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Dental caries remain the most prevalent unmet health need in US children. Access to care is particularly problematic for poor children and is compounded by the shortage of dentists to meet the needs of this patient population. Expanding the roles of pediatricians, family physicians, andpediatric nurse practitioners (PNPs) who provide primary care services to children may be a strategy to address in this issue. Enhancements in current PNP education and certification processes are needed to support the expansion of oral health-related clinical responsibilities.

Improving access to healthcare and enhancing health promotion and disease prevention are major priorities for the well-being of the public and a central focus of current federal health initiatives. Furthermore, as recognized by the U.S. Surgeon General in 2000, evidence surrounding the critical importance of the oral-systemic connection is mounting.

For over 50 years the American Dental Association (ADA) has designated February as National Children's Dental Health Month (NCDHM).

Journal of Pediatric Nursing, 26(3), 248-256. 

Millions of Americans have unmet oral healthcare needs and profound oral health disparities persist in vulnerable and underserved populations, especially poor children, older adults, and racial and ethnic minorities. Nurses can play a significant role in improving the quality of oral healthincluding access to care with appropriate education and training. The purpose of this paper is to describe New York University College of Nursing's response to this challenge.

 Journal of the Academy of Distinguished Educators, 2(1):12-14.

In 2005, New York University Colleges of Dentistry and Nursing formed an organizational partnership to create a unique model of interprofessionaleducation, research, service and practice. This paper describes the first eight years of experience, from the early reaction of the public to the partnership, to examples of success and past and current challenges.

In order to increase the body of empirical data on health care teams, a three year study of faculty and student teams who participated in the Team-TRAC Program at the University of Nevada, Reno,was undertaken. Three research methods were employed: participant observation, survey and self-report, and interaction analysis.

This paper describes the efforts of one medical school - The School of Medical Sciences of the University of Nevada, Reno - to institute an interdisciplinary educational program for students in the health field aimed at promoting better communication and collaboration in care.