The she need for the development of interprofessional education competencies is a significant topic in nurs-ing education discussions today.1 The Institute of Medicine (IOM) called for common competencies in 2003 with use of interprofessional teams named as a core competency. However, teaching students from diverse health professions programs in joint core classes or constructing shared clinical experiences for multiple professions is challenging. Creating such a teaching-learning environment affords students opportunities to appreciate the knowledge/skills of various professionals in advancing quality patient care while learning as members of a team. The expectation is that students from multiple professions who are taught simultaneously will more easily work in teams upon graduation.
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