Ecosystem of Excellence in Academic Nursing - An AACN Faculty Tool Kit

Institutional Infrastructure & Capacity

Strengthening the Foundation for Academic Nursing

Institutional Infrastructure and Capacity form the foundation of the Operational Core within the Ecosystem of Excellence. This Condition includes the physical, technological, financial, and human infrastructures that sustain daily operations and support the long-term vitality of academic nursing programs.

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Why It Matters

Strong infrastructure ensures that students, staff, and faculty have the spaces, tools, and support needed to learn, teach, and collaborate. When these infrastructures are reliable and intentionally aligned with institutional goals, they create environments that are safe, functional, and ready to meet evolving educational and workforce needs.

Key Components of Infrastructure

  • Classrooms, laboratories, and simulation centers
  • Digital platforms and reliable technology
  • Financial structures
  • staffing systems and processes that guide operations.

Strong infrastructure supports high-quality teaching, meaningful collaboration, and the daily experiences that allow students, staff, and faculty to thrive.

The Need for Flexibility

As nursing education becomes increasingly complex and technology-driven, infrastructure must remain flexible and responsive. Transformational leadership plays a key role in building systems that encourage innovation, adaptability, and continuous improvement. Institutions with reliable and future-ready infrastructure are better equipped to support high-quality instruction, retain a strong workforce, and respond effectively to change.

What to Evaluate

This Condition includes evaluating:

  • How well facilities are maintained and accessible
  • Whether financial resources support learning and operations
  • Whether technology is dependable and secure
  • Whether human systems promote well-being, professional growth, and communication across roles

Ultimately, Institutional Infrastructure and Capacity shape the environment in which academic nursing programs thrive. When physical, technological, financial, and human systems are intentionally aligned, institutions create the stability and shared purpose needed to advance excellence across the academic nursing community.

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Institutional Condition: Institutional Infrastructure & Capacity

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Aligning with Humanistic Conditions

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Four Interconnected Systems

Four interconnected systems form the foundation of Institutional Infrastructure & Capacity across academic nursing.


Physical Infrastructure

Safe, accessible, and well-maintained classrooms, laboratories, and learning spaces support high-quality education and the daily needs of students, faculty, and staff.

Technological Infrastructure

Reliable digital platforms, simulation tools, cloud-based systems, and secure data environments expand access to learning, strengthen collaboration, and prepare academic communities for technology-driven practice.

Financial Infrastructure

Sound financial systems—scholarships, operational resources, faculty and staff support, and sustainable funding structures—ensure stability, innovation, and the ability to meet evolving educational needs.

Human Infrastructure

Strong human systems, including fair compensation, supportive leadership, professional development, and effective communication, create environments where faculty, staff, and students can thrive and contribute meaningfully.

Challenges to Institutional Infrastructure & Capacity

Institutional Infrastructure and Capacity form the foundation of effective academic nursing programs. Yet many schools face persistent barriers across four core infrastructures—physical, financial, technological, and human—that limit their ability to meet the evolving needs of students, faculty, and staff. These challenges weaken resilience, slow innovation, and disrupt alignment with the Access, Connection, and Engagement (ACE) vision.

  • Outdated or insufficient classrooms, labs, and learning environments
  • Limited simulation and clinical spaces restrict hands-on learning
  • Deferred maintenance affecting safety and accessibility
  • Uneven space distribution across programs or campuses that hinder collaboration, community partnership, and growth

  • Budget constraints that limit investments in technology, facilities, staffing, and student support
  • Lack of flexible financial systems (e.g., emergency aid, adaptable budgeting models)
  • Limited resources for innovation, long-term planning, and workforce readiness

  • Unequal access to digital tools, simulation technology, and reliable broadband 
  • Outdated or fragmented IT systems that hinder teaching, research, and communication
  • Limited capacity to onboard and support users of emerging technologies, including AI and electronic health records

  • Persistent staffing shortages in advising, simulation, IT support, and wellness roles
  • Heavy workloads without formal monitoring systems, contributing to burnout and turnover
  • Limited mentorship, leadership development, and recognition further affects morale and long-term retention
  • Organizational cultures lacking psychological safety or transparent communication hinder collaboration and shared problem-solving

Why These Challenges Matter

When infrastructure challenges remain unresolved, they undermine the conditions needed for excellence. Gaps in physical, financial, technological, or human systems weaken connection across roles, reduce access to essential resources, and limit engagement in shared achievement. Strengthening these four infrastructures is essential for building stable, adaptive, and future-ready academic nursing environments.

