Uniform
Core Licensure Requirements
The Uniform Core Licensure Requirements are organized using the competence framework
developed by the 1996 Continued Competence Subcommittee and includes the following
components:
 Competence Development - the method by
which a nurse gains
nursing knowledge, skills and abilities
Competence Assessment - the means by
which a nurse's
knowledge, skills and abilities are validated
Competence Conduct - refers to health and
conduct expectations,
including assurance that licensees possess the functional abilities to
perform the essential functions of the nursing role
Competence Development - NURSING EDUCATION
NURSING EDUCATION - REGISTERED NURSES (RN)
Graduation from or verification of completion and eligibility for graduation from
state-approved registered nursing program.
The development of nursing competence begins in formal nursing education programs. Note
that preparatory requirements, such as high school graduation, are not specified in the
core requirements. Many nursing programs require high school graduation or GED, so
repeating the requirement at the point of licensure is redundant. For those situations
when students have not graduated from high school, successful completion of a higher
education program demonstrates that the licensure candidate has equivalent knowledge and
skills.
Nursing program completion means fulfillment of all the requirements of and to be eligible
for graduation, but not necessarily to have graduated from a nursing education program
approved by the board of nursing (or other governmental entity, as applicable in the
school's state). This educational requirement is drafted to provide access to licensure
and flexibility for those students who complete program requirements at different times of
the year.
State-approved registered nursing programs are all types of programs designed to prepare
individuals for initial entry into practice and RN licensure, including diploma, associate
degree, baccalaureate, generic master's and nursing doctoral programs. All state-approved
nursing programs, including NY Regents for RN, 91C Army Program for LPN/VN, or other
state-approved external programs, are included. Portions of RN programs (often combined
with PN/VN Role Delineation/ Socialization courses) that are determined to meet the
requirements for practical/vocational nursing education, and are approved by a state board
of nursing, are also included.
Competence Assessment for REGISTERED NURSES
Nursing Knowledge, Skills and Abilities
NCLEX-RN® examination, unlimited attempts
The NCLEX-RN® examination measures the competencies needed to practice safely and
effectively as a newly licensed entry-level RN. This examination is used by boards of
nursing throughout the United States and its territories to assist in making licensure
decisions. The NCLEX-RN examination is based on an incumbent job analysis of newly
licensed entry-level RNs. This analysis addresses critical nursing activities, the
frequency of performance and their impact on client safety. The job analysis is the
foundation for development of a test plan that assures that each unique NCLEX-RN
examination reflects the knowledge, skills and abilities essential for the registered
nurse to meet the needs of clients requiring the promotion, maintenance and restoration of
health. If the criterion-referenced examination functions as designed, repeat candidates
will not be exposed to the same items again. The NCLEX® examination has been developed to
measure entry-level knowledge. The burden is upon the candidate to pass this
criterion-referenced examination, and the decision rests with the candidate to discern any
need for additional education or training to prepare for the examination. Thus, unlimited
attempts within NCLEX® examination policies are included in the core requirements.
Competence Assessment for LICENSED PRACTICAL NURSES / VOCATIONAL NURSES
Nursing Knowledge, Skills and Abilities
NCLEX-PN® examination, unlimited attempts
The NCLEX-PN® examination measures the competencies needed to practice safely and
effectively as a newly licensed entry-level LPN/VN. This examination is used by boards of
nursing throughout the United States and its territories to assist in making licensure
decisions. The NCLEX-PN examination is based on an incumbent job analysis of newly
licensed entry-level LPN/VNs. This analysis addresses critical nursing activities, the
frequency of performance and their impact on client safety. The job analysis is the
foundation for development of a test plan that assures that each unique NCLEX-PN
examination reflects the knowledge, skills and abilities essential for the
practical/vocational nurse to meet the needs of clients requiring the promotion,
maintenance and restoration of health.
Competence Conduct
CRIMINAL CONVICTIONS
Self report regarding all felony convictions and all plea agreements and misdemeanor
conviction of lesser-included offenses arising from felony arrests. Local/state and
federal background checks using current technology (i.e., fingerprinting) to validate
self-reports.
Crimes that have a potential impact on the ability to
practice a profession safely or predict how the nurse might treat vulnerable clients in
his or her care should be considered as part of a licensing decision. They are indicative
of that aspect of competence conduct composed of affective or behavioral elements. They
may also reflect inadequate critical thinking skills and poor judgment. A felony
conviction is a significant event. With the common use of plea bargains, the behavior
underlying a misdemeanor should also be scrutinized on behalf of those vulnerable persons
who are recipients of nursing care. It is the responsibility of the board of nursing to
use the conviction history (including plea agreements) in decision making regarding
competence conduct and licensure.
