In April, at a highly regarded academic health center, I am honored to be delivering
a lecture, newly endowed in medicine, on the topic of interdisciplinary health education.
Although I have not yet completed my thoughts as I write this, I comment now and urge
us as nursing leaders to consider our focus on interdisciplinary education and practice,
perhaps as a heuristic for going beyond reforming to transforming of nursing and health sciences education and practice. Stemming from recommendations
of the “Crossing the Quality Chasm” Institute of Medicine (IOM) report, I was part
of the IOM planning group for the summit on interdisciplinary education where it was
advocated that, at minimum, all health professionals be educated to deliver patient-centered
care as members of interdisciplinary teams emphasizing evidence-based practice, quality-improvement approaches, and informatics.
In preparing the report, we knew and I venture to say even now, a couple of years
later, we have not reached a “tipping point” for grounding effective interdisciplinary
(what I will call collaborative) education or practice in our values and agendas.
However, my sense is that attention to this concept is accelerating.
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© 2005 Elsevier Inc. Published by Elsevier Inc. All rights reserved.
