The effectiveness of most projects and tasks depends on the readiness of modern specialists for professional interaction with representatives of other specialties. This principle is fully reflected in educational standards and requirements. The possibilities and resources of distance learning technologies informing the experience of interprofessional interaction provide unique opportunities to develop a professionally-oriented worldview. The achievement of these skills is possible in the format of the work of interprofessional teams. Personality-oriented and developing educational technologies can help students build an individual trajectory of readiness for interprofessional interaction.
Teachers of academic nurses can use developing technologies that require group interaction for the practical cooperation of students. As an example of such a developing technology, the technology of a web quest can be used. It is one of the forms of distance education that allows you to stimulate the activity and community of students in acquiring knowledge and experience. A web quest is actively used as an educational technology at different levels of modern education: general, professional, and additional (Sabine et al., 2018). A rule, a web quest is a page or website on the Internet that students and students work with. They carry out the solution of a specific educational task or a variant of a problem task online.
The quest itself implies the formation of interprofessional teams consisting of students from specific training areas and a lack of experience in interprofessional interaction. In professional activity, the teacher solves a set of professional tasks, helping the younger generation in development and socialization. This approach facilitates the teacher’s work and allows students to realize the need to develop professional communication skills. The remote form of work will have a beneficial effect on their professional development will open not only new information but also introduce them to new work technologies. Such a strategy positively affects professional training and contributes to the effective development of interprofessional cooperation.
Reference
Sabine, H., Wolfgang, H., Peter, H., Roman, F. O., & Adina D. W. (2018). Effects of interprofessional education for medical and nursing students: enablers, barriers and expectations for optimizing future interprofessional collaboration–a qualitative study. BMC nursing, 17(1), 1-10.