Purpose : Physical therapist students are not guaranteed equivalent exposure to intensive care unit internship settings. Interprofessional collaboration is a key component for successful outcomes in critical care settings. Furthermore, when caring for patients in this type of setting students need to be prepared for the intensity of the critical care setting, including the acuity and medical stability of the patient, management of multiple lines, alarms, and equipment found in an intensive care unit. The purpose of this special interest report was to describe one program's integration of an interprofessional HFS between physical therapist and nursing students to enhance critical care psychomotor and communication skills, expose students to a mock critical care patient, and to examine students reflections following the HFS laboratory experience.Description : HFS was used in a 2.5 hours lab for Cardiopulmonary Examination and Intervention. Prior to the interprofessional collaboration, DPT students were introduced to HFS by palpating pulses, listening to heart and lung sounds, and identifying pertinent information provided on the critical care monitor; BSN students had previously worked with the HFS using scenarios. The interprofessional collaboration lab included implementation of critical care scenarios in which the students needed to respond to various changing medical conditions including response to a code, stroke, and low glucose levels. DPT students were split into 6 groups during which they observed one case and role played in a different case, while BSN students rotated roles as primary nurse, secondary nurse, and HFS voice. Only one mannequin was available, so students completed other paper cases to fulfill lab time. A hour large group debriefing session was included at the end of the experience.Summary of Use : This retrospective qualitative analysis reviewed reflections completed by BSN and DPT from the 2012-2013 academic year (N=27). Text reflections were analyzed using Colaizzi's seven step method. The following 3 themes emerged from reflections on the HFS experience: (1) realistic, life-like learning experience; (2) valuable learning tool; (3) interprofessional collaboration practice, and (4) DPT students reflection on action. The students consistently reported the desire for more time collaborating and working in smaller groups for future experiences. Small groups work better for additional hands-on time, but it can be challenging for the instructor to create meaningful learning experiences for students who are not participating in the HFS scenario for time management purposes.Importance to Members: The authors believe that the experience is highly useful in advancing the education of entry-level DPT and BSN students. Future research could consider best practices regarding teaching strategies and interprofessional collaboration using HFS. This collaboration could lead to stronger patient-centered care given the sharing of knowledge that occurs across disciplines.