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Objective: As the demands of healthcare environment change, it is necessary to advance human health care by improving students' essential competencies including knowledge, skills, abilities, inter-professional collaboration and patient centered care. This study identified long term accomplishment and improvement of the essential competencies in clinical pharmacy practice education (CPPE) at Korean hospitals over time. Methods: This study was conducted for pharmacy students who completed CPPE evaluation related to tertiary hospitals and secondary hospitals located in Seoul and Gyeonggi-do regional area from 2014 to 2018. Results: Over the past 5 years, overall results of student evaluation on the essential competencies in CPPE at both tertiary and secondary hospitals showed a decreasing trend or did not change. Essential competency in CPPE at tertiary hospitals had been identified as superior on ‘Learn clinical knowledge in the treatment of diseases’ to secondary hospitals [average number of students (%): 210 (72.9%) vs 68 (68.0%)]. On the other hand, essential competencies in CPPE at secondary hospitals had been identified as better at ‘inter-professionals collaborative teamwork and direct patient care’ than tertiary hospitals [average number of students (%): 64 (64.0%) and 56 (56.0%) vs 121 (42.0%) and 90 (31.3%)]. A total of 176 (61.1%) students in tertiary hospitals and 66 (66.0%) in secondary hospitals evaluated that ‘patient-centered care’ education was good. Conclusion: In tertiary hospitals, all six essential competency outcomes have not been improved, whereas four essential competency outcomes showed an increasing trend in secondary hospitals. It will be necessary to develop outcome-based CPPE education program to better reflect the essential competencies.

Purpose: Over 10% of intensive care unit (ICU) patients die; however, research aimed at assessing and improving the quality of their deaths remains scarce. This study investigated the impact of communication among healthcare professionals and person-centered care provided by ICU nurses on the quality of dying and death (QODD) experienced by ICU patients. Methods: We measured general characteristics of ICU nurses, interprofessional communication, and person-centered care, and identified their impact on the quality of death for patients who died in the ICU. Participants consisted of 103 ICU nurses employed at two tertiary hospitals in South Korea. Data were collected between January and May 2023. Descriptive statistics, the t-test, analysis of variance, the Mann-Whitney U test, Pearson correlation coefficients, and multiple linear regression analyses were conducted using SPSS version 23.0. Results: The mean QODD score was 44.73±21.26. QODD was positively correlated with openness (nurse-physician), understanding (nurse-physician), satisfaction (nurse-physician), and person-centered care. Factors significantly influencing QODD included nurse-physician communication, specifically understanding (β=.35, p=.010), and person-centered care (β=.19, p=.033), explaining 20.2% of the total variance (F=7.44, p<.001). Conclusion: Improved communication among healthcare professionals and enhanced person-centered care are essential for improving the QODD for ICU patients. To achieve this, educational initiatives focusing on end-of-life care and communication training programs for healthcare professionals should be implemented.

목적 : 보건의료 분야의 다직종연계교육(InterProfessional Education; IPE)에 대하여 국내에 보고된 문헌 을 고찰하고, 작업치료학과가 참여한 일본의 군마대학 교육사례를 제시하는 것이다. 방법 및 결과 : 2019년 12월에 전자데이터 베이스인 KMBASE, Google Scholar, KISTI, RISS와 KoreaMed 에서 InterProfessional Education 주제어로 검색하여 국내 학술지에 보고된 자료를 수집하였다. 최종 리뷰에 포함된 16편의 논문 유형은 원저 8편, 종설 8편을 차지하였다. 연구 분야는 의학 7편, 간호학 4편, 약학 2편, 보건의료 공동연구가 3편이였다. IPE에 대한 용어 및 개념, 교육이론 및 방법은 국내외 문헌분석과 사례를 바탕으로 제시하였다. 2010년부터 세계보건기구(World health Organization; WHO)와 IPE 교육모델과 학습 효과를 공유하고, 2013년부터는 WHO 협력센터로 지정된 군마대학 의학부 보건학과의 팀 의료 교육에 대하여 실습교과목 중심으로 교육 목적 및 학습성과 검증에 대하여 소개하였다. 결론 : 국내 작업치료에 처음 소개된 IPE에 대한 연구를 시작으로 작업치료 교육과 임상에서도 참여와 협 업에 대한 필요성 인식은 물론, 도입을 고려한 체계적인 연구가 활발하게 논의되었으면 한다.

