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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