Dissertation/Thesis Abstract

A National Study Comparing Baldrige Core Values and Concepts with AACN Indicators of Quality: Facilitating CCNE-Baccalaureate Colleges of Nursing Move toward More Effective Continuous Performance Improvement Practices
by Mattin, Deborah C., Ph.D., The University of Toledo, 2013, 156; 3726788
Abstract (Summary)

The AACN has asked academic leaders to align the performance of their organizations to the prescribed standards within the Essentials of Baccalaureate Education for Professional Nursing Practice document and has provided indicators of quality suggestions for program enhancement as a means of promoting continuous performance improvement. However, the AACN has not prescribed a strategy that specifies the manner in which colleges should achieve these benchmarked standards, which has created uncertainty among administrators about whether the indicators of quality lead to improvements that are actually indicative of improved performance.

This dissertation used multiple linear regression research design to determine whether predictive relationships exist between the American Association of Colleges of Nursing (AACN) indicators of quality and the Baldrige core values and concepts of performance improvement within Commission on Collegiate Nursing Education accredited baccalaureate colleges of nursing.

The purpose of this study was to determine whether the behaviors associated with specific AACN indicators of quality reflect behaviors that the Baldrige core values and concepts have already proven to be successful in achieving continuous performance improvement. The results revealed nine AACN indicators of quality behaviors most likely to enhance performance improvement outcomes within baccalaureate colleges of nursing. They include; (1) Resources are budgeted for research, development, business operations, public relations, marketing, and human resources; (2) Establishing and upholding policies that reflect faculty and leadership development resources; (3) Student experiences include service learning opportunities; (4) Practice partnerships include collaborative practice initiatives; (5) Collecting data and making program changes that focus on the level of graduate satisfaction with their preparation for the profession; (6) Faculty have input into the governance of the college/school; (7) The majority of faculty have a presence in state, regional, national, and international professional activities; (8) Opportunities for baccalaureate graduate's employment with practice partnerships; and (9) Formal mentoring program for clinical preceptors.

The results underline the fact that continuous performance improvement within baccalaureate colleges of nursing is a deliberate and dynamic analysis-driven endeavor dependent on an organization's ability, willingness, and initiative to continually strive to narrow the chasm between actual and potential performance results.

Indexing (document details)
Advisor: Meabon, David
Commitee: Ariss, Sonny, Batten, Susan, Meabon, David, Opp, Ronald
School: The University of Toledo
Department: Higher Education
School Location: United States -- Ohio
Source: DAI-A 77/01(E), Dissertation Abstracts International
Subjects: Philosophy, Higher Education Administration, Nursing, Organization Theory, Higher education
Keywords: Baldrige performance excellence, Colleges of nursing, Indicators of quality, Performance improvement
Publication Number: 3726788
ISBN: 978-1-339-11611-2
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