INTERPROFESSIONAL EDUCATION IN DENTISTRY AND NURSING: BARRIERS, OUTCOMES, AND PATHWAYS TO COLLABORATION

AHMED DAKHILALLAH ALZAHRANI, HANAN SALEEM AL MUTAIRI, MESHARI SAUD M. ALHARBI, SAHAR NASSER ALSHAHRANI, MOTEB MAUOYF ALQORASHI, ASHWAQ ABDULLAH ALSHEHRI ,HANI MOHAMMED DAKHIL ALTHAQAFI, FATIMAH AHMED ALENEZI, FAWZIAH HASSAN ALSUFYANI, AMAL ABDULLAH BRAHIM ALFOUZAN, ABDULLAH IBRAHIM RAJA ALOTAIBI, ABDULRHMAN MOHAMMED AL OTAIBI

Interprofessional education (IPE) between dentistry and nursing represents a critical pathway to improve comprehensive patient care by addressing the well-established oral-systemic health connection. This literature review examines the current status, barriers, outcomes, and pathways to enhance collaboration in dental-nursing IPE. Despite growing recognition of IPE's importance, significant challenges persist, including institutional silos, scheduling conflicts, professional culture differences, faculty preparation gaps, and curriculum overload. Evidence suggests that well-designed IPE experiences positively influence student knowledge, attitudes, and clinical skills, with studies reporting improved oral health assessment capabilities among nursing students and enhanced understanding of systemic conditions among dental students. Successful implementation strategies include competency-based frameworks, case-based learning, simulation technologies, community-based experiences, and strong institutional support. Future directions require attention to rigorous outcome assessment, technology integration, policy development, and cultural adaptation. As healthcare evolves toward more integrated approaches, dental-nursing IPE will become increasingly vital to prepare professionals who can collaborate effectively across disciplinary boundaries to improve patient outcomes. This review synthesizes current evidence and provides recommendations for educational institutions seeking to develop or enhance interprofessional learning experiences between these disciplines.