Interprofessional practice: Social work students’ perspectives on collaboration (original) (raw)
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Higher Education Studies, 2020
The Health Promoting School (HPS) premises its approach on interprofessional collaboration. Despite this, there are few studies into how Australian, Victorian social workers and teachers prepare for interprofessional collaboration within health promoting schools. There are few studies into how undergraduate social workers and teachers understand the HPS school setting and the role of social workers and teachers in promoting educational achievement and wellbeing within a HS school site. There are even fewer studies in how undergraduate social workers and teachers experience units of study delivered using interprofessional education (IPE) approaches.
Preparing Master of Social Work Students for Interprofessional Practice
Journal of Evidence-Based Social Work, 2020
Purpose: This study aims to measure growth in interprofessional knowledge, skills, and values in MSW students from three universities who participated in a Behavioral Health Workforce Education and Training program focused on serving children, adolescents, and transition-age youth. Methods: Students participated in an interprofessional field placement and specialized educational sessions that addressed interprofessional team-based care, engaging at-risk youth and families, and working with vulnerable populations. The Interprofessional Socialization and Valuing Scale (ISVS) was administered pre-and post-experience. Results: Paired t-tests of the ISVS total score and each subscale showed statistically significant increases over time. Multiple regression models indicated only the pretest score was a significant predictor of the posttest score for the total or subscale of the ISVS. Conclusion: Social work programs that create interprofessional education and training opportunities can achieve positive outcomes in student attitudes toward interprofessional practice.
Leveraging the Power of Social Work through Interprofessional Education
Advances in Social Work, 2020
Interprofessional education (IPE) “occurs when students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes” (World Health Organization [WHO], 2010). With a commitment to foster collaborative practice, social work faculty have provided leadership in incorporating IPE in social work and other discipline’s curricula and training for more than a decade (Konrad et al., 2017; Nimmagadda & Murphy, 2014; Jones & Phillips, 2016). Yet, now more than ever, as the country and world grapple with responding to the COVID-19 pandemic and the resultant deleterious impacts on society, effective collaboration has never been more critical. Likewise, the Black Lives Matter (BLM) movement has impacted the nation as the country reckons with racial and social disparities across every sector of society. The impetus for this special issue pre-dated the COVID-19 and BLM momentum; however, the 19 papers included in this special issue...
Integrating Social Work Into Interprofessional Education
Advances in Social Work
The University of Toronto Interprofessional Education Curriculum (IPE) is an exemplar of advancing interprofessional education with a focus on preparing students for practice in healthcare settings. Our paper begins with a detailed overview of the University of Toronto’s IPE program including the range of participating faculties, an overview of the curriculum including examples of learning activities, and the social work specific expectations that are embedded in the core and elective components. Following, is a discussion on mitigating the challenges and engaging opportunities associated with integrating social work in a healthcare-focused IPE program at a major Canadian University. Our exploration of mitigating challenges and engaging opportunities will span five key areas: a) Creating meaningful learning experiences for social work students; b) Implementing mandatory or elective IPE participation; c) Scheduling of IPE activities; d) The role of social work faculty in driving stud...
Journal of Human Behavior in the Social Environment, 2017
Historically Black colleges and universities (HBCUs) are often overlooked as a resource to address the need for a diverse healthcare workforce even though they are an essential component of ensuring diversity. In order to meet the needs of the current patient population, HBCUs' social work programs must move from silo education, practice, and research pedagogy to inter-professional education (IPE), practice (IPP), and research (IPR) modalities when developing partnerships that promote the elimination of health disparities. This article discusses the contributions of a HBCU's School of Social Work to the growth of IPE, IPP, and IPR utilizing the Ujima principle of Nguzo Saba. The projects developed were an attempt to provide meaningful and relevant education to social work students while exposing them to a collaborative inter-professional education, practice, and research experience. The three social work projects included intra-university and social community collaborations and exposing students to experiential inter-professional education, practice, and experimental learning. This is an opportunity for social work students to become involved in the evolving best practices pedagogy for inter-professional education, practice, and research which social work must embrace in order to fulfill the National Association of Social Workers imperative of preparing students to work in collaborative health care teams. The expected outcomes of these interprofessional ventures reflect a HBCU's commitment to increasing the competency in inter-professional modalities aimed at supporting, empowering, and preparing high caliber diverse graduates who will grow the future and lead the world as a diverse healthcare workforce.
Graduate social work students reflecting on interprofessional education in a medical school setting
In my role as the director of a school of social work, one of the authors of this narrative welcomed opportunities to provide students with hands-on opportunities beyond the classroom or their field experience. Summer was coming to a close and the fall course plans were being finalized when personnel at a medical school approached me to discuss social work students participating in an inter-professional educational (IPE) simulation. What resulted was the beginning of a valuable collaboration that provided enriched, applicable, learning experiences for social work and medical students as they prepare for their professional practices.
Jumpstarting Cross-Discipline Collaboration in Undergraduate Social Work Education
Advances in Social Work, 2020
This paper examines the integration of undergraduate teacher education students into interprofessional activities with social work and pre-occupational therapy undergraduates. Like health professionals, school-based professionals work across disciplines daily and come together for critical decision-making on behalf of vulnerable and special needs students. Although evidenced-based pedagogy in interprofessional education (IPE) has become common in graduate and professional health education, less is known about its implementation in undergraduate education and with non-health-related disciplines. This article describes a 2-year interprofessional undergraduate simulation project with social work, teacher education, and pre-occupational studies students working prospectively in a K-12 school setting. Survey data found that students gained confidence in their disciplinary roles as well as in their abilities to communicate and collaborate effectively as a result of participation in the sc...
Journal of Human Services Training Research and Practice, 2021
Social work students must interface with other professionals amid diverse disciplines and settings. While aspects of their work requires independent practice, students also encounter practice environments that require cross-system approaches that can create ethical conflicts and dilemmas. Interprofessional collaboration and ethical decision making are specific behavioral outcomes students must demonstrate to achieve competency upon social work degree completion. In social work education, scholarship that highlights the benefits of exposing students to interprofessional education (IPE) is an emerging area. Gastmans’ Dignity Enhancing Care Model and the Generalist Social Work Practice Framework have been adapted to create an integrated framework, the Generalist Framework for Interprofessional Social Work Education. This framework aligns with social work and is appropriate for use in practice settings with both clients and interdisciplinary professionals. To promote interprofessional education in preparation of future social work professionals, the application of this ethical framework will be explored using a case study.
Interprofessional Education for Qualifying Social Work
2007
Studies included in in-depth review Reports linked to studies included in in-depth review Studies included in thematic analysis only Reports linked to studies included in thematic analysis only Studies identified too late for inclusion Additional references Appendices 1 Technical appendix and search strategies 2 Keywording and data extraction strategies 3 Stakeholder feedback 4 Outcome focus of evaluative studies in thematic analysis and in-depth review 5 Studies included in in-depth review 6 Additional studies (late identified) We are indebted to the following individuals who participated as members of the stakeholder group, advising on the design and development of the review, its work in progress, and commenting on draft materials: