The State of Nursing Education in Florida 2026

The State of Nursing Education in Florida 2026 Report

Florida Center for Nursing

Headquartered at the University of South Florida College of Nursing

Report Citation Information:

Florida Center for Nursing (2026). The State of Nursing Education in Florida: 2026 Report. Tampa, FL.

Prepared by:

Rayna Letourneau, PhD, RN, FAAN

Executive Director, Florida Center for Nursing

Associate Professor, University of South Florida

Conor Farrell, BS

Graduate Research Assistant, Florida Center for Nursing

Clark Ruttinger, MPA, MBA

Consulting Director, GlobalData Health Workforce Consulting

Patrick Zarek, MS

Consultant, GlobalData Health Workforce Consulting

Acknowledgements

The Florida Center for Nursing (FCN) staff would like to thank the deans, directors, department chairs, and support staff of nursing education programs across Florida. This report would not be possible without their participation in the annual FCN nursing education program survey.

The Executive Director of the Florida Center for Nursing also acknowledges the following individuals and organizations for their contributions to this work:

Sherri Sutton-Johnson, DrPH, MSN/Ed, CCHW, CSM

Education Unit Director, Florida Board of Nursing

Cary Lin

Manager, Measurement & Testing, Examinations

National Council of State Board of Nursing (NCSBN)

Florida Department of Health, Division of Medical Quality Assurance Assurance Bureau of Health Care Practitioner Regulation, Board of Nursing

Department of Information Systems Technology

School of Modeling, Simulation & Training

University of Central Florida

Executive Summary

Consistent with section 464.0195(5), Florida Statutes, the Florida Center for Nursing (FCN) annually submits a comprehensive report on the status of nursing education programs and National Council Licensure Examination (NCLEX) performance in the state. The State of Nursing Education in Florida: 2026 Report provides statewide data for Academic Year 2024–2025 and NCLEX outcomes for Calendar Year 2025. The report is organized into two primary sections:

Part 1: Nursing Education Programs (Academic Year 2024–2025)

Florida’s prelicensure nursing education programs form the critical foundation of the state’s nursing workforce pipeline. During the 2024–2025 academic year, the state was home to 497 practical nursing (PN) and registered nursing (RN) programs, reflecting a broad and diverse educational infrastructure designed to prepare new nurses for entry into practice. Among RN programs, 55.5% hold nursing specialty accreditation, demonstrating ongoing efforts across the state to advance educational quality and ensure students receive consistent, evidence-based preparation.

Despite this extensive network of programs, many continue to face substantial barriers that limit their ability to expand enrollment and meet Florida’s workforce needs. Programs once again cited a lack of qualified applicants as the most common reason they could not admit more students. This trend has persisted for several years and reflects a growing concern that interest in nursing careers may not be translating into adequately prepared applicants. Limited access to clinical training sites was identified as the second most significant constraint. These placements are essential for hands-on learning, competency development, and readiness for real-world practice, yet availability remains insufficient relative to program demand.

In addition to enrollment challenges, persistent faculty shortages continue to hinder program capacity. Reported full-time faculty vacancy rates illustrate the strain experienced statewide: 6.7% in PN programs, 8.3% in RN programs offering the Bachelor of Science in Nursing (BSN), and 12.8% in RN programs offering the associate degree in nursing (ADN). Programs consistently report that noncompetitive salaries and a limited pool of qualified candidates make it difficult to recruit and retain faculty. As a result, faculty workload increases, program growth stalls, and the ability to meet student and workforce needs remains constrained.

The combined factors of limited qualified applicants, clinical placement shortages, and ongoing faculty vacancies continue to restrict the expansion of prelicensure nursing education in Florida. Addressing these systemic barriers is essential for ensuring the state can meet the growing demand for a well-prepared nursing workforce capable of supporting Florida’s health care system now and in the years ahead.

Part 2: NCLEX Performance (Calendar Year 2025)

Florida continues to play a significant role in the nation’s nursing workforce pipeline, particularly through the number of graduates who sit for the National Council Licensure Examination (NCLEX). In 2025, Florida once again ranked first in the nation for the largest number of NCLEX-RN candidates, followed by Texas and California. Despite this strong volume, Florida’s overall performance on the exam remains an area of concern.

For first-time NCLEX-RN test takers, Florida posted a pass rate of 81.82%, which falls below the national average of 86.71%. When compared with other states, Florida ranked 47th out of 50. These results highlight a continuing gap between Florida’s performance and national expectations for entry-level registered nurse competency.

Similar challenges are evident in Florida’s NCLEX-PN performance. In 2025, the state’s first-time NCLEX-PN pass rate was 78.56%, placing Florida last among all 50 states. Nationally, jurisdictions averaged 86.59% for first-time PN examinees.

Together, these outcomes underscore the need for continued attention to educational preparation, curriculum alignment with the NCLEX, and targeted support to ensure that candidates are well-prepared for licensure. As Florida continues to graduate the nation’s largest volume of nursing candidates, improving NCLEX performance is essential to strengthening the supply, readiness, and long-term stability of the state’s nursing workforce.

Conclusion

Florida’s nursing education system plays a vital role in sustaining the state’s health care workforce. While the state benefits from a large number of educational programs and strong interest in nursing careers, persistent challenges including limited qualified applicants, constrained clinical placements, and faculty shortages continue to impede growth in prelicensure nursing education.

NCLEX performance trends highlight continued opportunities to strengthen educational preparation and support student readiness for licensure. Addressing these challenges across education, practice, and policy environments will be essential to ensuring that Florida maintains a robust nursing workforce capable of meeting the state’s evolving health care needs.

List of Figures and Tables

Table 2.5 ..............................................................................................................................

2025 Prelicensure RN Programs with Test-Takers, Licensure Status, Number of Test-Takers, and Pass Rates

Table 2.6 ..............................................................................................................................

2025 RN Prelicensure Education Programs, Test-Takers, and Pass Rates by Institutional Characteristics

Table 2.7

2025 BSN Prelicensure Education Programs, Test-Takers, and Pass Rates by Institutional Characteristics

Table 2.8 ..............................................................................................................................

2025 ADN Prelicensure Education Programs, Test-Takers, and Pass Rates by Institutional Characteristics

Table 2.9 ..............................................................................................................................

2025 Direct-Entry MSN Prelicensure Education Programs, Test-Takers, and Pass Rates by Institutional Characteristics

Table 2.10

2025 PN Prelicensure Education Programs, Test-Takers, and Pass Rates by Institutional Characteristics

Table 2.11 .............................................................................................................................

2025 Length of Time from Graduation to Test-Taking and FL NCLEX-RN and NCLEX-PN Pass Rates

Table 2.12 .............................................................................................................................

Florida-Educated Candidates’ NCLEX-RN and NCLEX-PN Test-Taking Jurisdiction and Pass Rates

Table 2.13 .............................................................................................................................

2025 Distribution of FL NCLEX-RN and NCLEX-PN Test-Takers by Region

List of Abbreviations

Abbreviation Definition

ACEN Accreditation Commission for Education in Nursing

ADN Associate Degree in Nursing

APRN Advanced Practice Registered Nurse

AY Academic Year

BSN Bachelor of Science in Nursing

CCNE Commission on Collegiate Nursing Education

CIE Commission for Independent Education

CNM Certified Nurse Midwife

CNS Clinical Nurse Specialist

CRNA Certified Registered Nurse Anesthetist

DPL Diploma

DNP Doctor of Nursing Practice

FCN Florida Center for Nursing

FDOH Florida Department of Health

FT Full-Time

ICUF Independent Colleges and Universities of Florida

LPN Licensed Practical Nurse

MQA Medical Quality Assurance

MSN Master of Science in Nursing

NCLEX National Council Licensure Examination

NCLEX-PN National Council Licensure Examination for Practical Nursing

NCLEX-RN National Council Licensure Examination for Registered Nurses

NCSBN National Council of State Boards of Nursing

NLN CNEA National League for Nursing Commission for Nursing Education Accreditation

NP Nurse Practitioner

PT Part-Time

PhD Doctor of Philosophy

PMHNP Psychiatric Mental Health Nurse Practitioner

PN Practical Nursing

RN Registered Nurse

Introduction

The Florida Center for Nursing (FCN) was established in 2001 to address issues of supply and demand for nursing in the state. Consistent with sections 464.019 and 464.0195(5), Florida Statutes, no later than each January 10, the FCN shall submit a nursing education program report to the Governor, the President of the Senate, and the Speaker of the House of Representatives. The FCN shall annually update the report no later than February 10 to include data related to the National Council Licensure Examination (NCLEX).

Prelicensure nursing education programs are the pipeline to the nursing workforce. It is critical for nursing education programs to successfully prepare candidates to pass the national licensure examination and fill vacant and new positions in the nursing workforce. A consistent inability for employers to fill vacant nursing positions may result in decreased access to quality and safe health care for the people and visitors of Florida.

The purpose of the annual study is to evaluate data to determine how nursing education programs in Florida contribute to the state’s nursing workforce. Findings of the annual nursing education program study are reported in two parts. Part 1 reports data on capacity, enrollment, number of graduates, and demographic data, as reported by the nursing programs throughout the state. Part 2 reports data related to the NCLEX.

All data in this report are presented in an aggregate format. In addition to statewide findings, FCN deems it critical to evaluate nursing education program data at the regional level. The FCN divides the state into eight geographic regions:

Northwest Region: Bay, Calhoun, Escambia, Franklin, Gulf, Holmes, Jackson, Liberty, Okaloosa, Santa Rosa, Walton, and Washington counties.

North Central Region: Alachua, Bradford, Citrus, Columbia, Dixie, Gadsden, Gilchrist, Hamilton, Jefferson, Lafayette, Leon, Levy, Madison, Marion, Suwannee, Taylor, Union, and Wakulla counties.

Northeast Region: Baker, Clay, Duval, Nassau, Putnam, and St. Johns counties.

West Central Region: Desoto, Hardee, Hernando, Highlands, Hillsborough, Manatee, Pasco, Pinellas, Polk, and Sarasota counties.

East Central Region: Brevard, Flagler, Lake, Orange, Osceola, Seminole, Sumter, and Volusia counties.

Southwest Region: Charlotte, Collier, Glades, Hendry, and Lee counties.

Southeast Region: Indian River, Martin, Okeechobee, Palm Beach, and St. Lucie counties.

South Region: Broward, Miami-Dade, and Monroe counties.

Map of Florida

Figure 1.1

Regional

Methodology

Nursing education programs were identified from the Florida Department of Health Division of Medical Quality Assurance (MQA) Search Services website,1 which maintains an updated database of prelicensure practical nursing (PN) and registered nursing (RN) programs by National Council Licensure Examination (NCLEX) code. Prelicensure RN programs in Florida include multiple degree options: diploma (DPL), Associate Degree in Nursing (ADN), prelicensure Bachelor of Science in Nursing (BSN), and Entry into Practice (Direct-Entry) Master of Science in Nursing (MSN) programs. The search service does not track post-licensure nursing programs. Survey respondents with a prelicensure NCLEX code were able to provide information on affiliated post-licensure programs. Prelicensure PN and RN programs are offered by Florida State universities, colleges, public school districts, private institutions licensed by the Florida Commission for Independent Education (CIE), private institutions that are members of the Independent Colleges and Universities of Florida (ICUF), and religious institutions authorized by law to offer nursing programs.

Post-licensure RN programs advance the training of licensed RNs and include Registered Nurse to Bachelor of Science in Nursing (RN to BSN), Master of Science in Nursing (MSN), Doctor of Nursing Practice (DNP), and Doctor of Philosophy (PhD) programs, as well as nursing certificates. Upon completion of some master’s and doctoral programs, registered nurses may transition to an advanced practice registered nurse (APRN) license. These roles include Nurse Practitioner (NP), Certified Nurse Midwife (CNM), Clinical Nurse Specialist (CNS), Psychiatric Mental Health Nurse Practitioner (PMHNP), and Certified Registered Nurse Anesthetist (CRNA).

Data Collection Procedures

The nursing education program sample was obtained from the Florida Department of Health Division of MQA Search Services website on August 25, 2025,2 and included 503 active prelicensure PN and RN programs identified by an NCLEX code linked to the jurisdiction of Florida. The FCN Nursing Education Program Survey was sent electronically to all 503 of Florida’s prelicensure PN and RN nursing education programs. Email invitations and reminders were sent to the last known contact identified on surveys submitted in 2024. Additional outreach efforts were made via phone and email when addresses or contact information were deemed invalid. Surveys were accessible from September 3, 2025, through October 31, 2025, and programs were asked to report

1 Florida Department of Health Division of Medical Quality Assurance (MQA) Search Services website (https://mqainternet.doh.state.fl.us/MQASearchServices/NursingPrograms)

2 Florida Department of Health Division of Medical Quality Assurance (MQA) Search Services website (https://mqainternet.doh.state.fl.us/MQASearchServices/NursingPrograms)

data about Academic Year (AY) 2024-2025. AY 2024-2025 was defined as the Fall (August/September) 2024 term through the Summer (July/August) 2025 term. Surveys could be saved then completed and submitted later.

Participation by all prelicensure nursing education programs in Florida is required by section 464.019(10), Florida Statutes. The Florida Board of Nursing issued a citation in 2018 to enforce the statutory requirement for nursing education programs to comply with data requests from the Florida Center for Nursing.

Measures

Capacity. Capacity is measured in terms of the number of nursing education programs and quantities of future nurses that the programs can potentially contribute to the nursing workforce. The following definitions were used to determine the capacity of nursing programs:

• Number of vacant student seats - the maximum possible number of new students that could enroll in a program in a single academic year (includes first-time enrollees and readmissions). This measure was obtained as a data snapshot from September 30, 2024.

• Number of qualified applicants - the total number of program applicants who met the minimum admission standards for the nursing education program during AY 2024-2025.

• Number of accepted applicants - the number of qualified applicants accepted into the nursing education program. This includes newly admitted students and readmissions (i.e., students previously in the nursing education program who dropped out and had to reapply for admission).

• Number of admitted students who enrolled - the number of students who registered for nursing education coursework and paid tuition and/or fees.

• Total student enrollment - the number of students enrolled on September 30, 2024. The total student enrollment includes students at all points of the nursing education program’s curriculum sequence, including newly enrolled and continuing students, as well as students in their final semester or year.

Student Retention. Retention rates consider the proportion of a cohort of newly enrolled students who have graduated or are still enrolled one year later compared to those who leave without completing their degree program. Survey participants were asked to report on the status of a cohort of students one year after their first enrollment in either Fall 2023, Spring 2024, or Summer 2024.

Graduates. Graduates are defined as the number of students who successfully completed the nursing education program requirements and were formally awarded a degree or certificate during AY 2024-2025, regardless of when they started the program.

Filled and Vacant Faculty Positions. In this section, respondents reported the number of vacancies, the composition of the nursing education program’s faculty, and the current and future need for additional faculty positions. Full-time faculty were defined as instructional, administrative, or research staff of the nursing academic unit who were employed full-time as defined by the institution, held academic rank, carried the full scope of faculty responsibility (e.g., teaching, advisement, committee work), and received rights and privileges associated with full-time employment. These faculty members may have been tenured, tenure track, or non-tenure track. Part-time faculty were defined as instructional, administrative, or research staff of the nursing academic unit who were employed part-time as defined by the institution, may or may not have held academic rank, carried responsibility for a specific area (e.g., teaching a single course), and may have carried any number of titles (e.g., adjunct, clinical instructor).

Institution Characteristics. Respondents reported the category that best described their institution: public; private, nonprofit; or proprietary (private, for-profit).

Demographic Characteristics of Faculty and Students. Respondents reported the number of faculty and students by race/ethnicity. Race and ethnicity categories included American Indian/Alaska Native; Asian; Black/African American, Non-Hispanic; Hispanic/Latino; Middle Eastern/North African; Native Hawaiian, Other Pacific Islander; White/Caucasian, Non-Hispanic; Other; Two or More Races; and Missing/Unknown.

Nursing Education Program Licensure Status. The Florida Department of Health (FDOH) MQA online search portal was utilized to determine the license status of Florida’s prelicensure nursing programs. Only programs that are approved, approved/probationary, or accredited are included in the FDOH MQA online portal. Terminated or closed programs do not display.

Section 464.019, Florida Statutes, requires nursing education programs that prepare students for the practice of professional nursing to become accredited by a nursing specialty accreditation agency. Approved RN education programs must become an accredited program within five years after the date of enrolling the program’s first students. There is no nursing specialty accreditation for practical nursing education programs.

Listed below are the definitions of each license status per the FDOH MQA website.

APPROVED - A program for the prelicensure education of professional or practical nurses that is conducted in the state at an educational institution and that is approved under section 464.019, Florida Statutes. The term includes such a program placed on probationary status.

APPROVED / PROBATIONARY - The status of an approved program that is placed on such status pursuant to section 464.019, Florida Statutes

ACCREDITED - An “accredited” nursing education program, as defined by section 464.003, Florida Statutes, is a program for the prelicensure education of professional or practical nurses that is conducted in the United States at an educational institution, whether in Florida, another state, or the District of Columbia, and that is accredited by a specialized nursing accrediting agency that is nationally recognized by the United States Secretary of Education to accredit nursing education programs. The specialized nursing accreditors are the Accreditation Commission for Education in Nursing (ACEN), Commission on Collegiate Nursing Education (CCNE) and the National League for Nursing Commission for Nursing Education Accreditation (NLN CNEA).

Findings

The final reported sample included 497 prelicensure PN and RN education programs One out-of-state program listed in the MQA data was excluded from the sample and results. This school did not have an NCLEX code within the jurisdiction of Florida, and the program was not located in Florida. Additionally, programs that were associated with Operation Nightengale were excluded from the analysis. 3-4

The following table identifies the number of PN and RN education programs with NCLEX codes within the jurisdiction of Florida, categorized by program type, degree type, profit type, and geographic region.

3 https://www.justice.gov/usao-sdfl/pr/fraudulent-nursing-diploma-scheme-leads-federal-charges-against-25defendants

4 https://www.justice.gov/usao-sdfl/pr/fraud-charges-filed-against-12-defendants-phase-ii-operation-nightingale

Table 1.1

Summary of Sampled Florida Prelicensure Nursing Programs

Section 464.019, Florida Statutes, requires nursing education programs that prepare students for the practice of professional nursing (RN) to become accredited by a nursing specialty accreditation agency. Approved prelicensure RN education programs must become an accredited program within five years after the date of enrolling their first students. Practical nursing programs do not have a specialty accreditation requirement. The table below shows the number of accredited, approved, and probationary prelicensure RN programs by region.

Table 1.2

Summary of Sampled ADN & BSN Programs by Region and Accreditation

According to the U.S. Census Bureau,5 Florida’s population is most dense in the West Central, South, and East Central regions. Florida’s most densely populated regions require a proportional availability of nursing education programs to meet workforce demands. Ideally, higher population density should correspond to a greater concentration of nursing programs to ensure an adequate pipeline of nurses. Regions with a significant gap between population size and available programs may face challenges in meeting local health care needs, highlighting the importance of strategic program placement and expansion.

The following figure identifies the regional distribution of the prelicensure nursing education programs in Florida.

5 U.S. Census Bureau. County Population by Characteristics: 2021-2024. U.S. Department of Commerce. https://www.census.gov/data/tables/time-series/demo/popest/2020s-counties-detail.html

FCN Nursing Education Program Survey Academic Year (AY) 2024-2025: Number of Prelicensure Nursing Education Programs vs. Regional Florida Census Population

Figure 1.2

Figure 1.3 compares the number of prelicensure nursing education programs per 100,000 people across Florida’s eight regions and statewide. The Southeast (2.99) and South (3.01) regions have the highest program density relative to population, while regions like Northeast (1.28) and West Central (1.51) have fewer programs per capita. This metric is important because it highlights access to nursing education relative to population size, not just total program counts. Ideally, regions with larger populations should maintain proportional program availability to meet workforce needs. Regions with low program density may face challenges in producing enough nurses locally, which could lead to workforce shortages and increased reliance on graduates from other areas.

Figure 1.3

FCN Nursing Education Program Survey AY 2024-2025: Total Number of Prelicensure Nursing Education Programs per Estimated 100,000 Regional Population

Results of the FCN Nursing Education Program Survey AY 2024 -2025

A total of 420 prelicensure nursing education programs (84.51%) responded to the FCN nursing education program survey for AY 2024-2025. This is a decrease from the previous completion rate of 86.86% for AY 2023-2024. 6

Table 1.3

FCN Nursing Education Program Survey AY 2024-2025: Overall Survey Response Rate

The 420 survey respondents were classified as PN programs (n=147) and prelicensure RN programs (n=259). The prelicensure RN programs were further classified by degree type: diploma, ADN, BSN, and MSN programs.

The following table demonstrates the number of responses to the FCN Nursing Education Program Survey by categories of program type, degree type, profit type, and geographic region. Please refer to Appendix 1.A for the list of prelicensure nursing education programs that completed the survey and Appendix 1.B for the list of prelicensure nursing education programs that were noncompliant with requirements to complete the FCN Nursing Education Program Survey for AY 2024-2025.

6 Florida Center for Nursing (2024). Florida’s Nursing Education Program Report, Academic Year 2023-2024. Tampa, FL. https://issuu.com/flcenterfornursing/docs/nursing_education_report-interactive

FCN Nursing Education Program Survey AY 2024-2025: Response Rates

Figure 1.4 identifies the number of prelicensure nursing education programs with students enrolled. Not all programs had students enrolled during AY 2024-2025. Of the 420 responding prelicensure nursing education programs, 84.8% (n=356) reported students enrolled during AY 2024-2025, and 15.2% (n=64) reported no student enrollment during AY 2024-2025.

Figure 1.4

FCN Nursing Education Program Survey AY 2024-2025: Total Number of Prelicensure Nursing Education Programs Compared to Number of Prelicensure Nursing Education Programs with Student Enrollment

Table 1.5 identifies the number and percentage of prelicensure nursing education programs with students enrolled by region. The South region had the highest number of programs for PN (n=34), ADN (n=42), and BSN (n=30), but prelicensure nursing education programs in the South region reported a lower percentage of programs with students enrolled: 70.59% for PN programs and 83.33% for ADN programs. Thus, 29.41% of PN programs and 16.67% of ADN programs in the South region were approved but did not have students enrolled, therefore not contributing to the state’s future nursing workforce.

Table 1.5

FCN Nursing Education Program Survey AY 2024-2025: Prelicensure Nursing Education Programs with Students Enrolled by Region

Table 1.6 reports the number of prelicensure nursing education programs with students enrolled by accreditation status for AY 2024-2025. Section 464.019, Florida Statutes, requires nursing education programs that prepare students for the practice of professional nursing to become accredited within five years after the date of enrolling the program’s first students. PN programs were not included in this analysis as there is no statutory accreditation requirement for practical nursing education programs.

Table 1.6

FCN Nursing Education Program Survey AY 2024-2025: Prelicensure RN Programs with Students Enrolled by Accreditation Status

Table 1.7 identifies the percentage of statewide prelicensure nursing education programs with students enrolled by profit type in AY 2024-2025. Respondents reported the category that best described their institution: public; private, nonprofit; or proprietary (private, for-profit). The highest number of prelicensure nursing education programs identified as private, for-profit organizations. However, these programs had the lowest percentage of students enrolled.

Table 1.7

Table 1.8 identifies the accreditation status of the prelicensure nursing education programs that responded to the FCN Nursing Education Program Survey for AY 20242025.

Table 1.8

FCN Nursing Education Program Survey AY 2024-2025: Responding RN Programs by Accreditation Status and Profit Type

Overview of the Nursing Education Programs in Florida

Florida Nursing Program Capacity

The following tables show the nursing program capacity in Florida. Capacity is measured in terms of the number of nursing education programs and quantities of potential future nurses that the programs can produce. Capacity evaluates the number of nursing education programs, number of seats for new students, qualified applicants, accepted applicants, total enrollment, and graduates of the nursing programs in Florida.

Table 1.9 summarizes the capacity of Florida’s pre- and post-licensure nursing education programs for Academic Year 2024-2025. PN, ADN, and prelicensure BSN programs reported acceptance rates near 78-79%, while RN-to-BSN and Direct-Entry MSN programs had higher acceptance rates of 91.5% and 88.5%, respectively. Postlicensure graduate programs had an acceptance rate of 77.3%.

Table 1.9

FCN Nursing Education Program Survey AY 2024-2025: Capacity of Pre- and PostLicensure Nursing Programs

* Following the variables of number of accepted applicants and enrollment, it is possible for total enrollment to be both higher and lower than number of accepted applicants, depending on the total number of applications submitted by program type. The two values should be independent of one another but loosely correlated in overall size.

Figures 1.5, 1.6, and 1.7 provide four years of trended data to evaluate changes in the number of qualified applicants, new enrollees, and the percentage of accepted applicants who enrolled in a prelicensure nursing education program.

Figure 1.5

FCN Nursing Education Program Survey: Trended PN Programs Application Cycle for AY 2020-2021 Through AY 2024-2025 9,000 8,000 7,000 6,000 5,000 4,000 3,000 2,000 1,000 0

FCN Nursing Education Program Survey: Trended PN Programs Application Cycle for AY 2020-2021 Through AY 2024-2025

Figure 1.6

Trended AY 2020-2021 Through AY 2024-2025: ADN Programs Application Cycle

Qualified Applicants Accepted Applicants New Enrollees

% Accepted Applicants that Enroll

Figure 1.7

Trended AY 2020-2021 Through AY 2024-2025: BSN Programs Application Cycle

Qualified Applicants Accepted Applicants New Enrollees

% Accepted Applicants that Enroll

The values in Table 1.10 identify the capacity of Florida’s prelicensure and post-licensure nursing education programs by profit type. This includes the number of qualified and accepted applicants, new enrollees, and graduates for AY 2024-2025.

