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Cross-disciplinary communication represents an invaluable skillset in professional environments and increasingly in educational learning spaces. Herein, we provide results from a qualitative study in which assessments of communication among students in a cross-listed course enrolling nursing and chemical engineering majors was conducted. From the analysis, we have identified themes (Transformation of Technical Terms, Use of Artistic Expression, Disciplinary Growth, and Cross-over Communication Patterns) related to strategies for communication and offered supporting documentation. Anchored in educational theory and innovations in practice, the results shed light on the nature of such communications and ways that students leverage their skills to achieve a common goal associated with a prototype that is responsive to a healthcare challenge that is identified by teams of students from the different majors per the course objectives.
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