Fragmentation of health care negatively impacts quality; one of the contributing factors may be ineffective collaboration among health care professionals. This article describes the implementation of an interprofessional education curriculum for graduate students enrolled in nursing, psychology, and speech-language pathology programs. Over 3 semesters, students engaged in interprofessional collaboration modules, unfolding case studies, virtual simulation, and shared case planning experiences. The curriculum’s impact on students’ attitudes and values toward interprofessional collaborative practice was measured.
Author Affiliations: Professor (Dr Zook and Dr Hulton) and Assistant Professor (Ms Graham), School of Nursing; Associate Professor, Department of Communication Sciences and Disorders (Dr Dudding); and Professor, Department of Graduate Psychology (Dr Stewart), James Madison University, Harrisonburg, Virginia.
This project is supported by the Health Resources and Services Administration (HRSA) of the US Department of Health and Human Services (HHS) under grant number D09HP26959. The content and conclusions are those of the authors and should not be construed as the official position or policy of, nor should any endorsements be inferred by, HRSA, HHS, or the US Government.
The authors declare no conflicts of interest.
Correspondence: Dr Zook, James Madison University, Harrisonburg, VA (email@example.com).
Accepted for publication: July 1, 2017
Published ahead of print: August 15, 2017