Interprofessional practice: Social work students' perspectives on collaboration

As the value of interprofessional practice becomes increasingly recognized, it is critical to educate social work students so that they understand the importance of interprofessional practice, and the role that social workers play. The objective of this research was to understand social work student...

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Bibliographic Details
Published in:Social work in health care 2020-02, Vol.59 (2), p.108-121
Main Authors: Kelly, Peggy L., Heyman, Janna C., Tice-Brown, Derek, White-Ryan, Linda
Format: Article
Language:English
Subjects:
Academic disciplines
Attitudes
Classrooms
Collaboration
education
health Care
Interagency collaboration
Interdisciplinary aspects
Interprofessional practice
Job training
Professional practice
Social attitudes
Social work
Social work education
Social workers
Student attitudes
Students
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Summary:As the value of interprofessional practice becomes increasingly recognized, it is critical to educate social work students so that they understand the importance of interprofessional practice, and the role that social workers play. The objective of this research was to understand social work students' experiences, attitudes, and perspectives toward interprofessional practice. A cross-sectional, non-probability convenience sample was used (N = 125), with data collected from students in a large school of social work in New York State in order to understand their experiences in the field and classroom. Results of a linear regression showed that overall, students had positive perspectives on interprofessional collaboration, with one of the strongest predictors being students' positive attitudes toward interprofessional practice. The results also point to students having limited experience in working in interprofessional teams and exposure to training, either on the job or in the classroom. To help students gain more experience and training, fieldwork opportunities in interprofessional practice can be expanded, and more courses can be offered, particularly collaborating with other academic disciplines.
ISSN:0098-1389
1541-034X
DOI:10.1080/00981389.2020.1719565