The San Antonio school is one of only 19 nursing education programs in the United States selected for the 2026 NLN Center of Excellence class and one of just two in Texas. It will receive the honor formally during the Honors Convocation of the 2026 NLN Education Summit in Washington, D.C., on Sept. 25. The designation also gives the institution a distinction that is unusual even within the state: it is the only school in Texas currently holding two active NLN Center of Excellence designations. The school remains the only nursing program headquartered in San Antonio with an NLN Center of Excellence designation and is one of only six designated programs statewide. Fewer than 100 institutions among the thousands offering nursing education programs across the country hold a Center of Excellence distinction in at least one of the NLN’s five designated areas. Those areas recognize sustained excellence in faculty development, student learning and professional development, research, public service and other dimensions of nursing education. The designations are valid for five years and may be renewed, meaning that recipients must continue demonstrating impact rather than relying on a one-time achievement.

The “Student Learning and Professional Development” designation addresses a technical challenge at the center of modern nursing education: how to translate knowledge gained in classrooms, laboratories and simulation environments into safe, adaptable decisions at the bedside. Nursing students must integrate physiology, pharmacology, communication, ethics, public health and clinical procedures while responding to patients whose conditions can change within minutes. Effective programs therefore assess more than memorization. They examine clinical reasoning, situational awareness, teamwork, communication and the ability to interpret evidence under pressure. Professional development extends beyond graduation, encompassing leadership, reflective practice, continuing education and the capacity to adapt as treatments, technologies and standards evolve. The NLN recognition is designed for programs that demonstrate sustained, evidence-based innovation in this process and document whether their approaches are producing meaningful results. It also acknowledges schools that use continuous quality improvement, a structured cycle of measuring outcomes, identifying weaknesses, testing interventions and evaluating whether changes improve learning.

At the UT San Antonio School of Nursing, the designation reflects a collaborative model involving faculty, staff, students, clinical partners and community organizations. Sonya Renae Hardin, PhD, APRN, FAAN, dean of the school, said the goal is to create an educational environment in which students are challenged to grow as clinicians, professionals and leaders. That growth depends on more than adding new content to a curriculum. It requires aligning classroom instruction with clinical realities, giving students opportunities to practice decisions before they encounter them in patient care and creating feedback systems that allow both learners and instructors to improve. Evidence-based teaching methods can include high-fidelity simulation, case-based learning, structured clinical evaluation, interprofessional education and deliberate reflection after complex experiences. In simulation, for example, students can manage a deteriorating patient while instructors measure not only whether an intervention was correct, but also how rapidly the student recognized danger, communicated with colleagues and reassessed the patient. Such methods make invisible reasoning processes observable and provide a safer environment in which errors become opportunities for learning rather than sources of harm.

The school’s first NLN designation, recognizing the pedagogical expertise of faculty, provides an important foundation for the new honor. Pedagogy refers to the theory and practice of teaching, including how educators design instruction, assess learning and respond to different student needs. In nursing, pedagogical expertise has direct clinical implications because the quality of teaching influences how future nurses recognize risk, prioritize care and respond to uncertainty. Faculty members must remain current not only in their clinical specialties but also in educational science, assessment design, learning technologies and methods for supporting students from varied backgrounds. The relationship between faculty expertise and student achievement is therefore dynamic: instructors refine their teaching, students receive more effective learning experiences, and the resulting data inform the next cycle of improvement. Azizeh K. Sowan, PhD, RN, FAAN, professor and associate dean for strategic initiatives, described the school’s culture as one in which faculty advance teaching practices, staff support the student experience, learners actively engage in their education and clinical and community partners connect academic preparation to the evolving needs of patients and the profession.

That connection is increasingly important as nursing moves into a more technologically sophisticated and medically complex environment. Nurses now work with electronic health records, remote monitoring systems, predictive analytics, digital decision-support tools and increasingly specialized treatments. Yet technology does not replace fundamental clinical judgment. A patient’s vital signs may be summarized by an algorithm, but a nurse must still determine whether the data are reliable, recognize a subtle change in behavior, communicate concern and decide when escalation is necessary. Education that combines scientific knowledge with practical reasoning can help graduates navigate this tension. Students must learn to interpret data without becoming dependent on automated recommendations, to recognize bias or missing information and to preserve human-centered care when clinical encounters are mediated by screens and devices. Professional development also prepares nurses to lead quality-improvement efforts, participate in policy discussions and collaborate across disciplines. These capabilities are central to the school’s stated mission of preparing graduates for evidence-based practice, professional leadership and lifelong learning.

