due to the 2014 nclex-pn - texas board of nursing west interstate 20 grand prairie, tx 75052 p:...

Agenda Item: 3.2.7.b.

Prepared by: G. Varnell Board Meeting: April 2017

Consideration of Change in Approval Status From Full Approval with Warning to Conditional Approval

Concorde Career College in Grand Prairie, Texas Vocational Nursing Education Program

Summary of Request: Consider the proposed change in approval status for the Concorde Career College (CCC) Vocational Nursing (VN) Education Program in Grand Prairie, Texas, from Full Approval with Warning to Conditional Approval based upon the 2016 NCLEX-PN® examination pass rate, findings in the 2015 Self-Study Report, and areas for improvement to align with Rule 214. Historical Perspective: The CCC Vocational Nursing (VN) Education Program has been in operation since 1996. The program was nationally accredited by the Accrediting Bureau of Health Education

Schools (ABHES) from 1998 to 2013. In 2013, the institutional accreditation transitioned to accreditation from the Accrediting Commission of Career Schools and Colleges (ACCSC) and currently remains in good standing.

Since 2009, five changes in the position of Director of the Vocational Nursing (VN) Education Program have occurred. Debra Hawkins, MSN, RN is the current director and has been in this position since March 2014 bringing stability to the program.

The program’s NCLEX-PN® examination pass rates have been unstable. o The NCLEX-PN® examination pass rate for 2010 was 78.28% (209/267) and the

program’s approval status was changed to Full Approval with Warning at the April 2011 Board meeting.

o The NCLEX-PN® examination pass rate for 2011 was 87.17% (197/226) and the program approval status was changed to Full approval at the April 2012 Board meeting.

o The NCLEX-PN® examination pass rate for 2012 dropped to 76.35% (184/241) and the program was directed to submit a Self-Study Report.

The NCLEX-PN® examination pass rates for the past five years are provided in the table below: Examination Year

BON Approval Status

NCLEX-PN®

Examination Pass Rate

Number of First Time Candidates (Passed/Total)

2016 Full with Warning

79.65% 137/172

2015 Full 79.13% 182/230 2014 Full 77.22% 183/237 2013 Full 83.57% 178/213 2012 Full 76.35% 184/241

Due to the 2014 NCLEX-PN® examination pass rate of 77.22%, the Program Director and faculty were required to submit a Self-Study Report (SSR) in 2015 that would evaluate factors that may have contributed to the graduates’ performance on the NCLEX-PN®

examination and a description of the corrective measures to be implemented. The Program Director and faculty members identified factors in the SSR that may have

contributed to the decline in the pass rate and designed the following corrective measures: o revise admission requirements, including standardized testing criteria; o strengthen grading criteria to ensure that academic rigor is maintained; o improve use of item analysis data by faculty to foster improvement in testing and

classroom instruction by providing faculty workshops on test writing; o strengthen student policies related to remediation and use of university-provided

success services; Assessment Technologies Institute (ATI), and other resources throughout the curriculum;

o improve use of summative evaluation data (ATI summaries, NCLEX performance data) to foster program improvement; and

o continuously monitor the program by addressing components of the Total Program Evaluation Plan at monthly program meetings.

Board Staff held a conference call on March 8, 2017, with Debra Hawkins, Program Director; Sherry Akins, Dallas Campus Director of Nursing; Richard Gibbs, faculty; Erin Henry, Dallas Campus President; Mike Lovejoy, Grand Prairie Campus President; and Ferquita Stokes, Regional Dean of Nursing to discuss the proposed change in approval status. The Program Director submitted a document to be included in the Board Report (see Attachment #1).

Rationale for Recommendations: Rule 214.4(c)(3)(B) states: “A program may be placed on conditional approval status if the pass rate of first-time NCLEX-PN® candidates … is less than 80% for three consecutive examination years.” Rule 214.4(a)(4) states that “Conditional approval is issued by the Board for a specified time to provide the opportunity to correct deficiencies. (A) The program shall not admit students while on conditional approval.” The program continues to implement corrective measures for program improvement. Staff Recommendations: Move to change the approval status for the Concorde Career College Vocational Nursing (VN) Education Program in Dallas, Texas, from Full Approval with Warning to Conditional Approval based upon the 2016 NCLEX-PN® examination pass rate, findings in the 2015 Self-Study Report, and areas for improvement to align with Rule 214, and impose the conditions and requirements in the attached letter and Board Order (See Attachment #2).

