This narrative account exhibits our development of teaching praxis in the story of teaching innovation, and highlights some of the challenges and opportunities within IP learning in undergraduate education.

Effective interprofessional learning programmes are imperative to promote collaborative practice amongst health care professionals. Stroke units are ideal learning environments for practice-based interprofessional education.

Relevance:A blended-learning 15 credit module (Interprofessional Working in Acute Care -IWAC) has been developed as an optional module for pre-qualification medical, nursing and physiotherapy students to explore and develop the non-technical and technical skills essential for effective collaborative working in an acute care setting. Its fundamental aim is to enable students to achieve optimum patient outcomes as well as provide sensitive support for both the patient and their family at a time of health crisis.Purpose: The module aims to provide students with learning opportunities to develop, practice and reflect upon the skills for effective, collaborative and patient-centred interprofessional (IP) working in acute care.Approach/Evaluation: A blended, technology-enhanced learning (TEL) approach is adopted: web-based resources to facilitate self-directed learning, clinical observation, simulation-based teaching, collaborative peer group working and reflective practice. High fidelity clinical simulation is a core element of the module using acute care scenarios that were designed so that they could not be managed successfully without IP collaboration. Each student is allocated to an IP group (comprising one student from each professional group) and an IP assignment is part of the assessment. This is a collaborative presentation from each IP group where students reflect on the role of a student from a different profession as well as the non-technical skills utilised to manage the presenting acute care scenario. A mixed method evaluation strategy using feedback from students through national student surveys and module questionnaires has informed module development.Outcomes: IWAC has been a popular optional module and is usually oversubscribed within all faculties. Students have commented favourably on their experience: 100% of students who completed the module in 2014/5 strongly agree that being part of a mixed professional group enhanced learning in this module and that they have gained greater awareness of other healthcare professionals' roles and responsibilities. The value of developing and honing communication skills in a safe yet pressurised simulated environment is a core theme in evaluation data, with 95% of students strongly agreeing that clinical simulation supported integration of knowledge, skills and decision making. Faculty report challenges timetabling students and facilitators from three difficult faculties with differing and often evolving timetables and regret that it is not currently possible to offer this learning opportunity to all senior students. The quality of the simulation experience reported is dependent on availability of highly skilled facilitators and has human resource implications.Discussion and conclusions: Experience and evaluation has prompted open discussion and reflection amongst both students and faculty as to opportunities to extend collaborative learning through simulation to other areas of practice. Enabling students to provide safe, optimal and patient centred care across th...