Understanding Scenarios and Addressing Real-World Barriers

Select your audience type to view scenarios. Each scenario shows effective vs. ineffective strategies, aligned AACN Essentials, and a Pathway to Excellence with reflection prompts and a progress dashboard.

Scenarios

College students collaborating at a table

Student
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Staff in a circle meeting

Staff
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Professor lecturing to students in a classroom

Faculty
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Two people discussing care plans and resources

Individuals with Complex
Challenges Scenarios

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Institutional partners collaborating around a table

Institutional
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Additional Resources Mapped to AACN Essentials Domains

Key resources related to psychological safety, well-being, and positive work environments in nursing.
Resource DOI / URL AACN Essentials Domain
National Academies of Sciences, Engineering, and Medicine. (2021). Educating nurses for the future. In M. K. Wakefield, D. R. Williams, S. Le Menestrel, & J. L. Flaubert (Eds.), The future of nursing 2020–2030: Charting a path to achieve health equity (pp. 189–245). The National Academies Press. https://doi.org/10.17226/25982 (opens in a new tab) Domain 3 – Population Health
Domain 9 – Professionalism
American Hospital Association. (2021). Creating safer workplaces: A guide to mitigating violence in health care settings. AHA PDF Link (opens in a new tab) Domain 5 – Quality and Safety
American Nurses Association. (2023). Safety strategies every nurse leader needs to know. https://www.nursingworld.org/content-hub/resources/nursing-leadership/safety-in-nursing/ (opens in a new tab) Domain 5 – Quality and Safety
American Nurses Association. (2024). 7 ways to create a positive work environment for nurses. https://www.nursingworld.org/content-hub/resources/workplace/positive-work-environment/ (opens in a new tab) Domain 5 – Quality and Safety
Browne, C., & Chun Tie, Y. (2024). Promoting well-being: A scoping review of strategies implemented during the COVID-19 pandemic to enhance the well-being of the nursing workforce. International Journal of Nursing Studies Advances, 6, 100177. https://doi.org/10.1016/j.ijnsa.2024.100177 (opens in a new tab) Domain 10 – Personal, Professional, & Leadership
College of Nurses of Ontario. (2025). Developing a Safe Organizational Culture. CNO Resource Link (opens in a new tab) Domain 5 – Quality and Safety
Hardie, P., O'Donovan, R., Jarvis, S., & Redmond, C. (2022). Key tips to providing a psychologically safe learning environment in the clinical setting. BMC Medical Education, 22(1), 816. https://doi.org/10.1186/s12909-022-03892-9 (opens in a new tab) Domain 5 – Quality and Safety
van Dyk, E. C., van Rensburg, G. H., & van Rensburg, E. S. J. (2021). A model to foster and facilitate trust and trusting relationships in the nursing education context. Health SA Gesondheid, 26, 1645. https://doi.org/10.4102/hsag.v26i0.1645 (opens in a new tab) Domain 5 – Quality and Safety

Funding, open educational resources, and scholarship-related resources.
Resource DOI / URL AACN Essentials Domain
Association of American Medical Colleges, Center for Health Justice. (2025). Funding opportunities. Association of American Medical Colleges. https://www.aamchealthjustice.org/career-development/funding (opens in a new tab)  
Northeast Wisconsin Technical College Library. (2025). Open educational resources (OER). https://nwtc.libguides.com/oer (opens in a new tab)  
Robert Wood Johnson Foundation. (2025). Systems for action: Community-led systems research to address systemic racism. https://www.rwjf.org/en/grants/active-funding-opportunities/2025/systems-for-action-community-led-systems-research-to-address-systemic-racism.html (opens in a new tab)  
Spencer Foundation. (2025). Field-initiated research grants. https://www.spencer.org/research-grants (opens in a new tab)  
Texas Higher Education Coordinating Board. (2025). Open educational resources grant program (OERGP). https://www.highered.texas.gov/grants/open-educational-resources-grant-program-oergp/ (opens in a new tab)  
The Commonwealth Fund. (2025). Grants: The Commonwealth Fund. https://www.commonwealthfund.org/grants (opens in a new tab)  
The NEA Foundation. (2025). Envision equity grants. https://www.neafoundation.org/educator-grants-and-fellowships/envision-equity-grants/ (opens in a new tab)  
University of Delaware, Library Museums and Press. (2025). Teaching and learning services: Apply for an open and affordable teaching material grant. https://library.udel.edu/teaching-and-learning/oer/ud-oer-grant/ (opens in a new tab)  
University System of Maryland, William E. Kirwan Center for Academic Innovation. (2025). Call for proposals for the 2025 OER grant program. https://www.usmd.edu/cai/call-proposals-2025-oer-grant-program (opens in a new tab)  

