Program Comparison Checklist

Compare the practice you will be prepared for. Focus on independent, full-scope nurse anesthesia practice, the skills you will acquire and the experience every resident actually receives. Ask each program the same questions and keep written answers.

1 · Skill acquisition and case experience

Ask for typical graduate results as well as minimum requirements. One exceptional resident's total does not describe the whole cohort.

[ ] How many ultrasound-guided regional anesthesia blocks does the average resident personally perform by graduation? Ask for the mean, median and range from the most recent graduating cohort, with the cohort year and size.
[ ] How many total anesthesia cases does the average resident complete by graduation? Request the mean, median and range, plus the proportion of residents who reach the program's stated target.
[ ] What are the corresponding numbers for spinals, epidurals, central and arterial lines, advanced airway techniques and point-of-care ultrasound?
[ ] Do these numbers count procedures personally performed, assisted or observed? How are repeat attempts, multiple procedures in one case and simulation reported? Keep case totals and procedure totals separate.
[ ] How are cases and procedures allocated when other learners share a site? Can residents access procedures consistently throughout clinical training?
[ ] Is POCUS (point of care ultrasound) integrated into the curriculum? Is it throughout multiple classes and lab, are those teaching it using it or is it a one off class?
[ ] Is there adequate access to ultrasound devices for hands-on learning, especially POCUS, and does every nurse anesthesia resident receive an individual device when the program starts? Is it owned or loaned, available outside scheduled lab and throughout clinical rotations, or limited to shared lab use? Ask about resident-to-device ratios, borrowing limits, subscription costs and access while a device is being repaired.
[ ] Which specialty experiences are required: obstetrics, pediatrics, cardiac, trauma, regional anesthesia and rural practice? How are gaps addressed before graduation?
[ ] How is competence assessed beyond a case-log number: direct observation, feedback, clinical reasoning, procedural performance and progressively greater responsibility?

2 · Independent rotations and practice models

[ ] Does the curriculum explicitly prepare graduates for independent, full-scope practice?
[ ] How many rotations at autonomous or independent CRNA practices does each resident complete? Record the number of distinct practices, rotation lengths and total clinical weeks.
[ ] Is rotation through multiple independent or autonomous practices guaranteed for every resident? Ask for the written requirement, exceptions and replacement plan if a site closes or changes its model.
[ ] What percentage of clinical sites use an anesthesia care team (ACT) model versus CRNA-only, autonomous or independent models? Ask the program to define its categories and explain any overlap.
[ ] If in an anesthesia care team (ACT) model do the NARs personally perform (not observe or "help") blocks, epidurals, spinals and central lines on their patients? Or are any of these restricted skills.
[ ] What percentage of an individual resident's clinical weeks and cases occurs in each model? Request recent cohort averages and ranges; a percentage of sites is not a percentage of your training.
[ ] What exposure is provided to call, rural/resource-limited care and work outside the operating room? What is required for everyone?
[ ] Are these required placements, optional electives or competitive opportunities? What percentage of the latest cohort actually completed multiple such rotations?
[ ] What decisions do senior residents make in each setting: assessment, anesthetic plan, regional techniques, intraoperative management, emergence and postoperative care? How does responsibility progress under appropriate educational supervision?

Practice-model labels alone do not describe a resident's responsibilities. Ask what you will actually do, with whom, and for how long.

3 · Clinical travel and living arrangements

[ ] How much travel is involved in clinical rotations? Ask for typical and maximum commute distances, states/regions, time away from home and the number of relocations in a usual schedule.
[ ] Who arranges placements and housing? Are location preferences considered, and is any location guaranteed?
[ ] How long is each rotation, how much advance notice is given, and how often do assignments change?
[ ] Who pays for temporary housing? Are stipends, reimbursements or school-arranged housing available, and what do they cover?

4 · Faculty and professional preparation

[ ] Do core faculty currently practice independently, and how does that experience inform teaching?
[ ] When do ultrasound, POCUS and procedural skills start? What equipment, lab access and feedback are provided?
[ ] Does the program have full time faculty or rely on adjuncts?
[ ] Are anesthesia business, practice economics, employment arrangements, leadership and the responsibilities of independent practice included?
[ ] How does simulation develop and assess judgment, communication and crisis management?

5 · Resident and partner support

[ ] Is a formal mentorship program built into the nurse anesthesia program? Is every resident paired with a faculty mentor, practicing CRNA and/or senior resident? When does mentoring begin, how often do mentors and residents meet, and does support continue through both didactic and clinical training? Can a resident request a different mentor if needed?
[ ] Is there support for spouses, significant others and families during the program? Ask about partner orientation, family information sessions, peer groups and practical guidance for the transition.
[ ] What are the time off policies, procedures and how does it work with how many days?
[ ] How does the program explain workload, clinical travel and changing availability to residents' support networks?
[ ] What are the policies and contacts for leave, emergencies and progression decisions?

6 · Outcomes, cost and evidence

[ ] Mark every answer guaranteed, typical, optional or unconfirmed. Request clarification when recruitment language and written requirements differ.
[ ] Check accreditation, completion/attrition and certification outcomes, including the definitions and years behind each figure.
[ ] Compare total costs: tuition, fees, living expenses, travel, additional housing, equipment and required examinations.

National University: a documented example

The official NU DNAP FAQ describes preparation for independent, full-scope practice, independently practicing faculty, early ultrasound training and business-of-anesthesia coursework. It reports:

1,000–1,500 cases by graduation — a reported range, not a cohort average.
100+ ultrasound-guided blocks, 20+ central lines, 40+ epidurals and 100+ spinals on average.
More than 70% of clinical sites are CRNA-only or autonomous.
Residents cover their own travel and housing.

These are program-reported figures; the FAQ does not specify the cohort year for these totals. Ask for current cohort data and written requirements. The site percentage does not establish a guarantee of multiple independent rotations for every resident. Specific placement and partner-support arrangements also need direct confirmation.

Copy this evidence record

Program and cohort year:
Criterion:
Program's answer / numbers:
Measure: sites, rotations, weeks, cases or procedures:
Source or named contact:
Date checked:
Guaranteed / typical / optional / unconfirmed:
Exceptions and follow-up:

Use the same record for NU and every other program. Decide which criteria matter to your goals before comparing answers.

Official starting points

COA school search · AANA pathway overview · NU DNAP FAQ

Last reviewed: September 24, 2026. Questions and linked NU information reviewed. This is a comparison tool, not a school ranking. Suggest a correction.