Welcome to the InfoSci Platform
Who Am I as a Healthcare Provider?: Identity and Transformative Learning in Virtual Environments

Who Am I as a Healthcare Provider?: Identity and Transformative Learning in Virtual Environments

Rachel Umoren, Natalia Rybas
Copyright: © 2019 |Pages: 16
ISBN13: 9781522596790|ISBN10: 1522596798|EISBN13: 9781522596813
DOI: 10.4018/978-1-5225-9679-0.ch009
Cite Chapter Cite Chapter

MLA

Umoren, Rachel, and Natalia Rybas. "Who Am I as a Healthcare Provider?: Identity and Transformative Learning in Virtual Environments." Recent Advances in Applying Identity and Society Awareness to Virtual Learning, edited by Andrew G. Stricker, et al., IGI Global, 2019, pp. 164-179. https://doi.org/10.4018/978-1-5225-9679-0.ch009

APA

Umoren, R. & Rybas, N. (2019). Who Am I as a Healthcare Provider?: Identity and Transformative Learning in Virtual Environments. In A. Stricker, C. Calongne, B. Truman, & F. Arenas (Eds.), Recent Advances in Applying Identity and Society Awareness to Virtual Learning (pp. 164-179). IGI Global. https://doi.org/10.4018/978-1-5225-9679-0.ch009

Chicago

Umoren, Rachel, and Natalia Rybas. "Who Am I as a Healthcare Provider?: Identity and Transformative Learning in Virtual Environments." In Recent Advances in Applying Identity and Society Awareness to Virtual Learning, edited by Andrew G. Stricker, et al., 164-179. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-9679-0.ch009

Export Reference

Mendeley
Favorite

Abstract

The U.S. healthcare delivery system relies on the formation of ad hoc teams of experienced, highly trained providers of various specialties. The providers work in interprofessional teams that converge to address situations around acute patient care. Various models of virtual training provide structured opportunities for interprofessional education, whereby learners engage with roles and responsibilities essential for their professions and active collaboration with other team members. This learning is transformative as it influences the development of professional identity and teamwork skills needed for successful collaborative practice in interprofessional teams. This chapter explores the role of training healthcare professional students using virtual simulations and the emerging potential of virtual and augmented reality for health professional education.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.