Post on 21-Jan-2022
Bowling Green State University
From the SelectedWorks of Vivian J Miller
Fall 2019
Breaking Out of the Silo A Systematic Review ofUniversity-Level Gerontological Curricula inSocial Work and Nursing ProgramsDr Susanny J Beltran University of Central FloridaDr Vivian J Miller Bowling Green State University
Available at httpsworksbepresscomvivianjmiller5
Full Terms amp Conditions of access and use can be found athttpswwwtandfonlinecomactionjournalInformationjournalCode=uswe20
Journal of Social Work Education
ISSN 1043-7797 (Print) 2163-5811 (Online) Journal homepage httpswwwtandfonlinecomloiuswe20
Breaking Out of the Silo A Systematic Review ofUniversity-Level Gerontological Curricula in SocialWork and Nursing Programs
Susanny J Beltran amp Vivian J Miller
To cite this article Susanny J Beltran amp Vivian J Miller (2019) Breaking Out of the Silo ASystematic Review of University-Level Gerontological Curricula in Social Work and NursingPrograms Journal of Social Work Education
To link to this article httpsdoiorg1010801043779720191656689
Published online 10 Sep 2019
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Breaking Out of the Silo A Systematic Review of University-LevelGerontological Curricula in Social Work and Nursing ProgramsSusanny J Beltran and Vivian J Miller
ABSTRACTInterprofessional collaborations in the United States have emerged as ameansto improve health care outcomes and reduce costs Such collaborations maybe especially beneficial in the field of gerontology given widespread chronicconditions and high health care utilization rates among this populationCurrently there is a shortage of graduates prepared to engage in interprofes-sional practice with older adults This article discusses gerontological-focusedinterprofessional initiatives within social work and nursing education Twenty-four scholarly articles were reviewed and categorized into three themes (a)program descriptions (b) evaluation of programs and (c) student and facultyexperiences Following a description of the articles in each theme the authorsprovide a discussion of current gaps and future directions for gerontologicaleducation and research
ARTICLE HISTORYAccepted November 2018
It is well-known that the United States is experiencing a dramatic aging of its population due in part tothe aging of the Baby Boomers as well as medical advances that have increased life expectancies(Christensen Doblhammer Rau amp Vaupel 2009) By 2050 the number of persons aged 65 and olderwill reach 837 million almost double what it was in 2012 (Colby amp Ortman 2014) Older adults oftenhave multiple chronic health conditions and use health care at high rates and this disease burden hasimportant implications for the health care system (Dall et al 2013) Recent health care policies in theUnited States including the Affordable Care Act have emphasized the importance of interprofessionalpractice (IPP) to obtaining better health care outcomes and reducing costs (Young et al 2011) Asa result interest in interprofessional education (IPE) among health care professions has grown in recentyears (Interprofessional Education Collaborative [IPEC] 2016 Jones amp Phillips 2016 Levit BaloghNass amp Ganz 2013) Despite this interest a strong understanding of what is being done to infuse IPE andthe needs of older adults into university-level curricula remains unclear
Interprofessional education
While there are several definitions of IPE in the literature one that is most often cited comes fromthe Center for the Advancement of Interprofessional Education (CAIPE) This is defined as
[Involving] educators and learners from 2 or more health professions and their foundational disciplines whojointly create and foster a collaborative learning environment The goal of these efforts is to develop knowledgeskills and attitudes that result in interprofessional team behaviors and competence Ideally interprofessionaleducation is incorporated throughout the entire curriculum in a vertically and horizontally integrated fashion(Buring et al 2009 p 21)
Buring et al (2009) also highlighted that IPE is not simply students from different professions takinga class together faculty from a different profession leading a course or class or students engaging inpatient care experiences led by another profession (Buring et al 2009) Rather IPE spans the entire
CONTACT Susanny J Beltran susannybeltranucfedu School of Social Work University of Central Florida 12805 PegasusDrive HPA I- 244 Orlando FL 32816copy 2019 Council on Social Work Education
JOURNAL OF SOCIAL WORK EDUCATIONhttpsdoiorg1010801043779720191656689
curriculum and requires meaningful interactions among professions and reflection about how towork together as part of a team with the goal of improving patient care
Several educational associations including Council on Social Work Education (CSWE) haveformed or joined the IPEC (2016) and detailed core competencies The four competency domainsare (1) values and ethics for IPP (2) roles and responsibilities (3) interprofessional communicationand (4) teams and teamwork (IEC 2016) Competency one values and ethics involves working withother professionals to foster and maintain a climate of shared values and mutual respect Thisincludes embracing the diversity and differences that make up the team and respecting the expertisethat different professions bring to the team and care of the patient Competency two roles andresponsibilities involves utilizing the expertise of various professions appropriately with a clearunderstanding of each professionalrsquos roles and abilities It also calls for engaging diverse profes-sionals who complement one anotherrsquos expertise enhance the team and ultimately the health andhealth care of patients and populations served Competency three interprofessional communicationrefers to the responsive and effective use of communication strategies to facilitate and enhance teamfunctions It also includes giving feedback and encouraging sharing of ideas and opinions by allmembers of the team The fourth and final competency domain teams and teamwork involvesworking collaboratively and applying relationship-building strategies such as coordination consen-sus-based decision making and shared accountability It is important to highlight that all fourcompetencies promote practice that is grounded in the following principles
patient and family centered community and population oriented relationship focused process oriented linkedto learning activities educational strategies and behavioral assessments that are developmentally appropriatefor the learner able to be integrated across the learning continuum sensitive to the systems context andapplicable across practice settings applicable across professions stated in language common and meaningfulacross the professions and outcome driven (IEC 2016 p 10)
These principles along with the four competencies and their respective subcompetencies aim to informthe development of IPE curricular goals and are all well-aligned with values of the social work profession
Interprofessional education and social work
Support for IPE has been widely recognized with entities such as the World Health Organization(WHO) the American Public Health Association and the Institute of Medicine (IOM) all calling forincreased efforts to improve IPP through educational efforts (CEPH 2011 IOM 2008 WHO 2010) Asa profession social work has also expressed its commitment to IPE and IPP This is most evident in theCSWE Educational Policy and Accreditation Standards where core competencies (eg 1 6 7 and 8)make mention of the need for social workers to understand the role of other professions and be preparedto collaborate in various aspects of practice such as assessments and intervention at micro mezzo andmacro levels (CSWE 2015) Social workrsquos commitment to IPE has also been carried out via the CSWEGero-Ed Center an aging-specific social work initiative designed by gerontological social work facultyand students nationwide and funded by the John A Hartford Foundation (CSWE nd) This collabora-tion was aimed at advancement and sustainability of educational efforts to prepare social workers withgerontological competencies (Hooyman amp Diwan 2009) The Gero-Ed Center provides educators andpractitioners with valuable tools and resources for infusing gerontological content into social workcourses and appears to have been successful (CSWE nd) However despite successes the focus of theinitiative was on infusing gerontology content only rather than IPE more broadly Furthermore theprimary funding for this initiative ceased in 2015 (CSWE nd)
Given the shifts in health care practice and the growth of the older adult population there isincreasing demand for social workers entering the field to be prepared to practice both with olderadults and within health care settings According to the Bureau of Labor Statistics (2017) employ-ment of health care social workers is projected to grow by 20 in the next 10 years Currently thereis a shortage of social workers who have received formal training in gerontology and only 9 of
2 S J BELTRAN AND V J MILLER
licensed social workers report aging as their primary area of practice (Lustig 2013 WhitakerWeismiller amp Clark 2006) In addition challenges implementing IPE within social work curriculaare well-documented (eg Anderson amp Kanter 2010 Angelini 2011 Buring et al 2009) Growingevidence suggests that skilled collaborations in health care teams positively affect health care out-comes such as quality of care and that collaborations are particularly important in geriatrics wherepatients often present with complex needs (Levit et al 2013 Young et al 2011) Therefore there isa critical need to understand how social work has responded to this need and the educational effortsthat have been developed to integrate IPE into the education of gerontological social workers and toensure their graduates are prepared for interprofessional practice
Significance and purpose of the study
IPE is instrumental to prepare program graduates for gerontology practice within the currentcollaborative context of health care The collaborative efforts between social work and otherprograms (eg nursing medicine) have not yet been systematically examined Identifying suchcollaborations especially with nursing is particularly important Nursing collaborations aresingled out in this review given the close working relationships between nursing and socialwork that are often required when working with the older adult population (Chan Chi Chingamp Lam 2010) A better understanding of the state of gerontology-focused IPE collaborations isnecessary to illuminate gaps and future directions As such the purpose of this study was toprovide a systematic review of the literature on gerontological education programming withinand between social work and nursing programs in the United States over the past 10 years
Methods
Search strategy
Authors used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMAMoher Liberati Tetzlaff Altman amp PRISMA Group 2009) guidelines to conduct a systematic review ofthe databases The authors searched for articles in the following databases Academic Search CompleteAgeLine CINAHL Complete Education Administration Abstracts MEDLINE PsycInfo and SocialWork Abstracts accessed through EBSCO and ProQuest Search terms included varying combinationsof the following keywords social work nurs education nursing education collaboration interdisci-plinary interprofessional multidisciplinary geriatric gerontology and gerontological The asterisk wasplaced at the end of the search terms ldquosocial workrdquo and ldquonursrdquo to retrieve any articles with iterations ofthis root term (eg social worker nurse and nursing student) To be included in the review articles hadto meet the following criteria (a) be published in scholarly peer-reviewed journals (b) examineinterprofessional gerontological education programming within higher-education in the UnitedStates and (c) explicitly include social work and nursing professions Articles were excluded if theywere published in a language other than English or prior to January 1 2007 Articles were also excludedif they discussed programs or universities outside the United States since those fall outside theaccrediting authority of the CSWE and may not be bound by the same standards
Article selection
The initial search yielded a total of 1612 articles On duplicate removal 1453 unduplicated articletitles were screened for eligibility A three-stage review process was used to determine whether or notarticles should be included in the review During the first stage the reviewers excluded 910 articlesbased on their title During the second stage the abstracts of the remaining 543 articles were readand an additional 436 articles were excluded Last stage three involved reading the remaining 107articles in full Following full readings 83 articles were excluded These articles discussed initiatives
JOURNAL OF SOCIAL WORK EDUCATION 3
outside the United States or initiatives not focused on gerontological practice This resulted in 24articles in the final sample Figure 1 outlines the article selection process
Article review
Two reviewers independently screened assessed and cross-checked the final sample of articles(N=24) for inclusion criteria Researchers consulted each other continuously using Google Driveto note questions and ideas and develop the emergent themes Discrepancies and disagreements inthemes were discussed and resolved via e-mail communication based on consensus An audit trailusing the same cloud share system was kept to document decisions at various stages of the researchOn agreement on three overall themes articles were divided and reviewed independently Reviewersalso extracted details regarding initiatives article design setting sample and main findings ontoa table during this stage
Figure 1 PRISMA flowchart of article selection process
4 S J BELTRAN AND V J MILLER
Results
The articles were categorized into three overarching themes related to interprofessional education forgerontologicalndashsocial work and nursing students (a) program descriptions (b) evaluation of pro-grams and (c) student and faculty experiences Below is a summary of the publications includingdescriptions of the articlesrsquo design and samples and findings organized by theme
Summary of publications
A total of 24 articles were included in the final review The PRISMA flow chart shown inFigure 1 illustrates the article selection process Eighteen of the 24 articles discussed empiricalresearch These studies were most often mixed-methods (10) and quantitative (6) and quali-tative (2) methods respectively The seven remaining articles included in the review wereconceptual papers including one state-of-the-science report (Damron-Rodriguez 2008) Themajority of articles reported student participants (eg in need assessments courses fieldpractice simulations) However one study was conducted with university faculty only(Dorfman Murty Ingram amp Li 2008) The three themes related to interprofessional geronto-logical education efforts in US higher education are described below
Program descriptions
Eight articles described initiatives or efforts that were developed to prepare students frominterprofessional fields (including social work and nursing) for collaborative practice witholder populations Hermann Head Black and Singleton (2016) and Rowan et al (2009) focusedon an in-depth description of the development and implementation process of gerontologicaleducation and further expand on challenges lessons learned and recommendations for uni-versities implementing similar programs The remaining six articles focused on details of inter-professional programs which included descriptions of the fields represented goals andoutcomes measured Across the programs there was variety in terms of delivery of programinitiatives departments to spearhead such initiatives and the length of time that the interprofes-sional gerontological programs were offered For example Ellman et al (2012) describeda gerontological program offered online utilizing Web-based tools in a virtual-classroomSupiano (2013) discussed a course implemented as a collaboration between faculty from depart-ments mirroring the students involved and De Los Santos McFarlin and Martin (2014) andKolomer Quinn and Steele (2010) described service learning projects Kolomer et al (2010) andRowan et al (2009) described multiuniversity partnerships All other programs were housed indepartments of social work (Poole et al 2013) nursing (Hermann et al 2016) physicianassistant (MacRae amp Pardue 2007) and medicine (De Los Santos et al 2014 Ellman et al2012) The course described by Supiano (2013) had been offered six times at the time ofpublication and Poole et al (2013) project had been implemented for 6 years It is importantto note that Poole et alrsquos project was the only one in this theme that did not include studentsfrom other fields Rather the program exposed BSW and MSW students to interprofessionalpractice by partnering them as part of their field work with congregational nurse professionalsDe Los Santos et al Kolomer et al and Poole et al all described service learning projectsinvolving partnerships with community agencies serving older adults
In summary the articles in this theme focus on describing university-level interdisciplinaryinitiatives between social work nursing and allied health professions Some describe the develop-ment of the collaboration and of the curriculum and others share their experiences with imple-mentation and evaluation of the programs More details about the articles included in this themeincluding project or curricula names are provided in Table 1
JOURNAL OF SOCIAL WORK EDUCATION 5
Table1
Prog
ram
Descriptio
ns(n=8)
Outcomes
Authors(year)
Prog
ram
Profession
sCo
ntent
Form
atKeyfin
ding
sandrecommendatio
ns
Pooleet
al
(2013)
1Co
ngregatio
nalS
ocialW
ork
EducationInitiative(CSW
EI)
2Article
describ
esimplem
entatio
nof
prog
ram
over
thelast6years
3Prog
ram
prepares
stud
ents
toworkwith
cong
regatio
nal
nurses
servingperson
s55+
1Stud
ent-nu
rseteam
s2
SixBSW-leveland
sixMSW
-level
stud
ents
each
roun
dof
the
prog
ram
1Forty-on
eCSWEpractice
behaviorsforBSW
stud
entsand
17forMSW
stud
ents
2Topics
includ
eoverview
ofmentalillnessandsubstance
abusehealthyaging
biop
sychosocialaspects
ofaging
andworking
inamultid
isciplinaryenvironm
ent
1Self-assessment
ofconfidence
with
core
competencies
2Prendashpo
sttest
1Socialworkstud
entsworkclosely
with
thecong
regatio
nrsquosnu
rseto
coordinate
services
forclients
2Allstudentswho
participatein
theprog
ram
rate
theirlevelo
fcompetencywith
anu
mberof
practicebehaviorshigh
ly
especiallywith
commun
icating
profession
aljudg
ment
3Stud
ents
dowello
nCSWE
competencies3and5
Hermannet
al
(2016)
4iCOPE
5Article
describ
esprog
ram
developm
entand
implem
entatio
n6
Prog
ram
prepares
stud
ents
for
palliativecare
practice
7Totalstudentsserved
over
2years
ofimplem
entatio
n8
BSNlevel(253)
9Medicine(186)
10M
SWlevel(71)
11C
haplaincy(34)
12C
ontent
guided
byIPEC
competencies
13R
eadiness
forinterprofessional
learning
andend-of-life
profession
alcaregiverskills
14P
rendashp
osttests
using
standardized
scales
(reported
elsewhere)
15D
idactic
mod
ules
were
developedbasedon
casesand
prob
lem-focused
teaching
metho
dstoprovideclinical
experienceandgive
the
stud
ents
theop
portun
ityto
workas
mem
bersof
aninterdisciplinaryteam
(IDT)
16Formativeprojectevaluatio
nsareon
going
andfin
ding
srepo
rted
elsewhere
MacRaeand
Pardue
(2007)
17InterdisciplinaryGeriatric
EducationProg
ram
(IGEP)
18IGEP
uses
ReadersTheateras
aninstructionalstrategyto
teachan
interdisciplinary
grou
pof
stud
ents
19P
hysician
assistant
20D
entalh
ygiene
21Socialw
ork
22N
ursing
23D
entistry
24O
ccup
ationaltherapy
25Levelsof
stud
ents
(gradvs
undergrad)
variedeach
time
26Team
functio
ning
commun
icationandconflict
resolutio
n
27Student
feedback
28Studentsrepo
rted
that
the
theaterinterventio
nallowed
them
toappreciate
the
perspectives
andgo
alsof
profession
alsfrom
other
disciplines
29Studentsalso
repo
rted
that
the
course
helped
them
become
acham
pion
fortheirprofession
andun
derstand
thevalueof
interdisciplinarywork (C
ontinued)
6 S J BELTRAN AND V J MILLER
Table1
(Con
tinued)
Outcomes
Authors(year)
Prog
ram
Profession
sCo
ntent
Form
atKeyfin
ding
sandrecommendatio
ns
Ellman
etal
(2012)
30P
rogram
consistin
gof
anon
lineinteractivecase-based
mod
uleandalivesimulation
worksho
pcreatedto
teachan
interdisciplinarygrou
pof
stud
ents
abou
tpalliativecare
31M
edicine
32C
haplaincy
33M
SWlevel
34G
radu
ate-leveln
ursing
355
objectivesg
oalsof
palliative
careo
pioidmisconceptio
ns
spiritual
andcultu
raln
eeds
clinicalfeatures
ofimminent
death
andun
derstand
ingof
interdisciplinaryteam
roles
36Two-hu
ndred
andeleven
total
stud
ent
reflections
37Three-hun
dred
andnine
stud
ent
questio
nnaires
usingLikert
scales
toevaluate
prog
ram
38Q
ualitativedata
indicatedthat
allstudentsun
derstood
each
otherrsquos
rolesandvalued
team
efforts
39Student
feedback
also
show
edthey
foun
dtheprog
ram
useful
andeducational(meanof
45
onLikertscale)
40A
utho
rsrecommendfuture
testingof
interventio
nin
other
educationalsettin
gs
DeLosSantos
McFarlinamp
Martin
(2014)
41G
reen
Family
Neigh
borhoodH
ELP
42A
rticle
describ
esalong
itudinal
interprofessionalservice-
learning
prog
ram
that
prepares
stud
ents
for
commun
ity-based
practice
43M
edicine
44B
SWlevel
45M
SWlevel
46Law
47B
SNlevel
48G
radu
ate-
leveln
ursing
49The
faculty
andstud
entmakeupis
also
diverse
50G
uidedby
Interprofessional
EducationCo
llabo
rative
competencies(IPEC)
51C
onceptsof
team
work
commun
ication
profession
alismand
critical
thinking
52O
ngoing
feedback
from
stud
ents
and
commun
itymem
bers
receivingcare
regardingthe
prog
ram
53The
prog
ram
hasfocused
specifically
onimprovinghealth
outcom
esof
medically
underservedcommun
ities
54Student
team
scond
uctedover
1777ho
mevisits
toover
248
households
ina2-year
perio
d55Studentsengage
incase
presentatio
nsto
adiverse
faculty
grou
pSupiano(2013)
56A
rticle
describ
esagraduate
course
teaching
interdisciplinarypalliativecare
practices
57G
radu
ate-
leveln
ursing
58P
harm
acy
59M
SW-levelstudents
60G
eron
tology
61The
course
istaug
htby
faculty
from
thesamedisciplines
62C
orepalliativecare
know
ledg
e63R
oles
ofeach
disciplinein
apalliativecare
team
64D
iscussions
post-cou
rse
focusgrou
ps
andin-team
projects
and
grou
pperformance
used
toevaluate
65The
stud
ents
show
edthat
they
gained
know
ledg
eabou
ttheir
ownandeach
otherrsquos
disciplinesrsquoroles
inpalliative
care
66The
author
recommends
that
thecourse
befurtherd
evelop
edandreplicatedincluding
stud
ents
from
otherfieldswho
arerepresentedin
palliative
care
team
s
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 7
Table1
(Con
tinued)
Outcomes
Authors(year)
Prog
ram
Profession
sCo
ntent
Form
atKeyfin
ding
sandrecommendatio
ns
Kolomer
etal
(2010)
67Service
learning
project
consistin
gof
health
fairs
for
theprom
otionandscreening
ofolderadults
atcommun
itycenters
68C
ollabo
rativeeffortbetween
twoun
iversitiesstud
entsand
commun
itysenior
centers
69B
SNlevel
70G
radu
ate-
leveln
ursing
71B
SWlevel
72M
SWlevel
73A
ttitu
destoward
interprofessionallearning
74Teamworkandcollabo
ratio
n75N
egativeprofession
alidentity
76P
ositive
profession
alidentity
77Two-page
questio
nnaire
toevaluate
their
interprofessional
learning
experience
78R
eadiness
for
Interprofessional
Learning
Scale
questio
nnaire
(34
subscales
used)
79Studentschosetheirdesired
boothto
workat
thehealth
fair
undertheirprofessorrsquos
guidance
80A
lthou
ghstud
ents
expressed
strong
identificationwith
their
ownprofession
sthey
had
ahigh
willingn
essto
shareand
learnskillsof
otherdisciplines
81Student
scores
also
demon
stratedthat
learning
the
valueof
interdisciplinary
commun
icationwas
helpful
Rowan
etal
(2009)
82Evidence-basedGeriatric
Evaluatio
nandSelf-
Managem
entServices
(GEM
S)projectwhich
serves
commun
ity-dwellingolder
adults
83A
rticle
describ
estheprocess
ofimplem
entin
gGEM
Sas
well
aschalleng
esandlesson
slearned
84B
achelorrsquos-or
masterrsquos-levelP
Tstud
ents
(17)
85M
SW-levelstudents(22)
86M
SW-levelp
rofessionals(14)
87M
inimum
bachelor-levelP
Tprofession
als(13)
88G
eriatricassessments
89H
ealth
self-managem
ent
90Telehealth
91Truefalseand
multip
le-cho
ice
onlinemod
ule
tests
92Twomod
ules
oftheGeriatric
SocialWork
Competency
ScaleII
93Studentsstated
they
had
positiveexperiences
and
appreciatedtheservicedelivery
metho
d94A
utho
rsdiscussob
staclesfaced
ininterdisciplinarytraining
servicedeliveryandproject
evaluatio
n95A
utho
rsconclude
that
the
initiativecanbe
replicated
inotherun
iversitiesto
improve
educationalo
utcomes
8 S J BELTRAN AND V J MILLER
Evaluation of programs
Eleven of the 24 publications discussed empirical studies evaluating the effectiveness of IPE pro-grams The majority of the program evaluations identified used mixed-methods (6) followed byquantitative (4) and qualitative designs (1) The programs being evaluated varied in their approachto the educational interventions Some were case simulations or scenarios (Heuer GeislerKamienski Langevin amp OrsquoSullivan 2010 Murphy amp Nimmagadda 2015) using students facultyor actors (Forrest amp Derrick 2010) Heuer et al (2010) is the only evaluation in this review that didnot include students from multiple fields Instead medical students participated in simulations withall other roles played by interprofessional faculty Heflin et al (2014) included faculty from multiplefields including social work but were unable to enroll a social work student in the course Despitethis social work students were among the intended audience Aiguier Oboeuf Cobbaut and Vanpee(2015) tested the effectiveness of activity confrontation as an educational approach Students fromnursing medicine social work and physiotherapy working in field placements were filmed perform-ing various activities and asked to analyze the recordings Other initiatives used more traditionalapproaches such as seminars (Chan Mok Po-ying amp Man-chun 2009) teaching sessionscourses(Head et al 2016 Heflin et al 2014) and real-life practice experiences in field (Conti et al 2016Sheppard et al 2015)
Interventions also differed in terms of participants gerontological topics of focus and aims Inaddition to nursing and social work fields required for inclusion in this review many initiativesinvolved medical occupational physical and speech therapy pharmacy and nutrition students (egConti et al 2016 Park Hawkins Hamlin Hawkins amp Bamdas 2014) Some initiatives also includedstudents from other fields that often work with older adults For example Sheppard et al (2015)included students from dentistry and optometry fields and both Head et al (2016) and Forrest andDerrick (2010) included chaplaincy and clergy students respectively
While all initiatives targeted gerontological interprofessional practice some focused specificallyon enhancing competencies associated with a particular area or setting of practice For exampleForrest and Derrickrsquos (2010) program aimed to introduce students to end-of-life care and findingssuggested that it helped confirm or generate studentsrsquo desire to work with terminally ill patientsSimilarly Head et alrsquos (2016) intervention focused exclusively on improving interprofessionalpractice in palliative care and Conti et al (2016) and Sheppard et al (2015) focused on improvingcollaborations within nursing homes and during home visits In addition to the topic or setting-specific initiatives all initiatives shared the goal of preparing students for interprofessional colla-borations To this end educational initiatives focused on helping students understand each otherrsquosroles within the interdisciplinary team and develop a sense of appreciation for team-based practice(Heuer et al 2010) Others focused on improving studentsrsquo attitudes and preparedness for inter-professional teamwork (Bonifas amp Gray 2013 Conti et al 2016 Heflin et al 2014 Park et al 2014)and developing caring dispositions in students (Chan et al 2009)
In summary the articles in this theme disseminate findings to the academic community based onevaluations of their programs The research designs constructs measured and data collectionmethods varied Most studies reported that their educational initiatives were successful in achievingsome or all of the aims and some also discussed challenges and recommendations for futurerenditions of the initiatives More details about the articles in this theme including a descriptionof methods participants outcome measures and findings are provided in Table 2
Student and faculty experiences
Descriptions of nursing and social work students and faculty responses and experiences related tothe IPE collaborations were emphasized across five articles included in the final sample Studentswho participated in these IPE programs reported gaining a broad perspective of aging and workingwith older adult populations (Brooks Fox amp Okagbue-Reaves 2009) In one study assessing student
JOURNAL OF SOCIAL WORK EDUCATION 9
Table2
Evaluatio
nof
Prog
rams(n=11)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Aigu
ieret
al(2015)
1Qualitativeevaluatio
nof
the
effectivenessof
anactivity
confrontationeducational
fram
eworkto
developan
interdisciplinaryeducation
training
prog
ram
2Dataevaluatedusingan
indu
ctivediscou
rseanalysis
inform
edby
grou
nded
theory
3Nursing
(3)
4Medicine(1)
5Socialwork(1)
6Ph
ysiotherapy(1)
7Stud
ents
selected
regardless
ofprog
ram
level
1Self-confrontation(by
stud
ents
oftheirrecorded
activity)
2Co
llectiveconfrontation
(studentsqu
alified
profession
als)
1Filmsandtranscrip
tsanalyzed
2Ch
ange
intim
eallocatio
nto
each
type
ofconfrontationassessed
1Themetho
dsprop
osed
encouraged
reflexive
analysisof
themotives
forchoosing
interprofessionalb
ehaviors
2Find
ings
also
show
edthat
the
patient
rolemustbe
considered
whendeveloping
aninterprofessionallearning
prog
ram
andcare
3Theauthorsem
phasizethe
impo
rtance
ofstud
ents
meetin
gthepatientswhich
helped
motivatethem
for
interprofessionalcollabo
ratio
ns
Headet
al(2016)
4Prendashpo
stmixed-m
etho
devaluatio
nof
aun
iversityrsquos
effortsto
design
andimplem
ent
aninterdisciplinarycurriculum
(iCORE)toteachpalliativecare
inon
cology
5Thecurriculum
includ
eson
line
case-based
didacticsan
InterdisciplinaryCase
Managem
entExperience(IC
ME)
clinicalrotatio
nsand
critical
reflectionactivities
6Ch
aplaincy
7BSNlevel
8Medicine(fo
urth
year)
9MSW
level
103
73stud
ents
completed
prendashpo
sttest
over
five
semesters
11C
onfid
ence
with
interprofessionale
ducatio
n12P
alliativecare
know
ledg
eandskills
13End
-of-Life
Profession
alCaregiverSurvey
14Self-Efficacyfor
Interprofessional
ExperientialLearning
Scale
15Interdisciplinary
16P
alliativeCare
Know
ledg
eSurvey
17Focus
grou
ps
18Studentsfrom
alld
isciplines
show
edsign
ificant
improvem
entson
quantitative
measureschaplaincy
stud
ents
didno
treachsign
ificanceon
somescales
19O
pen-endedrespon
ses
indicatedthat
ICMEand
rotatio
nswerethemost
enjoyableaspectsof
the
interventio
n20A
utho
rsconcludedthat
the
curriculum
was
successful
inteaching
skillsandknow
ledg
eandaffectingattitud
esand
abilitiesof
stud
entsto
provide
team
-based
oncology
care
21R
ecom
mendcontinuing
similarprog
ramsin
health
sciences
toprovidehand
s-on
interdisciplinarylearning
oppo
rtun
ities
(Continued)
10 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Contie
tal(2016)
22P
ost-experiencesurvey
and
open-end
edqu
estio
ns
23Interdisciplinaryteam
sassign
edto
olderadultsin
the
commun
ity
24Studentsmade293visits
total
to208olderadultparticipants
25M
edicine(303)
26P
harm
acy(177)
27B
SNlevel(84)
28O
ccup
ationalTherapy
(64)
29B
SWlevel(101)
30M
SWlevel(132)
318
61stud
ents
over
over
semesters
32Team
functio
n33V
aluing
homevisits
34U
nderstanding
olderadults
35V
aluing
IPEexperience
36Learningfrom
Interprofessional
EducationalE
xperiences
Survey
with
open-text
questio
ncompo
nent
37Surveyresults
show
edstud
entsheld
strong
positive
attitud
estowardagingand
olderadultsandtowardteam
-basedcollabo
ratio
ns
38P
articipants
also
repo
rted
learning
abou
ttherolesand
respon
sibilitiesof
other
profession
sandratedthe
experiencehigh
ly8
2stated
they
wou
ldwelcomemoreIPE
oppo
rtun
ities
ForrestandDerrick
(2010)
1Descriptiveevaluatio
nstud
yof
theInterdisciplinaryEducational
Specializationin
End-of-life
Care
prog
ramw
hich
was
design
edbasedon
aneedsassessment
describ
edelsewhere
39M
SWlevel
40B
SNlevel
41C
lergystud
ents
421
3stud
entprendash
post
evaluatio
nsanalyzed
4330competenciesrelatedto
know
ledg
eskillsand
profession
alidentity
44C
ontent
areas
commun
ication
advance
care
planning
futile
treatm
entsIPP
45P
re-andpo
sttest
survey
ofstud
entcompetency
self-assessmentand
focusgrou
ps
46N
oform
ative
assessments
used
47P
rogram
participants
repo
rted
that
theexperiencehelped
them
confirm
adesire
towork
inendof
life(EOL)
orgeneratedtheirdesire
todo
so
48A
llrespon
dentsindicated
that
theprog
ram
increased
theirknow
ledg
eof
interdisciplinaryworkin
EOL
49Follow-updata
show
that
over
70
ofprog
ram
participants
goon
toworkdirectlyin
EOL
care
Chan
etal(2009)
50M
ixed
metho
devaluatio
nof
interprofessionalsem
inarsfor
undergradu
atenu
rsingand
social
workstud
ents
aimed
atdeveloping
theircarin
gdisposition
s51The
interdisciplinaryseminars
discussedcase
scenariosrelated
toelderabusewhich
allowed
forstud
entsto
learnabou
ton
eanotherrsquos
carin
gperspectives
with
inthecontextof
decision
making
52B
SNlevel(16)
53B
SWlevel(16)
54Totalof
32stud
ents
over
twoseminarsaweek
aparteach
55Studentrsquosview
sabou
tthe
teaching
approachethical
decision
-makingand
carin
geach
otherrsquos
roles
commun
ication
values
and
beliefsrelatedto
decision
making
56D
atacollected
via
videotaped
recordings
Likertscale
questio
nnaireand
follow-upteleph
one
interviews
57D
atewereanalyzed
throug
hdescrip
tive
statisticsandcontent
analysis
58Themes
andsubthemes
includ
edan
increasedself-
awarenessof
their
profession
alvaluesenh
anced
understand
ingof
carin
gimproved
commun
icationand
open-m
indedn
essand
buildingtrustin
grelatio
nships
59A
utho
rsconcludedthat
seminarsarean
effective
medium
throug
hwhich
interdisciplinaryeducationon
nursingandsocialworkcan
bedelivered
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 11
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
BonifasandGray
(2013)
60P
rendashp
osttestqu
asi-
experim
entald
esignexam
ining
twocurriculaaimingto
prepare
social
workstud
ents
for
collabo
ratio
nin
geriatriccare
61O
necurriculum
used
aninterprofessionala
pproach
the
otheraun
i-professional
approach
62The
othercurriculum
discussed
interdisciplinarycollabo
ratio
nsin
asocialworkcourse
63M
SWlevel
64M
edicine
65N
utrition
66P
harm
acy
67N
ursing
68A
utho
rson
lystated
the
prog
ram
levels(M
SW)for
thesocialworkprofession
696
9stud
ents
inthe
interprofessional
curriculum
19in
theun
i-profession
alon
e
70C
hang
esin
social
work
stud
entsrsquoattitu
desand
values
towardIDT
71U
nderstanding
ofrolesand
training
requ
irements
ofmultid
isciplinarypartners
72P
rendashpo
sttest
using
adaptedversionof
the
Attitud
esTowardHealth
Care
Team
sScale
731
0multip
lechoice
questio
nsdevelopedby
theteam
used
toassess
understand
ingof
profession
alrolesand
training
ofIDT
mem
bers
74Studentsin
the
interdisciplinarycurriculum
sign
ificantlyimproved
their
attitud
esandvalues
toward
interdisciplinarycollabo
ratio
nsbu
tdidno
tshow
asmuch
improvem
entin
their
understand
ingof
each
profession
rsquosroles
75Studentsin
theun
i-profession
alcurriculum
sign
ificantlyimproved
their
understand
ingof
otherteam
mem
bersrsquoroles
butdidno
tchange
theirattitud
esand
values
towardcollabo
ratio
n76A
utho
rsconcludedthat
interprofessionale
ducatio
nis
thebetter
approach
toob
tain
change
instud
entsrsquoattitu
des
abou
tinterdisciplinaryteam
sSheppard
etal
(2015)
77M
ixed-m
etho
dstud
yevaluatin
gtheeffectsof
aninterprofessionalclinical
experience(IC
E)on
attitud
estowardolderadultsand
interprofessionale
ducatio
n78ICE
prog
ram
was
developed
basedon
IPEC
core
competenciesandfocusedon
interprofessionalp
racticein
nursingho
mes
79M
edicine
80D
entistry
81N
ursing
82N
utrition
83O
T84O
ptom
etry
85Socialw
ork
861
71stud
entrespon
ses
87A
utho
rsdidno
tstate
stud
entsrsquop
rogram
level
88A
ttitu
destoward
interprofessionalteams
89A
ttitu
destowardolder
adults
90Q
uantitativepre-and
posttestsdata
collected
usingtheUCLAGeriatric
Attitud
esScalefocus
grou
psanalyzed
using
anindu
ctivethem
atic
approach
91N
osign
ificant
changesin
attitud
eswerefoun
dexcept
forthestatem
entldquoM
ostold
peop
learepleasant
tobe
with
rdquowhich
improved
from
274
to44
ofstud
ents
strong
lyagreeing
from
pre-
topo
st-IC
E92G
enerallystudentsrepo
rted
positiveattitud
estoward
interprofessionalteamwork
andolderadults
93The
authorsconclude
that
the
briefinterprofessional
curriculum
offersthepo
tential
tobe
appliedsuccessfully
(Continued)
12 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Park
etal(2014)
94P
rendashp
osttestinterventio
nstud
ytestingtheeffectsof
IPE
prog
ram
95Intervention
(1)IPE
developm
entsession
and(2)
theSenior
AgingandGeriatrics
Educator
mentorin
gprog
ram
96M
edicine(firstyear)(52)
97B
SN-leveln
ursing
(49)
98M
SW(firstyear)-55
99A
ttitu
destoward
interprofessional
collabo
ratio
ns(physicianndash
socialworkerph
ysicianndash
nursenu
rsendashsocial
worker)
100
Prendashpo
stdata
collected
usingthe
originalandmod
ified
versions
ofthe
Jeffe
rson
Scho
olof
Attitud
esToward
Physician-Nurse
Collabo
ratio
n
101
Socialworkstud
ents
and
nursingstud
ents
repo
rted
theleastpo
sitiveattitud
estowardtheph
ysicianndash
social
workerph
ysicianndash
nurse
collabo
ratio
nsrespectively
102
Medicalstud
ents
improved
theirattitud
estowardall
threecollabo
ratio
nsto
agreaterdegree
than
the
otherstud
entsw
hich
isinconsistent
with
previous
finding
s103
Authorsrecommendthat
thecurriculum
beevaluated
andassessed
forintegrity
andthat
postgraduate
follow-upmeasuresbe
incorporated
toassess
long
-term
change
Heuer
etal(2010)
1Sm
allsurveyexplorationof
the
effectsof
a60-m
inute
interdisciplinarycase-simulation
sessionon
medicalstud
entsrsquo
awarenessof
otherprofession
srsquoscop
eof
practiceand
commun
icationskills
104
116stud
ents
from
medicine
105
Faculty
from
medical
imaging
nutrition
labo
ratory
techno
logy
nursing
physical
therapy(PT)p
hysician
assistant(PA)
respiratory
therapyand
socialwork
106
Awarenessof
other
profession
srsquoscop
eof
practice
107
Appreciatio
nforIDTand
commun
ication
108
Stud
entsrsquoexperiencewith
theinterventio
n
109
12-item
survey
used
tocollect
participant
feedback
aswellas
open-end
edqu
alitativequ
estio
nsregardingthe
initiative
110
Participants
repo
rted
that
thesessionwas
ago
odmeans
toachievethego
als
setou
t111
Survey
results
indicatedthat
medicalstud
entsrsquoawareness
andappreciatio
nof
other
health
profession
sincreased
andwas
overallp
ositive
112
Authorsconclude
that
future
sessions
shou
ldbe
adjusted
basedon
stud
entfeedback
andthat
thesessions
are
achalleng
ingyetvaluable
educationalu
ndertaking
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 13
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Murph
yand
Nimmagadda
(2015)
113
Prendashpo
stqu
asi-experimental
survey
design
evaluatin
gthe
effectivenessof
aneducationalsimulationfor
nursingandSW
stud
ents
114
Purposivesampleof
43nu
rsingand45
social
workstud
ents
115
Team
workand
collabo
ratio
n116
Patient
centeredness
117
Senseof
profession
alidentity
118
Prendash
posttest
using
theReadinessfor
Interprofessional
Learning
Scale
119
Uncertainty
abou
tinterprofessionalroles
decreasedby
morethan
two
third
sin
both
grou
ps
120
Both
nursingandSW
stud
ents
identifiednew
streng
thssuch
asreflective
listening
andop
en-
mindedn
essfortheSW
role
onpo
sttest
Heflin
etal(2014)
121
Pre-licensure
course
providing
interactiveteaching
sessions
tostud
ents
from
vario
ushealth
care
profession
s122
Theeducationalcom
ponent
focuseson
enhancing
transitio
nsof
care
forolder
adults
byimproving
interprofessionalp
ractices
123
Medicine
124
Pharmacy
125
PhysicalTherapy
126
PhysicianAssistants
127
Nutrition
128
Socialworkfaculty
129
18completed
the
evaluatio
nover
two
semesters
130
Course
topics
delineated
inthesyllabu
sinclud
edescrib
ingIDTmem
ber
rolesinterprofessional
commun
ication
andcare
planning
131
Learning
outcom
es
know
ledg
eandskillsin
clinicalcare
andin
quality
improvem
ent
andcommun
icationand
collabo
ratio
n
132
In-class
andon
line
participation
performance
onassign
mentsand
team
-based
prop
osals
used
toassess
stud
ents
133
Stud
entself-efficacy
measuredat
pre-
and
post-cou
rse
completion
134
Stud
entsrsquoself-efficacyratin
gssign
ificantlyimproved
inteam
workskillstransitio
nsof
careq
uality
improvem
entandcultu
ral
competence
135
Stud
entsrsquocou
rseevaluatio
nfeedback
indicatedthat
they
appreciatedtheinteractive
experienceandgettingto
engage
inrelevant
workas
wellastheenthusiasm
ofthecourse
faculty
14 S J BELTRAN AND V J MILLER
satisfaction and educational efforts Dorfman et al (2008) implemented a supplementary ldquoGeroRichrdquoSocial Work education program In this program community collaborations were the interventionaimed to strengthen the aging-focused learning opportunities This study of advisory board membersand social work faculty members found that programs utilizing community collaborations improvedgerontological social work education and that this type of community partnership could benefitnursing programs as well (Dorfman et al 2008)
Across these studies students reported having positive experiences participating in both therequired and supplemental educational efforts (Addy Browne Blake amp Bailey 2015 GoldenGammonley Hunt Olsen amp Barry Issenberg 2014) These educational opportunities were foundto be enjoyable for students and highlighted important features of each respective discipline (Addyet al 2015 Golden et al 2014) Additionally students perceived that they had gained an under-standing of key health concepts following this collaboration (Addy et al 2015) Finally a state-of-the-science by Damron-Rodriguez (2008) found that shared learning between social work and nursingprograms may lend toward competency-based education however competence must be defined andassessed in an ongoing basis within schools of social work and schools of nursing
In conclusion the articles with a focus on student and faculty experiences described in this themereport that the broad scope of educational efforts between nursing social work and allied health careprofessions widens the understanding of students which promotes teamwork and comprehension ofcare best practices across disciplines Table 3 includes details of each study including the methodsparticipants data collection and key findings and recommendations
Critique of the literature
There are limitations to the articles included within this study that should be noted First there wasa lack of theoretical frameworks providing guidelines and boundaries for the programs used acrossall articles but one (Rowan et al 2009) The use of theoretical frameworks may challenge and extendexisting knowledge strengthening the work within the limits of each study conducted respectivelyFor example authors may have used the IPEC competencies to frame their program goals ordiscussed how their learning objectives align with the competencies that IPEC recommends forIPE and practice Second 7 of the 24 articles were review articles and lacked a procedure forconducting the study either as a mixed-methodological qualitative or quantitative study designThe lack of details makes it difficult for the reader to assess the comprehensiveness of the review andthe accuracy of the conclusions drawn Third all studies used purposive non-probability samplingtechniques Based on researchers selecting study participants or students self-selecting findingsfrom these studies may not be generalizable to students or universities across the nation Last manystudies reported findings based on self-reported subjective assessments (eg Forrest amp Derrick2010) The lack of rigorous summative assessments makes it difficult to assess actual changes inknowledge skills and attitudes resulting from the intervention
Discussion and implications
This systematic review provides a comprehensive summary of the literature published on inter-professional education initiatives that have been developed and implemented in an effort to bestprepare nursing and social work students for interprofessional gerontological practice (ie programdescriptions evaluation of programs and student and faculty responses) A total of 24 articles werereviewed These publications highlight the potential of IPE efforts to prepare students for geronto-logical practice and interdisciplinary teamwork as well as student and faculty receptiveness to suchefforts The small number of publications also highlights the particular need for increased actionaround IPE in gerontological social work education and for IPE programs to be evaluated andfindings disseminated to the research community The few initiatives identified in this review of theliterature represent programsrsquo attempts to fill educational gaps within their curricula There is a need
JOURNAL OF SOCIAL WORK EDUCATION 15
Table3
Stud
entandFaculty
Experiences
(n=5)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Brooks
etal(2009)
1Au
thorsaddressthebestpractices
forteaching
thecourse
titledAg
ing
toInfancyacross
universitiesfrom
four
states
2Thisarticle
presents
areview
ofthe
numberof
gerontolog
y-focused
coursesacross
universitiesin
these
states
1Ag
ingcurriculum
across
IndianaIllinois
Michigan
andOhio
2Thecourse
isaprerequisite
for
admission
tonu
rsing
occupatio
naltherapy
social
workand
dieteticsprog
rams
1Co
nceptualizationof
the
health
care
team
2Positiveintrod
uctio
nto
aging
3Redu
ctionin
agism
1Co
urse
midterm
sfin
als
andassign
ments
2Co
urse
review
s
1Manydisciplinesincluding
nursing
dieteticssocialworkand
occupatio
naltherapyreportsimilar
challeng
eswith
integrating
gerontolog
ical
contentinto
their
curriculum
2
Stud
ents
repo
rtthat
having
four
instructorsfrom
diffe
rent
health
profession
sgave
abroadversionof
allaspects
Dam
ron-Rodriguez
(2008)
Thisarticle
presentsastateof
the
sciencecapturingfin
ding
sfrom
previous
educationalapp
roachesto
preparingnu
rses
andsocialworkersfor
supp
ortin
gfamily
caregivers
3Nursing
4Social
Work(SW)
5Medicine
6CSWEandHartford
Geriatriccompetencies
that
specifically
mentio
nfamilysuchas
diversity
commun
ication
and
assessment
7Review
oftheliterature
from
thepast
decade
(1998ndash2008)
8Itwas
foun
dthat
competencein
geriatricsiscentraltointerdisciplinary
team
workShared
learning
may
behelpfulacrossdisciplines
9Recommendthat
afram
eworkfor
educatingandtraining
nurses
and
social
workerscontainfour
central
elem
entsw
hatho
ww
here
and
when
andho
wwell
Dorfm
anet
al(2008)
10M
ixed-m
etho
dsstud
yanalyzed
data
from
advisory
boardmem
bers
11A
dvisorybo
ardgu
idingcurriculum
includ
edsocial
workfaculty
commun
itypartnerso
lder
adults
PhDstud
entsand
agraduate
and
anun
dergradu
aterepresentative
129
faculty
questio
nnaires
respon
ses
131
1advisory
board
respon
ses
14Sup
portandsatisfaction
with
project
15Sug
gestions
regarding
sustainabilityandfuture
implem
entatio
n
16Q
uestionn
aire
adapted
from
theGeroRich
Project
17B
othgrou
psagreed
that
the
ldquoGeroRichrdquo
projectto
provideBSW
stud
ents
with
gero-education
coursesispo
sitiveforSW
curriculum
18A
utho
rsencouragethereplicationof
theprog
ram
with
nursingandother
alliedhealth
care
profession
als
Addy
etal(2015)
19Thisarticle
shares
mod
ificatio
nsmadeto
aninterdisciplinarycourse
andevaluatedchangesin
end-of-
course
evaluatio
nsfrom
stud
ents
from
year
2013
to2014
ofimplem
entatio
n
20M
edicine
21N
ursing
22P
harm
acy
23P
ublic
Health
24SocialW
ork
25P
rogram
levelvaried
262
013coho
rt(256)
272
014coho
rt(394)
28V
aluesethics
29R
olesrespo
nsibilities
30C
ommun
icationand
team
steam
work
31O
nlineend-of-cou
rse
evaluatio
n32Student
reflections
abou
tthecourse
33Studentsshared
they
enjoyedbeing
with
health
care
stud
entsacross
disciplines
34Studentsrsquoratin
gof
allcou
rse
itemssign
ificantlyimproved
from
2013
to2014
(Continued)
16 S J BELTRAN AND V J MILLER
Table3
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Goldenet
al(2014)
1Cross-sectionalsurveyof
stud
ent
grou
psrsquovaluesregardingolder
adults
2Thepu
rposeof
thisstud
ywas
todrivethedevelopm
entof
ageriatric-focused
interprofessional
collabo
ratio
n
35M
edicine(third
year)
(31)
36N
urse
practitioners
(NP)
(70)
37M
SWlevelsocial
work(131)
38A
ttitu
destoward
carin
gforolderadults
39A
ttitu
destoward
person
alaging
40A
ttitu
desabou
thealth
reform
legislation
41B
eliefsabou
tleadership
inIDT
42P
aper
andpencil
surveys
43G
eriatricsAttitud
eScale(GAS
)44R
eactions
toAg
ing
Questionn
aire
(RAQ
)45P
atient
Protectio
nand
Affordable
Care
Act
(PPA
CA)assessment
46R
esultsshow
that
theprofession
shared
similarattitud
estoward
person
alaging
andNPandSW
stud
ents
hadmorepo
sitive
attitud
esrelatedto
carin
gforolder
adultsthan
medicalstud
ents
Overallallscoreswerewith
inthe
neutralrange
ofattitud
e47V
arieddiffe
rences
wereidentifiedin
attitud
estowardleadership
andthe
effect
ofhealth
care
reform
48A
utho
rsem
phasizetheneed
forIPE
tohigh
light
thevaluesystem
sof
each
profession
involved
incare
team
s
JOURNAL OF SOCIAL WORK EDUCATION 17
to expand the depth and breadth of these efforts including access to programs duration ofprograms and gerontological topics of focus What follows is a discussion of recommendationsfor future research and education These recommendations come from the literature discussed aswell as the authorsrsquo additional recommendations
Social work educators and researchers have made significant efforts to develop and deliver IPE tostudents interested in aging practice but more is needed A major limitation in the current literaturestems from the lack of rigorous research methods employed in the design and evaluation of theeducational interventions (eg Dorfman et al 2008 Ellman et al 2012 Hermann et al 2016)Future educational initiatives should be developed based on explicitly stated IPEC competencies andevaluated for effectiveness using more rigorous methods One way to achieve this may be throughthe use of validated and reliable assessment tools such as the IPEC Competency Self-Assessmenttool derived from IPEC competencies Developed by Dow DiazGranados Mazmanian and Retchin(2014) the tool measures students on 42 core competencies across two domains interprofessionalinteractions and interprofessional values
Even though differences in professional mandates add complexity to decisions about whichcompetencies to measure (Hermann et al 2016) several disciplines have made efforts to establishassessment measures based on interprofessional collaborative efforts (eg Lockeman et al 2016)Social work gerontology educators should take advantage of these developments by using themwithin and across departments at the university level In addition social workers with theircommitment to a biopsychosocial approach are well-positioned to initiate and steer collaborativeefforts related to the development of such measures Further efforts have been made to identifycompetencies relevant to both nursing and social work to develop a framework for education Thiswas done for example by Damron-Rodriguez (2008) with a focus on preparing nurses and socialworkers to support older adult family caregivers Future research should be conducted to identifycompetencies most important to interprofessional gerontological health care practice relevant acrossmultiple disciplines and settings and how to measure them
Social desirability bias is another concern across the articles included within this study Kolomeret al (2010) discussed the risk for socially desirable responses associated with having the IPEinitiatives be part of a graded course This risk is magnified by the use of subjective measuressuch as self-assessments and untested instruments (eg Hermann et al 2016) To minimize thisrisk objective measures using standardized instruments should be employed whenever possibleA standardized instrument recommended for future use in some of the articles reviewed is theGeriatric Social Work Competency Scale II (eg Brooks et al 2009 Damron-Rodriguez 2008)Head et al (2016) recommended that future research measure the long-term effect of the IPEinterventions
In addition to standardized instruments studies should implement rigorous sampling andrandomization techniques Golden et al (2014) recommend that future studies use larger samplesizes to improve their statistical power Although engaging in unbiased sampling recruitment andretention of students across professions can be logistically challenging (Mirick Davis ampWladkowski 2017 Rubin amp Babbie 2011) these investments will help to better assess outcomesand refine educational initiatives moving the field forward It is also important to emphasize thatalthough randomization is difficult given that IPE programs are often delivered as part of a semestercourse efforts should be made to incorporate a control group For example if the IPE is delivered asan aging course elective another section of the aging course where IPE is not delivered can be usedas a control group Internal validity would be limited but it would be a step forward from the non-experimental designs currently employed
Opportunities also exist for improving the implementation of IPE programs particularly whenprograms include field placements clinical rotations or partnerships with community agenciesSeveral of the articles included in this review recommend that programs continue to prioritize face-to-face small-group educational opportunities to connect health profession students and promoteinteractions among disciplines as it has been found to be an integral component of their IPE
18 S J BELTRAN AND V J MILLER
programming (eg Dorfman et al 2008) This recommendation is well-aligned with CAIPErsquosdefinition of IPE (Buring et al 2009) Kolomer et al (2010) and Poole et al (2013) also emphasizethe importance of developing or strengthening community partnerships It is important that whenIPE initiatives are implemented in the community special attention is paid to the sustainability andcontinuity of the resources and supports that the students and programs represent Includingfeedback from community members receiving care can be a constructive approach to assessingstudent learning and an effective component of the evaluation of IPE Simultaneously such feedbackcan help providers learn about the experiences of community members and effect of the programSoliciting feedback from community members as Rowan et al (2009) did in their program can alsohelp strengthen academicndashcommunity partnerships and support programmatic improvementsCommunity members may also be engaged in discussions about their needs and ways in whichacademicndashcommunity partners can remain involved between rounds of implementation which iscrucial to the quality and effect of the program on the community and on older adults
Finally future initiatives must consider the varying skills and knowledge that students from multipledisciplines possess and how to build curricula that supports all of their needs For example some of theprograms included in this review involved both BSW and MSW students and it is unclear whether lackof preparedness of BSW students to engage in some higher-level IPE activities emerged as a concern Thebenefits and limitations of combining BSW and MSW students in IPE experiences involving graduatestudents from other health professions merits further investigation Moreover nursing students witha strong scientific foundation and understanding of the biological and physiological components of agingmay lack understanding of the holistic socioeconomic psychosocial and behavioral aspects of agingwhich influence the health care decision-making process and are crucial in social work practice As suchnursing students ought to be engaged in coursework and curricula that addresses social influencespursues social change and maximizes the quality of life for older adults
Programs need to develop the infrastructure required to support interprofessional collaborations inresearch projects as well as in classrooms across levels of higher education so that social work facultyrsquosown practices mirror the interprofessional values they hope to impart onto students Jones and Phillips(2016) discussed the competencies of IPE as detailed by IPEC and provided a similar recommendationfor ldquodual and reciprocal appointments of faculty in schools of social work medicine public healthnursing and so forth hellip [and for] co-taught courses that bring together multiple faculty and studentsfrom a variety of disciplinesrdquo (p 26) Social work and nursing programs should build capacity forinterprofessional practice research and education This will require that leaders from various programscome together and discuss their accreditation mandates and work together to support the developmentof collaborations For example CSWE EPAS (2015) requires that social work faculty have 2 years of post-masterrsquos social work degree practice experience and other programs may have similar requirements thatwill dictate how to develop coteaching initiatives The need for program and profession leaders to cometogether has been previously expressed and can be found in the IPE literature (Clark 2011 Hall ampZierler 2015 Jensen Harvan amp Royeen 2009)
Conclusion
This is the first systematic review to examine interprofessional gerontological education program-ming within social work and nursing programs in the United States that can be located Findingsfrom this study highlight the current programs engaging in IPE to prepare gerontological andhealth care social workers as well as the effectiveness of such programming Overall thisliterature points to IPE educational initiatives as valuable and effective at increasing the self-awareness attitudes and skills of social work and nursing students engaged in gerontologicalpractice Moving forward the study of such initiatives should explore the benefits of IPE on long-term outcomes such as increased enrollment in further gerontology-specific studies (eg BSWstudents entering MSW aging concentrations) and on studentsrsquo readiness to practice with theolder adult population Ongoing examinations of the effect IPE initiatives have on the well-being
JOURNAL OF SOCIAL WORK EDUCATION 19
of older adults is also an area requiring continued research These interprofessional programsmay arm up-and-coming professionals with the skills and knowledge required to competentlycare for the growing population of aging Americans and for practicing within the health caresystem As such it is of paramount importance that social work programs infuse interprofessionaleducation into their programming and curricula and support faculty in their efforts to collabo-rate across departmental silos
Disclosure statement
No potential conflict of interest was reported by the authors
Notes on contributors
Susanny J Beltran PhD MSW is assistant professor with the School of Social Work University of Central FloridaVivian J Miller PhD LMSW is assistant professor with the Department of Human Services Bowling Green StateUniversity
References
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health and social work perspectives American Journal of Public Health 105(S1) S106ndashS108 doi102105AJPH2014302502
Aiguier G Oboeuf A Cobbaut J P amp Vanpee D (2015) Activity confrontation methods A reflexive andmetacognitive approach for interprofessional collaboration training Journal of Interprofessional Care 29(5)457ndash463 doi1031091356182020151004162
American Academy of Social Work amp Social Welfare (AASWSW) (2017) Close the health gap Retrieved from httpaaswsworggrand-challenges-initiative12-challengesclose-the-health-gap
Anderson M B amp Kanter S L (2010) Medical education in the united states and Canada 2010 Academic Medicine85(9) S2ndashS18
Angelini D J (2011) Interdisciplinary and interprofessional education What are the key issues and considerationsfor the future The Journal of Perinatal amp Neonatal Nursing 25(2) 175ndash179
daggerBalen R Rhodes C amp Ward L (2010) The power of stories Using narrative for interdisciplinary learning in healthand social care Social Work Education 29(4) 416ndash426 doi10108002615470902991742
daggerBekkema N de Veer A J Albers G Hertogh C M Onwuteaka-Philipsen B D amp Francke A L (2014)Training needs of nurses and social workers in the end-of-life care for people with intellectual disabilities a nationalsurvey Nurse Education Today 34(4) 494ndash500 doi101016jnedt201307018
daggerBellamy J L Mullen E J Satterfield J M Newhouse R P Ferguson M Brownson R C amp Spring B (2013)Implementing evidence-based practice education in social work A transdisciplinary approach Research on SocialWork Practice 23(4) 426ndash436 doi1011771049731513480528
daggerBennett E Hauck Y Radford G amp Bindahneem S (2016) An interprofessional exploration of nursing and socialwork roles when working jointly with families Journal of Interprofessional Care 30(2) 232ndash237 doi1031091356182020151115755
daggerBlacker S Head B A Jones B L Remke S S amp Supiano K (2016) Advancing hospice and palliative care socialwork leadership in interprofessional education and practice Journal of Social Work in End-Of-Life amp PalliativeCare 12(4) 316ndash330 doi1010801552425620161247771
Bonifas R P amp Gray A K (2013) Preparing social work students for interprofessional practice in geriatric healthcare Insights from two approaches Educational Gerontology 39(7) 476ndash490 doi101111ajag12106
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Brooks J Fox D P amp Okagbue-Reaves J (2009) Best practices for an interdisciplinary team-taught courseEducational Gerontology 35 818ndash830 doi10108003601270902821350
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20 S J BELTRAN AND V J MILLER
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Buring S M Bhushan A Broeseker A Conway S Duncan-Hewitt W Hansen L amp Westberg S (2009)Interprofessional education definitions student competencies and guidelines for implementation AmericanJournal of Pharmaceutical Education 73(4) 59 doi105688aj730459
daggerChan E A Lam W amp Yeung S K S L (2013) Interprofessional competence A qualitative exploration of socialwork and nursing studentsrsquo experience Journal of Nursing Education 52(9) 509ndash515 doi10392801484834-20130823-01
Chan E A Mok E Po-ying A H amp Man-chun J H (2009) The use of interdisciplinary seminars for thedevelopment of caring dispositions in nursing and social work students Journal of Advanced Nursing 65(12)2658ndash2667 doi101111j1365-2648200905121x
Chan E A Chi S P M Ching S amp Lam S K (2010) Interprofessional education The interface of nursing andsocial work Journal of Clinical Nursing 19(12) 168ndash176
daggerChicorelli J Dennie A Heinrich C Hinchey B Honarparvar F Jennings M hellip Tempelman J (2016)Canadian student leadersrsquo perspective on interprofessional education A consensus statement Journal ofInterprofessional Care 30(4) 545ndash547 doi1031091356182020161159187
daggerChodosh J Price R M Cadogan M P Damron-Rodriguez J Osterweil D Czerwinski A hellip Frank J C(2015) A practice improvement education program using a mentored approach to improve nursing facilitydepression caremdashpreliminary data Journal of the American Geriatrics Society 63(11) 2395ndash2399 doi101111jgs13775
Christensen K Doblhammer G Rau R amp Vaupel J W (2009) Ageing populations the challenges ahead TheLancet 374(9696) 1196ndash1208 doi101016S0140-6736(09)61460-4
daggerClark K Congdon H B Macmillan K Gonzales J P amp Guerra A (2015) Changes in perceptions and attitudesof healthcare profession students pre and post academic course experience of team-basedrsquocare for the critically IllrsquoJournal of Professional Nursing 31(4) 330ndash339 doi101016jprofnurs201501006
Clark P G (2011) The devil is in the details The seven deadly sins of organizing and continuing interprofessionaleducation in the US Journal of Interprofessional Care 25(5) 321ndash327 doi103109135618202011578223
daggerClarke B A Miers M E Pollard K C amp Thomas J (2007) Complexities of learning together Studentsrsquoexperience of face-to-face interprofessional groups Learning in Health and Social Care 6(4) 202ndash212doi101111j1473-6861200700162x
daggerCohen E V Hagestuen R Gonzaacutelez-Ramos G Cohen H W Bassich C Book E hellip Giroux M (2016)Interprofessional education increases knowledge promotes team building and changes practice in the care ofParkinsonrsquos disease Parkinsonism amp Related Disorders 22 21ndash27 doi101016jparkreldis201511001
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Conti G Bowers C OrsquoConnell M B Bruer S Bugdalski-Stutrud C Smith G hellip Mendez J (2016) Examiningthe effects of an experiential interprofessional education activity with older adults Journal of Interprofessional Care30(2) 184ndash190 doi1031091356182020151092428
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Damron-Rodriguez J (2008) Developing competence for nurses and social workers The American Journal ofNursing 108 40ndash46 doi10109701NAJ000033641383366e0
