Table 1.

Qualitative data pre-IPE for the intervention and control groups: awareness of roles, expertise and responsibilities; nursing and medical students’ concerns about IPE; curriculum topics

Qualitative data Pre-IPE	Intervention group		Control group
	Nursing students	Medical students	Medical students
Role (of the ‘other’)	Doctor: Diagnosis and treatment of the patient	Nurse: Provides practical care Provides support for the patient	Nurse: Provides practical care Communicates patients’ issues Implements medical plans and working with doctors
Expertise	Doctor: Clinical knowledge	Nurse: Patient care and monitoring Medical knowledge Safeguarding Patient comfort Patient concerns	Nurse: Knowledge of patient needs Practical care and management Communication skills
Concerns about IPE	Concerns: To have inadequate knowledge Being undermined Being intimidated Judged to be inferior Not being taken seriously by medical students Anticipation of a hierarchy within the group Example comments: ‘Nervous I will not have enough clinical knowledge to contribute effectively and they will judge’ ‘Personally I am intimidated learning alongside medical students’	Concerns: Tailoring learning to both student groups and its effectiveness Groups will have very different learning objectives, expectations and barriers Appearing proud or arrogant to their nursing student colleagues Example comments: ‘We need to learn different things’ ‘Appearing arrogant, pretentious, condescending, proud’	Similar results to medical students in the intervention group
Curriculum topics	Communication Ethics Case-based teaching Teamwork Clinical skills Assessment and management of the acutely unwell patient	Communication Ethics Case-based teaching Assessment and management of the acutely unwell patient	Communication Assessment and management of the complex patients and situations

IPE, interprofessional education.