| Sumario: | In the current model of academic education, nursing and health professions students have limited opportunities to fully participate as care providers in the work setting during traditional clinical rotations. Purpose: This article describes the interprofessional collaborative practice model that facilitated the design and implementation of interprofessional teams of students engaged in interactive experiences to practice team building skills, using person-centered care principles as the conceptual framework. Methods: This initiative joined the National University nurse-led clinic with students and faculty in eight different disciplines, who engaged in both synchronous and asynchronous eight-week sessions to work in interprofessional teams to complete assignments. The health information science students assisted with the development of web-based interactive applications for patient use. The public health students assisted with gathering demographic data, completing community assessments, and designing population-based interventional strategies to address healthcare needs. The healthcare administration students implemented managerial projects; the allied health students set up clinical trials protocol; the complementary health students developed stress and anxiety management using integrative health therapies; the mental health counseling students provided behavioral health approaches to addressing mental health needs; the data analytic students analyzed clinical data findings; and the nursing students performed health assessments, developed plans of care, provided patient education, and interfaced with the clinical staff in the provision of care. Details of learning module contents and the demographic data of studen ts are presented.
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