Resources related to belonging, faculty development, and professional well-being.
Resource DOI / URL AACN Essentials Domain
Acosta, A. (2024, April 1). 3 ways AI can help foster a sense of belonging on campus. Discourse Analytics. https://www.discourseanalytics.com/3-ways-ai-can-help-foster-a-sense-of-belonging-on-campus/ (opens in a new tab) Domain 5 – Quality and Safety
Domain 10 – Personal, Professional, & Leadership Development
Allen, K.-A., Kern, M. L., Rozek, C. S., McInerney, D. M., & Slavich, G. M. (2021). Belonging: A review of conceptual issues, an integrative framework, and directions for future research. Australian Journal of Psychology, 73(1), 87–102. https://doi.org/10.1080/00049530.2021.1883409 (opens in a new tab) Domain 2 – Person-Centered Care
Domain 9 – Professionalism
Domain 10 – Personal, Professional, & Leadership Development
Association of California School Administrators. (2024). All means all: Utilizing student belonging as a path to academic achievement. https://content.acsa.org/all-means-all-utilizing-student-belonging-as-a-path-to-academic-achievement/ (opens in a new tab) Domain 5 – Quality and Safety
Domain 10 – Personal, Professional, & Leadership Development
Baghbani, R., Rakhshan, M., Zarifsanaiey, N., Nemati, R., & Daneshi, S. (2022). Comparison of the effectiveness of the electronic portfolio and online discussion forum methods in teaching professional belonging and ethical behaviors to nursing students: A randomized controlled trial. BMC Medical Education, 22(1), 618. https://doi.org/10.1186/s12909-022-03677-0 (opens in a new tab) Domain 6 – Interprofessional Partnerships
Domain 9 – Professionalism
Boitet, L. M., Meese, K. A., Sweeney, K. L., Estes, N. R., Hays, M. M., Loyd, C., & Rogers, D. A. (2024). Towards safer spaces: An empirical investigation of trainee psychological safety within academic medical centers. Advances in Medical Education and Practice, 15, 1079–1092. https://doi.org/10.2147/AMEP.S477654 (opens in a new tab)  
Bradford, H. M., Grady, K., Kennedy, M. B., & Johnson, R. L. (2022). Advancing faculty diversity in nursing education: Strategies for success. Journal of Professional Nursing, 42, 239–249. https://doi.org/10.1016/j.profnurs.2022.07.006 (opens in a new tab) Domain 10 – Personal, Professional, & Leadership Development
Duke University, School of Nursing. (2025). Faculty professional development. https://nursing.duke.edu/centers-and-institutes/centers-offices/faculty-professional-development (opens in a new tab) Domain 10 – Personal, Professional, & Leadership Development
Georgia State University, Office of Faculty Affairs. (2024, July 1). New faculty onboarding checklist. Georgia State University. https://faculty.gsu.edu/document/new-faculty-onboarding-checklist/ (opens in a new tab)  
Gopalan, M., & Brady, S. T. (2019). College students’ sense of belonging: A national perspective. Educational Researcher, 49(2), 134–137. https://doi.org/10.3102/0013189X19897622 (opens in a new tab) Domain 2 – Person-Centered Care
Hamlin, L. (2021). A model for graduate nursing faculty teaching workload. Journal of Professional Nursing, 37(2), 244–248. https://doi.org/10.1016/j.profnurs.2020.12.014 (opens in a new tab) Domain 10 – Personal, Professional, & Leadership Development
Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162–184. https://doi.org/10.1080/00461520.2019.1623032 (opens in a new tab) Domain 2 – Person-Centered Care
Domain 6 – Interprofessional Partnerships
Domain 9 – Professionalism
King, R. B., Wang, Y., Fu, L., & Leung, S. O. (2024). Identifying the top predictors of student well-being across cultures using machine learning and conventional statistics. Scientific Reports, 14(1), 8376. https://doi.org/10.1038/s41598-024-55461-3 (opens in a new tab) Domain 3 – Population Health
Massachusetts Institute of Technology, Teaching + Learning Lab. (2025). Academic belonging. Massachusetts Institute of Technology. https://tll.mit.edu/teaching-resources/inclusive-classroom/academic-belonging/ (opens in a new tab) Domain 5 – Quality and Safety
