Abstract

Interprofessional education (IPE) is a collaborative framework that enhances teamwork, communication, and role clarity. The quality improvement Doctor of Nursing Practice (DNP) project addressed gaps in the underutilization of IPE opportunities in higher education by implementing three structured workshops for undergraduate nursing and dental health students. The aim was to design, implement, and evaluate an IPE initiative to strengthen interdisciplinary collaboration and prepare students for interprofessional practice. A mixed-methodology approach with a sample of 12 students was utilized. Pre- and post-surveys (SPICE-R2 and ICCAS) and structured reflection were used to measure changes in students’ confidence in collaborative skills and attitudes toward IPE. The statistical analysis used paired t-tests and rank-based t-tests to compare pre- and post-intervention scores and evaluate differences in the data. The results for SPICE-R2 (M = 41.33, SD = 4.54, p = .002 [one-tailed], with a large effect size, d = 1.047) and ICCAS (M = 86.25, SD = 15.55, t(11) = 3.45, p = .003, with a large effect size, d = 0.996) were significant at a level of 0.05. Qualitative data were analyzed using grounded theory methodology, with interrater reliability checks to enhance dependability. The results provide evidence that structured IPE interventions enhanced participants’ interprofessional attitudes and competences, and had a significant impact, particularly on understanding professional roles and recognizing the impact of collaboration on patient outcomes. The results of this DNP project suggest that structured IPE workshops increased participants’ knowledge, skills, and perceptions of IPE. The results from this QI DNP project will inform future curriculum development and serve as a replicable model for integrating IPE into healthcare disciplines, aligning with the Interprofessional Education Collaborative competencies and national standards.

Author Details

Jennifer Adrian Rossetti, DNP(c), CCRN, CHSE, CNE, RN, is an Assistant Clinical Professor at Northern Arizona University. She has over 20 years of clinical experience in critical care, including neonatal, pediatric, and adult populations. Her scholarly interests include nursing education, interprofessional education, the integration of evidence-based teaching strategies to support student transition to practice, and the innovative and ethical integration of artificial intelligence into nursing education and healthcare environments.

Sigma Membership

Lambda Omicron

Type

DNP Capstone Project

Format Type

Text-based Document

Study Design/Type

Quality Improvement

Research Approach

Mixed/Multi Method Research

Keywords:

Interprofessional Education, Interdisciplinary Education, Interprofessional Collaboration, Workshop-Based Learning, Experiential Learning, Learning Strategies, Adult Education Workshops, Nursing Education

Advisor

Suzanne McWilliams

Degree

DNP

Degree Grantor

Northern Arizona University

Degree Year

2026

Rights Holder

All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.

Review Type

None: Degree-based Submission

Acquisition

Self-submission

Date of Issue

2026-05-18

Full Text of Presentation

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Available for download on Thursday, November 18, 2027

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