycle" canonical: "https://resources.acenursing.org/space/CA/4244340740/September%202026%20Commission%20Actions%20-%20Spring%202026%20Accreditation%20Cycle" format: markdown --- # **Notification of Commission Actions - Spring 2026 Accreditation Cycle** The following publicly available information is provided by the Accreditation Commission for Education in Nursing (ACEN) concerning the accreditation status of the following programs reviewed by the ACEN Board of Commissioners during its meeting in September 2026. Commission staff will not speculate on what decision might be made by the ACEN Board of Commissioners the next time a program is reviewed. For additional information regarding the ACEN accreditation process, access the Accreditation Manual at [https://www.acenursing.org/accreditation/accred-manual/accreditation-manual](https://www.acenursing.org/accreditation/accred-manual/accreditation-manual) . Access the ACEN 2023 Standards and Criteria: [https://www.acenursing.org/accreditation/accred-manual/standards-and-criteria](https://www.acenursing.org/accreditation/accred-manual/standards-and-criteria) --- # **Initial and Continuing Accreditation Actions** ## Initial Accreditation The Commission **granted initial accreditation** to the following programs: - **Al-Zaytoonah University of Jordan** (Baccalaureate) Amman, JO - **Ana G. Mendez University – Metro Orlando** (Master's) Orlando, FL - **Arkansas State University Three Rivers** (Associate) Malvern, AR - **Arkansas State University Three Rivers** (Practical) Malvern, AR - **Ashland Community & Technical College** (Practical) Ashland, KY - **Bryant & Stratton College – Virginia Beach** (Practical) Virginia Beach, VA - **Cambridge College of Healthcare & Technology – Atlanta** (Associate) Atlanta, GA - **Carrington College – Las Vegas** (Associate) Las Vegas, NV - **Central New Mexico Community College** (Practical) Albuquerque, NM - **Chipola College** (Practical) Marianna, FL - **Cincinnati State Technical & Community College** (Baccalaureate) Cincinnati, OH - **Coconino Community College** (Associate) Flagstaff, AZ - **College of Eastern Idaho** (Practical) Idaho Falls, ID - **East Valley Institute of Technology** (Associate) Mesa, AZ - **East Valley Institute of Technology** (Practical) Mesa, AZ - **First Response Training Group** (Associate) Orlando, FL - **Galen College of Nursing – Louisville** (Practical) Louisville, KY - **Gateway Community & Technical College** (Associate) Edgewood, KY - **Graham Health System – Graham College of Nursing** (Baccalaureate) Canton, IL - **Imperial Valley College** (Associate) Imperial, CA - **Kettering College** (Master's) Kettering, OH - **Keweenaw Bay Ojibwa Community College** (Associate) L'Anse, MI - **Linn-Benton Community College** (Associate) Lebanon, OR - **Los Angeles Pierce College** (Associate) Los Angeles, CA - **Maysville Community & Technical College** (Associate) Maysville, KY - **Maysville Community & Technical College** (Practical) Maysville, KY - **Medical Career and Technical College** (Practical) Richmond, KY - **MedQuest College – Lexington** (Practical) Lexington, KY - **MedQuest College – Louisville** (Practical) Louisville, KY - **Montachusett Regional Vocational Technical School** (Practical) Fitchburg, MA - **New River Community & Technical College** (Associate) Lewisburg, WV - **North Central Michigan College** (Practical) Petoskey, MI - **Ogeechee Technical College** (Associate) Statesboro, GA - **Professional Skills Institute** (Baccalaureate) Maumee, OH - **Quincy College** (Associate) Quincy, MA - **Quincy College** (Practical) Quincy, MA - **Southeast Kentucky Community & Technical College** (Practical) Cumberland, KY - **Sullivan University** (Associate) Louisville, KY - **Sullivan University** (Baccalaureate) Louisville, KY - **Sullivan University** (Practical) Louisville, KY - **Trevecca Nazarene University** (Baccalaureate) Nashville, TN - **Unitek Learning – Unitek College of Nursing – Freemont** (Associate) Freemont, CA - **Unitek Learning – Provo College** (Practical) Provo, UT - **University of Northern Iowa** (Baccalaureate) Cedar Falls, IA - **University of Rio Grande** (Master's) Cincinnati, OH - **Washington State College of Ohio** (Associate) Marietta, OH - **Washington State College of Ohio** (Baccalaureate) Marietta, OH - **Yakima Valley College** (Practical) Yakima, WA   ## Continuing Accreditation The Commission **granted continuing accreditation** to the following programs: - **Arapahoe Community College **(Baccalaureate) Littleton, CO - **Arnot Ogden Medical Center **(Associate) Elmira, NY - **Bethel University **(Baccalaureate) Mishawaka, IN - **Big Bend Community College **(Associate) Moses Lake, WA - **Bon Secours Southside College of Health Sciences **(Associate) Colonial Heights, VA - **Bucks County Community College **(Associate) Newtown, PA - **Cabarrus College of Health Sciences **(Associate) Concord, NC - **Carl Albert State College **(Associate) Poteau, OK - **Carolinas College of Health Sciences **(Associate) Charlotte, NC - **Chandler-Gilbert Community College **(Associate) Mesa, AZ - **Chester County Intermediate Unit **(Practical) Downingtown, PA - **College of Eastern Idaho **(Associate) Idaho Falls, ID - **Collin County Community College District **(Associate) McKinney, TX - **Collin County Community College District **(Baccalaureate) McKinney, TX - **Del Mar College **(Associate) Corpus Christi, TX - **Del Mar College **(Baccalaureate) Corpus Christi, TX - **Dyersburg State Community College **(Associate) Dyersburg, TN - **ECPI University – Manassas **(Associate) Manassas, VA - **ECPI University – Newport News **(Associate) Newport News, VA - **Elgin Community College **(Associate) Elgin, IL - **Ellis Medicine – The Belanger School of Nursing **(Associate) Schenectady, NY - **Fayetteville Technical Community College **(Associate) Fayetteville, NC - **Finger Lakes Community College **(Associate) Canandaigua, NY - **Florida Agricultural & Mechanical University **(Baccalaureate) Tallahassee, FL - **Frederick Community College **(Associate) Frederick, MD - **FVI School of Nursing & Technology **(Associate) Miramar, FL - **Glendale Community College **(Associate) Glendale, AZ - **Grand Rapids Community College **(Associate) Grand Rapids, MI - **Grand Rapids Community College **(Practical) Grand Rapids, MI - **Grove City College **(Baccalaureate) Grove City, PA - **Lake Area Technical College **(Associate) Watertown, SD - **Lake Area Technical College **(Practical) Watertown, SD - **Lansing Community College **(Associate) Lansing, MI - **Laredo College **(Baccalaureate) Laredo, TX - **Lone Star College – The Woodlands **(Baccalaureate) Conroe, TX - **Los Angeles Harbor College **(Associate) Wilmington, CA - **Meridian Community College **(Associate) Meridian, MS - **Missouri State University – West Plains **(Associate) West Plains, MO - **Montgomery College – Takoma Park/Silver Spring Campus **(Associate) Takoma Park, MD - **Nashville State Community College **(Associate) Nashville, TN - **New England Institute of Technology **(Baccalaureate) East Greenwich, RI - **New England Institute of Technology **(Master's) East Greenwich, RI - **Northern Tier Career Center **(Practical) Towanda, PA - **Northern Virginia Community College **(Associate) Springfield, VA - **Paradise Valley Community College**(Associate) Phoenix, AZ - **Pellissippi State Community College **(Associate) Friendsville, TN - **POLYTECH Adult Education **(Practical) Woodside, DE - **Quinsigamond Community College **(Associate) Worcester, MA - **Quinsigamond Community College **(Practical) Worcestor, MA - **Riverside College of Health Sciences **(Baccalaureate) Newport News, VA - **Riverside College of Health Sciences **(Practical) Newport News, VA - **Salt Lake Community College **(Associate) West Jordan, UT - **Scottsdale Community College **(Associate) Scottsdale, AZ - **South Florida State College **(Associate) Avon Park, FL - **South Florida State College **(Baccalaureate) Avon Park, FL - **Southern Union State Community College **(Associate) Opelika, AL - **Southern Union State Community College **(Practical) Opelika, AL - **St. Elizabeth College of Nursing **(Associate) Utica, NY - **SUNY Niagara **(Associate) Sanborn, NY - **Treasure Valley Community College **(Associate) Ontario, OR - **Trocaire College **(Baccalaureate) Buffalo, NY - **Ulster County Community College **(Associate) Stone Ridge, NY - **Universidad del Norte **(Baccalaureate) Barranquilla, CO - **University of Guam **(Baccalaureate) Mangilao, GU - **University of New England **(Baccalaureate) Portland, ME - **University of North Georgia **(Clinical Doctorate) Dahlonega, GA - **University of the Cumberlands **(Associate) Williamsburg, KY - **Ventura College **(Associate) Ventura, CA - **Watts College of Nursing **(Baccalaureate) Durham, NC - **Weatherford College **(Baccalaureate) Weatherford, TX - **West Virginia Junior College – Morgantown **(Associate) Morgantown, WV - **Wiregrass Georgia Technical College **(Practical) Valdosta, GA   ## Continuing Accreditation – Remove Conditions Status The Commission **removed the conditions status and granted continuing accreditation** after review of a follow-up report to the following programs:** ** - **Augusta Technical College **(Associate) Augusta, GA - **Baltimore City Community College **(Associate) Baltimore, MD - **Blackstone Valley Regional Vocational Technical High School **(Practical) Upton, MA - **Bunker Hill Community College **(Associate) Boston, MA - **Eastern Kentucky University **(Associate) Richmond, KY - **Helene Fuld College of Nursing **(Associate) New York, NY - **Lubbock Christian University **(Baccalaureate) Lubbock, TX - **Murray State College **(Associate) Tishomingo, OK - **South Texas College **(Associate) McAllen, TX ** ** The Commission **removed the conditions status and granted continuing accreditation** after a follow-up visit to the following programs: - **None** ## Continuing Accreditation – Remove Warning Status The Commission **removed the warning status and granted continuing accreditation** after a follow-up visit to the following programs: - **Gordon State College **(Associate) Barnesville, GA - **Gordon