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Related Experiment Video

Updated: May 13, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Developing Interprofessional Competence Through a Scaffolded Undergraduate Honors Course.

Jennifer A Hart¹

¹College of Health and Human Services, School of Nursing, Salisbury University, Salisbury, Maryland.

The Journal of Nursing Education

|May 12, 2026

Summary

This summary is machine-generated.

This study developed an undergraduate honors course to enhance interprofessional education (IPE) for health professions students. The portfolio-based approach fostered collaborative skills and readiness for team-based care.

Related Experiment Videos

Last Updated: May 13, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Area of Science:

Health Professions Education
Interprofessional Collaboration
Curriculum Development

Background:

Interprofessional education (IPE) is crucial for team-based healthcare.
Limited structured undergraduate IPE opportunities exist, especially in honors programs.
Preparing students for collaborative care requires innovative educational models.

Purpose of the Study:

To describe the development and implementation of an undergraduate honors course focused on IPE.
To align the course with the Interprofessional Education Collaborative (IPEC) Core Competencies.
To utilize constructivist learning theory and student-centered pedagogy.

Main Methods:

An undergraduate honors course was designed and implemented for nursing, social work, and health sciences students.
The course employed a portfolio-based approach emphasizing research synthesis, reflection, and collaborative inquiry.
Scaffolded, student-centered pedagogy was central to the course design.

Main Results:

Student portfolios and feedback indicated strong engagement with IPE concepts.
Participants showed growth in research literacy and early development of professional identity.
The course successfully supported skill development and was feasible across disciplines.

Conclusions:

A scaffolded, portfolio-based honors course effectively builds foundational interprofessional competencies.
This model prepares students for team-based learning and collaborative practice.
The approach is transferable for integrating IPE into undergraduate health professions curricula.