HB 3220
Directs the Oregon State Board of Nursing to adopt rules to require a certain student-to-faculty ratio in the clinical component of nursing education programs.
Jurisdiction
Oregon
Session
2025 Regular Session
Committee
Behavioral Health and Health Care
Take action
Record your position on this measure.
Sign in to record your position, submit testimony, or contact your legislator.
Sign in to take actionPublic sentiment
Support
7%
Oppose
93%
- Introduced
- Passed House
- Passed Senate
- To Governor
- Became Law
Bill overview
This bill directs the Oregon State Board of Nursing to create rules that will require a minimum student-to-faculty ratio of 10:1 in the clinical parts of nursing education programs. The board may allow a ratio of up to 15:1 in specific situations they determine are appropriate. Simulation experiences within nursing programs are exempt from these requirements. The new rules will take effect starting January 1, 2026.
Key provisions
- Requires a minimum student-to-faculty ratio of 10:1 in clinical nursing education.
- Allows the Oregon State Board of Nursing to set a maximum ratio of 15:1 under specific circumstances.
- Excludes simulation experiences from the student-to-faculty ratio requirement.
- The rules must apply to the clinical component of nursing education programs.
Who is affected
- Nursing students
- Nursing faculty
- Oregon State Board of Nursing
- Nursing education programs
- Healthcare facilities providing clinical placements
Notable changes
- Establishes a specific student-to-faculty ratio for clinical nursing education.
- Provides flexibility for the Board of Nursing to adjust ratios in certain circumstances.
- Clarifies that simulation experiences are not subject to the ratio requirements.
Sponsors
Official sponsors from legislative records.
Primary sponsors
Cosponsor
Arguments in favor
Reasons to support this legislation.
Supporters of the proposal emphasize the need to address capacity challenges in nursing programs, citing faculty-to-student ratio requirements as a significant constraint. They argue that inflexible ratio requirements can lead to burnout among nursing faculty and limit the program's ability to accommodate diverse student needs. In contrast, flexible ratios would enable more personalized instruction and better prepare students for real-world clinical environments, where adaptability is crucial. By revising ratio requirements, proponents believe that nursing programs can improve student outcomes, enhance faculty satisfaction, and ultimately increase the number of qualified nurses entering the workforce.
Source: Testimony Summaries
Arguments opposed
Reasons to oppose this legislation.
Opponents of the proposed minimum student-to-faculty ratio of 10:1 in clinical nursing education programs express significant concerns about compromising patient safety, quality of education, and nurse preparedness. They argue that such a high ratio would limit nuanced oversight, hands-on skills development, and adequate supervision, potentially putting both students and patients at risk. Many that increasing the student-to-faculty ratio in clinical instruction would worsen existing shortages in the nursing workforce, dilute the quality of education, and compromise patient care. They also express concerns about the long-term impact on nurse educators and the sustainability of such a high ratio, which may ultimately compromise patient safety and education.