Domain 10 – Personal, Professional, & Leadership Development
Mokel, M. J., Behnke, L. M., Gatewood, E., Mihaly, L. K., Newberry, E. B., Lovence, K., Ro, K., Bellflower, B. B., Tabi, M., & Kuster, A. (2022). Mentoring and support for underrepresented nursing faculty: An integrative research review. Nurse Educator, 47(2), 81–85. https://doi.org/10.1097/NNE.0000000000001089 (opens in a new tab) Domain 10 – Personal, Professional, & Leadership Development
Moyer, S. M. (2022). Work-life balance of nursing faculty: A scoping review. Nurse Education Perspectives, 43(4), 211–216. https://doi.org/10.1097/01.NEP.0000000000000952 (opens in a new tab) Domain 5 – Quality and Safety
Murray, T. A., & Noone, J. (2022). Advancing diversity in nursing education: A groundwater approach. Journal of Professional Nursing, 41, 140–148. https://doi.org/10.1016/j.profnurs.2022.05.002 (opens in a new tab) Domain 9 – Professionalism
National League for Nursing. (2025). Education & assessment: Learn, exchange ideas & benefit from the expertise of interdisciplinary leaders. https://www.nln.org/education (opens in a new tab) Domain 10 – Personal, Professional, & Leadership Development
Penn Nursing, University of Pennsylvania. (n.d.). Faculty mentorship. Penn, University of Pennsylvania. https://www.nursing.upenn.edu/faculty-affairs-human-resources/faculty-affairs/faculty-mentorship/ (opens in a new tab)  
Poswolsky, S. (2024). The workplace belonging toolkit. Smiley Poswolsky LLC. https://www.smileyposwolsky.com/workplace-belonging-toolkit (opens in a new tab)  
Scheese, C. H., Nerges, J., Sneddon, C. S., & Morton, P. G. (2023). Strategies for transitioning from a clinical position to a faculty role. Journal of Professional Nursing, 49, 145–154. https://doi.org/10.1016/j.profnurs.2023.09.003 (opens in a new tab) Domain 10 – Personal, Professional, & Leadership Development
Singer, D. L., Sapp, A., & Baker, K. A. (2022). Belongingness in undergraduate/pre-licensure nursing students in the clinical learning environment: A scoping review. Nurse Education in Practice, 64, 103422. https://doi.org/10.1016/j.nepr.2022.103422 (opens in a new tab) Domain 5 – Quality and Safety
Domain 10 – Personal, Professional, & Leadership Development
Singer, D. L., Zhang, Y., Baker, K. A., & Walker, D. (2024). Modifiable factors contributing to belongingness of undergraduate nursing students in the clinical learning environment: An exploratory study. Nurse Education Today, 133, 106065. https://doi.org/10.1016/j.nedt.2023.106065 (opens in a new tab) Domain 5 – Quality and Safety
Domain 10 – Personal, Professional, & Leadership Development
University of Detroit Mercy, Center for Excellence in Teaching & Learning. (2025). Tool kit: Student belonging. University of Detroit Mercy. https://cetl.udmercy.edu/student-belonging/ (opens in a new tab) Domain 5 – Quality and Safety
Domain 10 – Personal, Professional, & Leadership Development
University of Virginia, Office for Diversity, Equity, and Inclusion. (2020). Toolkit for equity-minded decisions and policies. University of Virginia. https://news.med.virginia.edu/deans-office-blog/wp-content/blogs.dir/324/files/2020/07/InclusiveExcellence_Tools_06.16.2020.pdf?r=1 (opens in a new tab) Domain 10 – Personal, Professional, & Leadership Development
Walton, G. M., Murphy, M. C., Logel, C., Yeager, D. S., Goyer, J. P., Brady, S. T., Emerson, K. T. U., Paunesku, D., Fotuhi, O., Blodorn, A., Boucher, K. L., Carter, E. R., Gopalan, M., Henderson, A., Kroeper, K. M., Murdock-Perriera, L. A., Reeves, S. L., Ablorh, T. T., Ansari, S., … Krol, N. (2023). Where and with whom does a brief social-belonging intervention promote progress in college? Science, 380(6644), 499–505. https://doi.org/10.1126/science.ade4420 (opens in a new tab) Domain 2 – Person-Centered Care
Domain 6 – Interprofessional Partnerships
Domain 9 – Professionalism

