Abstract
Canadian nursing programs are required to provide Interprofessional Education (IPE) since formal inclusion in the undergraduate curricula in 2012. This multiple case study explored how four undergraduate university nursing programs in Northern Ontario integrated IPE into their curricula, including opportunities and challenges of meeting the new IPE requirements. Data collected and analyzed in the study were: interviews with program directors, focus groups and interviews with faculty members, program documentation and information on websites, and on-site program observations. This paper extends the findings of this study and the themes identified in it. These themes were as follows: 1) varied understandings of IPE, 2) diverse IPE learning activities within curricula, 3) the requirement for support and resources for IPE and research, 4) student participation and leadership in IPE, and 5) limited IPE evaluation (Author names removed for integrity of review process, 2019). In this paper, the themes are explored in further depth through extensive consideration of documentation provided by the involved universities. These resources complement the data derived through interviews and focus groups with faculty and directors. Exploration of these data is a valuable means of illuminating any congruencies and dissonances found in the director and faculty data.
 
Highlights
According to the Centre for Advancement of Interprofessional Education, interprofessional education (IPE) “occurs when two or more professions learn with, from and about each other to improve collaboration and the quality of care” (2002)
The integration of interprofessional education (IPE) into nursing curricula has formally occurred in nursing programs across Canada since the Canadian Association of Schools of Nursing (CASN) included IPE as part of their accreditation standards in 2012 (CASN, 2012)
This study utilized a multiple case study design to explore how four undergraduate university nursing programs in Northern Ontario are integrating IPE into their curricula, including the opportunities and challenges experienced by nursing faculty and program directors during this integration
Summary
According to the Centre for Advancement of Interprofessional Education, interprofessional education (IPE) “occurs when two or more professions learn with, from and about each other to improve collaboration and the quality of care” (2002). Several in t ernational studies report integration of IPE into nursing curricula using similar approaches (Balogun, Rose, Thomas, Owen, & Brashers, 2015; Luebbers, Dolansky, Vehovec, & Petty, 2017; Nasir, Goldie, Little, Banerjee, & Reeves, 2017; Saylor, Vernoony, Selekman, & Cowperthwait, 2016). Despite these findings, there is still a paucity of research on IPE activity in Canadian undergraduate nursing programs in Northern Ontario
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