Purpose: The purposes of this article were to review the current state of Inter-Professional Education (IPE) in the areas of health and medical care services in Korea, and to introduce a case study on Occupational Therapy (OT) students included in Gunma University, Japan. Methods and results: We searched KMBASE, Google Scholar, KISTI, RISS and KoreaMed using the phrase “InterProfessional Education” for dates up to December 2019, and collected articles published in domestic academic journals. Based on a systematic review and a case study of Gunma University, the related terminology and definitions, educational theories, and practices were determined. Sixteen studies consisting of eight original and seven review articles were included in the review. Among the 16 studies, 7 were from medical research, 4 from nursing, and 2 from pharmacy, and 3 were conducted in collaboration with medical-science. Since 2010, Gunma University School of Health Sciences has maintained collaboration with the World Health Organization (WHO) in disseminating IPE models and investigating their educational effectiveness, and was designated as a WHO Collaborating Centre in 2013. Its educational purposes and learning effect were also introduced in the review. Conclusion: This is the first study introducing IPE in the field of OT in Korea, and we therefore highly expect that the necessity of participation and collaborative practice will become recognized in OT education and practice, and that systematic research on the introduction of IPE can be actively discussed.

Purpose: This study was conducted to explore the core educational components of interprofessional education (IPE) for pediatric emergencies to establish a basis for interprofessional simulation education. Methods: Using Whittemore and Knafl's integrative review method, we searched for studies in PubMed, Embase, Cochrane Library, CINAHL, and four South Korean databases (RISS, NDSL, DBpia, and KISS). Results: We identified 21 studies on the general characteristics of IPE in pediatric emergency situations and integrated the core components of IPE according to a PRISMA flowchart. Three core components were identified (individual ? competent professionals, team ? cooperative professions, and outcome - optimal achievement), with the subthemes of role and responsibility, clinical judgment, performance, leadership, communication, teamwork, patient safety, and quality improvement. Conclusion: We recommend that IPE pediatric emergencies should contain the three dimensions of these core components to enhance individual and team performance and to promote optimal achievement in terms of patient outcomes. IPE programs should consider these characteristics and include a valid tool for evaluating the programs' effectiveness.

Purpose The purpose of this study was to develop an interprofessional collaboration (IPC) scale for home health care for frail elderly. Methods The first items of the IPC scale included collaboration members' attitudes, awareness, motivation, team strength, communication, relationships, information, care recipients' interests, effects, development, utilization of social resources, contributions to the community, and crisis management. The subjects were 512 care managers who work in home care support offices across Japan. They manage interprofessional collaboration in home health care for frail elderly who need care at 65 years old and above. The scale's construct validity, internal consistency, the validity of known groups, concurrent validity, and test-retest reliability (193 subjects) were examined. Results The final IPC scale's items consisted of four factors (37 items): the strength of interprofessional teams (16), the management of collaborative systems (7), effects of collaboration (8), and communication (6). Four factors explained 58.6% of the total explained variance. The modified model fit of the scale achieved acceptable levels. The Cronbach's α coefficient for all items was .97. The sum of communication factor in the cities/wards group was lower than those in the towns/villages group. There were differences between the sum and each factor with different levels of ease to collaborate. The intraclass correlation coefficient for all items in the first and second assessments was .875. Conclusions The validity and reliability of the IPC scale have been verified. This scale can be used to assess the IPC for home health care for frail elderly.

