“The glue that makes the glitter stick”: Preliminary outcomes associated with a trauma-informed, resiliency-based, interprofessional graduate course for child welfare, mental health, and education

Interdisciplinary collaboration among the fields of social care, health care and education in higher education: An integrative review

“…The interdisciplinary collaboration among the SHE disciplines was related to children's or family's services in four articles (Bond & Dogaru, 2019;Felix et al, 2016;Straub et al, 2017;Woodside-Jiron et al, 2019). In two of these articles (Felix et al, 2016;Straub et al, 2017), interdisciplinary collaboration was driven by medicine or health care in the context of a university teaching hospital or faculty of medicine.…”

“…However, the interdisciplinary collaboration among the SHE disciplines was not inclusive of the perspective of arranging education. Even though the participants of these interprofessional learning experiences represented all SHE disciplines, the arranging parties belonged to the fields of health care and social care (Straub et al, 2017), or they could not be identified by discipline (Woodside-Jiron et al, 2019).…”

“…In both articles that described interprofessional education (Straub et al, 2017;Woodside-Jiron et al, 2019), the purpose of organising interprofessional learning experiences was to improve client well-being and services in a specific context, and interprofessional collaboration was seen as an important part of promoting it but not as a goal itself. In Straub et al's (2017) other interprofessional competencies (Straub et al, 2017;Woodside-Jiron et al, 2019) and experiences, attitudes, beliefs or assumptions towards interprofessional collaboration (Felix et al, 2016;Straub et al, 2017).…”

“…In two of the articles, all authors represented health care (Felix et al, 2016;Straub et al, 2017) All five papers included in this review also brought out perspectives to develop interprofessional education in higher education or to improve the university's actions (e.g. expanding interprofessional education) (Felix et al, 2016;Straub et al, 2017), to understand the effectiveness of interprofessional training (Bond & Dogaru, 2018), to help inform course development (Straub et al, 2017;VanKuiken et al, 2016;Woodside-Jiron et al, 2019) and to show how to implement interprofessional education (e.g. consulting projects, simulations, interdisciplinary field placements and on-site clinics in curricula) (VanKuiken et al, 2016).…”

“…Collaboration with work life was the third dimension of the education-related interdisciplinary collaboration among the SHE disciplines that manifested variously in four of the analysed papers (Bond & Dogaru, 2019;Felix et al, 2016;Straub et al, 2017;Woodside-Jiron et al, 2019).…”