FCN Nursing Education Program Survey AY 2024-2025: Capacity by Profit Type

Number of Accepted Applicants

Number of Program Graduates

Table 1.11 includes a snapshot measurement on September 30, 2024, to identify

and

Table 1.11 includes a snapshot measurement on September 30, 2024, to identify total seats for new students and total enrollment.

Table 1.11

FCN Nursing Education Program Survey AY 2024-2025: Capacity Measurement by Profit Type on September 30, 2024

Enrollment

The values in Table 1.12 identify the capacity of Florida’s prelicensure programs, focusing on RN nursing education programs by accreditation status. The prelicensure RN programs by accreditation are a subset sample. PN programs are not required to have nursing specialty accreditation status and were excluded from the following table.

Table 1.12

FCN Nursing Education Program Survey AY 2024-2025: Capacity Measurement by Accreditation Status for Prelicensure RN Programs Type of Program

FCN Nursing Education Program Survey AY 2024-2025: Capacity Measurement by Accreditation Status for Prelicensure RN Programs

Number of Qualified Applicants to Prelicensure RN Programs

Accepted Applicants to Prelicensure RN Programs

Applicants to Prelicensure

New Students Enrolled to Prelicensure RN Programs

Number of Graduates from Prelicensure RN Programs

of Graduates from Prelicensure RN Programs

Table 1.13 includes a snapshot measurement for prelicensure RN programs by accreditation on September 30, 2024, to identify total seats for new students and total enrollment.

Table 1.13

FCN Nursing Education Program Survey AY 2024-2025: Capacity Measurement for Prelicensure RN Programs by Accreditation on September 30, 2024

for New Students in Prelicensure RN Programs

Total Enrollment in Prelicensure RN Programs

Enrollment in Prelicensure RN Programs

Table 1.14 below identifies the mean and median values of Florida’s prelicensure nursing education program capacity for qualified applicants, admissions per program, and total enrollment for prelicensure PN, ADN, and BSN programs. Nursing education programs that did not have students enrolled at the time of the survey were not included in the following table.

Table 1.14

FCN Nursing Education Program Survey AY 2024-2025: Mean and Median Values for Nursing Programs Statewide (Excluding Programs with No Students Enrolled)

Qualified Applicants Admitted Students Enrolled Students

Prelicensure nursing education programs reported reasons for not accepting more applicants to their respective PN, ADN, and BSN prelicensure nursing programs. Data was trended over four years. The lack of qualified applicants continued to be the most frequent reason for not accepting new applicants to prelicensure PN (33.3%), ADN (29.3%), and BSN (28.4%) programs during AY 2024-2025.

AY 2020-2021 Through AY 2024-2025: Reasons for Not Accepting More PN, ADN, BSN Prelicensure Applicants

Evaluation of Student Admission and Progression Criteria

Prelicensure students are often required to complete pre-admission standardized testing and/or minimum grades in prerequired courses before admission to nursing education programs. Additionally, minimum course grades higher than those of general education requirements may be required for progression through a nursing program. For example, an educational institution may identify a “D” as a passing grade while a nursing education program within the educational institution may require a “C” as a passing grade for nursing students. Table 1.16 identifies nursing program admission and progression criteria by profit type. Public and private, nonprofit programs more frequently reported pre-admission testing and minimum course grade requirements for progression compared to private, for-profit nursing programs.

Table 1.16

FCN Nursing Education Program Survey AY 2024-2025: Admission and Progression Requirement by Profit Type

Type of Admission and Progression Requirements

Programs

BSN Programs

Table 1.17 identifies reported nursing education program admission and progression criteria by accreditation status. Accredited prelicensure nursing education programs most frequently reported pre-admission testing and minimum course grades as requirements of student admission and progression.

Table 1.17

FCN Nursing Education Program Survey AY 2024-2025: Admission and Progression Requirement by Accreditation Status

Student Retention

Retention rates consider the proportion of a cohort of newly enrolled students who have graduated or are still enrolled one year later compared to those who leave without completing their degree program. Table 1.18 provides prelicensure nursing program student retention trended over four years.

Table 1.18

FCN Nursing Education Program Survey AY 2024-2025: Prelicensure Nursing Program Student Retention Rate

Academic

Table 1.19 identifies student retention rates by organizational profit type. Prelicensure nursing education programs in public institutions had the highest student retention rate during AY 2024-2025.

Table 1.19

FCN Nursing Education Program Survey AY 2024-2025: Prelicensure Student Retention Rate by Profit Type

Table 1.20 identifies student retention rates by accreditation status. Approved prelicensure nursing programs had the highest student retention rate.

Table 1.20

FCN Nursing Education Program Survey AY 2024-2025: Prelicensure RN Program

Student Retention Rate by Accreditation Status Program

Nursing Faculty

Nursing Faculty Positions: Vacancies and Filled Positions. Survey respondents were asked to report all faculty members associated with their NCLEX code. Full-time (FT) and part-time (PT) faculty were evaluated by survey cycle with trended data over time, program type, and accreditation status. Full-time vacancies continued at greater than 10%. Vacancy rates trended down for full-time PN and ADN programs. ADN programs had the highest full-time vacancy rate at 12.8%. The part-time vacancies were highest for the PN programs at 10%.

Table 1.21

FCN Nursing Education Program Survey AY 2024-2025: Full-Time and Part-Time

Faculty Vacancy Rates by Prelicensure Nursing Program

Academic Year Program Level 2021-2022 2022-2023 2023-2024 2024-2025

Vacancy Rate by Survey Cycle

+ Adjunct Vacancy Rate by Survey Cycle

Table 1.22 reports FT-filled positions by program type, profit type, and accreditation.

Table 1.22

FCN Nursing Education Program Survey AY 2024-2025: FT-Filled Positions

Table 1.23 reports PT-filled positions by program type, profit type, and accreditation.

Table 1.23

FCN Nursing Education Program Survey AY 2024-2025: PT-Filled Positions

Table 1.24 reports total student enrollment, FT and PT faculty, and total student enrollment per number of employed faculty. The MSN and ADN programs demonstrated a higher ratio of faculty.

Table 1.24

FCN Nursing Education Program Survey AY 2024-2025: Student Enrollment and Number of Faculty by Program

Tables 1.25 and 1.26 report FT and PT nursing faculty vacancy rates by profit type and accreditation type.

Table 1.25

FCN Nursing Education Program Survey AY 2024-2025: Faculty Vacancy Rate by Profit Type

Table 1.26

FCN Nursing Education Program Survey AY 2024-2025: Faculty Vacancy Rate by Accreditation Status

+ Adjunct Nursing Faculty Vacancy Rate

Barriers to Faculty Recruitment. Respondents were asked to report the barriers to faculty recruitment. These data trend over four years in Table 1.27. PN and ADN programs reported competitive salary as the highest barrier while prelicensure BSN programs reported a limited qualified applicant pool as the greatest barrier.

Barriers to Faculty Recruitment.

Respondents were asked to report the barriers to faculty recruitment. These data trend over four years in Table 1.27. PN and ADN programs reported competitive salary as the highest barrier while prelicensure BSN programs reported a limited qualified applicant pool as the greatest barrier.

Table 1.27

Barriers to Faculty Recruitment by Nursing Program

Respondents were asked to identify the most difficult-to-fill faculty positions across PN, ADN, and BSN programs. The results show that pediatric/child health and obstetrics consistently rank among the most challenging specialties to fill across all programs, with psychiatric/mental health also reported as a difficulty, particularly in ADN and BSN programs.

Table 1.28

Faculty Positions Difficult to Fill

Academic Year Factor

Demographic Characteristics of Nursing Faculty and Nursing Students

The demographic characteristics of nursing faculty and nursing students are presented in the tables and figures below.

Table 1.29

Faculty, Student, and Graduate Gender by Program on September 30, 2024

FT Faculty Gender Distribution

Figure 1.8

PT Faculty Gender Distribution

Student Gender Distribution

Figure 1.10

Table 1.30

Gender by Distribution of Nursing Faculty, Students, and Graduates by Profit Type on September 30, 2024

Faculty

+ Adjunct Faculty

Students

Table 1.31 provides insights into the race and ethnicity representation of faculty and students in Florida’s nursing programs.