daggerDay M R Bantry-White E amp Glavin P (2010) Professional Protection of vulnerable adults an interdisciplinaryworkshop Community Practitioner 83(9) 29ndash32
JOURNAL OF SOCIAL WORK EDUCATION 21
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daggerDerbyshire J A amp Machin A I (2011) Learning to work collaboratively nursesrsquo views of their pre-registrationinterprofessional education and its impact on practice Nurse Education in Practice 11(4) 239ndash244 doi101016jnepr201011010
Dorfman L T Murty S A Ingram J G amp Li H (2008) Faculty and community partners in gerontologicalcurriculum enrichment Educational Gerontology 12 1087ndash1104 doi10108003601270802201398
Dow A A DiazGranados D Mazmanian P E amp Retchin S M (2014) An exploratory study of an assessment toolderived from the competencies of the interprofessional education collaborative Journal of Interprofessional Care28 299ndash304 doi103109135618202014891573
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daggerEckstrom E Neal M B Cotrell V Casey C M McKenzie G Morgove M W hellip Lasater K (2016) Aninterprofessional approach to reducing the risk of falls through enhanced collaborative practice Journal of theAmerican Geriatrics Society 64(8) 1701ndash1707 doi101111jgs14178
Ellman M S Schulman-Green D Blatt L Asher S Viveiros D Clark J amp Bia M (2012) Using online learningand interactive simulation to teach spiritual and cultural aspects of palliative care to interprofessional studentsJournal of Palliative Medicine 15(11) 1240ndash1247 doi101089jpm20120038
daggerFilies G C Yassin Z amp Frantz J M (2016) Studentsrsquo views of learning about an interprofessional world cafeacutemethod African Journal of Health Professions Education 8(2) 229ndash233 doi107196AJHPE2016v8i2844
Forrest C amp Derrick C (2010) Interdisciplinary education in end-of-life care Creating new opportunities for socialwork nursing and clinical pastoral education students Journal of Social Work in End-Of-Life amp Palliative Care 6(1ndash2) 91ndash116 doi101080155242562010489224
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Golden A G Gammonley D Hunt D Olsen E amp Barry Issenberg S (2014) The attitudes of graduate healthcarestudents toward older adults personal aging health care reform and interprofessional collaboration Journal ofInterprofessional Care 28(1) 40ndash44 doi103109135618202013830595
Gould P R Lee Y Berkowitz S amp Bronstein L (2015) Impact of a collaborative interprofessional learningexperience upon medical and social work students in geriatric health care Journal of Interprofessional Care 29(4)372ndash373 doi103109135618202014962128
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Hall L W amp Zierler B K (2015) Interprofessional education and practice guide no 1 developing faculty toeffectively facilitate interprofessional education Journal of Interprofessional Care 29(1) 3ndash7 doi103109135618202014937483
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22 S J BELTRAN AND V J MILLER
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Kolomer S Quinn M E amp Steele K (2010) Interdisciplinary health fairs for older adults and the value ofinterprofessional service learning Journal of Community Practice 18(2ndash3) 267ndash279 doi101080107054222010485863
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JOURNAL OF SOCIAL WORK EDUCATION 23
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Murphy J I amp Nimmagadda J (2015) Partnering to provide simulated learning to address InterprofessionalEducation Collaborative core competencies Journal of Interprofessional Care 29(3) 258ndash259 doi103109135618202014942779
daggerNewton J M Cross W M White K Ockerby C amp Billett S (2011) Outcomes of a clinical partnership modelfor undergraduate nursing students Contemporary Nurse 39(1) 119ndash127 doi105172conu2011391119
daggerOdegard P S Robins L Murphy N Belza B Brock D Gallagher T H hellip Mitchell P (2009) Interprofessionalinitiatives at the University of Washington American Journal of Pharmaceutical Education 73(4) 63 doi105688aj730463
daggerOlsson M Persson M Kaila P Wikmar L N amp Bostroumlm C (2013) Studentsrsquo expectations when entering aninterprofessional masterrsquos degree program for health professionals a qualitative study Journal of Allied Health 42(1) 3ndash9
daggerOtis-Green S Yang E amp Lynne L (2013) ACE projectmdashadvocating for clinical excellence creating change in thedelivery of palliative care OMEGA-Journal of Death and Dying 67(1ndash2) 5ndash19 doi1021902FOM671-2b
daggerPareacute L Maziade J Pelletier F Houle N amp Iloko-Fundi M (2012) Training in interprofessional collaborationPedagogic innovation in family medicine units Canadian Family Physician 58(4) e203ndashe209
Park J Hawkins M Hamlin E Hawkins W amp Bamdas J A M (2014) Developing positive attitudes towardinterprofessional collaboration among students in the health care professions Educational Gerontology 40(12)894ndash908 doi101080036012772014908619
daggerParker V A amp Geron S M (2007) Cultural competence in nursing homes Issues and implications for educationGerontology amp Geriatrics Education 28(2) 37ndash54 doi101300J021v28n02_04
daggerPhillips J MacGiollaRi D amp Callaghan S (2012) Encouraging research in social work Narrative as the threadintegrating education and research in social work Social Work Education 31(6) 785ndash793 doi101080026154792012695200
daggerPollard K C Miers M E amp Rickaby C (2012) ldquoOh why didnrsquot I take more noticerdquo Professionalsrsquo views andperceptions of pre-qualifying preparation for interprofessional working in practice Journal of InterprofessionalCare 26(5) 355ndash361 doi103109135618202012689785
daggerPoole J Rife J C Pearson F amp Moore W R (2009) Developing community partnerships with religiouslyaffiliated organizations to address aging needs A case study of the congregational social work education initiativeSocial Work amp Christianity 36(2) 176-191
24 S J BELTRAN AND V J MILLER
Poole J Rife J C Pearson F Moore L Reaves A M amp Moore W (2013) Innovative social work field educationin congregational and community-based settings serving persons fifty-five+ an interdisciplinary training initiativefor BSW and MSW Students Social Work and Christianity 40(4) 404
daggerPulsford D Hope K amp Thompson R (2007) Higher education provision for professionals working with peoplewith dementia a scoping exercise Nurse Education Today 27(1) 5ndash13 doi101016jnedt200602003
Reeves S Zwarenstein M Goldman J Barr H Freeth D Koppel I amp Hammick M (2010) The effectiveness ofinterprofessional education Key findings from a new systematic review Journal of Interprofessional Care 24230ndash241 doi10310913561820903163405
daggerRobins L Brock D M Gallagher T Kartin D Lindhorst T Odegard P hellip Belza B (2008) Piloting teamsimulations to assess interprofessional skills Journal of Interprofessional Care 22(3) 325ndash328 doi10108013561820801886438
Rogers A T Gualco K J Hinckle C amp Baber R L (2013) Cultivating interest and competency in gerontologicalsocial work Opportunities for undergraduate education Journal of Gerontological Social Work 56(4) 335ndash355doi101080016343722013775989
Rowan N L Gillette P D Faul A C Yankeelov P A Borders K W Deck S hellip Wiegand M (2009)Innovative interdisciplinary training in and delivery of evidence-based geriatric services Creating a bridge withsocial work and physical therapy Gerontology amp Geriatrics Education 30(3) 187ndash204 doi10108002701960903133448
Rubin A amp Babbie E R (2011) Research methods for social work (7th ed) Belmont CA BrooksColedaggerSalm T Greenberg H Pitzel M amp Cripps D (2010) Interprofessional education internships in schools Jump
starting change Journal of Interprofessional Care 24(3) 251ndash263 doi10310913561820903051469daggerSchwartz E S Baugh J J Honsky J amp Luebbers E (2015) A patient advocacy program established through an
interprofessional student-run free clinic Journal of Health Care for the Poor and Underserved 26(1) 300ndash308doi101353hpu20150024
daggerSedgwick M (2011) Rural hospital interdisciplinary team membersrsquo experience of undergraduate nursing preceptor-ship A qualitative descriptive study Nurse Education in Practice 11(4) 278ndash282 doi101016jnepr201101004
daggerSelle K M Salamon K Boarman R amp Sauer J (2008) Providing interprofessional learning through interdisci-plinary collaboration The role of ldquomodellingrdquo Journal of Interprofessional Care 22(1) 85ndash92 doi10108013561820701714755
Sheppard K D Ford C R Sawyer P Foley K T Harada C N Brown C J amp Ritchie C S (2015) Theinterprofessional clinical experience interprofessional education in the nursing home Journal of InterprofessionalCare 29(2) 170ndash172 doi103109135618202014942776
daggerSims D (2011a) Achieving collaborative competence through interprofessional education Lessons learned fromjoint training in learning disability nursing and social work Social Work Education 30(1) 98ndash112 doi10108002615471003748056
daggerSims D (2011b) Reconstructing professional identity for professional and interprofessional practice A mixedmethods study of joint training programmes in learning disability nursing and social work Journal ofInterprofessional Care 25(4) 265ndash271 doi103109135618202011571352
daggerSmith R A amp Pilling S (2007) Allied health graduate programndashsupporting the transition from student toprofessional in an interdisciplinary program Journal of Interprofessional Care 21(3) 265ndash276 doi10108013561820701259116
daggerStepney P Callwood I Ning F amp Downing K (2011) Learning to collaborate a study of nursing studentsrsquoexperience of inter-professional education at one UK university Educational Studies 37(4) 419ndash434 doi101080030556982010539669
Supiano K P (2013) Weaving interdisciplinary and discipline-specific content into palliative care education Onesuccessful model for teaching end-of-life care Journal of Death and Dying 67(1ndash2) 201ndash206 doi102190OM671-2x
daggerSweigart L I Umoren R A Scott P J Carlton K H Jones J A Truman B amp Gossett E J (2016) VirtualTeamSTEPPSreg simulations produce teamwork attitude changes among health professions students Journal ofNursing Education 55(1) 31ndash35 doi10392801484834-20151214-08
daggerTan Z S Damron-Rodriguez J Cadogan M Gans D Price R M Merkin S S hellip Chodosh J (2017) Team-Based interprofessional competency training for dementia screening and management Journal of the AmericanGeriatrics Society 65(1) 207ndash211 doi101111jgs14540
daggerTew J Holley T amp Caplen P (2012) Dialogue and challenge Involving service users and carers in small grouplearning with social work and nursing students Social Work Education 31(3) 316ndash330 doi101080026154792011557429
daggerThompson B M Bratzler D W Fisher M J Torres A Faculty E P I C amp Sparks R A (2016) Workingtogether using a unique approach to evaluate an interactive and clinic-based longitudinal interprofessionaleducation experience with 13 professions Journal of Interprofessional Care 30(6) 754ndash761 doi1010801356182020161227962
JOURNAL OF SOCIAL WORK EDUCATION 25
daggerTourse R W C Mooney J F Shindul-Rothschild J Prince J Pulcini J A Platt S amp Savransky H (2008) Theuniversitycommunity partnership Transdisciplinary course development Journal of Interprofessional Care 22(5)461ndash474 doi10108013561820802355615
daggerTraube D E Pohle C E amp Barley M (2012) Teaching evidence-based social work in foundation practice coursesLearning from pedagogical choices of allied fields Journal of Evidence-based Social Work 9(3) 241ndash259doi101080154337142010525417
daggervan Schaik S M Regehr G Eva K W Irby D M amp Orsquosullivan P S (2016) Perceptions of peer-to-peerinterprofessional feedback among students in the health professions Academic Medicine 91(6) 807ndash812doi101097ACM0000000000000981
Whitaker T Weismiller T amp Clark E (2006) Assuring the sufficiency of a frontline workforce A national study oflicensed social workers Washington DC National Association of Social Workers
daggerWilliams A Mostyn A amp Fyson R (2009) Nursing and social work studentsrsquo perceptions of lecturing by non-university practitioners Journal of Interprofessional Care 23(1) 98ndash100 doi10108013561820802278577
World Health Organization (WHO) (2010) Framework for action on interprofessional education amp collaborativepractice Geneva Switzerland World Health Organization Retrieved from httpwhqlibdocwhointhq2010WHO_HRH_HPN_103_engpdf
daggerYaffe M J Wolfson C amp Lithwick M (2009) Professions show different enquiry strategies for elder abusedetection Implications for training and interprofessional care Journal of Interprofessional Care 23(6) 646ndash654doi10310913561820902886279
daggerYamauchi T Takeshima T Hirokawa S Oba Y amp Koh E (2017) An educational program for nursing and socialwork students using artwork created by people with mental health problems International Journal of Mental Healthand Addiction 15(3) 503ndash513 doi101007s11469-016-9716-9
daggerYeung K S S Ho A P Y Lo M C H amp Chan E A (2009) Social work ethical decision making in aninter-disciplinary context British Journal of Social Work 40(5) 1573ndash1590 doi101093bjswbcp065
Young H M Siegel E O McCormick W C Fulmer T Harootyan L K amp Dorr D A (2011) Interdisciplinarycollaboration in geriatrics Advancing health for older adults Nursing Outlook 59(4) 243ndash250 doi101016joutlook201105006
daggerZorek J amp Raehl C (2013) Interprofessional education accreditation standards in the USA a comparative analysisJournal of Interprofessional Care 27(2) 123ndash130 doi103109135618202012718295
26 S J BELTRAN AND V J MILLER
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Journal of Social Work Education
ISSN 1043-7797 (Print) 2163-5811 (Online) Journal homepage httpswwwtandfonlinecomloiuswe20
Breaking Out of the Silo A Systematic Review ofUniversity-Level Gerontological Curricula in SocialWork and Nursing Programs
Susanny J Beltran amp Vivian J Miller
To cite this article Susanny J Beltran amp Vivian J Miller (2019) Breaking Out of the Silo ASystematic Review of University-Level Gerontological Curricula in Social Work and NursingPrograms Journal of Social Work Education
To link to this article httpsdoiorg1010801043779720191656689
Published online 10 Sep 2019
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Breaking Out of the Silo A Systematic Review of University-LevelGerontological Curricula in Social Work and Nursing ProgramsSusanny J Beltran and Vivian J Miller
ABSTRACTInterprofessional collaborations in the United States have emerged as ameansto improve health care outcomes and reduce costs Such collaborations maybe especially beneficial in the field of gerontology given widespread chronicconditions and high health care utilization rates among this populationCurrently there is a shortage of graduates prepared to engage in interprofes-sional practice with older adults This article discusses gerontological-focusedinterprofessional initiatives within social work and nursing education Twenty-four scholarly articles were reviewed and categorized into three themes (a)program descriptions (b) evaluation of programs and (c) student and facultyexperiences Following a description of the articles in each theme the authorsprovide a discussion of current gaps and future directions for gerontologicaleducation and research
ARTICLE HISTORYAccepted November 2018
It is well-known that the United States is experiencing a dramatic aging of its population due in part tothe aging of the Baby Boomers as well as medical advances that have increased life expectancies(Christensen Doblhammer Rau amp Vaupel 2009) By 2050 the number of persons aged 65 and olderwill reach 837 million almost double what it was in 2012 (Colby amp Ortman 2014) Older adults oftenhave multiple chronic health conditions and use health care at high rates and this disease burden hasimportant implications for the health care system (Dall et al 2013) Recent health care policies in theUnited States including the Affordable Care Act have emphasized the importance of interprofessionalpractice (IPP) to obtaining better health care outcomes and reducing costs (Young et al 2011) Asa result interest in interprofessional education (IPE) among health care professions has grown in recentyears (Interprofessional Education Collaborative [IPEC] 2016 Jones amp Phillips 2016 Levit BaloghNass amp Ganz 2013) Despite this interest a strong understanding of what is being done to infuse IPE andthe needs of older adults into university-level curricula remains unclear
Interprofessional education
While there are several definitions of IPE in the literature one that is most often cited comes fromthe Center for the Advancement of Interprofessional Education (CAIPE) This is defined as
[Involving] educators and learners from 2 or more health professions and their foundational disciplines whojointly create and foster a collaborative learning environment The goal of these efforts is to develop knowledgeskills and attitudes that result in interprofessional team behaviors and competence Ideally interprofessionaleducation is incorporated throughout the entire curriculum in a vertically and horizontally integrated fashion(Buring et al 2009 p 21)
Buring et al (2009) also highlighted that IPE is not simply students from different professions takinga class together faculty from a different profession leading a course or class or students engaging inpatient care experiences led by another profession (Buring et al 2009) Rather IPE spans the entire
CONTACT Susanny J Beltran susannybeltranucfedu School of Social Work University of Central Florida 12805 PegasusDrive HPA I- 244 Orlando FL 32816copy 2019 Council on Social Work Education
JOURNAL OF SOCIAL WORK EDUCATIONhttpsdoiorg1010801043779720191656689
curriculum and requires meaningful interactions among professions and reflection about how towork together as part of a team with the goal of improving patient care
Several educational associations including Council on Social Work Education (CSWE) haveformed or joined the IPEC (2016) and detailed core competencies The four competency domainsare (1) values and ethics for IPP (2) roles and responsibilities (3) interprofessional communicationand (4) teams and teamwork (IEC 2016) Competency one values and ethics involves working withother professionals to foster and maintain a climate of shared values and mutual respect Thisincludes embracing the diversity and differences that make up the team and respecting the expertisethat different professions bring to the team and care of the patient Competency two roles andresponsibilities involves utilizing the expertise of various professions appropriately with a clearunderstanding of each professionalrsquos roles and abilities It also calls for engaging diverse profes-sionals who complement one anotherrsquos expertise enhance the team and ultimately the health andhealth care of patients and populations served Competency three interprofessional communicationrefers to the responsive and effective use of communication strategies to facilitate and enhance teamfunctions It also includes giving feedback and encouraging sharing of ideas and opinions by allmembers of the team The fourth and final competency domain teams and teamwork involvesworking collaboratively and applying relationship-building strategies such as coordination consen-sus-based decision making and shared accountability It is important to highlight that all fourcompetencies promote practice that is grounded in the following principles
patient and family centered community and population oriented relationship focused process oriented linkedto learning activities educational strategies and behavioral assessments that are developmentally appropriatefor the learner able to be integrated across the learning continuum sensitive to the systems context andapplicable across practice settings applicable across professions stated in language common and meaningfulacross the professions and outcome driven (IEC 2016 p 10)
These principles along with the four competencies and their respective subcompetencies aim to informthe development of IPE curricular goals and are all well-aligned with values of the social work profession
Interprofessional education and social work
Support for IPE has been widely recognized with entities such as the World Health Organization(WHO) the American Public Health Association and the Institute of Medicine (IOM) all calling forincreased efforts to improve IPP through educational efforts (CEPH 2011 IOM 2008 WHO 2010) Asa profession social work has also expressed its commitment to IPE and IPP This is most evident in theCSWE Educational Policy and Accreditation Standards where core competencies (eg 1 6 7 and 8)make mention of the need for social workers to understand the role of other professions and be preparedto collaborate in various aspects of practice such as assessments and intervention at micro mezzo andmacro levels (CSWE 2015) Social workrsquos commitment to IPE has also been carried out via the CSWEGero-Ed Center an aging-specific social work initiative designed by gerontological social work facultyand students nationwide and funded by the John A Hartford Foundation (CSWE nd) This collabora-tion was aimed at advancement and sustainability of educational efforts to prepare social workers withgerontological competencies (Hooyman amp Diwan 2009) The Gero-Ed Center provides educators andpractitioners with valuable tools and resources for infusing gerontological content into social workcourses and appears to have been successful (CSWE nd) However despite successes the focus of theinitiative was on infusing gerontology content only rather than IPE more broadly Furthermore theprimary funding for this initiative ceased in 2015 (CSWE nd)
Given the shifts in health care practice and the growth of the older adult population there isincreasing demand for social workers entering the field to be prepared to practice both with olderadults and within health care settings According to the Bureau of Labor Statistics (2017) employ-ment of health care social workers is projected to grow by 20 in the next 10 years Currently thereis a shortage of social workers who have received formal training in gerontology and only 9 of
2 S J BELTRAN AND V J MILLER
licensed social workers report aging as their primary area of practice (Lustig 2013 WhitakerWeismiller amp Clark 2006) In addition challenges implementing IPE within social work curriculaare well-documented (eg Anderson amp Kanter 2010 Angelini 2011 Buring et al 2009) Growingevidence suggests that skilled collaborations in health care teams positively affect health care out-comes such as quality of care and that collaborations are particularly important in geriatrics wherepatients often present with complex needs (Levit et al 2013 Young et al 2011) Therefore there isa critical need to understand how social work has responded to this need and the educational effortsthat have been developed to integrate IPE into the education of gerontological social workers and toensure their graduates are prepared for interprofessional practice
Significance and purpose of the study
IPE is instrumental to prepare program graduates for gerontology practice within the currentcollaborative context of health care The collaborative efforts between social work and otherprograms (eg nursing medicine) have not yet been systematically examined Identifying suchcollaborations especially with nursing is particularly important Nursing collaborations aresingled out in this review given the close working relationships between nursing and socialwork that are often required when working with the older adult population (Chan Chi Chingamp Lam 2010) A better understanding of the state of gerontology-focused IPE collaborations isnecessary to illuminate gaps and future directions As such the purpose of this study was toprovide a systematic review of the literature on gerontological education programming withinand between social work and nursing programs in the United States over the past 10 years
Methods
Search strategy
Authors used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMAMoher Liberati Tetzlaff Altman amp PRISMA Group 2009) guidelines to conduct a systematic review ofthe databases The authors searched for articles in the following databases Academic Search CompleteAgeLine CINAHL Complete Education Administration Abstracts MEDLINE PsycInfo and SocialWork Abstracts accessed through EBSCO and ProQuest Search terms included varying combinationsof the following keywords social work nurs education nursing education collaboration interdisci-plinary interprofessional multidisciplinary geriatric gerontology and gerontological The asterisk wasplaced at the end of the search terms ldquosocial workrdquo and ldquonursrdquo to retrieve any articles with iterations ofthis root term (eg social worker nurse and nursing student) To be included in the review articles hadto meet the following criteria (a) be published in scholarly peer-reviewed journals (b) examineinterprofessional gerontological education programming within higher-education in the UnitedStates and (c) explicitly include social work and nursing professions Articles were excluded if theywere published in a language other than English or prior to January 1 2007 Articles were also excludedif they discussed programs or universities outside the United States since those fall outside theaccrediting authority of the CSWE and may not be bound by the same standards
Article selection
The initial search yielded a total of 1612 articles On duplicate removal 1453 unduplicated articletitles were screened for eligibility A three-stage review process was used to determine whether or notarticles should be included in the review During the first stage the reviewers excluded 910 articlesbased on their title During the second stage the abstracts of the remaining 543 articles were readand an additional 436 articles were excluded Last stage three involved reading the remaining 107articles in full Following full readings 83 articles were excluded These articles discussed initiatives
JOURNAL OF SOCIAL WORK EDUCATION 3
outside the United States or initiatives not focused on gerontological practice This resulted in 24articles in the final sample Figure 1 outlines the article selection process
Article review
Two reviewers independently screened assessed and cross-checked the final sample of articles(N=24) for inclusion criteria Researchers consulted each other continuously using Google Driveto note questions and ideas and develop the emergent themes Discrepancies and disagreements inthemes were discussed and resolved via e-mail communication based on consensus An audit trailusing the same cloud share system was kept to document decisions at various stages of the researchOn agreement on three overall themes articles were divided and reviewed independently Reviewersalso extracted details regarding initiatives article design setting sample and main findings ontoa table during this stage
Figure 1 PRISMA flowchart of article selection process
4 S J BELTRAN AND V J MILLER
Results
The articles were categorized into three overarching themes related to interprofessional education forgerontologicalndashsocial work and nursing students (a) program descriptions (b) evaluation of pro-grams and (c) student and faculty experiences Below is a summary of the publications includingdescriptions of the articlesrsquo design and samples and findings organized by theme
Summary of publications
A total of 24 articles were included in the final review The PRISMA flow chart shown inFigure 1 illustrates the article selection process Eighteen of the 24 articles discussed empiricalresearch These studies were most often mixed-methods (10) and quantitative (6) and quali-tative (2) methods respectively The seven remaining articles included in the review wereconceptual papers including one state-of-the-science report (Damron-Rodriguez 2008) Themajority of articles reported student participants (eg in need assessments courses fieldpractice simulations) However one study was conducted with university faculty only(Dorfman Murty Ingram amp Li 2008) The three themes related to interprofessional geronto-logical education efforts in US higher education are described below
Program descriptions
Eight articles described initiatives or efforts that were developed to prepare students frominterprofessional fields (including social work and nursing) for collaborative practice witholder populations Hermann Head Black and Singleton (2016) and Rowan et al (2009) focusedon an in-depth description of the development and implementation process of gerontologicaleducation and further expand on challenges lessons learned and recommendations for uni-versities implementing similar programs The remaining six articles focused on details of inter-professional programs which included descriptions of the fields represented goals andoutcomes measured Across the programs there was variety in terms of delivery of programinitiatives departments to spearhead such initiatives and the length of time that the interprofes-sional gerontological programs were offered For example Ellman et al (2012) describeda gerontological program offered online utilizing Web-based tools in a virtual-classroomSupiano (2013) discussed a course implemented as a collaboration between faculty from depart-ments mirroring the students involved and De Los Santos McFarlin and Martin (2014) andKolomer Quinn and Steele (2010) described service learning projects Kolomer et al (2010) andRowan et al (2009) described multiuniversity partnerships All other programs were housed indepartments of social work (Poole et al 2013) nursing (Hermann et al 2016) physicianassistant (MacRae amp Pardue 2007) and medicine (De Los Santos et al 2014 Ellman et al2012) The course described by Supiano (2013) had been offered six times at the time ofpublication and Poole et al (2013) project had been implemented for 6 years It is importantto note that Poole et alrsquos project was the only one in this theme that did not include studentsfrom other fields Rather the program exposed BSW and MSW students to interprofessionalpractice by partnering them as part of their field work with congregational nurse professionalsDe Los Santos et al Kolomer et al and Poole et al all described service learning projectsinvolving partnerships with community agencies serving older adults
In summary the articles in this theme focus on describing university-level interdisciplinaryinitiatives between social work nursing and allied health professions Some describe the develop-ment of the collaboration and of the curriculum and others share their experiences with imple-mentation and evaluation of the programs More details about the articles included in this themeincluding project or curricula names are provided in Table 1
JOURNAL OF SOCIAL WORK EDUCATION 5
Table1
Prog
ram
Descriptio
ns(n=8)
Outcomes
Authors(year)
Prog
ram
Profession
sCo
ntent
Form
atKeyfin
ding
sandrecommendatio
ns
Pooleet
al
(2013)
1Co
ngregatio
nalS
ocialW
ork
EducationInitiative(CSW
EI)
2Article
describ
esimplem
entatio
nof
prog
ram
over
thelast6years
3Prog
ram
prepares
stud
ents
toworkwith
cong
regatio
nal
nurses
servingperson
s55+
1Stud
ent-nu
rseteam
s2
SixBSW-leveland
sixMSW
-level
stud
ents
each
roun
dof
the
prog
ram
1Forty-on
eCSWEpractice
behaviorsforBSW
stud
entsand
17forMSW
stud
ents
2Topics
includ
eoverview
ofmentalillnessandsubstance
abusehealthyaging
biop
sychosocialaspects
ofaging
andworking
inamultid
isciplinaryenvironm
ent
1Self-assessment
ofconfidence
with
core
competencies
2Prendashpo
sttest
1Socialworkstud
entsworkclosely
with
thecong
regatio
nrsquosnu
rseto
coordinate
services
forclients
2Allstudentswho
participatein
theprog
ram
rate
theirlevelo
fcompetencywith
anu
mberof
practicebehaviorshigh
ly
especiallywith
commun
icating
profession
aljudg
ment
3Stud
ents
dowello
nCSWE
competencies3and5
Hermannet
al
(2016)
4iCOPE
5Article
describ
esprog
ram
developm
entand
implem
entatio
n6
Prog
ram
prepares
stud
ents
for
palliativecare
practice
7Totalstudentsserved
over
2years
ofimplem
entatio
n8
BSNlevel(253)
9Medicine(186)
10M
SWlevel(71)
11C
haplaincy(34)
12C
ontent
guided
byIPEC
competencies
13R
eadiness
forinterprofessional
learning
andend-of-life
profession
alcaregiverskills
14P
rendashp
osttests
using
standardized
scales
(reported
elsewhere)
15D
idactic
mod
ules
were
developedbasedon
casesand
prob
lem-focused
teaching
metho
dstoprovideclinical
experienceandgive
the
stud
ents
theop
portun
ityto
workas
mem
bersof
aninterdisciplinaryteam
(IDT)
16Formativeprojectevaluatio
nsareon
going
andfin
ding
srepo
rted
elsewhere
MacRaeand
Pardue
(2007)
17InterdisciplinaryGeriatric
EducationProg
ram
(IGEP)
18IGEP
uses
ReadersTheateras
aninstructionalstrategyto
teachan
interdisciplinary
grou
pof
stud
ents
19P
hysician
assistant
20D
entalh
ygiene
21Socialw
ork
22N
ursing
23D
entistry
24O
ccup
ationaltherapy
25Levelsof
stud
ents
(gradvs
undergrad)
variedeach
time
26Team
functio
ning
commun
icationandconflict
resolutio
n
27Student
feedback
28Studentsrepo
rted
that
the
theaterinterventio
nallowed
them
toappreciate
the
perspectives
andgo
alsof
profession
alsfrom
other
disciplines
29Studentsalso
repo
rted
that
the
course
helped
them
become
acham
pion
fortheirprofession
andun
derstand
thevalueof
interdisciplinarywork (C
ontinued)
6 S J BELTRAN AND V J MILLER
Table1
(Con
tinued)
Outcomes
Authors(year)
Prog
ram
Profession
sCo
ntent
Form
atKeyfin
ding
sandrecommendatio
ns
Ellman
etal
(2012)
30P
rogram
consistin
gof
anon
lineinteractivecase-based
mod
uleandalivesimulation
worksho
pcreatedto
teachan
interdisciplinarygrou
pof
stud
ents
abou
tpalliativecare
31M
edicine
32C
haplaincy
33M
SWlevel
34G
radu
ate-leveln
ursing
355
objectivesg
oalsof
palliative
careo
pioidmisconceptio
ns
spiritual
andcultu
raln
eeds
clinicalfeatures
ofimminent
death
andun
derstand
ingof
interdisciplinaryteam
roles
36Two-hu
ndred
andeleven
total
stud
ent
reflections
37Three-hun
dred
andnine
stud
ent
questio
nnaires
usingLikert
scales
toevaluate
prog
ram
38Q
ualitativedata
indicatedthat
allstudentsun
derstood
each
otherrsquos
rolesandvalued
team
efforts
39Student
feedback
also
show
edthey
foun
dtheprog
ram
useful
andeducational(meanof
45
onLikertscale)
40A
utho
rsrecommendfuture
testingof
interventio
nin
other
educationalsettin
gs
DeLosSantos
McFarlinamp
Martin
(2014)
41G
reen
Family
Neigh
borhoodH
ELP
42A
rticle
describ
esalong
itudinal
interprofessionalservice-
learning
prog
ram
that
prepares
stud
ents
for
commun
ity-based
practice
43M
edicine
44B
SWlevel
45M
SWlevel
46Law
47B
SNlevel
48G
radu
ate-
leveln
ursing
49The
faculty
andstud
entmakeupis
also
diverse
50G
uidedby
Interprofessional
EducationCo
llabo
rative
competencies(IPEC)
51C
onceptsof
team
work
commun
ication
profession
alismand
critical
thinking
52O
ngoing
feedback
from
stud
ents
and
commun
itymem
bers
receivingcare
regardingthe
prog
ram
53The
prog
ram
hasfocused
specifically
onimprovinghealth
outcom
esof
medically
underservedcommun
ities
54Student
team
scond
uctedover
1777ho
mevisits
toover
248
households
ina2-year
perio
d55Studentsengage
incase
presentatio
nsto
adiverse
faculty
grou
pSupiano(2013)
56A
rticle
describ
esagraduate
course
teaching
interdisciplinarypalliativecare
practices
57G
radu
ate-
leveln
ursing
58P
harm
acy
59M
SW-levelstudents
60G
eron
tology
61The
course
istaug
htby
faculty
from
thesamedisciplines
62C
orepalliativecare
know
ledg
e63R
oles
ofeach
disciplinein
apalliativecare
team
64D
iscussions
post-cou
rse
focusgrou
ps
andin-team
projects
and
grou
pperformance
used
toevaluate
65The
stud
ents
show
edthat
they
gained
know
ledg
eabou
ttheir
ownandeach
otherrsquos
disciplinesrsquoroles
inpalliative
care
66The
author
recommends
that
thecourse
befurtherd
evelop
edandreplicatedincluding
stud
ents
from
otherfieldswho
arerepresentedin
palliative
care
team
s
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 7
Table1
(Con
tinued)
Outcomes
Authors(year)
Prog
ram
Profession
sCo
ntent
Form
atKeyfin
ding
sandrecommendatio
ns
Kolomer
etal
(2010)
67Service
learning
project
consistin
gof
health
fairs
for
theprom
otionandscreening
ofolderadults
atcommun
itycenters
68C
ollabo
rativeeffortbetween
twoun
iversitiesstud
entsand
commun
itysenior
centers
69B
SNlevel
70G
radu
ate-
leveln
ursing
71B
SWlevel
72M
SWlevel
73A
ttitu
destoward
interprofessionallearning
74Teamworkandcollabo
ratio
n75N
egativeprofession
alidentity
76P
ositive
profession
alidentity
77Two-page
questio
nnaire
toevaluate
their
interprofessional
learning
experience
78R
eadiness
for
Interprofessional
Learning
Scale
questio
nnaire
(34
subscales
used)
79Studentschosetheirdesired
boothto
workat
thehealth
fair
undertheirprofessorrsquos
guidance
80A
lthou
ghstud
ents
expressed
strong
identificationwith
their
ownprofession
sthey
had
ahigh
willingn
essto
shareand
learnskillsof
otherdisciplines
81Student
scores
also
demon
stratedthat
learning
the
valueof
interdisciplinary
commun
icationwas
helpful
Rowan
etal
(2009)
82Evidence-basedGeriatric
Evaluatio
nandSelf-
Managem
entServices
(GEM
S)projectwhich
serves
commun
ity-dwellingolder
adults
83A
rticle
describ
estheprocess
ofimplem
entin
gGEM
Sas
well
aschalleng
esandlesson
slearned
84B
achelorrsquos-or
masterrsquos-levelP
Tstud
ents
(17)
85M
SW-levelstudents(22)
86M
SW-levelp
rofessionals(14)
87M
inimum
bachelor-levelP
Tprofession
als(13)
88G
eriatricassessments
89H
ealth
self-managem
ent
90Telehealth
91Truefalseand
multip
le-cho
ice
onlinemod
ule
tests
92Twomod
ules
oftheGeriatric
SocialWork
Competency
ScaleII
93Studentsstated
they
had
positiveexperiences
and
appreciatedtheservicedelivery
metho
d94A
utho
rsdiscussob
staclesfaced
ininterdisciplinarytraining
servicedeliveryandproject
evaluatio
n95A
utho
rsconclude
that
the
initiativecanbe
replicated
inotherun
iversitiesto
improve
educationalo
utcomes
8 S J BELTRAN AND V J MILLER
Evaluation of programs
Eleven of the 24 publications discussed empirical studies evaluating the effectiveness of IPE pro-grams The majority of the program evaluations identified used mixed-methods (6) followed byquantitative (4) and qualitative designs (1) The programs being evaluated varied in their approachto the educational interventions Some were case simulations or scenarios (Heuer GeislerKamienski Langevin amp OrsquoSullivan 2010 Murphy amp Nimmagadda 2015) using students facultyor actors (Forrest amp Derrick 2010) Heuer et al (2010) is the only evaluation in this review that didnot include students from multiple fields Instead medical students participated in simulations withall other roles played by interprofessional faculty Heflin et al (2014) included faculty from multiplefields including social work but were unable to enroll a social work student in the course Despitethis social work students were among the intended audience Aiguier Oboeuf Cobbaut and Vanpee(2015) tested the effectiveness of activity confrontation as an educational approach Students fromnursing medicine social work and physiotherapy working in field placements were filmed perform-ing various activities and asked to analyze the recordings Other initiatives used more traditionalapproaches such as seminars (Chan Mok Po-ying amp Man-chun 2009) teaching sessionscourses(Head et al 2016 Heflin et al 2014) and real-life practice experiences in field (Conti et al 2016Sheppard et al 2015)
Interventions also differed in terms of participants gerontological topics of focus and aims Inaddition to nursing and social work fields required for inclusion in this review many initiativesinvolved medical occupational physical and speech therapy pharmacy and nutrition students (egConti et al 2016 Park Hawkins Hamlin Hawkins amp Bamdas 2014) Some initiatives also includedstudents from other fields that often work with older adults For example Sheppard et al (2015)included students from dentistry and optometry fields and both Head et al (2016) and Forrest andDerrick (2010) included chaplaincy and clergy students respectively
While all initiatives targeted gerontological interprofessional practice some focused specificallyon enhancing competencies associated with a particular area or setting of practice For exampleForrest and Derrickrsquos (2010) program aimed to introduce students to end-of-life care and findingssuggested that it helped confirm or generate studentsrsquo desire to work with terminally ill patientsSimilarly Head et alrsquos (2016) intervention focused exclusively on improving interprofessionalpractice in palliative care and Conti et al (2016) and Sheppard et al (2015) focused on improvingcollaborations within nursing homes and during home visits In addition to the topic or setting-specific initiatives all initiatives shared the goal of preparing students for interprofessional colla-borations To this end educational initiatives focused on helping students understand each otherrsquosroles within the interdisciplinary team and develop a sense of appreciation for team-based practice(Heuer et al 2010) Others focused on improving studentsrsquo attitudes and preparedness for inter-professional teamwork (Bonifas amp Gray 2013 Conti et al 2016 Heflin et al 2014 Park et al 2014)and developing caring dispositions in students (Chan et al 2009)
In summary the articles in this theme disseminate findings to the academic community based onevaluations of their programs The research designs constructs measured and data collectionmethods varied Most studies reported that their educational initiatives were successful in achievingsome or all of the aims and some also discussed challenges and recommendations for futurerenditions of the initiatives More details about the articles in this theme including a descriptionof methods participants outcome measures and findings are provided in Table 2
Student and faculty experiences
Descriptions of nursing and social work students and faculty responses and experiences related tothe IPE collaborations were emphasized across five articles included in the final sample Studentswho participated in these IPE programs reported gaining a broad perspective of aging and workingwith older adult populations (Brooks Fox amp Okagbue-Reaves 2009) In one study assessing student
JOURNAL OF SOCIAL WORK EDUCATION 9
Table2
Evaluatio
nof
Prog
rams(n=11)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Aigu
ieret
al(2015)
1Qualitativeevaluatio
nof
the
effectivenessof
anactivity
confrontationeducational
fram
eworkto
developan
interdisciplinaryeducation
training
prog
ram
2Dataevaluatedusingan
indu
ctivediscou
rseanalysis
inform
edby
grou
nded
theory
3Nursing
(3)
4Medicine(1)
5Socialwork(1)
6Ph
ysiotherapy(1)
7Stud
ents
selected
regardless
ofprog
ram
level
1Self-confrontation(by
stud
ents
oftheirrecorded
activity)
2Co
llectiveconfrontation
(studentsqu
alified
profession
als)
1Filmsandtranscrip
tsanalyzed
2Ch
ange
intim
eallocatio
nto
each
type
ofconfrontationassessed
1Themetho
dsprop
osed
encouraged
reflexive
analysisof
themotives
forchoosing
interprofessionalb
ehaviors
2Find
ings
also
show
edthat
the
patient
rolemustbe
considered
whendeveloping
aninterprofessionallearning
prog
ram
andcare
3Theauthorsem
phasizethe
impo
rtance
ofstud
ents
meetin
gthepatientswhich
helped
motivatethem
for
interprofessionalcollabo
ratio
ns
Headet
al(2016)
4Prendashpo
stmixed-m
etho
devaluatio
nof
aun
iversityrsquos
effortsto
design
andimplem
ent
aninterdisciplinarycurriculum
(iCORE)toteachpalliativecare
inon
cology
5Thecurriculum
includ
eson
line
case-based
didacticsan
InterdisciplinaryCase
Managem
entExperience(IC
ME)
clinicalrotatio
nsand
critical
reflectionactivities
6Ch
aplaincy
7BSNlevel
8Medicine(fo
urth
year)
9MSW
level
103
73stud
ents
completed
prendashpo
sttest
over
five
semesters
11C
onfid
ence
with
interprofessionale
ducatio
n12P
alliativecare
know
ledg
eandskills
13End
-of-Life
Profession
alCaregiverSurvey
14Self-Efficacyfor
Interprofessional
ExperientialLearning
Scale
15Interdisciplinary
16P
alliativeCare
Know
ledg
eSurvey
17Focus
grou
ps
18Studentsfrom
alld
isciplines
show
edsign
ificant
improvem
entson
quantitative
measureschaplaincy
stud
ents
didno
treachsign
ificanceon
somescales
19O
pen-endedrespon
ses
indicatedthat
ICMEand
rotatio
nswerethemost
enjoyableaspectsof
the
interventio
n20A
utho
rsconcludedthat
the
curriculum
was
successful
inteaching
skillsandknow
ledg
eandaffectingattitud
esand
abilitiesof
stud
entsto
provide
team
-based
oncology
care
21R
ecom
mendcontinuing
similarprog
ramsin
health
sciences
toprovidehand
s-on
interdisciplinarylearning
oppo
rtun
ities
(Continued)
10 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Contie
tal(2016)
22P
ost-experiencesurvey
and
open-end
edqu
estio
ns
23Interdisciplinaryteam
sassign
edto
olderadultsin
the
commun
ity
24Studentsmade293visits
total
to208olderadultparticipants
25M
edicine(303)
26P
harm
acy(177)
27B
SNlevel(84)
28O
ccup
ationalTherapy
(64)
29B
SWlevel(101)
30M
SWlevel(132)
318
61stud
ents
over
over
semesters
32Team
functio
n33V
aluing
homevisits
34U
nderstanding
olderadults
35V
aluing
IPEexperience
36Learningfrom
Interprofessional
EducationalE
xperiences
Survey
with
open-text
questio
ncompo
nent
37Surveyresults
show
edstud
entsheld
strong
positive
attitud
estowardagingand
olderadultsandtowardteam
-basedcollabo
ratio
ns
38P
articipants
also
repo
rted
learning
abou
ttherolesand
respon
sibilitiesof
other
profession
sandratedthe
experiencehigh
ly8
2stated
they
wou
ldwelcomemoreIPE
oppo
rtun
ities
ForrestandDerrick
(2010)
1Descriptiveevaluatio
nstud
yof
theInterdisciplinaryEducational
Specializationin
End-of-life
Care
prog
ramw
hich
was
design
edbasedon
aneedsassessment
describ
edelsewhere
39M
SWlevel
40B
SNlevel
41C
lergystud
ents
421
3stud
entprendash
post
evaluatio
nsanalyzed
4330competenciesrelatedto
know
ledg
eskillsand
profession
alidentity
44C
ontent
areas
commun
ication
advance
care
planning
futile
treatm
entsIPP
45P
re-andpo
sttest
survey
ofstud
entcompetency
self-assessmentand
focusgrou
ps
46N
oform
ative
assessments
used
47P
rogram
participants
repo
rted
that
theexperiencehelped
them
confirm
adesire
towork
inendof
life(EOL)
orgeneratedtheirdesire
todo
so
48A
llrespon
dentsindicated
that
theprog
ram
increased
theirknow
ledg
eof
interdisciplinaryworkin
EOL
49Follow-updata
show
that
over
70
ofprog
ram
participants
goon
toworkdirectlyin
EOL
care
Chan
etal(2009)
50M
ixed
metho
devaluatio
nof
interprofessionalsem
inarsfor
undergradu
atenu
rsingand
social
workstud
ents
aimed
atdeveloping
theircarin
gdisposition
s51The
interdisciplinaryseminars
discussedcase
scenariosrelated
toelderabusewhich
allowed
forstud
entsto
learnabou
ton
eanotherrsquos
carin
gperspectives
with
inthecontextof
decision
making
52B
SNlevel(16)
53B
SWlevel(16)
54Totalof
32stud
ents
over
twoseminarsaweek
aparteach
55Studentrsquosview
sabou
tthe
teaching
approachethical
decision
-makingand
carin
geach
otherrsquos
roles
commun
ication
values
and
beliefsrelatedto
decision
making
56D
atacollected
via
videotaped
recordings
Likertscale
questio
nnaireand
follow-upteleph
one
interviews
57D
atewereanalyzed
throug
hdescrip
tive
statisticsandcontent
analysis
58Themes
andsubthemes
includ
edan
increasedself-
awarenessof
their
profession
alvaluesenh
anced
understand
ingof
carin
gimproved
commun
icationand
open-m
indedn
essand
buildingtrustin
grelatio
nships
59A
utho
rsconcludedthat
seminarsarean
effective
medium
throug
hwhich
interdisciplinaryeducationon
nursingandsocialworkcan
bedelivered
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 11
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
BonifasandGray
(2013)
60P
rendashp
osttestqu
asi-
experim
entald
esignexam
ining
twocurriculaaimingto
prepare
social
workstud
ents
for
collabo
ratio
nin
geriatriccare
61O
necurriculum
used
aninterprofessionala
pproach
the
otheraun
i-professional
approach
62The
othercurriculum
discussed
interdisciplinarycollabo
ratio
nsin
asocialworkcourse
63M
SWlevel
64M
edicine
65N
utrition
66P
harm
acy
67N
ursing
68A
utho
rson
lystated
the
prog
ram
levels(M
SW)for
thesocialworkprofession
696
9stud
ents
inthe
interprofessional
curriculum
19in
theun
i-profession
alon
e
70C
hang
esin
social
work
stud
entsrsquoattitu
desand
values
towardIDT
71U
nderstanding
ofrolesand
training
requ
irements
ofmultid
isciplinarypartners
72P
rendashpo
sttest
using
adaptedversionof
the
Attitud
esTowardHealth
Care
Team
sScale
731
0multip
lechoice
questio
nsdevelopedby
theteam
used
toassess
understand
ingof
profession
alrolesand
training
ofIDT
mem
bers
74Studentsin
the
interdisciplinarycurriculum
sign
ificantlyimproved
their
attitud
esandvalues
toward
interdisciplinarycollabo
ratio
nsbu
tdidno
tshow
asmuch
improvem
entin
their
understand
ingof
each
profession
rsquosroles
75Studentsin
theun
i-profession
alcurriculum
sign
ificantlyimproved
their
understand
ingof
otherteam
mem
bersrsquoroles
butdidno
tchange
theirattitud
esand
values
towardcollabo
ratio
n76A
utho
rsconcludedthat
interprofessionale
ducatio
nis
thebetter
approach
toob
tain
change
instud
entsrsquoattitu
des
abou
tinterdisciplinaryteam
sSheppard
etal
(2015)
77M
ixed-m
etho
dstud
yevaluatin
gtheeffectsof
aninterprofessionalclinical
experience(IC
E)on
attitud
estowardolderadultsand
interprofessionale
ducatio
n78ICE
prog
ram
was
developed
basedon
IPEC
core
competenciesandfocusedon
interprofessionalp
racticein
nursingho
mes
79M
edicine
80D
entistry
81N
ursing
82N
utrition
83O
T84O
ptom
etry
85Socialw
ork
861
71stud
entrespon
ses
87A
utho
rsdidno
tstate
stud
entsrsquop
rogram
level
88A
ttitu
destoward
interprofessionalteams
89A
ttitu
destowardolder
adults
90Q
uantitativepre-and
posttestsdata
collected
usingtheUCLAGeriatric
Attitud
esScalefocus
grou
psanalyzed
using
anindu
ctivethem
atic
approach
91N
osign
ificant
changesin
attitud
eswerefoun
dexcept
forthestatem
entldquoM
ostold
peop
learepleasant
tobe
with
rdquowhich
improved
from
274
to44
ofstud
ents
strong
lyagreeing
from
pre-
topo
st-IC
E92G
enerallystudentsrepo
rted
positiveattitud
estoward
interprofessionalteamwork
andolderadults
93The
authorsconclude
that
the
briefinterprofessional
curriculum
offersthepo
tential
tobe
appliedsuccessfully
(Continued)
12 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Park
etal(2014)
94P
rendashp
osttestinterventio
nstud
ytestingtheeffectsof
IPE
prog
ram
95Intervention
(1)IPE
developm
entsession
and(2)
theSenior
AgingandGeriatrics
Educator
mentorin
gprog
ram
96M
edicine(firstyear)(52)
97B
SN-leveln
ursing
(49)
98M
SW(firstyear)-55
99A
ttitu
destoward
interprofessional
collabo
ratio
ns(physicianndash
socialworkerph
ysicianndash
nursenu
rsendashsocial
worker)
100
Prendashpo
stdata
collected
usingthe
originalandmod
ified
versions
ofthe
Jeffe
rson
Scho
olof
Attitud
esToward
Physician-Nurse
Collabo
ratio
n
101
Socialworkstud
ents
and
nursingstud
ents
repo
rted
theleastpo
sitiveattitud
estowardtheph
ysicianndash
social
workerph
ysicianndash
nurse
collabo
ratio
nsrespectively
102
Medicalstud
ents
improved
theirattitud
estowardall
threecollabo
ratio
nsto
agreaterdegree
than
the
otherstud
entsw
hich
isinconsistent
with
previous
finding
s103
Authorsrecommendthat
thecurriculum
beevaluated
andassessed
forintegrity
andthat
postgraduate
follow-upmeasuresbe
incorporated
toassess
long
-term
change
Heuer
etal(2010)
1Sm
allsurveyexplorationof
the
effectsof
a60-m
inute
interdisciplinarycase-simulation
sessionon
medicalstud
entsrsquo
awarenessof
otherprofession
srsquoscop
eof
practiceand
commun
icationskills
104
116stud
ents
from
medicine
105
Faculty
from
medical
imaging
nutrition
labo
ratory
techno
logy
nursing
physical
therapy(PT)p
hysician
assistant(PA)
respiratory
therapyand
socialwork
106
Awarenessof
other
profession
srsquoscop
eof
practice
107
Appreciatio
nforIDTand
commun
ication
108
Stud
entsrsquoexperiencewith
theinterventio
n
109
12-item
survey
used
tocollect
participant
feedback
aswellas
open-end
edqu
alitativequ
estio
nsregardingthe
initiative
110
Participants
repo
rted
that
thesessionwas
ago
odmeans
toachievethego
als
setou
t111
Survey
results
indicatedthat
medicalstud
entsrsquoawareness
andappreciatio
nof
other
health
profession
sincreased
andwas
overallp
ositive
112
Authorsconclude
that
future
sessions
shou
ldbe
adjusted
basedon
stud
entfeedback
andthat
thesessions
are
achalleng
ingyetvaluable
educationalu
ndertaking
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 13
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Murph
yand
Nimmagadda
(2015)
113
Prendashpo
stqu
asi-experimental
survey
design
evaluatin
gthe
effectivenessof
aneducationalsimulationfor
nursingandSW
stud
ents
114
Purposivesampleof
43nu
rsingand45
social
workstud
ents
115
Team
workand
collabo
ratio
n116
Patient
centeredness
117
Senseof
profession
alidentity
118
Prendash
posttest
using
theReadinessfor
Interprofessional
Learning
Scale
119
Uncertainty
abou
tinterprofessionalroles
decreasedby
morethan
two
third
sin
both
grou
ps
120
Both
nursingandSW
stud
ents
identifiednew
streng
thssuch
asreflective
listening
andop
en-
mindedn
essfortheSW
role
onpo
sttest
Heflin
etal(2014)
121
Pre-licensure
course
providing
interactiveteaching
sessions
tostud
ents
from
vario
ushealth
care
profession
s122
Theeducationalcom
ponent
focuseson
enhancing
transitio
nsof
care
forolder
adults
byimproving
interprofessionalp
ractices
123
Medicine
124
Pharmacy
125
PhysicalTherapy
126
PhysicianAssistants
127
Nutrition
128
Socialworkfaculty
129
18completed
the
evaluatio
nover
two
semesters
130
Course
topics
delineated
inthesyllabu
sinclud
edescrib
ingIDTmem
ber
rolesinterprofessional
commun
ication
andcare
planning
131
Learning
outcom
es
know
ledg
eandskillsin
clinicalcare
andin
quality
improvem
ent
andcommun
icationand
collabo
ratio
n
132
In-class
andon
line
participation
performance
onassign
mentsand
team
-based
prop
osals
used
toassess
stud
ents
133
Stud
entself-efficacy
measuredat
pre-
and
post-cou
rse
completion
134
Stud
entsrsquoself-efficacyratin
gssign
ificantlyimproved
inteam
workskillstransitio
nsof
careq
uality
improvem
entandcultu
ral
competence
135
Stud
entsrsquocou
rseevaluatio
nfeedback
indicatedthat
they
appreciatedtheinteractive
experienceandgettingto
engage
inrelevant
workas
wellastheenthusiasm
ofthecourse
faculty
14 S J BELTRAN AND V J MILLER
satisfaction and educational efforts Dorfman et al (2008) implemented a supplementary ldquoGeroRichrdquoSocial Work education program In this program community collaborations were the interventionaimed to strengthen the aging-focused learning opportunities This study of advisory board membersand social work faculty members found that programs utilizing community collaborations improvedgerontological social work education and that this type of community partnership could benefitnursing programs as well (Dorfman et al 2008)
Across these studies students reported having positive experiences participating in both therequired and supplemental educational efforts (Addy Browne Blake amp Bailey 2015 GoldenGammonley Hunt Olsen amp Barry Issenberg 2014) These educational opportunities were foundto be enjoyable for students and highlighted important features of each respective discipline (Addyet al 2015 Golden et al 2014) Additionally students perceived that they had gained an under-standing of key health concepts following this collaboration (Addy et al 2015) Finally a state-of-the-science by Damron-Rodriguez (2008) found that shared learning between social work and nursingprograms may lend toward competency-based education however competence must be defined andassessed in an ongoing basis within schools of social work and schools of nursing
In conclusion the articles with a focus on student and faculty experiences described in this themereport that the broad scope of educational efforts between nursing social work and allied health careprofessions widens the understanding of students which promotes teamwork and comprehension ofcare best practices across disciplines Table 3 includes details of each study including the methodsparticipants data collection and key findings and recommendations
Critique of the literature
There are limitations to the articles included within this study that should be noted First there wasa lack of theoretical frameworks providing guidelines and boundaries for the programs used acrossall articles but one (Rowan et al 2009) The use of theoretical frameworks may challenge and extendexisting knowledge strengthening the work within the limits of each study conducted respectivelyFor example authors may have used the IPEC competencies to frame their program goals ordiscussed how their learning objectives align with the competencies that IPEC recommends forIPE and practice Second 7 of the 24 articles were review articles and lacked a procedure forconducting the study either as a mixed-methodological qualitative or quantitative study designThe lack of details makes it difficult for the reader to assess the comprehensiveness of the review andthe accuracy of the conclusions drawn Third all studies used purposive non-probability samplingtechniques Based on researchers selecting study participants or students self-selecting findingsfrom these studies may not be generalizable to students or universities across the nation Last manystudies reported findings based on self-reported subjective assessments (eg Forrest amp Derrick2010) The lack of rigorous summative assessments makes it difficult to assess actual changes inknowledge skills and attitudes resulting from the intervention
Discussion and implications
This systematic review provides a comprehensive summary of the literature published on inter-professional education initiatives that have been developed and implemented in an effort to bestprepare nursing and social work students for interprofessional gerontological practice (ie programdescriptions evaluation of programs and student and faculty responses) A total of 24 articles werereviewed These publications highlight the potential of IPE efforts to prepare students for geronto-logical practice and interdisciplinary teamwork as well as student and faculty receptiveness to suchefforts The small number of publications also highlights the particular need for increased actionaround IPE in gerontological social work education and for IPE programs to be evaluated andfindings disseminated to the research community The few initiatives identified in this review of theliterature represent programsrsquo attempts to fill educational gaps within their curricula There is a need
JOURNAL OF SOCIAL WORK EDUCATION 15
Table3
Stud
entandFaculty
Experiences
(n=5)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Brooks
etal(2009)
1Au
thorsaddressthebestpractices
forteaching
thecourse
titledAg
ing
toInfancyacross
universitiesfrom
four
states
2Thisarticle
presents
areview
ofthe
numberof
gerontolog
y-focused
coursesacross
universitiesin
these
states
1Ag
ingcurriculum
across
IndianaIllinois
Michigan
andOhio
2Thecourse
isaprerequisite
for
admission
tonu
rsing
occupatio
naltherapy
social
workand
dieteticsprog
rams
1Co
nceptualizationof
the
health
care
team
2Positiveintrod
uctio
nto
aging
3Redu
ctionin
agism
1Co
urse
midterm
sfin
als
andassign
ments
2Co
urse
review
s
1Manydisciplinesincluding
nursing
dieteticssocialworkand
occupatio
naltherapyreportsimilar
challeng
eswith
integrating
gerontolog
ical
contentinto
their
curriculum
2
Stud
ents
repo
rtthat
having
four
instructorsfrom
diffe
rent
health
profession
sgave
abroadversionof
allaspects
Dam
ron-Rodriguez
(2008)
Thisarticle
presentsastateof
the
sciencecapturingfin
ding
sfrom
previous
educationalapp
roachesto
preparingnu
rses
andsocialworkersfor
supp
ortin
gfamily
caregivers
3Nursing
4Social
Work(SW)
5Medicine
6CSWEandHartford
Geriatriccompetencies
that
specifically
mentio
nfamilysuchas
diversity
commun
ication
and
assessment
7Review
oftheliterature
from
thepast
decade
(1998ndash2008)
8Itwas
foun
dthat
competencein
geriatricsiscentraltointerdisciplinary
team
workShared
learning
may
behelpfulacrossdisciplines
9Recommendthat
afram
eworkfor
educatingandtraining
nurses
and
social
workerscontainfour
central
elem
entsw
hatho
ww
here
and
when
andho
wwell
Dorfm
anet
al(2008)
10M
ixed-m
etho
dsstud
yanalyzed
data
from
advisory
boardmem
bers
11A
dvisorybo
ardgu
idingcurriculum
includ
edsocial
workfaculty
commun
itypartnerso
lder
adults
PhDstud
entsand
agraduate
and
anun
dergradu
aterepresentative
129
faculty
questio
nnaires
respon
ses
131
1advisory
board
respon
ses
14Sup
portandsatisfaction
with
project
15Sug
gestions
regarding
sustainabilityandfuture
implem
entatio
n
16Q
uestionn
aire
adapted
from
theGeroRich
Project
17B
othgrou
psagreed
that
the
ldquoGeroRichrdquo
projectto
provideBSW
stud
ents
with
gero-education
coursesispo
sitiveforSW
curriculum
18A
utho
rsencouragethereplicationof
theprog
ram
with
nursingandother
alliedhealth
care
profession
als
Addy
etal(2015)
19Thisarticle
shares
mod
ificatio
nsmadeto
aninterdisciplinarycourse
andevaluatedchangesin
end-of-
course
evaluatio
nsfrom
stud
ents
from
year
2013
to2014
ofimplem
entatio
n
20M
edicine
21N
ursing
22P
harm
acy
23P
ublic
Health
24SocialW
ork
25P
rogram
levelvaried
262
013coho
rt(256)
272
014coho
rt(394)
28V
aluesethics
29R
olesrespo
nsibilities
30C
ommun
icationand
team
steam
work
31O
nlineend-of-cou
rse
evaluatio
n32Student
reflections
abou
tthecourse
33Studentsshared
they
enjoyedbeing
with
health
care
stud
entsacross
disciplines
34Studentsrsquoratin
gof
allcou
rse
itemssign
ificantlyimproved
from
2013
to2014
(Continued)
16 S J BELTRAN AND V J MILLER
Table3
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Goldenet
al(2014)
1Cross-sectionalsurveyof
stud
ent
grou
psrsquovaluesregardingolder
adults
2Thepu
rposeof
thisstud
ywas
todrivethedevelopm
entof
ageriatric-focused
interprofessional
collabo
ratio
n
35M
edicine(third
year)
(31)
36N
urse
practitioners
(NP)
(70)
37M
SWlevelsocial
work(131)
38A
ttitu
destoward
carin
gforolderadults
39A
ttitu
destoward
person
alaging
40A
ttitu
desabou
thealth
reform
legislation
41B
eliefsabou
tleadership
inIDT
42P
aper
andpencil
surveys
43G
eriatricsAttitud
eScale(GAS
)44R
eactions
toAg
ing
Questionn
aire
(RAQ
)45P
atient
Protectio
nand
Affordable
Care
Act
(PPA
CA)assessment
46R
esultsshow
that
theprofession
shared
similarattitud
estoward
person
alaging
andNPandSW
stud
ents
hadmorepo
sitive
attitud
esrelatedto
carin
gforolder
adultsthan
medicalstud
ents
Overallallscoreswerewith
inthe
neutralrange
ofattitud
e47V
arieddiffe
rences
wereidentifiedin
attitud
estowardleadership
andthe
effect
ofhealth
care
reform
48A
utho
rsem
phasizetheneed
forIPE
tohigh
light
thevaluesystem
sof
each
profession
involved
incare
team
s
JOURNAL OF SOCIAL WORK EDUCATION 17
to expand the depth and breadth of these efforts including access to programs duration ofprograms and gerontological topics of focus What follows is a discussion of recommendationsfor future research and education These recommendations come from the literature discussed aswell as the authorsrsquo additional recommendations
Social work educators and researchers have made significant efforts to develop and deliver IPE tostudents interested in aging practice but more is needed A major limitation in the current literaturestems from the lack of rigorous research methods employed in the design and evaluation of theeducational interventions (eg Dorfman et al 2008 Ellman et al 2012 Hermann et al 2016)Future educational initiatives should be developed based on explicitly stated IPEC competencies andevaluated for effectiveness using more rigorous methods One way to achieve this may be throughthe use of validated and reliable assessment tools such as the IPEC Competency Self-Assessmenttool derived from IPEC competencies Developed by Dow DiazGranados Mazmanian and Retchin(2014) the tool measures students on 42 core competencies across two domains interprofessionalinteractions and interprofessional values
Even though differences in professional mandates add complexity to decisions about whichcompetencies to measure (Hermann et al 2016) several disciplines have made efforts to establishassessment measures based on interprofessional collaborative efforts (eg Lockeman et al 2016)Social work gerontology educators should take advantage of these developments by using themwithin and across departments at the university level In addition social workers with theircommitment to a biopsychosocial approach are well-positioned to initiate and steer collaborativeefforts related to the development of such measures Further efforts have been made to identifycompetencies relevant to both nursing and social work to develop a framework for education Thiswas done for example by Damron-Rodriguez (2008) with a focus on preparing nurses and socialworkers to support older adult family caregivers Future research should be conducted to identifycompetencies most important to interprofessional gerontological health care practice relevant acrossmultiple disciplines and settings and how to measure them
