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This article reports the results of aligning the new Essentials: Core Competencies for Professional Nursing Education (American Association of Colleges of Nursing, 2021) with the continuing education needs of nurses who work in justice settings and with justice-involved populations. Much progress in considering the development of the "future" nurse is generated by and intended for academic institutions. Although the readiness of health care agencies (employers) is being discussed, continued professional development of currently employed nurses to help them transition smoothly to work with this "future" nurse has received less attention. To that end, during its latest review, the Nurse Advisory Council to the National Commission on Correctional Health Care aligned its educational plan for correctional nurses with the Essentials document. [ J Contin Educ Nurs. 2023;54(9):399-404.] .

This article addresses how nurse planners, nursing professional development practitioners, and any individual who is responsible for the facilitation of learning and professional development in health care can use a competency-based education framework as a methodology to design and evaluate outcome-based continuing education. [J Contin Educ Nurs. 2019;50(3):100-102.]., (Copyright 2019, SLACK Incorporated.)

This article addresses how nursing professional development practitioners can meet educational design criterion 1 in the American Nurses Credentialing Center Primary Accreditation process and standards 1 and 2 in the Association for Nursing Professional Development Scope and Standards of Practice. J Contin Educ Nurs. 2018;49(1):4-6., (Copyright 2018, SLACK Incorporated.)

The American Nurses Credentialing Center is embarking on a pilot project designed to award credit to RNs for achievement of outcomes-based professional development activities, regardless of time spent in the endeavor. This article explores the value of this approach in the current health care environment. J Contin Educ Nurs. 2017;48(3):97-98., (Copyright 2017, SLACK Incorporated.)

The American Nurses Association will publish the revised Nursing Professional Development: Scope and Standards of Practice this summer. The new document focuses on outcomes, successes, change, and a global audience. This column highlights key changes within the context of nursing professional development, especially continuing nursing education., (Copyright 2010, SLACK Incorporated.)

Competency assessment is critical for a myriad of disciplines, including medicine, law, education, and nursing. Many nurse managers and educators are responsible for nursing competency assessment, and assessment results are often used for annual reviews, promotions, and satisfying accrediting agencies' requirements. Credentialing bodies continually seek methods to measure and document the continuing competence of licensees or certificants. Many methods and frameworks for continued competency assessment exist. The portfolio process is one method to validate personal and professional accomplishments in an interactive, multidimensional manner. This article illustrates how portfolios can be used to assess competence. One specialty nursing certification board's process of creating an evidence-based portfolio for recertification or reactivation of a credential is used as an example. The theoretical background, development process, implementation, and future implications may serve as a template for other organizations in developing their own portfolio models., (Copyright 2009, SLACK Incorporated.)

The accreditation manual for continuing nursing education has been revised and updated, with changes to be implemented by accredited organizations no later than August 1, 2009. This column highlights key changes in the new criteria and key elements.

Based on staff nurse input, an evidence-based practice (EBP) independent study packet augmented by one-on-one mentoring was developed to support nurses in EBP activities and utilization. The strategies for developing the packet to meet American Nurses Credentialing Center requirements for continuing education credit are discussed, including review by a content expert and piloting of the packet prior to implementation. Evaluation of the independent study pilot project and plans for educational support for continuing development of EBP knowledge and skills are described.

Green meetings can have positive environmental impacts, save your organization money, and support community charities. This column provides the basic strategies to host a green meeting.

Accreditation criteria require that at least one designated nurse planner have responsibility for all aspects of an accredited provider unit's functions. This column explores those responsibilities in relation to each of the accreditation criteria.

Maintaining the integrity of record keeping and retrievable information related to the provision of continuing education credit creates challenges for a large organization. Accurate educational program documentation is vital to support the knowledge and professional development of nursing staff. Quality review and accurate documentation of programs for nursing staff development occurred at one institution through the use of continuous improvement principles. Integration of the new process into the current system maintains the process of providing quality record keeping.

This column provides an overview of the process of a site visit by appraisers from the American Nurses Credentialing Center Commission on Accreditation. Various components of the accreditation process are discussed.

There are many ways the Education Department may bear some of the expenses of Magnet application, and they should be budgeted accordingly. However, there is a great return on the investment of educating and developing the staff, and the Education Department can share in that success.

In 1994, the American Nurses Association initiated a series of activities currently referred to as Nursing's Quality Initiative. This first step toward public accountability was based on the premise that all nurses must become more knowledgeable about the measurement, improvement, and benchmarking of clinical costs, quality, and outcomes specific to nursing. The American Nurses Association has not been working alone to advance quality health care. Rather, it has taken an active role in several collaborative activities, including those of the National Quality Forum. The National Quality Forum has focused on a variety of issues, including nursing care performance measurement, an activity in which the American Nurses Association has been involved. It is up to professional nursing, the National Quality Forum, and all who have interest in the provision (or receipt) of quality health care to advance quality in a collaborative, coordinated way.

Background: The discoveries of the Human Genome Project are bringing new knowledge of genetics to health and illness arenas. The nursing profession will need to incorporate these new advances into clinical practice, research, and education., Method: A survey of 68 nursing specialty organizations was conducted to determine current and future offerings in genetics to members., Results: Responses from 43 organizations' top administrators who are influential in decisions regarding continuing education offerings revealed that 30% were planning to offer content in genetics in future programming. In contrast, none of the respondents had plans to present consumer perspectives of genetic illnesses., Conclusion: The results of this survey alert leaders in continuing education to the urgent need for dissemination of genetic advances to inform nurses in basic and advanced roles in health care delivery.

Accreditation in nursing continuing education (CNE) is central to professional values such as accountability, competence, and knowledgeable practice. Organizations choosing to participate in the accreditation/approval system make a commitment to quality. This article reviews the history of accreditation, defines the language, describes the system and process, and discusses agency/institution characteristics that should be in place before beginning an accreditation application process. The American Nurses Credentialing Center Commission on Accreditation model is used as the prototype.