The program’s reach extends beyond degree preparation. The School of Nursing offers BSN, MSN, DNP and PhD programs, along with specialty certificates intended to develop nurse leaders through education, research, practice and community engagement. Its academic structure spans entry into the profession, advanced clinical practice, executive and systems leadership, and investigation into the scientific foundations of health care. First-generation college students make up one-third of the school’s enrollment, a figure that underscores the importance of support systems designed to help students persist in demanding programs. Advising, mentoring, academic coaching, financial guidance and early identification of learning barriers can all influence whether capable students complete their education. The school also operates a growing patient-care practice, providing primary and acute care through nurse practitioners on campus and at community partner sites. These settings can create a feedback loop between education and service: students encounter real community health needs, faculty and clinicians observe emerging challenges, and the curriculum can evolve in response to populations that may face barriers to care.

The school supports the academic health center and health system known as UT Health San Antonio, the region’s only academic health center and a major health sciences institution serving South Texas and beyond. Its schools of medicine, nursing, dentistry, health professions, graduate biomedical sciences and public health collectively support more than 2.5 million patient visits each year through inpatient and outpatient facilities staffed by medical, dental, nursing and allied health professionals. For nursing education, that environment can provide access to a broad range of clinical conditions, patient populations and interdisciplinary experiences. It also places education within a living health care system, where changes in public health, demographic patterns and treatment practices become immediate educational questions. Community partnerships are particularly significant in South Texas, where health outcomes are shaped by access to preventive services, chronic disease burden, socioeconomic conditions and cultural factors. Preparing nurses for this context requires technical competence as well as cultural humility, communication skills and an understanding of how social conditions influence health.

The NLN said its Center of Excellence program is intended to distinguish organizations that demonstrate substantive and sustained innovation, conduct research documenting the effectiveness of that innovation, maintain high internal standards and commit themselves to continuous quality improvement. Beverly Malone, PhD, RN, FAAN, NLN president and CEO, said the 2026 honorees show how nursing schools can transform the academic experience from the classroom to the clinic and campus life. The award is therefore more than an institutional accolade; it is a public claim that educational practices have been developed systematically and tested against defined standards. For students, the recognition may signal an environment built around active participation, professional growth and measurable support. For health systems, it identifies a potential source of graduates trained to adapt rather than merely repeat established routines. And for the wider public, it underscores a scientific reality often overlooked in discussions of health care: patient safety begins long before a nurse enters a hospital room. It begins with how knowledge is translated into judgment, how judgment is practiced, how performance is evaluated and how educators respond when evidence shows that a better way is possible.

Subject of Research: Nursing education, student learning, professional development and evidence-based teaching innovation.

Article Title: UT San Antonio School of Nursing Earns Second National Center of Excellence Designation

News Publication Date: Aug. 25, 2026

Web References: National League for Nursing Center of Excellence program: https://www.nln.org/detail-pages/news/2026/08/12/nln-honors-the-2026-centers-of-excellence-(coe)-in-nursing-education; UT San Antonio School of Nursing: https://uthscsa.edu/nursing/; UT Health San Antonio Center of Excellence information: https://uthscsa.edu/nursing/national-league-nursing-nln-center-excellence-coe

References: National League for Nursing; UT San Antonio School of Nursing; UT Health San Antonio institutional information; statements from Sonya Renae Hardin and Azizeh K. Sowan.

Keywords: nursing education, student learning, professional development, nursing faculty, evidence-based teaching, clinical reasoning, simulation, health care workforce, UT San Antonio, UT Health San Antonio, National League for Nursing, Center of Excellence in Nursing Education

The LKA is designed not merely as a series of examinations but as an ongoing, interactive assessment tool. This approach encourages internal medicine specialists to engage in continuous learning rather than relying solely on traditional block-study methodologies. Instead of cramming for a test at prescribed intervals, physicians can incorporate their assessments into daily practice, evaluating their knowledge in real-time as they navigate clinical scenarios. This shift from episodic testing to an ongoing evaluative process helps to create a culture of lifelong learning, essential in a field where new information and techniques are continually emerging.