Social desirability bias is another concern across the articles included within this study Kolomeret al (2010) discussed the risk for socially desirable responses associated with having the IPEinitiatives be part of a graded course This risk is magnified by the use of subjective measuressuch as self-assessments and untested instruments (eg Hermann et al 2016) To minimize thisrisk objective measures using standardized instruments should be employed whenever possibleA standardized instrument recommended for future use in some of the articles reviewed is theGeriatric Social Work Competency Scale II (eg Brooks et al 2009 Damron-Rodriguez 2008)Head et al (2016) recommended that future research measure the long-term effect of the IPEinterventions
In addition to standardized instruments studies should implement rigorous sampling andrandomization techniques Golden et al (2014) recommend that future studies use larger samplesizes to improve their statistical power Although engaging in unbiased sampling recruitment andretention of students across professions can be logistically challenging (Mirick Davis ampWladkowski 2017 Rubin amp Babbie 2011) these investments will help to better assess outcomesand refine educational initiatives moving the field forward It is also important to emphasize thatalthough randomization is difficult given that IPE programs are often delivered as part of a semestercourse efforts should be made to incorporate a control group For example if the IPE is delivered asan aging course elective another section of the aging course where IPE is not delivered can be usedas a control group Internal validity would be limited but it would be a step forward from the non-experimental designs currently employed
Opportunities also exist for improving the implementation of IPE programs particularly whenprograms include field placements clinical rotations or partnerships with community agenciesSeveral of the articles included in this review recommend that programs continue to prioritize face-to-face small-group educational opportunities to connect health profession students and promoteinteractions among disciplines as it has been found to be an integral component of their IPE
18 S J BELTRAN AND V J MILLER
programming (eg Dorfman et al 2008) This recommendation is well-aligned with CAIPErsquosdefinition of IPE (Buring et al 2009) Kolomer et al (2010) and Poole et al (2013) also emphasizethe importance of developing or strengthening community partnerships It is important that whenIPE initiatives are implemented in the community special attention is paid to the sustainability andcontinuity of the resources and supports that the students and programs represent Includingfeedback from community members receiving care can be a constructive approach to assessingstudent learning and an effective component of the evaluation of IPE Simultaneously such feedbackcan help providers learn about the experiences of community members and effect of the programSoliciting feedback from community members as Rowan et al (2009) did in their program can alsohelp strengthen academicndashcommunity partnerships and support programmatic improvementsCommunity members may also be engaged in discussions about their needs and ways in whichacademicndashcommunity partners can remain involved between rounds of implementation which iscrucial to the quality and effect of the program on the community and on older adults
Finally future initiatives must consider the varying skills and knowledge that students from multipledisciplines possess and how to build curricula that supports all of their needs For example some of theprograms included in this review involved both BSW and MSW students and it is unclear whether lackof preparedness of BSW students to engage in some higher-level IPE activities emerged as a concern Thebenefits and limitations of combining BSW and MSW students in IPE experiences involving graduatestudents from other health professions merits further investigation Moreover nursing students witha strong scientific foundation and understanding of the biological and physiological components of agingmay lack understanding of the holistic socioeconomic psychosocial and behavioral aspects of agingwhich influence the health care decision-making process and are crucial in social work practice As suchnursing students ought to be engaged in coursework and curricula that addresses social influencespursues social change and maximizes the quality of life for older adults
Programs need to develop the infrastructure required to support interprofessional collaborations inresearch projects as well as in classrooms across levels of higher education so that social work facultyrsquosown practices mirror the interprofessional values they hope to impart onto students Jones and Phillips(2016) discussed the competencies of IPE as detailed by IPEC and provided a similar recommendationfor ldquodual and reciprocal appointments of faculty in schools of social work medicine public healthnursing and so forth hellip [and for] co-taught courses that bring together multiple faculty and studentsfrom a variety of disciplinesrdquo (p 26) Social work and nursing programs should build capacity forinterprofessional practice research and education This will require that leaders from various programscome together and discuss their accreditation mandates and work together to support the developmentof collaborations For example CSWE EPAS (2015) requires that social work faculty have 2 years of post-masterrsquos social work degree practice experience and other programs may have similar requirements thatwill dictate how to develop coteaching initiatives The need for program and profession leaders to cometogether has been previously expressed and can be found in the IPE literature (Clark 2011 Hall ampZierler 2015 Jensen Harvan amp Royeen 2009)
Conclusion
This is the first systematic review to examine interprofessional gerontological education program-ming within social work and nursing programs in the United States that can be located Findingsfrom this study highlight the current programs engaging in IPE to prepare gerontological andhealth care social workers as well as the effectiveness of such programming Overall thisliterature points to IPE educational initiatives as valuable and effective at increasing the self-awareness attitudes and skills of social work and nursing students engaged in gerontologicalpractice Moving forward the study of such initiatives should explore the benefits of IPE on long-term outcomes such as increased enrollment in further gerontology-specific studies (eg BSWstudents entering MSW aging concentrations) and on studentsrsquo readiness to practice with theolder adult population Ongoing examinations of the effect IPE initiatives have on the well-being
JOURNAL OF SOCIAL WORK EDUCATION 19
of older adults is also an area requiring continued research These interprofessional programsmay arm up-and-coming professionals with the skills and knowledge required to competentlycare for the growing population of aging Americans and for practicing within the health caresystem As such it is of paramount importance that social work programs infuse interprofessionaleducation into their programming and curricula and support faculty in their efforts to collabo-rate across departmental silos
Disclosure statement
No potential conflict of interest was reported by the authors
Notes on contributors
Susanny J Beltran PhD MSW is assistant professor with the School of Social Work University of Central FloridaVivian J Miller PhD LMSW is assistant professor with the Department of Human Services Bowling Green StateUniversity
References
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health and social work perspectives American Journal of Public Health 105(S1) S106ndashS108 doi102105AJPH2014302502
Aiguier G Oboeuf A Cobbaut J P amp Vanpee D (2015) Activity confrontation methods A reflexive andmetacognitive approach for interprofessional collaboration training Journal of Interprofessional Care 29(5)457ndash463 doi1031091356182020151004162
American Academy of Social Work amp Social Welfare (AASWSW) (2017) Close the health gap Retrieved from httpaaswsworggrand-challenges-initiative12-challengesclose-the-health-gap
Anderson M B amp Kanter S L (2010) Medical education in the united states and Canada 2010 Academic Medicine85(9) S2ndashS18
Angelini D J (2011) Interdisciplinary and interprofessional education What are the key issues and considerationsfor the future The Journal of Perinatal amp Neonatal Nursing 25(2) 175ndash179
daggerBalen R Rhodes C amp Ward L (2010) The power of stories Using narrative for interdisciplinary learning in healthand social care Social Work Education 29(4) 416ndash426 doi10108002615470902991742
daggerBekkema N de Veer A J Albers G Hertogh C M Onwuteaka-Philipsen B D amp Francke A L (2014)Training needs of nurses and social workers in the end-of-life care for people with intellectual disabilities a nationalsurvey Nurse Education Today 34(4) 494ndash500 doi101016jnedt201307018
daggerBellamy J L Mullen E J Satterfield J M Newhouse R P Ferguson M Brownson R C amp Spring B (2013)Implementing evidence-based practice education in social work A transdisciplinary approach Research on SocialWork Practice 23(4) 426ndash436 doi1011771049731513480528
daggerBennett E Hauck Y Radford G amp Bindahneem S (2016) An interprofessional exploration of nursing and socialwork roles when working jointly with families Journal of Interprofessional Care 30(2) 232ndash237 doi1031091356182020151115755
daggerBlacker S Head B A Jones B L Remke S S amp Supiano K (2016) Advancing hospice and palliative care socialwork leadership in interprofessional education and practice Journal of Social Work in End-Of-Life amp PalliativeCare 12(4) 316ndash330 doi1010801552425620161247771
Bonifas R P amp Gray A K (2013) Preparing social work students for interprofessional practice in geriatric healthcare Insights from two approaches Educational Gerontology 39(7) 476ndash490 doi101111ajag12106
daggerBoston G Croft B Mallikaaratchi W Mudd D Olsen A amp Toms-Ashcroft J (2010) NMC must sanction jointnursing and social work courses Learning Disability Practice (through 2013) 13(10) 6 doi107748ldp13106s11
daggerBronstein L R Anderson E Terwilliger S H amp Sager K (2012) Evaluating a model of school-based health andsocial services An interdisciplinary communityndashuniversity collaboration Children amp Schools 34(3) 155ndash165doi101093cscds004
Brooks J Fox D P amp Okagbue-Reaves J (2009) Best practices for an interdisciplinary team-taught courseEducational Gerontology 35 818ndash830 doi10108003601270902821350
Bureau of Labor Statistics US Department of Labor (2017) Healthcare Social Workers Occupational EmploymentStatistics 2017 Edition Retrieved from httpswwwblsgovoes2017mayoes211022htm
20 S J BELTRAN AND V J MILLER
daggerBurrow S Mairs H Pusey H Bradshaw T amp Keady J (2016) Continuing professional education Motivationsand experiences of health and social care professionalrsquos part-time study in higher education A qualitative literaturereview International Journal of Nursing Studies 63 139ndash145 doi101016jijnurstu201608011
Buring S M Bhushan A Broeseker A Conway S Duncan-Hewitt W Hansen L amp Westberg S (2009)Interprofessional education definitions student competencies and guidelines for implementation AmericanJournal of Pharmaceutical Education 73(4) 59 doi105688aj730459
daggerChan E A Lam W amp Yeung S K S L (2013) Interprofessional competence A qualitative exploration of socialwork and nursing studentsrsquo experience Journal of Nursing Education 52(9) 509ndash515 doi10392801484834-20130823-01
Chan E A Mok E Po-ying A H amp Man-chun J H (2009) The use of interdisciplinary seminars for thedevelopment of caring dispositions in nursing and social work students Journal of Advanced Nursing 65(12)2658ndash2667 doi101111j1365-2648200905121x
Chan E A Chi S P M Ching S amp Lam S K (2010) Interprofessional education The interface of nursing andsocial work Journal of Clinical Nursing 19(12) 168ndash176
daggerChicorelli J Dennie A Heinrich C Hinchey B Honarparvar F Jennings M hellip Tempelman J (2016)Canadian student leadersrsquo perspective on interprofessional education A consensus statement Journal ofInterprofessional Care 30(4) 545ndash547 doi1031091356182020161159187
daggerChodosh J Price R M Cadogan M P Damron-Rodriguez J Osterweil D Czerwinski A hellip Frank J C(2015) A practice improvement education program using a mentored approach to improve nursing facilitydepression caremdashpreliminary data Journal of the American Geriatrics Society 63(11) 2395ndash2399 doi101111jgs13775
Christensen K Doblhammer G Rau R amp Vaupel J W (2009) Ageing populations the challenges ahead TheLancet 374(9696) 1196ndash1208 doi101016S0140-6736(09)61460-4
daggerClark K Congdon H B Macmillan K Gonzales J P amp Guerra A (2015) Changes in perceptions and attitudesof healthcare profession students pre and post academic course experience of team-basedrsquocare for the critically IllrsquoJournal of Professional Nursing 31(4) 330ndash339 doi101016jprofnurs201501006
Clark P G (2011) The devil is in the details The seven deadly sins of organizing and continuing interprofessionaleducation in the US Journal of Interprofessional Care 25(5) 321ndash327 doi103109135618202011578223
daggerClarke B A Miers M E Pollard K C amp Thomas J (2007) Complexities of learning together Studentsrsquoexperience of face-to-face interprofessional groups Learning in Health and Social Care 6(4) 202ndash212doi101111j1473-6861200700162x
daggerCohen E V Hagestuen R Gonzaacutelez-Ramos G Cohen H W Bassich C Book E hellip Giroux M (2016)Interprofessional education increases knowledge promotes team building and changes practice in the care ofParkinsonrsquos disease Parkinsonism amp Related Disorders 22 21ndash27 doi101016jparkreldis201511001
Colby S L amp Ortman J M (2014) Projections of the size and composition of the US population 2014 to 2060Current population reports P25-1143 Washington DC US Census Bureau
Conti G Bowers C OrsquoConnell M B Bruer S Bugdalski-Stutrud C Smith G hellip Mendez J (2016) Examiningthe effects of an experiential interprofessional education activity with older adults Journal of Interprofessional Care30(2) 184ndash190 doi1031091356182020151092428
daggerCopperman J amp Newton P D (2007) Linking social work agency perspectives on interprofessional education intoa school of nursing and midwifery Journal of Interprofessional Care 21(2) 141ndash154 doi10108013561820701197522
Council on Education for Public Health (2011) Accreditation criteria public health programs Retrieved from httpwwwcephorgpdfPHP-Criteria-2011pdf
Council on Social Work Education (CSWE) (2015) Educational policy and accreditation standards Retrieved fromhttpswwwcsweorggetattachmentAccreditationAccreditation-Process2015-EPAS2015EPAS_Web_FINALpdfaspx
Council on Social Work Education (CSWE) (2017) Specialized practice curricular guide for gero social work practiceAlexandria VA Council on Social Work Education
Council on Social Work Education (CSWE) (nd) About the gero-ed center Retrieved from httpswwwcsweorgCenters-InitiativesCentersGero-Ed-CenterAbout
daggerCurran V R Sharpe D Flynn K amp Button P (2010) A longitudinal study of the effect of an interprofessionaleducation curriculum on student satisfaction and attitudes towards interprofessional teamwork and educationJournal of Interprofessional Care 24(1) 41ndash52 doi10310913561820903011927
Dall T M Gallo P D Chakrabarti R West T Semilla A P amp Storm M V (2013) An aging population andgrowing disease burden will require a large and specialized health care workforce by 2025 Health Affairs 32(11)2013ndash2020 doi101377hlthaff20130714
Damron-Rodriguez J (2008) Developing competence for nurses and social workers The American Journal ofNursing 108 40ndash46 doi10109701NAJ000033641383366e0
daggerDay M R Bantry-White E amp Glavin P (2010) Professional Protection of vulnerable adults an interdisciplinaryworkshop Community Practitioner 83(9) 29ndash32
JOURNAL OF SOCIAL WORK EDUCATION 21
De Los Santos M McFarlin C D amp Martin L (2014) Interprofessional education and service learning A modelfor the future of health professions education Journal of Interprofessional Care 28(4) 374ndash375 doi103109135618202014889102
daggerDerbyshire J A amp Machin A I (2011) Learning to work collaboratively nursesrsquo views of their pre-registrationinterprofessional education and its impact on practice Nurse Education in Practice 11(4) 239ndash244 doi101016jnepr201011010
Dorfman L T Murty S A Ingram J G amp Li H (2008) Faculty and community partners in gerontologicalcurriculum enrichment Educational Gerontology 12 1087ndash1104 doi10108003601270802201398
Dow A A DiazGranados D Mazmanian P E amp Retchin S M (2014) An exploratory study of an assessment toolderived from the competencies of the interprofessional education collaborative Journal of Interprofessional Care28 299ndash304 doi103109135618202014891573
daggerDutton A J amp Worsley A R (2009) Doves and hawks Practice educatorsrsquo attitudes towards interprofessionallearning Learning in Health and Social Care 8(3) 145ndash153 doi101111j1473-6861200800204x
daggerEckstrom E Neal M B Cotrell V Casey C M McKenzie G Morgove M W hellip Lasater K (2016) Aninterprofessional approach to reducing the risk of falls through enhanced collaborative practice Journal of theAmerican Geriatrics Society 64(8) 1701ndash1707 doi101111jgs14178
Ellman M S Schulman-Green D Blatt L Asher S Viveiros D Clark J amp Bia M (2012) Using online learningand interactive simulation to teach spiritual and cultural aspects of palliative care to interprofessional studentsJournal of Palliative Medicine 15(11) 1240ndash1247 doi101089jpm20120038
daggerFilies G C Yassin Z amp Frantz J M (2016) Studentsrsquo views of learning about an interprofessional world cafeacutemethod African Journal of Health Professions Education 8(2) 229ndash233 doi107196AJHPE2016v8i2844
Forrest C amp Derrick C (2010) Interdisciplinary education in end-of-life care Creating new opportunities for socialwork nursing and clinical pastoral education students Journal of Social Work in End-Of-Life amp Palliative Care 6(1ndash2) 91ndash116 doi101080155242562010489224
daggerGalambos C (2008) From the editor the joint social worknursing caregiver initiative Opportunities for social workeducation Journal of Social Work Education 44(sup3) 1ndash4 doi105175JSWE2008773247701
Golden A G Gammonley D Hunt D Olsen E amp Barry Issenberg S (2014) The attitudes of graduate healthcarestudents toward older adults personal aging health care reform and interprofessional collaboration Journal ofInterprofessional Care 28(1) 40ndash44 doi103109135618202013830595
Gould P R Lee Y Berkowitz S amp Bronstein L (2015) Impact of a collaborative interprofessional learningexperience upon medical and social work students in geriatric health care Journal of Interprofessional Care 29(4)372ndash373 doi103109135618202014962128
daggerGrady C Danis M Soeken K L OrsquoDonnell P Taylor C Farrar A amp Ulrich C M (2008) Does ethicseducation influence the moral action of practicing nurses and social workers The American Journal of Bioethics 8(4) 4ndash11 doi10108015265160802166017
daggerGroessl J (2013) An interdisciplinary ethics module for MSW and nursing students Social Work Education 32(5)639ndash649 doi101080026154792012695342
Hall L W amp Zierler B K (2015) Interprofessional education and practice guide no 1 developing faculty toeffectively facilitate interprofessional education Journal of Interprofessional Care 29(1) 3ndash7 doi103109135618202014937483
daggerHall P Brajtman S Weaver L Grassau P A amp Varpio L (2014) Learning collaborative teamwork an argumentfor incorporating the humanities Journal of Interprofessional Care 28(6) 519ndash525 doi103109135618202014915513
daggerHaskins A M (2008) An exploration of satisfaction psychological stress and readiness for interprofessional learningin medical nursing allied health and social work students in an interprofessional health care course Available fromProQuest Dissertations and Theses
Head B A Schapmire T Earnshaw L Faul A Hermann C Jones C hellip Pfeiffer M (2016) Evaluation of aninterdisciplinary curriculum teaching team-based palliative care integration in oncology Journal of CancerEducation 31(2) 358ndash365 doi101007s13187-015-0799-y
daggerHead B A Schapmire T Hermann C Earnshaw L Faul A Jones C hellip Pfeifer M (2014) The interdisciplinaryCurriculum for Oncology Palliative Care Education (iCOPE) meeting the challenge of interprofessional educationJournal of Palliative Medicine 17(10) 1107ndash1114 doi101089jpm20140070
Heflin M T Pinheiro S O Konrad T R Egerton E O Thornlow D K White H K amp McConnell E J (2014)Design and evaluation of a prelicensure interprofessional course on improving care transitions Gerontology ampGeriatrics Education 35(1) 41ndash63 doi101080027019602013831349
daggerHemmings A Beckett G Kennerly S amp Yap T (2013) Building a community of research practice Intragroupteam social dynamics in interdisciplinary mixed methods Journal of Mixed Methods Research 7(3) 261ndash273 doihttp1011772F15586898134784681011772F1558689813478468
daggerHenderson S Dalton M amp Cartmel J (2016) Using interprofessional learning for continuing education devel-opment and evaluation of the graduate certificate program in health professional education for clinicians Journal ofContinuing Education in the Health Professions 36(3) 211ndash217 doi101097CEH0000000000000093
22 S J BELTRAN AND V J MILLER
Hermann C P Head B A Black K amp Singleton K (2016) Preparing nursing students for interprofessionalpractice the interdisciplinary curriculum for oncology palliative care education Journal of Professional Nursing 32(1) 62ndash71 doi101016jprofnurs201506001
Heuer A J Geisler S L Kamienski M Langevin D amp OrsquoSullivan M (2010) Introducing medical students to theinterdisciplinary health care team piloting a case-based approach Journal of Allied Health 39(2) 76ndash80
daggerHirst S P Lane A M amp Stares B (2012) Gerontological content in Canadian nursing and social work programsCanadian Geriatrics Journal CGJ 15(1) 8 doi105770cgj1521
daggerHolt J Coates C Cotterill D Eastburn S Laxton J Mistry H amp Young C (2010) Identifying commoncompetences in health and social care An example of multi-institutional and inter-professional working NurseEducation Today 30(3) 264ndash270 doi101016jnedt200909006
Hooyman N amp Diwan S (2009) A planned change model CSWE curricular and programmatic developmentprograms In N Hooyman (Ed) Transforming social work education The first decade of the Hartford geriatric socialwork initiative (pp 99ndash102) Alexandria VA Council on Social Work Education Press
daggerHoracek T Brann L Erdman M Middlemiss M A amp Raj S (2009) Interprofessional learning communityEducating dietetic and other health profession students through an interdisciplinary service-learning experienceTopics in Clinical Nutrition 24(1) 6ndash15 doi101097TIN0b013e3181977fae
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Jensen G M Harvan R A amp Royeen C B (2009) Interprofessional education Context complexity and challengeLeadership in interprofessional education and practice Salisbury MA Jones and Bartlett Publishers LLC
daggerJones B Phillips F Head B A Hedlund S Kalisiak A Zebrack B hellip Otis-Green S (2014) Enhancingcollaborative leadership in palliative social work in oncology Journal of Social Work in End-Of-Life amp PalliativeCare 10(4) 309ndash321 doi101080155242562014975319
Jones B amp Phillips F (2016) Social work and interprofessional education in health care A call for continuedleadership Journal of Social Work Education 52(1) 18ndash29 doi1010801043779720161112629
daggerJotkowitz A amp Gesundheit B (2008) Comforting presence The role of nurses and social workers in clinical ethicsThe American Journal of Bioethics 8(4) 14ndash15 doi10108015265160802147124
daggerJuujaumlrvi S Pesso K amp Myyry L (2011) Care-based ethical reasoning among first-year nursing and social servicesstudents Journal of Advanced Nursing 67(2) 418ndash427 doi101111j1365-2648201005461x
daggerKaasalainen S Willison K Wickson-Griffiths A amp Taniguchi A (2015) The evaluation of a national interprofes-sional palliative care workshop Journal of Interprofessional Care 29(5) 494ndash496 doi103109135618202014998364
daggerKent F Drysdale P Martin N amp Keating J L (2014) The mixed-discipline aged-care student clinic An authenticinterprofessional learning initiative Journal of Allied Health 43(1) 51ndash56
daggerKenward L amp Stiles M (2009) Intermediate care An interprofessional education opportunity in primary careJournal of Interprofessional Care 23(6) 668ndash671 doi10310913561820802634761
daggerKinnair D J Anderson E S amp Thorpe L N (2012) Development of interprofessional education in mental healthpractice Adapting the leicester model Journal of Interprofessional Care 26(3) 189ndash197 doi103109135618202011647994
daggerKnight A (2013) Interprofessonal education Two analyses of revised instruments comparisons of professions andeffectiveness of an interprofessional health care course The University of North Dakota Theses and Dissertations
Kolomer S Quinn M E amp Steele K (2010) Interdisciplinary health fairs for older adults and the value ofinterprofessional service learning Journal of Community Practice 18(2ndash3) 267ndash279 doi101080107054222010485863
daggerLam W Chan E A amp Yeung K S (2013) Implications for school nursing through interprofessional education andpractice Journal of Clinical Nursing 22(13ndash14) 1988ndash2001 doi101111jocn12163
daggerLapum J Hamzavi N Veljkovic K Mohamed Z Pettinato A Silver S amp Taylor E (2012) A performative andpoetical narrative of critical social theory in nursing education An ending and threshold of social justice NursingPhilosophy 13(1) 27ndash45 doi101111j1466-769X201100520x
daggerLeigh J A (2014) Reconstructing practice-based educator roles through effective practicendasheducation partnershipsJournal of Clinical Nursing 23(13ndash14) 1767ndash1769 doi101111jocn12381
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daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2007) Interprofessional education on a training ward for older peopleStudentsrsquo conceptions of nurses occupational therapists and social workers Journal of Interprofessional Care 21(4)387ndash399 doi10108013561820701349420
daggerLidskog M Loumlfmark A amp AhlstroumlM G (2008) Learning about each other Studentsrsquo conceptions before and afterinterprofessional education on a training ward Journal of Interprofessional Care 22(5) 521ndash533 doi10108013561820802168471
JOURNAL OF SOCIAL WORK EDUCATION 23
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daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2009) Learning through participating on an interprofessional trainingward Journal of Interprofessional Care 23(5) 486ndash497 doi10108013561820902921878
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Lustig T A (2013) Statement before the commission on long term care Retrieved from httpltccommissionorgltccommissionwp-contentuploads201312Tracy-Lustig
daggerMacKenzie D E Doucet S Nasser S Godden-Webster A L Andrews C amp Kephart G (2014) Collaborationbehind-the-scenes key to effective interprofessional education Journal of Interprofessional Care 28(4) 381ndash383doi103109135618202014890923
MacRae N amp Pardue K T (2007) Use of readers theater to enhance interdisciplinary geriatric educationEducational Gerontology 33(6) 529ndash536 doi10108003601270701328920
daggerManusov E Ronnau J Vela L Lydia A amp Galke C (2015) Engagement and co-production Building aninter-professional integrated medical education and clinical practice International Journal of Integrated Care 15(5)doi105334ijic2105
daggerMcLeod D Curran J Dumont S White M amp Charles G (2014) The Interprofessional Psychosocial OncologyDistance Education (IPODE) project perceived outcomes of an approach to healthcare professional educationJournal of Interprofessional Care 28(3) 254ndash259 doi103109135618202013863181
Mirick R G Davis A amp Wladkowski S P (2017) Understanding sampling and recruitment in social workdissertation research Advances in Social Work 18(2) 415ndash436 doi101806021167
Moher D Liberati A Tetzlaff J Altman D G amp PRISMA Group (2009) Preferred reporting items for systematicreviews and meta-analyses the PRISMA statement PLoS Medicine 6(7) e1000097
daggerMorton S (2016) Inter-professional education A missed opportunity Community Practitioner the Journal of theCommunity Practitionersrsquoamp Health Visitorsrsquo Association 89(7) 28
daggerMunoz C C DoBroka C C amp Mohammad S (2009) Development of a multidisciplinary course in culturalcompetence for nursing and human service professions Journal of Nursing Education 48(9) 495ndash503 doi10392801484834-20090610-03
Murphy J I amp Nimmagadda J (2015) Partnering to provide simulated learning to address InterprofessionalEducation Collaborative core competencies Journal of Interprofessional Care 29(3) 258ndash259 doi103109135618202014942779
daggerNewton J M Cross W M White K Ockerby C amp Billett S (2011) Outcomes of a clinical partnership modelfor undergraduate nursing students Contemporary Nurse 39(1) 119ndash127 doi105172conu2011391119
daggerOdegard P S Robins L Murphy N Belza B Brock D Gallagher T H hellip Mitchell P (2009) Interprofessionalinitiatives at the University of Washington American Journal of Pharmaceutical Education 73(4) 63 doi105688aj730463
daggerOlsson M Persson M Kaila P Wikmar L N amp Bostroumlm C (2013) Studentsrsquo expectations when entering aninterprofessional masterrsquos degree program for health professionals a qualitative study Journal of Allied Health 42(1) 3ndash9
daggerOtis-Green S Yang E amp Lynne L (2013) ACE projectmdashadvocating for clinical excellence creating change in thedelivery of palliative care OMEGA-Journal of Death and Dying 67(1ndash2) 5ndash19 doi1021902FOM671-2b
daggerPareacute L Maziade J Pelletier F Houle N amp Iloko-Fundi M (2012) Training in interprofessional collaborationPedagogic innovation in family medicine units Canadian Family Physician 58(4) e203ndashe209
Park J Hawkins M Hamlin E Hawkins W amp Bamdas J A M (2014) Developing positive attitudes towardinterprofessional collaboration among students in the health care professions Educational Gerontology 40(12)894ndash908 doi101080036012772014908619
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daggerPoole J Rife J C Pearson F amp Moore W R (2009) Developing community partnerships with religiouslyaffiliated organizations to address aging needs A case study of the congregational social work education initiativeSocial Work amp Christianity 36(2) 176-191
24 S J BELTRAN AND V J MILLER
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daggerPulsford D Hope K amp Thompson R (2007) Higher education provision for professionals working with peoplewith dementia a scoping exercise Nurse Education Today 27(1) 5ndash13 doi101016jnedt200602003
Reeves S Zwarenstein M Goldman J Barr H Freeth D Koppel I amp Hammick M (2010) The effectiveness ofinterprofessional education Key findings from a new systematic review Journal of Interprofessional Care 24230ndash241 doi10310913561820903163405
daggerRobins L Brock D M Gallagher T Kartin D Lindhorst T Odegard P hellip Belza B (2008) Piloting teamsimulations to assess interprofessional skills Journal of Interprofessional Care 22(3) 325ndash328 doi10108013561820801886438
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Rowan N L Gillette P D Faul A C Yankeelov P A Borders K W Deck S hellip Wiegand M (2009)Innovative interdisciplinary training in and delivery of evidence-based geriatric services Creating a bridge withsocial work and physical therapy Gerontology amp Geriatrics Education 30(3) 187ndash204 doi10108002701960903133448
Rubin A amp Babbie E R (2011) Research methods for social work (7th ed) Belmont CA BrooksColedaggerSalm T Greenberg H Pitzel M amp Cripps D (2010) Interprofessional education internships in schools Jump
starting change Journal of Interprofessional Care 24(3) 251ndash263 doi10310913561820903051469daggerSchwartz E S Baugh J J Honsky J amp Luebbers E (2015) A patient advocacy program established through an
interprofessional student-run free clinic Journal of Health Care for the Poor and Underserved 26(1) 300ndash308doi101353hpu20150024
daggerSedgwick M (2011) Rural hospital interdisciplinary team membersrsquo experience of undergraduate nursing preceptor-ship A qualitative descriptive study Nurse Education in Practice 11(4) 278ndash282 doi101016jnepr201101004
daggerSelle K M Salamon K Boarman R amp Sauer J (2008) Providing interprofessional learning through interdisci-plinary collaboration The role of ldquomodellingrdquo Journal of Interprofessional Care 22(1) 85ndash92 doi10108013561820701714755
Sheppard K D Ford C R Sawyer P Foley K T Harada C N Brown C J amp Ritchie C S (2015) Theinterprofessional clinical experience interprofessional education in the nursing home Journal of InterprofessionalCare 29(2) 170ndash172 doi103109135618202014942776
daggerSims D (2011a) Achieving collaborative competence through interprofessional education Lessons learned fromjoint training in learning disability nursing and social work Social Work Education 30(1) 98ndash112 doi10108002615471003748056
daggerSims D (2011b) Reconstructing professional identity for professional and interprofessional practice A mixedmethods study of joint training programmes in learning disability nursing and social work Journal ofInterprofessional Care 25(4) 265ndash271 doi103109135618202011571352
daggerSmith R A amp Pilling S (2007) Allied health graduate programndashsupporting the transition from student toprofessional in an interdisciplinary program Journal of Interprofessional Care 21(3) 265ndash276 doi10108013561820701259116
daggerStepney P Callwood I Ning F amp Downing K (2011) Learning to collaborate a study of nursing studentsrsquoexperience of inter-professional education at one UK university Educational Studies 37(4) 419ndash434 doi101080030556982010539669
Supiano K P (2013) Weaving interdisciplinary and discipline-specific content into palliative care education Onesuccessful model for teaching end-of-life care Journal of Death and Dying 67(1ndash2) 201ndash206 doi102190OM671-2x
daggerSweigart L I Umoren R A Scott P J Carlton K H Jones J A Truman B amp Gossett E J (2016) VirtualTeamSTEPPSreg simulations produce teamwork attitude changes among health professions students Journal ofNursing Education 55(1) 31ndash35 doi10392801484834-20151214-08
daggerTan Z S Damron-Rodriguez J Cadogan M Gans D Price R M Merkin S S hellip Chodosh J (2017) Team-Based interprofessional competency training for dementia screening and management Journal of the AmericanGeriatrics Society 65(1) 207ndash211 doi101111jgs14540
daggerTew J Holley T amp Caplen P (2012) Dialogue and challenge Involving service users and carers in small grouplearning with social work and nursing students Social Work Education 31(3) 316ndash330 doi101080026154792011557429
daggerThompson B M Bratzler D W Fisher M J Torres A Faculty E P I C amp Sparks R A (2016) Workingtogether using a unique approach to evaluate an interactive and clinic-based longitudinal interprofessionaleducation experience with 13 professions Journal of Interprofessional Care 30(6) 754ndash761 doi1010801356182020161227962
JOURNAL OF SOCIAL WORK EDUCATION 25
daggerTourse R W C Mooney J F Shindul-Rothschild J Prince J Pulcini J A Platt S amp Savransky H (2008) Theuniversitycommunity partnership Transdisciplinary course development Journal of Interprofessional Care 22(5)461ndash474 doi10108013561820802355615
daggerTraube D E Pohle C E amp Barley M (2012) Teaching evidence-based social work in foundation practice coursesLearning from pedagogical choices of allied fields Journal of Evidence-based Social Work 9(3) 241ndash259doi101080154337142010525417
daggervan Schaik S M Regehr G Eva K W Irby D M amp Orsquosullivan P S (2016) Perceptions of peer-to-peerinterprofessional feedback among students in the health professions Academic Medicine 91(6) 807ndash812doi101097ACM0000000000000981
Whitaker T Weismiller T amp Clark E (2006) Assuring the sufficiency of a frontline workforce A national study oflicensed social workers Washington DC National Association of Social Workers
daggerWilliams A Mostyn A amp Fyson R (2009) Nursing and social work studentsrsquo perceptions of lecturing by non-university practitioners Journal of Interprofessional Care 23(1) 98ndash100 doi10108013561820802278577
World Health Organization (WHO) (2010) Framework for action on interprofessional education amp collaborativepractice Geneva Switzerland World Health Organization Retrieved from httpwhqlibdocwhointhq2010WHO_HRH_HPN_103_engpdf
daggerYaffe M J Wolfson C amp Lithwick M (2009) Professions show different enquiry strategies for elder abusedetection Implications for training and interprofessional care Journal of Interprofessional Care 23(6) 646ndash654doi10310913561820902886279
daggerYamauchi T Takeshima T Hirokawa S Oba Y amp Koh E (2017) An educational program for nursing and socialwork students using artwork created by people with mental health problems International Journal of Mental Healthand Addiction 15(3) 503ndash513 doi101007s11469-016-9716-9
daggerYeung K S S Ho A P Y Lo M C H amp Chan E A (2009) Social work ethical decision making in aninter-disciplinary context British Journal of Social Work 40(5) 1573ndash1590 doi101093bjswbcp065
Young H M Siegel E O McCormick W C Fulmer T Harootyan L K amp Dorr D A (2011) Interdisciplinarycollaboration in geriatrics Advancing health for older adults Nursing Outlook 59(4) 243ndash250 doi101016joutlook201105006
daggerZorek J amp Raehl C (2013) Interprofessional education accreditation standards in the USA a comparative analysisJournal of Interprofessional Care 27(2) 123ndash130 doi103109135618202012718295
26 S J BELTRAN AND V J MILLER
Breaking Out of the Silo A Systematic Review of University-LevelGerontological Curricula in Social Work and Nursing ProgramsSusanny J Beltran and Vivian J Miller
ABSTRACTInterprofessional collaborations in the United States have emerged as ameansto improve health care outcomes and reduce costs Such collaborations maybe especially beneficial in the field of gerontology given widespread chronicconditions and high health care utilization rates among this populationCurrently there is a shortage of graduates prepared to engage in interprofes-sional practice with older adults This article discusses gerontological-focusedinterprofessional initiatives within social work and nursing education Twenty-four scholarly articles were reviewed and categorized into three themes (a)program descriptions (b) evaluation of programs and (c) student and facultyexperiences Following a description of the articles in each theme the authorsprovide a discussion of current gaps and future directions for gerontologicaleducation and research
ARTICLE HISTORYAccepted November 2018
It is well-known that the United States is experiencing a dramatic aging of its population due in part tothe aging of the Baby Boomers as well as medical advances that have increased life expectancies(Christensen Doblhammer Rau amp Vaupel 2009) By 2050 the number of persons aged 65 and olderwill reach 837 million almost double what it was in 2012 (Colby amp Ortman 2014) Older adults oftenhave multiple chronic health conditions and use health care at high rates and this disease burden hasimportant implications for the health care system (Dall et al 2013) Recent health care policies in theUnited States including the Affordable Care Act have emphasized the importance of interprofessionalpractice (IPP) to obtaining better health care outcomes and reducing costs (Young et al 2011) Asa result interest in interprofessional education (IPE) among health care professions has grown in recentyears (Interprofessional Education Collaborative [IPEC] 2016 Jones amp Phillips 2016 Levit BaloghNass amp Ganz 2013) Despite this interest a strong understanding of what is being done to infuse IPE andthe needs of older adults into university-level curricula remains unclear
Interprofessional education
While there are several definitions of IPE in the literature one that is most often cited comes fromthe Center for the Advancement of Interprofessional Education (CAIPE) This is defined as
[Involving] educators and learners from 2 or more health professions and their foundational disciplines whojointly create and foster a collaborative learning environment The goal of these efforts is to develop knowledgeskills and attitudes that result in interprofessional team behaviors and competence Ideally interprofessionaleducation is incorporated throughout the entire curriculum in a vertically and horizontally integrated fashion(Buring et al 2009 p 21)
Buring et al (2009) also highlighted that IPE is not simply students from different professions takinga class together faculty from a different profession leading a course or class or students engaging inpatient care experiences led by another profession (Buring et al 2009) Rather IPE spans the entire
CONTACT Susanny J Beltran susannybeltranucfedu School of Social Work University of Central Florida 12805 PegasusDrive HPA I- 244 Orlando FL 32816copy 2019 Council on Social Work Education
JOURNAL OF SOCIAL WORK EDUCATIONhttpsdoiorg1010801043779720191656689
curriculum and requires meaningful interactions among professions and reflection about how towork together as part of a team with the goal of improving patient care
Several educational associations including Council on Social Work Education (CSWE) haveformed or joined the IPEC (2016) and detailed core competencies The four competency domainsare (1) values and ethics for IPP (2) roles and responsibilities (3) interprofessional communicationand (4) teams and teamwork (IEC 2016) Competency one values and ethics involves working withother professionals to foster and maintain a climate of shared values and mutual respect Thisincludes embracing the diversity and differences that make up the team and respecting the expertisethat different professions bring to the team and care of the patient Competency two roles andresponsibilities involves utilizing the expertise of various professions appropriately with a clearunderstanding of each professionalrsquos roles and abilities It also calls for engaging diverse profes-sionals who complement one anotherrsquos expertise enhance the team and ultimately the health andhealth care of patients and populations served Competency three interprofessional communicationrefers to the responsive and effective use of communication strategies to facilitate and enhance teamfunctions It also includes giving feedback and encouraging sharing of ideas and opinions by allmembers of the team The fourth and final competency domain teams and teamwork involvesworking collaboratively and applying relationship-building strategies such as coordination consen-sus-based decision making and shared accountability It is important to highlight that all fourcompetencies promote practice that is grounded in the following principles
patient and family centered community and population oriented relationship focused process oriented linkedto learning activities educational strategies and behavioral assessments that are developmentally appropriatefor the learner able to be integrated across the learning continuum sensitive to the systems context andapplicable across practice settings applicable across professions stated in language common and meaningfulacross the professions and outcome driven (IEC 2016 p 10)
These principles along with the four competencies and their respective subcompetencies aim to informthe development of IPE curricular goals and are all well-aligned with values of the social work profession
Interprofessional education and social work
Support for IPE has been widely recognized with entities such as the World Health Organization(WHO) the American Public Health Association and the Institute of Medicine (IOM) all calling forincreased efforts to improve IPP through educational efforts (CEPH 2011 IOM 2008 WHO 2010) Asa profession social work has also expressed its commitment to IPE and IPP This is most evident in theCSWE Educational Policy and Accreditation Standards where core competencies (eg 1 6 7 and 8)make mention of the need for social workers to understand the role of other professions and be preparedto collaborate in various aspects of practice such as assessments and intervention at micro mezzo andmacro levels (CSWE 2015) Social workrsquos commitment to IPE has also been carried out via the CSWEGero-Ed Center an aging-specific social work initiative designed by gerontological social work facultyand students nationwide and funded by the John A Hartford Foundation (CSWE nd) This collabora-tion was aimed at advancement and sustainability of educational efforts to prepare social workers withgerontological competencies (Hooyman amp Diwan 2009) The Gero-Ed Center provides educators andpractitioners with valuable tools and resources for infusing gerontological content into social workcourses and appears to have been successful (CSWE nd) However despite successes the focus of theinitiative was on infusing gerontology content only rather than IPE more broadly Furthermore theprimary funding for this initiative ceased in 2015 (CSWE nd)
Given the shifts in health care practice and the growth of the older adult population there isincreasing demand for social workers entering the field to be prepared to practice both with olderadults and within health care settings According to the Bureau of Labor Statistics (2017) employ-ment of health care social workers is projected to grow by 20 in the next 10 years Currently thereis a shortage of social workers who have received formal training in gerontology and only 9 of
2 S J BELTRAN AND V J MILLER
licensed social workers report aging as their primary area of practice (Lustig 2013 WhitakerWeismiller amp Clark 2006) In addition challenges implementing IPE within social work curriculaare well-documented (eg Anderson amp Kanter 2010 Angelini 2011 Buring et al 2009) Growingevidence suggests that skilled collaborations in health care teams positively affect health care out-comes such as quality of care and that collaborations are particularly important in geriatrics wherepatients often present with complex needs (Levit et al 2013 Young et al 2011) Therefore there isa critical need to understand how social work has responded to this need and the educational effortsthat have been developed to integrate IPE into the education of gerontological social workers and toensure their graduates are prepared for interprofessional practice
Significance and purpose of the study
IPE is instrumental to prepare program graduates for gerontology practice within the currentcollaborative context of health care The collaborative efforts between social work and otherprograms (eg nursing medicine) have not yet been systematically examined Identifying suchcollaborations especially with nursing is particularly important Nursing collaborations aresingled out in this review given the close working relationships between nursing and socialwork that are often required when working with the older adult population (Chan Chi Chingamp Lam 2010) A better understanding of the state of gerontology-focused IPE collaborations isnecessary to illuminate gaps and future directions As such the purpose of this study was toprovide a systematic review of the literature on gerontological education programming withinand between social work and nursing programs in the United States over the past 10 years
Methods
Search strategy
Authors used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMAMoher Liberati Tetzlaff Altman amp PRISMA Group 2009) guidelines to conduct a systematic review ofthe databases The authors searched for articles in the following databases Academic Search CompleteAgeLine CINAHL Complete Education Administration Abstracts MEDLINE PsycInfo and SocialWork Abstracts accessed through EBSCO and ProQuest Search terms included varying combinationsof the following keywords social work nurs education nursing education collaboration interdisci-plinary interprofessional multidisciplinary geriatric gerontology and gerontological The asterisk wasplaced at the end of the search terms ldquosocial workrdquo and ldquonursrdquo to retrieve any articles with iterations ofthis root term (eg social worker nurse and nursing student) To be included in the review articles hadto meet the following criteria (a) be published in scholarly peer-reviewed journals (b) examineinterprofessional gerontological education programming within higher-education in the UnitedStates and (c) explicitly include social work and nursing professions Articles were excluded if theywere published in a language other than English or prior to January 1 2007 Articles were also excludedif they discussed programs or universities outside the United States since those fall outside theaccrediting authority of the CSWE and may not be bound by the same standards
Article selection
The initial search yielded a total of 1612 articles On duplicate removal 1453 unduplicated articletitles were screened for eligibility A three-stage review process was used to determine whether or notarticles should be included in the review During the first stage the reviewers excluded 910 articlesbased on their title During the second stage the abstracts of the remaining 543 articles were readand an additional 436 articles were excluded Last stage three involved reading the remaining 107articles in full Following full readings 83 articles were excluded These articles discussed initiatives
JOURNAL OF SOCIAL WORK EDUCATION 3
outside the United States or initiatives not focused on gerontological practice This resulted in 24articles in the final sample Figure 1 outlines the article selection process
Article review
Two reviewers independently screened assessed and cross-checked the final sample of articles(N=24) for inclusion criteria Researchers consulted each other continuously using Google Driveto note questions and ideas and develop the emergent themes Discrepancies and disagreements inthemes were discussed and resolved via e-mail communication based on consensus An audit trailusing the same cloud share system was kept to document decisions at various stages of the researchOn agreement on three overall themes articles were divided and reviewed independently Reviewersalso extracted details regarding initiatives article design setting sample and main findings ontoa table during this stage
Figure 1 PRISMA flowchart of article selection process
4 S J BELTRAN AND V J MILLER
Results
The articles were categorized into three overarching themes related to interprofessional education forgerontologicalndashsocial work and nursing students (a) program descriptions (b) evaluation of pro-grams and (c) student and faculty experiences Below is a summary of the publications includingdescriptions of the articlesrsquo design and samples and findings organized by theme
Summary of publications
A total of 24 articles were included in the final review The PRISMA flow chart shown inFigure 1 illustrates the article selection process Eighteen of the 24 articles discussed empiricalresearch These studies were most often mixed-methods (10) and quantitative (6) and quali-tative (2) methods respectively The seven remaining articles included in the review wereconceptual papers including one state-of-the-science report (Damron-Rodriguez 2008) Themajority of articles reported student participants (eg in need assessments courses fieldpractice simulations) However one study was conducted with university faculty only(Dorfman Murty Ingram amp Li 2008) The three themes related to interprofessional geronto-logical education efforts in US higher education are described below
Program descriptions
Eight articles described initiatives or efforts that were developed to prepare students frominterprofessional fields (including social work and nursing) for collaborative practice witholder populations Hermann Head Black and Singleton (2016) and Rowan et al (2009) focusedon an in-depth description of the development and implementation process of gerontologicaleducation and further expand on challenges lessons learned and recommendations for uni-versities implementing similar programs The remaining six articles focused on details of inter-professional programs which included descriptions of the fields represented goals andoutcomes measured Across the programs there was variety in terms of delivery of programinitiatives departments to spearhead such initiatives and the length of time that the interprofes-sional gerontological programs were offered For example Ellman et al (2012) describeda gerontological program offered online utilizing Web-based tools in a virtual-classroomSupiano (2013) discussed a course implemented as a collaboration between faculty from depart-ments mirroring the students involved and De Los Santos McFarlin and Martin (2014) andKolomer Quinn and Steele (2010) described service learning projects Kolomer et al (2010) andRowan et al (2009) described multiuniversity partnerships All other programs were housed indepartments of social work (Poole et al 2013) nursing (Hermann et al 2016) physicianassistant (MacRae amp Pardue 2007) and medicine (De Los Santos et al 2014 Ellman et al2012) The course described by Supiano (2013) had been offered six times at the time ofpublication and Poole et al (2013) project had been implemented for 6 years It is importantto note that Poole et alrsquos project was the only one in this theme that did not include studentsfrom other fields Rather the program exposed BSW and MSW students to interprofessionalpractice by partnering them as part of their field work with congregational nurse professionalsDe Los Santos et al Kolomer et al and Poole et al all described service learning projectsinvolving partnerships with community agencies serving older adults
In summary the articles in this theme focus on describing university-level interdisciplinaryinitiatives between social work nursing and allied health professions Some describe the develop-ment of the collaboration and of the curriculum and others share their experiences with imple-mentation and evaluation of the programs More details about the articles included in this themeincluding project or curricula names are provided in Table 1
JOURNAL OF SOCIAL WORK EDUCATION 5
Table1
Prog
ram
Descriptio
ns(n=8)
Outcomes
Authors(year)
Prog
ram
Profession
sCo
ntent
Form
atKeyfin
ding
sandrecommendatio
ns
Pooleet
al
(2013)
1Co
ngregatio
nalS
ocialW
ork
EducationInitiative(CSW
EI)
2Article
describ
esimplem
entatio
nof
prog
ram
over
thelast6years
3Prog
ram
prepares
stud
ents
toworkwith
cong
regatio
nal
nurses
servingperson
s55+
1Stud
ent-nu
rseteam
s2
SixBSW-leveland
sixMSW
-level
stud
ents
each
roun
dof
the
prog
ram
1Forty-on
eCSWEpractice
behaviorsforBSW
stud
entsand
17forMSW
stud
ents
2Topics
includ
eoverview
ofmentalillnessandsubstance
abusehealthyaging
biop
sychosocialaspects
ofaging
andworking
inamultid
isciplinaryenvironm
ent
1Self-assessment
ofconfidence
with
core
competencies
2Prendashpo
sttest
1Socialworkstud
entsworkclosely
with
thecong
regatio
nrsquosnu
rseto
coordinate
services
forclients
2Allstudentswho
participatein
theprog
ram
rate
theirlevelo
fcompetencywith
anu
mberof
practicebehaviorshigh
ly
especiallywith
commun
icating
profession
aljudg
ment
3Stud
ents
dowello
nCSWE
competencies3and5
Hermannet
al
(2016)
4iCOPE
5Article
describ
esprog
ram
developm
entand
implem
entatio
n6
Prog
ram
prepares
stud
ents
for
palliativecare
practice
7Totalstudentsserved
over
2years
ofimplem
entatio
n8
BSNlevel(253)
9Medicine(186)
10M
SWlevel(71)
11C
haplaincy(34)
12C
ontent
guided
byIPEC
competencies
13R
eadiness
forinterprofessional
learning
andend-of-life
profession
alcaregiverskills
14P
rendashp
osttests
using
standardized
scales
(reported
elsewhere)
15D
idactic
mod
ules
were
developedbasedon
casesand
prob
lem-focused
teaching
metho
dstoprovideclinical
experienceandgive
the
stud
ents
theop
portun
ityto
workas
mem
bersof
aninterdisciplinaryteam
(IDT)
16Formativeprojectevaluatio
nsareon
going
andfin
ding
srepo
rted
elsewhere
MacRaeand
Pardue
(2007)
17InterdisciplinaryGeriatric
EducationProg
ram
(IGEP)
18IGEP
uses
ReadersTheateras
aninstructionalstrategyto
teachan
interdisciplinary
grou
pof
stud
ents
19P
hysician
assistant
20D
entalh
ygiene
21Socialw
ork
22N
ursing
23D
entistry
24O
ccup
ationaltherapy
25Levelsof
stud
ents
(gradvs
undergrad)
variedeach
time
26Team
functio
ning
commun
icationandconflict
resolutio
n
27Student
feedback
28Studentsrepo
rted
that
the
theaterinterventio
nallowed
them
toappreciate
the
perspectives
andgo
alsof
profession
alsfrom
other
disciplines
29Studentsalso
repo
rted
that
the
course
helped
them
become
acham
pion
fortheirprofession
andun
derstand
thevalueof
interdisciplinarywork (C
ontinued)
6 S J BELTRAN AND V J MILLER
Table1
(Con
tinued)
Outcomes
Authors(year)
Prog
ram
Profession
sCo
ntent
Form
atKeyfin
ding
sandrecommendatio
ns
Ellman
etal
(2012)
30P
rogram
consistin
gof
anon
lineinteractivecase-based
mod
uleandalivesimulation
worksho
pcreatedto
teachan
interdisciplinarygrou
pof
stud
ents
abou
tpalliativecare
31M
edicine
32C
haplaincy
33M
SWlevel
34G
radu
ate-leveln
ursing
355
objectivesg
oalsof
palliative
careo
pioidmisconceptio
ns
spiritual
andcultu
raln
eeds
clinicalfeatures
ofimminent
death
andun
derstand
ingof
interdisciplinaryteam
roles
36Two-hu
ndred
andeleven
total
stud
ent
reflections
37Three-hun
dred
andnine
stud
ent
questio
nnaires
usingLikert
scales
toevaluate
prog
ram
38Q
ualitativedata
indicatedthat
allstudentsun
derstood
each
otherrsquos
rolesandvalued
team
efforts
39Student
feedback
also
show
edthey
foun
dtheprog
ram
useful
andeducational(meanof
45
onLikertscale)
40A
utho
rsrecommendfuture
testingof
interventio
nin
other
educationalsettin
gs
DeLosSantos
McFarlinamp
Martin
(2014)
41G
reen
Family
Neigh
borhoodH
ELP
42A
rticle
describ
esalong
itudinal
interprofessionalservice-
learning
prog
ram
that
prepares
stud
ents
for
commun
ity-based
practice
43M
edicine
44B
SWlevel
45M
SWlevel
46Law
47B
SNlevel
48G
radu
ate-
leveln
ursing
49The
faculty
andstud
entmakeupis
also
diverse
50G
uidedby
Interprofessional
EducationCo
llabo
rative
competencies(IPEC)
51C
onceptsof
team
work
commun
ication
profession
alismand
critical
thinking
52O
ngoing
feedback
from
stud
ents
and
commun
itymem
bers
receivingcare
regardingthe
prog
ram
53The
prog
ram
hasfocused
specifically
onimprovinghealth
outcom
esof
medically
underservedcommun
ities
54Student
team
scond
uctedover
1777ho
mevisits
toover
248
households
ina2-year
perio
d55Studentsengage
incase
presentatio
nsto
adiverse
faculty
grou
pSupiano(2013)
56A
rticle
describ
esagraduate
course
teaching
interdisciplinarypalliativecare
practices
57G
radu
ate-
leveln
ursing
58P
harm
acy
59M
SW-levelstudents
60G
eron
tology
61The
course
istaug
htby
faculty
from
thesamedisciplines
62C
orepalliativecare
know
ledg
e63R
oles
ofeach
disciplinein
apalliativecare
team
64D
iscussions
post-cou
rse
focusgrou
ps
andin-team
projects
and
grou
pperformance
used
toevaluate
65The
stud
ents
show
edthat
they
gained
know
ledg
eabou
ttheir
ownandeach
otherrsquos
disciplinesrsquoroles
inpalliative
care
66The
author
recommends
that
thecourse
befurtherd
evelop
edandreplicatedincluding
stud
ents
from
otherfieldswho
arerepresentedin
palliative
care
team
s
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 7
Table1
(Con
tinued)
Outcomes
Authors(year)
Prog
ram
Profession
sCo
ntent
Form
atKeyfin
ding
sandrecommendatio
ns
Kolomer
etal
(2010)
67Service
learning
project
consistin
gof
health
fairs
for
theprom
otionandscreening
ofolderadults
atcommun
itycenters
68C
ollabo
rativeeffortbetween
twoun
iversitiesstud
entsand
commun
itysenior
centers
69B
SNlevel
70G
radu
ate-
leveln
ursing
71B
SWlevel
72M
SWlevel
73A
ttitu
destoward
interprofessionallearning
74Teamworkandcollabo
ratio
n75N
egativeprofession
alidentity
76P
ositive
profession
alidentity
77Two-page
questio
nnaire
toevaluate
their
interprofessional
learning
experience
78R
eadiness
for
Interprofessional
Learning
Scale
questio
nnaire
(34
subscales
used)
79Studentschosetheirdesired
boothto
workat
thehealth
fair
undertheirprofessorrsquos
guidance
80A
lthou
ghstud
ents
expressed
strong
identificationwith
their
ownprofession
sthey
had
ahigh
willingn
essto
shareand
learnskillsof
otherdisciplines
81Student
scores
also
demon
stratedthat
learning
the
valueof
interdisciplinary
commun
icationwas
helpful
Rowan
etal
(2009)
82Evidence-basedGeriatric
Evaluatio
nandSelf-
Managem
entServices
(GEM
S)projectwhich
serves
commun
ity-dwellingolder
adults
83A
rticle
describ
estheprocess
ofimplem
entin
gGEM
Sas
well
aschalleng
esandlesson
slearned
84B
achelorrsquos-or
masterrsquos-levelP
Tstud
ents
(17)
85M
SW-levelstudents(22)
86M
SW-levelp
rofessionals(14)
87M
inimum
bachelor-levelP
Tprofession
als(13)
88G
eriatricassessments
89H
ealth
self-managem
ent
90Telehealth
91Truefalseand
multip
le-cho
ice
onlinemod
ule
tests
92Twomod
ules
oftheGeriatric
SocialWork
Competency
ScaleII
93Studentsstated
they
had
positiveexperiences
and
appreciatedtheservicedelivery
metho
d94A
utho
rsdiscussob
staclesfaced
ininterdisciplinarytraining
servicedeliveryandproject
evaluatio
n95A
utho
rsconclude
that
the
initiativecanbe
replicated
inotherun
iversitiesto
improve
educationalo
utcomes
8 S J BELTRAN AND V J MILLER
Evaluation of programs
Eleven of the 24 publications discussed empirical studies evaluating the effectiveness of IPE pro-grams The majority of the program evaluations identified used mixed-methods (6) followed byquantitative (4) and qualitative designs (1) The programs being evaluated varied in their approachto the educational interventions Some were case simulations or scenarios (Heuer GeislerKamienski Langevin amp OrsquoSullivan 2010 Murphy amp Nimmagadda 2015) using students facultyor actors (Forrest amp Derrick 2010) Heuer et al (2010) is the only evaluation in this review that didnot include students from multiple fields Instead medical students participated in simulations withall other roles played by interprofessional faculty Heflin et al (2014) included faculty from multiplefields including social work but were unable to enroll a social work student in the course Despitethis social work students were among the intended audience Aiguier Oboeuf Cobbaut and Vanpee(2015) tested the effectiveness of activity confrontation as an educational approach Students fromnursing medicine social work and physiotherapy working in field placements were filmed perform-ing various activities and asked to analyze the recordings Other initiatives used more traditionalapproaches such as seminars (Chan Mok Po-ying amp Man-chun 2009) teaching sessionscourses(Head et al 2016 Heflin et al 2014) and real-life practice experiences in field (Conti et al 2016Sheppard et al 2015)
Interventions also differed in terms of participants gerontological topics of focus and aims Inaddition to nursing and social work fields required for inclusion in this review many initiativesinvolved medical occupational physical and speech therapy pharmacy and nutrition students (egConti et al 2016 Park Hawkins Hamlin Hawkins amp Bamdas 2014) Some initiatives also includedstudents from other fields that often work with older adults For example Sheppard et al (2015)included students from dentistry and optometry fields and both Head et al (2016) and Forrest andDerrick (2010) included chaplaincy and clergy students respectively
While all initiatives targeted gerontological interprofessional practice some focused specificallyon enhancing competencies associated with a particular area or setting of practice For exampleForrest and Derrickrsquos (2010) program aimed to introduce students to end-of-life care and findingssuggested that it helped confirm or generate studentsrsquo desire to work with terminally ill patientsSimilarly Head et alrsquos (2016) intervention focused exclusively on improving interprofessionalpractice in palliative care and Conti et al (2016) and Sheppard et al (2015) focused on improvingcollaborations within nursing homes and during home visits In addition to the topic or setting-specific initiatives all initiatives shared the goal of preparing students for interprofessional colla-borations To this end educational initiatives focused on helping students understand each otherrsquosroles within the interdisciplinary team and develop a sense of appreciation for team-based practice(Heuer et al 2010) Others focused on improving studentsrsquo attitudes and preparedness for inter-professional teamwork (Bonifas amp Gray 2013 Conti et al 2016 Heflin et al 2014 Park et al 2014)and developing caring dispositions in students (Chan et al 2009)
In summary the articles in this theme disseminate findings to the academic community based onevaluations of their programs The research designs constructs measured and data collectionmethods varied Most studies reported that their educational initiatives were successful in achievingsome or all of the aims and some also discussed challenges and recommendations for futurerenditions of the initiatives More details about the articles in this theme including a descriptionof methods participants outcome measures and findings are provided in Table 2