Table 1.31

Race and Ethnicity FT Faculty, PT Faculty, Students, and Graduates Overview on September 30, 2024

Race and Ethnicity FT Faculty, PT Faculty, Students, and Graduates Overview on September 30, 2024 Race/Ethnicity

Faculty

FT Faculty American

PT + Adjunct Faculty

American Indian/Alaska

Students

Racial Distribution of Nursing Faculty and Students by Profit Type

Limitations

FCN is grateful to all who completed the FCN Nursing Education Program Survey for Academic Year 2024-2025. Self-reported survey data is valuable, but this method comes with limitations:

• There is no way to validate self-reported data from programs.

• Respondents may misunderstand questions, resulting in inaccurate responses.

• There is no way to validate self-reported data from programs.

• Response bias can occur, resulting in inaccurate information.

• Respondents may misunderstand questions, resulting in inaccurate responses.

• Although the majority of programs responded, there was not 100% participation.

• Response bias can occur, resulting in inaccurate information.

• Although the majority of programs responded, there was not 100% participation.

The work of the FCN is guided by our core values of accountability, integrity, respect, and courage. While the FCN aims to disseminate the most accurate information with the utmost transparency, there are additional limitations that could influence the findings in this report. Obstacles in data acquisition, data transfer, and manual analyzation of data can create a certain level of uncertainty and possible misclassification. The FCN strives to optimize these processes and will continue to do so in the future.

Recommendations/Next Steps

The Florida Center for Nursing will continue to analyze nursing education and workforce data and disseminate findings to our communities. These insights will inform evidencebased policy decisions and support initiatives that strengthen Florida’s nursing education programs, helping to build our future nursing workforce.

FCN will leverage the results of this report to guide the development and implementation of Florida’s strategic statewide plan for nursing, ensuring alignment with emerging workforce needs.

Appendix 1. A: Programs That Submitted Data

Florida prelicensure nursing education programs that submitted a response to the Florida Center for Nursing (FCN) Nursing Education Program Survey for Academic Year 20242025.

These programs contributed essential information to support FCN’s nursing workforce analysis and statewide workforce planning initiatives.

Program

COMPU-MED

CORP.MIAMI - BSN

COMPU-MED

Appendix 1.B: Programs That Did Not Submit Data

Florida prelicensure nursing education programs that did not submit a response to the Florida Center for Nursing (FCN) Nursing Education Program Survey for Academic Year 2024-2025. The lack of data from these programs reduces the accuracy and comprehensiveness of nursing workforce analysis and may hinder statewide workforce planning. Program

Part 2 2025 NCLEX Results

Introduction

Consistent with section 464.0195(5), Florida Statutes, the Florida Center for Nursing (FCN) is required to annually report data related to the National Council Licensure Examination (NCLEX). The analysis of 2025 NCLEX pass rates represents a key component of evaluating the overall state of nursing education in Florida. These outcomes provide an essential indicator of program effectiveness, because employers rely on nursing graduates to successfully pass the NCLEX, obtain licensure, and enter the workforce in a timely and reliable manner.

Background

Several steps must be completed before a new nurse earns a license to practice nursing. These steps include graduating from an approved prelicensure nursing education program, meeting the requirements of the Florida State Board of Nursing (FBON), and passing the National Council Licensure Examination (NCLEX).

The National Council of State Boards of Nursing (NCSBN) develops the NCLEX to test the competency of nursing program graduates in the United States and Canada. The NCLEX is a variable-length, valid and reliable, computerized adaptive test designed to measure nursing competence. The passing standards for the NCLEX-RN and NCLEX-PN reflect the amount of nursing knowledge, skills, and attitudes required to practice competently at the entry level of the occupation. The number of test takers passing the NCLEX (“pass rate”) can indicate the number of new nurses entering the nursing workforce.

NCLEX program codes refer to unique codes assigned to specific nursing education programs. The NCLEX program codes are used by test takers when registering for the NCLEX exam, allowing the NCSBN and FBON to identify the program from which the test taker graduated. NCLEX program codes can be found on the registration page of the NCLEX website or by accessing the following link: https://www.nclex.com/registration.page. If a test taker cannot be linked to a nursing education program, or if there is an error when entering the NCLEX program code, the test taker will be assigned an NCLEX “special program code” and not linked to a specific nursing education program.

The NCLEX pass rate is often used as a measure of prelicensure nursing program effectiveness. Additionally, the NCLEX pass rates may influence important decisions about overall prelicensure nursing program quality, admission and progression policies, curricula, and teaching and learning practices. The purpose of this report is to provide data on Florida test takers’ performance on the NCLEX-RN and NCLEX-PN for 2025 and trended over time. The findings from this study can be used to drive policy.

Methodology

First-time NCLEX pass rates were used for all analyses in this report. This aligns with national analytic standards for comparing performance within and across jurisdictions, as first-time outcomes provide the most valid indicator of candidate preparation for entry to practice.

NCLEX results are evaluated on a calendar-year basis rather than an academic-year cycle. Accordingly, the annual pass rates presented in this report reflect the performance of first-time test-takers who sat for the examination between January 1 and December 31, 2025, and of each respective year when reporting trended data.

Annual NCLEX results were recorded by the NCSBN. A summary of data for multiple categories of candidates, U.S. and international, was provided for performance on NCSBN's two nurse licensure examinations, the NCLEX-RN and NCLEX-PN.

The statewide data used for the current study were transferred from the NCSBN to the FBON, then to the Florida Center for Nursing on January 16, 2026. The information consisted of individualized, deidentified data. Variables included graduation date, education program, education program jurisdiction, exam series code (NCLEXRN/NCLEX-PN), repeater (yes/no), grade (pass/fail), exam delivery date, and NCSBN jurisdiction (jurisdiction where the test taker tested).

The Florida Department of Health (DOH) Medical Quality Assurance (MQA) online search portal was utilized to determine the license status of Florida’s prelicensure nursing programs. Only programs that are approved, approved/probationary, or accredited are included in the DOH MQA online portal. Terminated or closed programs do not display in the DOH MQA online portal.

Listed below are the definitions of each license status per the FDOH MQA website.

APPROVED - A program for the prelicensure education of professional or practical nurses that is conducted in the state at an educational institution and that is approved under section 464.019, Florida Statutes. The term includes such a program placed on probationary status.

APPROVED / PROBATIONARY - The status of an approved program that is placed on such status pursuant to section 464.019, Florida Statutes

ACCREDITED - An “accredited” nursing education program, as defined by section 464.003, Florida Statutes, is a program for the prelicensure education of professional or practical nurses that is conducted in the United States at an educational institution, whether in Florida, another state, or the District of Columbia, and that is accredited by a specialized nursing accrediting agency that is nationally recognized by the United States Secretary of Education to accredit

nursing education programs. The specialized nursing accreditors are the Accreditation Commission for Education in Nursing (ACEN), Commission on Collegiate Nursing Education (CCNE) and the National League for Nursing Commission for Nursing Education Accreditation (NLN CNEA).

The analyses in this report draw on candidate-level and program-level datasets and are used to generate all tables and figures. The analytic decisions described below are provided to improve transparency and reproducibility, and to clarify how methodological choices influence interpretation of pass rates and program comparisons.

• Population included:

All analyses focus on first-time NCLEX test takers. Because repeat attempts can significantly affect interpretation of pass rates, first-time results are treated as the primary indicator of program effectiveness at preparing graduates for initial licensure.

• Program classification:

Candidates are grouped according to the program and degree type reported in the source data (e.g., PN, ADN, BSN, MSN). When a candidate cannot be confidently matched to a specific institution or program, they are assigned to a designated “special code” or “unknown” program category.

• Program linkage:

Candidate test records are linked to nursing education programs using available identifiers such as NCLEX program codes and/or standardized program names. When a reliable match cannot be made, candidates are placed into “special program code” or “unknown” groupings to ensure they remain represented without misclassification.

• Florida vs. U.S. comparisons:

Trend figures include comparisons between Florida outcomes and available U.S. benchmarks. National values shown in the report reflect the baseline comparison data provided within the source files for the corresponding year(s).

• Ownership and licensure status stratification:

In some sections, results are broken out by program ownership type (public; private, nonprofit; private, for-profit; or unknown) or by program licensure status (approved, approved/probationary, accredited), as defined by the program reference files used in the analysis.

• Time from graduation to testing:

The figure analyzing “months from graduation to testing” groups candidates by the time elapsed between program completion and their first NCLEX attempt. Pass rates are then summarized within each time-interval band to highlight how testing timing relates to outcomes.

Limitations

The limitations outlined below describe key constraints in the source data, program linkage processes, and reporting conventions that may influence the estimates and comparisons presented in this report. Documenting these considerations helps clarify how data completeness, classification rules, and small cell sizes can affect the stability and interpretation of reported NCLEX pass rates. These factors may also contribute to variation in annual totals and should be considered when evaluating year-to-year changes or comparing results across program categories.

Data Source and Limitations.