Through the lens of the findings published in the Journal of General Internal Medicine, this research highlights how the LKA positively influences doctors’ motivation to study. Physicians, often burdened by their day-to-day responsibilities, may find it challenging to prioritize learning amidst their clinical and administrative duties. However, the LKA instills a sense of purpose and relevance in participants, as they see a direct correlation between their educational efforts and the enhancement of their clinical skills. The ability to connect study materials with patient care fosters an intrinsic motivation that traditional assessment methods often fail to evoke.

Moreover, the study indicates significant gains in patient care stemming from the application of the LKA. The researchers found measurable improvements in clinical outcomes, leading to questions about how assessments can shape practice. By linking educational strategies with patient-centered care, the ABIM’s approach ensures that knowledge is not simply theoretical; it directly informs the patient experience. Consequently, enhancing physicians’ understanding allows them to deliver superior care, a critical goal in the ever-evolving landscape of healthcare.

As healthcare systems worldwide pivot towards value-based care models, educational methodologies like the LKA are pivotal in bridging the gap between acquiring medical knowledge and applying it effectively. The study emphasizes that the relationship between motivation to learn and clinical excellence is not just beneficial but necessary for the advancement of medical practice. Physicians equipped with current knowledge are better prepared to handle the complexities of modern medicine, improve patient outcomes, and reduce errors leading to adverse health impacts.

In exploring the longitudinal aspect of the assessment, it is evident that continuous engagement with the knowledge base allows practitioners to refresh and expand their understanding. The study also explores how the flexibility of the LKA affords physicians opportunities for feedback – something that previous examination formats often lacked. The immediate evaluation of one’s knowledge coupled with the capacity for self-correction and verification fuels a continuous improvement loop that cultivates resilience and adaptability among physicians.

While the advantages of the LKA are prominent, the study also sheds light on challenges and barriers that may impede its effective implementation. Some physicians report feeling overwhelmed by the volume of new information introduced through the LKA, fearing it could disrupt their practice if not managed correctly. Addressing these concerns holds paramount importance for the success of the assessment initiative. The need for oversight in balancing medical practice with educational demands will be pivotal to fostering an environment whereby physicians feel empowered rather than burdened by ongoing learning requirements.

In light of the findings, the authors advocate for a systemic change in how medical education is approached. The traditional paradigms, characterized by episodic learning, have proved insufficient in preparing physicians for the dynamic challenges they face. The ABIM’s LKA offers a viable alternative that underlines the necessity for a structured yet adaptive framework that caters to individual learning styles while ensuring uniform standards of patient care.

The implications of this research extend beyond mere numbers. They beckon a transformative journey in how medical professionals engage with knowledge throughout their careers. The investment in enhancing educational structures, as demonstrated by the LKA, could lead to a stronger, more informed healthcare workforce capable of addressing the complexities of patient care in a rapidly changing medical landscape.

It is essential to acknowledge the collaborative nature of this research. Gray, Chesluk, and Barnhart are not alone in this endeavor; the input from a wider community of educators and clinicians amplifies the validity of these findings. The collective knowledge speaks to the necessity of shared experiences and insights in sculpting the future of continuing medical education and patient care. Their unified voices underscore the ideal that education should always remain a priority, rooted in the foundations of impactful practice.

As healthcare continues to face unprecedented challenges, the urgency to adapt how physicians learn has never been clearer. The LKA heralds a new chapter, one that prioritizes sustained engagement and real-world application of knowledge. This revelation not only shapes the individual practitioner but also promises a broader impact on healthcare systems. As the discourse surrounding modern medical education unfolds, it is imperative for the various stakeholders—physicians, educators, educators, and patients—to remain actively involved in this transformative journey.

