Texas House Bill HB1738

Texas 2009 - 81st Regular

Caption

Relating to a study of nursing educational programs that require a single clinical competency assessment.

Impact

This legislation aims to amend Section 301 of the Occupations Code, introducing a structured examination of specific nursing programs in Texas. By defining the parameters for the study, including the duration of existing programs and the qualifications necessary for supervising individuals involved in the competency assessment, the bill sets the stage for potential changes in nursing education requirements. Should the study demonstrate that the current model of a single assessment is inadequate, there could be significant implications for licensure eligibility and educational program standards statewide.

Summary

House Bill 1738 seeks to initiate a comprehensive study conducted by the Texas Board of Nursing to evaluate the effectiveness of nursing educational programs that enforce a singular clinical competency assessment for graduating students. The bill highlights concerns regarding whether such programs adequately prepare graduates for practical clinical settings compared to those requiring multiple assessments combined with supervised clinical experiences. The study is intended to gather evidence on the competency of these graduates in comparison to their peers educated under different standards.

Conclusion

The successful passage and implementation of HB 1738 could lead to substantial changes in the landscape of nursing education in Texas, fostering a more rigorous preparation framework for aspiring nurses. The findings from the proposed study could drive legislative decisions aimed at enhancing the quality of nursing education, thereby influencing future workforce capabilities within the healthcare sector.

Contention

A critical aspect of the bill revolves around the standards implemented for nursing education. Questions may arise regarding whether nursing programs that have historically operated under a single-assessment model can effectively transition to meet higher standards if the study concludes they fall short. This raises concerns about the timeline for program modifications and the fate of graduates currently enrolled in or entering these programs.