Preparing Social Work Students for Interprofessional Practice in Geriatric Health Care: Insights from Two Approaches

Autor/inn/en	Bonifas, Robin P.; Gray, Amanda K.
Titel	Preparing Social Work Students for Interprofessional Practice in Geriatric Health Care: Insights from Two Approaches
Quelle	In: Educational Gerontology, 39 (2013) 7, S.476-490 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1277
DOI	10.1080/03601277.2012.701137
Schlagwörter	Social Work; Counselor Training; Geriatrics; Comparative Analysis; Curriculum Design; Interdisciplinary Approach; Nursing Education; Nutrition; Pharmaceutical Education; Models; Pretests Posttests; Quasiexperimental Design; Teamwork; Health Services; Questionnaires; Student Attitudes; Graduate Students; Myers Briggs Type Indicator + Suchen Sie Ihr Suchwort? Soziale Arbeit; Alterswissenschaft; Geriatrie; Lehrplangestaltung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Pflegepädagogik; Ernährung; Analogiemodell; Health service; Gesundheitsdienst; Gesundheitswesen; Fragebogen; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Although several interprofessional education projects have addressed training allied health students for effective teamwork in geriatrics, few curriculum evaluation studies have examined differences in learning outcomes between interprofessional and traditional uniprofessional approaches, especially for social work students. This paper compares and contrasts two brief curriculum models designed to prepare graduate social work students for interdisciplinary collaboration in geriatric health care. The first model is an interprofessional approach that brings together students from social work, medicine, nursing, pharmacy, and nutrition for an interactive session on interdisciplinary care. The second model is a uniprofessional approach that addresses interdisciplinary collaboration within a traditional social work practice course. A pretest/posttest quasiexperimental design was employed to examine differences between the two curriculum approaches in terms of changes in social work students' attitudes and values toward interdisciplinary teamwork and their understanding of the roles and training requirements of multidisciplinary colleagues. Results indicate that students in the interprofessional curriculum ("n" = 69) made significant gains in their attitudes and values toward interdisciplinary collaboration but not in their understanding of the roles and training of other disciplines. Conversely, students in the uniprofessional curriculum ("n" = 19) made significant improvement in their recognition of individual team members' professional roles but experienced minimal change in their attitudes and values toward interdisciplinary collaboration. Findings suggest an interprofessional approach is most conducive to changing students' appreciation and understanding of the importance of interdisciplinary teams, but personal engagement with content on interdisciplinary roles and training is essential for mastery of this knowledge. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10