Florida Health Science Education: What to Watch This Fall

October 2026

From statewide workforce planning to conversations about connecting classrooms and clinical practice, several developments deserve attention as Florida Health Science educators move through the fall term.

Education and Workforce Planning Come Together

The Florida Department of Education reports that Florida elected to combine its Perkins State Plan with its Workforce Innovation and Opportunity Act (WIOA) State Plan in 2026. Perkins supports career and technical education at the secondary and postsecondary levels, while WIOA addresses workforce development.

For Health Science educators, this is a development worth following. It places CTE and workforce planning within a shared planning document and offers a reason to stay connected with local workforce partners about healthcare career pathways, student access, and employer needs.

Explore: Florida DOE Perkins V and Combined State Plan Information

The 2026–27 Curriculum Frameworks Are Available

Florida DOE has posted the 2026–27 CTE curriculum frameworks for middle school, secondary, and postsecondary programs through its website and CPALMS-CTE, including the Health Science cluster. These frameworks outline program standards developed with education and industry partners.

Their availability provides a common reference for discussions among instructors, program leaders, and advisory committees. Individual programs should review their applicable framework to identify any changes relevant to instruction and planning.

Explore: 2026–27 Florida CTE Curriculum Frameworks

October Brings a Focus on Nursing Education

The Florida Center for Nursing lists “Synergy in Nursing: Uniting Classroom and Clinic for Florida’s Future” for October 15–16. Its 2025–2026 Nursing Education Program Survey is also open, with an October 22 closing date. The survey is invitation-only for prelicensure RN and PN program directors and coordinators.

Although these activities focus on nursing, the connection between education and clinical practice matters across Health Science disciplines. Clinical partnerships, student preparation, and communication with employers are conversations that extend to radiography, medical assisting, dental assisting, EMS, surgical technology, and other healthcare pathways.

Authorized nursing program representatives should check for their unique survey invitation. Questions about access can be directed to FCN-research@usf.edu.

Explore: Florida Center for Nursing Events and Survey Information

Keep the Statewide Conversation Local

State plans and reports provide part of the picture. Educators and their partners contribute the details: where students find opportunities, what employers need, and what helps graduates move successfully into practice.

FAHSE can help bring those experiences into a statewide conversation.

What is happening in your program or region this fall? Share a new partnership, program development, student achievement, or workforce initiative for consideration in a future FAHSE blog post or edition of the FAHSE Pulse. A few sentences and a photo are all you need!

Email Jennifer Stockton: jennifer.stockton@marion.k12.fl.us

Read the latest FAHSE Pulse: Explore the September–October 2026 edition.

Stay connected with FAHSE:

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National Surgical Technologists Week | September 20–26, 2026

Before a patient enters the operating room, a surgical technologist is already at work. Instruments are prepared, equipment is checked, and the sterile field is established. During the procedure, surgical technologists stay focused on what the team needs while protecting that sterile environment.

Their work calls for technical skill, close attention, and the ability to anticipate the next step. It also calls for something less visible: an understanding that every detail matters to the person on the operating table.

This week, FAHSE recognizes the surgical technologists who bring that commitment to work each day. We also celebrate the educators and clinical preceptors who help students turn classroom knowledge into confident practice. The lessons they teach about preparation, teamwork, and patient safety carry into every operating room their students enter.

To surgical technologists, students, educators, and preceptors: thank you for the care and skill you bring to this profession. Happy National Surgical Technologists Week!

Know someone who taught you what it means to be ready for the operating room? Give them a shout-out this week.

Workforce Wednesday | Florida Association of Health Science Educators

A recent survey found that 59% of healthcare workers across all age groups expect to seek a new role within the next year. Among Generation Z healthcare workers, that number rises to approximately 70%.

Those figures deserve our attention, but they should not be read simply as evidence that younger employees lack commitment. The survey points to a more complicated concern. Many healthcare professionals are looking for greater opportunities to learn, advance, and build stable careers. Although employees may want longevity, they also need to see that remaining with an organization will move them forward.

This raises an important question for health science educators and healthcare employers: How do we prepare new professionals to remain with an organization long enough to develop expertise, earn trust, assume greater responsibility, and see where that commitment may take them?