Student and faculty experiences
Descriptions of nursing and social work students and faculty responses and experiences related tothe IPE collaborations were emphasized across five articles included in the final sample Studentswho participated in these IPE programs reported gaining a broad perspective of aging and workingwith older adult populations (Brooks Fox amp Okagbue-Reaves 2009) In one study assessing student
JOURNAL OF SOCIAL WORK EDUCATION 9
Table2
Evaluatio
nof
Prog
rams(n=11)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Aigu
ieret
al(2015)
1Qualitativeevaluatio
nof
the
effectivenessof
anactivity
confrontationeducational
fram
eworkto
developan
interdisciplinaryeducation
training
prog
ram
2Dataevaluatedusingan
indu
ctivediscou
rseanalysis
inform
edby
grou
nded
theory
3Nursing
(3)
4Medicine(1)
5Socialwork(1)
6Ph
ysiotherapy(1)
7Stud
ents
selected
regardless
ofprog
ram
level
1Self-confrontation(by
stud
ents
oftheirrecorded
activity)
2Co
llectiveconfrontation
(studentsqu
alified
profession
als)
1Filmsandtranscrip
tsanalyzed
2Ch
ange
intim
eallocatio
nto
each
type
ofconfrontationassessed
1Themetho
dsprop
osed
encouraged
reflexive
analysisof
themotives
forchoosing
interprofessionalb
ehaviors
2Find
ings
also
show
edthat
the
patient
rolemustbe
considered
whendeveloping
aninterprofessionallearning
prog
ram
andcare
3Theauthorsem
phasizethe
impo
rtance
ofstud
ents
meetin
gthepatientswhich
helped
motivatethem
for
interprofessionalcollabo
ratio
ns
Headet
al(2016)
4Prendashpo
stmixed-m
etho
devaluatio
nof
aun
iversityrsquos
effortsto
design
andimplem
ent
aninterdisciplinarycurriculum
(iCORE)toteachpalliativecare
inon
cology
5Thecurriculum
includ
eson
line
case-based
didacticsan
InterdisciplinaryCase
Managem
entExperience(IC
ME)
clinicalrotatio
nsand
critical
reflectionactivities
6Ch
aplaincy
7BSNlevel
8Medicine(fo
urth
year)
9MSW
level
103
73stud
ents
completed
prendashpo
sttest
over
five
semesters
11C
onfid
ence
with
interprofessionale
ducatio
n12P
alliativecare
know
ledg
eandskills
13End
-of-Life
Profession
alCaregiverSurvey
14Self-Efficacyfor
Interprofessional
ExperientialLearning
Scale
15Interdisciplinary
16P
alliativeCare
Know
ledg
eSurvey
17Focus
grou
ps
18Studentsfrom
alld
isciplines
show
edsign
ificant
improvem
entson
quantitative
measureschaplaincy
stud
ents
didno
treachsign
ificanceon
somescales
19O
pen-endedrespon
ses
indicatedthat
ICMEand
rotatio
nswerethemost
enjoyableaspectsof
the
interventio
n20A
utho
rsconcludedthat
the
curriculum
was
successful
inteaching
skillsandknow
ledg
eandaffectingattitud
esand
abilitiesof
stud
entsto
provide
team
-based
oncology
care
21R
ecom
mendcontinuing
similarprog
ramsin
health
sciences
toprovidehand
s-on
interdisciplinarylearning
oppo
rtun
ities
(Continued)
10 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Contie
tal(2016)
22P
ost-experiencesurvey
and
open-end
edqu
estio
ns
23Interdisciplinaryteam
sassign
edto
olderadultsin
the
commun
ity
24Studentsmade293visits
total
to208olderadultparticipants
25M
edicine(303)
26P
harm
acy(177)
27B
SNlevel(84)
28O
ccup
ationalTherapy
(64)
29B
SWlevel(101)
30M
SWlevel(132)
318
61stud
ents
over
over
semesters
32Team
functio
n33V
aluing
homevisits
34U
nderstanding
olderadults
35V
aluing
IPEexperience
36Learningfrom
Interprofessional
EducationalE
xperiences
Survey
with
open-text
questio
ncompo
nent
37Surveyresults
show
edstud
entsheld
strong
positive
attitud
estowardagingand
olderadultsandtowardteam
-basedcollabo
ratio
ns
38P
articipants
also
repo
rted
learning
abou
ttherolesand
respon
sibilitiesof
other
profession
sandratedthe
experiencehigh
ly8
2stated
they
wou
ldwelcomemoreIPE
oppo
rtun
ities
ForrestandDerrick
(2010)
1Descriptiveevaluatio
nstud
yof
theInterdisciplinaryEducational
Specializationin
End-of-life
Care
prog
ramw
hich
was
design
edbasedon
aneedsassessment
describ
edelsewhere
39M
SWlevel
40B
SNlevel
41C
lergystud
ents
421
3stud
entprendash
post
evaluatio
nsanalyzed
4330competenciesrelatedto
know
ledg
eskillsand
profession
alidentity
44C
ontent
areas
commun
ication
advance
care
planning
futile
treatm
entsIPP
45P
re-andpo
sttest
survey
ofstud
entcompetency
self-assessmentand
focusgrou
ps
46N
oform
ative
assessments
used
47P
rogram
participants
repo
rted
that
theexperiencehelped
them
confirm
adesire
towork
inendof
life(EOL)
orgeneratedtheirdesire
todo
so
48A
llrespon
dentsindicated
that
theprog
ram
increased
theirknow
ledg
eof
interdisciplinaryworkin
EOL
49Follow-updata
show
that
over
70
ofprog
ram
participants
goon
toworkdirectlyin
EOL
care
Chan
etal(2009)
50M
ixed
metho
devaluatio
nof
interprofessionalsem
inarsfor
undergradu
atenu
rsingand
social
workstud
ents
aimed
atdeveloping
theircarin
gdisposition
s51The
interdisciplinaryseminars
discussedcase
scenariosrelated
toelderabusewhich
allowed
forstud
entsto
learnabou
ton
eanotherrsquos
carin
gperspectives
with
inthecontextof
decision
making
52B
SNlevel(16)
53B
SWlevel(16)
54Totalof
32stud
ents
over
twoseminarsaweek
aparteach
55Studentrsquosview
sabou
tthe
teaching
approachethical
decision
-makingand
carin
geach
otherrsquos
roles
commun
ication
values
and
beliefsrelatedto
decision
making
56D
atacollected
via
videotaped
recordings
Likertscale
questio
nnaireand
follow-upteleph
one
interviews
57D
atewereanalyzed
throug
hdescrip
tive
statisticsandcontent
analysis
58Themes
andsubthemes
includ
edan
increasedself-
awarenessof
their
profession
alvaluesenh
anced
understand
ingof
carin
gimproved
commun
icationand
open-m
indedn
essand
buildingtrustin
grelatio
nships
59A
utho
rsconcludedthat
seminarsarean
effective
medium
throug
hwhich
interdisciplinaryeducationon
nursingandsocialworkcan
bedelivered
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 11
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
BonifasandGray
(2013)
60P
rendashp
osttestqu
asi-
experim
entald
esignexam
ining
twocurriculaaimingto
prepare
social
workstud
ents
for
collabo
ratio
nin
geriatriccare
61O
necurriculum
used
aninterprofessionala
pproach
the
otheraun
i-professional
approach
62The
othercurriculum
discussed
interdisciplinarycollabo
ratio
nsin
asocialworkcourse
63M
SWlevel
64M
edicine
65N
utrition
66P
harm
acy
67N
ursing
68A
utho
rson
lystated
the
prog
ram
levels(M
SW)for
thesocialworkprofession
696
9stud
ents
inthe
interprofessional
curriculum
19in
theun
i-profession
alon
e
70C
hang
esin
social
work
stud
entsrsquoattitu
desand
values
towardIDT
71U
nderstanding
ofrolesand
training
requ
irements
ofmultid
isciplinarypartners
72P
rendashpo
sttest
using
adaptedversionof
the
Attitud
esTowardHealth
Care
Team
sScale
731
0multip
lechoice
questio
nsdevelopedby
theteam
used
toassess
understand
ingof
profession
alrolesand
training
ofIDT
mem
bers
74Studentsin
the
interdisciplinarycurriculum
sign
ificantlyimproved
their
attitud
esandvalues
toward
interdisciplinarycollabo
ratio
nsbu
tdidno
tshow
asmuch
improvem
entin
their
understand
ingof
each
profession
rsquosroles
75Studentsin
theun
i-profession
alcurriculum
sign
ificantlyimproved
their
understand
ingof
otherteam
mem
bersrsquoroles
butdidno
tchange
theirattitud
esand
values
towardcollabo
ratio
n76A
utho
rsconcludedthat
interprofessionale
ducatio
nis
thebetter
approach
toob
tain
change
instud
entsrsquoattitu
des
abou
tinterdisciplinaryteam
sSheppard
etal
(2015)
77M
ixed-m
etho
dstud
yevaluatin
gtheeffectsof
aninterprofessionalclinical
experience(IC
E)on
attitud
estowardolderadultsand
interprofessionale
ducatio
n78ICE
prog
ram
was
developed
basedon
IPEC
core
competenciesandfocusedon
interprofessionalp
racticein
nursingho
mes
79M
edicine
80D
entistry
81N
ursing
82N
utrition
83O
T84O
ptom
etry
85Socialw
ork
861
71stud
entrespon
ses
87A
utho
rsdidno
tstate
stud
entsrsquop
rogram
level
88A
ttitu
destoward
interprofessionalteams
89A
ttitu
destowardolder
adults
90Q
uantitativepre-and
posttestsdata
collected
usingtheUCLAGeriatric
Attitud
esScalefocus
grou
psanalyzed
using
anindu
ctivethem
atic
approach
91N
osign
ificant
changesin
attitud
eswerefoun
dexcept
forthestatem
entldquoM
ostold
peop
learepleasant
tobe
with
rdquowhich
improved
from
274
to44
ofstud
ents
strong
lyagreeing
from
pre-
topo
st-IC
E92G
enerallystudentsrepo
rted
positiveattitud
estoward
interprofessionalteamwork
andolderadults
93The
authorsconclude
that
the
briefinterprofessional
curriculum
offersthepo
tential
tobe
appliedsuccessfully
(Continued)
12 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Park
etal(2014)
94P
rendashp
osttestinterventio
nstud
ytestingtheeffectsof
IPE
prog
ram
95Intervention
(1)IPE
developm
entsession
and(2)
theSenior
AgingandGeriatrics
Educator
mentorin
gprog
ram
96M
edicine(firstyear)(52)
97B
SN-leveln
ursing
(49)
98M
SW(firstyear)-55
99A
ttitu
destoward
interprofessional
collabo
ratio
ns(physicianndash
socialworkerph
ysicianndash
nursenu
rsendashsocial
worker)
100
Prendashpo
stdata
collected
usingthe
originalandmod
ified
versions
ofthe
Jeffe
rson
Scho
olof
Attitud
esToward
Physician-Nurse
Collabo
ratio
n
101
Socialworkstud
ents
and
nursingstud
ents
repo
rted
theleastpo
sitiveattitud
estowardtheph
ysicianndash
social
workerph
ysicianndash
nurse
collabo
ratio
nsrespectively
102
Medicalstud
ents
improved
theirattitud
estowardall
threecollabo
ratio
nsto
agreaterdegree
than
the
otherstud
entsw
hich
isinconsistent
with
previous
finding
s103
Authorsrecommendthat
thecurriculum
beevaluated
andassessed
forintegrity
andthat
postgraduate
follow-upmeasuresbe
incorporated
toassess
long
-term
change
Heuer
etal(2010)
1Sm
allsurveyexplorationof
the
effectsof
a60-m
inute
interdisciplinarycase-simulation
sessionon
medicalstud
entsrsquo
awarenessof
otherprofession
srsquoscop
eof
practiceand
commun
icationskills
104
116stud
ents
from
medicine
105
Faculty
from
medical
imaging
nutrition
labo
ratory
techno
logy
nursing
physical
therapy(PT)p
hysician
assistant(PA)
respiratory
therapyand
socialwork
106
Awarenessof
other
profession
srsquoscop
eof
practice
107
Appreciatio
nforIDTand
commun
ication
108
Stud
entsrsquoexperiencewith
theinterventio
n
109
12-item
survey
used
tocollect
participant
feedback
aswellas
open-end
edqu
alitativequ
estio
nsregardingthe
initiative
110
Participants
repo
rted
that
thesessionwas
ago
odmeans
toachievethego
als
setou
t111
Survey
results
indicatedthat
medicalstud
entsrsquoawareness
andappreciatio
nof
other
health
profession
sincreased
andwas
overallp
ositive
112
Authorsconclude
that
future
sessions
shou
ldbe
adjusted
basedon
stud
entfeedback
andthat
thesessions
are
achalleng
ingyetvaluable
educationalu
ndertaking
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 13
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Murph
yand
Nimmagadda
(2015)
113
Prendashpo
stqu
asi-experimental
survey
design
evaluatin
gthe
effectivenessof
aneducationalsimulationfor
nursingandSW
stud
ents
114
Purposivesampleof
43nu
rsingand45
social
workstud
ents
115
Team
workand
collabo
ratio
n116
Patient
centeredness
117
Senseof
profession
alidentity
118
Prendash
posttest
using
theReadinessfor
Interprofessional
Learning
Scale
119
Uncertainty
abou
tinterprofessionalroles
decreasedby
morethan
two
third
sin
both
grou
ps
120
Both
nursingandSW
stud
ents
identifiednew
streng
thssuch
asreflective
listening
andop
en-
mindedn
essfortheSW
role
onpo
sttest
Heflin
etal(2014)
121
Pre-licensure
course
providing
interactiveteaching
sessions
tostud
ents
from
vario
ushealth
care
profession
s122
Theeducationalcom
ponent
focuseson
enhancing
transitio
nsof
care
forolder
adults
byimproving
interprofessionalp
ractices
123
Medicine
124
Pharmacy
125
PhysicalTherapy
126
PhysicianAssistants
127
Nutrition
128
Socialworkfaculty
129
18completed
the
evaluatio
nover
two
semesters
130
Course
topics
delineated
inthesyllabu
sinclud
edescrib
ingIDTmem
ber
rolesinterprofessional
commun
ication
andcare
planning
131
Learning
outcom
es
know
ledg
eandskillsin
clinicalcare
andin
quality
improvem
ent
andcommun
icationand
collabo
ratio
n
132
In-class
andon
line
participation
performance
onassign
mentsand
team
-based
prop
osals
used
toassess
stud
ents
133
Stud
entself-efficacy
measuredat
pre-
and
post-cou
rse
completion
134
Stud
entsrsquoself-efficacyratin
gssign
ificantlyimproved
inteam
workskillstransitio
nsof
careq
uality
improvem
entandcultu
ral
competence
135
Stud
entsrsquocou
rseevaluatio
nfeedback
indicatedthat
they
appreciatedtheinteractive
experienceandgettingto
engage
inrelevant
workas
wellastheenthusiasm
ofthecourse
faculty
14 S J BELTRAN AND V J MILLER
satisfaction and educational efforts Dorfman et al (2008) implemented a supplementary ldquoGeroRichrdquoSocial Work education program In this program community collaborations were the interventionaimed to strengthen the aging-focused learning opportunities This study of advisory board membersand social work faculty members found that programs utilizing community collaborations improvedgerontological social work education and that this type of community partnership could benefitnursing programs as well (Dorfman et al 2008)
Across these studies students reported having positive experiences participating in both therequired and supplemental educational efforts (Addy Browne Blake amp Bailey 2015 GoldenGammonley Hunt Olsen amp Barry Issenberg 2014) These educational opportunities were foundto be enjoyable for students and highlighted important features of each respective discipline (Addyet al 2015 Golden et al 2014) Additionally students perceived that they had gained an under-standing of key health concepts following this collaboration (Addy et al 2015) Finally a state-of-the-science by Damron-Rodriguez (2008) found that shared learning between social work and nursingprograms may lend toward competency-based education however competence must be defined andassessed in an ongoing basis within schools of social work and schools of nursing
In conclusion the articles with a focus on student and faculty experiences described in this themereport that the broad scope of educational efforts between nursing social work and allied health careprofessions widens the understanding of students which promotes teamwork and comprehension ofcare best practices across disciplines Table 3 includes details of each study including the methodsparticipants data collection and key findings and recommendations
Critique of the literature
There are limitations to the articles included within this study that should be noted First there wasa lack of theoretical frameworks providing guidelines and boundaries for the programs used acrossall articles but one (Rowan et al 2009) The use of theoretical frameworks may challenge and extendexisting knowledge strengthening the work within the limits of each study conducted respectivelyFor example authors may have used the IPEC competencies to frame their program goals ordiscussed how their learning objectives align with the competencies that IPEC recommends forIPE and practice Second 7 of the 24 articles were review articles and lacked a procedure forconducting the study either as a mixed-methodological qualitative or quantitative study designThe lack of details makes it difficult for the reader to assess the comprehensiveness of the review andthe accuracy of the conclusions drawn Third all studies used purposive non-probability samplingtechniques Based on researchers selecting study participants or students self-selecting findingsfrom these studies may not be generalizable to students or universities across the nation Last manystudies reported findings based on self-reported subjective assessments (eg Forrest amp Derrick2010) The lack of rigorous summative assessments makes it difficult to assess actual changes inknowledge skills and attitudes resulting from the intervention
Discussion and implications
This systematic review provides a comprehensive summary of the literature published on inter-professional education initiatives that have been developed and implemented in an effort to bestprepare nursing and social work students for interprofessional gerontological practice (ie programdescriptions evaluation of programs and student and faculty responses) A total of 24 articles werereviewed These publications highlight the potential of IPE efforts to prepare students for geronto-logical practice and interdisciplinary teamwork as well as student and faculty receptiveness to suchefforts The small number of publications also highlights the particular need for increased actionaround IPE in gerontological social work education and for IPE programs to be evaluated andfindings disseminated to the research community The few initiatives identified in this review of theliterature represent programsrsquo attempts to fill educational gaps within their curricula There is a need
JOURNAL OF SOCIAL WORK EDUCATION 15
Table3
Stud
entandFaculty
Experiences
(n=5)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Brooks
etal(2009)
1Au
thorsaddressthebestpractices
forteaching
thecourse
titledAg
ing
toInfancyacross
universitiesfrom
four
states
2Thisarticle
presents
areview
ofthe
numberof
gerontolog
y-focused
coursesacross
universitiesin
these
states
1Ag
ingcurriculum
across
IndianaIllinois
Michigan
andOhio
2Thecourse
isaprerequisite
for
admission
tonu
rsing
occupatio
naltherapy
social
workand
dieteticsprog
rams
1Co
nceptualizationof
the
health
care
team
2Positiveintrod
uctio
nto
aging
3Redu
ctionin
agism
1Co
urse
midterm
sfin
als
andassign
ments
2Co
urse
review
s
1Manydisciplinesincluding
nursing
dieteticssocialworkand
occupatio
naltherapyreportsimilar
challeng
eswith
integrating
gerontolog
ical
contentinto
their
curriculum
2
Stud
ents
repo
rtthat
having
four
instructorsfrom
diffe
rent
health
profession
sgave
abroadversionof
allaspects
Dam
ron-Rodriguez
(2008)
Thisarticle
presentsastateof
the
sciencecapturingfin
ding
sfrom
previous
educationalapp
roachesto
preparingnu
rses
andsocialworkersfor
supp
ortin
gfamily
caregivers
3Nursing
4Social
Work(SW)
5Medicine
6CSWEandHartford
Geriatriccompetencies
that
specifically
mentio
nfamilysuchas
diversity
commun
ication
and
assessment
7Review
oftheliterature
from
thepast
decade
(1998ndash2008)
8Itwas
foun
dthat
competencein
geriatricsiscentraltointerdisciplinary
team
workShared
learning
may
behelpfulacrossdisciplines
9Recommendthat
afram
eworkfor
educatingandtraining
nurses
and
social
workerscontainfour
central
elem
entsw
hatho
ww
here
and
when
andho
wwell
Dorfm
anet
al(2008)
10M
ixed-m
etho
dsstud
yanalyzed
data
from
advisory
boardmem
bers
11A
dvisorybo
ardgu
idingcurriculum
includ
edsocial
workfaculty
commun
itypartnerso
lder
adults
PhDstud
entsand
agraduate
and
anun
dergradu
aterepresentative
129
faculty
questio
nnaires
respon
ses
131
1advisory
board
respon
ses
14Sup
portandsatisfaction
with
project
15Sug
gestions
regarding
sustainabilityandfuture
implem
entatio
n
16Q
uestionn
aire
adapted
from
theGeroRich
Project
17B
othgrou
psagreed
that
the
ldquoGeroRichrdquo
projectto
provideBSW
stud
ents
with
gero-education
coursesispo
sitiveforSW
curriculum
18A
utho
rsencouragethereplicationof
theprog
ram
with
nursingandother
alliedhealth
care
profession
als
Addy
etal(2015)
19Thisarticle
shares
mod
ificatio
nsmadeto
aninterdisciplinarycourse
andevaluatedchangesin
end-of-
course
evaluatio
nsfrom
stud
ents
from
year
2013
to2014
ofimplem
entatio
n
20M
edicine
21N
ursing
22P
harm
acy
23P
ublic
Health
24SocialW
ork
25P
rogram
levelvaried
262
013coho
rt(256)
272
014coho
rt(394)
28V
aluesethics
29R
olesrespo
nsibilities
30C
ommun
icationand
team
steam
work
31O
nlineend-of-cou
rse
evaluatio
n32Student
reflections
abou
tthecourse
33Studentsshared
they
enjoyedbeing
with
health
care
stud
entsacross
disciplines
34Studentsrsquoratin
gof
allcou
rse
itemssign
ificantlyimproved
from
2013
to2014
(Continued)
16 S J BELTRAN AND V J MILLER
Table3
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Goldenet
al(2014)
1Cross-sectionalsurveyof
stud
ent
grou
psrsquovaluesregardingolder
adults
2Thepu
rposeof
thisstud
ywas
todrivethedevelopm
entof
ageriatric-focused
interprofessional
collabo
ratio
n
35M
edicine(third
year)
(31)
36N
urse
practitioners
(NP)
(70)
37M
SWlevelsocial
work(131)
38A
ttitu
destoward
carin
gforolderadults
39A
ttitu
destoward
person
alaging
40A
ttitu
desabou
thealth
reform
legislation
41B
eliefsabou
tleadership
inIDT
42P
aper
andpencil
surveys
43G
eriatricsAttitud
eScale(GAS
)44R
eactions
toAg
ing
Questionn
aire
(RAQ
)45P
atient
Protectio
nand
Affordable
Care
Act
(PPA
CA)assessment
46R
esultsshow
that
theprofession
shared
similarattitud
estoward
person
alaging
andNPandSW
stud
ents
hadmorepo
sitive
attitud
esrelatedto
carin
gforolder
adultsthan
medicalstud
ents
Overallallscoreswerewith
inthe
neutralrange
ofattitud
e47V
arieddiffe
rences
wereidentifiedin
attitud
estowardleadership
andthe
effect
ofhealth
care
reform
48A
utho
rsem
phasizetheneed
forIPE
tohigh
light
thevaluesystem
sof
each
profession
involved
incare
team
s
JOURNAL OF SOCIAL WORK EDUCATION 17
to expand the depth and breadth of these efforts including access to programs duration ofprograms and gerontological topics of focus What follows is a discussion of recommendationsfor future research and education These recommendations come from the literature discussed aswell as the authorsrsquo additional recommendations
Social work educators and researchers have made significant efforts to develop and deliver IPE tostudents interested in aging practice but more is needed A major limitation in the current literaturestems from the lack of rigorous research methods employed in the design and evaluation of theeducational interventions (eg Dorfman et al 2008 Ellman et al 2012 Hermann et al 2016)Future educational initiatives should be developed based on explicitly stated IPEC competencies andevaluated for effectiveness using more rigorous methods One way to achieve this may be throughthe use of validated and reliable assessment tools such as the IPEC Competency Self-Assessmenttool derived from IPEC competencies Developed by Dow DiazGranados Mazmanian and Retchin(2014) the tool measures students on 42 core competencies across two domains interprofessionalinteractions and interprofessional values
Even though differences in professional mandates add complexity to decisions about whichcompetencies to measure (Hermann et al 2016) several disciplines have made efforts to establishassessment measures based on interprofessional collaborative efforts (eg Lockeman et al 2016)Social work gerontology educators should take advantage of these developments by using themwithin and across departments at the university level In addition social workers with theircommitment to a biopsychosocial approach are well-positioned to initiate and steer collaborativeefforts related to the development of such measures Further efforts have been made to identifycompetencies relevant to both nursing and social work to develop a framework for education Thiswas done for example by Damron-Rodriguez (2008) with a focus on preparing nurses and socialworkers to support older adult family caregivers Future research should be conducted to identifycompetencies most important to interprofessional gerontological health care practice relevant acrossmultiple disciplines and settings and how to measure them
Social desirability bias is another concern across the articles included within this study Kolomeret al (2010) discussed the risk for socially desirable responses associated with having the IPEinitiatives be part of a graded course This risk is magnified by the use of subjective measuressuch as self-assessments and untested instruments (eg Hermann et al 2016) To minimize thisrisk objective measures using standardized instruments should be employed whenever possibleA standardized instrument recommended for future use in some of the articles reviewed is theGeriatric Social Work Competency Scale II (eg Brooks et al 2009 Damron-Rodriguez 2008)Head et al (2016) recommended that future research measure the long-term effect of the IPEinterventions
In addition to standardized instruments studies should implement rigorous sampling andrandomization techniques Golden et al (2014) recommend that future studies use larger samplesizes to improve their statistical power Although engaging in unbiased sampling recruitment andretention of students across professions can be logistically challenging (Mirick Davis ampWladkowski 2017 Rubin amp Babbie 2011) these investments will help to better assess outcomesand refine educational initiatives moving the field forward It is also important to emphasize thatalthough randomization is difficult given that IPE programs are often delivered as part of a semestercourse efforts should be made to incorporate a control group For example if the IPE is delivered asan aging course elective another section of the aging course where IPE is not delivered can be usedas a control group Internal validity would be limited but it would be a step forward from the non-experimental designs currently employed
Opportunities also exist for improving the implementation of IPE programs particularly whenprograms include field placements clinical rotations or partnerships with community agenciesSeveral of the articles included in this review recommend that programs continue to prioritize face-to-face small-group educational opportunities to connect health profession students and promoteinteractions among disciplines as it has been found to be an integral component of their IPE
18 S J BELTRAN AND V J MILLER
programming (eg Dorfman et al 2008) This recommendation is well-aligned with CAIPErsquosdefinition of IPE (Buring et al 2009) Kolomer et al (2010) and Poole et al (2013) also emphasizethe importance of developing or strengthening community partnerships It is important that whenIPE initiatives are implemented in the community special attention is paid to the sustainability andcontinuity of the resources and supports that the students and programs represent Includingfeedback from community members receiving care can be a constructive approach to assessingstudent learning and an effective component of the evaluation of IPE Simultaneously such feedbackcan help providers learn about the experiences of community members and effect of the programSoliciting feedback from community members as Rowan et al (2009) did in their program can alsohelp strengthen academicndashcommunity partnerships and support programmatic improvementsCommunity members may also be engaged in discussions about their needs and ways in whichacademicndashcommunity partners can remain involved between rounds of implementation which iscrucial to the quality and effect of the program on the community and on older adults
Finally future initiatives must consider the varying skills and knowledge that students from multipledisciplines possess and how to build curricula that supports all of their needs For example some of theprograms included in this review involved both BSW and MSW students and it is unclear whether lackof preparedness of BSW students to engage in some higher-level IPE activities emerged as a concern Thebenefits and limitations of combining BSW and MSW students in IPE experiences involving graduatestudents from other health professions merits further investigation Moreover nursing students witha strong scientific foundation and understanding of the biological and physiological components of agingmay lack understanding of the holistic socioeconomic psychosocial and behavioral aspects of agingwhich influence the health care decision-making process and are crucial in social work practice As suchnursing students ought to be engaged in coursework and curricula that addresses social influencespursues social change and maximizes the quality of life for older adults
Programs need to develop the infrastructure required to support interprofessional collaborations inresearch projects as well as in classrooms across levels of higher education so that social work facultyrsquosown practices mirror the interprofessional values they hope to impart onto students Jones and Phillips(2016) discussed the competencies of IPE as detailed by IPEC and provided a similar recommendationfor ldquodual and reciprocal appointments of faculty in schools of social work medicine public healthnursing and so forth hellip [and for] co-taught courses that bring together multiple faculty and studentsfrom a variety of disciplinesrdquo (p 26) Social work and nursing programs should build capacity forinterprofessional practice research and education This will require that leaders from various programscome together and discuss their accreditation mandates and work together to support the developmentof collaborations For example CSWE EPAS (2015) requires that social work faculty have 2 years of post-masterrsquos social work degree practice experience and other programs may have similar requirements thatwill dictate how to develop coteaching initiatives The need for program and profession leaders to cometogether has been previously expressed and can be found in the IPE literature (Clark 2011 Hall ampZierler 2015 Jensen Harvan amp Royeen 2009)
Conclusion
This is the first systematic review to examine interprofessional gerontological education program-ming within social work and nursing programs in the United States that can be located Findingsfrom this study highlight the current programs engaging in IPE to prepare gerontological andhealth care social workers as well as the effectiveness of such programming Overall thisliterature points to IPE educational initiatives as valuable and effective at increasing the self-awareness attitudes and skills of social work and nursing students engaged in gerontologicalpractice Moving forward the study of such initiatives should explore the benefits of IPE on long-term outcomes such as increased enrollment in further gerontology-specific studies (eg BSWstudents entering MSW aging concentrations) and on studentsrsquo readiness to practice with theolder adult population Ongoing examinations of the effect IPE initiatives have on the well-being
JOURNAL OF SOCIAL WORK EDUCATION 19
of older adults is also an area requiring continued research These interprofessional programsmay arm up-and-coming professionals with the skills and knowledge required to competentlycare for the growing population of aging Americans and for practicing within the health caresystem As such it is of paramount importance that social work programs infuse interprofessionaleducation into their programming and curricula and support faculty in their efforts to collabo-rate across departmental silos
Disclosure statement
No potential conflict of interest was reported by the authors
Notes on contributors
Susanny J Beltran PhD MSW is assistant professor with the School of Social Work University of Central FloridaVivian J Miller PhD LMSW is assistant professor with the Department of Human Services Bowling Green StateUniversity
References
Asterisks indicate the 24 studies included in the systematic reviewDaggers indicate the 83 excluded on full reviewAddy C L Browne T Blake E W amp Bailey J (2015) Enhancing interprofessional education Integrating public
health and social work perspectives American Journal of Public Health 105(S1) S106ndashS108 doi102105AJPH2014302502
Aiguier G Oboeuf A Cobbaut J P amp Vanpee D (2015) Activity confrontation methods A reflexive andmetacognitive approach for interprofessional collaboration training Journal of Interprofessional Care 29(5)457ndash463 doi1031091356182020151004162
American Academy of Social Work amp Social Welfare (AASWSW) (2017) Close the health gap Retrieved from httpaaswsworggrand-challenges-initiative12-challengesclose-the-health-gap
Anderson M B amp Kanter S L (2010) Medical education in the united states and Canada 2010 Academic Medicine85(9) S2ndashS18
Angelini D J (2011) Interdisciplinary and interprofessional education What are the key issues and considerationsfor the future The Journal of Perinatal amp Neonatal Nursing 25(2) 175ndash179
daggerBalen R Rhodes C amp Ward L (2010) The power of stories Using narrative for interdisciplinary learning in healthand social care Social Work Education 29(4) 416ndash426 doi10108002615470902991742
daggerBekkema N de Veer A J Albers G Hertogh C M Onwuteaka-Philipsen B D amp Francke A L (2014)Training needs of nurses and social workers in the end-of-life care for people with intellectual disabilities a nationalsurvey Nurse Education Today 34(4) 494ndash500 doi101016jnedt201307018
daggerBellamy J L Mullen E J Satterfield J M Newhouse R P Ferguson M Brownson R C amp Spring B (2013)Implementing evidence-based practice education in social work A transdisciplinary approach Research on SocialWork Practice 23(4) 426ndash436 doi1011771049731513480528
daggerBennett E Hauck Y Radford G amp Bindahneem S (2016) An interprofessional exploration of nursing and socialwork roles when working jointly with families Journal of Interprofessional Care 30(2) 232ndash237 doi1031091356182020151115755
daggerBlacker S Head B A Jones B L Remke S S amp Supiano K (2016) Advancing hospice and palliative care socialwork leadership in interprofessional education and practice Journal of Social Work in End-Of-Life amp PalliativeCare 12(4) 316ndash330 doi1010801552425620161247771
Bonifas R P amp Gray A K (2013) Preparing social work students for interprofessional practice in geriatric healthcare Insights from two approaches Educational Gerontology 39(7) 476ndash490 doi101111ajag12106
daggerBoston G Croft B Mallikaaratchi W Mudd D Olsen A amp Toms-Ashcroft J (2010) NMC must sanction jointnursing and social work courses Learning Disability Practice (through 2013) 13(10) 6 doi107748ldp13106s11
daggerBronstein L R Anderson E Terwilliger S H amp Sager K (2012) Evaluating a model of school-based health andsocial services An interdisciplinary communityndashuniversity collaboration Children amp Schools 34(3) 155ndash165doi101093cscds004
Brooks J Fox D P amp Okagbue-Reaves J (2009) Best practices for an interdisciplinary team-taught courseEducational Gerontology 35 818ndash830 doi10108003601270902821350
Bureau of Labor Statistics US Department of Labor (2017) Healthcare Social Workers Occupational EmploymentStatistics 2017 Edition Retrieved from httpswwwblsgovoes2017mayoes211022htm
20 S J BELTRAN AND V J MILLER
daggerBurrow S Mairs H Pusey H Bradshaw T amp Keady J (2016) Continuing professional education Motivationsand experiences of health and social care professionalrsquos part-time study in higher education A qualitative literaturereview International Journal of Nursing Studies 63 139ndash145 doi101016jijnurstu201608011
Buring S M Bhushan A Broeseker A Conway S Duncan-Hewitt W Hansen L amp Westberg S (2009)Interprofessional education definitions student competencies and guidelines for implementation AmericanJournal of Pharmaceutical Education 73(4) 59 doi105688aj730459
daggerChan E A Lam W amp Yeung S K S L (2013) Interprofessional competence A qualitative exploration of socialwork and nursing studentsrsquo experience Journal of Nursing Education 52(9) 509ndash515 doi10392801484834-20130823-01
Chan E A Mok E Po-ying A H amp Man-chun J H (2009) The use of interdisciplinary seminars for thedevelopment of caring dispositions in nursing and social work students Journal of Advanced Nursing 65(12)2658ndash2667 doi101111j1365-2648200905121x
Chan E A Chi S P M Ching S amp Lam S K (2010) Interprofessional education The interface of nursing andsocial work Journal of Clinical Nursing 19(12) 168ndash176
daggerChicorelli J Dennie A Heinrich C Hinchey B Honarparvar F Jennings M hellip Tempelman J (2016)Canadian student leadersrsquo perspective on interprofessional education A consensus statement Journal ofInterprofessional Care 30(4) 545ndash547 doi1031091356182020161159187
daggerChodosh J Price R M Cadogan M P Damron-Rodriguez J Osterweil D Czerwinski A hellip Frank J C(2015) A practice improvement education program using a mentored approach to improve nursing facilitydepression caremdashpreliminary data Journal of the American Geriatrics Society 63(11) 2395ndash2399 doi101111jgs13775
Christensen K Doblhammer G Rau R amp Vaupel J W (2009) Ageing populations the challenges ahead TheLancet 374(9696) 1196ndash1208 doi101016S0140-6736(09)61460-4
daggerClark K Congdon H B Macmillan K Gonzales J P amp Guerra A (2015) Changes in perceptions and attitudesof healthcare profession students pre and post academic course experience of team-basedrsquocare for the critically IllrsquoJournal of Professional Nursing 31(4) 330ndash339 doi101016jprofnurs201501006
Clark P G (2011) The devil is in the details The seven deadly sins of organizing and continuing interprofessionaleducation in the US Journal of Interprofessional Care 25(5) 321ndash327 doi103109135618202011578223
daggerClarke B A Miers M E Pollard K C amp Thomas J (2007) Complexities of learning together Studentsrsquoexperience of face-to-face interprofessional groups Learning in Health and Social Care 6(4) 202ndash212doi101111j1473-6861200700162x
daggerCohen E V Hagestuen R Gonzaacutelez-Ramos G Cohen H W Bassich C Book E hellip Giroux M (2016)Interprofessional education increases knowledge promotes team building and changes practice in the care ofParkinsonrsquos disease Parkinsonism amp Related Disorders 22 21ndash27 doi101016jparkreldis201511001
Colby S L amp Ortman J M (2014) Projections of the size and composition of the US population 2014 to 2060Current population reports P25-1143 Washington DC US Census Bureau
Conti G Bowers C OrsquoConnell M B Bruer S Bugdalski-Stutrud C Smith G hellip Mendez J (2016) Examiningthe effects of an experiential interprofessional education activity with older adults Journal of Interprofessional Care30(2) 184ndash190 doi1031091356182020151092428
daggerCopperman J amp Newton P D (2007) Linking social work agency perspectives on interprofessional education intoa school of nursing and midwifery Journal of Interprofessional Care 21(2) 141ndash154 doi10108013561820701197522
Council on Education for Public Health (2011) Accreditation criteria public health programs Retrieved from httpwwwcephorgpdfPHP-Criteria-2011pdf
Council on Social Work Education (CSWE) (2015) Educational policy and accreditation standards Retrieved fromhttpswwwcsweorggetattachmentAccreditationAccreditation-Process2015-EPAS2015EPAS_Web_FINALpdfaspx
Council on Social Work Education (CSWE) (2017) Specialized practice curricular guide for gero social work practiceAlexandria VA Council on Social Work Education
Council on Social Work Education (CSWE) (nd) About the gero-ed center Retrieved from httpswwwcsweorgCenters-InitiativesCentersGero-Ed-CenterAbout
daggerCurran V R Sharpe D Flynn K amp Button P (2010) A longitudinal study of the effect of an interprofessionaleducation curriculum on student satisfaction and attitudes towards interprofessional teamwork and educationJournal of Interprofessional Care 24(1) 41ndash52 doi10310913561820903011927
Dall T M Gallo P D Chakrabarti R West T Semilla A P amp Storm M V (2013) An aging population andgrowing disease burden will require a large and specialized health care workforce by 2025 Health Affairs 32(11)2013ndash2020 doi101377hlthaff20130714
Damron-Rodriguez J (2008) Developing competence for nurses and social workers The American Journal ofNursing 108 40ndash46 doi10109701NAJ000033641383366e0
daggerDay M R Bantry-White E amp Glavin P (2010) Professional Protection of vulnerable adults an interdisciplinaryworkshop Community Practitioner 83(9) 29ndash32
JOURNAL OF SOCIAL WORK EDUCATION 21
De Los Santos M McFarlin C D amp Martin L (2014) Interprofessional education and service learning A modelfor the future of health professions education Journal of Interprofessional Care 28(4) 374ndash375 doi103109135618202014889102
daggerDerbyshire J A amp Machin A I (2011) Learning to work collaboratively nursesrsquo views of their pre-registrationinterprofessional education and its impact on practice Nurse Education in Practice 11(4) 239ndash244 doi101016jnepr201011010
Dorfman L T Murty S A Ingram J G amp Li H (2008) Faculty and community partners in gerontologicalcurriculum enrichment Educational Gerontology 12 1087ndash1104 doi10108003601270802201398
Dow A A DiazGranados D Mazmanian P E amp Retchin S M (2014) An exploratory study of an assessment toolderived from the competencies of the interprofessional education collaborative Journal of Interprofessional Care28 299ndash304 doi103109135618202014891573
daggerDutton A J amp Worsley A R (2009) Doves and hawks Practice educatorsrsquo attitudes towards interprofessionallearning Learning in Health and Social Care 8(3) 145ndash153 doi101111j1473-6861200800204x
daggerEckstrom E Neal M B Cotrell V Casey C M McKenzie G Morgove M W hellip Lasater K (2016) Aninterprofessional approach to reducing the risk of falls through enhanced collaborative practice Journal of theAmerican Geriatrics Society 64(8) 1701ndash1707 doi101111jgs14178
Ellman M S Schulman-Green D Blatt L Asher S Viveiros D Clark J amp Bia M (2012) Using online learningand interactive simulation to teach spiritual and cultural aspects of palliative care to interprofessional studentsJournal of Palliative Medicine 15(11) 1240ndash1247 doi101089jpm20120038
daggerFilies G C Yassin Z amp Frantz J M (2016) Studentsrsquo views of learning about an interprofessional world cafeacutemethod African Journal of Health Professions Education 8(2) 229ndash233 doi107196AJHPE2016v8i2844
Forrest C amp Derrick C (2010) Interdisciplinary education in end-of-life care Creating new opportunities for socialwork nursing and clinical pastoral education students Journal of Social Work in End-Of-Life amp Palliative Care 6(1ndash2) 91ndash116 doi101080155242562010489224
daggerGalambos C (2008) From the editor the joint social worknursing caregiver initiative Opportunities for social workeducation Journal of Social Work Education 44(sup3) 1ndash4 doi105175JSWE2008773247701
Golden A G Gammonley D Hunt D Olsen E amp Barry Issenberg S (2014) The attitudes of graduate healthcarestudents toward older adults personal aging health care reform and interprofessional collaboration Journal ofInterprofessional Care 28(1) 40ndash44 doi103109135618202013830595
Gould P R Lee Y Berkowitz S amp Bronstein L (2015) Impact of a collaborative interprofessional learningexperience upon medical and social work students in geriatric health care Journal of Interprofessional Care 29(4)372ndash373 doi103109135618202014962128
daggerGrady C Danis M Soeken K L OrsquoDonnell P Taylor C Farrar A amp Ulrich C M (2008) Does ethicseducation influence the moral action of practicing nurses and social workers The American Journal of Bioethics 8(4) 4ndash11 doi10108015265160802166017
daggerGroessl J (2013) An interdisciplinary ethics module for MSW and nursing students Social Work Education 32(5)639ndash649 doi101080026154792012695342
Hall L W amp Zierler B K (2015) Interprofessional education and practice guide no 1 developing faculty toeffectively facilitate interprofessional education Journal of Interprofessional Care 29(1) 3ndash7 doi103109135618202014937483
daggerHall P Brajtman S Weaver L Grassau P A amp Varpio L (2014) Learning collaborative teamwork an argumentfor incorporating the humanities Journal of Interprofessional Care 28(6) 519ndash525 doi103109135618202014915513
daggerHaskins A M (2008) An exploration of satisfaction psychological stress and readiness for interprofessional learningin medical nursing allied health and social work students in an interprofessional health care course Available fromProQuest Dissertations and Theses
Head B A Schapmire T Earnshaw L Faul A Hermann C Jones C hellip Pfeiffer M (2016) Evaluation of aninterdisciplinary curriculum teaching team-based palliative care integration in oncology Journal of CancerEducation 31(2) 358ndash365 doi101007s13187-015-0799-y
daggerHead B A Schapmire T Hermann C Earnshaw L Faul A Jones C hellip Pfeifer M (2014) The interdisciplinaryCurriculum for Oncology Palliative Care Education (iCOPE) meeting the challenge of interprofessional educationJournal of Palliative Medicine 17(10) 1107ndash1114 doi101089jpm20140070
Heflin M T Pinheiro S O Konrad T R Egerton E O Thornlow D K White H K amp McConnell E J (2014)Design and evaluation of a prelicensure interprofessional course on improving care transitions Gerontology ampGeriatrics Education 35(1) 41ndash63 doi101080027019602013831349
daggerHemmings A Beckett G Kennerly S amp Yap T (2013) Building a community of research practice Intragroupteam social dynamics in interdisciplinary mixed methods Journal of Mixed Methods Research 7(3) 261ndash273 doihttp1011772F15586898134784681011772F1558689813478468
daggerHenderson S Dalton M amp Cartmel J (2016) Using interprofessional learning for continuing education devel-opment and evaluation of the graduate certificate program in health professional education for clinicians Journal ofContinuing Education in the Health Professions 36(3) 211ndash217 doi101097CEH0000000000000093
22 S J BELTRAN AND V J MILLER
Hermann C P Head B A Black K amp Singleton K (2016) Preparing nursing students for interprofessionalpractice the interdisciplinary curriculum for oncology palliative care education Journal of Professional Nursing 32(1) 62ndash71 doi101016jprofnurs201506001
Heuer A J Geisler S L Kamienski M Langevin D amp OrsquoSullivan M (2010) Introducing medical students to theinterdisciplinary health care team piloting a case-based approach Journal of Allied Health 39(2) 76ndash80
daggerHirst S P Lane A M amp Stares B (2012) Gerontological content in Canadian nursing and social work programsCanadian Geriatrics Journal CGJ 15(1) 8 doi105770cgj1521
daggerHolt J Coates C Cotterill D Eastburn S Laxton J Mistry H amp Young C (2010) Identifying commoncompetences in health and social care An example of multi-institutional and inter-professional working NurseEducation Today 30(3) 264ndash270 doi101016jnedt200909006
Hooyman N amp Diwan S (2009) A planned change model CSWE curricular and programmatic developmentprograms In N Hooyman (Ed) Transforming social work education The first decade of the Hartford geriatric socialwork initiative (pp 99ndash102) Alexandria VA Council on Social Work Education Press
daggerHoracek T Brann L Erdman M Middlemiss M A amp Raj S (2009) Interprofessional learning communityEducating dietetic and other health profession students through an interdisciplinary service-learning experienceTopics in Clinical Nutrition 24(1) 6ndash15 doi101097TIN0b013e3181977fae
Institute of Medicine (IOM) (2008) Retooling for an aging America Building the health care workforce WashingtonDC National Academy Press
Interprofessional Education Collaborative (IPEC) (2016) Core competencies for interprofessional collaborative practice2016 update Washington DC Author
Jensen G M Harvan R A amp Royeen C B (2009) Interprofessional education Context complexity and challengeLeadership in interprofessional education and practice Salisbury MA Jones and Bartlett Publishers LLC
daggerJones B Phillips F Head B A Hedlund S Kalisiak A Zebrack B hellip Otis-Green S (2014) Enhancingcollaborative leadership in palliative social work in oncology Journal of Social Work in End-Of-Life amp PalliativeCare 10(4) 309ndash321 doi101080155242562014975319
Jones B amp Phillips F (2016) Social work and interprofessional education in health care A call for continuedleadership Journal of Social Work Education 52(1) 18ndash29 doi1010801043779720161112629
daggerJotkowitz A amp Gesundheit B (2008) Comforting presence The role of nurses and social workers in clinical ethicsThe American Journal of Bioethics 8(4) 14ndash15 doi10108015265160802147124
daggerJuujaumlrvi S Pesso K amp Myyry L (2011) Care-based ethical reasoning among first-year nursing and social servicesstudents Journal of Advanced Nursing 67(2) 418ndash427 doi101111j1365-2648201005461x
daggerKaasalainen S Willison K Wickson-Griffiths A amp Taniguchi A (2015) The evaluation of a national interprofes-sional palliative care workshop Journal of Interprofessional Care 29(5) 494ndash496 doi103109135618202014998364
daggerKent F Drysdale P Martin N amp Keating J L (2014) The mixed-discipline aged-care student clinic An authenticinterprofessional learning initiative Journal of Allied Health 43(1) 51ndash56
daggerKenward L amp Stiles M (2009) Intermediate care An interprofessional education opportunity in primary careJournal of Interprofessional Care 23(6) 668ndash671 doi10310913561820802634761
daggerKinnair D J Anderson E S amp Thorpe L N (2012) Development of interprofessional education in mental healthpractice Adapting the leicester model Journal of Interprofessional Care 26(3) 189ndash197 doi103109135618202011647994
daggerKnight A (2013) Interprofessonal education Two analyses of revised instruments comparisons of professions andeffectiveness of an interprofessional health care course The University of North Dakota Theses and Dissertations
Kolomer S Quinn M E amp Steele K (2010) Interdisciplinary health fairs for older adults and the value ofinterprofessional service learning Journal of Community Practice 18(2ndash3) 267ndash279 doi101080107054222010485863
daggerLam W Chan E A amp Yeung K S (2013) Implications for school nursing through interprofessional education andpractice Journal of Clinical Nursing 22(13ndash14) 1988ndash2001 doi101111jocn12163
daggerLapum J Hamzavi N Veljkovic K Mohamed Z Pettinato A Silver S amp Taylor E (2012) A performative andpoetical narrative of critical social theory in nursing education An ending and threshold of social justice NursingPhilosophy 13(1) 27ndash45 doi101111j1466-769X201100520x
daggerLeigh J A (2014) Reconstructing practice-based educator roles through effective practicendasheducation partnershipsJournal of Clinical Nursing 23(13ndash14) 1767ndash1769 doi101111jocn12381
Levit L A Balogh E Nass S J amp Ganz P (Eds) (2013) Delivering high-quality cancer care charting a new coursefor a system in crisis (pp 7ndash8) Washington DC National Academies Press
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2007) Interprofessional education on a training ward for older peopleStudentsrsquo conceptions of nurses occupational therapists and social workers Journal of Interprofessional Care 21(4)387ndash399 doi10108013561820701349420
daggerLidskog M Loumlfmark A amp AhlstroumlM G (2008) Learning about each other Studentsrsquo conceptions before and afterinterprofessional education on a training ward Journal of Interprofessional Care 22(5) 521ndash533 doi10108013561820802168471
JOURNAL OF SOCIAL WORK EDUCATION 23
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2008) Studentsrsquo learning experiences from interprofessional collaborationon a training ward in municipal care Learning in Health and Social Care 7(3) 134ndash145 doi101111j1473-6861200800181x
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2009) Learning through participating on an interprofessional trainingward Journal of Interprofessional Care 23(5) 486ndash497 doi10108013561820902921878
Lockeman K S Dow A W DiazGranados D McNielly D P Nickol D Koehn M L amp Knab M S (2016)Refinement of the IPEC competency self-assessment survey Results from a multi-institutional study Journal ofInterprofessional Care 30(6) 726ndash731 doi1010801356182020161220928
Lustig T A (2013) Statement before the commission on long term care Retrieved from httpltccommissionorgltccommissionwp-contentuploads201312Tracy-Lustig
daggerMacKenzie D E Doucet S Nasser S Godden-Webster A L Andrews C amp Kephart G (2014) Collaborationbehind-the-scenes key to effective interprofessional education Journal of Interprofessional Care 28(4) 381ndash383doi103109135618202014890923
MacRae N amp Pardue K T (2007) Use of readers theater to enhance interdisciplinary geriatric educationEducational Gerontology 33(6) 529ndash536 doi10108003601270701328920
daggerManusov E Ronnau J Vela L Lydia A amp Galke C (2015) Engagement and co-production Building aninter-professional integrated medical education and clinical practice International Journal of Integrated Care 15(5)doi105334ijic2105
daggerMcLeod D Curran J Dumont S White M amp Charles G (2014) The Interprofessional Psychosocial OncologyDistance Education (IPODE) project perceived outcomes of an approach to healthcare professional educationJournal of Interprofessional Care 28(3) 254ndash259 doi103109135618202013863181
Mirick R G Davis A amp Wladkowski S P (2017) Understanding sampling and recruitment in social workdissertation research Advances in Social Work 18(2) 415ndash436 doi101806021167
Moher D Liberati A Tetzlaff J Altman D G amp PRISMA Group (2009) Preferred reporting items for systematicreviews and meta-analyses the PRISMA statement PLoS Medicine 6(7) e1000097
daggerMorton S (2016) Inter-professional education A missed opportunity Community Practitioner the Journal of theCommunity Practitionersrsquoamp Health Visitorsrsquo Association 89(7) 28
daggerMunoz C C DoBroka C C amp Mohammad S (2009) Development of a multidisciplinary course in culturalcompetence for nursing and human service professions Journal of Nursing Education 48(9) 495ndash503 doi10392801484834-20090610-03
Murphy J I amp Nimmagadda J (2015) Partnering to provide simulated learning to address InterprofessionalEducation Collaborative core competencies Journal of Interprofessional Care 29(3) 258ndash259 doi103109135618202014942779
daggerNewton J M Cross W M White K Ockerby C amp Billett S (2011) Outcomes of a clinical partnership modelfor undergraduate nursing students Contemporary Nurse 39(1) 119ndash127 doi105172conu2011391119
daggerOdegard P S Robins L Murphy N Belza B Brock D Gallagher T H hellip Mitchell P (2009) Interprofessionalinitiatives at the University of Washington American Journal of Pharmaceutical Education 73(4) 63 doi105688aj730463
daggerOlsson M Persson M Kaila P Wikmar L N amp Bostroumlm C (2013) Studentsrsquo expectations when entering aninterprofessional masterrsquos degree program for health professionals a qualitative study Journal of Allied Health 42(1) 3ndash9
daggerOtis-Green S Yang E amp Lynne L (2013) ACE projectmdashadvocating for clinical excellence creating change in thedelivery of palliative care OMEGA-Journal of Death and Dying 67(1ndash2) 5ndash19 doi1021902FOM671-2b
daggerPareacute L Maziade J Pelletier F Houle N amp Iloko-Fundi M (2012) Training in interprofessional collaborationPedagogic innovation in family medicine units Canadian Family Physician 58(4) e203ndashe209
Park J Hawkins M Hamlin E Hawkins W amp Bamdas J A M (2014) Developing positive attitudes towardinterprofessional collaboration among students in the health care professions Educational Gerontology 40(12)894ndash908 doi101080036012772014908619
daggerParker V A amp Geron S M (2007) Cultural competence in nursing homes Issues and implications for educationGerontology amp Geriatrics Education 28(2) 37ndash54 doi101300J021v28n02_04
daggerPhillips J MacGiollaRi D amp Callaghan S (2012) Encouraging research in social work Narrative as the threadintegrating education and research in social work Social Work Education 31(6) 785ndash793 doi101080026154792012695200
daggerPollard K C Miers M E amp Rickaby C (2012) ldquoOh why didnrsquot I take more noticerdquo Professionalsrsquo views andperceptions of pre-qualifying preparation for interprofessional working in practice Journal of InterprofessionalCare 26(5) 355ndash361 doi103109135618202012689785
daggerPoole J Rife J C Pearson F amp Moore W R (2009) Developing community partnerships with religiouslyaffiliated organizations to address aging needs A case study of the congregational social work education initiativeSocial Work amp Christianity 36(2) 176-191
24 S J BELTRAN AND V J MILLER
Poole J Rife J C Pearson F Moore L Reaves A M amp Moore W (2013) Innovative social work field educationin congregational and community-based settings serving persons fifty-five+ an interdisciplinary training initiativefor BSW and MSW Students Social Work and Christianity 40(4) 404
daggerPulsford D Hope K amp Thompson R (2007) Higher education provision for professionals working with peoplewith dementia a scoping exercise Nurse Education Today 27(1) 5ndash13 doi101016jnedt200602003
Reeves S Zwarenstein M Goldman J Barr H Freeth D Koppel I amp Hammick M (2010) The effectiveness ofinterprofessional education Key findings from a new systematic review Journal of Interprofessional Care 24230ndash241 doi10310913561820903163405
daggerRobins L Brock D M Gallagher T Kartin D Lindhorst T Odegard P hellip Belza B (2008) Piloting teamsimulations to assess interprofessional skills Journal of Interprofessional Care 22(3) 325ndash328 doi10108013561820801886438
Rogers A T Gualco K J Hinckle C amp Baber R L (2013) Cultivating interest and competency in gerontologicalsocial work Opportunities for undergraduate education Journal of Gerontological Social Work 56(4) 335ndash355doi101080016343722013775989
Rowan N L Gillette P D Faul A C Yankeelov P A Borders K W Deck S hellip Wiegand M (2009)Innovative interdisciplinary training in and delivery of evidence-based geriatric services Creating a bridge withsocial work and physical therapy Gerontology amp Geriatrics Education 30(3) 187ndash204 doi10108002701960903133448
Rubin A amp Babbie E R (2011) Research methods for social work (7th ed) Belmont CA BrooksColedaggerSalm T Greenberg H Pitzel M amp Cripps D (2010) Interprofessional education internships in schools Jump
starting change Journal of Interprofessional Care 24(3) 251ndash263 doi10310913561820903051469daggerSchwartz E S Baugh J J Honsky J amp Luebbers E (2015) A patient advocacy program established through an
interprofessional student-run free clinic Journal of Health Care for the Poor and Underserved 26(1) 300ndash308doi101353hpu20150024
daggerSedgwick M (2011) Rural hospital interdisciplinary team membersrsquo experience of undergraduate nursing preceptor-ship A qualitative descriptive study Nurse Education in Practice 11(4) 278ndash282 doi101016jnepr201101004
daggerSelle K M Salamon K Boarman R amp Sauer J (2008) Providing interprofessional learning through interdisci-plinary collaboration The role of ldquomodellingrdquo Journal of Interprofessional Care 22(1) 85ndash92 doi10108013561820701714755
Sheppard K D Ford C R Sawyer P Foley K T Harada C N Brown C J amp Ritchie C S (2015) Theinterprofessional clinical experience interprofessional education in the nursing home Journal of InterprofessionalCare 29(2) 170ndash172 doi103109135618202014942776
daggerSims D (2011a) Achieving collaborative competence through interprofessional education Lessons learned fromjoint training in learning disability nursing and social work Social Work Education 30(1) 98ndash112 doi10108002615471003748056
daggerSims D (2011b) Reconstructing professional identity for professional and interprofessional practice A mixedmethods study of joint training programmes in learning disability nursing and social work Journal ofInterprofessional Care 25(4) 265ndash271 doi103109135618202011571352
daggerSmith R A amp Pilling S (2007) Allied health graduate programndashsupporting the transition from student toprofessional in an interdisciplinary program Journal of Interprofessional Care 21(3) 265ndash276 doi10108013561820701259116
daggerStepney P Callwood I Ning F amp Downing K (2011) Learning to collaborate a study of nursing studentsrsquoexperience of inter-professional education at one UK university Educational Studies 37(4) 419ndash434 doi101080030556982010539669
Supiano K P (2013) Weaving interdisciplinary and discipline-specific content into palliative care education Onesuccessful model for teaching end-of-life care Journal of Death and Dying 67(1ndash2) 201ndash206 doi102190OM671-2x
daggerSweigart L I Umoren R A Scott P J Carlton K H Jones J A Truman B amp Gossett E J (2016) VirtualTeamSTEPPSreg simulations produce teamwork attitude changes among health professions students Journal ofNursing Education 55(1) 31ndash35 doi10392801484834-20151214-08
daggerTan Z S Damron-Rodriguez J Cadogan M Gans D Price R M Merkin S S hellip Chodosh J (2017) Team-Based interprofessional competency training for dementia screening and management Journal of the AmericanGeriatrics Society 65(1) 207ndash211 doi101111jgs14540
daggerTew J Holley T amp Caplen P (2012) Dialogue and challenge Involving service users and carers in small grouplearning with social work and nursing students Social Work Education 31(3) 316ndash330 doi101080026154792011557429
daggerThompson B M Bratzler D W Fisher M J Torres A Faculty E P I C amp Sparks R A (2016) Workingtogether using a unique approach to evaluate an interactive and clinic-based longitudinal interprofessionaleducation experience with 13 professions Journal of Interprofessional Care 30(6) 754ndash761 doi1010801356182020161227962
JOURNAL OF SOCIAL WORK EDUCATION 25
daggerTourse R W C Mooney J F Shindul-Rothschild J Prince J Pulcini J A Platt S amp Savransky H (2008) Theuniversitycommunity partnership Transdisciplinary course development Journal of Interprofessional Care 22(5)461ndash474 doi10108013561820802355615
daggerTraube D E Pohle C E amp Barley M (2012) Teaching evidence-based social work in foundation practice coursesLearning from pedagogical choices of allied fields Journal of Evidence-based Social Work 9(3) 241ndash259doi101080154337142010525417
daggervan Schaik S M Regehr G Eva K W Irby D M amp Orsquosullivan P S (2016) Perceptions of peer-to-peerinterprofessional feedback among students in the health professions Academic Medicine 91(6) 807ndash812doi101097ACM0000000000000981
Whitaker T Weismiller T amp Clark E (2006) Assuring the sufficiency of a frontline workforce A national study oflicensed social workers Washington DC National Association of Social Workers
daggerWilliams A Mostyn A amp Fyson R (2009) Nursing and social work studentsrsquo perceptions of lecturing by non-university practitioners Journal of Interprofessional Care 23(1) 98ndash100 doi10108013561820802278577
World Health Organization (WHO) (2010) Framework for action on interprofessional education amp collaborativepractice Geneva Switzerland World Health Organization Retrieved from httpwhqlibdocwhointhq2010WHO_HRH_HPN_103_engpdf
daggerYaffe M J Wolfson C amp Lithwick M (2009) Professions show different enquiry strategies for elder abusedetection Implications for training and interprofessional care Journal of Interprofessional Care 23(6) 646ndash654doi10310913561820902886279
daggerYamauchi T Takeshima T Hirokawa S Oba Y amp Koh E (2017) An educational program for nursing and socialwork students using artwork created by people with mental health problems International Journal of Mental Healthand Addiction 15(3) 503ndash513 doi101007s11469-016-9716-9
daggerYeung K S S Ho A P Y Lo M C H amp Chan E A (2009) Social work ethical decision making in aninter-disciplinary context British Journal of Social Work 40(5) 1573ndash1590 doi101093bjswbcp065
Young H M Siegel E O McCormick W C Fulmer T Harootyan L K amp Dorr D A (2011) Interdisciplinarycollaboration in geriatrics Advancing health for older adults Nursing Outlook 59(4) 243ndash250 doi101016joutlook201105006
daggerZorek J amp Raehl C (2013) Interprofessional education accreditation standards in the USA a comparative analysisJournal of Interprofessional Care 27(2) 123ndash130 doi103109135618202012718295
26 S J BELTRAN AND V J MILLER
curriculum and requires meaningful interactions among professions and reflection about how towork together as part of a team with the goal of improving patient care
Several educational associations including Council on Social Work Education (CSWE) haveformed or joined the IPEC (2016) and detailed core competencies The four competency domainsare (1) values and ethics for IPP (2) roles and responsibilities (3) interprofessional communicationand (4) teams and teamwork (IEC 2016) Competency one values and ethics involves working withother professionals to foster and maintain a climate of shared values and mutual respect Thisincludes embracing the diversity and differences that make up the team and respecting the expertisethat different professions bring to the team and care of the patient Competency two roles andresponsibilities involves utilizing the expertise of various professions appropriately with a clearunderstanding of each professionalrsquos roles and abilities It also calls for engaging diverse profes-sionals who complement one anotherrsquos expertise enhance the team and ultimately the health andhealth care of patients and populations served Competency three interprofessional communicationrefers to the responsive and effective use of communication strategies to facilitate and enhance teamfunctions It also includes giving feedback and encouraging sharing of ideas and opinions by allmembers of the team The fourth and final competency domain teams and teamwork involvesworking collaboratively and applying relationship-building strategies such as coordination consen-sus-based decision making and shared accountability It is important to highlight that all fourcompetencies promote practice that is grounded in the following principles
patient and family centered community and population oriented relationship focused process oriented linkedto learning activities educational strategies and behavioral assessments that are developmentally appropriatefor the learner able to be integrated across the learning continuum sensitive to the systems context andapplicable across practice settings applicable across professions stated in language common and meaningfulacross the professions and outcome driven (IEC 2016 p 10)
