Objectives： The aim of this study is to evaluate self-assessments and learning among students from the “Introduction to Team Care II” course, and to examine its potential for developing interfaculty professional educational programs in the future for the faculty of nursing. Methods：Data were collected from 83 nursing students, before and after they took the course “Introduction to Team Care II.” The descriptions of “self-evaluation of interprofessional education” and “learning” on the worksheet were analyzed for both these conditions. The section on learning consisted of 154 codes, 18 subcategories, and 7 categories, with 35 items on “mutual understanding and respect between professions” and 24 items on “grasping the subject in various aspects.”Results: Scores for all items increased after taking the course. The highest increase post taking the course was seen in item 8, while the lowest was seen in item 1. Conclusions：During self-assessment, the mutual understanding and respect between professions increased, which is indicative of learning, mutual understanding, and respect for others. We will continue to evaluate and maintain cooperation between teachers inside and outside of the university by developing a program that is appropriate for the revised curriculum.

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［Purpose］ The study proposes a rural interprofessional education （IPE） model that provides a wide range of care for the problems and needs of local residents and elucidates achievement and issues through multidisciplinary cooperation. ［Method］The model was formulated on the basis of the medical IPE model to create the curriculum. Furthermore, the adaptability of faculty members and learning effects on students were examined based on a list of themes and rubric for students. ［Results］Analogical inference of the adaptability of teachers based on themes and related information indicates that many faculty members expressed understanding of the process of the systematic learning of three aspects, namely, laying the foundation for collaboration, conducting activities in collaboration with rural communities, and promoting multidisciplinary cooperation. Moreover, the faculty members implemented various activities. According to the rubric-based evaluation, an increase of the level of achievement with respect to improvement of quality of care and collaboration was confirmed. ［Conclusion］ The study provided evidence of the positive results of the model. However, the consolidation of the interpretations of multidisciplinary cooperation using the rural IPE model, such as the differences in faculty members’ interpretations regarding setting themes and complexities in accrediting volunteers, remains challenging.

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