producing graduates with the requisite knowledge, skills, and interprofessional competencies they will need. This paper has reviewed the rationale for and curricular implications of three target areas—interprofessional education, education for care coordination, and education for health policy—around which to restructure education at the baccalaureate, master’s, and doctoral levels. The author acknowledges the difficulties in changing entrenched curricula and habits of faculty educated in past eras. But one remains optimistic, given the many examples of progress already made (Benner et al., 2010) that an enlightened profession with a will for change can bring about a refreshing new future for nursing education.
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