Social work and interprofessional education: integration, intersectionality, and institutional leadership

Rubin, Maureen; Konrad, Shelley Cohen; Nimmagadda, Jayashree; Scheyett, Anna; Dunn, Kerry

doi:10.1080/02615479.2017.1363174

Cited by 31 publications

(16 citation statements)

References 33 publications

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“…More recently, this call to action has been operationalized by the CSWE's membership in the Interprofessional Education Collaborative (IPEC) in 2016 as well as CSWE's 2018 annual conference being devoted to the theme of interprofessional education. Further, current leaders in social work education have been calling for more emphasis on practical and meaningful educational experiences where social work students are at the same table as students from other professions, learning about other professions' roles as well as effective collaborative processes (Jones & Phillips, 2016;Rubin et al, 2018) Among social work curricula, IPE has been a growing area of educational innovation. Recent studies of various IPE activities with social work students have shown positive student learning outcomes associated with attitudes and beliefs toward interprofessional collaboration.…”

Section: Ipe In Social Work Educationmentioning

confidence: 99%

Using a Standardized Patient Model for Interprofessional Team Training in Social Work

Hitchcock

Shorten

Bosworth

et al. 2020

ASW

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The purpose of this article is to describe the development of a single-session Interprofessional Team (IPT) Training that incorporates the practice of interprofessional teamwork using a health care case study. We will share how a large-scale training that requires interprofessional teams of students to create a treatment plan of care for a standardized patient developed over time and how this experiential learning activity affects learning outcomes for social work students related to interprofessional awareness and teamwork skills. Additionally, we will explore the use of video technology as a pedagogical approach to presenting standardized patients to students. Student responses from three IPT Training sessions provided the data discussed in this article. While overall results are mixed about students’ learning outcomes, trends in the data show this single-session, interprofessional training involving a standardized patient as a promising practice. Lessons learned for social work education are also discussed. The present study advances the field of interprofessional simulation by contributing to our understanding of how a team-based training combined with a standardized patient can be used to increase social work students’ professional awareness about interprofessional teamwork.

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Section: Ipe In Social Work Educationmentioning

confidence: 99%

Using a Standardized Patient Model for Interprofessional Team Training in Social Work

Hitchcock

Shorten

Bosworth

et al. 2020

ASW

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“…By doing so, students have an opportunity to learn with and about each other as part of the curriculum (Anderson et al, 2019). There has been substantial international commitment to lead curriculum and pedagogical changes to better respond to the need for transformative collaborative models of care (Rubin et al, 2017). As such, universities are poised to make significant contributions towards the creation of a new generation of healthcare workers and as a by-product of such influence may lay the ground towards carving out the next iteration of a modernized healthcare system.…”

mentioning

confidence: 99%

Integrating Social Work Into Interprofessional Education

Adamson

Ashcroft

Langlois³

et al. 2020

ASW

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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 student involvement in IPE; and e) Strengthening social work professional leadership for IPE.

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“…While IPE is considered an essential element of training for health professional students, academic institutions are encountering obstacles to its development and implementation (Reeves et al, 2016;Rubin et al, 2018). Some of these obstacles include different academic calendars, difficulty recruiting and rewarding faculty, and challenges to placement in overarching degree programs.…”

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confidence: 99%

Transformative Teams in Health Care

Jones

Currin‐McCulloch

Petruzzi

et al. 2020

ASW

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This paper describes social work pedagogy and outcomes in a multi-year longitudinal interprofessional education (IPE) course incorporating B.S.W, and M.S.S.W. students. Social work students participated in an IRB-approved mixed-method study designed to evaluate individual growth and identity transformation throughout the two-semester course. Students’ semi-structured reflection papers (n=113) were analyzed qualitatively to identify core themes. Students voluntarily completed Interprofessional Assessment Scale (IPAS) surveys, a measure of core competencies in interprofessional care, before and after the class (n=48). Social work students reported that they developed increased personal and interprofessional confidence, awareness of social work role in health care, increased social work skills and leadership to use their voice in interprofessional health care teams. All levels of social work students can and should be incorporated into IPE education. Social work educators and practitioners should continue to take leadership in IPE education at all levels of curriculum design and implementation.

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Social work and interprofessional education: integration, intersectionality, and institutional leadership

Cited by 31 publications

References 33 publications

Using a Standardized Patient Model for Interprofessional Team Training in Social Work

Using a Standardized Patient Model for Interprofessional Team Training in Social Work

Integrating Social Work Into Interprofessional Education

Transformative Teams in Health Care

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