Chapter Summary
IPE has numerous and varied models of delivery. Overall, IPE programs should be grounded in theory; provide opportunities for students to learn about, from, and with each other; and be formally assessed. Pedagogy designed to help learners from multiple professional programs learn about, from, and with each other requires intentional design to provide authentic collaborative learning. These learning activities, best cocreated by an interprofessional teaching team, must consider profession mix, learner level, institutional context, and available resources. They can occur in face-to-face, remote or online, or clinical settings. Reflection and debriefing are essential to optimizing the impact of these activities on student learning. Assessment is a necessary component of IPE and can provide opportunities for collaborative scholarship. It is hoped that IPE can help prepare collaboration-ready health professionals to enter a dynamic, evolving health care system.
Chapter 2 has provided a thorough grounding in the tenets of IPE and some of the models used in delivery. The next chapter presents professional development, examining the models, competencies, initiatives, and continuing professional education necessary for IPE and IPCP success.
One of the topics discussed was the need to alter the deliver models based on the needs of the learner. With that in mind, discuss the following:
“Postprofessional or postlicense learners are those who are already practicing in their respective professional field. How might their needs differ from those of the prelicense learner? How might the two populations be interwoven into one IPE program?”
Initial post due by Friday; Peer responses by Tuesday, 1159 EST.
NSG 4000 Discussion Board Assignment Descriiption and Rubric 7.12.2021.pdf Download NSG 4000 Discussion Board Assignment Descriiption and Rubric 7.12.2021.pdf
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