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Background: Gamification is an approach that can be used to introduce interprofessional collaboration in nursing and health science. Card games are an effective and convenient way to educate students about clinical professions. Purpose: We compared the perception of an experimental group of students who played an educational card game to a control group that played an uninstructive card game. Methods: College students (n = 148) from nursing and health science majors consented to play a 30-minute card game and complete a 13-item survey. Results: Perceptions of the card game were significantly better for students in the experimental group who played the interprofessional collaboration game than for those in the control group (t = 10.33, P < .001). Survey subscales were rated significantly higher for respondents who played the interprofessional card game. Conclusions: The use of an innovative card game teaching strategy significantly increased the perception of interprofessional collaboration among college students. [ABSTRACT FROM AUTHOR]

Background: Health care reform promotes interprofessional patient-centric health care models associated with improved population health outcomes. Interprofessional education (IPE) programs are necessary to cultivate collaborative care, yet little evidence exists to support IPE pedagogy within nursing and other health science academia. Method: This quasiexperimental study examined differences in pre- and posttest Readiness for Interprofessional Learning Scale (RIPLS) scores following an IPE intervention. The IPE intervention consisted of a video presentation and a debriefing session after a simulated interprofessional collaborative patient care conference that introduced baccalaureate nursing and health science students to the roles and responsibilities of clinicians in team-based primary care. Pre- and postintervention RIPLS scores were analyzed. Results: Pre- and postintervention RIPLS scores increased across all subscales, with distinct variation between nursing and health science student subscales. Conclusion: This IPE intervention had positive effects on students' readiness for interprofessional learning. Additional research is warranted to support health science pedagogy. [J Nurs Educ. 2024;63(5):304–311.] [ABSTRACT FROM AUTHOR]

This paper draws on cultural gerontology and literary scholarship to call for greater academic consideration of age and ageing in our imaginations of the future. Our work adds to the development of Critical Future Studies (CFS) previously published in this journal, by arguing that prevailing ageism is fuelled by specific constructions of older populations as a future demographic threat and of ageing as a future undesirable state requiring management and control. This paper has two parts: the first considers the importance of the future to contemporary ageist stereotypes. The second seeks potential counter representations in speculative fiction. We argue that an age-aware CFS can allow us not only to imagine newfutures but also to reflect critically on the shape and consequences of contemporary modes of relations of power.