i need a comment about this peers discussion, one comment each with reference in apa. discussion 1 This week we talked about the core competencies for health profession’s education and looked at nursing informatics and how that area has been guided by development within the profession. Consider the remaining competencies: provide patient-centered care, work in interdisciplinary teams, employ evidence-based practice, and apply quality improvement. Select one of these competencies and describe changes which nursing has made to achieve the competency.


The discussion focused on the core competencies for health profession’s education and examined nursing informatics as an example of how the nursing profession has evolved within this area. While nursing informatics is certainly an important component, it is essential to also consider the remaining competencies: providing patient-centered care, working in interdisciplinary teams, employing evidence-based practice, and applying quality improvement. In this comment, I will select the competency of working in interdisciplinary teams and discuss the changes that nursing has made to achieve this competency.

Working in interdisciplinary teams is crucial in healthcare settings as it promotes effective collaboration and improves patient outcomes. Nursing has recognized the importance of teamwork and has implemented several changes to enhance this competency. One significant change has been the incorporation of interprofessional education (IPE) into nursing curricula.

IPE refers to the collaborative learning and practice opportunities shared by students from various healthcare professions, including nursing, medicine, pharmacy, and social work, among others (Cronenwett, Sherwood, Barnsteiner, et al., 2007). This approach aims to prepare healthcare professionals to work collaboratively in teams to provide patient-centered care. Incorporating IPE into nursing education ensures that nursing students develop the necessary skills to effectively communicate and collaborate with professionals from other disciplines. By engaging in IPE, nursing students are exposed to different perspectives, which enhances their abilities to work as part of an interdisciplinary team.

Another change that nursing has made to achieve the competency of working in interdisciplinary teams is the adoption of team-based care models, such as the Patient-Centered Medical Home (PCMH). The PCMH model emphasizes a collaborative approach to primary care, involving a team of healthcare professionals, including nurses, physicians, pharmacists, and others, working together to provide comprehensive and coordinated patient care (Shi & Singh, 2017). Within this model, nurses take on expanded roles and responsibilities, playing a vital role in care coordination, patient education, and preventive care. The PCMH model recognizes the unique expertise and contributions that nurses bring to the healthcare team and promotes their active participation in interdisciplinary collaborations.

Furthermore, nursing has also embraced the use of communication technologies and electronic health records (EHRs) to facilitate interdisciplinary communication and enhance collaboration among healthcare professionals. EHRs enable the sharing of patient information in real-time, fostering communication and coordination between nurses, physicians, and other members of the healthcare team (Ludwick & Doucette, 2009). By utilizing EHRs, nursing professionals can access and contribute to patient data, resulting in improved care coordination and continuity across disciplines.

These changes in nursing practice to achieve the competency of working in interdisciplinary teams reflect the profession’s commitment to providing comprehensive, patient-centered care through collaboration and effective communication. By embracing interprofessional education, adopting team-based care models, and utilizing communication technologies, nursing professionals are better prepared to work collaboratively with colleagues from various disciplines, ultimately leading to improved patient outcomes.


Cronenwett, L., Sherwood, G., Barnsteiner, J., et al. (2007). Quality and safety education for nurses. Nursing Outlook, 55(3), 122-131. doi: 10.1016/j.outlook.2007.02.006

Ludwick, D., & Doucette, J. (2009). Adopting electronic medical records in primary care: Lessons learned from health information systems implementation experiences in seven countries. International Journal of Medical Informatics, 78(1), 22-31. doi: 10.1016/j.ijmedinf.2008.06.005

Shi, L., & Singh, D. (2017). Essentials of the U.S. healthcare system (4th ed.). Jones & Bartlett Learning.