In 2010, the Institute of Medicine proposed interprofessional education (IPE) as an approach for health-care professionals and health professions students to develop teamwork, collaboration, and communication skills (O'Leary et al., 2020; Reeves et al., 2016). IPE is students from two or more professions learning with, from, and about each other to promote effective collaboration and improve health outcomes (World Health Organization [WHO], 2010, p. 10). IPE that fosters the development of such skills leads to more effective interprofessional collaborative practice (IPCP) (Lutfiyya et al., 2019; Zipp et al., 2021). IPCP is when “multiple health workers from different professional backgrounds provide comprehensive services by working with patients, their families, carers, and communities to deliver the highest quality of care” (WHO, 2010, p. 13).

Efforts to reform nursing education remain a priority in both private and public sectors, as nursing is the largest professional discipline in the U.S. health-care industry (National Academies of Sciences, Engineering, & Medicine, 2021). IPE in prelicensure curricula, including interprofessional practice (IPP) experiences in clinical learning environments, promotes the development of IPCP competencies to increase the likelihood that students graduate ready for collaborative practice (Brewer et al., 2017; O'Leary et al., 2020). Adopting WHO's (2010) definition, IPP is health-care workers, including students, from diverse educational backgrounds working together to deliver high-quality care (Hinderer et al., 2016; Lutfiyya et al., 2019; WHO, 2010, p. 13). IPCP implies greater collaboration between team members, as IPP may simply describe health-care professionals from different disciplines working together to provide health care (Hinderer et al., 2016; O'Leary et al., 2019).