The seven papers are reprinted below, followed by a summary of the themes that emerged across papers. How does it match what you would have written?

SUMMARY

The authors of the preceding papers came from the Northeast, South, Midwest, and Western parts of the country. One is a distinguished physician colleague, and the nursing educators are comprised of three professors (one a dean emeritus) and three current deans. Each has exerted leadership—in science, teaching, practice, and policy—for multiple decades. Each leads initiatives that extend beyond the boundaries of their places of employment. One is the current president of the American Academy of Nursing. What can we learn across the issues each chose to raise?

The style of the papers differed, so what was called a recommendation, conclusion, or issue varies. I extracted each major point, regardless of label. These major points from all authors are included in the categories below. Following each theme, authors for whom this was a major point are listed in regular font. Some additional authors mentioned the same point but not at the level of recommendations, conclusions, or major issues, and their names are listed in italics. Finally, I organized themes using categories that the RWJF/IOM committee chose for panel presentations at their upcoming meeting (what to teach, how to teach, where to teach), adding a few remaining categories so that all major points were included.

What to Teach (or What Students Should Learn)
  • Competencies necessary for continuous improvement of the quality and safety of health care systems—patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics (Berwick, Cronenwett, Tanner)

    • Mastery of knowledge of systems, interpretations of variation, human psychology in complex systems, and approaches to gaining knowledge in real-world, local contexts (Berwick)

    • Skills and methods for leadership and management of continual improvement, for nurse-teachers and nurse-executives (Berwick)

  • Competencies needed in new care delivery models

    • Population health and population-based care management (Tanner)

    • Care coordination (Tilden)

  • Knowledge based on standardized science prerequisites (Dracup, Tanner)

  • Health policy knowledge, skills, and attitudes (Tilden)

  • Competencies related to emerging health needs—e.g., geriatrics (Tanner)



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