Voices on academic accreditation: lived experiences of nurse educators, administrators, students, and alumni in nursing education

Abstract Background: Academic accreditation is a pivotal process in nursing education, ensuring program quality, consistency, and graduate readiness for professional practice. Despite its significance, limited research explores the lived experiences and perspectives of stakeholders, including academic nurse educators, administrators, students, and alumni—engaged in accreditation. Purpose: This study aimed to explore the lived experiences, perceptions, and insights of nursing education stakeholders regarding the accreditation process, focusing on its impact on educational quality, program reputation, and professional preparation. Methods: A qualitative phenomenological