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High-risk medications were administered to older fallers. Doses administered and EMR default doses were often higher than recommended. Decreasing EMR default doses for individuals aged 65 and older and warnings about the cumulative numbers of high-risk medications prescribed per person may be simple interventions that could decrease inpatient falls.

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This article describes an innovative post-master's advanced certificate in gerontology program developed by the Hartford Institute for Geriatric Nursing at the New York University Rory Meyers College of Nursing. The program provides advanced practice registered nurses geriatric content to meet eligibility criteria for the Adult-Gerontology Primary Care NP certification exam and develops interprofessional care providers to care for complex older adults.

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This symposium will highlight aspects of a HRSA-funded interprofessional education model bringing together post master's nurse practitioners and primary care medical residents to learn about team-based comprehensive care for older adults. Interprofessional education and improved collaboration at healthcare delivery sites is a critical component of the healthcare system. The majority of studies about interprofessional education explores students at the undergraduate level and relevant challenges. Contrarily, graduate students in the health professions often come to their studies with previous life and work experiences, within and outside of healthcare that may influence their views about interprofessional education and collaboration with other professionals. Preparing primary care providers who support the modification of common practice to enhance comprehensive coordinated geriatric care requires the adaptation of interprofessional practice and geriatric knowledge and skills into educational initiatives. One session will describe innovative didactic and clinical strategies implemented in nurse practitioner and medical residency programs, including responses to interprofessional education and practice online modules and approaches to geriatric virtual patients. The second session will present information obtained from nurse practitioner and medical resident Objective Structured Clinical Examination (OSCE) standardized patient checklists and evaluations. The third session will describe how the Interprofessional Team Collaborative Collaboration Scale was used and evaluated in two interprofessional educational academic programs. The final session will present findings from Attitudes Towards Healthcare Teams scale and the impact of an interprofessional education and practice curriculum on advanced learner attitudes. This presentation highlights evaluation components of a one-week intensive interprofessional course, a shared experience between nurse practitioners (NPs) and medical residents using innovative didactic and clinical experiences and educational technology. The course serves to increase the number of NPs and primary care medical residents with gerontological competencies and interprofessional expertise to enhance primary care to vulnerable, underserved older adults. We will present data including (1) evaluations of interprofessional didactic geriatric content; (2) responses to online learning interprofessional education and practice module questions; (3) evaluation of shared clinical experiences; and (4) responses to geriatric virtual patient case questions. EVALUATING NURSE PRACTITIONERS AND PHYSICIANS IN INTERPROFESSIONAL PRIMARY CARE OF OLDER ADULTS USE OF OBJECTIVE STRUCTURED CLINICAL EXAMINATIONS TO PRACTICE INTERPROFESSIONAL SKILLS NYU School of Medicine, NY, New YorkObjective Structured Clinical Examinations (OSCE) offer a performance-based platform to address and practice interprofessional skills. As part of an inter-professional geriatric experience, 20 learners (14 primary care medical residents ...

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