Description/Overview: Healthcare reform is striving to improve the quality and safety of care, and improve patient outcomes; care coordination may contribute significantly to achieving these goals. A growing body of literature reports that care coordination is necessary throughout all transitions of care to ensure the best outcomes for patients (Camicia et al., 2013; Haas & Swan, 2014). Baccalaureate nursing students receive insufficient clinical experience in the role of the professional nurse in patient-centered care coordination (PCCC). According to the Institute of Medicine (IOM) (2011), the professional nursing role of patient-centered care coordination (PCCC) must be integrated into BSN education in order to prepare students to meet complex and comprehensive health care needs. Undergraduate nursing education has traditionally been dominated by acute care clinical experiences; therefore, the challenge for nurse educators is to meet this charge with creativity and intentional curricular renewal and integration. Curricular change is important to begin developing skills essential for providing non-acute care, patient self-­management support, and coordinated transitions of care for individuals with chronic illness (Camicia et al., 2013). This presentation will report on a quasi-experimental, mixed methods research study that was conducted to investigate the impact of a curricular module on student learning outcomes. A half-semester clinical module was developed that includes a conceptual model, learning objectives, didactic content, and five clinical learning experiences and related assignments that develop students’ knowledge, skills, and attitudes about the RN’s role in PCCC. Data were collected through a pre and post survey, direct evaluation of students’ patient communication skills, and focus groups. Results showed a statistically significant positive impact on student learning about patient centered care coordination, affecting all domains of learning (cognitive, affective, and behavioral). This study provides evidence for nursing educators to use in designing effective learning experiences to develop nursing skills needed for the 21st century.