Purpose: Interprofessional collaboration is essential in oncology care, requiring effective multidisciplinary teamwork. This study examined relationships among perceptions, attitudes, and self-efficacy toward interprofessional education (IPE) among nursing and health science students in oncology care contexts and identified factors associated with self-efficacy. Methods: A cross-sectional correlational design was used. Data were collected between September and November 2022 through an online survey of 242 students majoring in nursing, clinical pathology, radiology, physical therapy, and health administration. IPE perceptions, attitudes, and self-efficacy were assessed using validated instruments and analyzed using descriptive statistics, one-way ANOVA, Mann-Whitney U tests, Kruskal-Wallis tests, Spearman correlations, and multiple regression analysis. Results: Students demonstrated relatively high levels of IPE perceptions, attitudes, and self-efficacy, with nursing and physical therapy students scoring higher than other disciplines. Perception was positively correlated with attitude (r=.74, p<.001) and self-efficacy (r=.71, p<.001), while attitude was strongly correlated with self-efficacy (r=.79, p<.001). Self-efficacy was significantly higher among students who understood IPE (p<.001) and had prior IPE experience (p=.003). Multiple regression analysis indicated that attitude (β=.65, p<.001) and perception (β=.20, p<.001) were significantly associated with self-efficacy, explaining 66% of the variance. Conclusion: Attitudes and perceptions toward IPE were significantly associated with self-efficacy among nursing and health science students in disciplines relevant to collaborative oncology care. Fostering both affective and cognitive components of interprofessional learning may enhance students' self-efficacy for collaborative practice in oncology settings.

Background : Interprofessional education (IPE) has gained significant traction in developed countries as a vital strategy for preparing healthcare professionals equipped for collaborative practice. It has also become an essential component of pharmacy education accreditation. Although there is ample evidence highlighting its positive impact on learners’ competencies and patient care, a comprehensive synthesis of the dominant contributors, thematic structures, promising trends, and milestone-driven evolution of IPE in pharmacy education is lacking. Methods : We conducted a bibliometric analysis of IPE in pharmacy education using the Web of Science (WoS), employing the Biblioshiny web-based app and VOSviewer software. To identify turning points in yearly production trends and key milestones in the USA, we selected 2009, 2016, and 2020 as critical cut-off points for developing a thematic evolution map. Results : As of May 23, 2024, there are 3,795 peer-reviewed articles on WoS related to IPE in pharmacy education, with the United States leading in production, citations, and growth rate. It is at the center of the collaboration network, with the most influential author and four of the top five relevant affiliations also based in the USA. The term “community pharmacy” is the most frequently mentioned and relates to various themes across different time periods. Analysis of trend topics and factorial themes reveals promising future areas, including emergency departments (ED), artificial intelligence (AI), escape rooms, pharmacogenomics, simulation, and experiential learning. Conclusion : Education practitioners in developing countries can learn from the milestones achieved in the USA, such as the establishment of IPE organizations and the integration of IPE into pharmacy accreditation guidelines, which can help accelerate the evolution of IPE. Community pharmacy presents a well-established environment for implementing IPE activities. Promising future hotspots include pharmacogenomics and ED as practice sites, along with escape rooms and AI as innovative learning strategies, and simulation and experiential learning as comprehensive educational approaches.

Purpose: The purpose of this study was to identify interprofessional competencies for the integrated community care of older people. Methods: This study used a methodological approach, and the specific process aimed to identify the components of interprofessional competencies for integrated community care using a scoping review and validating the identified competencies with the Delphi method. The scoping review first identified relevant studies through the following electronic databases: PubMed, CINAHL, Embase, and the Cochrane Library. We then selected studies that met the inclusion criteria and analyzed their results to identify a draft version of the competencies. Expert panels validated the list of competencies through two rounds of the Delphi survey. Results: The two rounds of the Delphi survey revealed a consensus. Finally, we developed an interprofessional competency for integrated community care comprising 19 interprofessional core competencies, 20 integrated core care competencies for community care administrators, 13 integrated core care competencies for care coordinators, 13 integrated core care competencies for local service providers, and 12 integrated core care competencies for community health leaders. Conclusion: This study can help inform job descriptions, evaluate relevant professionals’ performances, and develop a competency-based curriculum for better practice.

