Aim: To explore the perspectives of nursing and pharmacy students on the learnings from clinical interprofessional education and to discuss the feasibility of university-collaborated education using existing field practice structure. Method: A qualitative approach was adopted. Semi-structured interviews of three nursing and three pharmacy students, who participated in a clinical interprofessional education program, were conducted from July to December 2017. Analysis was performed using coding, constant comparison, and by observing the emerging categories. Result: Four categories emerged, including: “empathetic understanding of anxiety,” ”revaluing the meaningfulness of own practice for the patient,” “understanding the professions of both others and oneself,” “incorporating other professional art.” These learnings were related to the characteristics of the clinical interprofessional education such as the differences in their professions, first contact with unfamiliar co-medical students, differences in their experiences in clinical settings, and focus on solving problems of real patients. Conclusion: The learning perceived by the students suggested that introducing university-collaborated clinical interprofessional education into standard field practice could contribute to quality care as well as interprofessional collaboration.

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Purpose: The purpose of this research is to identify the blocking factors and driving factors on organizational climate for interprofessional collaboration in an acute care hospital. Method: Employees of various types of professional backgrounds in the target hospital accessed the survey system built on the cloud, and commented freely on predetermined questions. Researchers used KH Coder 3 to perform word frequency analysis and word co-occurrence network analysis on the collected text data. Result: One hundred and ninety-two （192） sentences and 1409 words were obtained to describe blocking factors and, 170 sentences and 1469 extraction words were obtained to identify driving factors. Conclusions: （1） Intimidating attitude /Do not share information, （2） Role recognition disagreement between nurse and pharmacist, （3） Uncreative conference, （4） Reading what person in power is implying / keep yourself from being criticized, were identified as blocking factors on the organizational climate, and （1） Free and open exchange of ideas, （2） Active communication between professionals, （3） Mutual listening, and （4） Sharing thoughts were identified as driving factors to interprofessional collaboration.

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Interprofessional education for first-year medical and nursing students has been developed at Gifu University School of Medicine. As part of their training, students reviewed case studies together, discussing approaches to treatment of patients with developmental hip dysplasia from four perspectives: that of a doctor and a nurse in an orthopedic ward, that of a doctor in internal medicine, and that of a nurse in a rehabilitation ward. Groups consisted of six medical and four nursing students. Each group participated in role-play and group discussions regarding the case studies. Students selected one of the four above perspectives and then created a role for the supposition conference. At the supposition conference, students realized that different professionals and specialties utilize different sources of information and approaches to patient treatment. Moreover, they realized the importance of information sharing among professionals for patient-centered care. Encouraging such awareness, especially among first-year students, is essential to establishing a foundation for future learning and interprofessional collaboration.

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