How Should We Start the “Do-Over?” Is Training the First Step?

With the integration of the efforts of community residents and of faculty and students, the approach (Strong Communities for Children; see Kimbrough-Melton and Melton 2015) blends the experiences of community and university in a manner that potentially strengthens and enriches both and that goes well beyond the ordinary boundaries of social work (Katz et al. 2019).1 As leaders of EndCAN, we asked Des Runyan, one of the principal reviewers in our disruption-paper competition, to write a commentary summarizing these four essays on training and what their impact could or should be going forward. Silver then replicated the approach with school nurses and created the School Nurse Practitioner Program (Silver and Nelson, 1971). Since the initial two pediatric nurse practitioners were trained in 1965, the field has grown to include more than 250,000 advanced practice nurses in many adult and pediatric specialties in both outpatient and inpatient settings. [...]after 3 years in the CHA curriculum, students were found to be able to do 95% of what a general pediatrician could do in the clinic and low-risk nursery care. Besides avoiding unnecessary opportunity costs because of prolonged education, CHA students incur less than half the tuition expenses borne by their peers who pursue the MD and pediatrics residency. [...]Silver applied to the Robert Wood Johnson Foundation in 1976 for funding to test the principles that he had learned