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The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. SUMMARYNursing science can raise clinical standards, influence health policy, inform citizens, improve the health and well-being of the public and possibly transform care (Tilden and Potempa, 2003). With health reform cresting, nurses have an enormous opportunity to influence a new evolving health care system that truly improves the health of our nation. The time for innovation is now. REFERENCESAACN (American Association of Critical-Care Nurses) (2005). AACN Standards for Establishing and Sustaining Healthy Work Environments: A Journey to Excellence. Aliso Viejo, CA: American Association of Critical-Care Nurses. Benner, P. (1984). From Novice to Expert: Excellence and Power in Clinical Nursing Practice. Menlo Park, CA: Addison-Wesley Publishing. Benner, P., Sutphen, M., Leonard, V., and Day, L. (2010) Educating Nurses: A Call for Radical Transformation. Stanford, CA: The Carnegie Foundation for the Advancement of Teaching. Budgen, C., and Gamroth, L. (2007). An overview of practice education models. Nurse Education Today, 28, 273–283 IOM (Institute of Medicine) (2003). Health Professions Education: A Bridge to Quality. Washington, DC: National Academies Press. Ironside, P. M., Jeffries, P. R., and Martin, A. (2009). Fostering patient safety competencies using multiple–patient simulation experiences. Nursing Outlook, 57(6), 332–337 Kim, M. J., Holm, K, Gerard, P., McElmurry, B., Foreman, M., Poslusny, S., and Dallas, C. (2009). Bridges to the doctorate: Mentored transition to successful completion of doctoral study for underrepresented minorities in nursing science. Nursing Outlook, 57 (3), 166–171 Lindahl, B., Dagborn, K., and Nilsson, M. (2009). A student-centered clinical educational unit—Description of a reflective learning model. Nurse Education in Practice, 9, 5–12 Melnyk, B. M., and Davidson, S. (2009). Creating a culture of innovation in nursing education through shared vision leadership, interdisciplinary partnerships and positive deviance. Nursing Administration Quarterly, 33(4), 288–295 Moscato, S. R., Miller, J., Logsdon, K., Weinberg, S., and Chorpenning, L. (2007). Dedicated education unit: An innovative clinical partner education model. Nursing Outlook, 55, 31–37 Potempa, K. M., and Tilden, V. (2004). Building high-impact science: The Dean as innovator. Journal of Nursing Education, 43(11), 502–505 Potempa, K. M., Redman, R. W., and Anderson, C. A. (2008). Capacity for the advancement of nursing science. Journal of Professional Nursing 24 (6), 329–336 Sauder, E., Kagan, S. H., Hansen, L., Macera, L., Mobily, P., and White, D. (2006). Innovations in geriatric curricula: Experiences from the John A. Hartford Foundation Centers of Geriatric Nursing Excellence. Nursing Outlook, 54, 219–225. The Sullivan Commission on Diversity in the Healthcare Workforce. (2004) Missing persons: Minorities in the health professions. Retrieved December 6, 2009 from http://www.sullivancommission.org Tilden, V. and Potempa, K. (2003). The impact of nursing science: A litmus test. Nursing Research, 52(5), 275.
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