State College **(Baccalaureate) Barnesville, GA   ## Continuing Accreditation – Remove Good Cause Status The Commission **removed the good cause status and granted continuing accreditation** after a follow-up visit to the following programs: - **Trocaire College** (Associate) Buffalo, NY ## Affirm Continuing Accreditation The Commission affirmed accreditation after a **focused visit** to the following programs: - **None** The Commission affirmed accreditation after a **verification visit** to the following programs: - **None** ## Affirm Continuing Accreditation – Remove Conditions Status The Commission **removed the conditions status and affirmed continuing accreditation** after a focused visit to the following programs: - **None** ## Affirm Continuing Accreditation – Remove Warning Status The Commission **removed the warning status and affirmed continuing accreditation** after a focused visit to the following programs: - **None** ## Affirm Continuing Accreditation – Remove Good Cause Status The Commission **removed the good cause status and affirmed continuing accreditation** after a focused visit to the following programs:** ** - **None** ## Continuing Accreditation with Conditions The Commission **granted continuing accreditation with conditions** to the following programs: - **Central Alabama Community College** (Associate) Alexander City, AL **related to non-compliance with:** - **Standard 1 Administrative Capacity and Resources, Criterion 1.5** - There is a lack of evidence that the nurse administrator has sufficient time for the assigned role responsibilities. - **Central Alabama Community College** (Practical) Alexander City, AL **related to non-compliance with:** - **Standard 1 Administrative Capacity and Resources, Criterion 1.5** - There is a lack of evidence that the nurse administrator has sufficient time for the assigned role responsibilities. - **College of Southern Nevada** (Associate) Las Vegas, NV **related to non-compliance with:** - **Standard 4 Curriculum, Criterion 4.10** - There is a lack of evidence that formative and summative evaluation methods align with the progression of course student learning outcomes. - **College of Western Idaho** (Associate) Nampa, ID **related to non-compliance with:** - **Standard 5 Outcomes, Criterion 5.1** - There is a lack of evidence that faculty use a variety of appropriate direct outcome assessment methods for each end-of-program student learning outcome. - **Copiah-Lincoln Community College** (Associate) Wesson, MS **related to non-compliance with:** - **Standard 5 Outcomes, Criterion 5.1** - There is a lack of evidence that faculty use a variety of appropriate direct outcome assessment methods for each end-of-program student learning outcome. - **Standard 5 Outcomes, Criterion 5.2** - There is a lack of evidence that faculty establish a specific measurable expected level of achievement outcome statement for on-time completion rate that aligns with the ACEN definition. - **EDP University of Puerto Rico** (Baccalaureate) Hato Rey, PR **related to non-compliance with:** - **Standard 2 Faculty, Criterion 2.1** - There is a lack of evidence that full-time faculty hold the educational requirements required by the regulatory agencies. - There is a lack of evidence that full-time faculty hold nursing licensure, and certification, consistent with their assigned roles and responsibilities. - **Standard 2 Faculty, Criterion 2.2** - There is a lack of evidence that part-time faculty hold the educational requirements required by the regulatory agencies. - There is a lack of evidence that part-time faculty hold nursing licensure, and certification, consistent with their assigned roles and responsibilities. - **Elizabethtown Community & Technical College** (Associate) Elizabethtown, KY **related to non-compliance with:** - **Standard 5 Outcomes, Criterion 5.1** - There is a lack of evidence that faculty are using a variety of appropriate direct outcome assessment methods for each end-of-program student learning outcome. - There is a lack of evidence that faculty have established a specific, measurable expected level of achievement outcome statement for each summative assessment method. - There is a lack of evidence that faculty are collecting sufficient aggregate assessment data at regular, faculty-determined intervals. - There is a lack of evidence that faculty are disaggregating assessment data for meaningful analysis or justifying when assessment data are not disaggregated. - There is a lack of evidence that faculty are analyzing assessment data at regular, faculty-determined intervals. - There is a lack of evidence that faculty are implementing actions based on data analysis to improve end-of-program student learning outcome achievement when necessary. - There is a lack of evidence that faculty are sharing the end-of-program student learning outcome data analysis with communities of interest. - **Indiana State University** (Clinical Doctorate) Terre Haute, IN **related to non-compliance with:** - **Standard 5 Outcomes, Criterion 5.1** - There is a lack of evidence that faculty use a variety of