We are celebrating 40 years of publication of Nurse Educator beginning with this issue. Start the year by reading our articles on interprofessional education (IPE) because they will answer many of your questions about IPE and “how to do it successfully.” We begin with a commentary by the co-directors of the Jefferson Center of Interprofessional Education. They describe the development of IPE and collaborative practice and the need for students to have experiences in which they engage in teams. You do not need medical students to offer IPE. In one of our departments, the authors present an IPE activity on documentation that they developed for nursing and health administration students. In another article Cranford and Bates provide an example of their IPE program for students in nursing, physical therapy, nutrition, and respiratory care. One of the issues with IPE is that faculty often lack first-hand experience, which hinders implementation, and a framework for creating collaborative learning experiences. Pardue presents a theoretically grounded framework for the design, implementation, and evaluation of IPE. She integrates supporting literature and provides practical advice for educators. I would read this article first as it provides a framework for the other articles on IPE. Sterrett et al developed their IPE program within a communities of practice framework. Another important article in this issue is the report of an expert panel on Statistical Challenges in Nursing Research. The panel discussed issues concerning the use of statistics in nursing research and the teaching of statistics in nursing programs. If you are involved in graduate nursing education, this is a must-read article. To understand nursing role formation for students enrolled in an accelerated baccalaureate nursing program, Ostrogorsky and colleagues analyzed end-of-term narrative reflections from students over the course of the 15-month program. Four major themes were identified: evolving role perception, extending nursing student-patient interaction, engaging with the healthcare team and systems of care, and expanding clinical thinking. In another study nursing students were surveyed about their frequency of exposure to critical events in both simulation and clinical practice. This type of study provides feedback for deciding on the use of simulation to lessen the experience gap. Other articles in this issue describe policies for admitting international students to nursing programs; how to develop authentic assessment strategies; nursing curricula that foster intercultural competencies with respect to lesbian, gay, bi-sexual, transgender and queer (LGBTQ) health; and a certificate program to prepare health professions educators.
Marilyn Oermann, Editor-in-Chief