Background: The World Health Organization (WHO) has focused on the need for interprofessional education (IPE) to improve interprofessional collaboration competency and patient health outcomes. Accordingly, most European and North American medical colleges have established IPE for students. However, IPE learning activity in medical wards for the clinical experience of pharmacy students has not been fully reviewed in Korea. Therefore, this study aims to examine the current status of IPE learning activities in wards at tertiary and secondary hospitals in order to identify ways to improve the program. Methods: The official document of cooperation consists of six self-administered questions regarding IPE learning activities in wards. The preceptor’s response in each hospital was evaluated. Results: Of the 22 hospitals, 9 tertiary hospitals and 12 secondary general hospitals responded. For the introductory pharmacy practice experience (IPPE), participating in intensive care (IC) was provided at one secondary general hospital (8.3%) and no tertiary hospital. Ward rounds with medical staff members were provided at two tertiary hospitals (22.2%) and one (8.3%) secondary general hospital. A major barrier to executing IPE was lack of rewards and incentives for the faculty and preceptors who participated in the program. Conclusion: In both tertiary hospitals and secondary general hospitals, pharmacy students have limited exposure to IPE learning activities in wards at hospital, and IPPE at most hospitals was carried out in pharmacy settings only. This study suggests that it is necessary for the hospitals to improve and support IPE learning activities in wards in order to improve learners’ competency.

본 연구는 간호대학생을 대상으로 환자안전 중심 전문직 간 교육(Interprofessional Education, IPE) 프로그램이 전문직 간 태도, 팀 심리적 안전감 및 환자안전역량에 미치는 효과와 변수 간 관계를 확인하기 위한 단일군 사전·사후 유사실험연구이다. G시 소재 대학 간호대학생 91명을 대상으로 2025년 11월 22일 자료를 수집하였다. IPE 프로그램은 게임 기반 학습, 팀기반학습, 시뮬레이션 및 디브리핑으로 구성하였으며, 기술통계, 대응표본 t-test 및 Pearson’s correlation analysis를 실시하였다. 그 결과 community-centeredness와 patient-centeredness, 팀 심리적 안전감 및 환자안전기술이 유의하게 향상되었다. 또한 전문직 간 태도, 팀 심리적 안전감 및 환자안전역량간에 유의한 정적 상관관계가 나타났다. 본 연구 결과는 환자안전 중심 IPE 프로그램이 간호대학생의 협력 및 환자안전 수행역량 향상을 위한 교육전략으로 활용될 수 있음을 시사한다.

This study aimed to examine changes in interprofessional attitudes, team psychological safety, and patient saf ety competencies following participation in a patient safety-focused Interprofessional Education (IPE) program and to identify the relationships among these variables in nursing students. A one-group pretest-posttest quasi -experimental design was used. Participants were 91 fourth-year nursing students from a university in G City, and data were collected on November 22, 2025. The IPE program was designed to promote understanding of the roles and perspectives of various healthcare professions and to enhance interprofessional collaboration and communication. The program consisted of five sessions integrating game-based learning, team-based learning, team-based simulation, and debriefing. Data were collected using structured questionnaires before and after th e program and analyzed using descriptive statistics, paired t-tests, and Pearson’s correlation analysis. Signific ant improvements were observed in the community-centeredness and patient-centeredness subdomains of inte rprofessional attitudes, team psychological safety, and patient safety skills. However, no significant changes we re observed in teamwork, respect for diversity, patient safety attitudes, or patient safety knowledge. In additio n, significant positive correlations were found among interprofessional attitudes, team psychological safety, and patient safety competencies. These findings suggest that a patient safety-focused IPE program incorporating p articipatory and simulation-based learning may have educational potential for enhancing collaborative attitudes, psychological safety, and selected aspects of patient safety competencies among nursing students.