appropriate direct outcome assessment methods for each end-of-program student learning outcome. - There is a lack of evidence that faculty establish a specific, measurable expected level of achievement outcome statement for each summative assessment method. - There is a lack of evidence that the analysis of end-of-program student learning outcome data is shared with communities of interest. - There is a lack of evidence that the role-specific nursing competencies for each program option are assessed. - **Indiana State University** (Master's) Terre Haute, IN **related to non-compliance with:** - **Standard 5 Outcomes, Criterion 5.1** - There is a lack of evidence that faculty use a variety of appropriate direct outcome assessment methods for each end-of-program student learning outcome. - There is a lack of evidence that faculty establish a specific, measurable expected level of achievement outcome statement for each summative assessment method. - There is a lack of evidence that the analysis of end-of-program student learning outcome data is shared with communities of interest. - There is a lack of evidence that the role-specific nursing competencies for each program option are assessed. - **Standard 5 Outcomes, Criterion 5.2** - There is a lack of evidence that faculty have specific and measurable ELA outcome statement(s) for program completion that aligns with the ACEN definition reflective of a quality nursing program. - There is a lack of evidence that faculty analyze program completion rate data annually and implement actions based on data analysis to improve the program completion rate. - There is a lack of evidence that program completion rate data, analysis of data, and use of data analysis in program decision-making are documented. - **Standard 5 Outcomes, Criterion 5.4** - There is a lack of evidence that faculty use appropriate assessment methods to gather job placement rate data. - There is a lack of evidence that faculty have established a specific, measurable expected level of achievement outcome statement for job placement. - There is a lack of evidence that faculty collect aggregate job placement rate data annually. - There is a lack of evidence that faculty analyze the sufficiency of job placement rate data annually. - **Minneapolis Community & Technical College** (Associate) Minneapolis, MN **related to non-compliance with:** - **Standard 1 Administrative Capacity and Resources, Criterion 1.6** - There is a lack of evidence that the nurse administrator has the authority to administer and lead the nursing program. - **Standard 5 Outcomes, Criterion 5.1** - There is a lack of evidence that faculty use a variety of appropriate direct outcome assessment methods for each end-of-program student learning outcome. - There is a lack of evidence that faculty collect aggregate assessment data at regular, faculty-determined intervals and disaggregate assessment data for meaningful analysis or justify when assessment data are not disaggregated. - There is a lack of evidence that faculty analyze assessment data at regular intervals and implement actions based on data analysis to improve end-of-program student learning outcome achievement. - There is a lack of evidence that the analysis of end-of-program student learning outcome data is shared with communities of interest. - **Standard 5 Outcomes, Criterion 5.2** - There is a lack of evidence that faculty calculate the on-time program completion rate from the first nursing course through completion of the courses required for conferral of a certificate, diploma, or degree. - There is a lack of evidence that faculty collect program completion rate data annually and disaggregate program completion rate data for meaningful analysis or justify when assessment data are not disaggregated. - There is a lack of evidence that faculty analyze program completion rate data annually and implement actions based on data analysis to improve the program completion rate. - There is a lack of evidence that program completion data, analysis of data, and use of data analysis in program decision-making are documented. - There is a lack of evidence that the analysis of program completion rate data is shared with communities of interest. - **Standard 5 Outcomes, Criterion 5.3** - There is a lack of evidence that faculty analyze licensure examination pass rate data annually and implement actions based on data analysis to improve students' pass rate. - There is a lack of evidence that licensure and/or certification examination pass rate data, analysis of data, and use of data analysis in program decision-making are documented. - There is a lack of evidence that the analysis of licensure examination pass rate data is shared with communities of interest. - **Standard 5 Outcomes, Criterion 5.4** - There is a lack of evidence that faculty use appropriate assessment methods to gather job placement rate data. - There is a lack of evidence that faculty analyze the sufficiency of job placement rate data annually. - There is a lack of evidence that faculty analyze job placement rate data annually and implement actions based