3015 West Interstate 20 Grand Prairie, TX 75052 P: 469-348-2500 F: 469-348-2580 concorde.edu

March 6, 2017 Dr. Gayle P. Varnell, PhD, RN, CPNP-PC Nursing Consultant for Education Texas Board of Nursing 333 Guadalupe Street Suite 3-460 Austin, TX 78701-3942 Dr. Varnell, The Vocational Nursing programs at Concorde Career Colleges, Grand Prairie and Dallas, Texas, wish to thank you and the entire Education Consultant group for allowing us to speak with you in advance of the April 2017 Board of Nursing meeting. It is obviously of great concern to Concorde that the Vocational Nursing program may be moved to Conditional Approval and be required to cease enrollments for one year while the program works to come into compliance with the Board’s NCLEX pass rate benchmark. It is our goal to evidence the continued progress Concorde has made over the past year, such that the program warrants consideration to be permitted to continue enrollment and continue the momentum of student success – providing the Dallas-Ft. Worth area with a considerable population of skilled vocational nurses. Pass Rates and Initiatives In January 2017 the VN program received unofficial pass rates for 2016 that showed that an 80.0% pass rate had been achieved. In February 2017, the official pass rates were provided to the school that showed an overall pass rate of 79.65%. The change in program pass rates was due to the addition of one graduate into the population: without the program’s awareness, this particular graduate tested in another state. This student graduated in November 2015 and tested in Arkansas in August 2016. The campus had attempted numerous times to contact this student to participate in test prep activities (either live review on campus or virtual thru VATI) with no success. It is Concorde policy to cover the testing fees for all graduates who have participated in the required prep sessions and achieved required scores on practice examinations. This student did not participate in these sessions, did not communicate with the campus and paid for the test on his own. Given that 10 months had passed between graduation and his test date, the school believes he would have greatly benefited from Concorde’s test prep activities prior to actually sitting for the exam.

Patricia

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Attachment #1

Patricia

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Over the past year, NCLEX pass rates have increased significantly and continue to trend upward, as illustrated in the following charts:

2016 Grand Prairie Testers Passers % Pass Q1 1/1-3/31/16 18 12 66.675 Q2 4/1-6/30/16 42 35 83.33% Q3 7/1-9/30/16 36 31 86.11% Q4 10/1-12/31/16 35 30 85.71% Sub-Total 131 108 82.44% Campus: Dallas Testers Passers % Pass Q1 1/1-3/31/16 14 10 71.42% Q2 4/1-6/30/16 11 8 72.72% Q3 7/1-9/30/16 3 0 0 Q4 10/1-12/31/16 13 11 84.61% Sub-Total 41 29 70.73% PROGRAM TOTAL 172 137 79.65%

2017

Grand Prairie Testers Passers % Pass Q1 1/1-3/31/17 24 22 91.67% Sub-Total 24 22 91.67% Dallas Testers Passers % Pass Q1 1/1-3/31/17 3 3 100.00% Sub-Total 3 3 100.00% PROGRAM TOTAL 27 25 92.59%

In its 2014 self-study and subsequent progress reports, the program detailed initiatives that have positively impacted NCLEX pass rates, including enhancements to: admissions requirements, faculty development, monitoring of at-risk students, tracking and communication with both active and graduated students, faculty participation in curriculum review, incorporation of ATI and HESI proctored assessments throughout the curriculum, and many more. Additionally, the program implemented Virtual ATI (VATI) into the VN154 NCLEX Review course. The VATI review program directly aligns with the current NCLEX-PN test plan. At the beginning of the VN154 NCLEX Review course, each student is provided an individualized success plan outlining strategies and exercises to prepare for the licensure examination. The VATI program provides students with a Green Light status when they are deemed ready to sit the NCLEX-PN exam. Student access to the VATI program extends 6 weeks post-graduation for students needing more remediation time. For your reference, the action plan as previously submitted to the BON has been included as Exhibit 1.


