Asunto(s)
Servicios Médicos de Urgencia/normas , Medicina Basada en la Evidencia/normas , National Academies of Science, Engineering, and Medicine, U.S., Health and Medicine Division/historia , Nivel de Atención/tendencias , Comités Consultivos/historia , Comités Consultivos/normas , Servicios Médicos de Urgencia/historia , Servicios Médicos de Urgencia/organización & administración , Servicios Médicos de Urgencia/tendencias , Medicina Basada en la Evidencia/historia , Medicina Basada en la Evidencia/organización & administración , Medicina Basada en la Evidencia/tendencias , Historia del Siglo XXI , Humanos , Estados UnidosAsunto(s)
Disparidades en el Estado de Salud , Disparidades en Atención de Salud , National Academies of Science, Engineering, and Medicine, U.S., Health and Medicine Division , Predicción , Disparidades en Atención de Salud/historia , Historia del Siglo XX , Historia del Siglo XXI , Humanos , Grupos Minoritarios/historia , National Academies of Science, Engineering, and Medicine, U.S., Health and Medicine Division/historia , Racismo , Determinantes Sociales de la Salud , Estados Unidos , United States Dept. of Health and Human Services/historiaAsunto(s)
Genómica/historia , Biología Molecular/historia , Repeticiones Palindrómicas Cortas Agrupadas y Regularmente Espaciadas , Enfermedades Genéticas Congénitas/diagnóstico , Enfermedades Genéticas Congénitas/terapia , Genética Médica/historia , Genómica/ética , Historia del Siglo XX , Historia del Siglo XXI , Proyecto Genoma Humano/historia , Humanos , National Academies of Science, Engineering, and Medicine, U.S., Health and Medicine Division/historia , Estados UnidosAsunto(s)
National Academies of Science, Engineering, and Medicine, U.S., Health and Medicine Division/historia , Calidad de la Atención de Salud/historia , Informe de Investigación/historia , Atención a la Salud/normas , Política de Salud/historia , Historia del Siglo XX , Historia del Siglo XXI , Calidad de la Atención de Salud/normas , Estados Unidos , United States Agency for Healthcare Research and Quality/historiaAsunto(s)
National Academies of Science, Engineering, and Medicine, U.S., Health and Medicine Division/organización & administración , Historia del Siglo XX , Historia del Siglo XXI , National Academies of Science, Engineering, and Medicine, U.S., Health and Medicine Division/historia , Estados UnidosAsunto(s)
Servicios Médicos de Urgencia/organización & administración , Medicina Militar/organización & administración , Heridas y Lesiones/mortalidad , Gobierno Federal , Historia del Siglo XX , Historia del Siglo XXI , Humanos , National Academies of Science, Engineering, and Medicine, U.S., Health and Medicine Division/historia , Estados Unidos , Heridas y Lesiones/prevención & controlRESUMEN
This article explores the development of academic nursing centers within an environment of evolving health policy and changing priorities and resources within nursing education during the past 3 decades. Etheredge's framework for this discussion identifies three health policy eras: the Age of Traditional Health Insurance (1965-1982); the Age of Regulated Prices for Government Programs (1983-1992); and the Age of Markets, Purchasing, and Managed Care (1993-2000). In this article, I suggest the current era is the Age of Uncertainty and Opportunity. Within each era, health policy changes are summarized, and changes in nursing education that influenced the evolution of academic nursing centers are identified. The uncertainty and opportunity of the current era is explored within the context of the Institute of Medicine (IOM) reports issued in 2000 and 2001. The new vision for clinical education in the health professions described in the 2001 report provides new opportunities for academic nursing centers. To take advantage of these opportunities, these centers must focus on quality issues as they continue to maintain a precarious balance between meeting the service needs of their clients and the academic needs of the nursing programs that own them. Centers that maintain this balance will be a bridge to the future for quality health professions education.