These principles along with the four competencies and their respective subcompetencies aim to informthe development of IPE curricular goals and are all well-aligned with values of the social work profession
Interprofessional education and social work
Support for IPE has been widely recognized with entities such as the World Health Organization(WHO) the American Public Health Association and the Institute of Medicine (IOM) all calling forincreased efforts to improve IPP through educational efforts (CEPH 2011 IOM 2008 WHO 2010) Asa profession social work has also expressed its commitment to IPE and IPP This is most evident in theCSWE Educational Policy and Accreditation Standards where core competencies (eg 1 6 7 and 8)make mention of the need for social workers to understand the role of other professions and be preparedto collaborate in various aspects of practice such as assessments and intervention at micro mezzo andmacro levels (CSWE 2015) Social workrsquos commitment to IPE has also been carried out via the CSWEGero-Ed Center an aging-specific social work initiative designed by gerontological social work facultyand students nationwide and funded by the John A Hartford Foundation (CSWE nd) This collabora-tion was aimed at advancement and sustainability of educational efforts to prepare social workers withgerontological competencies (Hooyman amp Diwan 2009) The Gero-Ed Center provides educators andpractitioners with valuable tools and resources for infusing gerontological content into social workcourses and appears to have been successful (CSWE nd) However despite successes the focus of theinitiative was on infusing gerontology content only rather than IPE more broadly Furthermore theprimary funding for this initiative ceased in 2015 (CSWE nd)
Given the shifts in health care practice and the growth of the older adult population there isincreasing demand for social workers entering the field to be prepared to practice both with olderadults and within health care settings According to the Bureau of Labor Statistics (2017) employ-ment of health care social workers is projected to grow by 20 in the next 10 years Currently thereis a shortage of social workers who have received formal training in gerontology and only 9 of
2 S J BELTRAN AND V J MILLER
licensed social workers report aging as their primary area of practice (Lustig 2013 WhitakerWeismiller amp Clark 2006) In addition challenges implementing IPE within social work curriculaare well-documented (eg Anderson amp Kanter 2010 Angelini 2011 Buring et al 2009) Growingevidence suggests that skilled collaborations in health care teams positively affect health care out-comes such as quality of care and that collaborations are particularly important in geriatrics wherepatients often present with complex needs (Levit et al 2013 Young et al 2011) Therefore there isa critical need to understand how social work has responded to this need and the educational effortsthat have been developed to integrate IPE into the education of gerontological social workers and toensure their graduates are prepared for interprofessional practice
Significance and purpose of the study
IPE is instrumental to prepare program graduates for gerontology practice within the currentcollaborative context of health care The collaborative efforts between social work and otherprograms (eg nursing medicine) have not yet been systematically examined Identifying suchcollaborations especially with nursing is particularly important Nursing collaborations aresingled out in this review given the close working relationships between nursing and socialwork that are often required when working with the older adult population (Chan Chi Chingamp Lam 2010) A better understanding of the state of gerontology-focused IPE collaborations isnecessary to illuminate gaps and future directions As such the purpose of this study was toprovide a systematic review of the literature on gerontological education programming withinand between social work and nursing programs in the United States over the past 10 years
Methods
Search strategy
Authors used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMAMoher Liberati Tetzlaff Altman amp PRISMA Group 2009) guidelines to conduct a systematic review ofthe databases The authors searched for articles in the following databases Academic Search CompleteAgeLine CINAHL Complete Education Administration Abstracts MEDLINE PsycInfo and SocialWork Abstracts accessed through EBSCO and ProQuest Search terms included varying combinationsof the following keywords social work nurs education nursing education collaboration interdisci-plinary interprofessional multidisciplinary geriatric gerontology and gerontological The asterisk wasplaced at the end of the search terms ldquosocial workrdquo and ldquonursrdquo to retrieve any articles with iterations ofthis root term (eg social worker nurse and nursing student) To be included in the review articles hadto meet the following criteria (a) be published in scholarly peer-reviewed journals (b) examineinterprofessional gerontological education programming within higher-education in the UnitedStates and (c) explicitly include social work and nursing professions Articles were excluded if theywere published in a language other than English or prior to January 1 2007 Articles were also excludedif they discussed programs or universities outside the United States since those fall outside theaccrediting authority of the CSWE and may not be bound by the same standards
Article selection
The initial search yielded a total of 1612 articles On duplicate removal 1453 unduplicated articletitles were screened for eligibility A three-stage review process was used to determine whether or notarticles should be included in the review During the first stage the reviewers excluded 910 articlesbased on their title During the second stage the abstracts of the remaining 543 articles were readand an additional 436 articles were excluded Last stage three involved reading the remaining 107articles in full Following full readings 83 articles were excluded These articles discussed initiatives
JOURNAL OF SOCIAL WORK EDUCATION 3
outside the United States or initiatives not focused on gerontological practice This resulted in 24articles in the final sample Figure 1 outlines the article selection process
Article review
Two reviewers independently screened assessed and cross-checked the final sample of articles(N=24) for inclusion criteria Researchers consulted each other continuously using Google Driveto note questions and ideas and develop the emergent themes Discrepancies and disagreements inthemes were discussed and resolved via e-mail communication based on consensus An audit trailusing the same cloud share system was kept to document decisions at various stages of the researchOn agreement on three overall themes articles were divided and reviewed independently Reviewersalso extracted details regarding initiatives article design setting sample and main findings ontoa table during this stage
Figure 1 PRISMA flowchart of article selection process
4 S J BELTRAN AND V J MILLER
Results
The articles were categorized into three overarching themes related to interprofessional education forgerontologicalndashsocial work and nursing students (a) program descriptions (b) evaluation of pro-grams and (c) student and faculty experiences Below is a summary of the publications includingdescriptions of the articlesrsquo design and samples and findings organized by theme
Summary of publications
A total of 24 articles were included in the final review The PRISMA flow chart shown inFigure 1 illustrates the article selection process Eighteen of the 24 articles discussed empiricalresearch These studies were most often mixed-methods (10) and quantitative (6) and quali-tative (2) methods respectively The seven remaining articles included in the review wereconceptual papers including one state-of-the-science report (Damron-Rodriguez 2008) Themajority of articles reported student participants (eg in need assessments courses fieldpractice simulations) However one study was conducted with university faculty only(Dorfman Murty Ingram amp Li 2008) The three themes related to interprofessional geronto-logical education efforts in US higher education are described below
Program descriptions
Eight articles described initiatives or efforts that were developed to prepare students frominterprofessional fields (including social work and nursing) for collaborative practice witholder populations Hermann Head Black and Singleton (2016) and Rowan et al (2009) focusedon an in-depth description of the development and implementation process of gerontologicaleducation and further expand on challenges lessons learned and recommendations for uni-versities implementing similar programs The remaining six articles focused on details of inter-professional programs which included descriptions of the fields represented goals andoutcomes measured Across the programs there was variety in terms of delivery of programinitiatives departments to spearhead such initiatives and the length of time that the interprofes-sional gerontological programs were offered For example Ellman et al (2012) describeda gerontological program offered online utilizing Web-based tools in a virtual-classroomSupiano (2013) discussed a course implemented as a collaboration between faculty from depart-ments mirroring the students involved and De Los Santos McFarlin and Martin (2014) andKolomer Quinn and Steele (2010) described service learning projects Kolomer et al (2010) andRowan et al (2009) described multiuniversity partnerships All other programs were housed indepartments of social work (Poole et al 2013) nursing (Hermann et al 2016) physicianassistant (MacRae amp Pardue 2007) and medicine (De Los Santos et al 2014 Ellman et al2012) The course described by Supiano (2013) had been offered six times at the time ofpublication and Poole et al (2013) project had been implemented for 6 years It is importantto note that Poole et alrsquos project was the only one in this theme that did not include studentsfrom other fields Rather the program exposed BSW and MSW students to interprofessionalpractice by partnering them as part of their field work with congregational nurse professionalsDe Los Santos et al Kolomer et al and Poole et al all described service learning projectsinvolving partnerships with community agencies serving older adults
In summary the articles in this theme focus on describing university-level interdisciplinaryinitiatives between social work nursing and allied health professions Some describe the develop-ment of the collaboration and of the curriculum and others share their experiences with imple-mentation and evaluation of the programs More details about the articles included in this themeincluding project or curricula names are provided in Table 1
JOURNAL OF SOCIAL WORK EDUCATION 5
Table1
Prog
ram
Descriptio
ns(n=8)
Outcomes
Authors(year)
Prog
ram
Profession
sCo
ntent
Form
atKeyfin
ding
sandrecommendatio
ns
Pooleet
al
(2013)
1Co
ngregatio
nalS
ocialW
ork
EducationInitiative(CSW
EI)
2Article
describ
esimplem
entatio
nof
prog
ram
over
thelast6years
3Prog
ram
prepares
stud
ents
toworkwith
cong
regatio
nal
nurses
servingperson
s55+
1Stud
ent-nu
rseteam
s2
SixBSW-leveland
sixMSW
-level
stud
ents
each
roun
dof
the
prog
ram
1Forty-on
eCSWEpractice
behaviorsforBSW
stud
entsand
17forMSW
stud
ents
2Topics
includ
eoverview
ofmentalillnessandsubstance
abusehealthyaging
biop
sychosocialaspects
ofaging
andworking
inamultid
isciplinaryenvironm
ent
1Self-assessment
ofconfidence
with
core
competencies
2Prendashpo
sttest
1Socialworkstud
entsworkclosely
with
thecong
regatio
nrsquosnu
rseto
coordinate
services
forclients
2Allstudentswho
participatein
theprog
ram
rate
theirlevelo
fcompetencywith
anu
mberof
practicebehaviorshigh
ly
especiallywith
commun
icating
profession
aljudg
ment
3Stud
ents
dowello
nCSWE
competencies3and5
Hermannet
al
(2016)
4iCOPE
5Article
describ
esprog
ram
developm
entand
implem
entatio
n6
Prog
ram
prepares
stud
ents
for
palliativecare
practice
7Totalstudentsserved
over
2years
ofimplem
entatio
n8
BSNlevel(253)
9Medicine(186)
10M
SWlevel(71)
11C
haplaincy(34)
12C
ontent
guided
byIPEC
competencies
13R
eadiness
forinterprofessional
learning
andend-of-life
profession
alcaregiverskills
14P
rendashp
osttests
using
standardized
scales
(reported
elsewhere)
15D
idactic
mod
ules
were
developedbasedon
casesand
prob
lem-focused
teaching
metho
dstoprovideclinical
experienceandgive
the
stud
ents
theop
portun
ityto
workas
mem
bersof
aninterdisciplinaryteam
(IDT)
16Formativeprojectevaluatio
nsareon
going
andfin
ding
srepo
rted
elsewhere
MacRaeand
Pardue
(2007)
17InterdisciplinaryGeriatric
EducationProg
ram
(IGEP)
18IGEP
uses
ReadersTheateras
aninstructionalstrategyto
teachan
interdisciplinary
grou
pof
stud
ents
19P
hysician
assistant
20D
entalh
ygiene
21Socialw
ork
22N
ursing
23D
entistry
24O
ccup
ationaltherapy
25Levelsof
stud
ents
(gradvs
undergrad)
variedeach
time
26Team
functio
ning
commun
icationandconflict
resolutio
n
27Student
feedback
28Studentsrepo
rted
that
the
theaterinterventio
nallowed
them
toappreciate
the
perspectives
andgo
alsof
profession
alsfrom
other
disciplines
29Studentsalso
repo
rted
that
the
course
helped
them
become
acham
pion
fortheirprofession
andun
derstand
thevalueof
interdisciplinarywork (C
ontinued)
6 S J BELTRAN AND V J MILLER
Table1
(Con
tinued)
Outcomes
Authors(year)
Prog
ram
Profession
sCo
ntent
Form
atKeyfin
ding
sandrecommendatio
ns
Ellman
etal
(2012)
30P
rogram
consistin
gof
anon
lineinteractivecase-based
mod
uleandalivesimulation
worksho
pcreatedto
teachan
interdisciplinarygrou
pof
stud
ents
abou
tpalliativecare
31M
edicine
32C
haplaincy
33M
SWlevel
34G
radu
ate-leveln
ursing
355
objectivesg
oalsof
palliative
careo
pioidmisconceptio
ns
spiritual
andcultu
raln
eeds
clinicalfeatures
ofimminent
death
andun
derstand
ingof
interdisciplinaryteam
roles
36Two-hu
ndred
andeleven
total
stud
ent
reflections
37Three-hun
dred
andnine
stud
ent
questio
nnaires
usingLikert
scales
toevaluate
prog
ram
38Q
ualitativedata
indicatedthat
allstudentsun
derstood
each
otherrsquos
rolesandvalued
team
efforts
39Student
feedback
also
show
edthey
foun
dtheprog
ram
useful
andeducational(meanof
45
onLikertscale)
40A
utho
rsrecommendfuture
testingof
interventio
nin
other
educationalsettin
gs
DeLosSantos
McFarlinamp
Martin
(2014)
41G
reen
Family
Neigh
borhoodH
ELP
42A
rticle
describ
esalong
itudinal
interprofessionalservice-
learning
prog
ram
that
prepares
stud
ents
for
commun
ity-based
practice
43M
edicine
44B
SWlevel
45M
SWlevel
46Law
47B
SNlevel
48G
radu
ate-
leveln
ursing
49The
faculty
andstud
entmakeupis
also
diverse
50G
uidedby
Interprofessional
EducationCo
llabo
rative
competencies(IPEC)
51C
onceptsof
team
work
commun
ication
profession
alismand
critical
thinking
52O
ngoing
feedback
from
stud
ents
and
commun
itymem
bers
receivingcare
regardingthe
prog
ram
53The
prog
ram
hasfocused
specifically
onimprovinghealth
outcom
esof
medically
underservedcommun
ities
54Student
team
scond
uctedover
1777ho
mevisits
toover
248
households
ina2-year
perio
d55Studentsengage
incase
presentatio
nsto
adiverse
faculty
grou
pSupiano(2013)
56A
rticle
describ
esagraduate
course
teaching
interdisciplinarypalliativecare
practices
57G
radu
ate-
leveln
ursing
58P
harm
acy
59M
SW-levelstudents
60G
eron
tology
61The
course
istaug
htby
faculty
from
thesamedisciplines
62C
orepalliativecare
know
ledg
e63R
oles
ofeach
disciplinein
apalliativecare
team
64D
iscussions
post-cou
rse
focusgrou
ps
andin-team
projects
and
grou
pperformance
used
toevaluate
65The
stud
ents
show
edthat
they
gained
know
ledg
eabou
ttheir
ownandeach
otherrsquos
disciplinesrsquoroles
inpalliative
care
66The
author
recommends
that
thecourse
befurtherd
evelop
edandreplicatedincluding
stud
ents
from
otherfieldswho
arerepresentedin
palliative
care
team
s
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 7
Table1
(Con
tinued)
Outcomes
Authors(year)
Prog
ram
Profession
sCo
ntent
Form
atKeyfin
ding
sandrecommendatio
ns
Kolomer
etal
(2010)
67Service
learning
project
consistin
gof
health
fairs
for
theprom
otionandscreening
ofolderadults
atcommun
itycenters
68C
ollabo
rativeeffortbetween
twoun
iversitiesstud
entsand
commun
itysenior
centers
69B
SNlevel
70G
radu
ate-
leveln
ursing
71B
SWlevel
72M
SWlevel
73A
ttitu
destoward
interprofessionallearning
74Teamworkandcollabo
ratio
n75N
egativeprofession
alidentity
76P
ositive
profession
alidentity
77Two-page
questio
nnaire
toevaluate
their
interprofessional
learning
experience
78R
eadiness
for
Interprofessional
Learning
Scale
questio
nnaire
(34
subscales
used)
79Studentschosetheirdesired
boothto
workat
thehealth
fair
undertheirprofessorrsquos
guidance
80A
lthou
ghstud
ents
expressed
strong
identificationwith
their
ownprofession
sthey
had
ahigh
willingn
essto
shareand
learnskillsof
otherdisciplines
81Student
scores
also
demon
stratedthat
learning
the
valueof
interdisciplinary
commun
icationwas
helpful
Rowan
etal
(2009)
82Evidence-basedGeriatric
Evaluatio
nandSelf-
Managem
entServices
(GEM
S)projectwhich
serves
commun
ity-dwellingolder
adults
83A
rticle
describ
estheprocess
ofimplem
entin
gGEM
Sas
well
aschalleng
esandlesson
slearned
84B
achelorrsquos-or
masterrsquos-levelP
Tstud
ents
(17)
85M
SW-levelstudents(22)
86M
SW-levelp
rofessionals(14)
87M
inimum
bachelor-levelP
Tprofession
als(13)
88G
eriatricassessments
89H
ealth
self-managem
ent
90Telehealth
91Truefalseand
multip
le-cho
ice
onlinemod
ule
tests
92Twomod
ules
oftheGeriatric
SocialWork
Competency
ScaleII
93Studentsstated
they
had
positiveexperiences
and
appreciatedtheservicedelivery
metho
d94A
utho
rsdiscussob
staclesfaced
ininterdisciplinarytraining
servicedeliveryandproject
evaluatio
n95A
utho
rsconclude
that
the
initiativecanbe
replicated
inotherun
iversitiesto
improve
educationalo
utcomes
8 S J BELTRAN AND V J MILLER
Evaluation of programs
Eleven of the 24 publications discussed empirical studies evaluating the effectiveness of IPE pro-grams The majority of the program evaluations identified used mixed-methods (6) followed byquantitative (4) and qualitative designs (1) The programs being evaluated varied in their approachto the educational interventions Some were case simulations or scenarios (Heuer GeislerKamienski Langevin amp OrsquoSullivan 2010 Murphy amp Nimmagadda 2015) using students facultyor actors (Forrest amp Derrick 2010) Heuer et al (2010) is the only evaluation in this review that didnot include students from multiple fields Instead medical students participated in simulations withall other roles played by interprofessional faculty Heflin et al (2014) included faculty from multiplefields including social work but were unable to enroll a social work student in the course Despitethis social work students were among the intended audience Aiguier Oboeuf Cobbaut and Vanpee(2015) tested the effectiveness of activity confrontation as an educational approach Students fromnursing medicine social work and physiotherapy working in field placements were filmed perform-ing various activities and asked to analyze the recordings Other initiatives used more traditionalapproaches such as seminars (Chan Mok Po-ying amp Man-chun 2009) teaching sessionscourses(Head et al 2016 Heflin et al 2014) and real-life practice experiences in field (Conti et al 2016Sheppard et al 2015)
Interventions also differed in terms of participants gerontological topics of focus and aims Inaddition to nursing and social work fields required for inclusion in this review many initiativesinvolved medical occupational physical and speech therapy pharmacy and nutrition students (egConti et al 2016 Park Hawkins Hamlin Hawkins amp Bamdas 2014) Some initiatives also includedstudents from other fields that often work with older adults For example Sheppard et al (2015)included students from dentistry and optometry fields and both Head et al (2016) and Forrest andDerrick (2010) included chaplaincy and clergy students respectively
While all initiatives targeted gerontological interprofessional practice some focused specificallyon enhancing competencies associated with a particular area or setting of practice For exampleForrest and Derrickrsquos (2010) program aimed to introduce students to end-of-life care and findingssuggested that it helped confirm or generate studentsrsquo desire to work with terminally ill patientsSimilarly Head et alrsquos (2016) intervention focused exclusively on improving interprofessionalpractice in palliative care and Conti et al (2016) and Sheppard et al (2015) focused on improvingcollaborations within nursing homes and during home visits In addition to the topic or setting-specific initiatives all initiatives shared the goal of preparing students for interprofessional colla-borations To this end educational initiatives focused on helping students understand each otherrsquosroles within the interdisciplinary team and develop a sense of appreciation for team-based practice(Heuer et al 2010) Others focused on improving studentsrsquo attitudes and preparedness for inter-professional teamwork (Bonifas amp Gray 2013 Conti et al 2016 Heflin et al 2014 Park et al 2014)and developing caring dispositions in students (Chan et al 2009)
In summary the articles in this theme disseminate findings to the academic community based onevaluations of their programs The research designs constructs measured and data collectionmethods varied Most studies reported that their educational initiatives were successful in achievingsome or all of the aims and some also discussed challenges and recommendations for futurerenditions of the initiatives More details about the articles in this theme including a descriptionof methods participants outcome measures and findings are provided in Table 2
Student and faculty experiences
Descriptions of nursing and social work students and faculty responses and experiences related tothe IPE collaborations were emphasized across five articles included in the final sample Studentswho participated in these IPE programs reported gaining a broad perspective of aging and workingwith older adult populations (Brooks Fox amp Okagbue-Reaves 2009) In one study assessing student
JOURNAL OF SOCIAL WORK EDUCATION 9
Table2
Evaluatio
nof
Prog
rams(n=11)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Aigu
ieret
al(2015)
1Qualitativeevaluatio
nof
the
effectivenessof
anactivity
confrontationeducational
fram
eworkto
developan
interdisciplinaryeducation
training
prog
ram
2Dataevaluatedusingan
indu
ctivediscou
rseanalysis
inform
edby
grou
nded
theory
3Nursing
(3)
4Medicine(1)
5Socialwork(1)
6Ph
ysiotherapy(1)
7Stud
ents
selected
regardless
ofprog
ram
level
1Self-confrontation(by
stud
ents
oftheirrecorded
activity)
2Co
llectiveconfrontation
(studentsqu
alified
profession
als)
1Filmsandtranscrip
tsanalyzed
2Ch
ange
intim
eallocatio
nto
each
type
ofconfrontationassessed
1Themetho
dsprop
osed
encouraged
reflexive
analysisof
themotives
forchoosing
interprofessionalb
ehaviors
2Find
ings
also
show
edthat
the
patient
rolemustbe
considered
whendeveloping
aninterprofessionallearning
prog
ram
andcare
3Theauthorsem
phasizethe
impo
rtance
ofstud
ents
meetin
gthepatientswhich
helped
motivatethem
for
interprofessionalcollabo
ratio
ns
Headet
al(2016)
4Prendashpo
stmixed-m
etho
devaluatio
nof
aun
iversityrsquos
effortsto
design
andimplem
ent
aninterdisciplinarycurriculum
(iCORE)toteachpalliativecare
inon
cology
5Thecurriculum
includ
eson
line
case-based
didacticsan
InterdisciplinaryCase
Managem
entExperience(IC
ME)
clinicalrotatio
nsand
critical
reflectionactivities
6Ch
aplaincy
7BSNlevel
8Medicine(fo
urth
year)
9MSW
level
103
73stud
ents
completed
prendashpo
sttest
over
five
semesters
11C
onfid
ence
with
interprofessionale
ducatio
n12P
alliativecare
know
ledg
eandskills
13End
-of-Life
Profession
alCaregiverSurvey
14Self-Efficacyfor
Interprofessional
ExperientialLearning
Scale
15Interdisciplinary
16P
alliativeCare
Know
ledg
eSurvey
17Focus
grou
ps
18Studentsfrom
alld
isciplines
show
edsign
ificant
improvem
entson
quantitative
measureschaplaincy
stud
ents
didno
treachsign
ificanceon
somescales
19O
pen-endedrespon
ses
indicatedthat
ICMEand
rotatio
nswerethemost
enjoyableaspectsof
the
interventio
n20A
utho
rsconcludedthat
the
curriculum
was
successful
inteaching
skillsandknow
ledg
eandaffectingattitud
esand
abilitiesof
stud
entsto
provide
team
-based
oncology
care
21R
ecom
mendcontinuing
similarprog
ramsin
health
sciences
toprovidehand
s-on
interdisciplinarylearning
oppo
rtun
ities
(Continued)
10 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Contie
tal(2016)
22P
ost-experiencesurvey
and
open-end
edqu
estio
ns
23Interdisciplinaryteam
sassign
edto
olderadultsin
the
commun
ity
24Studentsmade293visits
total
to208olderadultparticipants
25M
edicine(303)
26P
harm
acy(177)
27B
SNlevel(84)
28O
ccup
ationalTherapy
(64)
29B
SWlevel(101)
30M
SWlevel(132)
318
61stud
ents
over
over
semesters
32Team
functio
n33V
aluing
homevisits
34U
nderstanding
olderadults
35V
aluing
IPEexperience
36Learningfrom
Interprofessional
EducationalE
xperiences
Survey
with
open-text
questio
ncompo
nent
37Surveyresults
show
edstud
entsheld
strong
positive
attitud
estowardagingand
olderadultsandtowardteam
-basedcollabo
ratio
ns
38P
articipants
also
repo
rted
learning
abou
ttherolesand
respon
sibilitiesof
other
profession
sandratedthe
experiencehigh
ly8
2stated
they
wou
ldwelcomemoreIPE
oppo
rtun
ities
ForrestandDerrick
(2010)
1Descriptiveevaluatio
nstud
yof
theInterdisciplinaryEducational
Specializationin
End-of-life
Care
prog
ramw
hich
was
design
edbasedon
aneedsassessment
describ
edelsewhere
39M
SWlevel
40B
SNlevel
41C
lergystud
ents
421
3stud
entprendash
post
evaluatio
nsanalyzed
4330competenciesrelatedto
know
ledg
eskillsand
profession
alidentity
44C
ontent
areas
commun
ication
advance
care
planning
futile
treatm
entsIPP
45P
re-andpo
sttest
survey
ofstud
entcompetency
self-assessmentand
focusgrou
ps
46N
oform
ative
assessments
used
47P
rogram
participants
repo
rted
that
theexperiencehelped
them
confirm
adesire
towork
inendof
life(EOL)
orgeneratedtheirdesire
todo
so
48A
llrespon
dentsindicated
that
theprog
ram
increased
theirknow
ledg
eof
interdisciplinaryworkin
EOL
49Follow-updata
show
that
over
70
ofprog
ram
participants
goon
toworkdirectlyin
EOL
care
Chan
etal(2009)
50M
ixed
metho
devaluatio
nof
interprofessionalsem
inarsfor
undergradu
atenu
rsingand
social
workstud
ents
aimed
atdeveloping
theircarin
gdisposition
s51The
interdisciplinaryseminars
discussedcase
scenariosrelated
toelderabusewhich
allowed
forstud
entsto
learnabou
ton
eanotherrsquos
carin
gperspectives
with
inthecontextof
decision
making
52B
SNlevel(16)
53B
SWlevel(16)
54Totalof
32stud
ents
over
twoseminarsaweek
aparteach
55Studentrsquosview
sabou
tthe
teaching
approachethical
decision
-makingand
carin
geach
otherrsquos
roles
commun
ication
values
and
beliefsrelatedto
decision
making
56D
atacollected
via
videotaped
recordings
Likertscale
questio
nnaireand
follow-upteleph
one
interviews
57D
atewereanalyzed
throug
hdescrip
tive
statisticsandcontent
analysis
58Themes
andsubthemes
includ
edan
increasedself-
awarenessof
their
profession
alvaluesenh
anced
understand
ingof
carin
gimproved
commun
icationand
open-m
indedn
essand
buildingtrustin
grelatio
nships
59A
utho
rsconcludedthat
seminarsarean
effective
medium
throug
hwhich
interdisciplinaryeducationon
nursingandsocialworkcan
bedelivered
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 11
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
BonifasandGray
(2013)
60P
rendashp
osttestqu
asi-
experim
entald
esignexam
ining
twocurriculaaimingto
prepare
social
workstud
ents
for
collabo
ratio
nin
geriatriccare
61O
necurriculum
used
aninterprofessionala
pproach
the
otheraun
i-professional
approach
62The
othercurriculum
discussed
interdisciplinarycollabo
ratio
nsin
asocialworkcourse
63M
SWlevel
64M
edicine
65N
utrition
66P
harm
acy
67N
ursing
68A
utho
rson
lystated
the
prog
ram
levels(M
SW)for
thesocialworkprofession
696
9stud
ents
inthe
interprofessional
curriculum
19in
theun
i-profession
alon
e
70C
hang
esin
social
work
stud
entsrsquoattitu
desand
values
towardIDT
71U
nderstanding
ofrolesand
training
requ
irements
ofmultid
isciplinarypartners
72P
rendashpo
sttest
using
adaptedversionof
the
Attitud
esTowardHealth
Care
Team
sScale
731
0multip
lechoice
questio
nsdevelopedby
theteam
used
toassess
understand
ingof
profession
alrolesand
training
ofIDT
mem
bers
74Studentsin
the
interdisciplinarycurriculum
sign
ificantlyimproved
their
attitud
esandvalues
toward
interdisciplinarycollabo
ratio
nsbu
tdidno
tshow
asmuch
improvem
entin
their
understand
ingof
each
profession
rsquosroles
75Studentsin
theun
i-profession
alcurriculum
sign
ificantlyimproved
their
understand
ingof
otherteam
mem
bersrsquoroles
butdidno
tchange
theirattitud
esand
values
towardcollabo
ratio
n76A
utho
rsconcludedthat
interprofessionale
ducatio
nis
thebetter
approach
toob
tain
change
instud
entsrsquoattitu
des
abou
tinterdisciplinaryteam
sSheppard
etal
(2015)
77M
ixed-m
etho
dstud
yevaluatin
gtheeffectsof
aninterprofessionalclinical
experience(IC
E)on
attitud
estowardolderadultsand
interprofessionale
ducatio
n78ICE
prog
ram
was
developed
basedon
IPEC
core
competenciesandfocusedon
interprofessionalp
racticein
nursingho
mes
79M
edicine
80D
entistry
81N
ursing
82N
utrition
83O
T84O
ptom
etry
85Socialw
ork
861
71stud
entrespon
ses
87A
utho
rsdidno
tstate
stud
entsrsquop
rogram
level
88A
ttitu
destoward
interprofessionalteams
89A
ttitu
destowardolder
adults
90Q
uantitativepre-and
posttestsdata
collected
usingtheUCLAGeriatric
Attitud
esScalefocus
grou
psanalyzed
using
anindu
ctivethem
atic
approach
91N
osign
ificant
changesin
attitud
eswerefoun
dexcept
forthestatem
entldquoM
ostold
peop
learepleasant
tobe
with
rdquowhich
improved
from
274
to44
ofstud
ents
strong
lyagreeing
from
pre-
topo
st-IC
E92G
enerallystudentsrepo
rted
positiveattitud
estoward
interprofessionalteamwork
andolderadults
93The
authorsconclude
that
the
briefinterprofessional
curriculum
offersthepo
tential
tobe
appliedsuccessfully
(Continued)
12 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Park
etal(2014)
94P
rendashp
osttestinterventio
nstud
ytestingtheeffectsof
IPE
prog
ram
95Intervention
(1)IPE
developm
entsession
and(2)
theSenior
AgingandGeriatrics
Educator
mentorin
gprog
ram
96M
edicine(firstyear)(52)
97B
SN-leveln
ursing
(49)
98M
SW(firstyear)-55
99A
ttitu
destoward
interprofessional
collabo
ratio
ns(physicianndash
socialworkerph
ysicianndash
nursenu
rsendashsocial
worker)
100
Prendashpo
stdata
collected
usingthe
originalandmod
ified
versions
ofthe
Jeffe
rson
Scho
olof
Attitud
esToward
Physician-Nurse
Collabo
ratio
n
101
Socialworkstud
ents
and
nursingstud
ents
repo
rted
theleastpo
sitiveattitud
estowardtheph
ysicianndash
social
workerph
ysicianndash
nurse
collabo
ratio
nsrespectively
102
Medicalstud
ents
improved
theirattitud
estowardall
threecollabo
ratio
nsto
agreaterdegree
than
the
otherstud
entsw
hich
isinconsistent
with
previous
finding
s103
Authorsrecommendthat
thecurriculum
beevaluated
andassessed
forintegrity
andthat
postgraduate
follow-upmeasuresbe
incorporated
toassess
long
-term
change
Heuer
etal(2010)
1Sm
allsurveyexplorationof
the
effectsof
a60-m
inute
interdisciplinarycase-simulation
sessionon
medicalstud
entsrsquo
awarenessof
otherprofession
srsquoscop
eof
practiceand
commun
icationskills
104
116stud
ents
from
medicine
105
Faculty
from
medical
imaging
nutrition
labo
ratory
techno
logy
nursing
physical
therapy(PT)p
hysician
assistant(PA)
respiratory
therapyand
socialwork
106
Awarenessof
other
profession
srsquoscop
eof
practice
107
Appreciatio
nforIDTand
commun
ication
108
Stud
entsrsquoexperiencewith
theinterventio
n
109
12-item
survey
used
tocollect
participant
feedback
aswellas
open-end
edqu
alitativequ
estio
nsregardingthe
initiative
110
Participants
repo
rted
that
thesessionwas
ago
odmeans
toachievethego
als
setou
t111
Survey
results
indicatedthat
medicalstud
entsrsquoawareness
andappreciatio
nof
other
health
profession
sincreased
andwas
overallp
ositive
112
Authorsconclude
that
future
sessions
shou
ldbe
adjusted
basedon
stud
entfeedback
andthat
thesessions
are
achalleng
ingyetvaluable
educationalu
ndertaking
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 13
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Murph
yand
Nimmagadda
(2015)
113
Prendashpo
stqu
asi-experimental
survey
design
evaluatin
gthe
effectivenessof
aneducationalsimulationfor
nursingandSW
stud
ents
114
Purposivesampleof
43nu
rsingand45
social
workstud
ents
115
Team
workand
collabo
ratio
n116
Patient
centeredness
117
Senseof
profession
alidentity
118
Prendash
posttest
using
theReadinessfor
Interprofessional
Learning
Scale
119
Uncertainty
abou
tinterprofessionalroles
decreasedby
morethan
two
third
sin
both
grou
ps
120
Both
nursingandSW
stud
ents
identifiednew
streng
thssuch
asreflective
listening
andop
en-
mindedn
essfortheSW
role
onpo
sttest
Heflin
etal(2014)
121
Pre-licensure
course
providing
interactiveteaching
sessions
tostud
ents
from
vario
ushealth
care
profession
s122
Theeducationalcom
ponent
focuseson
enhancing
transitio
nsof
care
forolder
adults
byimproving
interprofessionalp
ractices
123
Medicine
124
Pharmacy
125
PhysicalTherapy
126
PhysicianAssistants
127
Nutrition
128
Socialworkfaculty
129
18completed
the
evaluatio
nover
two
semesters
130
Course
topics
delineated
inthesyllabu
sinclud
edescrib
ingIDTmem
ber
rolesinterprofessional
commun
ication
andcare
planning
131
Learning
outcom
es
know
ledg
eandskillsin
clinicalcare
andin
quality
improvem
ent
andcommun
icationand
collabo
ratio
n
132
In-class
andon
line
participation
performance
onassign
mentsand
team
-based
prop
osals
used
toassess
stud
ents
133
Stud
entself-efficacy
measuredat
pre-
and
post-cou
rse
completion
134
Stud
entsrsquoself-efficacyratin
gssign
ificantlyimproved
inteam
workskillstransitio
nsof
careq
uality
improvem
entandcultu
ral
competence
135
Stud
entsrsquocou
rseevaluatio
nfeedback
indicatedthat
they
appreciatedtheinteractive
experienceandgettingto
engage
inrelevant
workas
wellastheenthusiasm
ofthecourse
faculty
14 S J BELTRAN AND V J MILLER
satisfaction and educational efforts Dorfman et al (2008) implemented a supplementary ldquoGeroRichrdquoSocial Work education program In this program community collaborations were the interventionaimed to strengthen the aging-focused learning opportunities This study of advisory board membersand social work faculty members found that programs utilizing community collaborations improvedgerontological social work education and that this type of community partnership could benefitnursing programs as well (Dorfman et al 2008)
Across these studies students reported having positive experiences participating in both therequired and supplemental educational efforts (Addy Browne Blake amp Bailey 2015 GoldenGammonley Hunt Olsen amp Barry Issenberg 2014) These educational opportunities were foundto be enjoyable for students and highlighted important features of each respective discipline (Addyet al 2015 Golden et al 2014) Additionally students perceived that they had gained an under-standing of key health concepts following this collaboration (Addy et al 2015) Finally a state-of-the-science by Damron-Rodriguez (2008) found that shared learning between social work and nursingprograms may lend toward competency-based education however competence must be defined andassessed in an ongoing basis within schools of social work and schools of nursing
In conclusion the articles with a focus on student and faculty experiences described in this themereport that the broad scope of educational efforts between nursing social work and allied health careprofessions widens the understanding of students which promotes teamwork and comprehension ofcare best practices across disciplines Table 3 includes details of each study including the methodsparticipants data collection and key findings and recommendations
Critique of the literature
There are limitations to the articles included within this study that should be noted First there wasa lack of theoretical frameworks providing guidelines and boundaries for the programs used acrossall articles but one (Rowan et al 2009) The use of theoretical frameworks may challenge and extendexisting knowledge strengthening the work within the limits of each study conducted respectivelyFor example authors may have used the IPEC competencies to frame their program goals ordiscussed how their learning objectives align with the competencies that IPEC recommends forIPE and practice Second 7 of the 24 articles were review articles and lacked a procedure forconducting the study either as a mixed-methodological qualitative or quantitative study designThe lack of details makes it difficult for the reader to assess the comprehensiveness of the review andthe accuracy of the conclusions drawn Third all studies used purposive non-probability samplingtechniques Based on researchers selecting study participants or students self-selecting findingsfrom these studies may not be generalizable to students or universities across the nation Last manystudies reported findings based on self-reported subjective assessments (eg Forrest amp Derrick2010) The lack of rigorous summative assessments makes it difficult to assess actual changes inknowledge skills and attitudes resulting from the intervention
Discussion and implications
This systematic review provides a comprehensive summary of the literature published on inter-professional education initiatives that have been developed and implemented in an effort to bestprepare nursing and social work students for interprofessional gerontological practice (ie programdescriptions evaluation of programs and student and faculty responses) A total of 24 articles werereviewed These publications highlight the potential of IPE efforts to prepare students for geronto-logical practice and interdisciplinary teamwork as well as student and faculty receptiveness to suchefforts The small number of publications also highlights the particular need for increased actionaround IPE in gerontological social work education and for IPE programs to be evaluated andfindings disseminated to the research community The few initiatives identified in this review of theliterature represent programsrsquo attempts to fill educational gaps within their curricula There is a need
JOURNAL OF SOCIAL WORK EDUCATION 15
Table3
Stud
entandFaculty
Experiences
(n=5)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Brooks
etal(2009)
1Au
thorsaddressthebestpractices
forteaching
thecourse
titledAg
ing
toInfancyacross
universitiesfrom
four
states
2Thisarticle
presents
areview
ofthe
numberof
gerontolog
y-focused
coursesacross
universitiesin
these
states
1Ag
ingcurriculum
across
IndianaIllinois
Michigan
andOhio
2Thecourse
isaprerequisite
for
admission
tonu
rsing
occupatio
naltherapy
social
workand
dieteticsprog
rams
1Co
nceptualizationof
the
health
care
team
2Positiveintrod
uctio
nto
aging
3Redu
ctionin
agism
1Co
urse
midterm
sfin
als
andassign
ments
2Co
urse
review
s
1Manydisciplinesincluding
nursing
dieteticssocialworkand
occupatio
naltherapyreportsimilar
challeng
eswith
integrating
gerontolog
ical
contentinto
their
curriculum
2
Stud
ents
repo
rtthat
having
four
instructorsfrom
diffe
rent
health
profession
sgave
abroadversionof
allaspects
Dam
ron-Rodriguez
(2008)
Thisarticle
presentsastateof
the
sciencecapturingfin
ding
sfrom
previous
educationalapp
roachesto
preparingnu
rses
andsocialworkersfor
supp
ortin
gfamily
caregivers
3Nursing
4Social
Work(SW)
5Medicine
6CSWEandHartford
Geriatriccompetencies
that
specifically
mentio
nfamilysuchas
diversity
commun
ication
and
assessment
7Review
oftheliterature
from
thepast
decade
(1998ndash2008)
8Itwas
foun
dthat
competencein
geriatricsiscentraltointerdisciplinary
team
workShared
learning
may
behelpfulacrossdisciplines
9Recommendthat
afram
eworkfor
educatingandtraining
nurses
and
social
workerscontainfour
central
elem
entsw
hatho
ww
here
and
when
andho
wwell
Dorfm
anet
al(2008)
10M
ixed-m
etho
dsstud
yanalyzed
data
from
advisory
boardmem
bers
11A
dvisorybo
ardgu
idingcurriculum
includ
edsocial
workfaculty
commun
itypartnerso
lder
adults
PhDstud
entsand
agraduate
and
anun
dergradu
aterepresentative
129
faculty
questio
nnaires
respon
ses
131
1advisory
board
respon
ses
14Sup
portandsatisfaction
with
project
15Sug
gestions
regarding
sustainabilityandfuture
implem
entatio
n
16Q
uestionn
aire
adapted
from
theGeroRich
Project
17B
othgrou
psagreed
that
the
ldquoGeroRichrdquo
projectto
provideBSW
stud
ents
with
gero-education
coursesispo
sitiveforSW
curriculum
18A
utho
rsencouragethereplicationof
theprog
ram
with
nursingandother
alliedhealth
care
profession
als
Addy
etal(2015)
19Thisarticle
shares
mod
ificatio
nsmadeto
aninterdisciplinarycourse
andevaluatedchangesin
end-of-
course
evaluatio
nsfrom
stud
ents
from
year
2013
to2014
ofimplem
entatio
n
20M
edicine
21N
ursing
22P
harm
acy
23P
ublic
Health
24SocialW
ork
25P
rogram
levelvaried
262
013coho
rt(256)
272
014coho
rt(394)
28V
aluesethics
29R
olesrespo
nsibilities
30C
ommun
icationand
team
steam
work
31O
nlineend-of-cou
rse
evaluatio
n32Student
reflections
abou
tthecourse
33Studentsshared
they
enjoyedbeing
with
health
care
stud
entsacross
disciplines
34Studentsrsquoratin
gof
allcou
rse
itemssign
ificantlyimproved
from
2013
to2014
(Continued)
16 S J BELTRAN AND V J MILLER
Table3
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Goldenet
al(2014)
1Cross-sectionalsurveyof
stud
ent
grou
psrsquovaluesregardingolder
adults
2Thepu
rposeof
thisstud
ywas
todrivethedevelopm
entof
ageriatric-focused
interprofessional
collabo
ratio
n
35M
edicine(third
year)
(31)
36N
urse
practitioners
(NP)
(70)
37M
SWlevelsocial
work(131)
38A
ttitu
destoward
carin
gforolderadults
39A
ttitu
destoward
person
alaging
40A
ttitu
desabou
thealth
reform
legislation
41B
eliefsabou
tleadership
inIDT
42P
aper
andpencil
surveys
43G
eriatricsAttitud
eScale(GAS
)44R
eactions
toAg
ing
Questionn
aire
(RAQ
)45P
atient
Protectio
nand
Affordable
Care
Act
(PPA
CA)assessment
46R
esultsshow
that
theprofession
shared
similarattitud
estoward
person
alaging
andNPandSW
stud
ents
hadmorepo
sitive
attitud
esrelatedto
carin
gforolder
adultsthan
medicalstud
ents
Overallallscoreswerewith
inthe
neutralrange
ofattitud
e47V
arieddiffe
rences
wereidentifiedin
attitud
estowardleadership
andthe
effect
ofhealth
care
reform
48A
utho
rsem
phasizetheneed
forIPE
tohigh
light
thevaluesystem
sof
each
profession
involved
incare
team
s
JOURNAL OF SOCIAL WORK EDUCATION 17
to expand the depth and breadth of these efforts including access to programs duration ofprograms and gerontological topics of focus What follows is a discussion of recommendationsfor future research and education These recommendations come from the literature discussed aswell as the authorsrsquo additional recommendations
Social work educators and researchers have made significant efforts to develop and deliver IPE tostudents interested in aging practice but more is needed A major limitation in the current literaturestems from the lack of rigorous research methods employed in the design and evaluation of theeducational interventions (eg Dorfman et al 2008 Ellman et al 2012 Hermann et al 2016)Future educational initiatives should be developed based on explicitly stated IPEC competencies andevaluated for effectiveness using more rigorous methods One way to achieve this may be throughthe use of validated and reliable assessment tools such as the IPEC Competency Self-Assessmenttool derived from IPEC competencies Developed by Dow DiazGranados Mazmanian and Retchin(2014) the tool measures students on 42 core competencies across two domains interprofessionalinteractions and interprofessional values
Even though differences in professional mandates add complexity to decisions about whichcompetencies to measure (Hermann et al 2016) several disciplines have made efforts to establishassessment measures based on interprofessional collaborative efforts (eg Lockeman et al 2016)Social work gerontology educators should take advantage of these developments by using themwithin and across departments at the university level In addition social workers with theircommitment to a biopsychosocial approach are well-positioned to initiate and steer collaborativeefforts related to the development of such measures Further efforts have been made to identifycompetencies relevant to both nursing and social work to develop a framework for education Thiswas done for example by Damron-Rodriguez (2008) with a focus on preparing nurses and socialworkers to support older adult family caregivers Future research should be conducted to identifycompetencies most important to interprofessional gerontological health care practice relevant acrossmultiple disciplines and settings and how to measure them
Social desirability bias is another concern across the articles included within this study Kolomeret al (2010) discussed the risk for socially desirable responses associated with having the IPEinitiatives be part of a graded course This risk is magnified by the use of subjective measuressuch as self-assessments and untested instruments (eg Hermann et al 2016) To minimize thisrisk objective measures using standardized instruments should be employed whenever possibleA standardized instrument recommended for future use in some of the articles reviewed is theGeriatric Social Work Competency Scale II (eg Brooks et al 2009 Damron-Rodriguez 2008)Head et al (2016) recommended that future research measure the long-term effect of the IPEinterventions
In addition to standardized instruments studies should implement rigorous sampling andrandomization techniques Golden et al (2014) recommend that future studies use larger samplesizes to improve their statistical power Although engaging in unbiased sampling recruitment andretention of students across professions can be logistically challenging (Mirick Davis ampWladkowski 2017 Rubin amp Babbie 2011) these investments will help to better assess outcomesand refine educational initiatives moving the field forward It is also important to emphasize thatalthough randomization is difficult given that IPE programs are often delivered as part of a semestercourse efforts should be made to incorporate a control group For example if the IPE is delivered asan aging course elective another section of the aging course where IPE is not delivered can be usedas a control group Internal validity would be limited but it would be a step forward from the non-experimental designs currently employed
Opportunities also exist for improving the implementation of IPE programs particularly whenprograms include field placements clinical rotations or partnerships with community agenciesSeveral of the articles included in this review recommend that programs continue to prioritize face-to-face small-group educational opportunities to connect health profession students and promoteinteractions among disciplines as it has been found to be an integral component of their IPE
18 S J BELTRAN AND V J MILLER
programming (eg Dorfman et al 2008) This recommendation is well-aligned with CAIPErsquosdefinition of IPE (Buring et al 2009) Kolomer et al (2010) and Poole et al (2013) also emphasizethe importance of developing or strengthening community partnerships It is important that whenIPE initiatives are implemented in the community special attention is paid to the sustainability andcontinuity of the resources and supports that the students and programs represent Includingfeedback from community members receiving care can be a constructive approach to assessingstudent learning and an effective component of the evaluation of IPE Simultaneously such feedbackcan help providers learn about the experiences of community members and effect of the programSoliciting feedback from community members as Rowan et al (2009) did in their program can alsohelp strengthen academicndashcommunity partnerships and support programmatic improvementsCommunity members may also be engaged in discussions about their needs and ways in whichacademicndashcommunity partners can remain involved between rounds of implementation which iscrucial to the quality and effect of the program on the community and on older adults
Finally future initiatives must consider the varying skills and knowledge that students from multipledisciplines possess and how to build curricula that supports all of their needs For example some of theprograms included in this review involved both BSW and MSW students and it is unclear whether lackof preparedness of BSW students to engage in some higher-level IPE activities emerged as a concern Thebenefits and limitations of combining BSW and MSW students in IPE experiences involving graduatestudents from other health professions merits further investigation Moreover nursing students witha strong scientific foundation and understanding of the biological and physiological components of agingmay lack understanding of the holistic socioeconomic psychosocial and behavioral aspects of agingwhich influence the health care decision-making process and are crucial in social work practice As suchnursing students ought to be engaged in coursework and curricula that addresses social influencespursues social change and maximizes the quality of life for older adults
Programs need to develop the infrastructure required to support interprofessional collaborations inresearch projects as well as in classrooms across levels of higher education so that social work facultyrsquosown practices mirror the interprofessional values they hope to impart onto students Jones and Phillips(2016) discussed the competencies of IPE as detailed by IPEC and provided a similar recommendationfor ldquodual and reciprocal appointments of faculty in schools of social work medicine public healthnursing and so forth hellip [and for] co-taught courses that bring together multiple faculty and studentsfrom a variety of disciplinesrdquo (p 26) Social work and nursing programs should build capacity forinterprofessional practice research and education This will require that leaders from various programscome together and discuss their accreditation mandates and work together to support the developmentof collaborations For example CSWE EPAS (2015) requires that social work faculty have 2 years of post-masterrsquos social work degree practice experience and other programs may have similar requirements thatwill dictate how to develop coteaching initiatives The need for program and profession leaders to cometogether has been previously expressed and can be found in the IPE literature (Clark 2011 Hall ampZierler 2015 Jensen Harvan amp Royeen 2009)
Conclusion
This is the first systematic review to examine interprofessional gerontological education program-ming within social work and nursing programs in the United States that can be located Findingsfrom this study highlight the current programs engaging in IPE to prepare gerontological andhealth care social workers as well as the effectiveness of such programming Overall thisliterature points to IPE educational initiatives as valuable and effective at increasing the self-awareness attitudes and skills of social work and nursing students engaged in gerontologicalpractice Moving forward the study of such initiatives should explore the benefits of IPE on long-term outcomes such as increased enrollment in further gerontology-specific studies (eg BSWstudents entering MSW aging concentrations) and on studentsrsquo readiness to practice with theolder adult population Ongoing examinations of the effect IPE initiatives have on the well-being
JOURNAL OF SOCIAL WORK EDUCATION 19
of older adults is also an area requiring continued research These interprofessional programsmay arm up-and-coming professionals with the skills and knowledge required to competentlycare for the growing population of aging Americans and for practicing within the health caresystem As such it is of paramount importance that social work programs infuse interprofessionaleducation into their programming and curricula and support faculty in their efforts to collabo-rate across departmental silos
Disclosure statement
No potential conflict of interest was reported by the authors
Notes on contributors
Susanny J Beltran PhD MSW is assistant professor with the School of Social Work University of Central FloridaVivian J Miller PhD LMSW is assistant professor with the Department of Human Services Bowling Green StateUniversity
References
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Anderson M B amp Kanter S L (2010) Medical education in the united states and Canada 2010 Academic Medicine85(9) S2ndashS18
Angelini D J (2011) Interdisciplinary and interprofessional education What are the key issues and considerationsfor the future The Journal of Perinatal amp Neonatal Nursing 25(2) 175ndash179
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daggerBellamy J L Mullen E J Satterfield J M Newhouse R P Ferguson M Brownson R C amp Spring B (2013)Implementing evidence-based practice education in social work A transdisciplinary approach Research on SocialWork Practice 23(4) 426ndash436 doi1011771049731513480528
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Bonifas R P amp Gray A K (2013) Preparing social work students for interprofessional practice in geriatric healthcare Insights from two approaches Educational Gerontology 39(7) 476ndash490 doi101111ajag12106
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20 S J BELTRAN AND V J MILLER
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Buring S M Bhushan A Broeseker A Conway S Duncan-Hewitt W Hansen L amp Westberg S (2009)Interprofessional education definitions student competencies and guidelines for implementation AmericanJournal of Pharmaceutical Education 73(4) 59 doi105688aj730459
daggerChan E A Lam W amp Yeung S K S L (2013) Interprofessional competence A qualitative exploration of socialwork and nursing studentsrsquo experience Journal of Nursing Education 52(9) 509ndash515 doi10392801484834-20130823-01
Chan E A Mok E Po-ying A H amp Man-chun J H (2009) The use of interdisciplinary seminars for thedevelopment of caring dispositions in nursing and social work students Journal of Advanced Nursing 65(12)2658ndash2667 doi101111j1365-2648200905121x
Chan E A Chi S P M Ching S amp Lam S K (2010) Interprofessional education The interface of nursing andsocial work Journal of Clinical Nursing 19(12) 168ndash176
daggerChicorelli J Dennie A Heinrich C Hinchey B Honarparvar F Jennings M hellip Tempelman J (2016)Canadian student leadersrsquo perspective on interprofessional education A consensus statement Journal ofInterprofessional Care 30(4) 545ndash547 doi1031091356182020161159187
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Christensen K Doblhammer G Rau R amp Vaupel J W (2009) Ageing populations the challenges ahead TheLancet 374(9696) 1196ndash1208 doi101016S0140-6736(09)61460-4
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Clark P G (2011) The devil is in the details The seven deadly sins of organizing and continuing interprofessionaleducation in the US Journal of Interprofessional Care 25(5) 321ndash327 doi103109135618202011578223
daggerClarke B A Miers M E Pollard K C amp Thomas J (2007) Complexities of learning together Studentsrsquoexperience of face-to-face interprofessional groups Learning in Health and Social Care 6(4) 202ndash212doi101111j1473-6861200700162x
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Conti G Bowers C OrsquoConnell M B Bruer S Bugdalski-Stutrud C Smith G hellip Mendez J (2016) Examiningthe effects of an experiential interprofessional education activity with older adults Journal of Interprofessional Care30(2) 184ndash190 doi1031091356182020151092428
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Damron-Rodriguez J (2008) Developing competence for nurses and social workers The American Journal ofNursing 108 40ndash46 doi10109701NAJ000033641383366e0
daggerDay M R Bantry-White E amp Glavin P (2010) Professional Protection of vulnerable adults an interdisciplinaryworkshop Community Practitioner 83(9) 29ndash32
JOURNAL OF SOCIAL WORK EDUCATION 21
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daggerDerbyshire J A amp Machin A I (2011) Learning to work collaboratively nursesrsquo views of their pre-registrationinterprofessional education and its impact on practice Nurse Education in Practice 11(4) 239ndash244 doi101016jnepr201011010
Dorfman L T Murty S A Ingram J G amp Li H (2008) Faculty and community partners in gerontologicalcurriculum enrichment Educational Gerontology 12 1087ndash1104 doi10108003601270802201398
Dow A A DiazGranados D Mazmanian P E amp Retchin S M (2014) An exploratory study of an assessment toolderived from the competencies of the interprofessional education collaborative Journal of Interprofessional Care28 299ndash304 doi103109135618202014891573
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daggerEckstrom E Neal M B Cotrell V Casey C M McKenzie G Morgove M W hellip Lasater K (2016) Aninterprofessional approach to reducing the risk of falls through enhanced collaborative practice Journal of theAmerican Geriatrics Society 64(8) 1701ndash1707 doi101111jgs14178
Ellman M S Schulman-Green D Blatt L Asher S Viveiros D Clark J amp Bia M (2012) Using online learningand interactive simulation to teach spiritual and cultural aspects of palliative care to interprofessional studentsJournal of Palliative Medicine 15(11) 1240ndash1247 doi101089jpm20120038
daggerFilies G C Yassin Z amp Frantz J M (2016) Studentsrsquo views of learning about an interprofessional world cafeacutemethod African Journal of Health Professions Education 8(2) 229ndash233 doi107196AJHPE2016v8i2844
Forrest C amp Derrick C (2010) Interdisciplinary education in end-of-life care Creating new opportunities for socialwork nursing and clinical pastoral education students Journal of Social Work in End-Of-Life amp Palliative Care 6(1ndash2) 91ndash116 doi101080155242562010489224
daggerGalambos C (2008) From the editor the joint social worknursing caregiver initiative Opportunities for social workeducation Journal of Social Work Education 44(sup3) 1ndash4 doi105175JSWE2008773247701
Golden A G Gammonley D Hunt D Olsen E amp Barry Issenberg S (2014) The attitudes of graduate healthcarestudents toward older adults personal aging health care reform and interprofessional collaboration Journal ofInterprofessional Care 28(1) 40ndash44 doi103109135618202013830595
Gould P R Lee Y Berkowitz S amp Bronstein L (2015) Impact of a collaborative interprofessional learningexperience upon medical and social work students in geriatric health care Journal of Interprofessional Care 29(4)372ndash373 doi103109135618202014962128
daggerGrady C Danis M Soeken K L OrsquoDonnell P Taylor C Farrar A amp Ulrich C M (2008) Does ethicseducation influence the moral action of practicing nurses and social workers The American Journal of Bioethics 8(4) 4ndash11 doi10108015265160802166017
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22 S J BELTRAN AND V J MILLER
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JOURNAL OF SOCIAL WORK EDUCATION 23
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daggerPhillips J MacGiollaRi D amp Callaghan S (2012) Encouraging research in social work Narrative as the threadintegrating education and research in social work Social Work Education 31(6) 785ndash793 doi101080026154792012695200
daggerPollard K C Miers M E amp Rickaby C (2012) ldquoOh why didnrsquot I take more noticerdquo Professionalsrsquo views andperceptions of pre-qualifying preparation for interprofessional working in practice Journal of InterprofessionalCare 26(5) 355ndash361 doi103109135618202012689785
daggerPoole J Rife J C Pearson F amp Moore W R (2009) Developing community partnerships with religiouslyaffiliated organizations to address aging needs A case study of the congregational social work education initiativeSocial Work amp Christianity 36(2) 176-191
24 S J BELTRAN AND V J MILLER
Poole J Rife J C Pearson F Moore L Reaves A M amp Moore W (2013) Innovative social work field educationin congregational and community-based settings serving persons fifty-five+ an interdisciplinary training initiativefor BSW and MSW Students Social Work and Christianity 40(4) 404
daggerPulsford D Hope K amp Thompson R (2007) Higher education provision for professionals working with peoplewith dementia a scoping exercise Nurse Education Today 27(1) 5ndash13 doi101016jnedt200602003
Reeves S Zwarenstein M Goldman J Barr H Freeth D Koppel I amp Hammick M (2010) The effectiveness ofinterprofessional education Key findings from a new systematic review Journal of Interprofessional Care 24230ndash241 doi10310913561820903163405
daggerRobins L Brock D M Gallagher T Kartin D Lindhorst T Odegard P hellip Belza B (2008) Piloting teamsimulations to assess interprofessional skills Journal of Interprofessional Care 22(3) 325ndash328 doi10108013561820801886438
Rogers A T Gualco K J Hinckle C amp Baber R L (2013) Cultivating interest and competency in gerontologicalsocial work Opportunities for undergraduate education Journal of Gerontological Social Work 56(4) 335ndash355doi101080016343722013775989
Rowan N L Gillette P D Faul A C Yankeelov P A Borders K W Deck S hellip Wiegand M (2009)Innovative interdisciplinary training in and delivery of evidence-based geriatric services Creating a bridge withsocial work and physical therapy Gerontology amp Geriatrics Education 30(3) 187ndash204 doi10108002701960903133448
Rubin A amp Babbie E R (2011) Research methods for social work (7th ed) Belmont CA BrooksColedaggerSalm T Greenberg H Pitzel M amp Cripps D (2010) Interprofessional education internships in schools Jump
starting change Journal of Interprofessional Care 24(3) 251ndash263 doi10310913561820903051469daggerSchwartz E S Baugh J J Honsky J amp Luebbers E (2015) A patient advocacy program established through an
interprofessional student-run free clinic Journal of Health Care for the Poor and Underserved 26(1) 300ndash308doi101353hpu20150024
daggerSedgwick M (2011) Rural hospital interdisciplinary team membersrsquo experience of undergraduate nursing preceptor-ship A qualitative descriptive study Nurse Education in Practice 11(4) 278ndash282 doi101016jnepr201101004
daggerSelle K M Salamon K Boarman R amp Sauer J (2008) Providing interprofessional learning through interdisci-plinary collaboration The role of ldquomodellingrdquo Journal of Interprofessional Care 22(1) 85ndash92 doi10108013561820701714755
Sheppard K D Ford C R Sawyer P Foley K T Harada C N Brown C J amp Ritchie C S (2015) Theinterprofessional clinical experience interprofessional education in the nursing home Journal of InterprofessionalCare 29(2) 170ndash172 doi103109135618202014942776
daggerSims D (2011a) Achieving collaborative competence through interprofessional education Lessons learned fromjoint training in learning disability nursing and social work Social Work Education 30(1) 98ndash112 doi10108002615471003748056
daggerSims D (2011b) Reconstructing professional identity for professional and interprofessional practice A mixedmethods study of joint training programmes in learning disability nursing and social work Journal ofInterprofessional Care 25(4) 265ndash271 doi103109135618202011571352
daggerSmith R A amp Pilling S (2007) Allied health graduate programndashsupporting the transition from student toprofessional in an interdisciplinary program Journal of Interprofessional Care 21(3) 265ndash276 doi10108013561820701259116
daggerStepney P Callwood I Ning F amp Downing K (2011) Learning to collaborate a study of nursing studentsrsquoexperience of inter-professional education at one UK university Educational Studies 37(4) 419ndash434 doi101080030556982010539669
Supiano K P (2013) Weaving interdisciplinary and discipline-specific content into palliative care education Onesuccessful model for teaching end-of-life care Journal of Death and Dying 67(1ndash2) 201ndash206 doi102190OM671-2x
daggerSweigart L I Umoren R A Scott P J Carlton K H Jones J A Truman B amp Gossett E J (2016) VirtualTeamSTEPPSreg simulations produce teamwork attitude changes among health professions students Journal ofNursing Education 55(1) 31ndash35 doi10392801484834-20151214-08
daggerTan Z S Damron-Rodriguez J Cadogan M Gans D Price R M Merkin S S hellip Chodosh J (2017) Team-Based interprofessional competency training for dementia screening and management Journal of the AmericanGeriatrics Society 65(1) 207ndash211 doi101111jgs14540
daggerTew J Holley T amp Caplen P (2012) Dialogue and challenge Involving service users and carers in small grouplearning with social work and nursing students Social Work Education 31(3) 316ndash330 doi101080026154792011557429
daggerThompson B M Bratzler D W Fisher M J Torres A Faculty E P I C amp Sparks R A (2016) Workingtogether using a unique approach to evaluate an interactive and clinic-based longitudinal interprofessionaleducation experience with 13 professions Journal of Interprofessional Care 30(6) 754ndash761 doi1010801356182020161227962
