Columbus Publishers

International Journal of Nursing and Health Care Science

Volume 01: Issue 14

Boyce PS, et al.

## Asynchronous Modalities

IPE experiences that involve independent learning are considered asynchronous. This can include student reading materials [15], watching videos [16], participating in discussion boards [17] or other online modules [18] either as the entire IPE experience or as a component of a synchronous or live event (see Hybrid Modalities).

## Synchronous Modalities

IPE experiences in which learners conduct an activity together are considered synchronous. These modalities include live in-person, online or virtual technology and virtually simulated experiences.

Live in-person. Based on a review of the literature, live, in-person learning was the most common type of IPE experience prior to COVID-19. These events occurred in the classroom, in the community to simulate a disaster scenario or other clinical event [19], at student and/or faculty led clinics [20], and in practice settings [9,21]. In- person experiences take place with a mannequin [22], standardized patients [23,24], and via role-play. Role-play can also occur without a patient, such as meetings in which the interprofessional team engages in care planning, treatment planning, or discharge planning discussions.

Virtually Simulated IPE (Sim-IPE). Virtually simulated IPE experiences is another delivery method, with some programs including a mix of online and in-person components [25-28]. Due to social distancing recommendations in addition to campus and clinical site restrictions, many programs needed to turn to online formats during COVID to refine clinical skills while in-person classes and clinicals were suspended. Since the onset of pandemic, online IPE efforts continue to be very common [27,28]. Similar to live, in-person educational opportunities, these virtual experiences take place with SPs, virtual patients [29], and via role-play (i.e., student plays the role of a patient or other roles) [27] in cases such as discharge planning [28]. One IPE for nursing and Speech-Language-Pathology (SLP) students was developed to take place entirely online, utilizing both synchronous and asynchronous components [30]. By conducting IPE entirely online, Gurevich and colleagues [30] argue that this is more similar to “real life” interdisciplinary team communication as the different disciplines often do not meet together and tend to communicate via charts and case notes. By conducting communication of cases asynchronously and then debriefing synchronously, students can learn from each other. In another exercise, nursing students participated virtually to mimic a telehealth experience while the SP and other students (medical, pharmacy, SW, and dietetics) were in-person [24]. Benefits to employing Sim-IPE include convenience, particularly around scheduling, and accessibility [28].

During During COVID, schools have commonly used synchronous methods via the (Zoom Video Communications Inc., 2020) platform [27,28]. Robertson and colleagues [28] evaluated nursing and medical students who participated in the IPE experience and found that students felt they should be required to speak at least once and to utilize the video function of Zoom to increase participation as the online environment. In contrast, Prasad and colleagues [27] found that not requiring the video to be on encouraged shyer students to participate more. Some programs used virtual Sim-IPE to teach Personal Protective Equipment (PPE) skills for the eventual return to practice [27]. Prior to COVID, telehealth was not heavily promoted and when used was typically profession-specific; COVID provided an opportunity to train with telehealth in mind, using an interdisciplinary approach [26].

## Hybrid Modalities

The core attributes of the hybrid IPE (HIPE) model are a) objectives based on IPEC core competencies; b) asynchronous and synchronous models; c) collaborative communication technologies; d) phased delivery; and e) fidelity/realism [31]. Blended or hybrid learning has several definitions, but a commonly cited definition describes it as “the thoughtful integration of classroom face-to-face learning experiences with online learning experiences” [32]. The use of information and communication technologies for IPE can lead to positive attitudinal and knowledge change and favorable reaction to IPE activities delivered in this format [33]. Effective hybrid learning is supported by instructional design theory or models which define essential elements aimed at achieving a particular outcome. e) fidelity/realism. The HIPE model has 3 main phases, like simulated learning experiences. Most often, the first 2 phases, pre-briefing and interprofessional interaction, occur asynchronously. The third phase, debriefing, typically occurs synchronously. The HIPE model addresses IPE delivery format to improve its