The Educator’s Role

Health science education is often focused on the immediate goal of workforce entry. Students must master technical skills, meet credentialing requirements, and demonstrate the professionalism needed to secure their first position. That preparation remains essential, but the conversation should extend beyond initial employment.

Students also need an honest understanding of how careers develop. Advancement may begin with becoming dependable in an entry-level role, seeking feedback, learning from experienced colleagues, and taking ownership of continued growth. Leadership does not always begin with a title. It may first appear through consistency, initiative, collaboration, and a willingness to support others.

Educators can help students recognize these early opportunities and understand that professional credibility is built over time. Strong clinical and employer partnerships also allow students to see examples of employees who have grown within an organization.

The Employer’s Role

Longevity cannot be treated as the employee’s responsibility alone. Healthcare organizations must give people meaningful reasons to stay.

New professionals are more likely to envision a future with an employer when they receive useful feedback, supportive mentorship, recognition for their contributions, and a clear understanding of how they can advance. Access to continued education, specialty training, expanded responsibilities, and leadership development can turn an entry-level position into the beginning of a career.

Retention begins long before an employee considers leaving. It develops through everyday experiences that show whether growth is encouraged, effort is recognized, and people are valued.

Building the Workforce Together

Preparing someone for a first healthcare job is important. Connecting that person with a workplace where a lasting career can take shape requires education and industry to work together.

Educators can prepare students to enter the workforce with realistic expectations, resilience, and a long-term view of professional growth. Employers can create environments where commitment leads somewhere. When both sides contribute, healthcare professionals are better positioned to stay, grow, and eventually guide those who follow them.

For FAHSE members, this is an opportunity to deepen conversations with students and industry partners. What are we teaching students about building a career rather than simply finding a job? What are employers doing to help new professionals imagine a future within their organizations? The answers may shape the strength and stability of Florida’s healthcare workforce.

Read the survey coverage: https://www.reuters.com/business/world-at-work/majority-us-gen-z-healthcare-workers-eye-new-jobs-within-year-survey-shows-2026-09-16/

Florida’s Proposed Vaccine Rule Changes: What Health Science Educators Should Know

Florida is considering changes to several school-entry vaccine requirements. For Health Science educators, the immediate question is not whether we agree or disagree with the proposal. It is what the change could mean for students who participate in clinical experiences.

The Florida Department of Health has proposed removing hepatitis B, varicella (chickenpox), Haemophilus influenzae type b (Hib), and pneumococcal conjugate vaccines from certain school-entry requirements. The proposed rule is currently moving through the rulemaking process and includes a public comment period.

Read more about Florida’s proposed changes from Health News Florida.

For Health Science programs, one distinction is especially important:

School eligibility does not necessarily mean clinical eligibility.

School Attendance vs. Clinical Participation

A student may meet Florida’s requirements to attend school and enroll in a Health Science program but still not meet the requirements to participate in a healthcare clinical experience.

Hospitals, nursing facilities, physician practices, and other clinical partners may establish health and immunization requirements for students entering their facilities. Those requirements do not automatically disappear because Florida changes its school-entry rules.

This distinction could become increasingly important if the proposed changes are adopted.

Hepatitis B and Varicella Deserve Attention

Hepatitis B is particularly relevant because students in nursing, nursing assisting, phlebotomy, medical assisting, laboratory services, and other patient-care programs may have potential exposure to blood, body fluids, or sharps.

Varicella may also remain important for clinical placement because students work around vulnerable patient populations and healthcare facilities may require evidence of vaccination or immunity.

Hib and pneumococcal vaccines are generally not treated as routine occupational immunization requirements for healthcare personnel in the same way as hepatitis B and varicella. Their removal may therefore have less direct impact on clinical clearance, although individual facility requirements should always be followed.

If fewer students enter Health Science programs with established vaccination or immunity documentation in the future, programs could encounter more students who need additional documentation, vaccination, titers, or other clearance before beginning clinical experiences.

Avoiding Confusion for Students and Families

A student or parent may understandably hear that a vaccine is “no longer required in Florida” and assume that means it cannot be required for a Health Science clinical experience.

