Source of funding statement:
International Federation of Nurse Anesthetists' Anesthesia Program Approval Process
Article first published online: 22 APR 2014
© 2014 International Council of Nurses
International Nursing Review
Volume 61, Issue 2, pages 285–289, June 2014
How to Cite
Horton, B.J., Anang, S.P., Riesen, M., Yang, H.-J. and Björkelund, K.B. (2014), International Federation of Nurse Anesthetists' Anesthesia Program Approval Process. International Nursing Review, 61: 285–289. doi: 10.1111/inr.12089
IFNA's Education and Research Foundation awarded a grant to the Education Committee for a ‘Pilot Accreditation Project’ in June 2010.
Conflict of interest statement: No conflict of interest has been declared by the authors. The authors are members of IFNA's Education Committee that administers the Anesthesia Approval Process (APAP).
- Issue published online: 19 MAY 2014
- Article first published online: 22 APR 2014
- IFNA's Education and Research Foundation
The International Federation of Nurse Anesthetists is improving anaesthesia patient care through a voluntary Anesthesia Program Approval Process (APAP) for schools and programmes. It is the result of a coordinated effort by anaesthesia leaders from many nations to implement a voluntary quality improvement system for education. These leaders firmly believe that meeting international education standards is an important way to improve anaesthesia, pain management and resuscitative care to patients worldwide.
By 2013, 14 anaesthesia programmes from France, Iceland, Indonesia, Philippines, Sweden, Switzerland, Netherlands, Tunisia and the USA had successfully completed the process. Additional programmes were scheduled for review in 2014. Faculty from these programmes, who have successfully completed APAP, show how anaesthesia educators throughout the world seek to continually improve education and patient care by pledging to meet common education standards.
As national governments, education ministers and heads of education institutions work to decrease shortages of healthcare workers, they would benefit from considering the value offered by quality improvement systems supported by professional organizations. When education programmes are measured against standards developed by experts in a profession, policy makers can be assured that the programmes have met certain standards of quality. They can also be confident that graduates of approved programmes are appropriately trained healthcare workers for their citizens.