What's in it for Us? Making the Case for Interprofessional Field Education Experiences for Social Work Students

Context Interprofessional practice is required to manage complex health care needs globally. It is well established that interprofessional placements (IPP) prepare students to work collaboratively, yet IPP implementation remains limited and disjointed. Objectives This review synthesised student, educator and service user perspectives in order to better understand challenges of IPP and provide recommendations for sustainable IPP implementation. Methods A systematic metasynthesis of qualitative literature sourced from databases including CINAHL, Embase and PsycINFO was completed. Studies that incorporated student, educator and/or service user perspectives on IPP experiences were included. We focused specifically on factors limiting implementation of IPP. The presage‐process‐product (3P) theory provided the theoretical framework for inductive synthesis of 41 empirical studies. A confidence rating for findings was formulated using CERQual (confidence in evidence from reviews of qualitative research). Results We developed three themes, which represent key challenges to IPP becoming embedded in placement culture: (i) thin theoretical foundations underpinned IPP, limiting understanding of the learning processes involved; (ii) implementation relied heavily on individual champions, which curtails investment and sustainability when personnel change, and (iii) students, educators and service users were unsure of the function of IPP and their respective roles, leading to uncertainty along with some negative perceptions of this placement approach. Conclusions In line with the 3P theoretical framework, IPP would benefit from explicit connections with educational and change management theories during presage stage IPP requires coordinated leadership and resource investment, and during product stage clear integration of interprofessional learning outcomes in curricula is advised. Addressing the identified challenges across the stages of IPP will support further development of IPP, firmly establishing this approach within placement culture. IPP can them make a significant contribution to the development of a collaborative practice‐ready workforce. This in turn will enhance service user outcomes and safety.

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“…A total of 41 studies were included in the final synthesis . Study characteristics are summarised in Tables .…”

Section: Resultsmentioning

confidence: 99%

‘Bumping along’: a qualitative metasynthesis of challenges to interprofessional placements

et al. 2019

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“…Further embedding social work within the training provided at academic practices will better prepare students from other disciplinary backgrounds for collaborative care practices inherent to PHC ( de Saxe Zerden et al 2018 ). When social work students are included in interprofessional training opportunities, students from other disciplinary perspectives gain a greater understanding of group process, improve communication skills for difficult conversations, feel more confident when encountering adversity and improve group decision-making abilities – which leads to better patient care outcomes ( Charles et al 2011 ; Reeves et al 2017 ). We encourage the academic practice sites involved in our study to also prioritize education and training of social workers.…”

Section: Discussionmentioning

confidence: 99%

The Role of Social Workers in Interprofessional Primary Healthcare Teams

Tadic¹,

Ashcroft²,

Brown³

et al. 2020

hcpol

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“…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).…”

Section: Social Work and Ipementioning

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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What's in it for Us? Making the Case for Interprofessional Field Education Experiences for Social Work Students

Cited by 18 publications

References 11 publications

‘Bumping along’: a qualitative metasynthesis of challenges to interprofessional placements

‘Bumping along’: a qualitative metasynthesis of challenges to interprofessional placements

The Role of Social Workers in Interprofessional Primary Healthcare Teams

Integrating Social Work Into Interprofessional Education

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