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title: "TTP Standards and Criteria"
canonical: "https://resources.acenursing.org/space/Transition/1977974789/TTP%20Standards%20and%20Criteria"
format: markdown
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The ACEN Standards are agreed-upon expectations to measure educational quality, while the Criteria are statements identifying the elements that need to be examined to evaluate the Standards.

# Standard 1: Mission, Governance, and Resources

The mission of the nursing transition-to-practice program is congruent with the core values and goals of the sponsoring organization. The sponsoring organization supports the nursing transition-to-practice program by providing administrative and resource capacity to achieve end-of-program learning outcomes and program outcomes.

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| 1.1 | The mission of the transition-to-practice program is congruent with that of the sponsoring organization. |
| 1.2 | The nurse administrator of the nursing transition-to-practice program is experientially and educationally qualified to facilitate the achievement of the end-of-program learning outcomes and program outcomes. |
| 1.3 | The nurse administrator of the nursing transition-to-practice program has the authority and responsibility for implementation and administration of the program, including the budget, and has sufficient time and resources to fulfill the role responsibilities. |
| 1.4 | Physical, fiscal, learning, and technological resources for all instructional delivery formats are sufficient to meet the needs of the program, program educators, and nurse residents. |
| 1.5 | Stakeholders have input into program processes, including decision-making, and are informed of the level of achievement of the end-of-program learning outcomes and program outcomes. |

# Standard 2: Program Educators and Staff

Qualified program educators are sufficient in number to ensure the achievement of the end-of-program learning outcomes and program outcomes. Sufficient and qualified staff are available to support the nursing transition-to-practice program.

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| 2.1 | Program educators are educationally and experientially qualified to facilitate achievement of the end-of-program learning outcomes and program outcomes. |
| 2.2 | Program educators are oriented and mentored; roles and responsibilities are clearly documented. |
| 2.3 | The number of program educators is sufficient to achieve the end-of-program learning outcomes and program outcomes. |
| 2.4 | Program educators maintain expertise in their areas of responsibility and participate in professional development. |
| 2.5 | Program educators' performance is regularly evaluated in accordance with the sponsoring organization’s policy/procedures, and demonstrates effectiveness in assigned area(s) of responsibility. |
| 2.6 | The number, qualifications, and utilization of staff within the program are sufficient to achieve the end-of-program learning outcomes and program outcomes. |
| 2.7 | Program educators receive support for instructional technologies. |
| 2.8 | Preceptors, if utilized, are oriented, mentored, and monitored and have clearly articulated roles and responsibilities. |

# Standard 3: Nurse Residents

Policies and services of the nursing transition-to-practice program support the achievement of the end-of-program learning outcomes and program outcomes.

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| --- | --- |
| 3.1 | Policies of the nursing transition-to-practice program are congruent with those of the sponsoring organization. |
| 3.2 | Program information is publicly available, accurate, clear, and consistent, including the end-of-program learning outcomes and program outcomes, accreditation status, and the ACEN contact information. |
| 3.3 | Orientation to the transition-to-practice program emphasizes program requirements and the nurse resident's obligations to the sponsoring organization. |
| 3.4 | Support services for nurse residents are commensurate with those needed for role transition. |
| 3.5 | Records reflect that complaints receive due process and include evidence of resolution. |
| 3.6 | Orientation to instructional technologies is provided, and technological support is available. |

# Standard 4: Curriculum

The curriculum of the nursing transition-to-practice program supports the achievement of the established end-of-program learning outcomes and enables the nurse resident to independently assume the responsibilities of stated roles in leadership, professional development, and safe clinical practice in contemporary healthcare environments.

 