NCLEX-RN and NCLEX-PN records are produced by NCSBN and securely provided to FCN. FCN does not generate or collect NCLEX data and cannot independently verify candidate-reported fields (e.g., graduation month/year, program attended, or program jurisdiction) because these variables are self-reported at the time of testing. Because graduation is reported only as month/year, FCN standardizes this value by assigning the first day of the reported month for analysis.

Why Totals May Change.

Some exam results are temporarily withheld (“on hold”) by NCSBN when testing delivery issues occur or when review is required; such records are excluded from standard NCSBN reporting products until resolved. In addition, regulatory bodies may void exams for administrative or regulatory reasons. Together, these factors can cause modest fluctuations in annual exam totals and reported outcomes.

Data Used for the 2025 Analysis.

FCN’s 2025 analyses reflect the official datasets and reports received from NCSBN and FBON. These reports represent the best available information at the time they were generated, and updated extracts may produce small changes in totals or rates.

Program Matching and Special Categories.

Not all candidates can be matched to a specific nursing education program due to missing/invalid program codes or inconsistent program naming. These candidates are retained and grouped under “special code” or “unknown” categories; results for these groups should be interpreted separately from program-linked outcomes.

Interpreting Rates Carefully (Small Numbers and Context).

Pass rates based on small numbers of test takers can change substantially from year to year and may not reflect stable performance. In addition, outcomes can vary due to cohort differences, exam policy/content updates, and how soon graduates choose to test, which should be considered when comparing results across years.

Classification and Reporting Conventions.

Ownership and licensure status categories rely on external reference files and may change over time; trend analyses are therefore most appropriate for identifying broad patterns rather than making fine-grained comparisons. Reported percentages are rounded for readability, and minor differences may occur if recalculating from rounded values.

Interpretation of Differences (Descriptive vs. Causal).

Findings in this report are descriptive and summarize observed patterns in NCLEX outcomes across program types, geographic regions, and ownership categories. Observed differences should not be interpreted as causal conclusions; that is, they should not be read to mean that a particular program characteristic (e.g., ownership type or location) caused higher or lower pass rates. Establishing causality would require analytic approaches that isolate the independent effect of a factor while accounting for other influences, such as candidate academic preparation, demographic and socioeconomic characteristics, testing timing, program admission selectivity, program resources and supports, and other contextual variables. Because the analyses in this report do not apply such controls (e.g., multivariable adjustment, matched comparisons, or quasi-experimental designs), differences across groups should be interpreted as associations or comparative descriptions, rather than evidence that one factor produces another.

Findings

In 2025, Florida ranked #1 in the nation for the greatest number of NCLEX-RN test takers, followed by Texas, then California. Florida produced 17,402 NCLEX-RN test takers. This is equivalent to 9% of the nation’s 192,908 first-time, U.S.-educated NCLEXRN test takers Florida’s 2025 NCLEX-RN pass rate for first-time, U.S.-educated NCLEXRN test takers was 81.82%.

Additionally, Florida produced 3,755 NCLEX-PN test takers, equivalent to 6.9% of the nation’s 54,814 first-time, U.S.-educated NCLEX-PN test takers. Florida’s 2025 NCLEXPN pass rate for first-time, U.S.-educated NCLEX-PN test takers was 78.56%.

In 2025, Florida had more NCLEX-RN and NCLEX-PN test takers compared to 2024. The following figure displays the total number of NCLEX-RN and NCLEX-PN test-takers in Florida from 2021 through 2025, along with the number of candidates who passed each examination. Across all years, the volume of RN test-takers is substantially higher than PN test-takers, and both examinations show relatively stable pass-through patterns over time. The chart illustrates annual fluctuations in participation and performance, highlighting the consistent gap between total candidates and successful candidates for both exam types.

Figure 2.1

Number of NCLEX-PN and NCLEX-RN Test Takers Over Time

Figure 2.1

Number of NCLEX-PN and NCLEX-RN Test Takers Over Time

Number of NCLEX-PN Test-Takers

Number of NCLEX-RN Test-Takers

Number of NCLEX-PN Test-Takers

Number of NCLEX-RN Test-Takers

of Testing # of Successful TestTakers

NCLEX Pass Rates

PN RN

Successful NCLEX-PN Test-Takers

Successful NCLEX-RN Test-Takers

Successful NCLEX-PN Test-Takers

Successful NCLEX-RN Test-Takers

NCLEX Pass Rates

Florida’s 2025 NCLEX-RN pass rate for first-time, U.S.-educated NCLEX-RN test takers was 81.82%, below the national average of 86.71%. Florida’s 2025 first-time NCLEX-PN pass rate was 78.56%, below the national average of 86.59%.

The following table presents the number and pass rates of first-time, U.S.-educated NCLEX-RN and NCLEX-PN candidates for each quarter of Calendar Year 2025, disaggregated by candidate type. Quarterly results in Table 2.1 provide insight into the timing and distribution of testing volume throughout the year, while the year-to-date values offer the most reliable basis for comparing performance across educational categories within the same reporting period.

Table 2.1

Florida’s 2025 NCLEX-RN and NCLEX-PN Statistics

For more than a decade, Florida’s NCLEX pass rates have remained below the national average. The following figures present Florida’s NCLEX-RN and NCLEX-PN pass rates alongside national pass rates for calendar years 2014 through 2025. The largest differentials occurred in 2020 for the NCLEX-RN, when Florida was 17.74 percentage points below the national rate, and in 2021 for the NCLEX-PN, when Florida was 17.05 percentage points below the national rate. In 2025, the Florida-national gap narrowed to 4.89 percentage points for the NCLEX-RN; for the NCLEX-PN, the 2025 gap was 8.03 percentage points, which was slightly wider than in 2024.

FL and U.S. NCLEX-RN Pass Rates 2014-2025

FL Pass Rate U.S. Pass Rate

Figure 2.2

Figure 2.3

FL and U.S. NCLEX-PN Pass Rates 2014-2025

Figure 2.3

FL and U.S. NCLEX-PN Pass Rates 2014-2025

Data from the past five years demonstrate that Florida had the greatest number of NCLEX-RN and NCLEX-PN test takers during 2021, also the year with the largest gap between Florida and U.S. pass rates. The following table and figures compare the number of test takers and pass rates over the past five years.

FL Pass Rate

of

U.S. Pass Rate

Data from the past five years demonstrate that Florida had the greatest number of NCLEX-RN and NCLEX-PN test takers during 2021, also the year with the largest gap between Florida and U.S. pass rates. The following table and figures compare the number of test takers and pass rates over the past five years.

Table 2.2

Number of Florida Test Takers Compared to NCLEX-RN and NCLEX-PN Pass Rates 2021-2025

Figures 2.4 and 2.5 present NCLEX pass rates alongside corresponding test-taker volumes for calendar years 2021–2025. During this period, Florida’s NCLEX-RN pass rates ranged from 63.88% in 2022 to 84.89% in 2024, while NCLEX -PN pass rates ranged from 62.55% in 2021 to 80.78% in 2024. Displaying pass rates together with test-taker volume allows for a clearer distinction between changes in candidate performance and changes in the size of the testing population.

5,000 10,000 15,000 20,000 25,000 # of TestTakers

2021 2022 2023 2024 2025 Year of Testing

# of Test-Takers

Figure 2.4

FL NCLEX-RN Pass Rates and Number of Test Takers 2021-2025

Figure 2.5

FL NCLEX-PN Pass Rates and Number of Test Takers 2021-2025

Figure 2.5

# of Test-Takers FL Pass Rate U.S. Pass Rate

# of Test

Takers

Comparison of Jurisdictions and Pass Rates

When compared with other U.S. jurisdictions, Florida’s first-time NCLEX-RN pass rate ranked 47th among the 50 states and 50th among 55 total jurisdictions, exceeding only Oklahoma, Utah, Alaska, the Northern Mariana Islands, and the Virgin Islands. Florida’s first-time NCLEX-PN pass rate ranked 50th among the 50 states and 52nd among 54 total jurisdictions, above only American Samoa and the Virgin Islands. The following tables present the complete jurisdictional rank ordering for NCLEX-RN and NCLEX-PN pass rates, listed from highest to lowest, to provide comparative context for Florida’s relative standing and to illustrate variation in outcomes across jurisdictions. Rank ordering provides a comparative benchmark but should be interpreted alongside testing volume and year-to-year variability.

NCLEX-RN Rank Ordering of Jurisdictions

2025 NCLEX-RN

Table 2.3

Comparison of Program License Status and Pass Rates

Section 464.019, Florida Statutes, requires nursing education programs that prepare students for licensure as registered nurses to obtain accreditation from a nursing specialty accreditation agency. Approved RN education programs must achieve accredited status within five years of enrolling their first students. Programs holding nursing specialty accreditation typically demonstrate higher first-time NCLEX pass rates than non-accredited prelicensure RN programs.

