Interdisciplinary Education in End-of-Life Care: Creating New Opportunities for Social Work, Nursing, and Clinical Pastoral Education Students

Forrest, Cynthia; Derrick, Christina J.

doi:10.1080/15524256.2010.489224

Cited by 22 publications

(20 citation statements)

References 11 publications

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“…Usually, social workers are well-trained or educated in the areas of psycho-socio-spiritual intervention and grief counseling, even if they are not involved in EoL care practice. What are less presented in social work curriculum in most countries and thus remain uncertain for many social workers may be ACP procedures and associated issues, although educational programs on death and dying or EoL care in general may be provided to them [4, 5, 8, 9]. …”

Section: Introductionmentioning

confidence: 99%

Social workers’ involvement in advance care planning: a systematic narrative review

2017

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BackgroundAdvance care planning is a process of discussion that enables competent adults to express their wishes about end-of-life care through periods of decisional incapacity. Although a number of studies have documented social workers’ attitudes toward, knowledge about, and involvement in advance care planning, the information is fragmented. The purpose of this review was to provide a narrative synthesis of evidence on social workers’ perspectives and experiences regarding implementation of advance care planning.MethodsSix databases were searched for peer-reviewed research papers from their respective inception through December 2016. All of the resulting studies relevant to both advance care planning and social worker were examined. The findings of relevant studies were synthesized thematically.ResultsThirty-one articles met the eligibility criteria. Six research themes were identified: social workers’ attitudes toward advance care planning; social workers’ knowledge, education and training regarding advance care planning; social workers’ involvement in advance care planning; social workers’ perceptions of their roles; ethical issues relevant to advance care planning; and the effect of social work intervention on advance care planning engagement. The findings suggest that there is a consensus among social workers that advance care planning is their duty and responsibility and that social workers play an important role in promoting and implementing advance care planning through an array of activities.ConclusionsThis study provides useful knowledge for implementing advance care planning through illustrating social workers’ perspectives and experiences. Further studies are warranted to understand the complexity inherent in social workers’ involvement in advance care planning for different life-limiting illnesses or within different socio-cultural contexts.

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Section: Introductionmentioning

confidence: 99%

Social workers’ involvement in advance care planning: a systematic narrative review

2017

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“…Literature in the last decade indicates two deficiencies in relation to palliative care: (1) passivity pervades when it comes to including the content in social work programs; and (2) the field is characterised by limits to common language, disciplinedriven turf issues, and deeply entrenched norms around hierarchy of health care provision (Forrest & Derrick, 2010). Connell, Yates, and Barrett (2011) promoted educating about palliative care through using resources available online, noting the improved quality of interaction and discussion.…”

Section: Introductionmentioning

confidence: 99%

Social Work Student Views on Palliative Care Learning Resources

Turner

Kuyini

Agustine

et al. 2015

Australian Social Work

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Many social workers are expected to work with individuals and families who are dealing with life-limiting illnesses, yet during their university education they may not have been exposed to materials that address issues related to death and dying. The Social Work Department of University of New England in Armidale, Australia designed and delivered a palliative care teaching and learning session using publicly funded online materials. Themes emerging from questionnaire and focus group data analysis included appreciation for the importance and emotional demands of the materials, sensitivity and flexibility among educators who ideally have work experience in the field, expanding presence of social work philosophy in curriculum materials and exploring spirituality, and examining culture-informed practice in greater depth. Among the implications is the need for concerted efforts to teach about death and dying using high quality accessible materials, while ensuring social work values and approaches are reflected in the content.

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“…Social work and law schools also partner for child welfare education (Burry, Shdaimah, Richardson, & Rice, 2011). Forrest and Derrick (2010) discuss combining social work, nursing, and chaplaincy to teach competent practice for end-of-life circumstances.…”

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confidence: 99%

Social Work and Engineering Collaboration: Forging Innovative Global Community Development Education

Gilbert¹

2014

Journal of Social Work Education

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Ititerdisciplitiary programs in schools of social work are growing in scope and number. This article reports on collaboration between a school of social work and a school of engineering, which is forging a new area of interdisciplinary education. The program engages social work students working alongside engineering students in a team approach to developing and implementing international community development projects. The author chronicles the prevalence and types of interdisciplinary, academic social work collaborations over the past 2 decades and oudines the uniqueness of an engineering and social work partnership. After presenting the components of the collaboration, the author analyzes the collaboration's fit for social work education using a model of interdisciplinary social work. Implications for social work education and research are discussed.Interdisciplinary social work education is growing in scope and spanning multiple disciplines. In the late 1990s Berg-Weger and Schneider (1998) profiled social work's academic collaboration, which they deñned generally as "a relationship between the faculty of a social work program and faculty representing other disciplines" (p. 97). Such collaboration could consist of either formal (i.e., written agreements or contracts) or informal arrangements between the social work program and the collaborating disciphne, including but not limited to field placements, research grants, pilot projects, team-teaching efforts, combined courses, or joint degree programs. After surveying accredited graduate and undergraduate social work programs to assess collaborations in research, education, and clinical or community service, Berg-Weger and Schneider found 226 programs across 169 academic units engaged in interdisciplinary work with 16 different disciphnes. The discipline comprising the highest number of collaborative programs was sociology/social sciences (17%), followed by psychology/psychiatry (15%), education (10%), and anthropology (7%). Less represented disciplines (only 2%^% prevalent) included criminology/criminal justice, law, public policy/administration, political science, and human development. Disciplines least represented were economics, history, public health, nursing, geriatrics/gerontology, health care administration, and communications. A few disciplines were represented once: allied health, business, computer science, family science, geography.

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Interdisciplinary Education in End-of-Life Care: Creating New Opportunities for Social Work, Nursing, and Clinical Pastoral Education Students

Cited by 22 publications

References 11 publications

Social workers’ involvement in advance care planning: a systematic narrative review

Social workers’ involvement in advance care planning: a systematic narrative review

Social Work Student Views on Palliative Care Learning Resources

Social Work and Engineering Collaboration: Forging Innovative Global Community Development Education

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