JOURNAL OF SOCIAL WORK EDUCATION 25
daggerTourse R W C Mooney J F Shindul-Rothschild J Prince J Pulcini J A Platt S amp Savransky H (2008) Theuniversitycommunity partnership Transdisciplinary course development Journal of Interprofessional Care 22(5)461ndash474 doi10108013561820802355615
daggerTraube D E Pohle C E amp Barley M (2012) Teaching evidence-based social work in foundation practice coursesLearning from pedagogical choices of allied fields Journal of Evidence-based Social Work 9(3) 241ndash259doi101080154337142010525417
daggervan Schaik S M Regehr G Eva K W Irby D M amp Orsquosullivan P S (2016) Perceptions of peer-to-peerinterprofessional feedback among students in the health professions Academic Medicine 91(6) 807ndash812doi101097ACM0000000000000981
Whitaker T Weismiller T amp Clark E (2006) Assuring the sufficiency of a frontline workforce A national study oflicensed social workers Washington DC National Association of Social Workers
daggerWilliams A Mostyn A amp Fyson R (2009) Nursing and social work studentsrsquo perceptions of lecturing by non-university practitioners Journal of Interprofessional Care 23(1) 98ndash100 doi10108013561820802278577
World Health Organization (WHO) (2010) Framework for action on interprofessional education amp collaborativepractice Geneva Switzerland World Health Organization Retrieved from httpwhqlibdocwhointhq2010WHO_HRH_HPN_103_engpdf
daggerYaffe M J Wolfson C amp Lithwick M (2009) Professions show different enquiry strategies for elder abusedetection Implications for training and interprofessional care Journal of Interprofessional Care 23(6) 646ndash654doi10310913561820902886279
daggerYamauchi T Takeshima T Hirokawa S Oba Y amp Koh E (2017) An educational program for nursing and socialwork students using artwork created by people with mental health problems International Journal of Mental Healthand Addiction 15(3) 503ndash513 doi101007s11469-016-9716-9
daggerYeung K S S Ho A P Y Lo M C H amp Chan E A (2009) Social work ethical decision making in aninter-disciplinary context British Journal of Social Work 40(5) 1573ndash1590 doi101093bjswbcp065
Young H M Siegel E O McCormick W C Fulmer T Harootyan L K amp Dorr D A (2011) Interdisciplinarycollaboration in geriatrics Advancing health for older adults Nursing Outlook 59(4) 243ndash250 doi101016joutlook201105006
daggerZorek J amp Raehl C (2013) Interprofessional education accreditation standards in the USA a comparative analysisJournal of Interprofessional Care 27(2) 123ndash130 doi103109135618202012718295
26 S J BELTRAN AND V J MILLER
licensed social workers report aging as their primary area of practice (Lustig 2013 WhitakerWeismiller amp Clark 2006) In addition challenges implementing IPE within social work curriculaare well-documented (eg Anderson amp Kanter 2010 Angelini 2011 Buring et al 2009) Growingevidence suggests that skilled collaborations in health care teams positively affect health care out-comes such as quality of care and that collaborations are particularly important in geriatrics wherepatients often present with complex needs (Levit et al 2013 Young et al 2011) Therefore there isa critical need to understand how social work has responded to this need and the educational effortsthat have been developed to integrate IPE into the education of gerontological social workers and toensure their graduates are prepared for interprofessional practice
Significance and purpose of the study
IPE is instrumental to prepare program graduates for gerontology practice within the currentcollaborative context of health care The collaborative efforts between social work and otherprograms (eg nursing medicine) have not yet been systematically examined Identifying suchcollaborations especially with nursing is particularly important Nursing collaborations aresingled out in this review given the close working relationships between nursing and socialwork that are often required when working with the older adult population (Chan Chi Chingamp Lam 2010) A better understanding of the state of gerontology-focused IPE collaborations isnecessary to illuminate gaps and future directions As such the purpose of this study was toprovide a systematic review of the literature on gerontological education programming withinand between social work and nursing programs in the United States over the past 10 years
Methods
Search strategy
Authors used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMAMoher Liberati Tetzlaff Altman amp PRISMA Group 2009) guidelines to conduct a systematic review ofthe databases The authors searched for articles in the following databases Academic Search CompleteAgeLine CINAHL Complete Education Administration Abstracts MEDLINE PsycInfo and SocialWork Abstracts accessed through EBSCO and ProQuest Search terms included varying combinationsof the following keywords social work nurs education nursing education collaboration interdisci-plinary interprofessional multidisciplinary geriatric gerontology and gerontological The asterisk wasplaced at the end of the search terms ldquosocial workrdquo and ldquonursrdquo to retrieve any articles with iterations ofthis root term (eg social worker nurse and nursing student) To be included in the review articles hadto meet the following criteria (a) be published in scholarly peer-reviewed journals (b) examineinterprofessional gerontological education programming within higher-education in the UnitedStates and (c) explicitly include social work and nursing professions Articles were excluded if theywere published in a language other than English or prior to January 1 2007 Articles were also excludedif they discussed programs or universities outside the United States since those fall outside theaccrediting authority of the CSWE and may not be bound by the same standards
Article selection
The initial search yielded a total of 1612 articles On duplicate removal 1453 unduplicated articletitles were screened for eligibility A three-stage review process was used to determine whether or notarticles should be included in the review During the first stage the reviewers excluded 910 articlesbased on their title During the second stage the abstracts of the remaining 543 articles were readand an additional 436 articles were excluded Last stage three involved reading the remaining 107articles in full Following full readings 83 articles were excluded These articles discussed initiatives
JOURNAL OF SOCIAL WORK EDUCATION 3
outside the United States or initiatives not focused on gerontological practice This resulted in 24articles in the final sample Figure 1 outlines the article selection process
Article review
Two reviewers independently screened assessed and cross-checked the final sample of articles(N=24) for inclusion criteria Researchers consulted each other continuously using Google Driveto note questions and ideas and develop the emergent themes Discrepancies and disagreements inthemes were discussed and resolved via e-mail communication based on consensus An audit trailusing the same cloud share system was kept to document decisions at various stages of the researchOn agreement on three overall themes articles were divided and reviewed independently Reviewersalso extracted details regarding initiatives article design setting sample and main findings ontoa table during this stage
Figure 1 PRISMA flowchart of article selection process
4 S J BELTRAN AND V J MILLER
Results
The articles were categorized into three overarching themes related to interprofessional education forgerontologicalndashsocial work and nursing students (a) program descriptions (b) evaluation of pro-grams and (c) student and faculty experiences Below is a summary of the publications includingdescriptions of the articlesrsquo design and samples and findings organized by theme
Summary of publications
A total of 24 articles were included in the final review The PRISMA flow chart shown inFigure 1 illustrates the article selection process Eighteen of the 24 articles discussed empiricalresearch These studies were most often mixed-methods (10) and quantitative (6) and quali-tative (2) methods respectively The seven remaining articles included in the review wereconceptual papers including one state-of-the-science report (Damron-Rodriguez 2008) Themajority of articles reported student participants (eg in need assessments courses fieldpractice simulations) However one study was conducted with university faculty only(Dorfman Murty Ingram amp Li 2008) The three themes related to interprofessional geronto-logical education efforts in US higher education are described below
Program descriptions
Eight articles described initiatives or efforts that were developed to prepare students frominterprofessional fields (including social work and nursing) for collaborative practice witholder populations Hermann Head Black and Singleton (2016) and Rowan et al (2009) focusedon an in-depth description of the development and implementation process of gerontologicaleducation and further expand on challenges lessons learned and recommendations for uni-versities implementing similar programs The remaining six articles focused on details of inter-professional programs which included descriptions of the fields represented goals andoutcomes measured Across the programs there was variety in terms of delivery of programinitiatives departments to spearhead such initiatives and the length of time that the interprofes-sional gerontological programs were offered For example Ellman et al (2012) describeda gerontological program offered online utilizing Web-based tools in a virtual-classroomSupiano (2013) discussed a course implemented as a collaboration between faculty from depart-ments mirroring the students involved and De Los Santos McFarlin and Martin (2014) andKolomer Quinn and Steele (2010) described service learning projects Kolomer et al (2010) andRowan et al (2009) described multiuniversity partnerships All other programs were housed indepartments of social work (Poole et al 2013) nursing (Hermann et al 2016) physicianassistant (MacRae amp Pardue 2007) and medicine (De Los Santos et al 2014 Ellman et al2012) The course described by Supiano (2013) had been offered six times at the time ofpublication and Poole et al (2013) project had been implemented for 6 years It is importantto note that Poole et alrsquos project was the only one in this theme that did not include studentsfrom other fields Rather the program exposed BSW and MSW students to interprofessionalpractice by partnering them as part of their field work with congregational nurse professionalsDe Los Santos et al Kolomer et al and Poole et al all described service learning projectsinvolving partnerships with community agencies serving older adults
In summary the articles in this theme focus on describing university-level interdisciplinaryinitiatives between social work nursing and allied health professions Some describe the develop-ment of the collaboration and of the curriculum and others share their experiences with imple-mentation and evaluation of the programs More details about the articles included in this themeincluding project or curricula names are provided in Table 1
JOURNAL OF SOCIAL WORK EDUCATION 5
Table1
Prog
ram
Descriptio
ns(n=8)
Outcomes
Authors(year)
Prog
ram
Profession
sCo
ntent
Form
atKeyfin
ding
sandrecommendatio
ns
Pooleet
al
(2013)
1Co
ngregatio
nalS
ocialW
ork
EducationInitiative(CSW
EI)
2Article
describ
esimplem
entatio
nof
prog
ram
over
thelast6years
3Prog
ram
prepares
stud
ents
toworkwith
cong
regatio
nal
nurses
servingperson
s55+
1Stud
ent-nu
rseteam
s2
SixBSW-leveland
sixMSW
-level
stud
ents
each
roun
dof
the
prog
ram
1Forty-on
eCSWEpractice
behaviorsforBSW
stud
entsand
17forMSW
stud
ents
2Topics
includ
eoverview
ofmentalillnessandsubstance
abusehealthyaging
biop
sychosocialaspects
ofaging
andworking
inamultid
isciplinaryenvironm
ent
1Self-assessment
ofconfidence
with
core
competencies
2Prendashpo
sttest
1Socialworkstud
entsworkclosely
with
thecong
regatio
nrsquosnu
rseto
coordinate
services
forclients
2Allstudentswho
participatein
theprog
ram
rate
theirlevelo
fcompetencywith
anu
mberof
practicebehaviorshigh
ly
especiallywith
commun
icating
profession
aljudg
ment
3Stud
ents
dowello
nCSWE
competencies3and5
Hermannet
al
(2016)
4iCOPE
5Article
describ
esprog
ram
developm
entand
implem
entatio
n6
Prog
ram
prepares
stud
ents
for
palliativecare
practice
7Totalstudentsserved
over
2years
ofimplem
entatio
n8
BSNlevel(253)
9Medicine(186)
10M
SWlevel(71)
11C
haplaincy(34)
12C
ontent
guided
byIPEC
competencies
13R
eadiness
forinterprofessional
learning
andend-of-life
profession
alcaregiverskills
14P
rendashp
osttests
using
standardized
scales
(reported
elsewhere)
15D
idactic
mod
ules
were
developedbasedon
casesand
prob
lem-focused
teaching
metho
dstoprovideclinical
experienceandgive
the
stud
ents
theop
portun
ityto
workas
mem
bersof
aninterdisciplinaryteam
(IDT)
16Formativeprojectevaluatio
nsareon
going
andfin
ding
srepo
rted
elsewhere
MacRaeand
Pardue
(2007)
17InterdisciplinaryGeriatric
EducationProg
ram
(IGEP)
18IGEP
uses
ReadersTheateras
aninstructionalstrategyto
teachan
interdisciplinary
grou
pof
stud
ents
19P
hysician
assistant
20D
entalh
ygiene
21Socialw
ork
22N
ursing
23D
entistry
24O
ccup
ationaltherapy
25Levelsof
stud
ents
(gradvs
undergrad)
variedeach
time
26Team
functio
ning
commun
icationandconflict
resolutio
n
27Student
feedback
28Studentsrepo
rted
that
the
theaterinterventio
nallowed
them
toappreciate
the
perspectives
andgo
alsof
profession
alsfrom
other
disciplines
29Studentsalso
repo
rted
that
the
course
helped
them
become
acham
pion
fortheirprofession
andun
derstand
thevalueof
interdisciplinarywork (C
ontinued)
6 S J BELTRAN AND V J MILLER
Table1
(Con
tinued)
Outcomes
Authors(year)
Prog
ram
Profession
sCo
ntent
Form
atKeyfin
ding
sandrecommendatio
ns
Ellman
etal
(2012)
30P
rogram
consistin
gof
anon
lineinteractivecase-based
mod
uleandalivesimulation
worksho
pcreatedto
teachan
interdisciplinarygrou
pof
stud
ents
abou
tpalliativecare
31M
edicine
32C
haplaincy
33M
SWlevel
34G
radu
ate-leveln
ursing
355
objectivesg
oalsof
palliative
careo
pioidmisconceptio
ns
spiritual
andcultu
raln
eeds
clinicalfeatures
ofimminent
death
andun
derstand
ingof
interdisciplinaryteam
roles
36Two-hu
ndred
andeleven
total
stud
ent
reflections
37Three-hun
dred
andnine
stud
ent
questio
nnaires
usingLikert
scales
toevaluate
prog
ram
38Q
ualitativedata
indicatedthat
allstudentsun
derstood
each
otherrsquos
rolesandvalued
team
efforts
39Student
feedback
also
show
edthey
foun
dtheprog
ram
useful
andeducational(meanof
45
onLikertscale)
40A
utho
rsrecommendfuture
testingof
interventio
nin
other
educationalsettin
gs
DeLosSantos
McFarlinamp
Martin
(2014)
41G
reen
Family
Neigh
borhoodH
ELP
42A
rticle
describ
esalong
itudinal
interprofessionalservice-
learning
prog
ram
that
prepares
stud
ents
for
commun
ity-based
practice
43M
edicine
44B
SWlevel
45M
SWlevel
46Law
47B
SNlevel
48G
radu
ate-
leveln
ursing
49The
faculty
andstud
entmakeupis
also
diverse
50G
uidedby
Interprofessional
EducationCo
llabo
rative
competencies(IPEC)
51C
onceptsof
team
work
commun
ication
profession
alismand
critical
thinking
52O
ngoing
feedback
from
stud
ents
and
commun
itymem
bers
receivingcare
regardingthe
prog
ram
53The
prog
ram
hasfocused
specifically
onimprovinghealth
outcom
esof
medically
underservedcommun
ities
54Student
team
scond
uctedover
1777ho
mevisits
toover
248
households
ina2-year
perio
d55Studentsengage
incase
presentatio
nsto
adiverse
faculty
grou
pSupiano(2013)
56A
rticle
describ
esagraduate
course
teaching
interdisciplinarypalliativecare
practices
57G
radu
ate-
leveln
ursing
58P
harm
acy
59M
SW-levelstudents
60G
eron
tology
61The
course
istaug
htby
faculty
from
thesamedisciplines
62C
orepalliativecare
know
ledg
e63R
oles
ofeach
disciplinein
apalliativecare
team
64D
iscussions
post-cou
rse
focusgrou
ps
andin-team
projects
and
grou
pperformance
used
toevaluate
65The
stud
ents
show
edthat
they
gained
know
ledg
eabou
ttheir
ownandeach
otherrsquos
disciplinesrsquoroles
inpalliative
care
66The
author
recommends
that
thecourse
befurtherd
evelop
edandreplicatedincluding
stud
ents
from
otherfieldswho
arerepresentedin
palliative
care
team
s
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 7
Table1
(Con
tinued)
Outcomes
Authors(year)
Prog
ram
Profession
sCo
ntent
Form
atKeyfin
ding
sandrecommendatio
ns
Kolomer
etal
(2010)
67Service
learning
project
consistin
gof
health
fairs
for
theprom
otionandscreening
ofolderadults
atcommun
itycenters
68C
ollabo
rativeeffortbetween
twoun
iversitiesstud
entsand
commun
itysenior
centers
69B
SNlevel
70G
radu
ate-
leveln
ursing
71B
SWlevel
72M
SWlevel
73A
ttitu
destoward
interprofessionallearning
74Teamworkandcollabo
ratio
n75N
egativeprofession
alidentity
76P
ositive
profession
alidentity
77Two-page
questio
nnaire
toevaluate
their
interprofessional
learning
experience
78R
eadiness
for
Interprofessional
Learning
Scale
questio
nnaire
(34
subscales
used)
79Studentschosetheirdesired
boothto
workat
thehealth
fair
undertheirprofessorrsquos
guidance
80A
lthou
ghstud
ents
expressed
strong
identificationwith
their
ownprofession
sthey
had
ahigh
willingn
essto
shareand
learnskillsof
otherdisciplines
81Student
scores
also
demon
stratedthat
learning
the
valueof
interdisciplinary
commun
icationwas
helpful
Rowan
etal
(2009)
82Evidence-basedGeriatric
Evaluatio
nandSelf-
Managem
entServices
(GEM
S)projectwhich
serves
commun
ity-dwellingolder
adults
83A
rticle
describ
estheprocess
ofimplem
entin
gGEM
Sas
well
aschalleng
esandlesson
slearned
84B
achelorrsquos-or
masterrsquos-levelP
Tstud
ents
(17)
85M
SW-levelstudents(22)
86M
SW-levelp
rofessionals(14)
87M
inimum
bachelor-levelP
Tprofession
als(13)
88G
eriatricassessments
89H
ealth
self-managem
ent
90Telehealth
91Truefalseand
multip
le-cho
ice
onlinemod
ule
tests
92Twomod
ules
oftheGeriatric
SocialWork
Competency
ScaleII
93Studentsstated
they
had
positiveexperiences
and
appreciatedtheservicedelivery
metho
d94A
utho
rsdiscussob
staclesfaced
ininterdisciplinarytraining
servicedeliveryandproject
evaluatio
n95A
utho
rsconclude
that
the
initiativecanbe
replicated
inotherun
iversitiesto
improve
educationalo
utcomes
8 S J BELTRAN AND V J MILLER
Evaluation of programs
Eleven of the 24 publications discussed empirical studies evaluating the effectiveness of IPE pro-grams The majority of the program evaluations identified used mixed-methods (6) followed byquantitative (4) and qualitative designs (1) The programs being evaluated varied in their approachto the educational interventions Some were case simulations or scenarios (Heuer GeislerKamienski Langevin amp OrsquoSullivan 2010 Murphy amp Nimmagadda 2015) using students facultyor actors (Forrest amp Derrick 2010) Heuer et al (2010) is the only evaluation in this review that didnot include students from multiple fields Instead medical students participated in simulations withall other roles played by interprofessional faculty Heflin et al (2014) included faculty from multiplefields including social work but were unable to enroll a social work student in the course Despitethis social work students were among the intended audience Aiguier Oboeuf Cobbaut and Vanpee(2015) tested the effectiveness of activity confrontation as an educational approach Students fromnursing medicine social work and physiotherapy working in field placements were filmed perform-ing various activities and asked to analyze the recordings Other initiatives used more traditionalapproaches such as seminars (Chan Mok Po-ying amp Man-chun 2009) teaching sessionscourses(Head et al 2016 Heflin et al 2014) and real-life practice experiences in field (Conti et al 2016Sheppard et al 2015)
Interventions also differed in terms of participants gerontological topics of focus and aims Inaddition to nursing and social work fields required for inclusion in this review many initiativesinvolved medical occupational physical and speech therapy pharmacy and nutrition students (egConti et al 2016 Park Hawkins Hamlin Hawkins amp Bamdas 2014) Some initiatives also includedstudents from other fields that often work with older adults For example Sheppard et al (2015)included students from dentistry and optometry fields and both Head et al (2016) and Forrest andDerrick (2010) included chaplaincy and clergy students respectively
While all initiatives targeted gerontological interprofessional practice some focused specificallyon enhancing competencies associated with a particular area or setting of practice For exampleForrest and Derrickrsquos (2010) program aimed to introduce students to end-of-life care and findingssuggested that it helped confirm or generate studentsrsquo desire to work with terminally ill patientsSimilarly Head et alrsquos (2016) intervention focused exclusively on improving interprofessionalpractice in palliative care and Conti et al (2016) and Sheppard et al (2015) focused on improvingcollaborations within nursing homes and during home visits In addition to the topic or setting-specific initiatives all initiatives shared the goal of preparing students for interprofessional colla-borations To this end educational initiatives focused on helping students understand each otherrsquosroles within the interdisciplinary team and develop a sense of appreciation for team-based practice(Heuer et al 2010) Others focused on improving studentsrsquo attitudes and preparedness for inter-professional teamwork (Bonifas amp Gray 2013 Conti et al 2016 Heflin et al 2014 Park et al 2014)and developing caring dispositions in students (Chan et al 2009)
In summary the articles in this theme disseminate findings to the academic community based onevaluations of their programs The research designs constructs measured and data collectionmethods varied Most studies reported that their educational initiatives were successful in achievingsome or all of the aims and some also discussed challenges and recommendations for futurerenditions of the initiatives More details about the articles in this theme including a descriptionof methods participants outcome measures and findings are provided in Table 2
Student and faculty experiences
Descriptions of nursing and social work students and faculty responses and experiences related tothe IPE collaborations were emphasized across five articles included in the final sample Studentswho participated in these IPE programs reported gaining a broad perspective of aging and workingwith older adult populations (Brooks Fox amp Okagbue-Reaves 2009) In one study assessing student
JOURNAL OF SOCIAL WORK EDUCATION 9
Table2
Evaluatio
nof
Prog
rams(n=11)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Aigu
ieret
al(2015)
1Qualitativeevaluatio
nof
the
effectivenessof
anactivity
confrontationeducational
fram
eworkto
developan
interdisciplinaryeducation
training
prog
ram
2Dataevaluatedusingan
indu
ctivediscou
rseanalysis
inform
edby
grou
nded
theory
3Nursing
(3)
4Medicine(1)
5Socialwork(1)
6Ph
ysiotherapy(1)
7Stud
ents
selected
regardless
ofprog
ram
level
1Self-confrontation(by
stud
ents
oftheirrecorded
activity)
2Co
llectiveconfrontation
(studentsqu
alified
profession
als)
1Filmsandtranscrip
tsanalyzed
2Ch
ange
intim
eallocatio
nto
each
type
ofconfrontationassessed
1Themetho
dsprop
osed
encouraged
reflexive
analysisof
themotives
forchoosing
interprofessionalb
ehaviors
2Find
ings
also
show
edthat
the
patient
rolemustbe
considered
whendeveloping
aninterprofessionallearning
prog
ram
andcare
3Theauthorsem
phasizethe
impo
rtance
ofstud
ents
meetin
gthepatientswhich
helped
motivatethem
for
interprofessionalcollabo
ratio
ns
Headet
al(2016)
4Prendashpo
stmixed-m
etho
devaluatio
nof
aun
iversityrsquos
effortsto
design
andimplem
ent
aninterdisciplinarycurriculum
(iCORE)toteachpalliativecare
inon
cology
5Thecurriculum
includ
eson
line
case-based
didacticsan
InterdisciplinaryCase
Managem
entExperience(IC
ME)
clinicalrotatio
nsand
critical
reflectionactivities
6Ch
aplaincy
7BSNlevel
8Medicine(fo
urth
year)
9MSW
level
103
73stud
ents
completed
prendashpo
sttest
over
five
semesters
11C
onfid
ence
with
interprofessionale
ducatio
n12P
alliativecare
know
ledg
eandskills
13End
-of-Life
Profession
alCaregiverSurvey
14Self-Efficacyfor
Interprofessional
ExperientialLearning
Scale
15Interdisciplinary
16P
alliativeCare
Know
ledg
eSurvey
17Focus
grou
ps
18Studentsfrom
alld
isciplines
show
edsign
ificant
improvem
entson
quantitative
measureschaplaincy
stud
ents
didno
treachsign
ificanceon
somescales
19O
pen-endedrespon
ses
indicatedthat
ICMEand
rotatio
nswerethemost
enjoyableaspectsof
the
interventio
n20A
utho
rsconcludedthat
the
curriculum
was
successful
inteaching
skillsandknow
ledg
eandaffectingattitud
esand
abilitiesof
stud
entsto
provide
team
-based
oncology
care
21R
ecom
mendcontinuing
similarprog
ramsin
health
sciences
toprovidehand
s-on
interdisciplinarylearning
oppo
rtun
ities
(Continued)
10 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Contie
tal(2016)
22P
ost-experiencesurvey
and
open-end
edqu
estio
ns
23Interdisciplinaryteam
sassign
edto
olderadultsin
the
commun
ity
24Studentsmade293visits
total
to208olderadultparticipants
25M
edicine(303)
26P
harm
acy(177)
27B
SNlevel(84)
28O
ccup
ationalTherapy
(64)
29B
SWlevel(101)
30M
SWlevel(132)
318
61stud
ents
over
over
semesters
32Team
functio
n33V
aluing
homevisits
34U
nderstanding
olderadults
35V
aluing
IPEexperience
36Learningfrom
Interprofessional
EducationalE
xperiences
Survey
with
open-text
questio
ncompo
nent
37Surveyresults
show
edstud
entsheld
strong
positive
attitud
estowardagingand
olderadultsandtowardteam
-basedcollabo
ratio
ns
38P
articipants
also
repo
rted
learning
abou
ttherolesand
respon
sibilitiesof
other
profession
sandratedthe
experiencehigh
ly8
2stated
they
wou
ldwelcomemoreIPE
oppo
rtun
ities
ForrestandDerrick
(2010)
1Descriptiveevaluatio
nstud
yof
theInterdisciplinaryEducational
Specializationin
End-of-life
Care
prog
ramw
hich
was
design
edbasedon
aneedsassessment
describ
edelsewhere
39M
SWlevel
40B
SNlevel
41C
lergystud
ents
421
3stud
entprendash
post
evaluatio
nsanalyzed
4330competenciesrelatedto
know
ledg
eskillsand
profession
alidentity
44C
ontent
areas
commun
ication
advance
care
planning
futile
treatm
entsIPP
45P
re-andpo
sttest
survey
ofstud
entcompetency
self-assessmentand
focusgrou
ps
46N
oform
ative
assessments
used
47P
rogram
participants
repo
rted
that
theexperiencehelped
them
confirm
adesire
towork
inendof
life(EOL)
orgeneratedtheirdesire
todo
so
48A
llrespon
dentsindicated
that
theprog
ram
increased
theirknow
ledg
eof
interdisciplinaryworkin
EOL
49Follow-updata
show
that
over
70
ofprog
ram
participants
goon
toworkdirectlyin
EOL
care
Chan
etal(2009)
50M
ixed
metho
devaluatio
nof
interprofessionalsem
inarsfor
undergradu
atenu
rsingand
social
workstud
ents
aimed
atdeveloping
theircarin
gdisposition
s51The
interdisciplinaryseminars
discussedcase
scenariosrelated
toelderabusewhich
allowed
forstud
entsto
learnabou
ton
eanotherrsquos
carin
gperspectives
with
inthecontextof
decision
making
52B
SNlevel(16)
53B
SWlevel(16)
54Totalof
32stud
ents
over
twoseminarsaweek
aparteach
55Studentrsquosview
sabou
tthe
teaching
approachethical
decision
-makingand
carin
geach
otherrsquos
roles
commun
ication
values
and
beliefsrelatedto
decision
making
56D
atacollected
via
videotaped
recordings
Likertscale
questio
nnaireand
follow-upteleph
one
interviews
57D
atewereanalyzed
throug
hdescrip
tive
statisticsandcontent
analysis
58Themes
andsubthemes
includ
edan
increasedself-
awarenessof
their
profession
alvaluesenh
anced
understand
ingof
carin
gimproved
commun
icationand
open-m
indedn
essand
buildingtrustin
grelatio
nships
59A
utho
rsconcludedthat
seminarsarean
effective
medium
throug
hwhich
interdisciplinaryeducationon
nursingandsocialworkcan
bedelivered
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 11
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
BonifasandGray
(2013)
60P
rendashp
osttestqu
asi-
experim
entald
esignexam
ining
twocurriculaaimingto
prepare
social
workstud
ents
for
collabo
ratio
nin
geriatriccare
61O
necurriculum
used
aninterprofessionala
pproach
the
otheraun
i-professional
approach
62The
othercurriculum
discussed
interdisciplinarycollabo
ratio
nsin
asocialworkcourse
63M
SWlevel
64M
edicine
65N
utrition
66P
harm
acy
67N
ursing
68A
utho
rson
lystated
the
prog
ram
levels(M
SW)for
thesocialworkprofession
696
9stud
ents
inthe
interprofessional
curriculum
19in
theun
i-profession
alon
e
70C
hang
esin
social
work
stud
entsrsquoattitu
desand
values
towardIDT
71U
nderstanding
ofrolesand
training
requ
irements
ofmultid
isciplinarypartners
72P
rendashpo
sttest
using
adaptedversionof
the
Attitud
esTowardHealth
Care
Team
sScale
731
0multip
lechoice
questio
nsdevelopedby
theteam
used
toassess
understand
ingof
profession
alrolesand
training
ofIDT
mem
bers
74Studentsin
the
interdisciplinarycurriculum
sign
ificantlyimproved
their
attitud
esandvalues
toward
interdisciplinarycollabo
ratio
nsbu
tdidno
tshow
asmuch
improvem
entin
their
understand
ingof
each
profession
rsquosroles
75Studentsin
theun
i-profession
alcurriculum
sign
ificantlyimproved
their
understand
ingof
otherteam
mem
bersrsquoroles
butdidno
tchange
theirattitud
esand
values
towardcollabo
ratio
n76A
utho
rsconcludedthat
interprofessionale
ducatio
nis
thebetter
approach
toob
tain
change
instud
entsrsquoattitu
des
abou
tinterdisciplinaryteam
sSheppard
etal
(2015)
77M
ixed-m
etho
dstud
yevaluatin
gtheeffectsof
aninterprofessionalclinical
experience(IC
E)on
attitud
estowardolderadultsand
interprofessionale
ducatio
n78ICE
prog
ram
was
developed
basedon
IPEC
core
competenciesandfocusedon
interprofessionalp
racticein
nursingho
mes
79M
edicine
80D
entistry
81N
ursing
82N
utrition
83O
T84O
ptom
etry
85Socialw
ork
861
71stud
entrespon
ses
87A
utho
rsdidno
tstate
stud
entsrsquop
rogram
level
88A
ttitu
destoward
interprofessionalteams
89A
ttitu
destowardolder
adults
90Q
uantitativepre-and
posttestsdata
collected
usingtheUCLAGeriatric
Attitud
esScalefocus
grou
psanalyzed
using
anindu
ctivethem
atic
approach
91N
osign
ificant
changesin
attitud
eswerefoun
dexcept
forthestatem
entldquoM
ostold
peop
learepleasant
tobe
with
rdquowhich
improved
from
274
to44
ofstud
ents
strong
lyagreeing
from
pre-
topo
st-IC
E92G
enerallystudentsrepo
rted
positiveattitud
estoward
interprofessionalteamwork
andolderadults
93The
authorsconclude
that
the
briefinterprofessional
curriculum
offersthepo
tential
tobe
appliedsuccessfully
(Continued)
12 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Park
etal(2014)
94P
rendashp
osttestinterventio
nstud
ytestingtheeffectsof
IPE
prog
ram
95Intervention
(1)IPE
developm
entsession
and(2)
theSenior
AgingandGeriatrics
Educator
mentorin
gprog
ram
96M
edicine(firstyear)(52)
97B
SN-leveln
ursing
(49)
98M
SW(firstyear)-55
99A
ttitu
destoward
interprofessional
collabo
ratio
ns(physicianndash
socialworkerph
ysicianndash
nursenu
rsendashsocial
worker)
100
Prendashpo
stdata
collected
usingthe
originalandmod
ified
versions
ofthe
Jeffe
rson
Scho
olof
Attitud
esToward
Physician-Nurse
Collabo
ratio
n
101
Socialworkstud
ents
and
nursingstud
ents
repo
rted
theleastpo
sitiveattitud
estowardtheph
ysicianndash
social
workerph
ysicianndash
nurse
collabo
ratio
nsrespectively
102
Medicalstud
ents
improved
theirattitud
estowardall
threecollabo
ratio
nsto
agreaterdegree
than
the
otherstud
entsw
hich
isinconsistent
with
previous
finding
s103
Authorsrecommendthat
thecurriculum
beevaluated
andassessed
forintegrity
andthat
postgraduate
follow-upmeasuresbe
incorporated
toassess
long
-term
change
Heuer
etal(2010)
1Sm
allsurveyexplorationof
the
effectsof
a60-m
inute
interdisciplinarycase-simulation
sessionon
medicalstud
entsrsquo
awarenessof
otherprofession
srsquoscop
eof
practiceand
commun
icationskills
104
116stud
ents
from
medicine
105
Faculty
from
medical
imaging
nutrition
labo
ratory
techno
logy
nursing
physical
therapy(PT)p
hysician
assistant(PA)
respiratory
therapyand
socialwork
106
Awarenessof
other
profession
srsquoscop
eof
practice
107
Appreciatio
nforIDTand
commun
ication
108
Stud
entsrsquoexperiencewith
theinterventio
n
109
12-item
survey
used
tocollect
participant
feedback
aswellas
open-end
edqu
alitativequ
estio
nsregardingthe
initiative
110
Participants
repo
rted
that
thesessionwas
ago
odmeans
toachievethego
als
setou
t111
Survey
results
indicatedthat
medicalstud
entsrsquoawareness
andappreciatio
nof
other
health
profession
sincreased
andwas
overallp
ositive
112
Authorsconclude
that
future
sessions
shou
ldbe
adjusted
basedon
stud
entfeedback
andthat
thesessions
are
achalleng
ingyetvaluable
educationalu
ndertaking
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 13
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Murph
yand
Nimmagadda
(2015)
113
Prendashpo
stqu
asi-experimental
survey
design
evaluatin
gthe
effectivenessof
aneducationalsimulationfor
nursingandSW
stud
ents
114
Purposivesampleof
43nu
rsingand45
social
workstud
ents
115
Team
workand
collabo
ratio
n116
Patient
centeredness
117
Senseof
profession
alidentity
118
Prendash
posttest
using
theReadinessfor
Interprofessional
Learning
Scale
119
Uncertainty
abou
tinterprofessionalroles
decreasedby
morethan
two
third
sin
both
grou
ps
120
Both
nursingandSW
stud
ents
identifiednew
streng
thssuch
asreflective
listening
andop
en-
mindedn
essfortheSW
role
onpo
sttest
Heflin
etal(2014)
121
Pre-licensure
course
providing
interactiveteaching
sessions
tostud
ents
from
vario
ushealth
care
profession
s122
Theeducationalcom
ponent
focuseson
enhancing
transitio
nsof
care
forolder
adults
byimproving
interprofessionalp
ractices
123
Medicine
124
Pharmacy
125
PhysicalTherapy
126
PhysicianAssistants
127
Nutrition
128
Socialworkfaculty
129
18completed
the
evaluatio
nover
two
semesters
130
Course
topics
delineated
inthesyllabu
sinclud
edescrib
ingIDTmem
ber
rolesinterprofessional
commun
ication
andcare
planning
131
Learning
outcom
es
know
ledg
eandskillsin
clinicalcare
andin
quality
improvem
ent
andcommun
icationand
collabo
ratio
n
132
In-class
andon
line
participation
performance
onassign
mentsand
team
-based
prop
osals
used
toassess
stud
ents
133
Stud
entself-efficacy
measuredat
pre-
and
post-cou
rse
completion
134
Stud
entsrsquoself-efficacyratin
gssign
ificantlyimproved
inteam
workskillstransitio
nsof
careq
uality
improvem
entandcultu
ral
competence
135
Stud
entsrsquocou
rseevaluatio
nfeedback
indicatedthat
they
appreciatedtheinteractive
experienceandgettingto
engage
inrelevant
workas
wellastheenthusiasm
ofthecourse
faculty
14 S J BELTRAN AND V J MILLER
satisfaction and educational efforts Dorfman et al (2008) implemented a supplementary ldquoGeroRichrdquoSocial Work education program In this program community collaborations were the interventionaimed to strengthen the aging-focused learning opportunities This study of advisory board membersand social work faculty members found that programs utilizing community collaborations improvedgerontological social work education and that this type of community partnership could benefitnursing programs as well (Dorfman et al 2008)
Across these studies students reported having positive experiences participating in both therequired and supplemental educational efforts (Addy Browne Blake amp Bailey 2015 GoldenGammonley Hunt Olsen amp Barry Issenberg 2014) These educational opportunities were foundto be enjoyable for students and highlighted important features of each respective discipline (Addyet al 2015 Golden et al 2014) Additionally students perceived that they had gained an under-standing of key health concepts following this collaboration (Addy et al 2015) Finally a state-of-the-science by Damron-Rodriguez (2008) found that shared learning between social work and nursingprograms may lend toward competency-based education however competence must be defined andassessed in an ongoing basis within schools of social work and schools of nursing
In conclusion the articles with a focus on student and faculty experiences described in this themereport that the broad scope of educational efforts between nursing social work and allied health careprofessions widens the understanding of students which promotes teamwork and comprehension ofcare best practices across disciplines Table 3 includes details of each study including the methodsparticipants data collection and key findings and recommendations
Critique of the literature
There are limitations to the articles included within this study that should be noted First there wasa lack of theoretical frameworks providing guidelines and boundaries for the programs used acrossall articles but one (Rowan et al 2009) The use of theoretical frameworks may challenge and extendexisting knowledge strengthening the work within the limits of each study conducted respectivelyFor example authors may have used the IPEC competencies to frame their program goals ordiscussed how their learning objectives align with the competencies that IPEC recommends forIPE and practice Second 7 of the 24 articles were review articles and lacked a procedure forconducting the study either as a mixed-methodological qualitative or quantitative study designThe lack of details makes it difficult for the reader to assess the comprehensiveness of the review andthe accuracy of the conclusions drawn Third all studies used purposive non-probability samplingtechniques Based on researchers selecting study participants or students self-selecting findingsfrom these studies may not be generalizable to students or universities across the nation Last manystudies reported findings based on self-reported subjective assessments (eg Forrest amp Derrick2010) The lack of rigorous summative assessments makes it difficult to assess actual changes inknowledge skills and attitudes resulting from the intervention
Discussion and implications
This systematic review provides a comprehensive summary of the literature published on inter-professional education initiatives that have been developed and implemented in an effort to bestprepare nursing and social work students for interprofessional gerontological practice (ie programdescriptions evaluation of programs and student and faculty responses) A total of 24 articles werereviewed These publications highlight the potential of IPE efforts to prepare students for geronto-logical practice and interdisciplinary teamwork as well as student and faculty receptiveness to suchefforts The small number of publications also highlights the particular need for increased actionaround IPE in gerontological social work education and for IPE programs to be evaluated andfindings disseminated to the research community The few initiatives identified in this review of theliterature represent programsrsquo attempts to fill educational gaps within their curricula There is a need
JOURNAL OF SOCIAL WORK EDUCATION 15
Table3
Stud
entandFaculty
Experiences
(n=5)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Brooks
etal(2009)
1Au
thorsaddressthebestpractices
forteaching
thecourse
titledAg
ing
toInfancyacross
universitiesfrom
four
states
2Thisarticle
presents
areview
ofthe
numberof
gerontolog
y-focused
coursesacross
universitiesin
these
states
1Ag
ingcurriculum
across
IndianaIllinois
Michigan
andOhio
2Thecourse
isaprerequisite
for
admission
tonu
rsing
occupatio
naltherapy
social
workand
dieteticsprog
rams
1Co
nceptualizationof
the
health
care
team
2Positiveintrod
uctio
nto
aging
3Redu
ctionin
agism
1Co
urse
midterm
sfin
als
andassign
ments
2Co
urse
review
s
1Manydisciplinesincluding
nursing
dieteticssocialworkand
occupatio
naltherapyreportsimilar
challeng
eswith
integrating
gerontolog
ical
contentinto
their
curriculum
2
Stud
ents
repo
rtthat
having
four
instructorsfrom
diffe
rent
health
profession
sgave
abroadversionof
allaspects
Dam
ron-Rodriguez
(2008)
Thisarticle
presentsastateof
the
sciencecapturingfin
ding
sfrom
previous
educationalapp
roachesto
preparingnu
rses
andsocialworkersfor
supp
ortin
gfamily
caregivers
3Nursing
4Social
Work(SW)
5Medicine
6CSWEandHartford
Geriatriccompetencies
that
specifically
mentio
nfamilysuchas
diversity
commun
ication
and
assessment
7Review
oftheliterature
from
thepast
decade
(1998ndash2008)
8Itwas
foun
dthat
competencein
geriatricsiscentraltointerdisciplinary
team
workShared
learning
may
behelpfulacrossdisciplines
9Recommendthat
afram
eworkfor
educatingandtraining
nurses
and
social
workerscontainfour
central
elem
entsw
hatho
ww
here
and
when
andho
wwell
Dorfm
anet
al(2008)
10M
ixed-m
etho
dsstud
yanalyzed
data
from
advisory
boardmem
bers
11A
dvisorybo
ardgu
idingcurriculum
includ
edsocial
workfaculty
commun
itypartnerso
lder
adults
PhDstud
entsand
agraduate
and
anun
dergradu
aterepresentative
129
faculty
questio
nnaires
respon
ses
131
1advisory
board
respon
ses
14Sup
portandsatisfaction
with
project
15Sug
gestions
regarding
sustainabilityandfuture
implem
entatio
n
16Q
uestionn
aire
adapted
from
theGeroRich
Project
17B
othgrou
psagreed
that
the
ldquoGeroRichrdquo
projectto
provideBSW
stud
ents
with
gero-education
coursesispo
sitiveforSW
curriculum
18A
utho
rsencouragethereplicationof
theprog
ram
with
nursingandother
alliedhealth
care
profession
als
Addy
etal(2015)
19Thisarticle
shares
mod
ificatio
nsmadeto
aninterdisciplinarycourse
andevaluatedchangesin
end-of-
course
evaluatio
nsfrom
stud
ents
from
year
2013
to2014
ofimplem
entatio
n
20M
edicine
21N
ursing
22P
harm
acy
23P
ublic
Health
24SocialW
ork
25P
rogram
levelvaried
262
013coho
rt(256)
272
014coho
rt(394)
28V
aluesethics
29R
olesrespo
nsibilities
30C
ommun
icationand
team
steam
work
31O
nlineend-of-cou
rse
evaluatio
n32Student
reflections
abou
tthecourse
33Studentsshared
they
enjoyedbeing
with
health
care
stud
entsacross
disciplines
34Studentsrsquoratin
gof
allcou
rse
itemssign
ificantlyimproved
from
2013
to2014
(Continued)
16 S J BELTRAN AND V J MILLER
Table3
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Goldenet
al(2014)
1Cross-sectionalsurveyof
stud
ent
grou
psrsquovaluesregardingolder
adults
2Thepu
rposeof
thisstud
ywas
todrivethedevelopm
entof
ageriatric-focused
interprofessional
collabo
ratio
n
35M
edicine(third
year)
(31)
36N
urse
practitioners
(NP)
(70)
37M
SWlevelsocial
work(131)
38A
ttitu
destoward
carin
gforolderadults
39A
ttitu
destoward
person
alaging
40A
ttitu
desabou
thealth
reform
legislation
41B
eliefsabou
tleadership
inIDT
42P
aper
andpencil
surveys
43G
eriatricsAttitud
eScale(GAS
)44R
eactions
toAg
ing
Questionn
aire
(RAQ
)45P
atient
Protectio
nand
Affordable
Care
Act
(PPA
CA)assessment
46R
esultsshow
that
theprofession
shared
similarattitud
estoward
person
alaging
andNPandSW
stud
ents
hadmorepo
sitive
attitud
esrelatedto
carin
gforolder
adultsthan
medicalstud
ents
Overallallscoreswerewith
inthe
neutralrange
ofattitud
e47V
arieddiffe
rences
wereidentifiedin
attitud
estowardleadership
andthe
effect
ofhealth
care
reform
48A
utho
rsem
phasizetheneed
forIPE
tohigh
light
thevaluesystem
sof
each
profession
involved
incare
team
s
JOURNAL OF SOCIAL WORK EDUCATION 17
to expand the depth and breadth of these efforts including access to programs duration ofprograms and gerontological topics of focus What follows is a discussion of recommendationsfor future research and education These recommendations come from the literature discussed aswell as the authorsrsquo additional recommendations
Social work educators and researchers have made significant efforts to develop and deliver IPE tostudents interested in aging practice but more is needed A major limitation in the current literaturestems from the lack of rigorous research methods employed in the design and evaluation of theeducational interventions (eg Dorfman et al 2008 Ellman et al 2012 Hermann et al 2016)Future educational initiatives should be developed based on explicitly stated IPEC competencies andevaluated for effectiveness using more rigorous methods One way to achieve this may be throughthe use of validated and reliable assessment tools such as the IPEC Competency Self-Assessmenttool derived from IPEC competencies Developed by Dow DiazGranados Mazmanian and Retchin(2014) the tool measures students on 42 core competencies across two domains interprofessionalinteractions and interprofessional values
Even though differences in professional mandates add complexity to decisions about whichcompetencies to measure (Hermann et al 2016) several disciplines have made efforts to establishassessment measures based on interprofessional collaborative efforts (eg Lockeman et al 2016)Social work gerontology educators should take advantage of these developments by using themwithin and across departments at the university level In addition social workers with theircommitment to a biopsychosocial approach are well-positioned to initiate and steer collaborativeefforts related to the development of such measures Further efforts have been made to identifycompetencies relevant to both nursing and social work to develop a framework for education Thiswas done for example by Damron-Rodriguez (2008) with a focus on preparing nurses and socialworkers to support older adult family caregivers Future research should be conducted to identifycompetencies most important to interprofessional gerontological health care practice relevant acrossmultiple disciplines and settings and how to measure them
Social desirability bias is another concern across the articles included within this study Kolomeret al (2010) discussed the risk for socially desirable responses associated with having the IPEinitiatives be part of a graded course This risk is magnified by the use of subjective measuressuch as self-assessments and untested instruments (eg Hermann et al 2016) To minimize thisrisk objective measures using standardized instruments should be employed whenever possibleA standardized instrument recommended for future use in some of the articles reviewed is theGeriatric Social Work Competency Scale II (eg Brooks et al 2009 Damron-Rodriguez 2008)Head et al (2016) recommended that future research measure the long-term effect of the IPEinterventions
In addition to standardized instruments studies should implement rigorous sampling andrandomization techniques Golden et al (2014) recommend that future studies use larger samplesizes to improve their statistical power Although engaging in unbiased sampling recruitment andretention of students across professions can be logistically challenging (Mirick Davis ampWladkowski 2017 Rubin amp Babbie 2011) these investments will help to better assess outcomesand refine educational initiatives moving the field forward It is also important to emphasize thatalthough randomization is difficult given that IPE programs are often delivered as part of a semestercourse efforts should be made to incorporate a control group For example if the IPE is delivered asan aging course elective another section of the aging course where IPE is not delivered can be usedas a control group Internal validity would be limited but it would be a step forward from the non-experimental designs currently employed
Opportunities also exist for improving the implementation of IPE programs particularly whenprograms include field placements clinical rotations or partnerships with community agenciesSeveral of the articles included in this review recommend that programs continue to prioritize face-to-face small-group educational opportunities to connect health profession students and promoteinteractions among disciplines as it has been found to be an integral component of their IPE
18 S J BELTRAN AND V J MILLER
programming (eg Dorfman et al 2008) This recommendation is well-aligned with CAIPErsquosdefinition of IPE (Buring et al 2009) Kolomer et al (2010) and Poole et al (2013) also emphasizethe importance of developing or strengthening community partnerships It is important that whenIPE initiatives are implemented in the community special attention is paid to the sustainability andcontinuity of the resources and supports that the students and programs represent Includingfeedback from community members receiving care can be a constructive approach to assessingstudent learning and an effective component of the evaluation of IPE Simultaneously such feedbackcan help providers learn about the experiences of community members and effect of the programSoliciting feedback from community members as Rowan et al (2009) did in their program can alsohelp strengthen academicndashcommunity partnerships and support programmatic improvementsCommunity members may also be engaged in discussions about their needs and ways in whichacademicndashcommunity partners can remain involved between rounds of implementation which iscrucial to the quality and effect of the program on the community and on older adults
Finally future initiatives must consider the varying skills and knowledge that students from multipledisciplines possess and how to build curricula that supports all of their needs For example some of theprograms included in this review involved both BSW and MSW students and it is unclear whether lackof preparedness of BSW students to engage in some higher-level IPE activities emerged as a concern Thebenefits and limitations of combining BSW and MSW students in IPE experiences involving graduatestudents from other health professions merits further investigation Moreover nursing students witha strong scientific foundation and understanding of the biological and physiological components of agingmay lack understanding of the holistic socioeconomic psychosocial and behavioral aspects of agingwhich influence the health care decision-making process and are crucial in social work practice As suchnursing students ought to be engaged in coursework and curricula that addresses social influencespursues social change and maximizes the quality of life for older adults
Programs need to develop the infrastructure required to support interprofessional collaborations inresearch projects as well as in classrooms across levels of higher education so that social work facultyrsquosown practices mirror the interprofessional values they hope to impart onto students Jones and Phillips(2016) discussed the competencies of IPE as detailed by IPEC and provided a similar recommendationfor ldquodual and reciprocal appointments of faculty in schools of social work medicine public healthnursing and so forth hellip [and for] co-taught courses that bring together multiple faculty and studentsfrom a variety of disciplinesrdquo (p 26) Social work and nursing programs should build capacity forinterprofessional practice research and education This will require that leaders from various programscome together and discuss their accreditation mandates and work together to support the developmentof collaborations For example CSWE EPAS (2015) requires that social work faculty have 2 years of post-masterrsquos social work degree practice experience and other programs may have similar requirements thatwill dictate how to develop coteaching initiatives The need for program and profession leaders to cometogether has been previously expressed and can be found in the IPE literature (Clark 2011 Hall ampZierler 2015 Jensen Harvan amp Royeen 2009)
Conclusion
This is the first systematic review to examine interprofessional gerontological education program-ming within social work and nursing programs in the United States that can be located Findingsfrom this study highlight the current programs engaging in IPE to prepare gerontological andhealth care social workers as well as the effectiveness of such programming Overall thisliterature points to IPE educational initiatives as valuable and effective at increasing the self-awareness attitudes and skills of social work and nursing students engaged in gerontologicalpractice Moving forward the study of such initiatives should explore the benefits of IPE on long-term outcomes such as increased enrollment in further gerontology-specific studies (eg BSWstudents entering MSW aging concentrations) and on studentsrsquo readiness to practice with theolder adult population Ongoing examinations of the effect IPE initiatives have on the well-being
JOURNAL OF SOCIAL WORK EDUCATION 19
of older adults is also an area requiring continued research These interprofessional programsmay arm up-and-coming professionals with the skills and knowledge required to competentlycare for the growing population of aging Americans and for practicing within the health caresystem As such it is of paramount importance that social work programs infuse interprofessionaleducation into their programming and curricula and support faculty in their efforts to collabo-rate across departmental silos
Disclosure statement
No potential conflict of interest was reported by the authors
Notes on contributors
Susanny J Beltran PhD MSW is assistant professor with the School of Social Work University of Central FloridaVivian J Miller PhD LMSW is assistant professor with the Department of Human Services Bowling Green StateUniversity
References
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health and social work perspectives American Journal of Public Health 105(S1) S106ndashS108 doi102105AJPH2014302502
Aiguier G Oboeuf A Cobbaut J P amp Vanpee D (2015) Activity confrontation methods A reflexive andmetacognitive approach for interprofessional collaboration training Journal of Interprofessional Care 29(5)457ndash463 doi1031091356182020151004162
American Academy of Social Work amp Social Welfare (AASWSW) (2017) Close the health gap Retrieved from httpaaswsworggrand-challenges-initiative12-challengesclose-the-health-gap
Anderson M B amp Kanter S L (2010) Medical education in the united states and Canada 2010 Academic Medicine85(9) S2ndashS18
Angelini D J (2011) Interdisciplinary and interprofessional education What are the key issues and considerationsfor the future The Journal of Perinatal amp Neonatal Nursing 25(2) 175ndash179
daggerBalen R Rhodes C amp Ward L (2010) The power of stories Using narrative for interdisciplinary learning in healthand social care Social Work Education 29(4) 416ndash426 doi10108002615470902991742
daggerBekkema N de Veer A J Albers G Hertogh C M Onwuteaka-Philipsen B D amp Francke A L (2014)Training needs of nurses and social workers in the end-of-life care for people with intellectual disabilities a nationalsurvey Nurse Education Today 34(4) 494ndash500 doi101016jnedt201307018
daggerBellamy J L Mullen E J Satterfield J M Newhouse R P Ferguson M Brownson R C amp Spring B (2013)Implementing evidence-based practice education in social work A transdisciplinary approach Research on SocialWork Practice 23(4) 426ndash436 doi1011771049731513480528
daggerBennett E Hauck Y Radford G amp Bindahneem S (2016) An interprofessional exploration of nursing and socialwork roles when working jointly with families Journal of Interprofessional Care 30(2) 232ndash237 doi1031091356182020151115755
daggerBlacker S Head B A Jones B L Remke S S amp Supiano K (2016) Advancing hospice and palliative care socialwork leadership in interprofessional education and practice Journal of Social Work in End-Of-Life amp PalliativeCare 12(4) 316ndash330 doi1010801552425620161247771
Bonifas R P amp Gray A K (2013) Preparing social work students for interprofessional practice in geriatric healthcare Insights from two approaches Educational Gerontology 39(7) 476ndash490 doi101111ajag12106
daggerBoston G Croft B Mallikaaratchi W Mudd D Olsen A amp Toms-Ashcroft J (2010) NMC must sanction jointnursing and social work courses Learning Disability Practice (through 2013) 13(10) 6 doi107748ldp13106s11
daggerBronstein L R Anderson E Terwilliger S H amp Sager K (2012) Evaluating a model of school-based health andsocial services An interdisciplinary communityndashuniversity collaboration Children amp Schools 34(3) 155ndash165doi101093cscds004
Brooks J Fox D P amp Okagbue-Reaves J (2009) Best practices for an interdisciplinary team-taught courseEducational Gerontology 35 818ndash830 doi10108003601270902821350
Bureau of Labor Statistics US Department of Labor (2017) Healthcare Social Workers Occupational EmploymentStatistics 2017 Edition Retrieved from httpswwwblsgovoes2017mayoes211022htm
20 S J BELTRAN AND V J MILLER
daggerBurrow S Mairs H Pusey H Bradshaw T amp Keady J (2016) Continuing professional education Motivationsand experiences of health and social care professionalrsquos part-time study in higher education A qualitative literaturereview International Journal of Nursing Studies 63 139ndash145 doi101016jijnurstu201608011
Buring S M Bhushan A Broeseker A Conway S Duncan-Hewitt W Hansen L amp Westberg S (2009)Interprofessional education definitions student competencies and guidelines for implementation AmericanJournal of Pharmaceutical Education 73(4) 59 doi105688aj730459
daggerChan E A Lam W amp Yeung S K S L (2013) Interprofessional competence A qualitative exploration of socialwork and nursing studentsrsquo experience Journal of Nursing Education 52(9) 509ndash515 doi10392801484834-20130823-01
Chan E A Mok E Po-ying A H amp Man-chun J H (2009) The use of interdisciplinary seminars for thedevelopment of caring dispositions in nursing and social work students Journal of Advanced Nursing 65(12)2658ndash2667 doi101111j1365-2648200905121x
Chan E A Chi S P M Ching S amp Lam S K (2010) Interprofessional education The interface of nursing andsocial work Journal of Clinical Nursing 19(12) 168ndash176
daggerChicorelli J Dennie A Heinrich C Hinchey B Honarparvar F Jennings M hellip Tempelman J (2016)Canadian student leadersrsquo perspective on interprofessional education A consensus statement Journal ofInterprofessional Care 30(4) 545ndash547 doi1031091356182020161159187
daggerChodosh J Price R M Cadogan M P Damron-Rodriguez J Osterweil D Czerwinski A hellip Frank J C(2015) A practice improvement education program using a mentored approach to improve nursing facilitydepression caremdashpreliminary data Journal of the American Geriatrics Society 63(11) 2395ndash2399 doi101111jgs13775
Christensen K Doblhammer G Rau R amp Vaupel J W (2009) Ageing populations the challenges ahead TheLancet 374(9696) 1196ndash1208 doi101016S0140-6736(09)61460-4
daggerClark K Congdon H B Macmillan K Gonzales J P amp Guerra A (2015) Changes in perceptions and attitudesof healthcare profession students pre and post academic course experience of team-basedrsquocare for the critically IllrsquoJournal of Professional Nursing 31(4) 330ndash339 doi101016jprofnurs201501006
Clark P G (2011) The devil is in the details The seven deadly sins of organizing and continuing interprofessionaleducation in the US Journal of Interprofessional Care 25(5) 321ndash327 doi103109135618202011578223
daggerClarke B A Miers M E Pollard K C amp Thomas J (2007) Complexities of learning together Studentsrsquoexperience of face-to-face interprofessional groups Learning in Health and Social Care 6(4) 202ndash212doi101111j1473-6861200700162x
daggerCohen E V Hagestuen R Gonzaacutelez-Ramos G Cohen H W Bassich C Book E hellip Giroux M (2016)Interprofessional education increases knowledge promotes team building and changes practice in the care ofParkinsonrsquos disease Parkinsonism amp Related Disorders 22 21ndash27 doi101016jparkreldis201511001
Colby S L amp Ortman J M (2014) Projections of the size and composition of the US population 2014 to 2060Current population reports P25-1143 Washington DC US Census Bureau
Conti G Bowers C OrsquoConnell M B Bruer S Bugdalski-Stutrud C Smith G hellip Mendez J (2016) Examiningthe effects of an experiential interprofessional education activity with older adults Journal of Interprofessional Care30(2) 184ndash190 doi1031091356182020151092428
daggerCopperman J amp Newton P D (2007) Linking social work agency perspectives on interprofessional education intoa school of nursing and midwifery Journal of Interprofessional Care 21(2) 141ndash154 doi10108013561820701197522
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Council on Social Work Education (CSWE) (nd) About the gero-ed center Retrieved from httpswwwcsweorgCenters-InitiativesCentersGero-Ed-CenterAbout
daggerCurran V R Sharpe D Flynn K amp Button P (2010) A longitudinal study of the effect of an interprofessionaleducation curriculum on student satisfaction and attitudes towards interprofessional teamwork and educationJournal of Interprofessional Care 24(1) 41ndash52 doi10310913561820903011927
Dall T M Gallo P D Chakrabarti R West T Semilla A P amp Storm M V (2013) An aging population andgrowing disease burden will require a large and specialized health care workforce by 2025 Health Affairs 32(11)2013ndash2020 doi101377hlthaff20130714
Damron-Rodriguez J (2008) Developing competence for nurses and social workers The American Journal ofNursing 108 40ndash46 doi10109701NAJ000033641383366e0
daggerDay M R Bantry-White E amp Glavin P (2010) Professional Protection of vulnerable adults an interdisciplinaryworkshop Community Practitioner 83(9) 29ndash32
JOURNAL OF SOCIAL WORK EDUCATION 21
De Los Santos M McFarlin C D amp Martin L (2014) Interprofessional education and service learning A modelfor the future of health professions education Journal of Interprofessional Care 28(4) 374ndash375 doi103109135618202014889102
daggerDerbyshire J A amp Machin A I (2011) Learning to work collaboratively nursesrsquo views of their pre-registrationinterprofessional education and its impact on practice Nurse Education in Practice 11(4) 239ndash244 doi101016jnepr201011010
Dorfman L T Murty S A Ingram J G amp Li H (2008) Faculty and community partners in gerontologicalcurriculum enrichment Educational Gerontology 12 1087ndash1104 doi10108003601270802201398
Dow A A DiazGranados D Mazmanian P E amp Retchin S M (2014) An exploratory study of an assessment toolderived from the competencies of the interprofessional education collaborative Journal of Interprofessional Care28 299ndash304 doi103109135618202014891573
daggerDutton A J amp Worsley A R (2009) Doves and hawks Practice educatorsrsquo attitudes towards interprofessionallearning Learning in Health and Social Care 8(3) 145ndash153 doi101111j1473-6861200800204x
daggerEckstrom E Neal M B Cotrell V Casey C M McKenzie G Morgove M W hellip Lasater K (2016) Aninterprofessional approach to reducing the risk of falls through enhanced collaborative practice Journal of theAmerican Geriatrics Society 64(8) 1701ndash1707 doi101111jgs14178
Ellman M S Schulman-Green D Blatt L Asher S Viveiros D Clark J amp Bia M (2012) Using online learningand interactive simulation to teach spiritual and cultural aspects of palliative care to interprofessional studentsJournal of Palliative Medicine 15(11) 1240ndash1247 doi101089jpm20120038
daggerFilies G C Yassin Z amp Frantz J M (2016) Studentsrsquo views of learning about an interprofessional world cafeacutemethod African Journal of Health Professions Education 8(2) 229ndash233 doi107196AJHPE2016v8i2844
Forrest C amp Derrick C (2010) Interdisciplinary education in end-of-life care Creating new opportunities for socialwork nursing and clinical pastoral education students Journal of Social Work in End-Of-Life amp Palliative Care 6(1ndash2) 91ndash116 doi101080155242562010489224
daggerGalambos C (2008) From the editor the joint social worknursing caregiver initiative Opportunities for social workeducation Journal of Social Work Education 44(sup3) 1ndash4 doi105175JSWE2008773247701
Golden A G Gammonley D Hunt D Olsen E amp Barry Issenberg S (2014) The attitudes of graduate healthcarestudents toward older adults personal aging health care reform and interprofessional collaboration Journal ofInterprofessional Care 28(1) 40ndash44 doi103109135618202013830595
Gould P R Lee Y Berkowitz S amp Bronstein L (2015) Impact of a collaborative interprofessional learningexperience upon medical and social work students in geriatric health care Journal of Interprofessional Care 29(4)372ndash373 doi103109135618202014962128
daggerGrady C Danis M Soeken K L OrsquoDonnell P Taylor C Farrar A amp Ulrich C M (2008) Does ethicseducation influence the moral action of practicing nurses and social workers The American Journal of Bioethics 8(4) 4ndash11 doi10108015265160802166017
daggerGroessl J (2013) An interdisciplinary ethics module for MSW and nursing students Social Work Education 32(5)639ndash649 doi101080026154792012695342
Hall L W amp Zierler B K (2015) Interprofessional education and practice guide no 1 developing faculty toeffectively facilitate interprofessional education Journal of Interprofessional Care 29(1) 3ndash7 doi103109135618202014937483
daggerHall P Brajtman S Weaver L Grassau P A amp Varpio L (2014) Learning collaborative teamwork an argumentfor incorporating the humanities Journal of Interprofessional Care 28(6) 519ndash525 doi103109135618202014915513
daggerHaskins A M (2008) An exploration of satisfaction psychological stress and readiness for interprofessional learningin medical nursing allied health and social work students in an interprofessional health care course Available fromProQuest Dissertations and Theses
Head B A Schapmire T Earnshaw L Faul A Hermann C Jones C hellip Pfeiffer M (2016) Evaluation of aninterdisciplinary curriculum teaching team-based palliative care integration in oncology Journal of CancerEducation 31(2) 358ndash365 doi101007s13187-015-0799-y