The road ahead may require more rigorous evaluations and persistent advocacy, but the research findings encourage optimism. By embracing innovative assessments like the LKA, the medical community may successfully navigate the future while ensuring that the patient remains at the center of all educational endeavors. The synergy of ongoing learning and enhanced patient care could very well redefine standards in internal medicine, paving the way for higher quality and outcomes in patient treatment across the board.

In conclusion, the pivotal research spearheaded by Gray and colleagues not only examines the prevailing challenges of traditional medical education but also offers a beacon of hope in the form of the ABIM’s LKA. By addressing the need for continuous professional development and underscoring the direct benefits of improved knowledge on patient care, this study provides a compelling narrative that challenges conventional wisdom and urges a reevaluation of internal medicine education practices for the betterment of patient outcomes.

Subject of Research: The impact of Longitudinal Knowledge Assessment on physician motivation and patient care.

Article Title: Learning, Motivation to Study, and Patient Care Gains from the American Board of Internal Medicine’s Longitudinal Knowledge Assessment.

Article References:

Gray, B.M., Chesluk, B.J., Barnhart, B.J. et al. Learning, Motivation to Study, and Patient Care Gains from the American Board of Internal Medicine’s Longitudinal Knowledge Assessment.
J GEN INTERN MED (2025). https://doi.org/10.1007/s11606-025-09819-6

Image Credits: AI Generated

DOI: 10.1007/s11606-025-09819-6

Keywords: Longitudinal Knowledge Assessment, medical education, continuous learning, patient care, physician motivation.

Healthcare professionals often face the demanding task of staying abreast with continuous advancements in medicine, clinical procedures, and healthcare policies. Traditional in-person training models, while effective, encounter limitations in scalability, accessibility, and flexibility. MOOCs, by contrast, represent an innovative solution offering broad access and self-paced learning opportunities. The study underscores that these digital offerings are perceived by healthcare workers as both useful and user-friendly, important factors that drive their sustained engagement and intention to incorporate such platforms into their ongoing professional development.

One of the remarkable revelations of this research is the significant improvement in knowledge acquisition among participants who completed these healthcare-focused MOOCs. Data indicates a leap in correct responses from an initial 50% baseline to an impressive 88.8% after course completion. This not only affirms the instructional efficacy of the modules but also highlights the critical role of pandemic-era education in reinforcing vital clinical competencies. The observed knowledge retention suggests that MOOCs can offer a robust alternative or supplement to conventional continuous medical education, particularly in times when physical attendance is restricted.

Despite the well-documented high dropout rates commonly associated with MOOCs globally, this particular healthcare course demonstrated an unusually high completion rate. This anomaly stems from a meticulously crafted learning environment that prioritizes practicality, collaboration, and interactive content. By addressing the challenges of learner self-regulation—a known barrier in autonomous online education—the course design incorporated immersive virtual patient simulators and modular, clearly structured content, which created a compelling and engaging educational experience.

Another vital dimension explored in the study is the collaborative development of the MOOC. By partnering leading academic institutions with frontline healthcare professionals, the creators ensured the content was both evidence-based and aligned with real-world clinical practice. This synergy between academic rigor and practical relevance likely enhanced credibility and learner trust, resulting in heightened satisfaction and motivation to complete the course. Incorporating experts from varied clinical backgrounds allowed the course material to address a spectrum of healthcare issues comprehensively, adding depth and variety that resonated with diverse professional audiences.

Moreover, the modular nature of the MOOC holds promise for tailoring learning paths to individual professional needs, preferences, and goals. Participants demonstrated selective engagement, often focusing on topics most pertinent to their specialties instead of completing the entire curriculum. This flexibility challenges traditional notions of course completion, suggesting that measuring success might hinge more on targeted knowledge acquisition than on full content consumption. The researchers propose future developments could capitalize on this by offering certificates for discrete modules, creating micro-credentials that validate specific competencies without requiring total course completion.

The technological aspects of the MOOC played a critical role in its acceptance and effectiveness. The digital platform’s usability—its intuitive interface and seamless navigation—was a defining factor in learner satisfaction. Healthcare professionals, often pressed for time, benefited from an environment that minimized technical barriers and maximized accessibility. Personalized learning experiences, supported by guided self-regulation tools, empowered participants to set their own pace and monitor their progress, essential features for optimizing engagement and combating the cognitive overload common in virtual education.

