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

Abstract

Over the last decade healthcare policies and practices in the US have placed significant emphasis on healthcare integration, mental health parity, and implementation of team-based practice models to improve quality, safety, and affordability of service. With these incentives in mind, schools of social work have joined with national and international health education organizations to reduce disciplinary silos and increase shared learning opportunities across professions and programs. The social work profession has long supported collaborative practice however, students are rarely paired with others in the classroom or intentionally taught about counterparts’ roles and expertise. Social work leaders are also responsible for addressing the intersectionality between collaborative competencies and sociocultural factors. The 2015 EPAS and 2016 Core Competencies for Interprofessional Collaborative Practice create multi-level opportunities for social work educators to provide Interprofessional Education (IPE) innovation and leadership across common curricula and educational settings. The authors examine historic challenges to integrating IPE in social work curricula, provide three examples of IPE/social work initiatives in higher education, describe the intersectionality of the EPAS and the IPEC competencies, and identify institutional benefits associated with the integration of IPE in schools of social work culture and curriculum.

Keywords:

• Interprofessional education
• collaborative practice
• social work leadership, intersectionality

Acknowledgments

Thanks to Dr. Jan Patterson, Associate Dean for Quality & Lifelong Learning and Professor and Director, Center for Patient Safety and Health Policy for her leadership in the HIV/AIDS IPE course conceptualization. Thanks to Elsa L. Ochsner, Graduate Research Assistant, School of Social Work, University of Nevada, Reno, for her administrative support.