The Infection Prevention and Control (IPC) program is an essential force that maximizes quality, patient-centered care, and safety throughout the Veterans Affairs North Texas Health Care System (VANTHCS). VANTHCS “…is a state-of-the-art healthcare provider in the heart of Texas…we serve more than 117,000 veterans and provide 1.4 million episodes of outpatient care each year to veterans in 38 counties in Texas and two counties in southern Oklahoma" (“VA North Texas,” 2016, par. The purpose of the IPC Program is to guide a facility-wide approach toward the identification, prevention, control, and elimination of infections associated with healthcare (ICA). This approach is facilitated through modeling behaviors of infection control (IC) professionals who assess, support, guide and/or direct healthcare professionals (HCPs) in applying evidence-based practices ( EBP) to prevent HAIs. According to the Centers for Disease Control and Prevention (CDC), HAIs are often preventable adverse events that pose a serious threat to patient safety (“Centers for Disease,” 2016). IC professionals recognize the importance of preparing the nursing workforce to involve clinical staff in the application of EBPs to prevent infections. Overview and Purpose of the IC ModelThe IC Model will be designed to prepare the nursing force to teach clinical staff the fundamental principles of IPC focus on the chain of infection (COI), routes of transmission, standard precautions, transmission-based precautions, wearing /remove personal protective equipment (PPE) and post-exposure management (PEM) procedures. The purpose of the IC model is to provide teachers with a comprehensive overview of evidence-based IPC strategies, which can be incorporated… halfway through the document… the model describes Kolb's four phases of continuous learning. The five red arrows in the center of the model, however, indicate the teacher's desire to progress from beginner to expert. Cooley and De Gagne (2016) suggest that novice teachers often face significant challenges in teaching others due to their lack of experience. According to the author, novice teachers must strive to acquire a great deal of new knowledge, which requires sufficient time, guidance, and support to move from that of a novice to that of an expert clinician (Cooley & De Gagne, 2016). By integrating the theories of Kolb and Benner, CI professionals are promoting a continuous process of learning to support the movement of teachers from that of novices through engagement in concrete experiences, reflective observation and active experimentation in order to acquire clinical skills (Benner, 1982; Kolb, 1984).