A problem-based learning approach combined with standardized patients was effective in enhancing HIV/AIDS interprofessional role perception, enhancing attitudes towards collaboration and interprofessional approaches to HIV/AIDS care and fostering confidence in teamwork skills among pre-licensure health sciences students.

This paper explores a night nursing sub‐culture which is struggling to survive. The context is the NHS in the UK. This exclusively female group within an organization numerically dominated by women evokes hostile reactions from other cultural groups within the NHS, based on its perceived espousal of ‘female’ ways of being. Increasingly threatened by the new managerialism of the NHS, the permanent night shift faces extinction as a group. This paper describes the night nurse culture as it exists in a general hospital and offers some insights into the way that gender relations evolve to sustain male power in an organization where women are numerically dominant.

Background Interprofessional education is directly linked to high-quality patient care, however, it remains unclear whether senior undergraduate medicine, nursing, and pharmacy students are ready for interprofessional education using high fidelity human patient simulators. Purpose The purpose of this study was to explore student’s readiness for interprofessional learning and determine whether participation in high fidelity interprofessional education resulted in higher levels of readiness for interprofessional learning. Methods An interventional program starting with a pre-test before the program and a post-test after the program ends were designed with 24 students. The students were assigned to seven interprofessional teams. Each team participated in a high fidelity interprofessional education module designed to teach the clinical management of an adult patient experiencing acute anaphylaxis. The Readiness for Interprofessional Learning Scale (RIPLS) was used as the pre and post-test instrument. Results Prior to participation, students reported a high level of readiness for interprofessional learning, but that readiness significantly improved after participation, including more positive attitudes towards teamwork, enhanced communication skills, and improved respect and trust for team members. Conclusions The findings from this study show a higher level of readiness for high fidelity interprofessional learning using human patient simulators among senior undergraduate medicine, nursing, and pharmacy students. These findings support the integration of high fidelity interprofessional education into undergraduate medicine, nursing, and pharmacy undergraduate education programs.

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