다학제적 교육은 여러 보건의료 관련 학과의 학생들에게 서로의 학문과 함께 서로의 직종에 관해 배울 수 있는 기회를 제공하며, 학생들의 졸업 후 관련 업무를 할 때 요구되는 협력 기술을 증진하고 개발할 수 있다. 보건의료 관련 학과 3학년 학생 가운데 연구 참여에 동의한 30명을 대상으로 매주 90분간의 강의와 그룹 토론을 포함하여 6 주간의 교육을 실시하였다. 교육 시작 전과 종료한 시점에서 환자안전에 대한 지식, 태도, 수행자신감을 평가하였으며, 타 학과에 대한 이해도 및 팀 협력에 대한 인터뷰를 시행하였다. 6주간의 다학제 간 환자안전 교육 프로그램과 관련하여 지식에는 변화가 없었지만 (p=>0.05), 태도와 자신감이 크게 향상되었고 (p=<0.05), 타 학과에 대한 이해와 다른 전문 직업과 의 협력의 중요성을 깨달았음을 나타냈다. 국내에서 처음 실시한 다학제 간 환자 안전 교육은 학생들의 태도, 자신감 및 타 전문직업인 간의 팀워크에 긍정적인 영향을 나타냈다.

In this study, we report the effectiveness of an interprofessional patient safety education in impacting student knowledge, attitudes and self-confidence around interprofessional communication. Thirty third-year students took part in a six weeks education that included a 90 minutes lecture and group discussion. Self-administered questionnaire were used for examining knowledge, attitudes, self-confidence and interviewed about team communication. There was no change in the knowledge(p=>0.05) but the attitude and self-confidence improved significantly after the education(p=<0.05). Students also noted that the importance of collaboration with other occupational groups. The first implementation of the interprofessional patient safety education had a positive effect on student attitudes, self-confidence and interprofessional teamwork.

Purpose: The purpose of this study was to investigate how interprofessional education has been designed, implemented, and evaluated in undergraduate programs in nursing through a systematic review. Methods: The literature was searched using the PubMed, CINAHL, EMBASE, and Cochrane central databases to identify interventional studies including teaching-learning activities among nursing students and other disciplines in English between January 2000 and May 2017. Thirty studies were selected for the analysis. Results: Twenty-four studies out of 30 were designed as a pre-post, no control group, quasi-experimental study design. Interprofessional education learners were primarily engaged in medicine, physical therapy, dentistry, occupational therapy, pharmacy, and respiratory therapy. Patient care related activity was the most frequently selected topic and simulation was the most common teaching-learning method. Evaluation of learning outcomes was mainly based on the aspects of teams and collaboration, professional identity, roles and responsibilities, patient care, and communication skills. Nursing students in 26 out of the 30 reviewed studies were found to benefit from interprofessional education, with outcome effects primarily related to changes in learning outcomes. Conclusion: The development and integration of interprofessional education with collaborative practices may offer opportunities in nursing education for training professional nurses of the future.

본 연구의 목적은 장애인복지관에서 실시하고 있는 사정 및 서비스 계획수립 과정을 팀 협력 수준에 따라 유형화하고, 팀 협력 유형에 따라 담당자가 인식하는 성과의 수준에 차이가 있는지를 살펴보는 것이다. 이를 위해 전국의 장애인복지관을 대상으로 서베이를 실시하여 분석하였다. 사정 및 서비스 계획수립 과정에서의 팀 협력 유형은 3가지로 분류되었는데, ‘다 학제로 구성된 해당 서비스팀 내에서 사정 및 계획수립’, ‘단일분야로 구성된 해당 서비스팀 내에서 사정 및 계획수립’, ‘사정 전담팀이 여러 팀을 활용하여 다 학제 사정 및 계획수립’ 이었다. 3가지 유형에 따른 서비스 성과에 대한 인식 차이를 살펴본 결과, ‘사정 전담팀이 여러 팀을 활용하여 다 학제 사정 및 계획수립’을 하는 경우가 이용자 측면과 제공자 측면 모두에서 서비스 성과에 대한 인식이 가장 높았다. 또한 당사자 및 가족의 참여가 높고 담당자의 책임수준이 높으며, 사정 및 서비스 계획수립 매뉴얼을 사용하는 기관의 경우에 서비스 성과를 더욱 긍정적으로 평가하는 것으로 나타났다. 이러한 결과를 통해 전문 분야 간 팀 협력 수준의 중요성을 실증적으로 확인할 수 있었고, 장애인복지 현장에서 팀 협력을 통한 서비스 성과수준을 높일 수 있는 실천방안을 제시하였다.

