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Education transformation cannot happen in isolation. The IOM recommendations demand interprofessional learning experiences for both academic (see Chapter 10) and clinical learning situations (see Chapter 12). Slowly education is moving out of silos, with more shared learning opportunities among the many health disciplines with which nurses are expected to work (see Chapter 14). Knowing what each discipline contributes is crucial to high performance and flexible team leadership that works through authority gradients, so that all team members have equal opportunity to share information in establishing patient care goals (see Chapter 5; IPEC, 2016). Education transformation applies to all settings—academic and clinical, and all educational entry programs—to prepare nurses in practice as well as those in academic programs (see Chapter 15).

Multiple resources assist educators in developing what and how to teach (see Chapters 10, 11, and 12). The AACN offered a series of QSEN faculty development workshops and maintains a list of resources on its website. The QSEN institute continues to present an annual national forum in which participants share outcomes and strategies for integrating the QSEN competencies in academic and clinical settings. The QSEN website offers teaching strategies, annotated bibliographies, demonstration projects, videos, learning modules, practice strategies, and a facilitator panel for individual or group assistance. Educators and organizations responsible for accreditation, licensing, and certification of health professionals have embedded the competencies into nursing education standards to help lead transformation of how we prepare students and nurses to be proficient in these competencies, to lead change that will be reflected in future progress reports on patient safety and quality.