Educators may need to help distinguish among four different concepts:

• Legally required for school attendance

• Clinically required by a healthcare facility or program

• Professionally recommended based on healthcare and occupational guidance

• Personally chosen by the student or family

These are not interchangeable.

Communicating clinical requirements early is especially important. Discovering an eligibility issue immediately before clinical placement can create challenges for the student, instructor, program, and clinical partner.

What Should Health Science Educators Do Now?

At this point, the proposed rule should not be interpreted as an automatic change to existing clinical requirements.

Programs offering clinical experiences should continue following current requirements while considering a few practical steps:

• Review clinical affiliation agreements and facility-specific health requirements.

• Identify which requirements come from the school or district and which come from clinical partners.

• Make sure student and parent materials clearly distinguish school enrollment from clinical eligibility.

• Communicate clinical health and clearance requirements early in the program.

There is also an instructional opportunity. Health Science students are preparing to enter professions where individual choice, public health, evidence-based practice, occupational safety, patient rights, and institutional policy regularly intersect. Helping students understand those distinctions is part of preparing them for healthcare practice.

The Bottom Line

Florida’s proposed changes to school immunization requirements do not necessarily change Health Science clinical requirements.

They may, however, eventually result in more students entering Health Science programs without vaccination or immunity documentation historically expected by clinical partners.

For Health Science educators, the best response is to stay informed, review clinical agreements, communicate expectations early, and continue following the requirements applicable to each program and clinical site.

As Florida’s rulemaking process continues, educators should watch not only what changes for school attendance, but also what those changes may mean when students move from the classroom into clinical practice.

Additional Resources

Health News Florida: Florida Seeks to Repeal Four Vaccines from School Entry Requirements

Florida Department of Health: Immunization Information

Florida Department of Education: 2026–27 Health Science Curriculum Frameworks

This article is intended for informational purposes and does not constitute legal or medical advice. Programs should consult current Florida Department of Health and Florida Department of Education guidance, district policies, applicable regulations, and individual clinical-affiliate requirements when determining student clinical eligibility.

Workforce Wednesday

Ambient AI Is Changing Healthcare Documentation. Here's Why Communication Skills Matter More Than Ever.

Artificial intelligence is no longer a future concept in healthcare. From voice-assisted charting to ambient documentation systems that automatically generate clinical notes during patient encounters, AI is already transforming how healthcare professionals document care. By reducing administrative tasks, these technologies allow providers to spend more time focused on what matters most: their patients.

At first glance, it may seem as though documentation is becoming less important.

The reality is quite the opposite.

As documentation becomes more automated, communication becomes more valuable.

Ambient AI captures clinical conversations and generates draft documentation for provider review. The technology can only document what it hears, making the quality of every conversation more important than ever. Clear communication, thoughtful questioning, and accurate patient interactions directly influence the quality of the medical record.

For health science educators, this shift presents an important opportunity.

Communication Is a Clinical Competency

Healthcare has always required technical expertise, but today's workforce also demands exceptional communication. Students must learn to:

• Introduce themselves professionally.
• Explain procedures in language patients can understand.
• Listen actively before responding.
• Ask thoughtful follow-up questions.
• Communicate effectively with interdisciplinary team members.
• Verify information before information becomes part of the medical record.

These are not merely "soft skills." They are clinical competencies that contribute to patient safety, teamwork, documentation quality, and positive patient experiences.

What This Means for the Classroom

Preparing students for the future of healthcare means teaching communication with the same intentionality as technical skills.

Simple instructional strategies can make a meaningful difference:

• Incorporate patient role-play into laboratory activities.
• Ask students to explain procedures before performing them.
• Include communication in skills check-offs and competency assessments.
• Practice shift reports and interdisciplinary handoffs.
• Facilitate reflective discussions following simulations and clinical experiences.

These experiences help students build confidence while reinforcing the communication habits employers consistently value.

Technology Can Document Care. People Create Connection.

Artificial intelligence will continue to reshape healthcare, but it cannot replace empathy, trust, sound clinical judgment, or meaningful human connection.

Healthcare professionals who communicate clearly, educate patients effectively, and collaborate with confidence will remain indispensable, regardless of how documentation evolves.

