Can the Institute of Medicine trump the dominant logic of nursing? Leading change in advanced practice education.
The Institute of Medicine (IOM; 2010) has called for a transformation of the nursing profession to lead the redesign of health care in the United States. It acknowledges the need for profound change in nursing education, particularly advanced practice education, to produce the next generation of leaders in sufficient quantity to expand access, improve quality, and reduce cost. Although the IOM provides welcome validation of nursing's significant role, most of the recommendations are not new and have been advocated by nurse educators for decades. What has prevented us from creating the nimble and responsive educational programs that would ensure a sufficient corpus of advanced practice nurses with the relevant knowledge and skill to transform our ailing health system? Conceptualizing nursing as a complex, adaptive system (J.W. Begun and K. White, 1997), this article explores three examples of the dominant logic, grounded in a historical legacy that has kept the nursing profession from realizing its promise as a potent force: (a) the continuing preference for experience over education, (b) the belief that only nurses can teach nurses, and (c) the hegemony of the research doctorate.
Rush University College of Nursing, Chicago, IL. Electronic address: Melanie_Dreher@Rush.edu.
Melanie C
MC
Dreher
University of Iowa College of Nursing, Iowa City, IA.
Patricia
P
Clinton
Rush University College of Nursing (Emeritus), Chicago, IL.
Arlene
A
Sperhac
D057179:Advanced Practice Nursing; D004511:Education, Nursing, Graduate / Q000458:organization & administration*; D015969:National Academies of Science, Engineering, and Medicine, U.S., Health and Medicine Division; D009736:Nursing Process; D009936:Organizational Innovation; D014481:United States
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