on data analysis to improve graduates' job placement rates. - There is a lack of evidence that job placement rate data, analysis of data, and use of data analysis in program decision-making are documented. - **Mohave College** (Associate) Kingman, AZ **related to non-compliance with:** - **Standard 5 Outcomes, Criterion 5.1** - There is a lack of evidence that faculty use a variety of appropriate direct outcome assessment methods for each end-of-program student learning outcome. - **Neosho County Community College** (Associate) Chanute, KS **related to non-compliance with:** - **Standard 2 Faculty, Criterion 2.2** - There is a lack of evidence that part-time faculty hold the educational qualifications required by the governing organization and regulatory agencies. - **Standard 5 Outcomes, Criterion 5.1** - There is a lack of evidence that faculty use a variety of appropriate direct outcome assessment methods to ensure comprehensive summative assessment for each end-of-program student learning outcome. - There is a lack of evidence that faculty share the end-of-program student learning outcome achievement data analysis with communities of interest. - **Standard 5 Outcomes, Criterion 5.2** - There is a lack of evidence that faculty analyze program completion rate data annually and implement actions based on data analysis to improve the program completion rate. - There is a lack of evidence that faculty share the program completion rate data analysis with communities of interest. - **Standard 5 Outcomes, Criterion 5.3** - There is a lack of evidence that faculty are analyzing and/or implementing actions based on pass rate when necessary. - There is a lack of evidence that faculty are documenting pass rate data, analysis of data, and/or the use of analyzed data for the three most recent years. - There is a lack of evidence that faculty share the pass rate data analysis with communities of interest. - **Standard 5 Outcomes, Criterion 5.4** - There is a lack of evidence that faculty share the job placement rate data analysis with communities of interest. - **Owens Community College** (Associate) Perrysburg, OH **related to non-compliance with:** - **Standard 5 Outcomes, Criterion 5.1** - There is a lack of evidence that faculty use a variety of appropriate direct outcome assessment methods for each end-of-program student learning outcome. - **Standard 5 Outcomes, Criterion 5.2** - There is a lack of evidence that faculty analyze program completion rate data annually and implement actions based on data analysis to improve the program completion rate. ## Continuing Accreditation with Warning The Commission **granted continuing accreditation with warning** to the following programs: - **None** ## Continuing Accreditation for Good Cause The Commission **granted continuing accreditation for good cause** to the following programs: - **Otero College **(Associate) La Junta, CO **related to non-compliance with:** - **Standard 1 Administrative Capacity and Resources, Criterion 1.5** - There is a lack of evidence that the nurse administrator has sufficient time for the assigned roles and responsibilities. - **Standard 4 Curriculum, Criterion 4.10** - There is a lack of evidence that formative and summative student evaluation methods are utilized throughout the curriculum in all learning environments. - There is a lack of evidence that formative and summative student evaluation methods are varied and appropriate for all methods of delivery. - There is a lack of evidence that formative and summative student evaluation methods align with the progression of course student learning outcomes. - **Standard 5 Outcomes, Criterion 5.1** - There is a lack of evidence that faculty use a variety of appropriate direct outcome assessment methods to ensure comprehensive summative assessment for each end-of-program student learning outcome. - There is a lack of evidence that faculty collect aggregate assessment data at regular intervals (determined by the faculty) to ensure sufficiency of data to inform decision-making and disaggregate the data to promote meaningful analysis; provide justification for data that are not disaggregated. - There is a lack of evidence that faculty analyze assessment data (aggregate and/or disaggregate) at regular intervals (determined by the faculty) and when necessary, implement actions based on the analysis to maintain and/or improve end-of-program student learning outcome achievement. - There is a lack of evidence that faculty maintain documentation for the three most recent years of the assessment data (aggregate and/or disaggregate), the analysis of data, and the use of data analysis in program decision-making to maintain and/or improve students’ end-of-program student learning outcome achievement. - **Standard 5 Outcomes, Criterion 5.2** - There is a lack of evidence that faculty calculate the on-time program completion rate for each program option from the first nursing course through completion of the courses required for conferral of a certificate, diploma, or degree. - There is a lack of evidence that faculty establish a specific, measurable