ANCC Accreditation with Distinction Criteria Review: Educational Design Process 2c

The second set of Accredited Provider Distinction Criteria build on the standard Educational Design Process criteria. There are five criteria within this group, and at least two must be met for a provider to achieve “Distinction.”

The third criterion in this section (2c) states: 

Evidence demonstrates a process description and example that the Provider Unit develops CNE activities that actively engage learners within the learning environment (problem- based learning, simulation, education that is learner-centric, CE credit without time as a metric).

In the standard criteria, NCPD programs are required to identify and measure change in learner knowledge, skills, and/or practice. This criterion builds on that requirement by asking providers to design activities that provide learners the opportunity to use the knowledge and skills that are being taught.

As you can see from the criterion itself, there are a variety of ways to actively engage learners. Simulation, either with robotics or standardized patients, is an obvious way, but there is frequently a heavy lift, both to budgets and human resources, to implement these sorts of activities. But this criterion can be met with simpler activities.

Problem-based learning requires learners to go through case studies and apply what they are learning to determine the best course of action.

Learner-centric education can take a variety of forms. One that is becoming more common in the field is a learner collaborative, which you might see called by several other names. The basic concept is that learners bring their challenges and successes to a group to spark discussion based around the lessons of those cases. While there may be an expert serving as moderator, their role is to guide the discussion, not be a talking head spouting knowledge.

At first glance, this criterion may seem like it is difficult to achieve, but by looking at the methods used in teaching, you may find that your activities are already actively engaging learnings within the learning environment.

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