In preparation to become a healthcare professional, clinical experiences are one of the most crucial aspects of translating didactic coursework into clinical practice (Brown et al., 2016). It is recognized that students with integrated emotional intelligence (EI) are identified as performing higher at providing individualized, meaningful, and culturally sensitive care (Mckenna and Mellson, 2013). It can be concluded that health care students need integrated emotional intelligence skills in…

Background: Successful large enrollment Interprofessional Education (IPE) programs benefit from the expertise of skilled facilitators; however, finding talented facilitators can be challenging. As Registered Nurses, Doctor of Nursing Practice (DNP) students typically have years of work experience, making them ideally suited to serve as advanced peer facilitators for IPE offerings. Baccalaureate and DNP nursing programs emphasize interprofessional partnerships as core knowledge required of…

Background: The value of emotional intelligence (EI) in the interprofessional learning environment (IPLE) is well documented. However, many educators and learners are unaware of tools that exist to assess the strengths and weakness of the individual learner’s EI skills. By utilizing a validated EI self-assessment and measurement tool in the IPLE, both educators and learners can potentially identify and align the educational intervention to address the learner’s specific area of EI weakness…

Background, including statement of problem, and aims - Advancing health equity requires collaboration among interprofessional stakeholders. However, the structure and function of some healthcare systems can create barriers to effective collaboration and interprofessional practice and education. The Primary Care Transformation Executive (PCTE) Fellowship at A.T. Still University School of Osteopathic Medicine in Arizona (ATSU-SOMA) provides professional development and opportunities…