The inclusion of criminal background checks as part of uniform core licensure requirements
provides validation of candidate self report and is consistent with the policy
recommendation by the 1998 National Council Delegate Assembly to conduct criminal
background checks on candidates for nursing licensure.
CHEMICAL DEPENDENCY - RN and LPN/VN
Self report regarding any drug-related behavior that affects the candidate's ability to
provide safe and effective nursing care.
Sample Application Questions
 Do you currently
engage in drug-related behavior including the
use of mood-altering drugs/substances and/or alcohol
that affect
your ability to perform the essential nursing
functions? Yes or No
Have you, in the
last _____, engaged in drug-related behavior
including the use of mood-altering drugs/substances
and/or alcohol
that affected your ability to perform the essential
nursing functions?
Yes or No
Have you, in the
last ______, been the subject of a chemical
dependency intervention or participated in chemical
dependency
treatment/ rehabilitation? Yes or No
Please explain any yes responses.
Questions asked on a licensure application address whether
the candidate is currently using, or in the recent past has used mood-altering drugs and
substances, including alcohol, that would affect the candidate's ability to provide safe
and effective nursing care. Questions also address whether a candidate has recently
undergone chemical dependency treatment. Self-reports are accepted, with opportunity for
the board to ask for additional documentation and/or treatment records.
The use of mood altering drugs and substances potentially impacts all four functional
ability categories (see section on functional abilities below). In addition, denial of
impairment is a frequent characteristic of individuals who are chemically dependent.
Asking chemical use questions is proactive, attempting to identify the need for
intervention and treatment rather than wait for a problem to occur. Asking the questions
promotes increased awareness of competence conduct, and prompts candidate self-assessment.
Recovering nurses need to think about the relationship between recovery and the
accessibility of drugs in the work setting, and consider whether or not some type of
accommodation (e.g., limitation of environment, shift or scope) might be needed to protect
both client safety and the nurse's recovery. Documenting responses to these questions
creates a paper trail. The questions are asked of everyone. If a serious problem is
identified, the burden rests with the candidate to prove that all licensure requirements
are met.
Individuals currently using illegal drugs are not protected under the Americans with
Disabilities Act (ADA). The time period that would be considered current drug use is
subject to interpretation. The time period should focus on whether a condition or a
history of a condition creates a significant ongoing likelihood that the individual's
ability to practice safely is affected. Individuals who have enrolled in or completed
rehabilitation programs are protected by the ADA, but still must be able to perform the
essential functions of the nursing role.
FUNCTIONAL ABILITIES - RN and LPN/VN
Self report regarding any functional ability deficit that would require accommodation to
perform essential nursing functions.
Sample Application Questions
Do you currently have any mental or physical condition that affects your capacity in any
of the following functional ability categories that affects your ability to practice
nursing and/or requires accommodation to allow you to perform essential nursing functions?
Physical (gross
and fine motor, physical endurance, physical
strength, mobility) (Yes or No)
Sensory (visual,
tactile, olfactory, hearing) (Yes or No)
Cognitive
(reading, arithmetic, analytical and critical thinking) (Yes
or No)
Interactive
(interpersonal, communicative) (Yes or No)
If yes to one or more, please describe the nature of the mental or physical condition, the
manner in which it affects your ability to practice safely, and the type of accommodation
needed.
Were accommodations in the nursing educational program necessary for you to complete
nursing requirements? If yes, identify the accommodations.
Functional abilities are non-domain specific abilities,
i.e., those physical and mental activities and attributes needed by a nurse to practice
safely in terms of essential nursing functions, with or without accommodations. The use of
refined and precise questions on the licensure application can provide information about
whether and how an applicant's functional abilities deficits affect nursing practice and
the accommodations needed to allow the nurse to perform essential nursing functions. The
licensure application questions focus on how current mental and/or physical conditions
affect the nurse's ability to practice nursing safely, as well as accommodations required
in the recent past that may need to be continued. Self-reports would be the minimum
acceptable mechanism for obtaining information regarding a candidate's functional
abilities, with opportunity for the board to ask for additional documentation of
accommodations.
As a behavioral component of competence, it is appropriate to address functional abilities
as a part of the licensure application process. It is proactive, attempting to identify
the need for accommodations rather than wait for a problem to occur (better for patients,
better for nurses). Asking the questions promotes increased awareness of competence
conduct, and prompts candidate self-assessment. Documenting responses to these questions
creates a paper trail. The questions are asked of everyone. If a serious problem is
identified, the burden rests with the candidate to prove that all requirements for
licensure are met.
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