Utilization of the interprofessional education, practice, and research model in HBCU social work education (original) (raw)
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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...
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.
Enhancing interprofessional education: integrating public health and social work perspectives
American journal of public health, 2015
National stakeholders in health system improvement and patient safety including accreditation bodies have requested health professional educational programs to include multiple interprofessional experiences through didactic and experiential opportunities. Clinical and population health faculty at the University of South Carolina redesigned and expanded an introductory interprofessional course to include more than 500 students from public health, social work, medicine, pharmacy, and nursing. Students participated in 3 live class meetings and completed required online coursework to explore concepts related to social determinants of health and health disparities, health system improvement, patient safety, cultural competency, and ethics to address interprofessional education core competencies. Course modifications and expanded student enrollment improved understanding of key health concepts and appreciation of interprofessional collaboration.
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...
Interprofessional practice: Social work students’ perspectives on collaboration
Social Work in Health Care, 2020
As the value of interprofessional practice becomes increasingly recognized, it is critical to educate social work students so that they understand the importance of interprofessional practice, and the role that social workers play. The objective of this research was to understand social work students' experiences, attitudes, and perspectives toward interprofessional practice. A cross-sectional, non-probability convenience sample was used (N = 125), with data collected from students in a large school of social work in New York State in order to understand their experiences in the field and classroom. Results of a linear regression showed that overall, students had positive perspectives on interprofessional collaboration, with one of the strongest predictors being students' positive attitudes toward interprofessional practice. The results also point to students having limited experience in working in interprofessional teams and exposure to training, either on the job or in the classroom. To help students gain more experience and training, fieldwork opportunities in interprofessional practice can be expanded, and more courses can be offered, particularly collaborating with other academic disciplines.
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.
Contributions of Public Health Social Work Students to Their Professions and Communities
Health Promotion Practice, 2019
In the contemporary public health workforce environment, public health social workers (PHSW) bring integrated skills, from both fields, to meet the needs of vulnerable and underserved populations. They receive training in their Master of Public Health/Master of Social Work dual-degree programs, such as the one at New Mexico State University, which serves the U.S./Mexico border region. During their studies, dual-degree students are equipped to address health and human service issues at the micro, mezzo, and macro levels and complete field experience and practicum hours in their communities. Along with practical skills, these students learn culturally responsive/humble ways of being with communities of color and marginalized individuals. After graduation, these emerging career PHSWs enter the workforce in a variety of settings: nonprofit, educational, government, primary care, and more. In this article, the field of public health social work is described in its historic and present fo...
Advances in Social Work, 2020
Interprofessional education (IPE) is a critical educational component for promoting the quadruple aim of health care. Additionally, interprofessional practice (IP) is included in the Council on Social Work Education’s (CSWE) educational standards. Yet, the organizational change required to integrate a social work program within established interprofessional education (IPE) curriculum is challenging given the resources required, such as personnel, time, and ongoing commitment among stakeholders. We present a case study of one MSW program’s process for integrating social work within an existing IPE curriculum and formalizing IPE as a focus point programmatically. The Bacharach Approach, a change leadership model, is used to analyze the MSW program’s approach to initiating and sustaining this change initiative. Through strategic decision-making and capitalizing on momentum, the MSW program has become a valued partner and leader of IPE endeavors and the MSW program’s focus on IPE progra...