Texas Register, Volume 35, Number 52, Pages 11439-11766, December 24, 2010 Page: 11,662
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Filed with the Office of the Secretary of State on December 7,
Devon V. Bijansky
Texas Appraiser Licensing and Certification Board
Effective date: December 27, 2010
Proposal publication date: September 24, 2010
For further information, please call: (512) 465-3938
PART 11. TEXAS BOARD OF NURSING
CHAPTER 214. VOCATIONAL NURSING
22 TAC 214.2 - 214.9
The Texas Board of Nursing (Board) adopts amendments to
214.2 (relating to Definitions), 214.3 (relating to Program
Development, Expansion, and Closure), 214.4 (relating to
Approval), 214.5 (relating to Philosophy/Mission and Ob-
jectives/Outcomes), 214.6 (relating to Administration and
Organization), 214.7 (relating to Faculty), 214.8 (relating to
Students), and 214.9 (relating to Program of Study) without
changes to the proposed text as published in the November 5,
2010, issue of the Texas Register (35 TexReg 9812) and will
not be republished.
These amendments are adopted under the Occupations Code
301.157 and 301.151 and are necessary to: (i) clarify defini-
tions within the chapter; (ii) emphasize the importance of faculty
supervised, hands-on patient care in clinical practice; (iii) clarify
the Board's ability to change a nursing education program's level
of approval status; (iv) specify minimum qualifications for voca-
tional nursing education program administration and faculty; (v)
correct typographical errors; and (vi) eliminate redundant and
contradictory language within the chapter.
The adopted amendments to 214.2 are necessary to clarify sev-
eral of the existing definitions within the section and to add a new
definition of "simulation" to the section. Recently, Board staff
have received an increased number of inquiries from nursing
educators across the state regarding the Board's requirements
for clinical learning experiences in nursing education programs.
Several of these inquiries related to the proper use of simulation
in nursing education programs. In an effort to respond to these
inquiries and to better address the role of simulation in clinical
learning experiences, the Board has clarified the existing def-
inition of "clinical learning experiences" in 214.2(10) and has
added a new definition of "simulation" to the section.
First, the adopted definition of "clinical learning experiences"
specifies several acceptable methods through which clinical
learning experiences may occur. For example, under the
adopted definition, a clinical learning experience may occur in
an actual patient care clinical learning situation, an associated
clinical conference, a nursing skills and computer laboratory, or
a simulated clinical setting. The adopted definition also re-it-
erates the importance of faculty supervised, hands-on patient
care in clinical learning experiences and provides examples of
several settings where such experiences may occur, including
acute care facilities, extended care facilities, clients' residences,
and community agencies. The addition of these examples is
intended to better assist nursing educators and administrators
in developing appropriate and meaningful clinical learning
experiences for nursing students in this state.
The amendments also add a new definition of "simulation" to
214.2. Technological advances, shortages of available clinical
sites, faculty shortages, national mandates for safety, and the
complexity of today's health care environment have led more and
more nursing education programs to consider utilizing simulation
as a viable method of providing clinical learning experiences for
students. The adopted definition of "simulation" in 214.2(39) is
intended to clarify the role of simulation in clinical learning ex-
periences so that nursing educators can develop and implement
simulation programs that are educationally sound and meaning-
The adopted amendments to 214.2(27) are necessary to more
closely align the definition of "MEEP" with the manner in which
nursing education programs utilize this exit option. The adopted
amendments clarify that this exit option is a part of a professional
nursing education program and provides an opportunity for nurs-
ing students to complete their coursework and apply to take the
NCLEX-PN after they have met all the requirements needed
for the examination.
Finally, the adopted amendments to 214.2(19) are necessary
to correctly reference the Differentiated Essential Competencies
(DEC). The DEC prescribe expected educational outcomes that
should be demonstrated by nursing students at the time of gradu-
ation. Formerly, these competencies were referred to as the Dif-
ferentiated Entry Level Competencies (DELC). Recently, how-
ever, these competencies have been reviewed and revised. The
adopted amendments to 214.2(19) correctly reference the up-
dated name of these competencies and the most recent publi-
cation title and date of these competencies.
The remaining adopted amendments to 214.2 are necessary to
correct typographical errors and to re-designate the remaining
paragraphs of the section appropriately.
Existing 214.4 sets forth the procedures and requirements that
apply to a nursing education program's approval status. In order
for a new nursing education program in Texas to admit students,
the nursing education program must be initially approved by the
Board. Once the nursing education program has demonstrated
compliance with all statutory and Board requirements and the li-
censing examination results from the first graduating class are
evaluated by the Board, the Board may grant the nursing educa-
tion program full approval status. Only a nursing education pro-
gram with full approval status may initiate extension programs,
grant faculty waivers, and petition for faculty waivers. A nursing
education program's approval status is reviewed regularly by the
Board to ensure the nursing education program's ongoing com-
pliance with statutory and Board requirements. Some nursing
education programs fail to maintain their compliance with statu-
tory and Board requirements. When this occurs, the Board eval-
uates the nursing education program's deficiencies in order to
determine the most appropriate corrective action. Depending
upon the severity of a nursing education program's deficiencies,
December 24, 2010 Texas Register
35 TexReg 11662
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Texas. Secretary of State. Texas Register, Volume 35, Number 52, Pages 11439-11766, December 24, 2010, periodical, December 24, 2010; Austin, Texas. (texashistory.unt.edu/ark:/67531/metapth139258/m1/222/: accessed July 20, 2017), University of North Texas Libraries, The Portal to Texas History, texashistory.unt.edu; crediting UNT Libraries Government Documents Department.