Employment and Community Impact Attracting and retaining faculty has historically been a nationwide issue. The Grand Prairie campus employs a total of 102 people, of which 47 (46%) are directly tied to the Vocational Nursing program, including a Director of Nursing, two Assistant Directors of Nursing, an Administrative Assistant and 43 VN instructors. The Dallas campus employs a total of 87 people, of which, 11 (13%) are directly tied to the VN program, including a Director of Nursing, an Administrative Assistant and 9 VN instructors. Given the progress that the Concorde VN program has made in raising NCLEX pass rates, ceasing enrollments for a year places the program at high risk of losing the valuable tenured faculty who have been responsible for the recent success of the program. Likewise, related non-program support staff would be negatively impacted should enrollments cease for a protracted length of time. The largest impact of losing enrollments will be seen in the Vocational Nurse employment community. Data obtained thru Gray and Associates, a 3rd party research firm specializing in market research in post-secondary education, projects 746 annual job openings (both growth and replacement) in the Dallas/Ft. Worth Metropolitan Statistical Area (MSA) thru 2024. According to the most recent available IPEDS data, 11 postsecondary institutions (including the two Concorde campuses) in the same statistical area graduated 606 Vocational Nursing students in 2015, leaving an annual shortfall of 140 qualified vocational nurses. However, per Gray and Associates data, completions have been declining over the past four years. Completions have dropped from a high of 1,354 in 2012 to 971 in 2013 to 696 in 2014. This could indicate that the shortfall of available graduates will only increase in the coming years. Concorde graduated 234 of the 606 (38.6%) 2015 graduates. With local education providers not producing enough graduates to meet the employment needs in the area, removing Concorde graduates from this number, even for a year, will have a material negative impact for the local employers of Vocational Nurses. Concorde has traditionally had very strong employment outcomes in the Vocational Nursing program. In the last two Annual Reports submitted to the campuses’ institutional accreditor, Accrediting Commission of Career Schools and Colleges (ACCSC), the program reported the following program outcomes:

Year Campus Total Grads Available for Employment

Total Employed

Overall Employment

Rate

Grads Passing

NCLEX (all attempts)

Employment Rate – NCLEX Passers

2015 Grand Prairie 228 188 82% 188 100%

Dallas 22 17 77% 17 100%

2016 Grand Prairie 221 181 82% 188 100%

Dallas 48 39 81% 39 100%


Concorde’s 2015-2016 Vocational Nursing graduates have been hired at 197 different area healthcare facilities. Some of the larger employers of Concorde VN grads include Care Now (16 grads hired), Hope Pediatrics (18), Senior Care Centers (9), Angels of Care Pediatric Home Health (7), Davita (7), PSA Healthcare (7) and Rowlett Health and Rehab (7). The program has spoken with many clinical affiliates and employers who have expressed support for the program’s continued enrollment. Two letters of support are included at Exhibit 2; others have indicated they would provide such letters if needed. This local market and Concorde VN program outcomes data supports the supposition that restricting enrollments at Concorde will put undue stress on local employers of Vocational Nurses who already are not supplied with enough graduates in the market to meet hiring needs. Conclusion The Vocational Nursing program has been in operation since 1996. Concorde acquired the school in 2001 and has supplied the local community with over 3,200 VN graduates since that time. NCLEX pass rates have risen substantially in 2016, indicating the initiatives undertaken have had the desired effect. The program missed the 80% pass rate benchmark in 2016 by 0.35% - one student who failed to partner in ensuring his own success. Year-to-date 2017 rates are trending well above the threshold. Given the program’s diligent efforts to increase NCLEX pass rates and the resulting recent success, Concorde believes that ceasing enrollments at this time will end up hindering efforts to sustain and increase further success in this area. The most concerning negative impact would be on employment in the geographic area: to staffing levels within the program and campuses, and more significantly to the local employment pool of skilled Vocational Nurses. We respectfully request no change to our enrollment patterns at this time. Sincerely,