Figure 2.6 and Table 2.5 present NCLEX-RN performance by program licensure status. Among licensure categories with non-zero test-taker counts, the highest observed pass rate was 84.78% for accredited programs, while the lowest was 35.79% for special cases, representing a difference of 48.99 percentage points. Because some licensure categories had small numbers of test takers, these comparisons should be interpreted in conjunction with the corresponding test-taker counts shown in Table 2.5 to ensure appropriate context.

Figure 2.6

2025 NCLEX-RN Pass Rates by Program Licensure Status

Figure 2.6

2025 NCLEX-RN Pass Rates by Program Licensure Status

Table 2.5

2025 Prelicensure RN Programs with Test Takers, Licensure Status, Number of Test Takers, and Pass Rates

Figure 2.7 compares active prelicensure RN programs and their relative testing volume in 2025. When the number of active programs is stable but test taker volume shifts, it may reflect changes in cohort size, admissions capacity, or graduation volume rather than changes in the number of operating programs.

Figure 2.7

Comparison of Institutional Characteristics and Pass Rates

NCLEX pass rates were trended over time by institutional ownership category (public; private, nonprofit; and private, for-profit). The following tables present Florida’s prelicensure RN and PN outcomes for calendar years 2021 through 2025, including the number of programs, number of first-time test takers, and first-time pass rates, stratified by ownership type. In 2025, public prelicensure RN and PN programs accounted for the largest number of test takers and, in general, demonstrated higher pass rates than private nonprofit and private for-profit programs.

For prelicensure RN programs, results are further disaggregated by degree pathway Bachelor of Science in Nursing (BSN), Associate Degree in Nursing (ADN), and DirectEntry Master of Science in Nursing (DEMSN)—to support evaluation of trends over time in program counts, testing volume, and performance across educational pathways.

Table 2.6

2025 RN Prelicensure Education Programs, Test Takers, and Pass Rates by Institutional Characteristics

Table 2.7

2025 BSN Prelicensure Education Programs, Test Takers, and Pass Rates by Institutional Characteristics

Table 2.8

2025 ADN

Table 2.9

2025 Direct-Entry MSN Prelicensure Education Programs, Test Takers, and Pass Rates by Institutional Characteristics

Table 2.10

2025 PN Prelicensure Education Programs, Test Takers, and Pass Rates by Institutional Characteristics

Comparison of Time from Graduation to Test Taking and Pass Rates

Candidates who completed the NCLEX within the first month after graduation had the highest pass rates. Candidates who waited two months after graduation to test had lower pass rates than those who had a test date closer to their graduation date. The more time that passed from graduation to date of test, the lower the pass rates. This finding is consistent when evaluating data from 2021 through 2025.

Table 2.11

The following figure summarizes first-time NCLEX performance by elapsed time from graduation to testing (x-axis), showing pass rates as clustered bars (left y-axis) and test-taker volume as overlaid lines (right y-axis) for 2021–2025. Across all years, the relationship is strongly time-dependent: candidates testing within the first 1–3 months after graduation demonstrate the highest pass rates (generally ~80–95%) and account for the largest share of total test volume, with volume peaking in the earliest time bands. After approximately 3–6 months, pass rates decline steadily as time-to-test increases, reaching substantially lower levels among candidates testing one year or more post-graduation, while test-taker counts simultaneously fall, indicating that later testers represent a smaller, distinct subset of candidates. The combined display of rate and volume supports interpretation by distinguishing broad, population-level performance changes (early, high-volume bands) from more volatile estimates in low-volume, longer-delay categories (e.g., 13–24 months and beyond), where pass rates may fluctuate more from year to year due to smaller denominators and differing candidate circumstances.

The concentration of both higher pass rates and greater testing volume in the earliest post-graduation time bands suggests that initiatives that support timely transition from graduation to first NCLEX attempt may improve workforce entry timelines and help stabilize statewide performance monitoring. Conversely, the lower pass rates observed among candidates testing after longer delays often in lower-volume categories indicate a potential need for targeted, evidence-informed supports (e.g., structured NCLEX readiness activities, academic remediation pathways, and advising) for graduates who defer testing. For oversight and program improvement purposes, these findings support continued monitoring of time-to-test distributions alongside pass rates, as shifts in testing timing can materially affect both year-to-year comparisons and the interpretation of program outcomes.

Comparison of Test-Taking Jurisdiction and Pass Rates

Table 2.12 summarizes where Florida-educated, first-time candidates sat for the NCLEX-RN and NCLEX-PN (by testing jurisdiction) and the corresponding first-time pass rates for each calendar year from 2021–2025. Across the period, the data show that most Florida-educated candidates test in Florida, with substantially smaller volumes distributed across other states and territories; as a result, most out-of-state jurisdiction rows represent small denominators and therefore produce more volatile pass-rate estimates that can shift markedly from year to year. Among the higher-volume out-of-state jurisdictions, several patterns are notable. For example, California shows a pronounced increase in 2025 testing volume (550 test-takers) with an 86.18% pass rate, indicating a meaningful share of Florida-educated candidates testing outside Florida, while New York’s testing volume declines sharply from 2021 to 2025 alongside large swings in pass rates. Overall, the table is most useful for documenting cross-jurisdiction testing behavior (where Florida-educated candidates test) and for identifying jurisdictions with material testing volume, while jurisdictional pass-rate comparisons should be interpreted cautiously, particularly where counts are small.

Table 2.12 Florida-Educated Candidates’ NCLEX-RN and NCLEX-PN Test-Taking Jurisdiction and Pass Rates

Regional Findings

The distribution of test-takers across Florida’s eight workforce regions shows notable variation in both testing volume and proportional representation. In 2025, the South region accounted for the largest share of test-takers (24.68%), reflecting its high concentration of nursing education programs and overall population density. The West Central region represented the second-largest share (19.87%), followed by the East Central and North Central regions, which together contributed roughly one-quarter of all test-takers statewide. Regions with smaller population centers, such as the Northwest, Southwest, and Northeast, generated substantially lower testing volumes, each representing fewer than 7% of statewide test takers.

This distribution provides important context for interpreting program-level and regional pass-rate trends, as regions with larger test-taker volumes, particularly the South and West Central regions, exert greater influence on statewide outcomes and may warrant targeted analysis or policy attention due to their impact on Florida’s nursing workforce supply.

Table 2.13

Test Takers by Region

Figure 2.10 displays the regional distribution of Florida-educated NCLEX-RN and NCLEX-PN test-takers in 2025 alongside the number of nursing education programs contributing candidates in each region. Consistent with statewide trends, the South region produced the largest number of test-takers—exceeding 5,000—and had the highest number of active programs, reflecting the region’s substantial population base and concentration of nursing education providers. The West Central and East Central regions follow in testing volume, each supporting a sizable cohort of candidates and a moderate number of programs. In contrast, regions such as the Northwest, Southwest, and Northeast exhibit substantially lower test-taker counts, which correspond to fewer nursing education programs operating within those areas.

Overall, the combined presentation of test-taker volume and number of programs illustrates the geographic imbalance in Florida’s nursing education capacity, with the South and West Central regions exerting the greatest influence on statewide NCLEX participation. These patterns highlight where nursing program oversight, resource allocation, and workforce planning efforts may warrant focused attention, particularly in regions with lower program availability or limited testing volume.

Figure 2.10 displays the regional distribution of Florida-educated NCLEX-RN and NCLEX-PN test-takers in 2025 alongside the number of nursing education programs contributing candidates in each region. Consistent with statewide trends, the South region produced the largest number of test-takers exceeding 5,000 and had the highest number of active programs, reflecting the region’s substantial population base and concentration of nursing education providers. The West Central and East Central regions follow in testing volume, each supporting a sizable cohort of candidates and a moderate number of programs. In contrast, regions such as the Northwest, Southwest, and Northeast exhibit substantially lower test-taker counts, which correspond to fewer nursing education programs operating within those areas.

Overall, the combined presentation of test-taker volume and number of programs illustrates the geographic imbalance in Florida’s nursing education capacity, with the South and West Central regions exerting the greatest influence on statewide NCLEX participation. These patterns highlight where nursing program oversight, resource allocation, and workforce planning efforts may warrant focused attention, particularly in regions with lower program availability or limited testing volume.

