Utilization of the interprofessional education, practice, and research model in HBCU social work education

Centering Health Equity Through the Social Determinants of Health, Interprofessional Education, and Sustainable Partnerships With Historically Black Colleges and Universities: Envisioning Upstream and Downstream Impacts

“…Partnership agreements with HBCUs in the form of resources, faculty sharing, shared student experiences, and expanding clinical practice opportunities would benefit from institutions operating with a similar analytic lens (i.e., SDOH), and embracing an interdisciplinary approach. While some HBCUs have been overlooked in many thriving SDOH initiatives (Archibald & Estreet, 2017;Mance et al, 2020;Sutton et al, 2017), robust examples of HBCU partnership opportunities exist. For example, the Department of Built Environment at North Carolina Agricultural and Technical State University was awarded a $1.3 million Environmental Protection Agency grant to better estimate children's chemical exposures from soil and dust ingestion (Howse, 2021).…”

“…While some HBCUs have been overlooked in many thriving SDOH initiatives (Archibald & Estreet, 2017; Mance et al, 2020; Sutton et al, 2017), robust examples of HBCU partnership opportunities exist. For example, the Department of Built Environment at North Carolina Agricultural and Technical State University was awarded a $1.3 million Environmental Protection Agency grant to better estimate children's chemical exposures from soil and dust ingestion (Howse, 2021).…”

Integrating Social Work Into Interprofessional Education

“…Integrative collaborative models of healthcare, such as primary care and behavioral mental health, are continuing to expand and resulting with an even greater surge of social workers practicing in collaborative healthcare settings (Ashcroft et al, 2018). There is a dearth of knowledge pertaining to the experiences of social work students in existing IPE programs, as well as the experiences of social work faculty teaching in IPE (Archibald & Estreet, 2017;Jones & Phillips, 2016). Although the profession of social work has demonstrated longstanding support for collaborative practice, social work students are rarely included in IPE learning opportunities (Rubin et al, 2017. Greater inclusion of social work in IPE is needed in order to prepare social workers for the current demands of complex healthcare contexts and complex patient care needs.…”

“…Including social work in IPE enhances the curriculum for students from other disciplinary backgrounds (de Saxe Zerden et al, 2018). Social work students bring a unique disciplinary perspective that includes educational instruction in group facilitation, patientcentered approaches to care, developing therapeutic relationships, biopsychosocial assessment, understanding the role of empathy in care, patient engagement, social justice, social determinants of health, and community building (Archibald & Estreet, 2017;Charles et al, 2011;de Saxe Zerden et al, 2018). When social work students are included in IPE, students from other disciplinary perspectives have a greater understanding of group process, can better engage in difficult conversations, feel more confident when encountering situations of adversity, and have improved group decision-making abilities (Charles et al, 2011).…”

Changing dominance in mixed profession groups: putting theory into practice

“…The challenge of integrating services of different disciplines and organizations is prominent in health care (Hood, 2012;Xyrichis, Reeves, & Zwarenstein, 2017), social work (e.g., Archibald & Estreet, 2017;Bolin, 2016) and information technology (e.g., Bryan Jean, Sinkovics, & Kim, 2014;Gal, Blegind Jensen, & Lyytinen, 2014). Integrated services are the outcome of interprofessional collaboration (Headrick, Wilcock, & Batalden, 1998).…”