INTRODUCTION The purpose of this study was to assess changes in attitudes toward interprofessional collaborative competency attainment of undergraduate dietetics, gerontology/long term care administration, and occupational therapy assistant (OTA) students as a result of participating in a problem-based simulated nursing home dining experience. METHODS A one-group quasi-experimental post-test design, with convenience sample, was used in this study. Forty-three students completed the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) tool, a validated 20-item scale measuring attitudes toward interprofessional collaborative competency attainment. The ICCAS assesses six competencies: communication, collaboration, roles and responsibilities, collaborative patient/familycentered approach, conflict management/resolution and team functioning. A paired-sample t-test was conducted to evaluate the impact of the dining simulation on students’ ICCAS responses. RESUlTS A statistically significant increase was found in the ICCAS summative score from the retrospective look designated as Time 1 (M=108.95; SD=19.76) to Time 2 [M=127.65; SD=17.86, t(42)= -8.63, p<.0005]. CONClUSION The results of this study have potential implications for educators, practitioners and researchers. Careful planning during case development enhanced the realism and accuracy of the simulation. This nursing home dining simulation using problem-based case scenarios was found to be an effective method of promoting interprofessional collaborative competencies with a unique group of healthcare students. Received: 04/11/2016 Accepted: 12/14/2015 © 2016 Arvin et al. This open access article is distributed under a Creative Commons Attribution License, which allows unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. H IP & Interprofessional Education Nursing Home Dining Simulation ORIGINAL RESEARCH 2(4):eP1078 | 2 Introduction Healthcare educators in academia are challenged with meeting complex discipline-specific standards while also incorporating interprofessional skill development into their curricula. Interprofessional education (IPE) and healthcare simulation (HCS) can be used to promote collaboration and teamwork among students of multiple disciplines. Although IPE and HCS have been in existence for decades as unique fields, research exploring how these two fields overlap is relatively new (Palaganas, Epps, & Raemer, 2014). Research in this area has primarily involved medical students, nursing students, physical therapy students, and pharmacy students (Buckley, Hensman, Thomas, Dudley, Nevin, & Coleman, 2012; Efstathiou & Walker, 2014; Kyrkjebo, Brattebo, & Smith-Strom, 2006; Stephens et al., 2011) and, to date, does not include IPE nursing home environment simulations. The purpose of this study was to assess changes in IPE attitudes and competence among undergraduate dietetics, gerontology/long term care administration, and occupational therapy assistant students who participated in a problem-based simulated nursing home dining experience.