Using Situated Learning, Community of Practice, and Guided Online Discourse in Healthcare Education for Learning Effective Interprofessional Communication

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The problem exists that there are no education initiatives focused on teaching and taking into practice the skills of effective interprofessional discourse in this online, asynchronous, professional environment. The purpose of this study was to examine whether it is possible for students in the health professions to learn to practice effective interprofesssional online discourse in an electronic health record. This was a mixed methods study that included both quantitative ad qualitative inquiry underpinned by post positivism and used a method triangulation research design model. Both quantitative and qualitative data were collected and analyzed from an educational intervention and simulated electronic … continued below

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Krumwiede, Kimberly A.H. December 2016.

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  • Krumwiede, Kimberly A.H.

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The problem exists that there are no education initiatives focused on teaching and taking into practice the skills of effective interprofessional discourse in this online, asynchronous, professional environment. The purpose of this study was to examine whether it is possible for students in the health professions to learn to practice effective interprofesssional online discourse in an electronic health record. This was a mixed methods study that included both quantitative ad qualitative inquiry underpinned by post positivism and used a method triangulation research design model. Both quantitative and qualitative data were collected and analyzed from an educational intervention and simulated electronic health record exercise. The students' perceptions of their practice in an electronic health record did not necessarily match their knowledge and skills in this group of students. Emergent themes from the study pointed in the possible direction of perceived value of the exercise, prior experience in an electronic health record, and logistical barriers to the activity. Perceived time constraints was a particularly strong concern of the students. The emergent themes might be valuable considerations for other interprofessional programs looking to implement similar activities concerning the electronic health record.

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  • December 2016

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  • Feb. 19, 2017, 7:42 p.m.

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Thumbnail image of item number 1 in: 'Using Situated Learning, Community of Practice, and Guided Online Discourse in Healthcare Education for Learning Effective Interprofessional Communication'.
Thumbnail image of item number 2 in: 'Using Situated Learning, Community of Practice, and Guided Online Discourse in Healthcare Education for Learning Effective Interprofessional Communication'.
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Thumbnail image of item number 4 in: 'Using Situated Learning, Community of Practice, and Guided Online Discourse in Healthcare Education for Learning Effective Interprofessional Communication'.

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Krumwiede, Kimberly A.H. Using Situated Learning, Community of Practice, and Guided Online Discourse in Healthcare Education for Learning Effective Interprofessional Communication, dissertation, December 2016; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc955043/: accessed May 26, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .

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