The purpose of this study is to categorize the ongoing assessment and service planning procedures of the Community Rehabilitation Center based on the level of interprofessional teamwork, and to examine whether there is a difference in the level of service outcome proportionate to the level of interprofessional teamwork. For this purpose, Community Rehabilitation Center nationwide were surveyed and analyzed. The analysis showed that there are three categories of interprofessional teamwork in the process of assessment and service planning: ‘assessment and service planning by a multidisciplinary service team’, ‘assessment and service planning by a single professional service team’, and ‘assessment and service planning by specialized assessment team in cooperation with other professional service teams.’The level of service outcome of the three different types indicated that ‘assessment and service planning by specialized assessment team in cooperation with other professional service teams’ records the highest level of service outcome for service users and service providers. Furthermore, the active participation of the service users and the family members, high level of responsibility of the service provider, and use of assessment and planning manual were the elements found in the centers with greater service satisfaction. These results are the evidences to prove the importance of interprofessional teamwork, thereby suggesting an action for social workers to enhance interprofessional teamwork.

Purpose: This study examined the effect of interprofessional collaboration (IPC) competence on organizational commitment among level-1 emergency medical technicians (EMT-Paramedics) working in emergency medical institutions and verified the mediating role of psychological empowerment. Methods: This study used a descriptive cross-sectional survey design. Participants were 176 EMT-Paramedics working in emergency medical institutions in South Korea. Data were collected using the Interprofessional Collaborative Competency Attainment Survey (ICCAS), Psychological Empowerment Scale (PES), and Revised Organizational Commitment Questionnaire (Revised-OCQ). Data were analyzed using descriptive statistics, independent t-tests, one-way analysis of variance (ANOVA), Pearson’s correlation coefficients, multiple regression, mediation analysis with the Hayes’ PROCESS macro (Model 4), and bootstrapping. Results: Mean scores on a 5-point scale were 4.13±0.62 for IPC competence, 4.08±0.64 for psychological empowerment, and 3.71±0.67 for organizational commitment. IPC competence was significantly higher among EMT-Paramedics working in higher-level emergency medical centers and among those with more than six years of clinical experience. IPC competence showed significant positive correlations with both psychological empowerment and organizational commitment. In the multiple regression analysis, psychological empowerment was the strongest predictor of organizational commitment, whereas IPC competence did not show a significant direct effect. The mediation analysis confirmed that psychological empowerment partially mediated the relationship between IPC competence and organizational commitment, with an indirect effect accounting for approximately 65% of the total effect. Conclusion: These findings suggest that enhancing IPC competence and psychological empowerment through interprofessional education and organizational support strategies may strengthen organizational commitment among EMT-Paramedics working in emergency medical institutions.

본 연구는 전문직 간 교육에 대한 국내 간호연구의 동향을 분석하여 전문직 간 교육 연구의 미래 방향을 제시하고 연구의 확장성에 기여하고자 시도되었다. 최종 분석에 포함된 논문은 총 5편이었다. 연구 결과, 국내에서 전문직 간 교육에 대한 간호연구가 시작된 것은 2017년이었고, 전문직 간 교육 개념에 대한 정의가 확립되지 않은 실정임이 확인되었다. 또한 분석 대상 논문들의 주요 결과는 전문직 간 교육에 대한 인식, 중재로서의 전문직 간 교육의 효과, 전문직 간 교육의 효과성 측정을 위한 도구의 타당화로 분류되었다. 간호사와 타 전문 인력의 협력은 양질의 보건의료 제공에 필수적인 요소이다. 그러므로, 전문 직 간 교육 개념에 대한 정의를 확립하기 위한 연구와 이를 간호교육과 실무에 효과적으로 적용할 수 있도록 하는 연구의 활성화가 요구된다.