Figure 2.10 2025 FL NCLEX-RN and NCLEX-PN Test Takers and Programs by Region

Number of Programs with Test-Takers

Special Cases

Number of Test-Takers

Figure 2.11 presents the 2025 NCLEX-RN and NCLEX-PN pass rates for Florida-educated candidates across the state’s eight workforce regions, alongside the number of test-takers in each region. Pass rates remain relatively consistent across most regions,

Figure 2.11 presents the 2025 NCLEX-RN and NCLEX-PN pass rates for Florida-educated candidates across the state’s eight workforce regions, alongside the number of test-takers in each region. Pass rates remain relatively consistent across most regions, generally ranging from approximately 81% to 87%, indicating comparatively stable performance statewide despite regional variation in testing volume. The West Central (WC) and Southwest (SW) regions demonstrate the highest regional pass rates (85.78% and 86.57%, respectively), while the South region shows a slightly lower pass rate (77.71%), driven in part by its substantially larger candidate population.

Collectively, the figure highlights that while Florida’s NCLEX outcomes demonstrate overall consistency, regional differences in testing volume exert meaningful influence on statewide results. Regions with high participation, particularly the South, play a disproportionate role in shaping annual statewide performance trends, underscoring the importance of monitoring both pass rates and underlying candidate volume when evaluating Florida’s nursing education pipeline.

Figure 2.11 FL 2025 NCLEX-RN and NCLEX-PN Pass Rates by Region

Number of Programs with Test-Takers Number of Test-Takers

Figure 2.12 presents Florida’s 2025 NCLEX-RN first-time pass rates by region (left yaxis, vertical bars) alongside the number of test takers in each region (right y-axis, blue line). Overall, regional pass rates cluster in the low-to-high 80% range, with notable variation across Florida’s regions and a clear contrast between pass-rate performance and testing volume.

Across the standard regions, the highest pass rates are observed in the Northeast (87.9%) and Southwest (87.89%), followed closely by the West Central (86.48%). Several regions demonstrate similar performance in the mid-80% range, including East Central (83.62%), North Central (83.3%), and Southeast (82.28%). The Northwest region posts a pass rate of 80.43%, while the South region records the lowest pass rate among the major regions (78.35%).

Figure 2.12 presents Florida’s 2025 NCLEX-RN first-time pass rates by region (left yaxis, vertical bars) alongside the number of test takers in each region (right y-axis, blue line). Overall, regional pass rates cluster in the low-to-high 80% range, with notable variation across Florida’s regions and a clear contrast between pass-rate performance and testing volume.

Across the standard regions, the highest pass rates are observed in the Northeast (87.9%) and Southwest (87.89%), followed closely by the West Central (86.48%). Several regions demonstrate similar performance in the mid-80% range, including East Central (83.62%), North Central (83.3%), and Southeast (82.28%). The Northwest region posts a pass rate of 80.43%, while the South region records the lowest pass rate among the major regions (78.35%).

The line series highlights substantial differences in testing volume. The South region accounts for the largest number of test takers (the highest point on the line), whereas other regions contribute smaller and varying volumes. Importantly, the figure suggests that higher testing volume does not necessarily correspond to higher pass rates. For example, the South region has the largest candidate pool with one of the lower pass rates, while the Northeast and Southwest achieve the highest pass rates with comparatively smaller candidate counts. Together, these patterns underscore the value of examining pass rates and candidate volume simultaneously when interpreting regional testing performance and identifying areas for targeted support.

2.12

FL 2025 NCLEX-RN Pass Rates by Region

Figure

Figure 2.12

FL 2025 NCLEX-RN Pass Rates by Region

Number of Programs with Test-Takers

Number of Test-Takers

Taking a deeper dive into the NCLEX-RN pass rates, it is noted that there are regional differences in pass rates for the BSN- and ADN-prepared test takers. The following figures identify NCLEX-RN pass rates for BSN- and ADN-prepared test takers in each region.

Figure 2.13 FL 2025 BSN-Prepared NCLEX-RN Pass Rates by Region

Figure 2.14 FL 2025 ADN-Prepared NCLEX-RN Pass Rates by Region

Figure 2.15 presents a five-year trend analysis of first-time NCLEX-RN pass rates across Florida’s eight workforce regions, accompanied by annual counts of exam test -takers. The data demonstrate consistent regional variation in examination performance, as well as notable fluctuations in candidate volume that carry implications for statewide nursing workforce supply.

Across all regions, pass rates remain largely stable over the five-year period, generally ranging from the mid-70s to the upper-80s. Regions such as the Northeast, East Central, West Central, and Southwest consistently report higher pass rates relative to other areas, maintaining performance at or above approximately 80% across the observed years. In contrast, the South region displays greater year-to-year variability, with pass rates periodically declining into the mid-70% range. The Northwest and North Central regions show moderate performance with occasional fluctuations but do not exhibit the broader swings seen in the South.

Figure 2.15 presents a five-year trend analysis of first-time NCLEX-RN pass rates across Florida’s eight workforce regions, accompanied by annual counts of exam test -takers. The data demonstrate consistent regional variation in examination performance, as well as notable fluctuations in candidate volume that carry implications for statewide nursing workforce supply.

Across all regions, pass rates remain largely stable over the five-year period, generally ranging from the mid-70s to the upper-80s. Regions such as the Northeast, East Central, West Central, and Southwest consistently report higher pass rates relative to other areas, maintaining performance at or above approximately 80% across the observed years. In contrast, the South region displays greater year-to-year variability, with pass rates periodically declining into the mid-70% range. The Northwest and North Central regions show moderate performance with occasional fluctuations but do not exhibit the broader swings seen in the South.

The overlay of test-taker volume highlights substantial differences in candidate production across regions. The South region persistently contributes the largest number of exam candidates, indicating that its pass-rate performance exerts a disproportionate impact on Florida’s overall supply of newly licensed registered nurses.

The five-year trend indicates that while most regions exhibit consistent examination performance, the regions with the highest candidate volumes also present the greatest variability in pass rates. As a result, targeted monitoring and policy attention may be warranted to ensure that regional fluctuations do not constrain Florida’s ability to meet demand for newly licensed registered nurses.

The 2025 NCLEX-PN regional performance data demonstrate continued disparities in examination outcomes across Florida’s workforce regions, with pass rates ranging from the low-70% range to above 90%. These results reflect persistent regional variation in the preparation of practical nursing candidates and carry direct implications for the stability of the statewide entry-level nursing workforce.

The North Central (92.36%) and Northwest (90.36%) regions report the highest pass rates in 2025, maintaining strong performance and demonstrating consistent program quality among practical nursing graduates. The Northeast (89.6%) and West Central (84.53%) regions also perform above the statewide midpoint, providing additional evidence of stable regional program outcomes.

East Central reports a pass rate of 69.35%, the lowest statewide, indicating potential programmatic or resource challenges that may require targeted intervention. The Southeast (74.93%) and South (72.67%) regions show similar outcomes, while the Southwest (81.25%) region performs moderately above these areas but remains below the highest-performing regions.

The accompanying test-taker volume data provide important context for interpreting these outcomes. The South region, as in previous years, contributes the largest number of practical nursing candidates, exceeding 600 test-takers. Because of its scale, performance fluctuations within the South have an outsized impact on the statewide supply of newly licensed practical nurses. In contrast, regions such as Northwest and East Central contribute smaller candidate volumes, limiting their direct influence on statewide licensure totals.

Figure 2.17 displays Florida’s NCLEX-PN pass rates and test-taker volumes by region from 2021 to 2025. Across the five-year period, most regions maintain pass rates within a relatively consistent range, generally between the mid-70% and mid-80% levels. Higherperforming regions, such as the Northwest, North Central, and Northeast, show sustained pass rates near or above 85%, while regions including the Southeast, Southwest, and South display more variability with lower overall rates, particularly in earlier years.

Test-taker volumes vary substantially across regions, with the South consistently contributing the largest number of PN candidates each year. This concentration of test-takers means that performance shifts in the South have the greatest impact on statewide PN workforce entry. In contrast, regions such as Northwest, North Central, and East Central report smaller annual candidate pools, and therefore have a more limited influence on overall state totals.

Overall, the five-year trend indicates steady performance statewide with persistent regional variation, highlighting the need for continued monitoring of program quality in areas with both lower pass rates and high candidate volume.

Appendix 2.A

NCLEX-RN and NCLEX-PN statistics from NCSBN downloaded on January 20, 2025.1

1 National Council of State Boards of Nursing. (2026). NCLEX® Statistics from NCSBN. https://www.ncsbn.org/exams/exam-statistics-and-publications/nclex-pass-rates.page

Appendix 2.B

This appendix provides a visualization of how many Florida nursing education programs met or exceeded the national pass rate.

Appendix 2.C

This appendix provides a rank-ordered institution pass-rate table for NCLEX-RN based on first-time candidates.

Appendix 2.D

This appendix provides a rank-ordered institution pass-rate table for NCLEX-PN based on first-time candidates.

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