The results of this study are particularly relevant to the role of the clinical nurse specialist (CNS) across their 3 spheres of influence on patients/clients, nurses and nursing practices, and organizations/systems.9 The results clearly point to the importance of nurses’ patient education skills in promoting readiness for discharge and outcomes beyond discharge. Preparation of nursing staff to effectively deliver discharge teaching with emphasis on the appropriate amount of content and effective delivery methods is within the domain of the CNS. Readiness for discharge assessment should be part of discharge preparation for every patient and those who are less ready may benefit from rescue strategies to avert adverse outcomes. Readiness for discharge can be both a process measure to identify patients in need of additional interventions before and after discharge and a nurse-sensitive outcome measure of the hospitalization experience. Building systems of care that routinely assess progress toward read- iness, outcome at the time of discharge, and implementation of strategies for addressing gaps in readiness that emerge after hospital discharge will promote optimal short-term and long-term outcomes of the hospitalization experience. This study also points to the value of using a nursing theory that incorporates the patient’s experience and the role of the nurse, in this case, transitions theory, as a guiding framework for investigating and ultimately planning systems of care that address the important considerations of the discharge transition and other transitional processes.