Virtual patient simulators integrated within the course offered an immersive dimension that bridged theory and practice. These digital tools cultivated clinical decision-making skills in realistic, risk-free scenarios, enhancing experiential learning. This form of simulation-based education, increasingly recognized for its effectiveness in medical training, allows learners to apply knowledge in dynamically evolving cases, reinforcing retention through active participation rather than passive content absorption.

The research also highlights the importance of accreditation and formal recognition in fostering learner commitment and perceived value. Courses certified by esteemed institutions and granting academic or professional credits—especially in micro-credential formats—appeared more attractive to participants. Validation of the educational experience not only aids learners’ career progression but also establishes MOOCs as credible and legitimate avenues within the formal healthcare education system.

Beyond individual learner outcomes, the findings illuminate broader implications for healthcare systems globally. Continuous professional development through accessible and effective digital platforms can contribute significantly to enhancing patient safety and healthcare quality. Especially in times of crisis, such as a pandemic, the ability to rapidly disseminate updated protocols, guidelines, and evidence-based practices becomes crucial. MOOCs designed and implemented following the principles elucidated in this study could thus become strategic assets in reinforcing healthcare workforce resilience.

Importantly, the study navigates the psychological and motivational dimensions underpinning successful lifelong learning. It draws attention to factors such as perceived usefulness and ease of use—dimensions rooted in established technology acceptance models—as critical determinants of learner engagement. When healthcare professionals believe that the course content is relevant and the platform is straightforward to operate, their intention to continue using such resources strengthens, fostering a virtuous cycle of learning and application.

The authors advocate for a paradigm shift where learner autonomy and motivation drive educational design. Rather than enforcing rigid curricula, future MOOCs might emphasize learner choice and personalization, empowering professionals to navigate content in ways that align with their immediate needs and long-term aspirations. This approach resonates with adult learning theories emphasizing self-directed learning and could help reconcile the traditionally high attrition rates observed in large-scale online courses.

Furthermore, this study adds to the growing body of literature validating the efficacy of MOOCs but distinguishes itself through its specific focus on healthcare professionals and its timing during the pandemic. The unique challenges of the healthcare environment—urgency, complexity, and the need for evidence-based decision-making—demand educational solutions that are both powerful and adaptable. This research offers valuable design principles, showing that MOOCs can transcend mere information delivery to become transformative educational experiences.

Ultimately, the confluence of technological innovation, pedagogical insights, and professional collaboration showcased here crystallizes a vision for the future of healthcare education. MOOCs can serve as dynamic, scalable, and learner-centered platforms that support continuous professional development, bridging knowledge gaps, fostering clinical acumen, and enhancing healthcare outcomes worldwide. As such, they represent a compelling response to the evolving demands of modern medicine.

Looking ahead, the findings invite stakeholders—from academic institutions to healthcare organizations and policy makers—to embrace digital education not only as a contingency measure but as an integral component of lifelong healthcare training strategies. Harnessing the full potential of MOOCs will require ongoing refinement, investment in immersive technologies, and an unwavering commitment to aligning educational offerings with the real-world needs and motivations of health professionals.

In conclusion, this study reveals that when MOOCs are thoughtfully designed with modularity, interactivity, immersive simulations, expert collaboration, accreditation, and personalized learning pathways, they achieve remarkable efficacy in supporting lifelong education for healthcare workers. This educational innovation is poised to transform how healthcare professionals acquire, retain, and apply knowledge, ultimately advancing both individual competence and societal wellbeing in an increasingly complex medical landscape.

Subject of Research: Perceived usefulness and effectiveness of a MOOC for healthcare professionals during the COVID-19 pandemic

Article Title: Perceived usefulness and effectiveness of a MOOC on healthcare during the pandemic

Article References:
Padilha, J.M., Bastos, C., Vieira, F. et al. Perceived usefulness and effectiveness of a MOOC on healthcare during the pandemic.
Humanit Soc Sci Commun 12, 773 (2025). https://doi.org/10.1057/s41599-025-05057-7

Image Credits: AI Generated