daggerHead B A Schapmire T Hermann C Earnshaw L Faul A Jones C hellip Pfeifer M (2014) The interdisciplinaryCurriculum for Oncology Palliative Care Education (iCOPE) meeting the challenge of interprofessional educationJournal of Palliative Medicine 17(10) 1107ndash1114 doi101089jpm20140070
Heflin M T Pinheiro S O Konrad T R Egerton E O Thornlow D K White H K amp McConnell E J (2014)Design and evaluation of a prelicensure interprofessional course on improving care transitions Gerontology ampGeriatrics Education 35(1) 41ndash63 doi101080027019602013831349
daggerHemmings A Beckett G Kennerly S amp Yap T (2013) Building a community of research practice Intragroupteam social dynamics in interdisciplinary mixed methods Journal of Mixed Methods Research 7(3) 261ndash273 doihttp1011772F15586898134784681011772F1558689813478468
daggerHenderson S Dalton M amp Cartmel J (2016) Using interprofessional learning for continuing education devel-opment and evaluation of the graduate certificate program in health professional education for clinicians Journal ofContinuing Education in the Health Professions 36(3) 211ndash217 doi101097CEH0000000000000093
22 S J BELTRAN AND V J MILLER
Hermann C P Head B A Black K amp Singleton K (2016) Preparing nursing students for interprofessionalpractice the interdisciplinary curriculum for oncology palliative care education Journal of Professional Nursing 32(1) 62ndash71 doi101016jprofnurs201506001
Heuer A J Geisler S L Kamienski M Langevin D amp OrsquoSullivan M (2010) Introducing medical students to theinterdisciplinary health care team piloting a case-based approach Journal of Allied Health 39(2) 76ndash80
daggerHirst S P Lane A M amp Stares B (2012) Gerontological content in Canadian nursing and social work programsCanadian Geriatrics Journal CGJ 15(1) 8 doi105770cgj1521
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Hooyman N amp Diwan S (2009) A planned change model CSWE curricular and programmatic developmentprograms In N Hooyman (Ed) Transforming social work education The first decade of the Hartford geriatric socialwork initiative (pp 99ndash102) Alexandria VA Council on Social Work Education Press
daggerHoracek T Brann L Erdman M Middlemiss M A amp Raj S (2009) Interprofessional learning communityEducating dietetic and other health profession students through an interdisciplinary service-learning experienceTopics in Clinical Nutrition 24(1) 6ndash15 doi101097TIN0b013e3181977fae
Institute of Medicine (IOM) (2008) Retooling for an aging America Building the health care workforce WashingtonDC National Academy Press
Interprofessional Education Collaborative (IPEC) (2016) Core competencies for interprofessional collaborative practice2016 update Washington DC Author
Jensen G M Harvan R A amp Royeen C B (2009) Interprofessional education Context complexity and challengeLeadership in interprofessional education and practice Salisbury MA Jones and Bartlett Publishers LLC
daggerJones B Phillips F Head B A Hedlund S Kalisiak A Zebrack B hellip Otis-Green S (2014) Enhancingcollaborative leadership in palliative social work in oncology Journal of Social Work in End-Of-Life amp PalliativeCare 10(4) 309ndash321 doi101080155242562014975319
Jones B amp Phillips F (2016) Social work and interprofessional education in health care A call for continuedleadership Journal of Social Work Education 52(1) 18ndash29 doi1010801043779720161112629
daggerJotkowitz A amp Gesundheit B (2008) Comforting presence The role of nurses and social workers in clinical ethicsThe American Journal of Bioethics 8(4) 14ndash15 doi10108015265160802147124
daggerJuujaumlrvi S Pesso K amp Myyry L (2011) Care-based ethical reasoning among first-year nursing and social servicesstudents Journal of Advanced Nursing 67(2) 418ndash427 doi101111j1365-2648201005461x
daggerKaasalainen S Willison K Wickson-Griffiths A amp Taniguchi A (2015) The evaluation of a national interprofes-sional palliative care workshop Journal of Interprofessional Care 29(5) 494ndash496 doi103109135618202014998364
daggerKent F Drysdale P Martin N amp Keating J L (2014) The mixed-discipline aged-care student clinic An authenticinterprofessional learning initiative Journal of Allied Health 43(1) 51ndash56
daggerKenward L amp Stiles M (2009) Intermediate care An interprofessional education opportunity in primary careJournal of Interprofessional Care 23(6) 668ndash671 doi10310913561820802634761
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Kolomer S Quinn M E amp Steele K (2010) Interdisciplinary health fairs for older adults and the value ofinterprofessional service learning Journal of Community Practice 18(2ndash3) 267ndash279 doi101080107054222010485863
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daggerLeigh J A (2014) Reconstructing practice-based educator roles through effective practicendasheducation partnershipsJournal of Clinical Nursing 23(13ndash14) 1767ndash1769 doi101111jocn12381
Levit L A Balogh E Nass S J amp Ganz P (Eds) (2013) Delivering high-quality cancer care charting a new coursefor a system in crisis (pp 7ndash8) Washington DC National Academies Press
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daggerLidskog M Loumlfmark A amp AhlstroumlM G (2008) Learning about each other Studentsrsquo conceptions before and afterinterprofessional education on a training ward Journal of Interprofessional Care 22(5) 521ndash533 doi10108013561820802168471
JOURNAL OF SOCIAL WORK EDUCATION 23
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2008) Studentsrsquo learning experiences from interprofessional collaborationon a training ward in municipal care Learning in Health and Social Care 7(3) 134ndash145 doi101111j1473-6861200800181x
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Lustig T A (2013) Statement before the commission on long term care Retrieved from httpltccommissionorgltccommissionwp-contentuploads201312Tracy-Lustig
daggerMacKenzie D E Doucet S Nasser S Godden-Webster A L Andrews C amp Kephart G (2014) Collaborationbehind-the-scenes key to effective interprofessional education Journal of Interprofessional Care 28(4) 381ndash383doi103109135618202014890923
MacRae N amp Pardue K T (2007) Use of readers theater to enhance interdisciplinary geriatric educationEducational Gerontology 33(6) 529ndash536 doi10108003601270701328920
daggerManusov E Ronnau J Vela L Lydia A amp Galke C (2015) Engagement and co-production Building aninter-professional integrated medical education and clinical practice International Journal of Integrated Care 15(5)doi105334ijic2105
daggerMcLeod D Curran J Dumont S White M amp Charles G (2014) The Interprofessional Psychosocial OncologyDistance Education (IPODE) project perceived outcomes of an approach to healthcare professional educationJournal of Interprofessional Care 28(3) 254ndash259 doi103109135618202013863181
Mirick R G Davis A amp Wladkowski S P (2017) Understanding sampling and recruitment in social workdissertation research Advances in Social Work 18(2) 415ndash436 doi101806021167
Moher D Liberati A Tetzlaff J Altman D G amp PRISMA Group (2009) Preferred reporting items for systematicreviews and meta-analyses the PRISMA statement PLoS Medicine 6(7) e1000097
daggerMorton S (2016) Inter-professional education A missed opportunity Community Practitioner the Journal of theCommunity Practitionersrsquoamp Health Visitorsrsquo Association 89(7) 28
daggerMunoz C C DoBroka C C amp Mohammad S (2009) Development of a multidisciplinary course in culturalcompetence for nursing and human service professions Journal of Nursing Education 48(9) 495ndash503 doi10392801484834-20090610-03
Murphy J I amp Nimmagadda J (2015) Partnering to provide simulated learning to address InterprofessionalEducation Collaborative core competencies Journal of Interprofessional Care 29(3) 258ndash259 doi103109135618202014942779
daggerNewton J M Cross W M White K Ockerby C amp Billett S (2011) Outcomes of a clinical partnership modelfor undergraduate nursing students Contemporary Nurse 39(1) 119ndash127 doi105172conu2011391119
daggerOdegard P S Robins L Murphy N Belza B Brock D Gallagher T H hellip Mitchell P (2009) Interprofessionalinitiatives at the University of Washington American Journal of Pharmaceutical Education 73(4) 63 doi105688aj730463
daggerOlsson M Persson M Kaila P Wikmar L N amp Bostroumlm C (2013) Studentsrsquo expectations when entering aninterprofessional masterrsquos degree program for health professionals a qualitative study Journal of Allied Health 42(1) 3ndash9
daggerOtis-Green S Yang E amp Lynne L (2013) ACE projectmdashadvocating for clinical excellence creating change in thedelivery of palliative care OMEGA-Journal of Death and Dying 67(1ndash2) 5ndash19 doi1021902FOM671-2b
daggerPareacute L Maziade J Pelletier F Houle N amp Iloko-Fundi M (2012) Training in interprofessional collaborationPedagogic innovation in family medicine units Canadian Family Physician 58(4) e203ndashe209
Park J Hawkins M Hamlin E Hawkins W amp Bamdas J A M (2014) Developing positive attitudes towardinterprofessional collaboration among students in the health care professions Educational Gerontology 40(12)894ndash908 doi101080036012772014908619
daggerParker V A amp Geron S M (2007) Cultural competence in nursing homes Issues and implications for educationGerontology amp Geriatrics Education 28(2) 37ndash54 doi101300J021v28n02_04
daggerPhillips J MacGiollaRi D amp Callaghan S (2012) Encouraging research in social work Narrative as the threadintegrating education and research in social work Social Work Education 31(6) 785ndash793 doi101080026154792012695200
daggerPollard K C Miers M E amp Rickaby C (2012) ldquoOh why didnrsquot I take more noticerdquo Professionalsrsquo views andperceptions of pre-qualifying preparation for interprofessional working in practice Journal of InterprofessionalCare 26(5) 355ndash361 doi103109135618202012689785
daggerPoole J Rife J C Pearson F amp Moore W R (2009) Developing community partnerships with religiouslyaffiliated organizations to address aging needs A case study of the congregational social work education initiativeSocial Work amp Christianity 36(2) 176-191
24 S J BELTRAN AND V J MILLER
Poole J Rife J C Pearson F Moore L Reaves A M amp Moore W (2013) Innovative social work field educationin congregational and community-based settings serving persons fifty-five+ an interdisciplinary training initiativefor BSW and MSW Students Social Work and Christianity 40(4) 404
daggerPulsford D Hope K amp Thompson R (2007) Higher education provision for professionals working with peoplewith dementia a scoping exercise Nurse Education Today 27(1) 5ndash13 doi101016jnedt200602003
Reeves S Zwarenstein M Goldman J Barr H Freeth D Koppel I amp Hammick M (2010) The effectiveness ofinterprofessional education Key findings from a new systematic review Journal of Interprofessional Care 24230ndash241 doi10310913561820903163405
daggerRobins L Brock D M Gallagher T Kartin D Lindhorst T Odegard P hellip Belza B (2008) Piloting teamsimulations to assess interprofessional skills Journal of Interprofessional Care 22(3) 325ndash328 doi10108013561820801886438
Rogers A T Gualco K J Hinckle C amp Baber R L (2013) Cultivating interest and competency in gerontologicalsocial work Opportunities for undergraduate education Journal of Gerontological Social Work 56(4) 335ndash355doi101080016343722013775989
Rowan N L Gillette P D Faul A C Yankeelov P A Borders K W Deck S hellip Wiegand M (2009)Innovative interdisciplinary training in and delivery of evidence-based geriatric services Creating a bridge withsocial work and physical therapy Gerontology amp Geriatrics Education 30(3) 187ndash204 doi10108002701960903133448
Rubin A amp Babbie E R (2011) Research methods for social work (7th ed) Belmont CA BrooksColedaggerSalm T Greenberg H Pitzel M amp Cripps D (2010) Interprofessional education internships in schools Jump
starting change Journal of Interprofessional Care 24(3) 251ndash263 doi10310913561820903051469daggerSchwartz E S Baugh J J Honsky J amp Luebbers E (2015) A patient advocacy program established through an
interprofessional student-run free clinic Journal of Health Care for the Poor and Underserved 26(1) 300ndash308doi101353hpu20150024
daggerSedgwick M (2011) Rural hospital interdisciplinary team membersrsquo experience of undergraduate nursing preceptor-ship A qualitative descriptive study Nurse Education in Practice 11(4) 278ndash282 doi101016jnepr201101004
daggerSelle K M Salamon K Boarman R amp Sauer J (2008) Providing interprofessional learning through interdisci-plinary collaboration The role of ldquomodellingrdquo Journal of Interprofessional Care 22(1) 85ndash92 doi10108013561820701714755
Sheppard K D Ford C R Sawyer P Foley K T Harada C N Brown C J amp Ritchie C S (2015) Theinterprofessional clinical experience interprofessional education in the nursing home Journal of InterprofessionalCare 29(2) 170ndash172 doi103109135618202014942776
daggerSims D (2011a) Achieving collaborative competence through interprofessional education Lessons learned fromjoint training in learning disability nursing and social work Social Work Education 30(1) 98ndash112 doi10108002615471003748056
daggerSims D (2011b) Reconstructing professional identity for professional and interprofessional practice A mixedmethods study of joint training programmes in learning disability nursing and social work Journal ofInterprofessional Care 25(4) 265ndash271 doi103109135618202011571352
daggerSmith R A amp Pilling S (2007) Allied health graduate programndashsupporting the transition from student toprofessional in an interdisciplinary program Journal of Interprofessional Care 21(3) 265ndash276 doi10108013561820701259116
daggerStepney P Callwood I Ning F amp Downing K (2011) Learning to collaborate a study of nursing studentsrsquoexperience of inter-professional education at one UK university Educational Studies 37(4) 419ndash434 doi101080030556982010539669
Supiano K P (2013) Weaving interdisciplinary and discipline-specific content into palliative care education Onesuccessful model for teaching end-of-life care Journal of Death and Dying 67(1ndash2) 201ndash206 doi102190OM671-2x
daggerSweigart L I Umoren R A Scott P J Carlton K H Jones J A Truman B amp Gossett E J (2016) VirtualTeamSTEPPSreg simulations produce teamwork attitude changes among health professions students Journal ofNursing Education 55(1) 31ndash35 doi10392801484834-20151214-08
daggerTan Z S Damron-Rodriguez J Cadogan M Gans D Price R M Merkin S S hellip Chodosh J (2017) Team-Based interprofessional competency training for dementia screening and management Journal of the AmericanGeriatrics Society 65(1) 207ndash211 doi101111jgs14540
daggerTew J Holley T amp Caplen P (2012) Dialogue and challenge Involving service users and carers in small grouplearning with social work and nursing students Social Work Education 31(3) 316ndash330 doi101080026154792011557429
daggerThompson B M Bratzler D W Fisher M J Torres A Faculty E P I C amp Sparks R A (2016) Workingtogether using a unique approach to evaluate an interactive and clinic-based longitudinal interprofessionaleducation experience with 13 professions Journal of Interprofessional Care 30(6) 754ndash761 doi1010801356182020161227962
JOURNAL OF SOCIAL WORK EDUCATION 25
daggerTourse R W C Mooney J F Shindul-Rothschild J Prince J Pulcini J A Platt S amp Savransky H (2008) Theuniversitycommunity partnership Transdisciplinary course development Journal of Interprofessional Care 22(5)461ndash474 doi10108013561820802355615
daggerTraube D E Pohle C E amp Barley M (2012) Teaching evidence-based social work in foundation practice coursesLearning from pedagogical choices of allied fields Journal of Evidence-based Social Work 9(3) 241ndash259doi101080154337142010525417
daggervan Schaik S M Regehr G Eva K W Irby D M amp Orsquosullivan P S (2016) Perceptions of peer-to-peerinterprofessional feedback among students in the health professions Academic Medicine 91(6) 807ndash812doi101097ACM0000000000000981
Whitaker T Weismiller T amp Clark E (2006) Assuring the sufficiency of a frontline workforce A national study oflicensed social workers Washington DC National Association of Social Workers
daggerWilliams A Mostyn A amp Fyson R (2009) Nursing and social work studentsrsquo perceptions of lecturing by non-university practitioners Journal of Interprofessional Care 23(1) 98ndash100 doi10108013561820802278577
World Health Organization (WHO) (2010) Framework for action on interprofessional education amp collaborativepractice Geneva Switzerland World Health Organization Retrieved from httpwhqlibdocwhointhq2010WHO_HRH_HPN_103_engpdf
daggerYaffe M J Wolfson C amp Lithwick M (2009) Professions show different enquiry strategies for elder abusedetection Implications for training and interprofessional care Journal of Interprofessional Care 23(6) 646ndash654doi10310913561820902886279
daggerYamauchi T Takeshima T Hirokawa S Oba Y amp Koh E (2017) An educational program for nursing and socialwork students using artwork created by people with mental health problems International Journal of Mental Healthand Addiction 15(3) 503ndash513 doi101007s11469-016-9716-9
daggerYeung K S S Ho A P Y Lo M C H amp Chan E A (2009) Social work ethical decision making in aninter-disciplinary context British Journal of Social Work 40(5) 1573ndash1590 doi101093bjswbcp065
Young H M Siegel E O McCormick W C Fulmer T Harootyan L K amp Dorr D A (2011) Interdisciplinarycollaboration in geriatrics Advancing health for older adults Nursing Outlook 59(4) 243ndash250 doi101016joutlook201105006
daggerZorek J amp Raehl C (2013) Interprofessional education accreditation standards in the USA a comparative analysisJournal of Interprofessional Care 27(2) 123ndash130 doi103109135618202012718295
26 S J BELTRAN AND V J MILLER
outside the United States or initiatives not focused on gerontological practice This resulted in 24articles in the final sample Figure 1 outlines the article selection process
Article review
Two reviewers independently screened assessed and cross-checked the final sample of articles(N=24) for inclusion criteria Researchers consulted each other continuously using Google Driveto note questions and ideas and develop the emergent themes Discrepancies and disagreements inthemes were discussed and resolved via e-mail communication based on consensus An audit trailusing the same cloud share system was kept to document decisions at various stages of the researchOn agreement on three overall themes articles were divided and reviewed independently Reviewersalso extracted details regarding initiatives article design setting sample and main findings ontoa table during this stage
Figure 1 PRISMA flowchart of article selection process
4 S J BELTRAN AND V J MILLER
Results
The articles were categorized into three overarching themes related to interprofessional education forgerontologicalndashsocial work and nursing students (a) program descriptions (b) evaluation of pro-grams and (c) student and faculty experiences Below is a summary of the publications includingdescriptions of the articlesrsquo design and samples and findings organized by theme
Summary of publications
A total of 24 articles were included in the final review The PRISMA flow chart shown inFigure 1 illustrates the article selection process Eighteen of the 24 articles discussed empiricalresearch These studies were most often mixed-methods (10) and quantitative (6) and quali-tative (2) methods respectively The seven remaining articles included in the review wereconceptual papers including one state-of-the-science report (Damron-Rodriguez 2008) Themajority of articles reported student participants (eg in need assessments courses fieldpractice simulations) However one study was conducted with university faculty only(Dorfman Murty Ingram amp Li 2008) The three themes related to interprofessional geronto-logical education efforts in US higher education are described below
Program descriptions
Eight articles described initiatives or efforts that were developed to prepare students frominterprofessional fields (including social work and nursing) for collaborative practice witholder populations Hermann Head Black and Singleton (2016) and Rowan et al (2009) focusedon an in-depth description of the development and implementation process of gerontologicaleducation and further expand on challenges lessons learned and recommendations for uni-versities implementing similar programs The remaining six articles focused on details of inter-professional programs which included descriptions of the fields represented goals andoutcomes measured Across the programs there was variety in terms of delivery of programinitiatives departments to spearhead such initiatives and the length of time that the interprofes-sional gerontological programs were offered For example Ellman et al (2012) describeda gerontological program offered online utilizing Web-based tools in a virtual-classroomSupiano (2013) discussed a course implemented as a collaboration between faculty from depart-ments mirroring the students involved and De Los Santos McFarlin and Martin (2014) andKolomer Quinn and Steele (2010) described service learning projects Kolomer et al (2010) andRowan et al (2009) described multiuniversity partnerships All other programs were housed indepartments of social work (Poole et al 2013) nursing (Hermann et al 2016) physicianassistant (MacRae amp Pardue 2007) and medicine (De Los Santos et al 2014 Ellman et al2012) The course described by Supiano (2013) had been offered six times at the time ofpublication and Poole et al (2013) project had been implemented for 6 years It is importantto note that Poole et alrsquos project was the only one in this theme that did not include studentsfrom other fields Rather the program exposed BSW and MSW students to interprofessionalpractice by partnering them as part of their field work with congregational nurse professionalsDe Los Santos et al Kolomer et al and Poole et al all described service learning projectsinvolving partnerships with community agencies serving older adults
In summary the articles in this theme focus on describing university-level interdisciplinaryinitiatives between social work nursing and allied health professions Some describe the develop-ment of the collaboration and of the curriculum and others share their experiences with imple-mentation and evaluation of the programs More details about the articles included in this themeincluding project or curricula names are provided in Table 1
JOURNAL OF SOCIAL WORK EDUCATION 5
Table1
Prog
ram
Descriptio
ns(n=8)
Outcomes
Authors(year)
Prog
ram
Profession
sCo
ntent
Form
atKeyfin
ding
sandrecommendatio
ns
Pooleet
al
(2013)
1Co
ngregatio
nalS
ocialW
ork
EducationInitiative(CSW
EI)
2Article
describ
esimplem
entatio
nof
prog
ram
over
thelast6years
3Prog
ram
prepares
stud
ents
toworkwith
cong
regatio
nal
nurses
servingperson
s55+
1Stud
ent-nu
rseteam
s2
SixBSW-leveland
sixMSW
-level
stud
ents
each
roun
dof
the
prog
ram
1Forty-on
eCSWEpractice
behaviorsforBSW
stud
entsand
17forMSW
stud
ents
2Topics
includ
eoverview
ofmentalillnessandsubstance
abusehealthyaging
biop
sychosocialaspects
ofaging
andworking
inamultid
isciplinaryenvironm
ent
1Self-assessment
ofconfidence
with
core
competencies
2Prendashpo
sttest
1Socialworkstud
entsworkclosely
with
thecong
regatio
nrsquosnu
rseto
coordinate
services
forclients
2Allstudentswho
participatein
theprog
ram
rate
theirlevelo
fcompetencywith
anu
mberof
practicebehaviorshigh
ly
especiallywith
commun
icating
profession
aljudg
ment
3Stud
ents
dowello
nCSWE
competencies3and5
Hermannet
al
(2016)
4iCOPE
5Article
describ
esprog
ram
developm
entand
implem
entatio
n6
Prog
ram
prepares
stud
ents
for
palliativecare
practice
7Totalstudentsserved
over
2years
ofimplem
entatio
n8
BSNlevel(253)
9Medicine(186)
10M
SWlevel(71)
11C
haplaincy(34)
12C
ontent
guided
byIPEC
competencies
13R
eadiness
forinterprofessional
learning
andend-of-life
profession
alcaregiverskills
14P
rendashp
osttests
using
standardized
scales
(reported
elsewhere)
15D
idactic
mod
ules
were
developedbasedon
casesand
prob
lem-focused
teaching
metho
dstoprovideclinical
experienceandgive
the
stud
ents
theop
portun
ityto
workas
mem
bersof
aninterdisciplinaryteam
(IDT)
16Formativeprojectevaluatio
nsareon
going
andfin
ding
srepo
rted
elsewhere
MacRaeand
Pardue
(2007)
17InterdisciplinaryGeriatric
EducationProg
ram
(IGEP)
18IGEP
uses
ReadersTheateras
aninstructionalstrategyto
teachan
interdisciplinary
grou
pof
stud
ents
19P
hysician
assistant
20D
entalh
ygiene
21Socialw
ork
22N
ursing
23D
entistry
24O
ccup
ationaltherapy
25Levelsof
stud
ents
(gradvs
undergrad)
variedeach
time
26Team
functio
ning
commun
icationandconflict
resolutio
n
27Student
feedback
28Studentsrepo
rted
that
the
theaterinterventio
nallowed
them
toappreciate
the
perspectives
andgo
alsof
profession
alsfrom
other
disciplines
29Studentsalso
repo
rted
that
the
course
helped
them
become
acham
pion
fortheirprofession
andun
derstand
thevalueof
interdisciplinarywork (C
ontinued)
6 S J BELTRAN AND V J MILLER
Table1
(Con
tinued)
Outcomes
Authors(year)
Prog
ram
Profession
sCo
ntent
Form
atKeyfin
ding
sandrecommendatio
ns
Ellman
etal
(2012)
30P
rogram
consistin
gof
anon
lineinteractivecase-based
mod
uleandalivesimulation
worksho
pcreatedto
teachan
interdisciplinarygrou
pof
stud
ents
abou
tpalliativecare
31M
edicine
32C
haplaincy
33M
SWlevel
34G
radu
ate-leveln
ursing
355
objectivesg
oalsof
palliative
careo
pioidmisconceptio
ns
spiritual
andcultu
raln
eeds
clinicalfeatures
ofimminent
death
andun
derstand
ingof
interdisciplinaryteam
roles
36Two-hu
ndred
andeleven
total
stud
ent
reflections
37Three-hun
dred
andnine
stud
ent
questio
nnaires
usingLikert
scales
toevaluate
prog
ram
38Q
ualitativedata
indicatedthat
allstudentsun
derstood
each
otherrsquos
rolesandvalued
team
efforts
39Student
feedback
also
show
edthey
foun
dtheprog
ram
useful
andeducational(meanof
45
onLikertscale)
40A
utho
rsrecommendfuture
testingof
interventio
nin
other
educationalsettin
gs
DeLosSantos
McFarlinamp
Martin
(2014)
41G
reen
Family
Neigh
borhoodH
ELP
42A
rticle
describ
esalong
itudinal
interprofessionalservice-
learning
prog
ram
that
prepares
stud
ents
for
commun
ity-based
practice
43M
edicine
44B
SWlevel
45M
SWlevel
46Law
47B
SNlevel
48G
radu
ate-
leveln
ursing
49The
faculty
andstud
entmakeupis
also
diverse
50G
uidedby
Interprofessional
EducationCo
llabo
rative
competencies(IPEC)
51C
onceptsof
team
work
commun
ication
profession
alismand
critical
thinking
52O
ngoing
feedback
from
stud
ents
and
commun
itymem
bers
receivingcare
regardingthe
prog
ram
53The
prog
ram
hasfocused
specifically
onimprovinghealth
outcom
esof
medically
underservedcommun
ities
54Student
team
scond
uctedover
1777ho
mevisits
toover
248
households
ina2-year
perio
d55Studentsengage
incase
presentatio
nsto
adiverse
faculty
grou
pSupiano(2013)
56A
rticle
describ
esagraduate
course
teaching
interdisciplinarypalliativecare
practices
57G
radu
ate-
leveln
ursing
58P
harm
acy
59M
SW-levelstudents
60G
eron
tology
61The
course
istaug
htby
faculty
from
thesamedisciplines
62C
orepalliativecare
know
ledg
e63R
oles
ofeach
disciplinein
apalliativecare
team
64D
iscussions
post-cou
rse
focusgrou
ps
andin-team
projects
and
grou
pperformance
used
toevaluate
65The
stud
ents
show
edthat
they
gained
know
ledg
eabou
ttheir
ownandeach
otherrsquos
disciplinesrsquoroles
inpalliative
care
66The
author
recommends
that
thecourse
befurtherd
evelop
edandreplicatedincluding
stud
ents
from
otherfieldswho
arerepresentedin
palliative
care
team
s
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 7
Table1
(Con
tinued)
Outcomes
Authors(year)
Prog
ram
Profession
sCo
ntent
Form
atKeyfin
ding
sandrecommendatio
ns
Kolomer
etal
(2010)
67Service
learning
project
consistin
gof
health
fairs
for
theprom
otionandscreening
ofolderadults
atcommun
itycenters
68C
ollabo
rativeeffortbetween
twoun
iversitiesstud
entsand
commun
itysenior
centers
69B
SNlevel
70G
radu
ate-
leveln
ursing
71B
SWlevel
72M
SWlevel
73A
ttitu
destoward
interprofessionallearning
74Teamworkandcollabo
ratio
n75N
egativeprofession
alidentity
76P
ositive
profession
alidentity
77Two-page
questio
nnaire
toevaluate
their
interprofessional
learning
experience
78R
eadiness
for
Interprofessional
Learning
Scale
questio
nnaire
(34
subscales
used)
79Studentschosetheirdesired
boothto
workat
thehealth
fair
undertheirprofessorrsquos
guidance
80A
lthou
ghstud
ents
expressed
strong
identificationwith
their
ownprofession
sthey
had
ahigh
willingn
essto
shareand
learnskillsof
otherdisciplines
81Student
scores
also
demon
stratedthat
learning
the
valueof
interdisciplinary
commun
icationwas
helpful
Rowan
etal
(2009)
82Evidence-basedGeriatric
Evaluatio
nandSelf-
Managem
entServices
(GEM
S)projectwhich
serves
commun
ity-dwellingolder
adults
83A
rticle
describ
estheprocess
ofimplem
entin
gGEM
Sas
well
aschalleng
esandlesson
slearned
84B
achelorrsquos-or
masterrsquos-levelP
Tstud
ents
(17)
85M
SW-levelstudents(22)
86M
SW-levelp
rofessionals(14)
87M
inimum
bachelor-levelP
Tprofession
als(13)
88G
eriatricassessments
89H
ealth
self-managem
ent
90Telehealth
91Truefalseand
multip
le-cho
ice
onlinemod
ule
tests
92Twomod
ules
oftheGeriatric
SocialWork
Competency
ScaleII
93Studentsstated
they
had
positiveexperiences
and
appreciatedtheservicedelivery
metho
d94A
utho
rsdiscussob
staclesfaced
ininterdisciplinarytraining
servicedeliveryandproject
evaluatio
n95A
utho
rsconclude
that
the
initiativecanbe
replicated
inotherun
iversitiesto
improve
educationalo
utcomes
8 S J BELTRAN AND V J MILLER
Evaluation of programs
Eleven of the 24 publications discussed empirical studies evaluating the effectiveness of IPE pro-grams The majority of the program evaluations identified used mixed-methods (6) followed byquantitative (4) and qualitative designs (1) The programs being evaluated varied in their approachto the educational interventions Some were case simulations or scenarios (Heuer GeislerKamienski Langevin amp OrsquoSullivan 2010 Murphy amp Nimmagadda 2015) using students facultyor actors (Forrest amp Derrick 2010) Heuer et al (2010) is the only evaluation in this review that didnot include students from multiple fields Instead medical students participated in simulations withall other roles played by interprofessional faculty Heflin et al (2014) included faculty from multiplefields including social work but were unable to enroll a social work student in the course Despitethis social work students were among the intended audience Aiguier Oboeuf Cobbaut and Vanpee(2015) tested the effectiveness of activity confrontation as an educational approach Students fromnursing medicine social work and physiotherapy working in field placements were filmed perform-ing various activities and asked to analyze the recordings Other initiatives used more traditionalapproaches such as seminars (Chan Mok Po-ying amp Man-chun 2009) teaching sessionscourses(Head et al 2016 Heflin et al 2014) and real-life practice experiences in field (Conti et al 2016Sheppard et al 2015)
Interventions also differed in terms of participants gerontological topics of focus and aims Inaddition to nursing and social work fields required for inclusion in this review many initiativesinvolved medical occupational physical and speech therapy pharmacy and nutrition students (egConti et al 2016 Park Hawkins Hamlin Hawkins amp Bamdas 2014) Some initiatives also includedstudents from other fields that often work with older adults For example Sheppard et al (2015)included students from dentistry and optometry fields and both Head et al (2016) and Forrest andDerrick (2010) included chaplaincy and clergy students respectively
While all initiatives targeted gerontological interprofessional practice some focused specificallyon enhancing competencies associated with a particular area or setting of practice For exampleForrest and Derrickrsquos (2010) program aimed to introduce students to end-of-life care and findingssuggested that it helped confirm or generate studentsrsquo desire to work with terminally ill patientsSimilarly Head et alrsquos (2016) intervention focused exclusively on improving interprofessionalpractice in palliative care and Conti et al (2016) and Sheppard et al (2015) focused on improvingcollaborations within nursing homes and during home visits In addition to the topic or setting-specific initiatives all initiatives shared the goal of preparing students for interprofessional colla-borations To this end educational initiatives focused on helping students understand each otherrsquosroles within the interdisciplinary team and develop a sense of appreciation for team-based practice(Heuer et al 2010) Others focused on improving studentsrsquo attitudes and preparedness for inter-professional teamwork (Bonifas amp Gray 2013 Conti et al 2016 Heflin et al 2014 Park et al 2014)and developing caring dispositions in students (Chan et al 2009)
In summary the articles in this theme disseminate findings to the academic community based onevaluations of their programs The research designs constructs measured and data collectionmethods varied Most studies reported that their educational initiatives were successful in achievingsome or all of the aims and some also discussed challenges and recommendations for futurerenditions of the initiatives More details about the articles in this theme including a descriptionof methods participants outcome measures and findings are provided in Table 2
Student and faculty experiences
Descriptions of nursing and social work students and faculty responses and experiences related tothe IPE collaborations were emphasized across five articles included in the final sample Studentswho participated in these IPE programs reported gaining a broad perspective of aging and workingwith older adult populations (Brooks Fox amp Okagbue-Reaves 2009) In one study assessing student
JOURNAL OF SOCIAL WORK EDUCATION 9
Table2
Evaluatio
nof
Prog
rams(n=11)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Aigu
ieret
al(2015)
1Qualitativeevaluatio
nof
the
effectivenessof
anactivity
confrontationeducational
fram
eworkto
developan
interdisciplinaryeducation
training
prog
ram
2Dataevaluatedusingan
indu
ctivediscou
rseanalysis
inform
edby
grou
nded
theory
3Nursing
(3)
4Medicine(1)
5Socialwork(1)
6Ph
ysiotherapy(1)
7Stud
ents
selected
regardless
ofprog
ram
level
1Self-confrontation(by
stud
ents
oftheirrecorded
activity)
2Co
llectiveconfrontation
(studentsqu
alified
profession
als)
1Filmsandtranscrip
tsanalyzed
2Ch
ange
intim
eallocatio
nto
each
type
ofconfrontationassessed
1Themetho
dsprop
osed
encouraged
reflexive
analysisof
themotives
forchoosing
interprofessionalb
ehaviors
2Find
ings
also
show
edthat
the
patient
rolemustbe
considered
whendeveloping
aninterprofessionallearning
prog
ram
andcare
3Theauthorsem
phasizethe
impo
rtance
ofstud
ents
meetin
gthepatientswhich
helped
motivatethem
for
interprofessionalcollabo
ratio
ns
Headet
al(2016)
4Prendashpo
stmixed-m
etho
devaluatio
nof
aun
iversityrsquos
effortsto
design
andimplem
ent
aninterdisciplinarycurriculum
(iCORE)toteachpalliativecare
inon
cology
5Thecurriculum
includ
eson
line
case-based
didacticsan
InterdisciplinaryCase
Managem
entExperience(IC
ME)
clinicalrotatio
nsand
critical
reflectionactivities
6Ch
aplaincy
7BSNlevel
8Medicine(fo
urth
year)
9MSW
level
103
73stud
ents
completed
prendashpo
sttest
over
five
semesters
11C
onfid
ence
with
interprofessionale
ducatio
n12P
alliativecare
know
ledg
eandskills
13End
-of-Life
Profession
alCaregiverSurvey
14Self-Efficacyfor
Interprofessional
ExperientialLearning
Scale
15Interdisciplinary
16P
alliativeCare
Know
ledg
eSurvey
17Focus
grou
ps
18Studentsfrom
alld
isciplines
show
edsign
ificant
improvem
entson
quantitative
measureschaplaincy
stud
ents
didno
treachsign
ificanceon
somescales
19O
pen-endedrespon
ses
indicatedthat
ICMEand
rotatio
nswerethemost
enjoyableaspectsof
the
interventio
n20A
utho
rsconcludedthat
the
curriculum
was
successful
inteaching
skillsandknow
ledg
eandaffectingattitud
esand
abilitiesof
stud
entsto
provide
team
-based
oncology
care
21R
ecom
mendcontinuing
similarprog
ramsin
health
sciences
toprovidehand
s-on
interdisciplinarylearning
oppo
rtun
ities
(Continued)
10 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Contie
tal(2016)
22P
ost-experiencesurvey
and
open-end
edqu
estio
ns
23Interdisciplinaryteam
sassign
edto
olderadultsin
the
commun
ity
24Studentsmade293visits
total
to208olderadultparticipants
25M
edicine(303)
26P
harm
acy(177)
27B
SNlevel(84)
28O
ccup
ationalTherapy
(64)
29B
SWlevel(101)
30M
SWlevel(132)
318
61stud
ents
over
over
semesters
32Team
functio
n33V
aluing
homevisits
34U
nderstanding
olderadults
35V
aluing
IPEexperience
36Learningfrom
Interprofessional
EducationalE
xperiences
Survey
with
open-text
questio
ncompo
nent
37Surveyresults
show
edstud
entsheld
strong
positive
attitud
estowardagingand
olderadultsandtowardteam
-basedcollabo
ratio
ns
38P
articipants
also
repo
rted
learning
abou
ttherolesand
respon
sibilitiesof
other
profession
sandratedthe
experiencehigh
ly8
2stated
they
wou
ldwelcomemoreIPE
oppo
rtun
ities
ForrestandDerrick
(2010)
1Descriptiveevaluatio
nstud
yof
theInterdisciplinaryEducational
Specializationin
End-of-life
Care
prog
ramw
hich
was
design
edbasedon
aneedsassessment
describ
edelsewhere
39M
SWlevel
40B
SNlevel
41C
lergystud
ents
421
3stud
entprendash
post
evaluatio
nsanalyzed
4330competenciesrelatedto
know
ledg
eskillsand
profession
alidentity
44C
ontent
areas
commun
ication
advance
care
planning
futile
treatm
entsIPP
45P
re-andpo
sttest
survey
ofstud
entcompetency
self-assessmentand
focusgrou
ps
46N
oform
ative
assessments
used
47P
rogram
participants
repo
rted
that
theexperiencehelped
them
confirm
adesire
towork
inendof
life(EOL)
orgeneratedtheirdesire
todo
so
48A
llrespon
dentsindicated
that
theprog
ram
increased
theirknow
ledg
eof
interdisciplinaryworkin
EOL
49Follow-updata
show
that
over
70
ofprog
ram
participants
goon
toworkdirectlyin
EOL
care
Chan
etal(2009)
50M
ixed
metho
devaluatio
nof
interprofessionalsem
inarsfor
undergradu
atenu
rsingand
social
workstud
ents
aimed
atdeveloping
theircarin
gdisposition
s51The
interdisciplinaryseminars
discussedcase
scenariosrelated
toelderabusewhich
allowed
forstud
entsto
learnabou
ton
eanotherrsquos
carin
gperspectives
with
inthecontextof
decision
making
52B
SNlevel(16)
53B
SWlevel(16)
54Totalof
32stud
ents
over
twoseminarsaweek
aparteach
55Studentrsquosview
sabou
tthe
teaching
approachethical
decision
-makingand
carin
geach
otherrsquos
roles
commun
ication
values
and
beliefsrelatedto
decision
making
56D
atacollected
via
videotaped
recordings
Likertscale
questio
nnaireand
follow-upteleph
one
interviews
57D
atewereanalyzed
throug
hdescrip
tive
statisticsandcontent
analysis
58Themes
andsubthemes
includ
edan
increasedself-
awarenessof
their
profession
alvaluesenh
anced
understand
ingof
carin
gimproved
commun
icationand
open-m
indedn
essand
buildingtrustin
grelatio
nships
59A
utho
rsconcludedthat
seminarsarean
effective
medium
throug
hwhich
interdisciplinaryeducationon
nursingandsocialworkcan
bedelivered
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 11
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
BonifasandGray
(2013)
60P
rendashp
osttestqu
asi-
experim
entald
esignexam
ining
twocurriculaaimingto
prepare
social
workstud
ents
for
collabo
ratio
nin
geriatriccare
61O
necurriculum
used
aninterprofessionala
pproach
the
otheraun
i-professional
approach
62The
othercurriculum
discussed
interdisciplinarycollabo
ratio
nsin
asocialworkcourse
63M
SWlevel
64M
edicine
65N
utrition
66P
harm
acy
67N
ursing
68A
utho
rson
lystated
the
prog
ram
levels(M
SW)for
thesocialworkprofession
696
9stud
ents
inthe
interprofessional
curriculum
19in
theun
i-profession
alon
e
70C
hang
esin
social
work
stud
entsrsquoattitu
desand
values
towardIDT
71U
nderstanding
ofrolesand
training
requ
irements
ofmultid
isciplinarypartners
72P
rendashpo
sttest
using
adaptedversionof
the
Attitud
esTowardHealth
Care
Team
sScale
731
0multip
lechoice
questio
nsdevelopedby
theteam
used
toassess
understand
ingof
profession
alrolesand
training
ofIDT
mem
bers
74Studentsin
the
interdisciplinarycurriculum
sign
ificantlyimproved
their
attitud
esandvalues
toward
interdisciplinarycollabo
ratio
nsbu
tdidno
tshow
asmuch
improvem
entin
their
understand
ingof
each
profession
rsquosroles
75Studentsin
theun
i-profession
alcurriculum
sign
ificantlyimproved
their
understand
ingof
otherteam
mem
bersrsquoroles
butdidno
tchange
theirattitud
esand
values
towardcollabo
ratio
n76A
utho
rsconcludedthat
interprofessionale
ducatio
nis
thebetter
approach
toob
tain
change
instud
entsrsquoattitu
des
abou
tinterdisciplinaryteam
sSheppard
etal
(2015)
77M
ixed-m
etho
dstud
yevaluatin
gtheeffectsof
aninterprofessionalclinical
experience(IC
E)on
attitud
estowardolderadultsand
interprofessionale
ducatio
n78ICE
prog
ram
was
developed
basedon
IPEC
core
competenciesandfocusedon
interprofessionalp
racticein
nursingho
mes
79M
edicine
80D
entistry
81N
ursing
82N
utrition
83O
T84O
ptom
etry
85Socialw
ork
861
71stud
entrespon
ses
87A
utho
rsdidno
tstate
stud
entsrsquop
rogram
level
88A
ttitu
destoward
interprofessionalteams
89A
ttitu
destowardolder
adults
90Q
uantitativepre-and
posttestsdata
collected
usingtheUCLAGeriatric
Attitud
esScalefocus
grou
psanalyzed
using
anindu
ctivethem
atic
approach
91N
osign
ificant
changesin
attitud
eswerefoun
dexcept
forthestatem
entldquoM
ostold
peop
learepleasant
tobe
with
rdquowhich
improved
from
274
to44
ofstud
ents
strong
lyagreeing
from
pre-
topo
st-IC
E92G
enerallystudentsrepo
rted
positiveattitud
estoward
interprofessionalteamwork
andolderadults
93The
authorsconclude
that
the
briefinterprofessional
curriculum
offersthepo
tential
tobe
appliedsuccessfully
(Continued)
12 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Park
etal(2014)
94P
rendashp
osttestinterventio
nstud
ytestingtheeffectsof
IPE
prog
ram
95Intervention
(1)IPE
developm
entsession
and(2)
theSenior
AgingandGeriatrics
Educator
mentorin
gprog
ram
96M
edicine(firstyear)(52)
97B
SN-leveln
ursing
(49)
98M
SW(firstyear)-55
99A
ttitu
destoward
interprofessional
collabo
ratio
ns(physicianndash
socialworkerph
ysicianndash
nursenu
rsendashsocial
worker)
100
Prendashpo
stdata
collected
usingthe
originalandmod
ified
versions
ofthe
Jeffe
rson
Scho
olof
Attitud
esToward
Physician-Nurse
Collabo
ratio
n
101
Socialworkstud
ents
and
nursingstud
ents
repo
rted
theleastpo
sitiveattitud
estowardtheph
ysicianndash
social
workerph
ysicianndash
nurse
collabo
ratio
nsrespectively
102
Medicalstud
ents
improved
theirattitud
estowardall
threecollabo
ratio
nsto
agreaterdegree
than
the
otherstud
entsw
hich
isinconsistent
with
previous
finding
s103
Authorsrecommendthat
thecurriculum
beevaluated
andassessed
forintegrity
andthat
postgraduate
follow-upmeasuresbe
incorporated
toassess
long
-term
change
Heuer
etal(2010)
1Sm
allsurveyexplorationof
the
effectsof
a60-m
inute
interdisciplinarycase-simulation
sessionon
medicalstud
entsrsquo
awarenessof
otherprofession
srsquoscop
eof
practiceand
commun
icationskills
104
116stud
ents
from
medicine
105
Faculty
from
medical
imaging
nutrition
labo
ratory
techno
logy
nursing
physical
therapy(PT)p
hysician
assistant(PA)
respiratory
therapyand
socialwork
106
Awarenessof
other
profession
srsquoscop
eof
practice
107
Appreciatio
nforIDTand
commun
ication
108
Stud
entsrsquoexperiencewith
theinterventio
n
109
12-item
survey
used
tocollect
participant
feedback
aswellas
open-end
edqu
alitativequ
estio
nsregardingthe
initiative
110
Participants
repo
rted
that
thesessionwas
ago
odmeans
toachievethego
als
setou
t111
Survey
results
indicatedthat
medicalstud
entsrsquoawareness
andappreciatio
nof
other
health
profession
sincreased
andwas
overallp
ositive
112
Authorsconclude
that
future
sessions
shou
ldbe
adjusted
basedon
stud
entfeedback
andthat
thesessions
are
achalleng
ingyetvaluable
educationalu
ndertaking
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 13
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Murph
yand
Nimmagadda
(2015)
113
Prendashpo
stqu
asi-experimental
survey
design
evaluatin
gthe
effectivenessof
aneducationalsimulationfor
nursingandSW
stud
ents
114
Purposivesampleof
43nu
rsingand45
social
workstud
ents
115
Team
workand
collabo
ratio
n116
Patient
centeredness
117
Senseof
profession
alidentity
118
Prendash
posttest
using
theReadinessfor
Interprofessional
Learning
Scale
119
Uncertainty
abou
tinterprofessionalroles
decreasedby
morethan
two
third
sin
both
grou
ps
120
Both
nursingandSW
stud
ents
identifiednew
streng
thssuch
asreflective
listening
andop
en-
mindedn
essfortheSW
role
onpo
sttest
Heflin
etal(2014)
121
Pre-licensure
course
providing
interactiveteaching
sessions
tostud
ents
from
vario
ushealth
care
profession
s122
Theeducationalcom
ponent
focuseson
enhancing
transitio
nsof
care
forolder
adults
byimproving
interprofessionalp
ractices
123
Medicine
124
Pharmacy
125
PhysicalTherapy
126
PhysicianAssistants
127
Nutrition
128
Socialworkfaculty
129
18completed
the
evaluatio
nover
two
semesters
130
Course
topics
delineated
inthesyllabu
sinclud
edescrib
ingIDTmem
ber
rolesinterprofessional
commun
ication
andcare
planning
131
Learning
outcom
es
know
ledg
eandskillsin
clinicalcare
andin
quality
improvem
ent
andcommun
icationand
collabo
ratio
n
132
In-class
andon
line
participation
performance
onassign
mentsand
team
-based
prop
osals
used
toassess
stud
ents
133
Stud
entself-efficacy
measuredat
pre-
and
post-cou
rse
completion
134
Stud
entsrsquoself-efficacyratin
gssign
ificantlyimproved
inteam
workskillstransitio
nsof
careq
uality
improvem
entandcultu
ral
competence
135
Stud
entsrsquocou
rseevaluatio
nfeedback
indicatedthat
they
appreciatedtheinteractive
experienceandgettingto
engage
inrelevant
workas
wellastheenthusiasm
ofthecourse
faculty
14 S J BELTRAN AND V J MILLER
satisfaction and educational efforts Dorfman et al (2008) implemented a supplementary ldquoGeroRichrdquoSocial Work education program In this program community collaborations were the interventionaimed to strengthen the aging-focused learning opportunities This study of advisory board membersand social work faculty members found that programs utilizing community collaborations improvedgerontological social work education and that this type of community partnership could benefitnursing programs as well (Dorfman et al 2008)
Across these studies students reported having positive experiences participating in both therequired and supplemental educational efforts (Addy Browne Blake amp Bailey 2015 GoldenGammonley Hunt Olsen amp Barry Issenberg 2014) These educational opportunities were foundto be enjoyable for students and highlighted important features of each respective discipline (Addyet al 2015 Golden et al 2014) Additionally students perceived that they had gained an under-standing of key health concepts following this collaboration (Addy et al 2015) Finally a state-of-the-science by Damron-Rodriguez (2008) found that shared learning between social work and nursingprograms may lend toward competency-based education however competence must be defined andassessed in an ongoing basis within schools of social work and schools of nursing
In conclusion the articles with a focus on student and faculty experiences described in this themereport that the broad scope of educational efforts between nursing social work and allied health careprofessions widens the understanding of students which promotes teamwork and comprehension ofcare best practices across disciplines Table 3 includes details of each study including the methodsparticipants data collection and key findings and recommendations
Critique of the literature
There are limitations to the articles included within this study that should be noted First there wasa lack of theoretical frameworks providing guidelines and boundaries for the programs used acrossall articles but one (Rowan et al 2009) The use of theoretical frameworks may challenge and extendexisting knowledge strengthening the work within the limits of each study conducted respectivelyFor example authors may have used the IPEC competencies to frame their program goals ordiscussed how their learning objectives align with the competencies that IPEC recommends forIPE and practice Second 7 of the 24 articles were review articles and lacked a procedure forconducting the study either as a mixed-methodological qualitative or quantitative study designThe lack of details makes it difficult for the reader to assess the comprehensiveness of the review andthe accuracy of the conclusions drawn Third all studies used purposive non-probability samplingtechniques Based on researchers selecting study participants or students self-selecting findingsfrom these studies may not be generalizable to students or universities across the nation Last manystudies reported findings based on self-reported subjective assessments (eg Forrest amp Derrick2010) The lack of rigorous summative assessments makes it difficult to assess actual changes inknowledge skills and attitudes resulting from the intervention
Discussion and implications
This systematic review provides a comprehensive summary of the literature published on inter-professional education initiatives that have been developed and implemented in an effort to bestprepare nursing and social work students for interprofessional gerontological practice (ie programdescriptions evaluation of programs and student and faculty responses) A total of 24 articles werereviewed These publications highlight the potential of IPE efforts to prepare students for geronto-logical practice and interdisciplinary teamwork as well as student and faculty receptiveness to suchefforts The small number of publications also highlights the particular need for increased actionaround IPE in gerontological social work education and for IPE programs to be evaluated andfindings disseminated to the research community The few initiatives identified in this review of theliterature represent programsrsquo attempts to fill educational gaps within their curricula There is a need
JOURNAL OF SOCIAL WORK EDUCATION 15
Table3
Stud
entandFaculty
Experiences
(n=5)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Brooks
etal(2009)
1Au
thorsaddressthebestpractices
forteaching
thecourse
titledAg
ing
toInfancyacross
universitiesfrom
four
states
2Thisarticle
presents
areview
ofthe
numberof
gerontolog
y-focused
coursesacross
universitiesin
these
states
1Ag
ingcurriculum
across
IndianaIllinois
Michigan
andOhio
2Thecourse
isaprerequisite
for
admission
tonu
rsing
occupatio
naltherapy
social
workand
dieteticsprog
rams
1Co
nceptualizationof
the
health
care
team
2Positiveintrod
uctio
nto
aging
3Redu
ctionin
agism
1Co
urse
midterm
sfin
als
andassign
ments
2Co
urse
review
s
1Manydisciplinesincluding
nursing
dieteticssocialworkand
occupatio
naltherapyreportsimilar
challeng
eswith
integrating
gerontolog
ical
contentinto
their
curriculum
2
Stud
ents
repo
rtthat
having
four
instructorsfrom
diffe
rent
health
profession
sgave
abroadversionof
allaspects
Dam
ron-Rodriguez
(2008)
Thisarticle
presentsastateof
the
sciencecapturingfin
ding
sfrom
previous
educationalapp
roachesto
preparingnu
rses
andsocialworkersfor
supp
ortin
gfamily
caregivers
3Nursing
4Social
Work(SW)
5Medicine
6CSWEandHartford
Geriatriccompetencies
that
specifically
mentio
nfamilysuchas
diversity
commun
ication
and
assessment
7Review
oftheliterature
from
thepast
decade
(1998ndash2008)
8Itwas
foun
dthat
competencein
geriatricsiscentraltointerdisciplinary
team
workShared
learning
may
behelpfulacrossdisciplines
9Recommendthat
afram
eworkfor
educatingandtraining
nurses
and
social
workerscontainfour
central
elem
entsw
hatho
ww
here
and
when
andho
wwell
Dorfm
anet
al(2008)
10M
ixed-m
etho
dsstud
yanalyzed
data
from
advisory
boardmem
bers
11A
dvisorybo
ardgu
idingcurriculum
includ
edsocial
workfaculty
commun
itypartnerso
lder
adults
PhDstud
entsand
agraduate
and
anun
dergradu
aterepresentative
129
faculty
questio
nnaires
respon
ses
131
1advisory
board
respon
ses
14Sup
portandsatisfaction
with
project
15Sug
gestions
regarding
sustainabilityandfuture
implem
entatio
n
16Q
uestionn
aire
adapted
from
theGeroRich
Project
17B
othgrou
psagreed
that
the
ldquoGeroRichrdquo
projectto
provideBSW
stud
ents
with
gero-education
coursesispo
sitiveforSW
curriculum
18A
utho
rsencouragethereplicationof
theprog
ram
with
nursingandother
alliedhealth
care
profession
als
Addy
etal(2015)
19Thisarticle
shares
mod
ificatio
nsmadeto
aninterdisciplinarycourse
andevaluatedchangesin
end-of-
course
evaluatio
nsfrom
stud
ents
from
year
2013
to2014
ofimplem
entatio
n
20M
edicine
21N
ursing
22P
harm
acy
23P
ublic
Health
24SocialW
ork
25P
rogram
levelvaried
262
013coho
rt(256)
272
014coho
rt(394)
28V
aluesethics
29R
olesrespo
nsibilities
30C
ommun
icationand
team
steam
work
31O
nlineend-of-cou
rse
evaluatio
n32Student
reflections
abou
tthecourse
33Studentsshared
they
enjoyedbeing
with
health
care
stud
entsacross
disciplines
34Studentsrsquoratin
gof
allcou
rse
itemssign
ificantlyimproved
from
2013
to2014
(Continued)
16 S J BELTRAN AND V J MILLER
Table3
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Goldenet
al(2014)
1Cross-sectionalsurveyof
stud
ent
grou
psrsquovaluesregardingolder
adults
2Thepu
rposeof
thisstud
ywas
todrivethedevelopm
entof
ageriatric-focused
interprofessional
collabo
ratio
n
35M
edicine(third
year)
(31)
36N
urse
practitioners
(NP)
(70)
37M
SWlevelsocial
work(131)
38A
ttitu
destoward
carin
gforolderadults
39A
ttitu
destoward
person
alaging
40A
ttitu
desabou
thealth
reform
legislation
41B
eliefsabou
tleadership
inIDT
42P
aper
andpencil
surveys
43G
eriatricsAttitud
eScale(GAS
)44R
eactions
toAg
ing
Questionn
aire
(RAQ
)45P
atient
Protectio
nand
Affordable
Care
Act
(PPA
CA)assessment
46R
esultsshow
that
theprofession
shared
similarattitud
estoward
person
alaging
andNPandSW
stud
ents
hadmorepo
sitive
attitud
esrelatedto
carin
gforolder
adultsthan
medicalstud
ents
Overallallscoreswerewith
inthe
neutralrange
ofattitud
e47V
arieddiffe
rences
wereidentifiedin
attitud
estowardleadership
andthe
effect
ofhealth
care
reform
48A
utho
rsem
phasizetheneed
forIPE
tohigh
light
thevaluesystem
sof
each
profession
involved
incare
team
s
JOURNAL OF SOCIAL WORK EDUCATION 17
to expand the depth and breadth of these efforts including access to programs duration ofprograms and gerontological topics of focus What follows is a discussion of recommendationsfor future research and education These recommendations come from the literature discussed aswell as the authorsrsquo additional recommendations
Social work educators and researchers have made significant efforts to develop and deliver IPE tostudents interested in aging practice but more is needed A major limitation in the current literaturestems from the lack of rigorous research methods employed in the design and evaluation of theeducational interventions (eg Dorfman et al 2008 Ellman et al 2012 Hermann et al 2016)Future educational initiatives should be developed based on explicitly stated IPEC competencies andevaluated for effectiveness using more rigorous methods One way to achieve this may be throughthe use of validated and reliable assessment tools such as the IPEC Competency Self-Assessmenttool derived from IPEC competencies Developed by Dow DiazGranados Mazmanian and Retchin(2014) the tool measures students on 42 core competencies across two domains interprofessionalinteractions and interprofessional values
Even though differences in professional mandates add complexity to decisions about whichcompetencies to measure (Hermann et al 2016) several disciplines have made efforts to establishassessment measures based on interprofessional collaborative efforts (eg Lockeman et al 2016)Social work gerontology educators should take advantage of these developments by using themwithin and across departments at the university level In addition social workers with theircommitment to a biopsychosocial approach are well-positioned to initiate and steer collaborativeefforts related to the development of such measures Further efforts have been made to identifycompetencies relevant to both nursing and social work to develop a framework for education Thiswas done for example by Damron-Rodriguez (2008) with a focus on preparing nurses and socialworkers to support older adult family caregivers Future research should be conducted to identifycompetencies most important to interprofessional gerontological health care practice relevant acrossmultiple disciplines and settings and how to measure them
Social desirability bias is another concern across the articles included within this study Kolomeret al (2010) discussed the risk for socially desirable responses associated with having the IPEinitiatives be part of a graded course This risk is magnified by the use of subjective measuressuch as self-assessments and untested instruments (eg Hermann et al 2016) To minimize thisrisk objective measures using standardized instruments should be employed whenever possibleA standardized instrument recommended for future use in some of the articles reviewed is theGeriatric Social Work Competency Scale II (eg Brooks et al 2009 Damron-Rodriguez 2008)Head et al (2016) recommended that future research measure the long-term effect of the IPEinterventions
In addition to standardized instruments studies should implement rigorous sampling andrandomization techniques Golden et al (2014) recommend that future studies use larger samplesizes to improve their statistical power Although engaging in unbiased sampling recruitment andretention of students across professions can be logistically challenging (Mirick Davis ampWladkowski 2017 Rubin amp Babbie 2011) these investments will help to better assess outcomesand refine educational initiatives moving the field forward It is also important to emphasize thatalthough randomization is difficult given that IPE programs are often delivered as part of a semestercourse efforts should be made to incorporate a control group For example if the IPE is delivered asan aging course elective another section of the aging course where IPE is not delivered can be usedas a control group Internal validity would be limited but it would be a step forward from the non-experimental designs currently employed
Opportunities also exist for improving the implementation of IPE programs particularly whenprograms include field placements clinical rotations or partnerships with community agenciesSeveral of the articles included in this review recommend that programs continue to prioritize face-to-face small-group educational opportunities to connect health profession students and promoteinteractions among disciplines as it has been found to be an integral component of their IPE
18 S J BELTRAN AND V J MILLER
programming (eg Dorfman et al 2008) This recommendation is well-aligned with CAIPErsquosdefinition of IPE (Buring et al 2009) Kolomer et al (2010) and Poole et al (2013) also emphasizethe importance of developing or strengthening community partnerships It is important that whenIPE initiatives are implemented in the community special attention is paid to the sustainability andcontinuity of the resources and supports that the students and programs represent Includingfeedback from community members receiving care can be a constructive approach to assessingstudent learning and an effective component of the evaluation of IPE Simultaneously such feedbackcan help providers learn about the experiences of community members and effect of the programSoliciting feedback from community members as Rowan et al (2009) did in their program can alsohelp strengthen academicndashcommunity partnerships and support programmatic improvementsCommunity members may also be engaged in discussions about their needs and ways in whichacademicndashcommunity partners can remain involved between rounds of implementation which iscrucial to the quality and effect of the program on the community and on older adults
Finally future initiatives must consider the varying skills and knowledge that students from multipledisciplines possess and how to build curricula that supports all of their needs For example some of theprograms included in this review involved both BSW and MSW students and it is unclear whether lackof preparedness of BSW students to engage in some higher-level IPE activities emerged as a concern Thebenefits and limitations of combining BSW and MSW students in IPE experiences involving graduatestudents from other health professions merits further investigation Moreover nursing students witha strong scientific foundation and understanding of the biological and physiological components of agingmay lack understanding of the holistic socioeconomic psychosocial and behavioral aspects of agingwhich influence the health care decision-making process and are crucial in social work practice As suchnursing students ought to be engaged in coursework and curricula that addresses social influencespursues social change and maximizes the quality of life for older adults
Programs need to develop the infrastructure required to support interprofessional collaborations inresearch projects as well as in classrooms across levels of higher education so that social work facultyrsquosown practices mirror the interprofessional values they hope to impart onto students Jones and Phillips(2016) discussed the competencies of IPE as detailed by IPEC and provided a similar recommendationfor ldquodual and reciprocal appointments of faculty in schools of social work medicine public healthnursing and so forth hellip [and for] co-taught courses that bring together multiple faculty and studentsfrom a variety of disciplinesrdquo (p 26) Social work and nursing programs should build capacity forinterprofessional practice research and education This will require that leaders from various programscome together and discuss their accreditation mandates and work together to support the developmentof collaborations For example CSWE EPAS (2015) requires that social work faculty have 2 years of post-masterrsquos social work degree practice experience and other programs may have similar requirements thatwill dictate how to develop coteaching initiatives The need for program and profession leaders to cometogether has been previously expressed and can be found in the IPE literature (Clark 2011 Hall ampZierler 2015 Jensen Harvan amp Royeen 2009)
Conclusion
This is the first systematic review to examine interprofessional gerontological education program-ming within social work and nursing programs in the United States that can be located Findingsfrom this study highlight the current programs engaging in IPE to prepare gerontological andhealth care social workers as well as the effectiveness of such programming Overall thisliterature points to IPE educational initiatives as valuable and effective at increasing the self-awareness attitudes and skills of social work and nursing students engaged in gerontologicalpractice Moving forward the study of such initiatives should explore the benefits of IPE on long-term outcomes such as increased enrollment in further gerontology-specific studies (eg BSWstudents entering MSW aging concentrations) and on studentsrsquo readiness to practice with theolder adult population Ongoing examinations of the effect IPE initiatives have on the well-being
JOURNAL OF SOCIAL WORK EDUCATION 19
of older adults is also an area requiring continued research These interprofessional programsmay arm up-and-coming professionals with the skills and knowledge required to competentlycare for the growing population of aging Americans and for practicing within the health caresystem As such it is of paramount importance that social work programs infuse interprofessionaleducation into their programming and curricula and support faculty in their efforts to collabo-rate across departmental silos
Disclosure statement
No potential conflict of interest was reported by the authors
Notes on contributors
Susanny J Beltran PhD MSW is assistant professor with the School of Social Work University of Central FloridaVivian J Miller PhD LMSW is assistant professor with the Department of Human Services Bowling Green StateUniversity
References
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health and social work perspectives American Journal of Public Health 105(S1) S106ndashS108 doi102105AJPH2014302502
Aiguier G Oboeuf A Cobbaut J P amp Vanpee D (2015) Activity confrontation methods A reflexive andmetacognitive approach for interprofessional collaboration training Journal of Interprofessional Care 29(5)457ndash463 doi1031091356182020151004162
American Academy of Social Work amp Social Welfare (AASWSW) (2017) Close the health gap Retrieved from httpaaswsworggrand-challenges-initiative12-challengesclose-the-health-gap
Anderson M B amp Kanter S L (2010) Medical education in the united states and Canada 2010 Academic Medicine85(9) S2ndashS18
Angelini D J (2011) Interdisciplinary and interprofessional education What are the key issues and considerationsfor the future The Journal of Perinatal amp Neonatal Nursing 25(2) 175ndash179
daggerBalen R Rhodes C amp Ward L (2010) The power of stories Using narrative for interdisciplinary learning in healthand social care Social Work Education 29(4) 416ndash426 doi10108002615470902991742