Debra Hawkins, MSN, RN Director of Nursing Education Concorde Career College

Action Plan to Increase NLCEX-PN® Pass Rate at Concorde Career College

Grand Prairie, Texas

Corrective Measures

Assessment & Evaluation Methods Action Plan Evaluation of Methods

STUDENTS Trend demographic data to understand the student population and learner needs. Exhibit an understanding of the diversity of the student population’s impact on student values and learning. Re-evaluate use of the TEAS test as an entrance requirement.

Increase faculty knowledge of student population and learner needs by reviewing at quarterly staff meeting the student demographics To increase faculty awareness of a values and learning culture on the students’ performance and to identify methods to redirect them if needed within next year All enrolling students who pass the Wonderlic SLE must take the TEASV before being place on the waitlist for the vocational nursing program

Keep faculty current on student demographics by utilizing the tickler sheet developed for the systematic program evaluation criteria specifically Program Evaluation #6. All faculty members will be required to complete at least two (2) CEU’s regarding diversity and values on learning by the end of the next calendar year. All students wishing to enter the vocational nursing program must receive score of 17 on the Wonderlic SLE and a composite score of 46 or greater on the TEASV

There is a difference between the Texas state demographics and those of the college. But the demographics of the student and the faculty are closely aligned. We will continue to monitor this as similar demographics can enhance the teacher’s ability to reach the students and understand their unique needs. Modules are available for instructors on MaxKnowledge (the school’s provider). As of today more than 80% of the staff have completed at least one CEU module and 65% have completed both. We have also had an in-service regarding Learning styles. Concorde Career Colleges Inc. has chosen to keep the Wonderlic SLE with a required minimum score of 17 and move to the HESI Total Testing program including the entrance test, with a cut off score of 70 for entrance into the Vocational Nursing Program. This is being done to increase the rigor of the entrance process and allow only the most qualified students to enter the program.

Corrective Measures

Assessment & Evaluation Methods

Action Plan Evaluation of Methods

To identify high risk students and monitor their coaching and tutoring activities Develop methods to keep re-entry students engaged between the time of leaving the program to returning to the program To monitor the nursing course grades to better understand if they are a predictor of student success

The DON and ADONs along with the Academic Dean will

track and trend students as well as meet face to face as required assisting these students in their successful completion of the

program.

Re-entry students are placed on a success plan when re-entered which is tracked by the DON

and Re-entry Coordinator.

Review data from tracking tool with faculty to gain insight into

student course success and NCLEX-PN® success to see if

there is a correlation.

The instructors will complete a weekly report regarding high-risk student identification, behavioral, attendance skills, proficiency, student concerns, attendance, and students below 77%. All students who re-enter the nursing program now need to complete the ATI modules; Knowledge and Clinical Judgment, Nursing Concepts, Priority Setting Frameworks, and Testing and Remediation as part of their re-entry process.

Maintain tracking tool to be used for each cohort of students that tracks testing results, grades for individual courses and NCLEX-PN® Exam.

The DON then looks at all grades on the HESI entrance exam to help identify any student who may need assistance, so as to address it early in the term. The weekly instructor report is completed and returned to the DON on at least a weekly basis. Often time the instructors will also provide the DON with a printout of the student grades after each quiz and exam so that any indication of high risk may be addressed immediately.

Students who have returned to any course are place on an individualized success plan and meet with the DON or ADON on a weekly basis for the first 5 weeks of a term or longer if needed. The HESI platform for Total Testing also has a component similar to the ATI modules previously addressed so this will remain consistent. This was changed to monitoring each student’s progress in every class in every term. This allows the DON or instructors to develop individualized plans for the student to become successful at the first hint of trouble rather than when the student is in jeopardy of failing.

Corrective Measures



Evaluation of grading criteria and grade distribution by course and faculty member for didactic course.

Ensure that academic rigor is appropriate for VN program and student success on NCLEX-PN®.

