Assessment of Inter Professional Competencies among Graduate Students in Nursing, Communication Disorders and Exercise Science in the US
Kem B. Louie, Ph.D., APN, CNE, FAAN; Betty Kollia, Ph.D., CCC-SLP; Persephone Vargas, DNP, APN-BC; Michael A. Figueroa, Ed.D., CSCS; Toni LaSala, Ph.D, CSCS- ACSM-EP-C; Racine Emmons, Ed.D, ACSM-RCEP

Abstract
Background: Health care students are educated exclusively within their own disciplines. Purpose: The purpose of the study was to examine the effectiveness of an Interprofessional Education (IPE) experience among graduate nursing, graduate communication disorders, and exercise science students. Methods: A problem-based IPE project was developed by the faculty. Students worked as a team to develop a comprehensive treatment plan. Each team presented to the class after four weeks. The students completed the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) to evaluate the IPE experience. Results: 51 students participated in the IPE experience: 24 nursing, 17 communication disorders, and 10 exercise science students. A paired samples t-test showed a significant increase (p < .05) in post-test scores in all competencies surveyed. Discussion: The results show that health professional students perceived that their IPE competencies improved because of the IPE experience. Conclusion: Incorporating IPE in the curriculum can promote interprofessional collaboration skills.

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