doctoral levels of education (AACN, 2013). The AACN standards underscored the necessity for nurses to focus on the systems of care as well on the evidence for clinical decisions. This systems thinking is crucial to effect the changes that are part of employing EBP.
Another cunicular initiative became known as Quality and Safety Education in Nursing Institute (QSEN) (QSEN Institute, 2013). Through multiple phases, this project developed a website that serves as a central repository of information on core QSEN competencies, knowledge, skill, attitudes, teaching strategies, and faculty development resources designed to prepare nurses to engage in quality and safety.
Educating nurses in EBP competencies was catapulted forward with the publication of Teaching IOM (Finkleman & Kenner, 2006) While the materials presented were in existence in other professional literature, the book added great value by synthesizing what was known into one publication. This resource was accessible to every faculty member offering teaching strategies and teaming resources for incorporating the IOM competencies into curricula across the nation. The resource continues to be updated and expanded through subsequent editions and versions (Finkleman & Kenner, 2013a; 2013b). The strength of these resources IS that the approaches and strategies remain closely aligned with the Institute of Medicine's continuing progress toward better health care. This close alignment reflects the appreciation that nursing must be part of this solution to effect the desired changes; and remaining in the mainstream with other health professions rather than splintering providers into discipline-centric paradigms.