This commentary describes how the Access in Nursing (AIN) program, a national working group of the Docs with Disabilities Initiative, models collective action to advance disability inclusion in nursing education. Drawing on theories of distributed leadership, communities of practice, asset-based leadership, and disability justice, we examine how AIN's collaborative structure flattens hierarchies, redistributes power, and centers the expertise of disabled nurses, students, and educators. Examples from AIN's interinstitutional research and education working groups illustrate how coordinated, justice-oriented collaboration can replace compliance-based approaches with sustainable systems of equity. The article concludes by highlighting the implications of collective action for strengthening belonging, and creating scalable pathways to inclusion across nursing education.
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