Florida’s Vaccine Mandate Rollback: Possible Impact on Nurse Practitioner Education

Florida’s Surgeon General, Dr. Joseph Ladapo, MD, PhD, announced plans to eliminate nearly all vaccine mandates. According to Dr. Ladapo, removing these requirements would strengthen patient autonomy. If fully enacted, this proposal would make Florida the first state to eliminate all state-level vaccine mandates. Historically, vaccine mandates have contributed to significant reductions in diseases such as measles, polio, and diphtheria.

Potential Changes and Risks

The proposed policy changes in Florida include removing Department of Health regulations that mandate immunizations for hepatitis B, varicella (chickenpox), and pneumococcal infections. Additional legislative actions may target vaccine requirements for measles, pertussis, and polio.

Recent measles outbreaks have occurred in states such as Texas and in communities with vaccine coverage below the herd immunity threshold. Incidence of pertussis (whooping cough) has also increased in states such as North Carolina. School-aged children remain particularly vulnerable to these diseases. A single measles case can rapidly spread among unvaccinated students. Infants ineligible for vaccination, immunocompromised children, and older adults face increased risk of exposure.

Potential Implications

Nurse practitioner students must prepare for clinical encounters with diseases that were previously limited to historical case studies. The need to manage conditions such as measles in urgent care or diphtheria in emergency settings may become more common in future clinical rotations. Disregarding decades of scientific evidence raises concerns regarding the value of clinical expertise. Faculty instruct nurse practitioner students to base clinical decisions on evidence-based practice. However, the policy environment in which students are trained significantly influences their future practice. Public rejection of established public health guidance by state leadership may undermine scientific literacy and professional trust.

In the absence of vaccine mandates, nurse practitioner graduates are likely to assume increased responsibility for counseling families, addressing misinformation, and promoting voluntary vaccination. These responsibilities require advanced communication skills, cultural competence, and scientific knowledge. Graduates must balance respect for patient autonomy with the promotion of population health. The policy shift in Florida intensifies this ethical tension, requiring future clinicians to apply ethical reasoning when public safety and individual choice conflict.

The rollback of vaccine mandates underscores the need for interprofessional collaboration. Nurse practitioners, physicians, public health officials, and school nurses must coordinate efforts to monitor vaccine coverage and respond to outbreaks. Nurse practitioner education programs should prepare students for collaborative leadership roles. Faculty should support students in developing a professional identity as advocates for public health and evidence-based care. This preparation includes integrating policy literacy into the curriculum, facilitating discussions about current events, and modeling respectful discourse on controversial topics. Without these strategies, graduates may be unprepared for the sociopolitical complexities of contemporary health care.

Conclusion

Current and future cohorts of Florida nurse practitioner students may enter a healthcare environment without vaccine mandates. Faculty should prepare students to practice effectively within this changing policy context. Preparation may include the following actions:

Updating the curriculum to include emerging vaccine-preventable diseases, outbreak management, and public health policy.

Strengthening vaccine communication training, with emphasis on motivational interviewing and countering misinformation.

Encouraging professional advocacy, helping students understand how to engage respectfully but assertively in policy dialogue.

Collaborating across disciplines to design simulation and case-based learning experiences that integrate community health and ethics.

Dr. Jheanelle Glevis, DNP, APRN, FNP-BC, Assistant Professor of Nursing & FNP Clinical Coordinator AGMU