As educators, our responsibility extends beyond preparing students to use emerging technologies. We must also prepare them to communicate with empathy, think critically, and build trust with every patient they serve.

Workforce Wednesday Challenge

This week, ask students to explain a procedure to a mock patient without relying on notes or memorized scripts.

Afterward, ask three simple questions:

• Was the explanation clear?
• Did it build patient confidence?
• What could be communicated more effectively?

Sometimes the most valuable lesson isn't about mastering a procedure. It's about helping a patient understand it.

As healthcare continues to evolve, the technologies our students use will undoubtedly change. The need for compassionate, confident, and effective communication will not. Preparing students for that reality is one of the most valuable investments we can make in the future healthcare workforce.

Practical. Connected. Forward Thinking.

The 60th Annual FACTE Conference provided an incredible opportunity for FAHSE members to learn, connect, and grow while joining colleagues from across Florida in celebrating 100 years of Career and Technical Education representation. This milestone served as a meaningful reminder of CTE's rich history and the generations of educators, industry partners, and advocates who have helped shape opportunities for students and strengthen Florida's workforce.

Throughout the conference, the FAHSE experience brought health science educators together through professional learning, collaboration, and shared experiences. From engaging educational sessions and presentations to program tours showcasing innovation in health science education, members had opportunities to exchange ideas, discover new resources, and build relationships with colleagues who share a commitment to preparing the next generation of healthcare professionals.

The 100 Years of CTE Educational Expo added another dimension to the celebration, highlighting the diversity, innovation, and impact of CTE programs across the state. For FAHSE, it was an opportunity to proudly represent health science education as an essential part of the CTE community and recognize the important role our educators and programs play in developing Florida's healthcare workforce.

More than anything, the experience reflected what makes the FAHSE community special: educators coming together to share expertise, support one another, celebrate successes, and return to their programs with renewed energy and ideas. As we honor the legacy of CTE, we are equally excited about what comes next and the role FAHSE members will continue to play in shaping its future.

Learn. Connect. Grow.

Preparing Students for an AI-Enabled Healthcare Workforce

Healthcare is evolving rapidly, and artificial intelligence (AI) is becoming an increasingly important part of clinical practice. From assisting with documentation and diagnostic support to enhancing patient education and workflow efficiency, AI is transforming healthcare—not by replacing healthcare professionals, but by equipping them with better tools to deliver exceptional patient care.

As Florida health science educators, we have a unique opportunity to prepare students for this changing landscape.

Across our state, Career and Technical Education continues to emphasize innovation, workforce readiness, and industry alignment. As AI becomes more integrated into healthcare, our classrooms should focus not only on technology but also on the essential human skills that cannot be automated: critical thinking, communication, professionalism, ethical decision-making, and compassionate patient care.

The question is no longer Should students use AI? Rather, it is How can we teach students to use AI responsibly and effectively?

One practical resource for beginning that conversation is the AI Assessment Scale (AIAS). Rather than viewing AI as simply "allowed" or "not allowed," the AIAS provides educators with a clear framework for communicating expectations based on the learning objectives of each assignment. It encourages transparency, academic integrity, and thoughtful use of AI while ensuring students continue developing the knowledge and critical thinking skills required in healthcare professions.

Whether students are preparing for careers in nursing, radiologic technology, medical assisting, EMS, dental assisting, surgical technology, or any of Florida's outstanding health science pathways, responsible AI literacy is quickly becoming an essential workforce competency.

A Resource Worth Exploring

The AI Assessment Scale offers practical guidance, classroom examples, and ready-to-use resources that can help educators establish consistent expectations for AI use across assignments and programs.

 Learn more: https://theaias.com

As educators, we don't have to be AI experts—we simply need to create learning environments where students learn to evaluate information critically, use technology ethically, and maintain the compassion and professionalism that define excellent healthcare.

Together, Florida's health science educators are preparing the next generation of healthcare professionals to combine technological innovation with human-centered care. That future starts in our classrooms today.