expected level of achievement outcome statement for on-time program completion for each program option and provide a rationale for each expected level of achievement. - There is a lack of evidence that faculty collect aggregate program completion rate data annually and disaggregate the data to promote meaningful analysis; provide justification for data that are not disaggregated. - There is a lack of evidence that faculty analyze program completion rate data (aggregate and/or disaggregate) annually and when necessary, implement actions based on the analysis to maintain and/or improve program completion rates. - There is a lack of evidence that faculty maintain documentation for the three most recent years of the data (aggregate and/or disaggregate), the analysis of data, and the use of data analysis in program decision-making to maintain and/or improve students’ success in completing the program. - There is a lack of evidence that the program shares the analysis of the program completion rate data with communities of interest. - **Standard 5 Outcomes, Criterion 5.3** - There is a lack of evidence that faculty examine aggregate examination pass rate data (licensure and/or certification) secured from regulatory and/or certifying agencies. - There is a lack of evidence that faculty disaggregate the pass rate data to promote meaningful analysis; provide justification for data that are not disaggregated. - There is a lack of evidence that faculty analyze program licensure and/or certification examination pass rate data (aggregate and/or disaggregate) annually and when necessary, implement actions based on the analysis to maintain and/or improve students’ examination pass rate success. - There is a lack of evidence that faculty maintain documentation for the three most recent years of the aggregated and/or disaggregated data, the analysis of data, and the use of data analysis in program decision-making to maintain and/or improve students’ success in passing the licensure and/or certification examination. - There is a lack of evidence that the program shares the analysis of the licensure and/or certification examination pass rate data with communities of interest. - **Standard 5 Outcomes, Criterion 5.4** - There is a lack of evidence that faculty analyze sufficiency of job placement rate data annually and when necessary, implement actions to maintain and/or improve data sufficiency. - There is a lack of evidence that that faculty analyze aggregate job placement rate data (aggregate and/or disaggregate) annually and when necessary, implement actions based on the analysis to maintain and/or improve the job placement rate. - There is a lack of evidence that faculty maintain documentation for the three most recent years of the data (aggregate and/or disaggregate), the analysis of data, and the use of data analysis in program decision-making to maintain and/or improve students’ success in obtaining a job in a role for which the program prepared them. - There is a lack of evidence that the program shares the analysis of the job placement rate data with the communities of interest. ## Affirm Continuing Accreditation, Change Status to Continuing Accreditation with Conditions The Commission **affirmed the continuing accreditation and changed the accreditation status to continuing accreditation with conditions** after a **focused visit** to the following programs: - **None** ## Affirm Continuing Accreditation, Change Status to Continuing Accreditation with Warning The Commission **affirmed the continuing accreditation and changed the accreditation status to continuing accreditation with warning** after a **focused visit** to the following programs: - **EDP University of Puerto Rico** (Associate) Hato Rey, PR **related to non-compliance with:** - **Standard 2 Faculty, Criterion 2.1** - There is a lack of evidence that full-time faculty hold the educational requirements required by the regulatory agencies. - There is a lack of evidence that full-time faculty hold nursing licensure, and certification, consistent with their assigned roles and responsibilities. - **Standard 4 Curriculum, Criterion 4.2** - There is a lack of evidence that the course student learning outcomes are organized to demonstrate progression to facilitate the students’ achievement of the end-of-program student learning outcomes. - **Standard 4 Curriculum, Criterion 4.10** - There is a lack of evidence that formative and summative evaluation methods align with the progression of course student learning outcomes. - **Standard 5 Outcomes, Criterion 5.3** - There is a lack of evidence that aggregate licensure and/or examination pass rate data meet ACEN requirements. ## Affirm Continuing Accreditation, Change Status to Continuing Accreditation for Good Cause The Commission **changed the accreditation status to continuing accreditation for good cause** after a **focused visit** to the following programs: - **None** --- # **Adverse Actions** Any program denied initial or continuing accreditation has the right to forward comments regarding the Commission decision to the ACEN within 60 days