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| 4.1 | The curriculum incorporates contemporary professional standards, guidelines, and competencies, and has clearly articulated end-of-program learning outcomes. |
| 4.2 | The end-of-program learning outcomes are used to organize the curriculum, guide instruction, and direct learning activities. |
| 4.3 | The curriculum enables the nurse resident to develop professional identity and independently assume the responsibilities of stated roles in leadership, professionalism, and safe clinical practice. |
| a. | The curriculum facilitates development of the nurse resident’s professional identity at the resident’s level of nursing practice. |
| b. | The curriculum emphasizes leadership capacity, including delegation, prioritization, advocacy, and conflict resolution. |
| c. | The curriculum focuses on the continuing development of the nurse resident for clinical judgment and performance improvement. |
| d. | The curriculum recognizes the diversity of the population served and prepares the nurse resident to provide culturally sensitive care. |
| e. | The curriculum focuses on value-based care, including the evaluation of healthcare data and outcomes. |
| f. | The curriculum emphasizes information literacy and informatics to optimize healthcare outcomes. |
| 4.4 | Evaluation methodologies are varied, reflect established professional standards and practice competencies, and support the measurement of the end-of-program learning outcomes. |
| 4.5 | The length of time required for program completion is congruent with the attainment of the established end-of-program learning outcomes and consistent with the purpose of the sponsoring organization and current research on best practices. |
| 4.6 | Learning experiences are evidence-based, reflect contemporary practice and nationally established patient health and safety goals, and support the achievement of the established end-of-program learning outcomes. |
| 4.7 | Written agreements for practice learning experiences, if applicable, are current, specify expectations for all parties, and ensure the protection of nurse residents. |
| 4.8 | Learning activities, instructional materials, and evaluation methods are appropriate for all instructional delivery methods and consistent with the end-of-program learning outcomes. |

# Standard 5: Outcomes

The nursing transition-to-practice program demonstrates evidence of program effectiveness.

 

The systematic plan of evaluation contains:

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| --- | --- |
| A. | Specific, measurable expected levels of achievement for each end-of-program learning outcome and each program outcome. |
| B. | Appropriate direct and indirect assessment method(s) for each end-of-program learning outcome. |
| C. | Appropriate assessment methods for each program outcome. |
| D. | Regular intervals of assessment for each end-of-program learning outcome and each program outcome. |
| E. | Sufficient data to inform program decision-making for the maintenance and improvement of each end-of-program learning outcome and each program outcome.* |
| F. | Analysis of assessment data to inform program decision-making for the maintenance and improvement of each end-of-program learning outcome and each program outcome. |
| G. | Documentation demonstrating the use of assessment data in program decision-making for the maintenance and improvement of each end-of-program learning outcome and each program outcome. |

*Programs seeking initial accreditation are required to have data from the time that the program achieves candidacy with the ACEN.

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| 5.1 | The program demonstrates evidence of nurse residents’ achievement of each end-of-program learning outcome.<br>There is ongoing assessment, trended over time, of the extent to which nurse residents attain each end-of-program learning outcome.<br>There is analysis of assessment data and documentation that the analysis of assessment data is used in program decision-making for the maintenance and improvement of nurse residents’ attainment of each end-of-program learning outcome.<br>There is a minimum of the three (3) most recent years of end-of-program learning outcome achievement data. |
| 5.2 | Program completion rates demonstrate evidence of program effectiveness.<br>The expected level of achievement for program completion, with rationale, is determined by the program educators.<br>There is ongoing assessment, trended over time, of the extent to which nurse residents complete the program.<br>There is analysis of assessment data and documentation that the analysis of assessment data is used in program decision-making for the maintenance and improvement of nurse residents’ completion of the program.<br>There is a minimum of the three (3) most recent years of annual program completion data. |
| 5.3 | Program satisfaction rates for nurse residents and employers demonstrate program effectiveness.<br>The expected level of achievement for program satisfaction, with rationale, is determined by the program educators.<br>There is ongoing assessment of the extent to which satisfaction rates demonstrate program effectiveness.<br>There is analysis of program satisfaction assessment data and documentation that the analysis of assessment data is used in program decision-making for the maintenance and improvement of program effectiveness.<br>There is a minimum of the three (3) most recent years of annual program satisfaction data. |
| 5.4 | Employee retention rates, **as applicable***, demonstrate evidence of program effectiveness.<br>The expected level of achievement for employee retention, with rationale, is determined by the program educators.<br>There is ongoing assessment, trended over time, of the extent to which employee retention rates demonstrate program effectiveness.<br>There is analysis of employee retention assessment data and documentation that the analysis of assessment data is used in program decision-making for the maintenance and improvement of program effectiveness.<br>There is a minimum of the three (3) most recent years of available employee retention data. |
| 5.5 | Job placement rates, **as applicable***, demonstrate evidence of program effectiveness.<br>The expected level of achievement for job placement, with rationale, is determined by the program educators.<br>There is ongoing assessment, trended over time, of the extent to which job placement rates demonstrate program effectiveness.<br>There is analysis of job placement assessment data and documentation that the analysis of assessment data is used in program decision-making for the maintenance and improvement of program effectiveness.<br>There is a minimum of the three (3) most recent years of available job placement data. |

*TTP Programs must address **at least one** of these Criteria: 5.4 or 5.5.