A comparative study of nursing accreditation between China and the United States in the context of the Healthy China Initiative

doi:10.3760/cma.j.cn115259-20250630-00725

Abstract

Abstract: A comparative analysis of nursing education accreditation systems was conducted between China and the United States, and recommendations are proposed for enhancing China′s nursing education and accreditation framework. The US employs a parallel accreditation model through Commission on Collegiate Nursing Education and Accreditation Commission for Education in Nursing, which comprehensively covers multi-level nursing programs and emphasizes dynamic standard adjustment and industry alignment. In contrast, China primarily focuses on undergraduate nursing accreditation and prioritizes standardization, while demonstrating limitations in scope and international compatibility. This study proposes that China can draw on international experiences to refine tiered accreditation standards and establish a dynamic mechanism for nursing education. Additionally, the need for progressive training in clinical competencies and the promotion of interdisciplinary learning is emphasized. By linking accreditation outcomes with educational policies, this approach aims to align nursing education with healthcare demands, thereby contributing to the cultivation of high-quality nursing talent for the Healthy China 2030 initiative.

Key words: Nursing, Nursing education research, Professional accreditation, China-US comparison, Tiered accreditation

CLC Number:

R-05

Chen Xiaoxun, Yang Mianhua, Xie Ana, Hou Jianlin, Su Jing. A comparative study of nursing accreditation between China and the United States in the context of the Healthy China Initiative[J]. Chinese Journal of Medical Education, 2026, 46(5): 395-400.

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