Review of each course’s evaluation activities for academic rigor, and course delivery methodology. Monitor all materials used to determine grades.

Instructors must have any graded material reviewed by at least one other faculty member before using. This helps to insure the material is understandable and also gives the instructors a chance to see any areas that they might need to focus in on in their own class that could assist a student with understanding. It is also a standard practice that at least one instructor from another term needs to review the exam grades after they are given to help with statistical evaluation of the test.

POLICIES To monitor the nursing course policies and procedures and make corrections or additions as needed to keep them 100% congruent.

Check for adherence to policy and procedures.

Monthly meeting with stakeholders to discuss the program administration.

The monthly meeting between the Grand Prairie and Dallas nursing team occurs the 2nd Thursday of the month. To discuss any current policies/procedures or new items that will involve the administration of the program on either campus. Members of the team are: Debbie Hawkins, Director Of Nursing- GP, Sherry Akins, Director Of Nursing- Dallas, Mike Lovejoy, Campus President-GP, Erin Henry, Campus President- Dallas, Erik Stephan, Academic Dean- GP

Corrective Measures



FACULTY Develop strong faculty leadership.

Directors and faculty have opportunity to attend meetings and workshops to develop leadership in the coming year.

Obtain campus support for development of leadership in both directors and faculty

Directors from both campuses attend the BON meetings and other professional meetings to develop their leadership potential. Also faculty members rotate on the committees to foster informal leaders.

Develop faculty committees for recommendations regarding program changes or needs Improve faculty satisfaction/retention

Recommendations from the committees are presented at faculty meeting and voted on by entire faculty. Faculty will demonstrate participation in decisions regarding vocational nursing program in 2015.

Nursing has continuous ADHOC committees for things such as testing, curriculum, and grading that can be activated by the faculty group when needed. These groups complete a thorough review of the action item and enlist help from numerous resources including the Campus Support personal as well as look at area wide best practices. An informal survey of faculty was completed concerning area of expertise and knowledge. A second survey was completed to ascertain faculty input for capital expense request

They recommended an increase in the ATI passing score for VN 154 to an individual score of 70 or greater. A second recommendation for making the proctored exams count in the student’s individual grade for the class it was given in is now part of the course grading scale. As we are moving to the HESI total testing package those test now replace the ATI test for grades. After the faculty expertise and knowledge teaching survey, re-distribution of teaching assignments in some areas were made if possible. This has made a difference in employee satisfaction as well as student satisfaction. Faculty had input into the capital budget process and was made aware of the final decisions.

Corrective Measures



Review faculty satisfaction survey annually to assist in decision making.

Develop a means to survey faculty satisfaction annually

An informal survey was completed and the process for a formal survey has begun with faculty input.

CURRICULUM Utilize ATI proctored assessments throughout the curriculum.

A review of completed ATI exam will demonstrate the use of all in the required term at the end of 2015.

ATI proctored exams are given in the following sequence: Foundations –Term 2 Mental Health- Term 2 Adult Med-Surg- Term 4 Pharmacology – Term 4 Maternal –Term 5 Pediatrics- Term 5 Leadership/Management- Term 5 Predictor- Term 5

The testing has followed the previous sequence, but the faculty felt that the results would be more accurate in helping to guide the class content if they were a weighted part of the class grade. We have found that the students now put forth more of an effort into these test and it has been more helpful for the instructors when reviewing the data, and changing their class content.

Use aggregate data from ATI proctored assessments and the comprehensive predictor to improve content delivery and evaluation activities.

Develop a tracking tool to assure items of improvement are addressed.

Administer ATI proctored assessments during the designated term or course. Within two weeks of the ATI proctored assessment or comprehensive predictor Faculty will develop plan of action to improve all items with a group score below 60%.

We are in the process of converting from the ATI total testing platform to the HESI total testing platform. Instructors complete a thorough review of the test administered to discover what areas might need some further emphasis and relay this material to the appropriate instructors. The ADONs and the DON also review the group reports with the previous classes report to ensure faculty has instituted effective changes.

