Voices on academic accreditation: lived experiences of nurse educators, administrators, students, and alumni in nursing education.

Abstract

Background: Academic accreditation is a pivotal process in nursing education, ensuring program quality, consistency, and graduate readiness for professional practice. Despite its significance, limited research explores the lived experiences and perspectives of stakeholders, including academic nurse educators, administrators, students, and alumni-engaged in accreditation.

Purpose: This study aimed to explore the lived experiences, perceptions, and insights of nursing education stakeholders regarding the accreditation process, focusing on its impact on educational quality, program reputation, and professional preparation.

Methods: A qualitative phenomenological approach was employed, using purposive sampling to recruit 54 participants from a Saudi nursing college, including academic nurse educators and administrators (n = 24), students (n = 20), and alumni (n = 10). Data were collected through semi-structured interviews.Thematic analysis identified key themes and subthemes associated with participants' experiences of accreditation.

Findings: Six main themes emerged: (1) knowledge and experience of accreditation; (2) importance and benefits of accreditation; (3) impact of accreditation; (4) preparation for professional practice; (5) challenges of accreditation; and (6) suggestions for improvement. Stakeholders across all groups recognized accreditation as essential for program quality and career readiness. Faculty and alumni emphasized the role of accreditation in enhancing program reputation and credibility, while students highlighted its influence on their learning experiences, though they expressed a desire for more engagement and transparency in the process. Faculty and administrators reported significant challenges, including administrative demands, time management, and resource allocation in maintaining accreditation standards.

Conclusion: This study offers a comprehensive view of accreditation's multi-dimensional impact from multiple stakeholder perspectives and experiences, reinforcing accreditation's importance in promoting nursing education quality and alignment with healthcare standards. However, findings suggest a need for institutional support to manage accreditation demands effectively. Future research should investigate accreditation's long-term impact through longitudinal and multi-site studies to broaden understanding and enhance the generalizability of findings in nursing education contexts worldwide.