This study was conducted to analyse interprofessional education(IPE)-related research within Korean nursing literature and suggest future directions for IPE research. For this, Five articles were included for final review. As a results, IPE in nursing research has received attention since 2017. Studies have confirmed that no clear definition of IPE concepts has been established in nursing education. Key findings regarding IPE were categorized into Awareness of IPE, Effects of IPE as an intervention and Validation of Korean version tools measuring effectiveness of IPE. The collaboration of nurses and other healthcare professionals is essential to providing quality healthcare. Therefore, considerable effort should be made to define the concept of IPE and activate research to effectively apply it to nursing education and practice in Korea.

Purpose: This study investigated how interprofessional education (IPE) related to medication for undergraduate healthcare students, including nursing students, has been designed and conducted. Furthermore, the outcomes of these IPE programs were evaluated. Methods: A scoping review was performed to understand the content and methods of IPE on medication for undergraduate healthcare students, including nursing students. A literature search was done using PubMed, Cumulative Index to Nursing and Allied Health Literature, Embase, Research Information Sharing Service, and Korean Nursing Database in English between January 2000 and December 2022. In total, 14 papers were selected and reviewed. Results: Eleven research studies were conducted on the implementation of one-time IPE on medication safety or errors. Among them, six studies focused on providing IPE to nursing students alongside medical and pharmacy students, while three studies targeted nursing and medical students, and two studies focused on nursing and pharmacy students. The most commonly employed educational method was simulation, which was utilized in 12 studies. All studies consistently reported a positive impact on attitudes toward IPE and effective communication. Additionally, five studies evaluating medication knowledge reported improvements in participants’ understanding of drugs. Conclusion: The effects of IPE related to medication for undergraduate nursing students have been confirmed. It is necessary to introduce IPE in the field of pharmacology.

Purpose: This study developed an interprofessional education (IPE) program for elderly care, and analyzed its effect on healthcare college students. Method: The study was designed using a quasi-experimental method (single group, before and after). The participants were 60 students in the nursing, physical therapy, and biomedical engineering departments.Data were collected using a two-section self-reported questionnaire, and analyzed using descriptive statistics and a paired t-test using SPSS/WIN Statistics version 23.0. Results: Students’ interprofessional attitudes and readiness for IPE learning scores were significantly high. Conclusion: We established that an IPE program can effectively increase interprofessional attitudes and readiness for IPE learning among nursing, physical therapy, and biomedical engineering students

PURPOSE: This study aimed to develop an interprofessional education (IPE) program for nursing and health-related students and evaluate its effectiveness. The findings will provide foundational data for developing IPE programs for various students. METHODS: The participants were 30 undergraduate health-related (nursing, physical therapy, and radiology) students, from September 1 to September 30, 2024. This study used a quasi-experimental method and instruments to measure the readiness for interprofessional learning and interprofessional attitudes. The collected data were analyzed using descriptive statistics and a paired t-test. RESULTS: After completing the IPE program, the students' readiness for interprofessional learning (t = -8.910, p < .001) and interprofessional attitude (t = -3.776, p < .001) were significantly higher than before the program. CONCLUSION: This study suggests that the IPE program for nursing and health-related students effectively increases their readiness for interprofessional learning and interprofessional attitude. Hence, developing and implementing IPE programs with various contents and methods is important.

Purpose: This study aimed to investigate the readiness for interprofessional education and educational needs, develop a pediatric nursing clinical practicum program for interprofessional education, and evaluate its effectiveness. Methods: A survey of total 272 undergraduate nursing students and medical students and a focus group interview were used to explore the need of interprofessional education. An interprofessional pediatric nursing practicum program was developed. The program consisted of three sessions: orientation and ice break (1 h), holo-patient assessment (1 h), and 5 twins team-based learning (2 h). Effectiveness was evaluated among nine nursing and medical students. Data were analyzed by descriptive statistics, the independent t-test, and the Wilcoxon rank-sum paired t-test. Results: The scores of readiness for interprofessional learning in nursing students were significantly higher than those in medical students. And the scores significantly increased after participating in the program (Z=-2.81, p=.005). The overall satisfaction with the program was 4.33 out of 5 points. Conclusion: The interprofessional education program had a positive effect on the readiness for interprofessional learning. This program can have a positive impact on patient safety and quality of care and can contribute to the expansion of nursing education through various teaching methods.