The Intraprofessional Practice Education (IPE) pilot project was designed to increase the number of high-quality practice education settings and to develop intraprofessional learning opportunities for nursing students from three different prelicensure programs. Students from the licensed practical nurse, registered nurse, and registered psychiatric nurse programs shared their practice education experience concurrently in a rural First Nations community. This project’s framework, the Partnership Model for Community Health Nursing Education (PMCHNE), is described and includes an explanation of the planning and coordination that occurred prior to implementation of the pilot project. Various student practice education and cultural experiences are highlighted, and the results from the project’s evaluation are discussed, including the utility of the PMCHNE and the benefits and challenges associated with implementing an IPE experience.
Ms. Hoffart is Psychiatric Nursing Instructor, Ms. Kuster-Orban is Adjunct Professor, Ms. Spooner is Practical Nursing Instructor, Saskatchewan Institute of Applied Science and Technology, Regina; and Ms. Neudorf is a registered nurse, Prince Albert, Saskatchewan, Canada.
The authors have disclosed no potential conflicts of interest, financial or otherwise.
This project was funded by the Saskatchewan Ministry of Advanced Education Employment and Labor. The authors thank Dr. Susan McClement, Saskatchewan Institute of Applied Science and Technology, Nursing Division Scholar-in-Residence, for her feedback on earlier drafts of this article.
Address correspondence to Caroline Hoffart, MHRD, RPN, Psychiatric Nursing Instructor, Saskatchewan Institute of Applied Science and Technology, PO Box 556, 4635 Wascana Parkway, Regina, SK S4P 3A3, Canada; e-mail: firstname.lastname@example.org.