of that decision. The ACEN will forward to the Secretary of the U.S. Department of Education any comments submitted by the nursing program. ## Deny Initial Accreditation The Commission **denied initial accreditation** to the following programs: - **None** ####   ## Deny Continuing Accreditation The Commission **denied continuing accreditation** to the following programs: - **None** --- ## Definitions **Continuing Accreditation:** A determination by the ACEN Board of Commissioners that a nursing program is in compliance with all Accreditation Standards. **Continuing Accreditation with Conditions:** A measure imposed by the ACEN Board of Commissioners following the determination of non-compliance with one (1) or two (2) Accreditation Standards. Next review and follow-up action(s) are determined by the Board of Commissioners. **Continuing Accreditation with Warning:** A measure imposed by the ACEN Board of Commissioners following the determination of non-compliance with three (3) or more Accreditation Standards. Next review and follow-up action(s) are determined by the Board of Commissioners. **Continuing Accreditation for Good Cause:** A measure imposed by the ACEN Board of Commissioners following the determination that a nursing program has not remedied deficiencies at the conclusion of its maximum monitoring period and the program has (a) has demonstrated significant recent accomplishments in addressing non-compliance; (b) has documented that it has the potential to remedy all deficiencies within the extended period as defined by the Commission; that is, that the program provides evidence which makes it reasonable for the Commission to determine it will remedy all deficiencies within the extended time defined by the Commission; and (c) provides assurance to the Commission that it is not aware of any other reasons, other than those identified by the Commission, why the nursing program could not be continued for good cause. **Denied Initial Accreditation:** A determination by the ACEN Board of Commissioners that a nursing program is in non-compliance with one or more Accreditation Standard. **Denied Continuing Accreditation:** A determination by the ACEN Board of Commissioners that a nursing program on conditions, warning, or for good cause is found to be in continued non-compliance with any Accreditation Standard. Thereafter the nursing program is removed from the listings of accredited programs. **Focused Visit:** A site visit authorized by the ACEN Board of Commissioners to review significant accreditation-related information disclosed about a program as a result of: - A substantive change; - Information revealed about a program between periods of scheduled review; - Information received from the governing organization’s accrediting body related to an adverse action; - Information received from the program’s state regulatory agency for nursing related to a change in its status; - Information revealed by a program during the Evaluation Review Panel process; - Information received from the U.S. Department of Education regarding a program’s compliance responsibilities under Title IV of the Higher Education Act such as information related to a program’s most recent student loan default rates, the results of financial or compliance audits, program reviews, and any other information that may be provided by the U.S. Department of Education. **Follow-up Report:** A report prepared by a program addressing the Standard(s) for which the nursing program was found to be in non-compliance during the program’s previous review by the ACEN Board of Commissioners. **Initial Accreditation:** A determination by the ACEN Board of Commissioners that a nursing program is in compliance with all Accreditation Standards. **Remove the Conditions Status and Grant Continuing Accreditation:** A determination by the ACEN Board of Commissioners that a nursing program is in compliance with the Accreditation Standard(s) that the program was found to be in non-compliance during the program’s previous review by the ACEN Board of Commissioners. **Remove the Good Cause Status and Grant Continuing Accreditation:** A determination by the ACEN Board of Commissioners that a nursing program is in compliance with the Accreditation Standards that the program was found to be in non-compliance during the program’s previous review by the ACEN Board of Commissioners. **Remove the Warning Status and Grant Continuing Accreditation:** A determination by the ACEN Board of Commissioners that a nursing program is in compliance with the Accreditation Standard(s) that the program was found to be in non-compliance during the program’s previous review by the ACEN Board of Commissioners. **Substantive Change Report:** A report submitted by an accredited program informing the ACEN of a significant modification or expansion of the nature and scope of a nursing program and/or nursing education unit. **Access the ACEN 2023 Standards and Criteria:** [https://www.acenursing.org/accreditation/accred-manual/standards-and-criteria](https://www.acenursing.org/accreditation/accred-manual/standards-and-criteria)