Interprofessional (IP) collaboration is an expected competency for many health professions upon graduation and is a skill that needs to be taught and experienced. Essential elements of IP collaboration include respect, trust, shared decision making, and partnerships. (CIHC 2010, p. 8) An eight hour simulated ward day shift, where students from 3 health professions learned together, was planned and implemented as a pilot event to determine whether the IP event was a sustainable IP learning opportunity. This event was modeled after an earlier IP learning event, a simulated night shift, involving the same health profession faculties.  Provide a safe learning opportunity for health care profession students to learn about, with and from each other in a simulation practice setting  Learn about the roles and responsibilities of other team members  Practice and build team communication skills in an interprofessional student team Simulating A Hospital Ward Day Shift A Student Interprofessional Education (IPE) Collaborative Learning Event F. Jensen RN MSN 1, B. Goodwin RN MN 1, R. Brown MD 2, N. Kleiman BSP MBA 3, R. Usunier RN 2 1 Faculty of Nursing, 2 Faculty of Medicine, 3 Faculty of Pharmacy Faculty representatives from Nursing, Medicine and Pharmacy worked together to plan the IPE event in a the Clinical Learning and Simulation Facility (CLSF) at the University of Manitoba. Prior to the event, students were provided with a short handout, titled “What is IPE?”, which included the current working definition of IPE and the six (6) CIHC collaborative competencies. Eight patient scenarios were role-played by junior medical and nursing students. In advance, students were grouped into 2 IP teams which included medical, nursing, and pharmacy students, patients, and a medical resident. On the morning of the event each patient scenario was shared for the first time with the nursing, pharmacy and medical students and reviewed with the student patients. The students taking on the roles of Nurse, Physician or Pharmacist also were provided with their patient’s chart at the beginning of the shift. During the shift each patient role-played their assigned patient scenario. Shortly into the shift IP team rounds began which were facilitated by the faculty representatives and a medical resident. During the shift, each patient role played a health incident which required collaboration between the IP team members for assessment and management. At the conclusion of the shift, each IP team participated in a de-brief, facilitated by a faculty representative. During the de-brief sessions students responded to set questions and expressed many positive learning moments. When applying the criterion from the “Points for Interprofessional Education System” (PIPES), adapted from the University of Toronto, the IPE Day Shift scored over 55 points which concluded that the IPE Day was a strong IPE event. We believe that we have a sustainable IPE collaborative learning opportunity, which can be embedded into the curricula of the participating health professions, and has the capacity to grow to include more health profession faculties. Canadian Interprofessional Health Collaborative (2010). A National Interprofessional Competency Framework. Retrieved from: University of Toronto, Centre for Interprofessional Education (2013). Points for interprofessional education system (PIPES), Adapted with permission by the UofM IPE Initiative. Retrieved from:  Ms. Fiona Jensen:  Ms. Barb Goodwin: Interprofessional (IP) Student Team Members Introduction Learning Objectives Method Results Discussion and Conclusions References Correspondence Clinical Learning Simulation Facility (CLSF) University of Manitoba Canadian Interprofessional Health Collaborative Competencies (CIHC) Health Profession Students in each IP Student Team (1 team of 10 students) 2 Senior Nursing students (3 rd Year) 2 Medical students (3 rd Year) 4 ‘Patients’ role played by junior nursing and medical students 1 Pharmacy student (3 rd Year) 1 Medical Resident Total Number of Students = 20