Inter professional Education (IPE) Assignment
Discussion of Two Technology-Enhanced Teaching-Learning Activities Demonstrating Specific Interprofessional Communication Competency (Domain 3)
Interprofessional Education (IPE) is an integral part of the teaching of healthcare professionals who include nurses, occupational therapists, physical therapists, and so on. Thus in achieving this education, these healthcare students must meet thr core competencies for interprofessional collaborative practice as set by thr interprofessional education collaborative or IPEC (Chen et al., 2017). This paper looks specifically at the interprofessional communication competency found in the third domain of expected competencies. It does this by discussing two activities that enhance the achievement of this competency in online teaching-learning ob Blackboard learning management system or LMS.Inter professional Education (IPE) Assignment
To offer holistic and effective care, all health professionals must appreciate the power of communicating with other team members. This involves appreciating team communication, distribution of roles, and accountability. Fir the completely online asynchronous healthcare students, one activity that can help achieve this is the use of simulated scenarios and real-time vudeos to illustrate concepts. Apart from simulations, educational games can also be played in thr virtual world with each of the students playing a part (Chen et al., 2017; Mastrian et al., 2011). This activity is facilitated by Blackboard’s interactive user interface with the course instructor as the moderator. The rationale in this is that to effectively play a game or engage in a simulated scenario, the students will have to communicate with their peers from the other disciplines who are in this same class. They therefore learn to internalise the significance of Interprofessional communication and acquire the competency. That different health disciplines are taught and trained on how to communicate with one another is a fact that cannot be overemphasised (IECEP, 2011). In this, a mastery of different technological facets is paramount. This is what is achieved by the different simulative activities and games on the Blackboard LMS. Being initially a course management system, the enhanced ability of Blackboard to diagnose student preferences and learning habits effectively qualifies it as a formidable LMS able to impart the competency of Interprofessional communication (Mastrian et al., 2011).
The second activity that can be engaged in online by healthcare students on Blackboard and geared to achieving interprofessional communication competency is role play. This is where the faculty member who is the instructor assigns roles to the different students who then play the roles as in real life. For instance, the RN, the occupational therapist, and the physical therapist may play roles in a situation in which a patient gets hurt at their place of work. This patient will need nursing care, treatment, rehabilitation, and education on safety at the workplace. By having these three categories of students play their roles in managing this patient in a virtual world, interprofessional communication is fostered. Blackboard accords this functionality through its live collaboration and social learning which incorporate discussion boards (Blackboard Inc, 2014). Also, role play and hence communication is enablex and facilitated by Blackboard’s collaborate application which can be downloaded online and installed (Theyerl, 2012). In all this, the instructor remains instrumental in guiding the role play and giving direction. All activities happening in an asynchronous fashion online without face-to-face interaction.Inter professional Education (IPE) Assignment
Blackboard Inc. (2014). Teaching and learning with Blackboard [Video file]. Retrieved 17 October 2019 from https://youtu.be/24I2SYfHLdk
Chen, A.K., Dennehy, C., Fitzsimmons, A., Hyde, S., Lee, K., Rivera, J…. & Wamsley, M. (2017). Teaching interprofessional collaborative care skills using a blended learning approach. Journal of Interprofessional Education & Practice, 8, 86-90. Doi: 10.1016/j.xjep.2017.07.002
Interprofessional Education Collaborative Expert Panel [IECEP] (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative.
Mastrian, K.G., McGonigle, D., Mahan, W.L., & Bixler, B. (2011).Integrating technology in nursing education: Tools for the knowledge era. Sudbury, MA: Jones Bartlett Publishers, LLC.
Theyerl, P. (2012). Blackboard collaborate – Introduction to the virtual classroom [Video file]. Retrieved 17 October 2019 from https://youtu.be/faOzpFZhBFE
Inter professional Education (IPE) Assignment