Who Am I and What Do I Do?
Developing a Social Work Identity Through Interprofessional Education and Practice
DOI:
https://doi.org/10.18060/23640Keywords:
Interprofessional education, MSW education, professional identity, integrated careAbstract
The purpose of this study is to examine social work professional identity development through interprofessional education and practice. The Integrated Mental and Behavioral Health Training Program (IMBTP) was developed to prepare students for collaborative practice in integrated behavioral health settings. Interprofessional education and training was a core component of the IMBTP. At the conclusion of five cohorts (graduating 2014-2018), 61 MSW students had completed the training program. Content analysis of qualitative evaluation data revealed professional identity development as a recurring theme across multiple domains. Results demonstrate that providing opportunities for social work students to participate in interprofessional education and training allows for a greater understanding of other professional roles and perspectives, while at the same time helping to solidify the role and identity of a social worker. Social work education programs should consider including interprofessional education experiences for all students.
References
Abu-Rish, E., Kim, S., Choe, L., Varpio, L., Malik, E., White, A. A., Craddick, K., Blondon, K., Robins, L., Nagasawa, P., Thingpen, A., Chen, L., Rich, J., & Zierler, B. (2012). Current trends in interprofessional education of health sciences students: A literature review. Journal of Interprofessional Care, 26, 444-451. https://doi.org/10.3109/13561820.2012.715604
Adams, K., Hean, S., Sturgis, P., & Macleod Clark, J. (2006). Investigating the factors influencing professional identity of first-year health and social care students. Learning in Health and Social Care, 5, 55-68. https://doi.org/10.1111/j.1473-6861.2006.00119.x
Ambrose-Miller, W., & Ashcroft, R. (2016). Challenges faced by social workers as members of interprofessional collaborative health care teams. Health and Social Work, 41, 101-109. https://doi.org/10.1093/hsw/hlw006
Barnes, D., Carpenter, J., & Dickinson, C. (2000). Interprofessional education for community mental health: Attitudes to community care and professional stereotypes. Social Work Education, 19, 565-583. https://doi.org/10.1080/02615470020002308
Bridges, D. R., Davidson, R. A., Odegard, P. S., Maki, I. V., & Tomkowiak, J. T. (2011). Interprofessional collaboration: Three best practice models of interprofessional education. Medical Education Online, 16, 6035. https://doi.org/10.3402/meo.v16i0.6035
Bronstein, L. R. (2003). A model for interdisciplinary collaboration. Social Work, 48, 297-306.
Council on Social Work Education. (2015). Educational Policy and Accreditation Standards. Author. https://www.cswe.org/getattachment/Accreditation/Accreditation-Process/2015-EPAS/2015EPAS_Web_FINAL.pdf.aspx
Davis, T. S., Guada, J., Reno, R., Peck, A., Evans, S., Sigal, L. M., & Swenson, S. (2015). Integrated and culturally relevant care: A model to prepare social workers for primary care behavioral health practice. Social Work in Health Care, 54, 909-938. https://doi.org/10.1080/00981389.2015.1062456
Gilbert, J. H. V., Yan, J., Hoffman, S. J. (2010). A WHO report: Framework for action on interprofessional education and collaborative practice. Journal of Allied Health, 39, 196-197.
Hall, N. (2015). Global definition of social work. International Federation of Social Workers. https://www.ifsw.org/global-definition-of-social-work/
Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative health research, 15, 1277-1288. https://doi.org/10.1177/1049732305276687
Karpetis, G. (2014). Advocating the clinical social work professional identity: A biographical study. Journal of Social Work Practice, 28, 23-41. https://doi.org/10.1080/02650533.2013.806888
Khalili, H., Orchard, C., Spence Laschinger, H. K., & Farah, R. (2013). An interprofessional socialization framework for developing an interprofessional identity among health professions students. Journal of Interprofessional Care, 27, 448-453. https://doi.org/10.3109/13561820.2013.804042
Levy, D., Ben Shlomo, S., & Itzhaky. (2014). The ‘building blocks of professional identity among social work graduates. Social Work Education, 33, 744-759. https://doi.org/10.1080/02615479.2014.883600
Loseke, D. R., & Cahill, S. E. (1986). Actors in search of a character: Student social workers’ quest for professional identity. Symbolic Interaction, 9, 245-258. https://doi.org/10.1525/si.1986.9.2.245
Miehls, D., & Moffatt, K. (2000). Constructing a social work identity based on the reflexive self. The British Journal of Social Work, 30, 339-348. https://doi.org/10.1093/bjsw/30.3.339
Mitchell, R. J., Parker, V., & Giles, M. (2011). When do interprofessional teams succeed? Investigating the moderating roles of team and professional identity in interprofessional effectiveness. Human Relations, 64, 1321-1343. https://doi.org/10.1177/0018726711416872
National Association of Social Workers [NASW]. (2016). Standards for social work practice in health care settings. Author. https://www.socialworkers.org/LinkClick.aspx?fileticket=fFnsRHX-4HE%3d&portalid=0
NASW. (2017). The code of ethics, Revised 2017. Washington DC. https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English
Oliver, C. (2013). Social workers as boundary spanners: Reframing our professional identity for interprofessional practice. Social Work Education, 32, 773-784. https://doi.org/10.1080/02615479.2013.765401
Rishel, C. W., & Hartnett, H. P. (2017). Meeting the challenge of preparing social workers for integrated health practice: Evidence from two MSW cohorts. Journal of Social Work Education, 53(sup1), S27-S39. https://doi.org/10.1080/10437797.2017.1288593
Rishel, C. W., & Hartnett, H. P. (2018). Innovations in field education to improve integrated care for young people and their families. Field Educator, 8.2, 1-17.
Scholar, H., McLaughlin, H., McCaughan, S., & Coleman, A. (2014). Learning to be a social worker in a non-traditional placement: Critical reflections on social work, professional identity, and social work education in England. Social Work Education, 33, 998-1016. https://doi.org/10.1080/02615479.2014.926320
Vogel, M. E., Kanzler, K. E., Aikens, J. E., & Goodie, J. L. (2017). Integration of behavioral health and primary care: Current knowledge and future directions. Journal of Behavioral Medicine, 40, 69-84. https://doi.org/10.1007/s10865-016-9798-7
Wiles, F. (2013). ‘Not easily put in a box’ Constructing professional identity. Social Work Education, 32, 854-866. https://doi.org/10.1080/02615479.2012.705273
Zerden, L. D., Jones, A., Brigham, R. B., Kanfer, M., & Zomorodi, M. (2017). Infusing integrated behavioral health in an MSW program: Curricula, field, and interprofessional educational activities. Journal of Social Work Education, 53, 59-71. https://doi.org/10.1080/10437797.2017.1288595
