Nurses provide autonomous and collaborative care to individuals of all ages, groups, and communities, whether sick or healthy, and in various settings. School nurses work within educational environments, where students are their patients and teachers are part of their healthcare team. Despite often being educated on the same college or university campus, these two professions do not interact. This lack of interaction is problematic, as collaboration is expected in school settings. One…

Background: Intravenous (IV) catheter infiltrations are a preventable complication in the operating room (OR), contributing to delayed treatment, patient discomfort, and increased healthcare costs. A rise in infiltration events at Froedtert Hospital prompted a student-led quality improvement initiative to identify contributing factors and propose strategies to reduce OR infiltration rates. This project aimed to identify procedural and provider-related risk factors for IV…

Background: Team composition and size may influence student learning during interprofessional education events. This study investigated the impact of team size and composition (number of disciplines on a team) on changes in student interprofessional values and standardized patients’ (SPs) perceptions of team performance. Methodology: Students from 7 professions (Dentistry, Medicine, Nursing, Occupational Therapy, Pharmacy, Physical Therapy, and Social Work) participated in an…

Background:Healthcare students are entering increasingly complex clinical environments where interprofessional communication is critical to safe, effective, and equitable care. Yet interprofessional education (IPE) often focuses on structured, face-to-face, synchronous exchanges. This presents a disconnect from the realities of practice, where clinicians must navigate dynamic, asynchronous, and informal interactions across systems and settings. Aim:This study aimed to…

Background: Interprofessional education (IPE) opportunities are growing nationwide to engage future healthcare professionals in enhancing team-based skills before entering the workforce. Didactic IPE instruction in clinical settings is rare compared to classroom and simulated experiences, despite the growing body of evidence demonstrating its impact. This study examines students’ perspectives on their experiences following participation in an interprofessional community group setting for…

Background & AimsInpatient postpartum care is a critical period for supporting the health and well-being of mothers and newborns. It involves a range of clinical assessments, patient education, emotional support, and care coordination—all delivered by diverse healthcare professionals whose roles often overlap within patient rooms. These shared environments create opportunities for interprofessional collaboration but also introduce communication and workflow challenges.This…

Clinical psychology doctoral students do not universally have primary or team-based care experiences. Likewise, student healthcare professionals may not interact with clinical psychologists in primary care, as this role is still emerging. Therefore, as a requirement, students in the Clinical PsyD program at the Philadelphia College of Osteopathic Medicine shadow physicians and their accompanying medical students for four hours in clinic. Students may attend brief chart rounds, patient…

Objective: As the integrated medical and dental model advances to improve patient care and outcomes, it is important to understand how dental hygienists will identify professionally as part of interprofessional teams. Adoption Medicine is a specialized clinic that cares for pediatric patients with unique needs resulting from early childhood adversity, including unstable housing, institutionalization, neglect, difficulty in accessing appropriate medical and dental care, and various forms of…

Background:Leadership development and professional identity formation are critical to early interprofessional training (Shrivastava et al., 2022). This study analyzed self-reflections from second-year medical (DO) students who co-led interprofessional education (IPE) sessions with Clinical Psychology doctoral (PsyD) students as an IPE requirement. Leadership training was integrated into the curriculum by scaffolding the learning experiences across cohorts. This project introduces a…