Purpose : This study aims to develop an interprofessional education (IPE) simulation module and explore the effect of IPE on nursing and health science students. Method : In this study, simulation on IPE was developed, and IPE practice was adopted for students of nursing and health science (clinical pathology, health administration, occupational therapy, physical therapy, radiology). In December 2019, the satisfaction, self-confidence, and learning flow of 119 students were analyzed as a descriptive study by applying the convergent design of a mixed study. Students’ learning experience was explored through group debriefing and individual self-reflection journals. Results : Flow was positively correlated with satisfaction (r＝.66) and self-confidence (r＝.81), whereas positive correlation was found between satisfaction and self-confidence (r ＝.70). The significant predictors of the flow in learning were the satisfaction (β＝.15) and self-confidence (β ＝.70). The theme was derived from three core themes and eight sub-themes, with “Be a healthcare professional approached as a team, who collaborate and communicate for the patient’s health with mutual respect” proving to be the one that students assimilated. Conclusion : When designing an IPE simulation module, realistic IPE-simulated practice modules promoting inter-professional interaction should be developed, and their effectiveness should be continuously evaluated.