Welcome to the October edition of AOE’s Monthly Newsletter! This edition of AOE Compliance Connection includes new educational offerings from ACCME, ANCC NCPD criteria updates, and the final installment of a three-part series on How to Overcome the Top 3 Obstacles to Accredited CME Program Success from AOE President, Stephen Lewis. In addition to our monthly newsletter, we answer an array of commonly asked accredited CME/CE questions via weekly compliance tips here.
ACCME: “Leveraging CE for Higher-level Outcomes” Curriculum
The ACCME announced a new curriculum to help providers broaden the impact of their CE program and achieve higher-level outcomes.
If you’ve viewed improvements to patient and community health as unattainable ambitions, take note: ACCME says the “Leveraging CE for Higher-level Outcomes Curriculum” is intended to support CE professionals with practical strategies to do just that.
For providers that struggle to bridge their CE program to the greater community, the curriculum will “explore methods for integrating CE with broader healthcare initiatives to drive sustainable improvements.” Additionally, it will explore ways providers can bolster their collaboration efforts and ensure their program aligns with Commendation criteria.
Interested in raising the bar? You can do it at a great rate—the curriculum is live on ACCME Academy (ACCME’s digital hub for accredited CE curricula and resources) and FREE to accredited CE providers with an existing user account.
ANCC NCPD Criteria Changes
Updates provided by AOE Senior Program Manager, Sarah Porter.
Sarah Porter, CHCP, Senior Program Manager
On July 1, 2025, the American Nurses Credentialing Center (ANCC), in collaboration with the Commission on Accreditation in Nursing Continuing Professional Development (COA-NCPD), released revised ANCC NCPD Accreditation criteria. The revisions represent the first substantive update to the criteria since 2015.
While the ANCC provides numerous resources to support ANCC accredited providers in implementing the new criteria, below is a high-level overview:
Unchanged Criteria & Minor Updates
- Some criteria remain unchanged such as EDP1, EDP2, and EDP8.
- For several criteria, the wording was revised, but the focus remains unchanged (i.e., OO1, EDP7, and QO2).
- In several instances, requirements were removed or streamlined.
- For OO2, the requirement to submit actual position descriptions for the Accredited Provider Program Director (AP-PD) and Nurse Planner(s) was removed. Providers must now attest that individuals are fulfilling eligibility requirements and the responsibilities of each role.
- QO3 was removed.
- Examples were removed from the Self-Study Report to avoid duplication.
- The following activity file requirements were removed:
- Documentation requirement in activity planning for identification of “content expert” on planning committee
- Mathematical calculation to determine contact hours
- Criteria for awarding contact hours in the planning form (Note: This is still required in disclosure to learners)
- Documentation requirement in activity planning for names and credentials of all individuals in a position to control content. This is instead included for Standard 3 evidence.
Overhauled/Revamped Criteria
- Some criteria were revamped.
- SC1: Requirement for a mission statement related to NCPD.
- SC2: Requirements to describe how the AP-PD was oriented, how their competence is assessed, and how they engage in professional development to improve or enhance their role.
- SC3: New focus on onboarding and orienting the Nurse Planner(s) along with how compliance is monitored and professional development is promoted.
- EDP5: Formerly EDP3 with a new focus on choosing appropriate assessment methods and ensuring such methods appropriately measure a change in knowledge, skill, and/or practice that align with the professional practice gap(s), underlying educational need(s), competency, and outcome statement.
New Criteria
- Some criteria are new.
- EDP3: Identification of competencies aligned to the professional practice gap(s) and underlying educational need(s).
- EDP4: Development of measurable learning outcome statements aligned to the professional practice gap(s), underlying educational need(s), and identified competencies.
- EPD6: Selection of appropriate active learning strategies aligned with the underlying educational need(s).
- QO1: Determination of whether the mission statement and expected results were met through analysis of overall activities offered during the accreditation term.
New Activity File Requirements
- Some activity file requirements are new (corresponding to new criteria):
- Established competencies and the professional source that developed the competencies.
- Assessment method(s) used to measure change in knowledge, skills, and/or practice.
- Active learning strategies used.
- Attestation affirming adherence to Standard 2.
- Evidence for Standard 5, if applicable.
