Purpose: The objective of this study was to understand nursing and physical therapy students’ attitudes and knowledge of other disciplines before and after participation in an integumentary simulation experience.Methods/Description: Ten 3rd semester entry level nursing students and 49 first year DPT students. Students completed a pre and posttest survey consisting of the Readiness for Interprofessional Learning Scale and several short answer questions. Student participated in a pre-brief consisting of setting the expectations for the experience, establishment of goals and formation of student groups consisting of 3-4 PT students and 1 nursing student. Each group met to discuss the role of each profession and to review the case. Groups went into the simulated hospital ward where 1 PT student played the role of the patient in the bed. Each bed was also provided with a simulated foot which had a wound. Working together the nursing students performed a physical assessment, assessed the patient’s knowledge about diabetes mellitus and provide appropriate education regarding disease process, self-monitoring of blood glucose, and insulin administration and planned nursing interventions. PT students performed a skin/wound assessment, suggest offloading/pressure redistribution/shoe wear recommendations, assessed functional limitations/impairments, and planned appropriate PT interventions. Following the experience nursing and PT students worked together to document the session in the EMR. A post –brief followed the experience which consisted of discussion of the findings and role of each profession.Results/Outcomes: The following questions on the Readiness for Interprofessional Learning Questionnaire had statistical significance on a paired samples t-test (p<.05): shared learning with other healthcare professionals’ increases ability to understand clinical problems, learning with healthcare students would improve relationships after graduation, shared learning helps clarify the nature of patient problems and I would welcome opportunities for interprofessional learning. Qualitative responses showed that students knew very general information about the other profession prior to the experience and post experience they were able to articulate more specific information about the profession and their role in healthcare. Both sets of students indicated they learned about the scope of practice and recognized the potential to benefit the patient, improve communication, and foster teamwork through collaboration. Students recognized the benefit of improved quality of care for patients when professionals work together.Conclusions/Relevance to the conference theme: Our Leadership Landscape: Perspectives from the Ground Level to 30,000 Feet: Students showed increased knowledge of the other profession, appreciated the opportunity for interprofessional learning and are interested in having more interprofessional simulation learning experiences. To understand the effectiveness of Interprofessional simulation education, students’ attitudes and knowledge must be assessed using valid and reliable methods.References: Kameg, K.M., Szpak, J.L, Cline, T.W. & Mcdermott, D.S. (2014). Utilization of standardized patients to decrease nursing student anxiety. Clinical Simulation in Nursing, 10, 567-573. Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks, CA: SAGE. National League for Nursing (2012). A nursing perspective on simulation and interprofessional education (IPE): A report from the National League for Nursing’s Think Tank on using simulation as an enabling strategy for IPE. Retrieved from: http://www.nln.org/docs/default-source/professional-development-programs/a-nursing-perspective-on-simulation-(ipe-nln-invitational-think-tank-report,-2011)-pdf.pdf?sfvrsn=0 Oh, P., Jeon, D.D. & Koh, M.S. (2015). The effects of simulation-based learning using standardized patients in nursing students: A meta-analysis. Nursing Education Today, 35, e6-e15. Sistrunk Crawford, J., & Bates, T. (2015). Infusing interprofessional education in the nursing curriculum. Nurse Educator, 40(1), 16-20. Wamsley, M., et al. (2012). The impact of an interprofessional standardized patient exercise on atittudes toward working in interprofessional teams. Journal of Interprofessional Care 26(1), 28-35.