![\"\"](\"https:\/\/malat-webspace.royalroads.ca\/rru0118\/wp-content\/uploads\/sites\/142\/2020\/09\/CoI-infographic-120x300.gif\")
<\/p>\n<\/p>\n
The community of Inquiry (CoI) framework<\/strong><\/p>\n For a full view, click this link: CoI Infographic<\/a><\/strong><\/p>\n How do you support clinicians and staff to continuously learn and improve their digital practices in caring safely for their patients? One of the challenges we face as an education department in a healthcare environment is to provide real-time support for staff and clinicians with minimal resources. Our learners’ diversity \u2013 interdisciplinary healthcare professionals who work 24\/7- can be resource-intensive in providing support and continuous upskilling of digital skills using the clinical information system. The community of inquiry (CoI) framework lends well in developing an online community of learners. Creating an online community of learners to support continuous learning to increase proficiency in using the clinical information system seems like a natural progression to a support model that already includes online tip sheets and electronic manuals on how to use the system.<\/p>\n The CoI framework is composed of teaching, social, and cognitive presences. These three elements are interdependent; however, the teaching presence sets the tone and foundation for the rest of the elements. Lack of effective facilitation (teaching presence) can impede learners from engaging and interacting with the subject, their co-learners and the facilitator, supporting the construction of knowledge. According to Vaughan, Cleveland-Innes, and Garrison (2013), \u201cfacilitative actions, on the part of both the students and the instructor, create the climate, support discourse, and monitor learning such that presence can emerge, and inquiry occurs\u201d (p. 46). It is critical to developing strategies that support the three elements of the CoI framework to encourage continuous learning and improve digital practices in caring safely for patients.<\/p>\n Several approaches can be employed to create an online community of learners. First, creating a safe space for learners to bring their authentic selves and engaging in meaningful discussions by sharing their personal experiences and expertise in the conversations. Second, setting clear expectations and norms of how learners should interact with each other. Respectful discussions and understanding of diverse perspectives are critical in creating a CoI. Third, essential to the concept of CoI is the ability of learners to challenge the status quo by de-constructing knowledge and constructing new ideas and concepts to enhance clinical practice.<\/p>\n Creating an “extension of learning” (Richardson, Caskurlu, & Ashby, 2018, p.2) for staff and clinicians is integral in supporting them to continuously learn and enhance their digital practices to care safely for their patients. Therefore, developing a community of learners anchored in the CoI framework is a vital component to encourage collaboration, peer support, and respect for divergent thinking.<\/p>\n References<\/p>\n Richardson, J., Caskurlu, S., & Ashby, I. (2018). Facilitating your online discussion [pdf file], Purdue repository for online teaching and learning. Retrieved from https:\/\/www.purdue.edu\/innovativelearning\/supporting-instruction\/portal\/files\/8_Discussion_Board_Facilitation.pdf<\/a><\/p>\n