Resources related to innovation, informatics, AI, and systems-based practice in nursing.
Resource DOI / URL AACN Essentials Domain
1EdTech Consortium. (2024). AI preparedness checklist. https://www.1edtech.org/resource/ai-checklist (opens in a new tab) Domain 8 – Informatics & Healthcare Technologies
Abou Hashish, E. A. (2025). Compassion through technology: Digital empathy concept analysis and implications in nursing. Digital Health, 11, 20552076251326221. https://doi.org/10.1177/20552076251326221 (opens in a new tab) Domain 2 – Person-Centered Care
Domain 8 – Informatics & Healthcare Technologies
Bradley, C. S., Aebersold, M., DiClimente, L., Flaten, C., Muehlbauer, M. K., & Loomis, A. (2024). Breaking boundaries: How immersive virtual reality is reshaping nursing education. Journal of Nursing Regulation, 15(2), 28–37. https://doi.org/10.1016/S2155-8256(24)00053-X (opens in a new tab) Domain 1 – Knowledge for Nursing Practice
Domain 8 – Informatics & Healthcare Technologies
Eichelzer, G. P. (2024). Establishing an infrastructure for nursing innovation in a large urban Magnet hospital [Doctoral dissertation, Yale University]. Yale School of Nursing. https://elischolar.library.yale.edu/ysndt/1170/ (opens in a new tab) Domain 7 – Systems-Based Practice
Domain 10 – Personal, Professional, & Leadership Development
Kobeissi, M. M., & Hickey, J. V. (2023). An infrastructure to provide safer, higher-quality, and more equitable telehealth. The Joint Commission Journal on Quality and Patient Safety, 49(4), 213–222. https://doi.org/10.1016/j.jcjq.2023.01.006 (opens in a new tab) Domain 2 – Person-Centered Care
Domain 5 – Quality and Safety
Domain 8 – Informatics & Healthcare Technologies
Domain 10 – Personal, Professional, & Leadership Development
American Organization for Nurse Leadership. (2024). AONL social media toolkit for nursing leaders. https://www.aonl.org/AONL-Social-Media-Toolkit-for-Nursing-Leaders (opens in a new tab) Domain 8 – Informatics & Healthcare Technologies
Domain 9 – Professionalism
Washington State Board for Community and Technical Colleges. (2024). Nursing capacity expansion report 2024. https://www.sbctc.edu/resources/documents/colleges-staff/programs-services/legislative-outreach/2024/nursing-capacity-expansion-report-2024.pdf (opens in a new tab) Domain 1 – Knowledge for Nursing Practice
Domain 2 – Person-Centered Care
Domain 5 – Quality and Safety
Domain 7 – Systems-Based Practice
Domain 8 – Informatics & Healthcare Technologies
Domain 9 – Professionalism
Weckman, A., McGaffigan, P., Howell, K., Taylor, J., & Rooney, A. (2024). Transforming health care through innovative nurse-led care delivery solutions: A toolkit for transformation. https://www.ihi.org/ (opens in a new tab) Domain 2 – Person-Centered Care
Domain 5 – Quality and Safety
Domain 6 – Interprofessional Partnerships
Domain 7 – Systems-Based Practice
Domain 8 – Informatics & Healthcare Technologies
Domain 9 – Professionalism