Florida’s 2025 legislative session has introduced proposed updates to nursing education standards through HB 121 (https://www.flsenate.gov/Session/Bill/2025/121) and SB 254 (https://www.flsenate.gov/Session/Bill/2025/254). Both bills aim to enhance quality assurance and accountability across Florida’s health science and nursing programs. The proposed legislation responds to ongoing efforts to improve NCLEX pass rates and strengthen confidence in the state’s nursing education system. If enacted, the measures would raise expectations for faculty qualifications, require verified clinical agreements, shorten annual reporting timelines to 30 days, and introduce structured remediation or tuition reimbursement plans for programs that do not meet performance benchmarks. The intent is to promote transparency and support consistent student preparedness statewide.

Many of Florida’s technical colleges and established CTE nursing programs already meet or exceed these expectations through structured admissions, NCLEX preparation, and student support initiatives. However, the proposed oversight and added program director responsibilities could increase administrative demands, particularly for smaller or developing programs. While the reforms are designed to improve program quality and strengthen Florida’s reputation for producing highly qualified graduates, implementation may present short-term challenges, including resource and staffing adjustments. The long-term goal remains focused on improving licensure readiness, workforce alignment, and overall program integrity.

For ongoing legislative updates, visit the Florida Board of Nursing (https://floridasnursing.gov/), the Florida Department of Education Career and Adult Education Division (https://www.fldoe.org/academics/career-adult-edu/), and FACTE Legislative Watch (https://facte.wildapricot.org/Legislative-Watch).

Florida Health Science News You Can Use

Florida’s health landscape is shifting fast, and these changes directly affect our classrooms and future health professionals.

• Vaccine mandates may end statewide, including for school entry. Educators can use this moment to spark debate on personal choice vs. community health, and explore how policy shapes public health outcomes.

• Fluoride has been banned in Florida’s public water systems, raising questions about dental health, preventive care, and the role of evidence in policymaking.

• On a brighter note, the Florida Cancer Innovation Fund is supporting new prevention research, and University of Florida scientists are exploring an experimental universal cancer vaccine with promising early results.

For educators, these stories are more than headlines, they’re teaching opportunities. Bringing them into the classroom strengthens scientific literacy, fosters critical thinking, and prepares students for a dynamic health science landscape.

How will you connect these issues with your students? FAHSE would love to hear your ideas!

Florida Health Science Education: Summer 2025 Highlights & Priorities

Florida’s health science education landscape is evolving rapidly, and FAHSE is proud to be at the forefront. As we approach the new academic year, here are a few key developments impacting our field:

Florida continues to experience a critical nursing shortage, with ongoing concerns about NCLEX pass rates and clinical readiness. FAHSE is supporting collaborative efforts among technical colleges and high school academies to improve licensure outcomes through enhanced simulation, structured remediation, and peer mentorship strategies.

Recent state legislation is opening new doors for high school CTE students and adult learners. The newly approved Workforce Credential Program, particularly designed for students with disabilities, presents exciting opportunities to align technical college offerings with high-demand healthcare roles such as mental health technicians and diagnostic support staff.

There is also a growing statewide focus on behavioral health and genetics education. The launch of the Florida Center for Behavioral Health Workforce and the advancement of legislation supporting rare disease and genetics education reflect a shift in how we prepare students for emerging healthcare needs. These trends are pushing programs to incorporate more interdisciplinary content, from behavioral health integration to genomics and patient advocacy.

Meanwhile, several institutions across Florida are investing in campus growth. AdventHealth University and Nova Southeastern University have expanded their health science offerings and facilities, enhancing opportunities for partnerships, dual enrollment, and regional faculty engagement.

At FAHSE, we are:

• Establishing workgroups focused on NCLEX improvement strategies,

• Drafting webinars to navigate evolving credential pathways,

• Forming faculty task forces on behavioral health, simulation, and emerging trends like genomics and rare disease education.

To stay updated on these initiatives and connect with fellow educators:

• Connect with FAHSE on LinkedIn: https://www.linkedin.com/company/florida-association-of-health-science-educators-fahse/?viewAsMember=true

• Connect with FAHSE on Facebook: https://www.facebook.com/groups/854101560002026/?ref=share&mibextid=NSMWBT

Be sure to attend our upcoming member meetings for the latest updates, professional development opportunities, and spotlights on innovative programs happening across the state.

Together, we’re shaping the future of Florida’s healthcare workforce—one student, one program, and one partnership at a time.