In light of changes to the core NCPD Accreditation Criteria, changes to the Accreditation with Distinction criteria, specifically the Educational Design Process (EDP) criteria, were also implemented as follows:
- EDPb and EDPc were removed as they are now part of the core NCPD Accreditation criteria.
- Three new EDP distinction criteria were added: EDPb – Integration of Artificial Intelligence (AI), EDPc – Use of Adjunct Support Strategies, and EDPf – Real Time Learning Guide.
Last, ANCC provided a few additional updates:
- For both the core criteria and distinction criteria, “required elements” were incorporated for clarity.
- Providers are required to utilize the ANCC Self-Study Report template during initial or reaccreditation.
- A Structured Abstract will be released and must be utilized for Performance-in-Practice.
Criteria changes can represent an opportunity for program growth and development and can also be overwhelming, particularly if resources or staffing are limited. If your organization would benefit from assistance in navigating the new NCPD Accreditation criteria, AOE offers accreditation management, accredited CE coordination, and initial and reaccreditation support services. Reach out to the AOE team here to learn more.
CE/AOE Community: How to Overcome the Top 3 Obstacles to Accredited CME Program Success – Part 3
This article is the final installment in a three-part series from AOE President, Stephen Lewis.
Stephen Lewis, MA, CHCP
In working with dozens of accredited CME/CE programs since 2008 to address and overcome barriers to success, we recently worked with AOE clients to identify the Top 3 obstacles they struggle with. (In case you missed it, check out Part 1 here and Part 2 here). If you can identify with or add any new obstacles or solutions to this list, please reach out to us to share your experiences or let us know how we can help.
Obstacle #3 – All Work, No Strategy
Most accredited provider offices have dedicated staff members who put their noses to the grindstone to complete a mountain of daily tasks. Unfortunately, that leaves little time to develop strategic goals and action plans to:
- Research and implement innovative technologies and solutions
- Identify opportunities to cut costs and grow revenue streams, and
- Benchmark the AP program against others and improve management and effectiveness.
Example: A medical society’s accredited CE office was tasked with identifying opportunities to bring in additional revenue associated with its activities. In addition, for the first time in its history, it had to manage the office to a specific expense budget, instead of being classified as part of the organization’s operational overhead.
The client confided to AOE: “We are out of our league and comfort zone. On the revenue side, we have never touched these kinds of issues. On the operations side, we’ve always done it this way, but I have no idea why or if it’s the most effective way we could do it.”
The best way to avoid being overwhelmed is to break down bigger issues into smaller parts. For this team, we were able to recommend approaches in each category, including how to:
- Discuss and analyze annual meeting exhibits and pricing
- Propose market-based registration fees
- Consider the costs and benefits of grants and in-kind revenue opportunities, and
- Conduct a return-on-investment (ROI) analysis regarding staffing and CE activities
Solution: Most people appreciate hard work. But everyone values smart work, based on a sound strategy and goals.
Stephen is scheduled to speak further on obstacles and solutions to CME/CE program success at the Mid-Atlantic Alliance for Continuing Medical Education (MAACME) 2025 Annual Conference, November 5 – 6, 2025, in Blue Bell, PA. If you’re there, come say hello!
Upcoming Events
- Pri-Med East – Primary Care CME/CE Conference & Expo
October 22 – 24, 2025, Providence, RI
Read More >> - Academy of Doctoral PAs – ADPA 2025 Conference: Advancing PA Leadership
October 26, 2025 (Virtual Conference)
Read More >> - Association of American Medical Colleges (AAMC) Annual Meeting: Learn Serve Lead 2025
November 1–5, 2025, San Antonio, TX
Read More >> - Mid-Atlantic Alliance for Continuing Medical Education (MAACME) 2025 Annual Conference
November 5 – 6, 2025, Blue Bell, PA
Read More >> - ACPE CPE Provider Conference: Continuing Professional Development for the CE Administrator
December 3, 2025, 10:00 am – 12:00 pm CT (Virtual Conference)
Read More >> - Joint Accreditation Provider Update Webinar
December 8, 2025, 1:00 pm – 2:30 pm CT (Virtual)
Read More >> - Alliance 2026 Annual Conference
February 16 – 19, 2026, Atlanta, GA
Read More >>