Corrective Measures


Action Plan

Evaluation of Methods

Continually review clinical facilities for appropriateness to course objectives, instructor effectiveness, and scope of practice

Monitor for compliance of site visit evaluations. These evaluations can be found in the individual instructors’ employee folder.

A site visit evaluation will be completed for each clinical site at least 3 times a year and PRN if warranted.

ADONs and DON make site visits to each clinical site at least 3 times a year and the forms are kept in the DONs office for review. Each clinical site is invited twice a year to attend the Program Advisory Meeting and are reassured that we value their input and to feel free to call at any time. Clinical sites often call and address issues that pop up from time to time between visits. Faculty also helps our clinical partners by providing in services for their faculty.

TESTING AND EVALUATION By incorporating more ATI information into the lecture or clinical.

An increase in in students critical thinking will be demonstrated in the group report from the ATI predictors

Administer ATI proctored assessments at the end of the designated term or course. Within two weeks of the ATI proctored assessment or comprehensive predictor Faculty will develop plan of action to improve all items with a group score below 60%.

ATI proctored exams are given in the designated term or class and have been reviewed by the faculty on an immediate basis, as faculty found waiting even two weeks was sometimes too long. We have also started to incorporate some ATI case studies and practice test into the class room content to get the students exposed to this type of questions as well as testing process beginning in term 1. HESI offers case studies as well as practice tests as well.

Incorporate more test items written at the application and analysis level as well as alternate type questions.

Tests and quizzes are at appropriate level of Bloom’s taxonomy for PN program as demonstrated by a review at the end of the year.

Each test to have a minimum of 3 alternate type questions. And every test has at least 10% of questions can relate to math/dosage calculations

Each test follows the NCLEX blue print and Blooms taxonomy. Faculty felt that the students were having great difficulty with alternate type questions so this was changed to include adding them to quizzes as well as test. All exams continue to have up to 10% math/dosage calculation questions.

Corrective Measures


Action Plan

Evaluation of Methods

Continue to practice item analysis and discrimination index to evaluate examination questions to increase efficacy of test questions

Each faculty member will verbalize the process of item analysis and discrimination index by the end of 2015

The DON will meet with each instructor and review item analysis and discrimination to assure they are familiar with the process.

The DON met with each instructor after they had administered an exam and reviewed item analysis and how to figure question discrimination. Every instructor now completes and test item analysis before bringing the results to me and together we look at discrimination to make decisions regarding the test. Instructors have found this practice very informative and helpful.

EVALUATION METHODS FOR CLASS AND CLINICAL Faculty development in clinical teaching and evaluation strategies. Review of the clinical evaluation tool to measure clinical objectives.

After workshop presented in 2015, faculty will verbalize the use of new clinical teaching strategies. Objectives on the clinical tool are consistent with the outcomes of the program

ATI will present a workshop tailored to increasing faculty’s comfort in using it in the classroom. Faculty will review the clinical evaluation sheet by the end of 2015.

Due to the change from ATI to HESI there was a 3.5 hour work shop conducted for all nursing Faculty on March 24th and 25th2016 in which 90 % of all faculty teaching in the classroom, and 60 % of those teaching only in the clinical setting attended. We will begin the transition to the HESI products starting with the admission on May 31, 2016 The evaluation sheet was reviewed in committee and there were some discussions that needed clarification. So we continue to work on this project both at a campus and a corporate level. The change in what LVNs are currently doing in practice has raised some questions regarding the evaluation sheet we currently use.

Corrective Measures



Monitor faculty implementation of Nursing Student Attendance Policy to insure it is consistently followed.

DON and faculty monitor student attendance and advise those students beginning with the first absence to assist the student in evaluation the impact of absence on achieving clinical objectives.

Revision and implementation of attendance policy to decrease the amount of time the student is permitted to be absent.

The attendance policy is stated in the College Catalog and students discuss the policy at the beginning of each term. Advisements are given at multiple times for student to keep track of their amount of time absent, as well as the information being available to them on their individual student portal. We understand that there are extenuating circumstances and we make every effort to do what is in the best interest of the student

SYSTEMATIC PLAN OF EVALUATION Systematic Evaluation Plan will be completed each academic year.

Continuous monitoring of program through the Systematic Evaluation Plan.

Identify Systematic Evaluation Plan activity completed monthly on the monthly report.

The 2015 Systematic Evaluation Plan was completed and all faculty members were sent a copy for their review. A general outline was developed to ensure all the program specific topics were discussed during the year. (See exhibit 1). Faculty meeting minutes reflect the topics at each meeting. The 2016 Systematic Evaluation Plan is in progress.

Christian Care Centers 1000 Wiggins Parkway

Mesquite, TX 75150 972-686-3000

3/2/17

To whom is may concern: As the ADON of Christian Care Centers, I am writing to you in support of the students of Concord Career College. The students observed and participated with nursing care at Christian Care Centers during their 2016 rotation. It was our pleasure to have these students to be part of our team to observe, learn and participate with the every day life and cares of the residents that live on our facility. The nursing team and residents all expressed their gratitude’s and voiced how pleasant all of the students were and their eagerness to learn. If you have any questions, feel free to contact me. Sincerely, Kristine Hansen, ADON

Agenda Item: 3.2.7.b

Attachment #2 Board Meeting: April 2017

April 21, 2017 Debbie Hawkins, MSN, RN Director, Vocational Nursing Education Program Concorde Career College 3015 Interstate 20 Grand Prairie, TX 75052 Dear Ms. Hawkins: At the April 20-21, 2017, meeting, members of the Texas Board of Nursing (Board) discussed the approval status of the Concorde Career College Vocational Nursing Education Program in Grand Prairie, Texas, based upon the NCLEX-PN® examination pass rate for 2016, findings in the 2015 Self-Study Report, and areas for improvement to align with Rule 214. Based upon the discussion and review of information, it was the decision of the Board to change the approval status of the Concorde Career College Vocational Nursing Education Program in Grand Prairie, Texas, from Full Approval with Warning to Conditional Approval and impose the conditions and requirements in the attached Board Order. If you have any questions or if we may be of any assistance, please contact Board Staff at [email protected] or 512-621-5179. Sincerely, Katherine A. Thomas, MN, RN, FAAN Executive Director Copy: Erin Henry, President Accrediting Commission of Career Schools and Colleges

Patricia

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BEFORE THE TEXAS BOARD OF NURSING

****************************** ORDER OF THE BOARD

In the Matter of Concorde Career College Vocational Nursing Education Program In Grand Prairie, Texas A public meeting of the Texas Board of Nursing, hereinafter referred to as the Board, was held on April 20, 2017, 333 Guadalupe, Tower II, Room 225, Austin, Texas, to consider the approval status of the Concorde Career College Vocational Nursing Education Program in Grand Prairie, Texas, pursuant to Section 301.157, Texas Occupations Code and 22 Tex. Admin. Code Chapter 214, based upon the NCLEX-PN® examination pass rate for 2016, findings in the 2015 Self-Study Report, and areas for improvement to align with Rule 214. After review and due consideration of the materials presented by Staff and filed by Concorde Career College Vocational Nursing Education Program in Grand Prairie, Texas, the Board hereby CHANGES the approval status of Concorde Career College Vocational Nursing Education Program in Grand Prairie, Texas, from FULL APPROVAL WITH WARNING to CONDITIONAL APPROVAL and imposes the following conditions/requirements:

1. The program shall not enroll students while on conditional approval status. 2. The program shall remain on conditional approval status until the program demonstrates

a pass rate for first-time candidates of at least 80% on the 2017 NCLEX-PN® examination. The NCLEX-PN® examination year is January 1, 2017 through December 31, 2017.

3. The program must demonstrate full compliance with Rule 214 prior to consideration of a change in approval status.

Entered this 20th day of April, 2017

________________________________ Katherine A. Thomas, MN, RN, FAAN

Executive Director On Behalf of the Texas Board of Nursing

Patricia

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due to the 2014 nclex-pn - texas board of nursing west interstate 20 grand prairie, tx 75052 p:...

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