daggerBekkema N de Veer A J Albers G Hertogh C M Onwuteaka-Philipsen B D amp Francke A L (2014)Training needs of nurses and social workers in the end-of-life care for people with intellectual disabilities a nationalsurvey Nurse Education Today 34(4) 494ndash500 doi101016jnedt201307018
daggerBellamy J L Mullen E J Satterfield J M Newhouse R P Ferguson M Brownson R C amp Spring B (2013)Implementing evidence-based practice education in social work A transdisciplinary approach Research on SocialWork Practice 23(4) 426ndash436 doi1011771049731513480528
daggerBennett E Hauck Y Radford G amp Bindahneem S (2016) An interprofessional exploration of nursing and socialwork roles when working jointly with families Journal of Interprofessional Care 30(2) 232ndash237 doi1031091356182020151115755
daggerBlacker S Head B A Jones B L Remke S S amp Supiano K (2016) Advancing hospice and palliative care socialwork leadership in interprofessional education and practice Journal of Social Work in End-Of-Life amp PalliativeCare 12(4) 316ndash330 doi1010801552425620161247771
Bonifas R P amp Gray A K (2013) Preparing social work students for interprofessional practice in geriatric healthcare Insights from two approaches Educational Gerontology 39(7) 476ndash490 doi101111ajag12106
daggerBoston G Croft B Mallikaaratchi W Mudd D Olsen A amp Toms-Ashcroft J (2010) NMC must sanction jointnursing and social work courses Learning Disability Practice (through 2013) 13(10) 6 doi107748ldp13106s11
daggerBronstein L R Anderson E Terwilliger S H amp Sager K (2012) Evaluating a model of school-based health andsocial services An interdisciplinary communityndashuniversity collaboration Children amp Schools 34(3) 155ndash165doi101093cscds004
Brooks J Fox D P amp Okagbue-Reaves J (2009) Best practices for an interdisciplinary team-taught courseEducational Gerontology 35 818ndash830 doi10108003601270902821350
Bureau of Labor Statistics US Department of Labor (2017) Healthcare Social Workers Occupational EmploymentStatistics 2017 Edition Retrieved from httpswwwblsgovoes2017mayoes211022htm
20 S J BELTRAN AND V J MILLER
daggerBurrow S Mairs H Pusey H Bradshaw T amp Keady J (2016) Continuing professional education Motivationsand experiences of health and social care professionalrsquos part-time study in higher education A qualitative literaturereview International Journal of Nursing Studies 63 139ndash145 doi101016jijnurstu201608011
Buring S M Bhushan A Broeseker A Conway S Duncan-Hewitt W Hansen L amp Westberg S (2009)Interprofessional education definitions student competencies and guidelines for implementation AmericanJournal of Pharmaceutical Education 73(4) 59 doi105688aj730459
daggerChan E A Lam W amp Yeung S K S L (2013) Interprofessional competence A qualitative exploration of socialwork and nursing studentsrsquo experience Journal of Nursing Education 52(9) 509ndash515 doi10392801484834-20130823-01
Chan E A Mok E Po-ying A H amp Man-chun J H (2009) The use of interdisciplinary seminars for thedevelopment of caring dispositions in nursing and social work students Journal of Advanced Nursing 65(12)2658ndash2667 doi101111j1365-2648200905121x
Chan E A Chi S P M Ching S amp Lam S K (2010) Interprofessional education The interface of nursing andsocial work Journal of Clinical Nursing 19(12) 168ndash176
daggerChicorelli J Dennie A Heinrich C Hinchey B Honarparvar F Jennings M hellip Tempelman J (2016)Canadian student leadersrsquo perspective on interprofessional education A consensus statement Journal ofInterprofessional Care 30(4) 545ndash547 doi1031091356182020161159187
daggerChodosh J Price R M Cadogan M P Damron-Rodriguez J Osterweil D Czerwinski A hellip Frank J C(2015) A practice improvement education program using a mentored approach to improve nursing facilitydepression caremdashpreliminary data Journal of the American Geriatrics Society 63(11) 2395ndash2399 doi101111jgs13775
Christensen K Doblhammer G Rau R amp Vaupel J W (2009) Ageing populations the challenges ahead TheLancet 374(9696) 1196ndash1208 doi101016S0140-6736(09)61460-4
daggerClark K Congdon H B Macmillan K Gonzales J P amp Guerra A (2015) Changes in perceptions and attitudesof healthcare profession students pre and post academic course experience of team-basedrsquocare for the critically IllrsquoJournal of Professional Nursing 31(4) 330ndash339 doi101016jprofnurs201501006
Clark P G (2011) The devil is in the details The seven deadly sins of organizing and continuing interprofessionaleducation in the US Journal of Interprofessional Care 25(5) 321ndash327 doi103109135618202011578223
daggerClarke B A Miers M E Pollard K C amp Thomas J (2007) Complexities of learning together Studentsrsquoexperience of face-to-face interprofessional groups Learning in Health and Social Care 6(4) 202ndash212doi101111j1473-6861200700162x
daggerCohen E V Hagestuen R Gonzaacutelez-Ramos G Cohen H W Bassich C Book E hellip Giroux M (2016)Interprofessional education increases knowledge promotes team building and changes practice in the care ofParkinsonrsquos disease Parkinsonism amp Related Disorders 22 21ndash27 doi101016jparkreldis201511001
Colby S L amp Ortman J M (2014) Projections of the size and composition of the US population 2014 to 2060Current population reports P25-1143 Washington DC US Census Bureau
Conti G Bowers C OrsquoConnell M B Bruer S Bugdalski-Stutrud C Smith G hellip Mendez J (2016) Examiningthe effects of an experiential interprofessional education activity with older adults Journal of Interprofessional Care30(2) 184ndash190 doi1031091356182020151092428
daggerCopperman J amp Newton P D (2007) Linking social work agency perspectives on interprofessional education intoa school of nursing and midwifery Journal of Interprofessional Care 21(2) 141ndash154 doi10108013561820701197522
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Council on Social Work Education (CSWE) (nd) About the gero-ed center Retrieved from httpswwwcsweorgCenters-InitiativesCentersGero-Ed-CenterAbout
daggerCurran V R Sharpe D Flynn K amp Button P (2010) A longitudinal study of the effect of an interprofessionaleducation curriculum on student satisfaction and attitudes towards interprofessional teamwork and educationJournal of Interprofessional Care 24(1) 41ndash52 doi10310913561820903011927
Dall T M Gallo P D Chakrabarti R West T Semilla A P amp Storm M V (2013) An aging population andgrowing disease burden will require a large and specialized health care workforce by 2025 Health Affairs 32(11)2013ndash2020 doi101377hlthaff20130714
Damron-Rodriguez J (2008) Developing competence for nurses and social workers The American Journal ofNursing 108 40ndash46 doi10109701NAJ000033641383366e0
daggerDay M R Bantry-White E amp Glavin P (2010) Professional Protection of vulnerable adults an interdisciplinaryworkshop Community Practitioner 83(9) 29ndash32
JOURNAL OF SOCIAL WORK EDUCATION 21
De Los Santos M McFarlin C D amp Martin L (2014) Interprofessional education and service learning A modelfor the future of health professions education Journal of Interprofessional Care 28(4) 374ndash375 doi103109135618202014889102
daggerDerbyshire J A amp Machin A I (2011) Learning to work collaboratively nursesrsquo views of their pre-registrationinterprofessional education and its impact on practice Nurse Education in Practice 11(4) 239ndash244 doi101016jnepr201011010
Dorfman L T Murty S A Ingram J G amp Li H (2008) Faculty and community partners in gerontologicalcurriculum enrichment Educational Gerontology 12 1087ndash1104 doi10108003601270802201398
Dow A A DiazGranados D Mazmanian P E amp Retchin S M (2014) An exploratory study of an assessment toolderived from the competencies of the interprofessional education collaborative Journal of Interprofessional Care28 299ndash304 doi103109135618202014891573
daggerDutton A J amp Worsley A R (2009) Doves and hawks Practice educatorsrsquo attitudes towards interprofessionallearning Learning in Health and Social Care 8(3) 145ndash153 doi101111j1473-6861200800204x
daggerEckstrom E Neal M B Cotrell V Casey C M McKenzie G Morgove M W hellip Lasater K (2016) Aninterprofessional approach to reducing the risk of falls through enhanced collaborative practice Journal of theAmerican Geriatrics Society 64(8) 1701ndash1707 doi101111jgs14178
Ellman M S Schulman-Green D Blatt L Asher S Viveiros D Clark J amp Bia M (2012) Using online learningand interactive simulation to teach spiritual and cultural aspects of palliative care to interprofessional studentsJournal of Palliative Medicine 15(11) 1240ndash1247 doi101089jpm20120038
daggerFilies G C Yassin Z amp Frantz J M (2016) Studentsrsquo views of learning about an interprofessional world cafeacutemethod African Journal of Health Professions Education 8(2) 229ndash233 doi107196AJHPE2016v8i2844
Forrest C amp Derrick C (2010) Interdisciplinary education in end-of-life care Creating new opportunities for socialwork nursing and clinical pastoral education students Journal of Social Work in End-Of-Life amp Palliative Care 6(1ndash2) 91ndash116 doi101080155242562010489224
daggerGalambos C (2008) From the editor the joint social worknursing caregiver initiative Opportunities for social workeducation Journal of Social Work Education 44(sup3) 1ndash4 doi105175JSWE2008773247701
Golden A G Gammonley D Hunt D Olsen E amp Barry Issenberg S (2014) The attitudes of graduate healthcarestudents toward older adults personal aging health care reform and interprofessional collaboration Journal ofInterprofessional Care 28(1) 40ndash44 doi103109135618202013830595
Gould P R Lee Y Berkowitz S amp Bronstein L (2015) Impact of a collaborative interprofessional learningexperience upon medical and social work students in geriatric health care Journal of Interprofessional Care 29(4)372ndash373 doi103109135618202014962128
daggerGrady C Danis M Soeken K L OrsquoDonnell P Taylor C Farrar A amp Ulrich C M (2008) Does ethicseducation influence the moral action of practicing nurses and social workers The American Journal of Bioethics 8(4) 4ndash11 doi10108015265160802166017
daggerGroessl J (2013) An interdisciplinary ethics module for MSW and nursing students Social Work Education 32(5)639ndash649 doi101080026154792012695342
Hall L W amp Zierler B K (2015) Interprofessional education and practice guide no 1 developing faculty toeffectively facilitate interprofessional education Journal of Interprofessional Care 29(1) 3ndash7 doi103109135618202014937483
daggerHall P Brajtman S Weaver L Grassau P A amp Varpio L (2014) Learning collaborative teamwork an argumentfor incorporating the humanities Journal of Interprofessional Care 28(6) 519ndash525 doi103109135618202014915513
daggerHaskins A M (2008) An exploration of satisfaction psychological stress and readiness for interprofessional learningin medical nursing allied health and social work students in an interprofessional health care course Available fromProQuest Dissertations and Theses
Head B A Schapmire T Earnshaw L Faul A Hermann C Jones C hellip Pfeiffer M (2016) Evaluation of aninterdisciplinary curriculum teaching team-based palliative care integration in oncology Journal of CancerEducation 31(2) 358ndash365 doi101007s13187-015-0799-y
daggerHead B A Schapmire T Hermann C Earnshaw L Faul A Jones C hellip Pfeifer M (2014) The interdisciplinaryCurriculum for Oncology Palliative Care Education (iCOPE) meeting the challenge of interprofessional educationJournal of Palliative Medicine 17(10) 1107ndash1114 doi101089jpm20140070
Heflin M T Pinheiro S O Konrad T R Egerton E O Thornlow D K White H K amp McConnell E J (2014)Design and evaluation of a prelicensure interprofessional course on improving care transitions Gerontology ampGeriatrics Education 35(1) 41ndash63 doi101080027019602013831349
daggerHemmings A Beckett G Kennerly S amp Yap T (2013) Building a community of research practice Intragroupteam social dynamics in interdisciplinary mixed methods Journal of Mixed Methods Research 7(3) 261ndash273 doihttp1011772F15586898134784681011772F1558689813478468
daggerHenderson S Dalton M amp Cartmel J (2016) Using interprofessional learning for continuing education devel-opment and evaluation of the graduate certificate program in health professional education for clinicians Journal ofContinuing Education in the Health Professions 36(3) 211ndash217 doi101097CEH0000000000000093
22 S J BELTRAN AND V J MILLER
Hermann C P Head B A Black K amp Singleton K (2016) Preparing nursing students for interprofessionalpractice the interdisciplinary curriculum for oncology palliative care education Journal of Professional Nursing 32(1) 62ndash71 doi101016jprofnurs201506001
Heuer A J Geisler S L Kamienski M Langevin D amp OrsquoSullivan M (2010) Introducing medical students to theinterdisciplinary health care team piloting a case-based approach Journal of Allied Health 39(2) 76ndash80
daggerHirst S P Lane A M amp Stares B (2012) Gerontological content in Canadian nursing and social work programsCanadian Geriatrics Journal CGJ 15(1) 8 doi105770cgj1521
daggerHolt J Coates C Cotterill D Eastburn S Laxton J Mistry H amp Young C (2010) Identifying commoncompetences in health and social care An example of multi-institutional and inter-professional working NurseEducation Today 30(3) 264ndash270 doi101016jnedt200909006
Hooyman N amp Diwan S (2009) A planned change model CSWE curricular and programmatic developmentprograms In N Hooyman (Ed) Transforming social work education The first decade of the Hartford geriatric socialwork initiative (pp 99ndash102) Alexandria VA Council on Social Work Education Press
daggerHoracek T Brann L Erdman M Middlemiss M A amp Raj S (2009) Interprofessional learning communityEducating dietetic and other health profession students through an interdisciplinary service-learning experienceTopics in Clinical Nutrition 24(1) 6ndash15 doi101097TIN0b013e3181977fae
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Interprofessional Education Collaborative (IPEC) (2016) Core competencies for interprofessional collaborative practice2016 update Washington DC Author
Jensen G M Harvan R A amp Royeen C B (2009) Interprofessional education Context complexity and challengeLeadership in interprofessional education and practice Salisbury MA Jones and Bartlett Publishers LLC
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Jones B amp Phillips F (2016) Social work and interprofessional education in health care A call for continuedleadership Journal of Social Work Education 52(1) 18ndash29 doi1010801043779720161112629
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daggerJuujaumlrvi S Pesso K amp Myyry L (2011) Care-based ethical reasoning among first-year nursing and social servicesstudents Journal of Advanced Nursing 67(2) 418ndash427 doi101111j1365-2648201005461x
daggerKaasalainen S Willison K Wickson-Griffiths A amp Taniguchi A (2015) The evaluation of a national interprofes-sional palliative care workshop Journal of Interprofessional Care 29(5) 494ndash496 doi103109135618202014998364
daggerKent F Drysdale P Martin N amp Keating J L (2014) The mixed-discipline aged-care student clinic An authenticinterprofessional learning initiative Journal of Allied Health 43(1) 51ndash56
daggerKenward L amp Stiles M (2009) Intermediate care An interprofessional education opportunity in primary careJournal of Interprofessional Care 23(6) 668ndash671 doi10310913561820802634761
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daggerKnight A (2013) Interprofessonal education Two analyses of revised instruments comparisons of professions andeffectiveness of an interprofessional health care course The University of North Dakota Theses and Dissertations
Kolomer S Quinn M E amp Steele K (2010) Interdisciplinary health fairs for older adults and the value ofinterprofessional service learning Journal of Community Practice 18(2ndash3) 267ndash279 doi101080107054222010485863
daggerLam W Chan E A amp Yeung K S (2013) Implications for school nursing through interprofessional education andpractice Journal of Clinical Nursing 22(13ndash14) 1988ndash2001 doi101111jocn12163
daggerLapum J Hamzavi N Veljkovic K Mohamed Z Pettinato A Silver S amp Taylor E (2012) A performative andpoetical narrative of critical social theory in nursing education An ending and threshold of social justice NursingPhilosophy 13(1) 27ndash45 doi101111j1466-769X201100520x
daggerLeigh J A (2014) Reconstructing practice-based educator roles through effective practicendasheducation partnershipsJournal of Clinical Nursing 23(13ndash14) 1767ndash1769 doi101111jocn12381
Levit L A Balogh E Nass S J amp Ganz P (Eds) (2013) Delivering high-quality cancer care charting a new coursefor a system in crisis (pp 7ndash8) Washington DC National Academies Press
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2007) Interprofessional education on a training ward for older peopleStudentsrsquo conceptions of nurses occupational therapists and social workers Journal of Interprofessional Care 21(4)387ndash399 doi10108013561820701349420
daggerLidskog M Loumlfmark A amp AhlstroumlM G (2008) Learning about each other Studentsrsquo conceptions before and afterinterprofessional education on a training ward Journal of Interprofessional Care 22(5) 521ndash533 doi10108013561820802168471
JOURNAL OF SOCIAL WORK EDUCATION 23
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2008) Studentsrsquo learning experiences from interprofessional collaborationon a training ward in municipal care Learning in Health and Social Care 7(3) 134ndash145 doi101111j1473-6861200800181x
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2009) Learning through participating on an interprofessional trainingward Journal of Interprofessional Care 23(5) 486ndash497 doi10108013561820902921878
Lockeman K S Dow A W DiazGranados D McNielly D P Nickol D Koehn M L amp Knab M S (2016)Refinement of the IPEC competency self-assessment survey Results from a multi-institutional study Journal ofInterprofessional Care 30(6) 726ndash731 doi1010801356182020161220928
Lustig T A (2013) Statement before the commission on long term care Retrieved from httpltccommissionorgltccommissionwp-contentuploads201312Tracy-Lustig
daggerMacKenzie D E Doucet S Nasser S Godden-Webster A L Andrews C amp Kephart G (2014) Collaborationbehind-the-scenes key to effective interprofessional education Journal of Interprofessional Care 28(4) 381ndash383doi103109135618202014890923
MacRae N amp Pardue K T (2007) Use of readers theater to enhance interdisciplinary geriatric educationEducational Gerontology 33(6) 529ndash536 doi10108003601270701328920
daggerManusov E Ronnau J Vela L Lydia A amp Galke C (2015) Engagement and co-production Building aninter-professional integrated medical education and clinical practice International Journal of Integrated Care 15(5)doi105334ijic2105
daggerMcLeod D Curran J Dumont S White M amp Charles G (2014) The Interprofessional Psychosocial OncologyDistance Education (IPODE) project perceived outcomes of an approach to healthcare professional educationJournal of Interprofessional Care 28(3) 254ndash259 doi103109135618202013863181
Mirick R G Davis A amp Wladkowski S P (2017) Understanding sampling and recruitment in social workdissertation research Advances in Social Work 18(2) 415ndash436 doi101806021167
Moher D Liberati A Tetzlaff J Altman D G amp PRISMA Group (2009) Preferred reporting items for systematicreviews and meta-analyses the PRISMA statement PLoS Medicine 6(7) e1000097
daggerMorton S (2016) Inter-professional education A missed opportunity Community Practitioner the Journal of theCommunity Practitionersrsquoamp Health Visitorsrsquo Association 89(7) 28
daggerMunoz C C DoBroka C C amp Mohammad S (2009) Development of a multidisciplinary course in culturalcompetence for nursing and human service professions Journal of Nursing Education 48(9) 495ndash503 doi10392801484834-20090610-03
Murphy J I amp Nimmagadda J (2015) Partnering to provide simulated learning to address InterprofessionalEducation Collaborative core competencies Journal of Interprofessional Care 29(3) 258ndash259 doi103109135618202014942779
daggerNewton J M Cross W M White K Ockerby C amp Billett S (2011) Outcomes of a clinical partnership modelfor undergraduate nursing students Contemporary Nurse 39(1) 119ndash127 doi105172conu2011391119
daggerOdegard P S Robins L Murphy N Belza B Brock D Gallagher T H hellip Mitchell P (2009) Interprofessionalinitiatives at the University of Washington American Journal of Pharmaceutical Education 73(4) 63 doi105688aj730463
daggerOlsson M Persson M Kaila P Wikmar L N amp Bostroumlm C (2013) Studentsrsquo expectations when entering aninterprofessional masterrsquos degree program for health professionals a qualitative study Journal of Allied Health 42(1) 3ndash9
daggerOtis-Green S Yang E amp Lynne L (2013) ACE projectmdashadvocating for clinical excellence creating change in thedelivery of palliative care OMEGA-Journal of Death and Dying 67(1ndash2) 5ndash19 doi1021902FOM671-2b
daggerPareacute L Maziade J Pelletier F Houle N amp Iloko-Fundi M (2012) Training in interprofessional collaborationPedagogic innovation in family medicine units Canadian Family Physician 58(4) e203ndashe209
Park J Hawkins M Hamlin E Hawkins W amp Bamdas J A M (2014) Developing positive attitudes towardinterprofessional collaboration among students in the health care professions Educational Gerontology 40(12)894ndash908 doi101080036012772014908619
daggerParker V A amp Geron S M (2007) Cultural competence in nursing homes Issues and implications for educationGerontology amp Geriatrics Education 28(2) 37ndash54 doi101300J021v28n02_04
daggerPhillips J MacGiollaRi D amp Callaghan S (2012) Encouraging research in social work Narrative as the threadintegrating education and research in social work Social Work Education 31(6) 785ndash793 doi101080026154792012695200
daggerPollard K C Miers M E amp Rickaby C (2012) ldquoOh why didnrsquot I take more noticerdquo Professionalsrsquo views andperceptions of pre-qualifying preparation for interprofessional working in practice Journal of InterprofessionalCare 26(5) 355ndash361 doi103109135618202012689785
daggerPoole J Rife J C Pearson F amp Moore W R (2009) Developing community partnerships with religiouslyaffiliated organizations to address aging needs A case study of the congregational social work education initiativeSocial Work amp Christianity 36(2) 176-191
24 S J BELTRAN AND V J MILLER
Poole J Rife J C Pearson F Moore L Reaves A M amp Moore W (2013) Innovative social work field educationin congregational and community-based settings serving persons fifty-five+ an interdisciplinary training initiativefor BSW and MSW Students Social Work and Christianity 40(4) 404
daggerPulsford D Hope K amp Thompson R (2007) Higher education provision for professionals working with peoplewith dementia a scoping exercise Nurse Education Today 27(1) 5ndash13 doi101016jnedt200602003
Reeves S Zwarenstein M Goldman J Barr H Freeth D Koppel I amp Hammick M (2010) The effectiveness ofinterprofessional education Key findings from a new systematic review Journal of Interprofessional Care 24230ndash241 doi10310913561820903163405
daggerRobins L Brock D M Gallagher T Kartin D Lindhorst T Odegard P hellip Belza B (2008) Piloting teamsimulations to assess interprofessional skills Journal of Interprofessional Care 22(3) 325ndash328 doi10108013561820801886438
Rogers A T Gualco K J Hinckle C amp Baber R L (2013) Cultivating interest and competency in gerontologicalsocial work Opportunities for undergraduate education Journal of Gerontological Social Work 56(4) 335ndash355doi101080016343722013775989
Rowan N L Gillette P D Faul A C Yankeelov P A Borders K W Deck S hellip Wiegand M (2009)Innovative interdisciplinary training in and delivery of evidence-based geriatric services Creating a bridge withsocial work and physical therapy Gerontology amp Geriatrics Education 30(3) 187ndash204 doi10108002701960903133448
Rubin A amp Babbie E R (2011) Research methods for social work (7th ed) Belmont CA BrooksColedaggerSalm T Greenberg H Pitzel M amp Cripps D (2010) Interprofessional education internships in schools Jump
starting change Journal of Interprofessional Care 24(3) 251ndash263 doi10310913561820903051469daggerSchwartz E S Baugh J J Honsky J amp Luebbers E (2015) A patient advocacy program established through an
interprofessional student-run free clinic Journal of Health Care for the Poor and Underserved 26(1) 300ndash308doi101353hpu20150024
daggerSedgwick M (2011) Rural hospital interdisciplinary team membersrsquo experience of undergraduate nursing preceptor-ship A qualitative descriptive study Nurse Education in Practice 11(4) 278ndash282 doi101016jnepr201101004
daggerSelle K M Salamon K Boarman R amp Sauer J (2008) Providing interprofessional learning through interdisci-plinary collaboration The role of ldquomodellingrdquo Journal of Interprofessional Care 22(1) 85ndash92 doi10108013561820701714755
Sheppard K D Ford C R Sawyer P Foley K T Harada C N Brown C J amp Ritchie C S (2015) Theinterprofessional clinical experience interprofessional education in the nursing home Journal of InterprofessionalCare 29(2) 170ndash172 doi103109135618202014942776
daggerSims D (2011a) Achieving collaborative competence through interprofessional education Lessons learned fromjoint training in learning disability nursing and social work Social Work Education 30(1) 98ndash112 doi10108002615471003748056
daggerSims D (2011b) Reconstructing professional identity for professional and interprofessional practice A mixedmethods study of joint training programmes in learning disability nursing and social work Journal ofInterprofessional Care 25(4) 265ndash271 doi103109135618202011571352
daggerSmith R A amp Pilling S (2007) Allied health graduate programndashsupporting the transition from student toprofessional in an interdisciplinary program Journal of Interprofessional Care 21(3) 265ndash276 doi10108013561820701259116
daggerStepney P Callwood I Ning F amp Downing K (2011) Learning to collaborate a study of nursing studentsrsquoexperience of inter-professional education at one UK university Educational Studies 37(4) 419ndash434 doi101080030556982010539669
Supiano K P (2013) Weaving interdisciplinary and discipline-specific content into palliative care education Onesuccessful model for teaching end-of-life care Journal of Death and Dying 67(1ndash2) 201ndash206 doi102190OM671-2x
daggerSweigart L I Umoren R A Scott P J Carlton K H Jones J A Truman B amp Gossett E J (2016) VirtualTeamSTEPPSreg simulations produce teamwork attitude changes among health professions students Journal ofNursing Education 55(1) 31ndash35 doi10392801484834-20151214-08
daggerTan Z S Damron-Rodriguez J Cadogan M Gans D Price R M Merkin S S hellip Chodosh J (2017) Team-Based interprofessional competency training for dementia screening and management Journal of the AmericanGeriatrics Society 65(1) 207ndash211 doi101111jgs14540
daggerTew J Holley T amp Caplen P (2012) Dialogue and challenge Involving service users and carers in small grouplearning with social work and nursing students Social Work Education 31(3) 316ndash330 doi101080026154792011557429
daggerThompson B M Bratzler D W Fisher M J Torres A Faculty E P I C amp Sparks R A (2016) Workingtogether using a unique approach to evaluate an interactive and clinic-based longitudinal interprofessionaleducation experience with 13 professions Journal of Interprofessional Care 30(6) 754ndash761 doi1010801356182020161227962
JOURNAL OF SOCIAL WORK EDUCATION 25
daggerTourse R W C Mooney J F Shindul-Rothschild J Prince J Pulcini J A Platt S amp Savransky H (2008) Theuniversitycommunity partnership Transdisciplinary course development Journal of Interprofessional Care 22(5)461ndash474 doi10108013561820802355615
daggerTraube D E Pohle C E amp Barley M (2012) Teaching evidence-based social work in foundation practice coursesLearning from pedagogical choices of allied fields Journal of Evidence-based Social Work 9(3) 241ndash259doi101080154337142010525417
daggervan Schaik S M Regehr G Eva K W Irby D M amp Orsquosullivan P S (2016) Perceptions of peer-to-peerinterprofessional feedback among students in the health professions Academic Medicine 91(6) 807ndash812doi101097ACM0000000000000981
Whitaker T Weismiller T amp Clark E (2006) Assuring the sufficiency of a frontline workforce A national study oflicensed social workers Washington DC National Association of Social Workers
daggerWilliams A Mostyn A amp Fyson R (2009) Nursing and social work studentsrsquo perceptions of lecturing by non-university practitioners Journal of Interprofessional Care 23(1) 98ndash100 doi10108013561820802278577
World Health Organization (WHO) (2010) Framework for action on interprofessional education amp collaborativepractice Geneva Switzerland World Health Organization Retrieved from httpwhqlibdocwhointhq2010WHO_HRH_HPN_103_engpdf
daggerYaffe M J Wolfson C amp Lithwick M (2009) Professions show different enquiry strategies for elder abusedetection Implications for training and interprofessional care Journal of Interprofessional Care 23(6) 646ndash654doi10310913561820902886279
daggerYamauchi T Takeshima T Hirokawa S Oba Y amp Koh E (2017) An educational program for nursing and socialwork students using artwork created by people with mental health problems International Journal of Mental Healthand Addiction 15(3) 503ndash513 doi101007s11469-016-9716-9
daggerYeung K S S Ho A P Y Lo M C H amp Chan E A (2009) Social work ethical decision making in aninter-disciplinary context British Journal of Social Work 40(5) 1573ndash1590 doi101093bjswbcp065
Young H M Siegel E O McCormick W C Fulmer T Harootyan L K amp Dorr D A (2011) Interdisciplinarycollaboration in geriatrics Advancing health for older adults Nursing Outlook 59(4) 243ndash250 doi101016joutlook201105006
daggerZorek J amp Raehl C (2013) Interprofessional education accreditation standards in the USA a comparative analysisJournal of Interprofessional Care 27(2) 123ndash130 doi103109135618202012718295
26 S J BELTRAN AND V J MILLER
Results
The articles were categorized into three overarching themes related to interprofessional education forgerontologicalndashsocial work and nursing students (a) program descriptions (b) evaluation of pro-grams and (c) student and faculty experiences Below is a summary of the publications includingdescriptions of the articlesrsquo design and samples and findings organized by theme
Summary of publications
A total of 24 articles were included in the final review The PRISMA flow chart shown inFigure 1 illustrates the article selection process Eighteen of the 24 articles discussed empiricalresearch These studies were most often mixed-methods (10) and quantitative (6) and quali-tative (2) methods respectively The seven remaining articles included in the review wereconceptual papers including one state-of-the-science report (Damron-Rodriguez 2008) Themajority of articles reported student participants (eg in need assessments courses fieldpractice simulations) However one study was conducted with university faculty only(Dorfman Murty Ingram amp Li 2008) The three themes related to interprofessional geronto-logical education efforts in US higher education are described below
Program descriptions
Eight articles described initiatives or efforts that were developed to prepare students frominterprofessional fields (including social work and nursing) for collaborative practice witholder populations Hermann Head Black and Singleton (2016) and Rowan et al (2009) focusedon an in-depth description of the development and implementation process of gerontologicaleducation and further expand on challenges lessons learned and recommendations for uni-versities implementing similar programs The remaining six articles focused on details of inter-professional programs which included descriptions of the fields represented goals andoutcomes measured Across the programs there was variety in terms of delivery of programinitiatives departments to spearhead such initiatives and the length of time that the interprofes-sional gerontological programs were offered For example Ellman et al (2012) describeda gerontological program offered online utilizing Web-based tools in a virtual-classroomSupiano (2013) discussed a course implemented as a collaboration between faculty from depart-ments mirroring the students involved and De Los Santos McFarlin and Martin (2014) andKolomer Quinn and Steele (2010) described service learning projects Kolomer et al (2010) andRowan et al (2009) described multiuniversity partnerships All other programs were housed indepartments of social work (Poole et al 2013) nursing (Hermann et al 2016) physicianassistant (MacRae amp Pardue 2007) and medicine (De Los Santos et al 2014 Ellman et al2012) The course described by Supiano (2013) had been offered six times at the time ofpublication and Poole et al (2013) project had been implemented for 6 years It is importantto note that Poole et alrsquos project was the only one in this theme that did not include studentsfrom other fields Rather the program exposed BSW and MSW students to interprofessionalpractice by partnering them as part of their field work with congregational nurse professionalsDe Los Santos et al Kolomer et al and Poole et al all described service learning projectsinvolving partnerships with community agencies serving older adults
In summary the articles in this theme focus on describing university-level interdisciplinaryinitiatives between social work nursing and allied health professions Some describe the develop-ment of the collaboration and of the curriculum and others share their experiences with imple-mentation and evaluation of the programs More details about the articles included in this themeincluding project or curricula names are provided in Table 1
JOURNAL OF SOCIAL WORK EDUCATION 5
Table1
Prog
ram
Descriptio
ns(n=8)
Outcomes
Authors(year)
Prog
ram
Profession
sCo
ntent
Form
atKeyfin
ding
sandrecommendatio
ns
Pooleet
al
(2013)
1Co
ngregatio
nalS
ocialW
ork
EducationInitiative(CSW
EI)
2Article
describ
esimplem
entatio
nof
prog
ram
over
thelast6years
3Prog
ram
prepares
stud
ents
toworkwith
cong
regatio
nal
nurses
servingperson
s55+
1Stud
ent-nu
rseteam
s2
SixBSW-leveland
sixMSW
-level
stud
ents
each
roun
dof
the
prog
ram
1Forty-on
eCSWEpractice
behaviorsforBSW
stud
entsand
17forMSW
stud
ents
2Topics
includ
eoverview
ofmentalillnessandsubstance
abusehealthyaging
biop
sychosocialaspects
ofaging
andworking
inamultid
isciplinaryenvironm
ent
1Self-assessment
ofconfidence
with
core
competencies
2Prendashpo
sttest
1Socialworkstud
entsworkclosely
with
thecong
regatio
nrsquosnu
rseto
coordinate
services
forclients
2Allstudentswho
participatein
theprog
ram
rate
theirlevelo
fcompetencywith
anu
mberof
practicebehaviorshigh
ly
especiallywith
commun
icating
profession
aljudg
ment
3Stud
ents
dowello
nCSWE
competencies3and5
Hermannet
al
(2016)
4iCOPE
5Article
describ
esprog
ram
developm
entand
implem
entatio
n6
Prog
ram
prepares
stud
ents
for
palliativecare
practice
7Totalstudentsserved
over
2years
ofimplem
entatio
n8
BSNlevel(253)
9Medicine(186)
10M
SWlevel(71)
11C
haplaincy(34)
12C
ontent
guided
byIPEC
competencies
13R
eadiness
forinterprofessional
learning
andend-of-life
profession
alcaregiverskills
14P
rendashp
osttests
using
standardized
scales
(reported
elsewhere)
15D
idactic
mod
ules
were
developedbasedon
casesand
prob
lem-focused
teaching
metho
dstoprovideclinical
experienceandgive
the
stud
ents
theop
portun
ityto
workas
mem
bersof
aninterdisciplinaryteam
(IDT)
16Formativeprojectevaluatio
nsareon
going
andfin
ding
srepo
rted
elsewhere
MacRaeand
Pardue
(2007)
17InterdisciplinaryGeriatric
EducationProg
ram
(IGEP)
18IGEP
uses
ReadersTheateras
aninstructionalstrategyto
teachan
interdisciplinary
grou
pof
stud
ents
19P
hysician
assistant
20D
entalh
ygiene
21Socialw
ork
22N
ursing
23D
entistry
24O
ccup
ationaltherapy
25Levelsof
stud
ents
(gradvs
undergrad)
variedeach
time
26Team
functio
ning
commun
icationandconflict
resolutio
n
27Student
feedback
28Studentsrepo
rted
that
the
theaterinterventio
nallowed
them
toappreciate
the
perspectives
andgo
alsof
profession
alsfrom
other
disciplines
29Studentsalso
repo
rted
that
the
course
helped
them
become
acham
pion
fortheirprofession
andun
derstand
thevalueof
interdisciplinarywork (C
ontinued)
6 S J BELTRAN AND V J MILLER
Table1
(Con
tinued)
Outcomes
Authors(year)
Prog
ram
Profession
sCo
ntent
Form
atKeyfin
ding
sandrecommendatio
ns
Ellman
etal
(2012)
30P
rogram
consistin
gof
anon
lineinteractivecase-based
mod
uleandalivesimulation
worksho
pcreatedto
teachan
interdisciplinarygrou
pof
stud
ents
abou
tpalliativecare
31M
edicine
32C
haplaincy
33M
SWlevel
34G
radu
ate-leveln
ursing
355
objectivesg
oalsof
palliative
careo
pioidmisconceptio
ns
spiritual
andcultu
raln
eeds
clinicalfeatures
ofimminent
death
andun
derstand
ingof
interdisciplinaryteam
roles
36Two-hu
ndred
andeleven
total
stud
ent
reflections
37Three-hun
dred
andnine
stud
ent
questio
nnaires
usingLikert
scales
toevaluate
prog
ram
38Q
ualitativedata
indicatedthat
allstudentsun
derstood
each
otherrsquos
rolesandvalued
team
efforts
39Student
feedback
also
show
edthey
foun
dtheprog
ram
useful
andeducational(meanof
45
onLikertscale)
40A
utho
rsrecommendfuture
testingof
interventio
nin
other
educationalsettin
gs
DeLosSantos
McFarlinamp
Martin
(2014)
41G
reen
Family
Neigh
borhoodH
ELP
42A
rticle
describ
esalong
itudinal
interprofessionalservice-
learning
prog
ram
that
prepares
stud
ents
for
commun
ity-based
practice
43M
edicine
44B
SWlevel
45M
SWlevel
46Law
47B
SNlevel
48G
radu
ate-
leveln
ursing
49The
faculty
andstud
entmakeupis
also
diverse
50G
uidedby
Interprofessional
EducationCo
llabo
rative
competencies(IPEC)
51C
onceptsof
team
work
commun
ication
profession
alismand
critical
thinking
52O
ngoing
feedback
from
stud
ents
and
commun
itymem
bers
receivingcare
regardingthe
prog
ram
53The
prog
ram
hasfocused
specifically
onimprovinghealth
outcom
esof
medically
underservedcommun
ities
54Student
team
scond
uctedover
1777ho
mevisits
toover
248
households
ina2-year
perio
d55Studentsengage
incase
presentatio
nsto
adiverse
faculty
grou
pSupiano(2013)
56A
rticle
describ
esagraduate
course
teaching
interdisciplinarypalliativecare
practices
57G
radu
ate-
leveln
ursing
58P
harm
acy
59M
SW-levelstudents
60G
eron
tology
61The
course
istaug
htby
faculty
from
thesamedisciplines
62C
orepalliativecare
know
ledg
e63R
oles
ofeach
disciplinein
apalliativecare
team
64D
iscussions
post-cou
rse
focusgrou
ps
andin-team
projects
and
grou
pperformance
used
toevaluate
65The
stud
ents
show
edthat
they
gained
know
ledg
eabou
ttheir
ownandeach
otherrsquos
disciplinesrsquoroles
inpalliative
care
66The
author
recommends
that
thecourse
befurtherd
evelop
edandreplicatedincluding
stud
ents
from
otherfieldswho
arerepresentedin
palliative
care
team
s
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 7
Table1
(Con
tinued)
Outcomes
Authors(year)
Prog
ram
Profession
sCo
ntent
Form
atKeyfin
ding
sandrecommendatio
ns
Kolomer
etal
(2010)
67Service
learning
project
consistin
gof
health
fairs
for
theprom
otionandscreening
ofolderadults
atcommun
itycenters
68C
ollabo
rativeeffortbetween
twoun
iversitiesstud
entsand
commun
itysenior
centers
69B
SNlevel
70G
radu
ate-
leveln
ursing
71B
SWlevel
72M
SWlevel
73A
ttitu
destoward
interprofessionallearning
74Teamworkandcollabo
ratio
n75N
egativeprofession
alidentity
76P
ositive
profession
alidentity
77Two-page
questio
nnaire
toevaluate
their
interprofessional
learning
experience
78R
eadiness
for
Interprofessional
Learning
Scale
questio
nnaire
(34
subscales
used)
79Studentschosetheirdesired
boothto
workat
thehealth
fair
undertheirprofessorrsquos
guidance
80A
lthou
ghstud
ents
expressed
strong
identificationwith
their
ownprofession
sthey
had
ahigh
willingn
essto
shareand
learnskillsof
otherdisciplines
81Student
scores
also
demon
stratedthat
learning
the
valueof
interdisciplinary
commun
icationwas
helpful
Rowan
etal
(2009)
82Evidence-basedGeriatric
Evaluatio
nandSelf-
Managem
entServices
(GEM
S)projectwhich
serves
commun
ity-dwellingolder
adults
83A
rticle
describ
estheprocess
ofimplem
entin
gGEM
Sas
well
aschalleng
esandlesson
slearned
84B
achelorrsquos-or
masterrsquos-levelP
Tstud
ents
(17)
85M
SW-levelstudents(22)
86M
SW-levelp
rofessionals(14)
87M
inimum
bachelor-levelP
Tprofession
als(13)
88G
eriatricassessments
89H
ealth
self-managem
ent
90Telehealth
91Truefalseand
multip
le-cho
ice
onlinemod
ule
tests
92Twomod
ules
oftheGeriatric
SocialWork
Competency
ScaleII
93Studentsstated
they
had
positiveexperiences
and
appreciatedtheservicedelivery
metho
d94A
utho
rsdiscussob
staclesfaced
ininterdisciplinarytraining
servicedeliveryandproject
evaluatio
n95A
utho
rsconclude
that
the
initiativecanbe
replicated
inotherun
iversitiesto
improve
educationalo
utcomes
8 S J BELTRAN AND V J MILLER
Evaluation of programs
Eleven of the 24 publications discussed empirical studies evaluating the effectiveness of IPE pro-grams The majority of the program evaluations identified used mixed-methods (6) followed byquantitative (4) and qualitative designs (1) The programs being evaluated varied in their approachto the educational interventions Some were case simulations or scenarios (Heuer GeislerKamienski Langevin amp OrsquoSullivan 2010 Murphy amp Nimmagadda 2015) using students facultyor actors (Forrest amp Derrick 2010) Heuer et al (2010) is the only evaluation in this review that didnot include students from multiple fields Instead medical students participated in simulations withall other roles played by interprofessional faculty Heflin et al (2014) included faculty from multiplefields including social work but were unable to enroll a social work student in the course Despitethis social work students were among the intended audience Aiguier Oboeuf Cobbaut and Vanpee(2015) tested the effectiveness of activity confrontation as an educational approach Students fromnursing medicine social work and physiotherapy working in field placements were filmed perform-ing various activities and asked to analyze the recordings Other initiatives used more traditionalapproaches such as seminars (Chan Mok Po-ying amp Man-chun 2009) teaching sessionscourses(Head et al 2016 Heflin et al 2014) and real-life practice experiences in field (Conti et al 2016Sheppard et al 2015)
Interventions also differed in terms of participants gerontological topics of focus and aims Inaddition to nursing and social work fields required for inclusion in this review many initiativesinvolved medical occupational physical and speech therapy pharmacy and nutrition students (egConti et al 2016 Park Hawkins Hamlin Hawkins amp Bamdas 2014) Some initiatives also includedstudents from other fields that often work with older adults For example Sheppard et al (2015)included students from dentistry and optometry fields and both Head et al (2016) and Forrest andDerrick (2010) included chaplaincy and clergy students respectively
While all initiatives targeted gerontological interprofessional practice some focused specificallyon enhancing competencies associated with a particular area or setting of practice For exampleForrest and Derrickrsquos (2010) program aimed to introduce students to end-of-life care and findingssuggested that it helped confirm or generate studentsrsquo desire to work with terminally ill patientsSimilarly Head et alrsquos (2016) intervention focused exclusively on improving interprofessionalpractice in palliative care and Conti et al (2016) and Sheppard et al (2015) focused on improvingcollaborations within nursing homes and during home visits In addition to the topic or setting-specific initiatives all initiatives shared the goal of preparing students for interprofessional colla-borations To this end educational initiatives focused on helping students understand each otherrsquosroles within the interdisciplinary team and develop a sense of appreciation for team-based practice(Heuer et al 2010) Others focused on improving studentsrsquo attitudes and preparedness for inter-professional teamwork (Bonifas amp Gray 2013 Conti et al 2016 Heflin et al 2014 Park et al 2014)and developing caring dispositions in students (Chan et al 2009)
In summary the articles in this theme disseminate findings to the academic community based onevaluations of their programs The research designs constructs measured and data collectionmethods varied Most studies reported that their educational initiatives were successful in achievingsome or all of the aims and some also discussed challenges and recommendations for futurerenditions of the initiatives More details about the articles in this theme including a descriptionof methods participants outcome measures and findings are provided in Table 2
Student and faculty experiences
Descriptions of nursing and social work students and faculty responses and experiences related tothe IPE collaborations were emphasized across five articles included in the final sample Studentswho participated in these IPE programs reported gaining a broad perspective of aging and workingwith older adult populations (Brooks Fox amp Okagbue-Reaves 2009) In one study assessing student
JOURNAL OF SOCIAL WORK EDUCATION 9
Table2
Evaluatio
nof
Prog
rams(n=11)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Aigu
ieret
al(2015)
1Qualitativeevaluatio
nof
the
effectivenessof
anactivity
confrontationeducational
fram
eworkto
developan
interdisciplinaryeducation
training
prog
ram
2Dataevaluatedusingan
indu
ctivediscou
rseanalysis
inform
edby
grou
nded
theory
3Nursing
(3)
4Medicine(1)
5Socialwork(1)
6Ph
ysiotherapy(1)
7Stud
ents
selected
regardless
ofprog
ram
level
1Self-confrontation(by
stud
ents
oftheirrecorded
activity)
2Co
llectiveconfrontation
(studentsqu
alified
profession
als)
1Filmsandtranscrip
tsanalyzed
2Ch
ange
intim
eallocatio
nto
each
type
ofconfrontationassessed
1Themetho
dsprop
osed
encouraged
reflexive
analysisof
themotives
forchoosing
interprofessionalb
ehaviors
2Find
ings
also
show
edthat
the
patient
rolemustbe
considered
whendeveloping
aninterprofessionallearning
prog
ram
andcare
3Theauthorsem
phasizethe
impo
rtance
ofstud
ents
meetin
gthepatientswhich
helped
motivatethem
for
interprofessionalcollabo
ratio
ns
Headet
al(2016)
4Prendashpo
stmixed-m
etho
devaluatio
nof
aun
iversityrsquos
effortsto
design
andimplem
ent
aninterdisciplinarycurriculum
(iCORE)toteachpalliativecare
inon
cology
5Thecurriculum
includ
eson
line
case-based
didacticsan
InterdisciplinaryCase
Managem
entExperience(IC
ME)
clinicalrotatio
nsand
critical
reflectionactivities
6Ch
aplaincy
7BSNlevel
8Medicine(fo
urth
year)
9MSW
level
103
73stud
ents
completed
prendashpo
sttest
over
five
semesters
11C
onfid
ence
with
interprofessionale
ducatio
n12P
alliativecare
know
ledg
eandskills
13End
-of-Life
Profession
alCaregiverSurvey
14Self-Efficacyfor
Interprofessional
ExperientialLearning
Scale
15Interdisciplinary
16P
alliativeCare
Know
ledg
eSurvey
17Focus
grou
ps
18Studentsfrom
alld
isciplines
show
edsign
ificant
improvem
entson
quantitative
measureschaplaincy
stud
ents
didno
treachsign
ificanceon
somescales
19O
pen-endedrespon
ses
indicatedthat
ICMEand
rotatio
nswerethemost
enjoyableaspectsof
the
interventio
n20A
utho
rsconcludedthat
the
curriculum
was
successful
inteaching
skillsandknow
ledg
eandaffectingattitud
esand
abilitiesof
stud
entsto
provide
team
-based
oncology
care
21R
ecom
mendcontinuing
similarprog
ramsin
health
sciences
toprovidehand
s-on
interdisciplinarylearning
oppo
rtun
ities
(Continued)
10 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Contie
tal(2016)
22P
ost-experiencesurvey
and
open-end
edqu
estio
ns
23Interdisciplinaryteam
sassign
edto
olderadultsin
the
commun
ity
24Studentsmade293visits
total
to208olderadultparticipants
25M
edicine(303)
26P
harm
acy(177)
27B
SNlevel(84)
28O
ccup
ationalTherapy
(64)
29B
SWlevel(101)
30M
SWlevel(132)
318
61stud
ents
over
over
semesters
32Team
functio
n33V
aluing
homevisits
34U
nderstanding
olderadults
35V
aluing
IPEexperience
36Learningfrom
Interprofessional
EducationalE
xperiences
Survey
with
open-text
questio
ncompo
nent
37Surveyresults
show
edstud
entsheld
strong
positive
attitud
estowardagingand
olderadultsandtowardteam
-basedcollabo
ratio
ns
38P
articipants
also
repo
rted
learning
abou
ttherolesand
respon
sibilitiesof
other
profession
sandratedthe
experiencehigh
ly8
2stated
they
wou
ldwelcomemoreIPE
oppo
rtun
ities
ForrestandDerrick
(2010)
1Descriptiveevaluatio
nstud
yof
theInterdisciplinaryEducational
Specializationin
End-of-life
Care
prog
ramw
hich
was
design
edbasedon
aneedsassessment
describ
edelsewhere
39M
SWlevel
40B
SNlevel
41C
lergystud
ents
421
3stud
entprendash
post
evaluatio
nsanalyzed
4330competenciesrelatedto
know
ledg
eskillsand
profession
alidentity
44C
ontent
areas
commun
ication
advance
care
planning
futile
treatm
entsIPP
45P
re-andpo
sttest
survey
ofstud
entcompetency
self-assessmentand
focusgrou
ps
46N
oform
ative
assessments
used
47P
rogram
participants
repo
rted
that
theexperiencehelped
them
confirm
adesire
towork
inendof
life(EOL)
orgeneratedtheirdesire
todo
so
48A
llrespon
dentsindicated
that
theprog
ram
increased
theirknow
ledg
eof
interdisciplinaryworkin
EOL
49Follow-updata
show
that
over
70
ofprog
ram
participants
goon
toworkdirectlyin
EOL
care
Chan
etal(2009)
50M
ixed
metho
devaluatio
nof
interprofessionalsem
inarsfor
undergradu
atenu
rsingand
social
workstud
ents
aimed
atdeveloping
theircarin
gdisposition
s51The
interdisciplinaryseminars
discussedcase
scenariosrelated
toelderabusewhich
allowed
forstud
entsto
learnabou
ton
eanotherrsquos
carin
gperspectives
with
inthecontextof
decision
making
52B
SNlevel(16)
53B
SWlevel(16)
54Totalof
32stud
ents
over
twoseminarsaweek
aparteach
55Studentrsquosview
sabou
tthe
teaching
approachethical
decision
-makingand
carin
geach
otherrsquos
roles
commun
ication
values
and
beliefsrelatedto
decision
making
56D
atacollected
via
videotaped
recordings
Likertscale
questio
nnaireand
follow-upteleph
one
interviews
57D
atewereanalyzed
throug
hdescrip
tive
statisticsandcontent
analysis
58Themes
andsubthemes
includ
edan
increasedself-
awarenessof
their
profession
alvaluesenh
anced
understand
ingof
carin
gimproved
commun
icationand
open-m
indedn
essand
buildingtrustin
grelatio
nships
59A
utho
rsconcludedthat
seminarsarean
effective
medium
throug
hwhich
interdisciplinaryeducationon
nursingandsocialworkcan
bedelivered
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 11
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
BonifasandGray
(2013)
60P
rendashp
osttestqu
asi-
experim
entald
esignexam
ining
twocurriculaaimingto
prepare
social
workstud
ents
for
collabo
ratio
nin
geriatriccare
61O
necurriculum
used
aninterprofessionala
pproach
the
otheraun
i-professional
approach
62The
othercurriculum
discussed
interdisciplinarycollabo
ratio
nsin
asocialworkcourse
63M
SWlevel
64M
edicine
65N
utrition
66P
harm
acy
67N
ursing
68A
utho
rson
lystated
the
prog
ram
levels(M
SW)for
thesocialworkprofession
696
9stud
ents
inthe
interprofessional
curriculum
19in
theun
i-profession
alon
e
70C
hang
esin
social
work
stud
entsrsquoattitu
desand
values
towardIDT
71U
nderstanding
ofrolesand
training
requ
irements
ofmultid
isciplinarypartners
72P
rendashpo
sttest
using
adaptedversionof
the
Attitud
esTowardHealth
Care
Team
sScale
731
0multip
lechoice
questio
nsdevelopedby
theteam
used
toassess
understand
ingof
profession
alrolesand
training
ofIDT
mem
bers
74Studentsin
the
interdisciplinarycurriculum
sign
ificantlyimproved
their
attitud
esandvalues
toward
interdisciplinarycollabo
ratio
nsbu
tdidno
tshow
asmuch
improvem
entin
their
understand
ingof
each
profession
rsquosroles
75Studentsin
theun
i-profession
alcurriculum
sign
ificantlyimproved
their
understand
ingof
otherteam
mem
bersrsquoroles
butdidno
tchange
theirattitud
esand
values
towardcollabo
ratio
n76A
utho
rsconcludedthat
interprofessionale
ducatio
nis
thebetter
approach
toob
tain
change
instud
entsrsquoattitu
des
abou
tinterdisciplinaryteam
sSheppard
etal
(2015)
77M
ixed-m
etho
dstud
yevaluatin
gtheeffectsof
aninterprofessionalclinical
experience(IC
E)on
attitud
estowardolderadultsand
interprofessionale
ducatio
n78ICE
prog
ram
was
developed
basedon
IPEC
core
competenciesandfocusedon
interprofessionalp
racticein
nursingho
mes
79M
edicine
80D
entistry
81N
ursing
82N
utrition
83O
T84O
ptom
etry
85Socialw
ork
861
71stud
entrespon
ses
87A
utho
rsdidno
tstate
stud
entsrsquop
rogram
level
88A
ttitu
destoward
interprofessionalteams
89A
ttitu
destowardolder
adults
90Q
uantitativepre-and
posttestsdata
collected
usingtheUCLAGeriatric
Attitud
esScalefocus
grou
psanalyzed
using
anindu
ctivethem
atic
approach
91N
osign
ificant
changesin
attitud
eswerefoun
dexcept
forthestatem
entldquoM
ostold
peop
learepleasant
tobe
with
rdquowhich
improved
from
274
to44
ofstud
ents
strong
lyagreeing
from
pre-
topo
st-IC
E92G
enerallystudentsrepo
rted
positiveattitud
estoward
interprofessionalteamwork
andolderadults
93The
authorsconclude
that
the
briefinterprofessional
curriculum
offersthepo
tential
tobe
appliedsuccessfully
(Continued)
12 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Park
etal(2014)
94P
rendashp
osttestinterventio
nstud
ytestingtheeffectsof
IPE
prog
ram
95Intervention
(1)IPE
developm
entsession
and(2)
theSenior
AgingandGeriatrics
Educator
mentorin
gprog
ram
96M
edicine(firstyear)(52)
97B
SN-leveln
ursing
(49)
98M
SW(firstyear)-55
99A
ttitu
destoward
interprofessional
collabo
ratio
ns(physicianndash
socialworkerph
ysicianndash
nursenu
rsendashsocial
worker)
100
Prendashpo
stdata
collected
usingthe
originalandmod
ified
versions
ofthe
Jeffe
rson
Scho
olof
Attitud
esToward
Physician-Nurse
Collabo
ratio
n
101
Socialworkstud
ents
and
nursingstud
ents
repo
rted
theleastpo
sitiveattitud
estowardtheph
ysicianndash
social
workerph
ysicianndash
nurse
collabo
ratio
nsrespectively
102
Medicalstud
ents
improved
theirattitud
estowardall
threecollabo
ratio
nsto
agreaterdegree
than
the
otherstud
entsw
hich
isinconsistent
with
previous
finding
s103
Authorsrecommendthat
thecurriculum
beevaluated
andassessed
forintegrity
andthat
postgraduate
follow-upmeasuresbe
incorporated
toassess
long
-term
change
Heuer
etal(2010)
1Sm
allsurveyexplorationof
the
effectsof
a60-m
inute
interdisciplinarycase-simulation
sessionon
medicalstud
entsrsquo
awarenessof
otherprofession
srsquoscop
eof
practiceand
commun
icationskills
104
116stud
ents
from
medicine
105
Faculty
from
medical
imaging
nutrition
labo
ratory
techno
logy
nursing
physical
therapy(PT)p
hysician
assistant(PA)
respiratory
therapyand
socialwork
106
Awarenessof
other
profession
srsquoscop
eof
practice
107
Appreciatio
nforIDTand
commun
ication
108
Stud
entsrsquoexperiencewith
theinterventio
n
109
12-item
survey
used
tocollect
participant
feedback
aswellas
open-end
edqu
alitativequ
estio
nsregardingthe
initiative
110
Participants
repo
rted
that
thesessionwas
ago
odmeans
toachievethego
als
setou
t111
Survey
results
indicatedthat
medicalstud
entsrsquoawareness
andappreciatio
nof
other
health
profession
sincreased
andwas
overallp
ositive
112
Authorsconclude
that
future
sessions
shou
ldbe
adjusted
basedon
stud
entfeedback
andthat
thesessions
are
achalleng
ingyetvaluable
educationalu
ndertaking
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 13
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Murph
yand
Nimmagadda
(2015)
113
Prendashpo
stqu
asi-experimental
survey
design
evaluatin
gthe
effectivenessof
aneducationalsimulationfor
nursingandSW
stud
ents
114
Purposivesampleof
43nu
rsingand45
social
workstud
ents
115
Team
workand
collabo
ratio
n116
Patient
centeredness
117
Senseof
profession
alidentity
118
Prendash
posttest
using
theReadinessfor
Interprofessional
Learning
Scale
119
Uncertainty
abou
tinterprofessionalroles
decreasedby
morethan
two
third
sin
both
grou
ps
120
Both
nursingandSW
stud
ents
identifiednew
streng
thssuch
asreflective
listening
andop
en-
mindedn
essfortheSW
role
onpo
sttest
Heflin
etal(2014)
121
Pre-licensure
course
providing
interactiveteaching
sessions
tostud
ents
from
vario
ushealth
care
profession
s122
Theeducationalcom
ponent
focuseson
enhancing
transitio
nsof
care
forolder
adults
byimproving
interprofessionalp
ractices
123
Medicine
124
Pharmacy
125
PhysicalTherapy
126
PhysicianAssistants
127
Nutrition
128
Socialworkfaculty
129
18completed
the
evaluatio
nover
two
semesters
130
Course
topics
delineated
inthesyllabu
sinclud
edescrib
ingIDTmem
ber
rolesinterprofessional
commun
ication
andcare
planning
131
Learning
outcom
es
know
ledg
eandskillsin
clinicalcare
andin
quality
improvem
ent
andcommun
icationand
collabo
ratio
n
132
In-class
andon
line
participation
performance
onassign
mentsand
team
-based
prop
osals
used
toassess
stud
ents
133
Stud
entself-efficacy
measuredat
pre-
and
post-cou
rse
completion
134
Stud
entsrsquoself-efficacyratin
gssign
ificantlyimproved
inteam
workskillstransitio
nsof
careq
uality
improvem
entandcultu
ral
competence
135
Stud
entsrsquocou
rseevaluatio
nfeedback
indicatedthat
they
appreciatedtheinteractive
experienceandgettingto
engage
inrelevant
workas
wellastheenthusiasm
ofthecourse
faculty
14 S J BELTRAN AND V J MILLER
satisfaction and educational efforts Dorfman et al (2008) implemented a supplementary ldquoGeroRichrdquoSocial Work education program In this program community collaborations were the interventionaimed to strengthen the aging-focused learning opportunities This study of advisory board membersand social work faculty members found that programs utilizing community collaborations improvedgerontological social work education and that this type of community partnership could benefitnursing programs as well (Dorfman et al 2008)
Across these studies students reported having positive experiences participating in both therequired and supplemental educational efforts (Addy Browne Blake amp Bailey 2015 GoldenGammonley Hunt Olsen amp Barry Issenberg 2014) These educational opportunities were foundto be enjoyable for students and highlighted important features of each respective discipline (Addyet al 2015 Golden et al 2014) Additionally students perceived that they had gained an under-standing of key health concepts following this collaboration (Addy et al 2015) Finally a state-of-the-science by Damron-Rodriguez (2008) found that shared learning between social work and nursingprograms may lend toward competency-based education however competence must be defined andassessed in an ongoing basis within schools of social work and schools of nursing
In conclusion the articles with a focus on student and faculty experiences described in this themereport that the broad scope of educational efforts between nursing social work and allied health careprofessions widens the understanding of students which promotes teamwork and comprehension ofcare best practices across disciplines Table 3 includes details of each study including the methodsparticipants data collection and key findings and recommendations
Critique of the literature
There are limitations to the articles included within this study that should be noted First there wasa lack of theoretical frameworks providing guidelines and boundaries for the programs used acrossall articles but one (Rowan et al 2009) The use of theoretical frameworks may challenge and extendexisting knowledge strengthening the work within the limits of each study conducted respectivelyFor example authors may have used the IPEC competencies to frame their program goals ordiscussed how their learning objectives align with the competencies that IPEC recommends forIPE and practice Second 7 of the 24 articles were review articles and lacked a procedure forconducting the study either as a mixed-methodological qualitative or quantitative study designThe lack of details makes it difficult for the reader to assess the comprehensiveness of the review andthe accuracy of the conclusions drawn Third all studies used purposive non-probability samplingtechniques Based on researchers selecting study participants or students self-selecting findingsfrom these studies may not be generalizable to students or universities across the nation Last manystudies reported findings based on self-reported subjective assessments (eg Forrest amp Derrick2010) The lack of rigorous summative assessments makes it difficult to assess actual changes inknowledge skills and attitudes resulting from the intervention
Discussion and implications
This systematic review provides a comprehensive summary of the literature published on inter-professional education initiatives that have been developed and implemented in an effort to bestprepare nursing and social work students for interprofessional gerontological practice (ie programdescriptions evaluation of programs and student and faculty responses) A total of 24 articles werereviewed These publications highlight the potential of IPE efforts to prepare students for geronto-logical practice and interdisciplinary teamwork as well as student and faculty receptiveness to suchefforts The small number of publications also highlights the particular need for increased actionaround IPE in gerontological social work education and for IPE programs to be evaluated andfindings disseminated to the research community The few initiatives identified in this review of theliterature represent programsrsquo attempts to fill educational gaps within their curricula There is a need
JOURNAL OF SOCIAL WORK EDUCATION 15
Table3
Stud
entandFaculty
Experiences
(n=5)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Brooks
etal(2009)
1Au
thorsaddressthebestpractices
forteaching
thecourse
titledAg
ing
toInfancyacross
universitiesfrom
four
states
2Thisarticle
presents
areview
ofthe
numberof
gerontolog
y-focused
coursesacross
universitiesin
these
states
1Ag
ingcurriculum
across
IndianaIllinois
Michigan
andOhio
2Thecourse
isaprerequisite
for
admission
tonu
rsing
occupatio
naltherapy
social
workand
dieteticsprog
rams
1Co
nceptualizationof
the
health
care
team
2Positiveintrod
uctio
nto
aging
3Redu
ctionin
agism
1Co
urse
midterm
sfin
als
andassign
ments
2Co
urse
review
s
1Manydisciplinesincluding
nursing
dieteticssocialworkand
occupatio
naltherapyreportsimilar
challeng
eswith
integrating
gerontolog
ical
contentinto
their
curriculum
2
Stud
ents
repo
rtthat
having
four
instructorsfrom
diffe
rent
health
profession
sgave
abroadversionof
allaspects
Dam
ron-Rodriguez
(2008)
Thisarticle
presentsastateof
the
sciencecapturingfin
ding
sfrom
previous
educationalapp
roachesto
preparingnu
rses
andsocialworkersfor
supp
ortin
gfamily
caregivers
3Nursing
4Social
Work(SW)
5Medicine
6CSWEandHartford
Geriatriccompetencies
that
specifically
mentio
nfamilysuchas
diversity
commun
ication
and
assessment
7Review
oftheliterature
from
thepast
decade
(1998ndash2008)
8Itwas
foun
dthat
competencein
geriatricsiscentraltointerdisciplinary
team
workShared
learning
may
behelpfulacrossdisciplines
9Recommendthat
afram
eworkfor
educatingandtraining
nurses
and
social
workerscontainfour
central
elem
entsw
hatho
ww
here
and
when
andho
wwell
Dorfm
anet
al(2008)
10M
ixed-m
etho
dsstud
yanalyzed
data
from
advisory
boardmem
bers
11A
dvisorybo
ardgu
idingcurriculum
includ
edsocial
workfaculty
commun
itypartnerso
lder
adults
PhDstud
entsand
agraduate
and
anun
dergradu
aterepresentative
129
faculty
questio
nnaires
respon
ses
131
1advisory
board
respon
ses
14Sup
portandsatisfaction
with
project
15Sug
gestions
regarding
sustainabilityandfuture
implem
entatio
n
16Q
uestionn
aire
adapted
from
theGeroRich
Project
17B
othgrou
psagreed
that
the
ldquoGeroRichrdquo
projectto
provideBSW
stud
ents
with
gero-education
coursesispo
sitiveforSW
curriculum
18A
utho
rsencouragethereplicationof
theprog
ram
with
nursingandother
alliedhealth
care
profession
als
Addy
etal(2015)
19Thisarticle
shares
mod
ificatio
nsmadeto
aninterdisciplinarycourse
andevaluatedchangesin
end-of-
course
evaluatio
nsfrom
stud
ents
from
year
2013
to2014
ofimplem
entatio
n
20M
edicine
21N
ursing
22P
harm
acy
23P
ublic
Health
24SocialW
ork
25P
rogram
levelvaried
262
013coho
rt(256)
272
014coho
rt(394)
28V
aluesethics
29R
olesrespo
nsibilities
30C
ommun
icationand
team
steam
work
31O
nlineend-of-cou
rse
evaluatio
n32Student
reflections
abou
tthecourse
33Studentsshared
they
enjoyedbeing
with
health
care
stud
entsacross
disciplines
34Studentsrsquoratin
gof
allcou
rse
itemssign
ificantlyimproved
from
2013
to2014
(Continued)
16 S J BELTRAN AND V J MILLER
Table3
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Goldenet
al(2014)
1Cross-sectionalsurveyof
stud
ent
grou
psrsquovaluesregardingolder
adults
2Thepu
rposeof
thisstud
ywas
todrivethedevelopm
entof
ageriatric-focused
interprofessional
collabo
ratio
n
35M
edicine(third
year)
(31)
36N
urse
practitioners
(NP)
(70)
37M
SWlevelsocial
work(131)
38A
ttitu
destoward
carin
gforolderadults
39A
ttitu
destoward
person
alaging
40A
ttitu
desabou
thealth
reform
legislation
41B
eliefsabou
tleadership
inIDT
42P
aper
andpencil
surveys
43G
eriatricsAttitud
eScale(GAS
)44R
eactions
toAg
ing
Questionn
aire
(RAQ
)45P
atient
Protectio
nand
Affordable
Care
Act
(PPA
CA)assessment
46R
esultsshow
that
theprofession
shared
similarattitud
estoward
person
alaging
andNPandSW
stud
ents
hadmorepo
sitive
attitud
esrelatedto
carin
gforolder
adultsthan
medicalstud
ents
Overallallscoreswerewith
inthe
neutralrange
ofattitud
e47V
arieddiffe
rences
wereidentifiedin
attitud
estowardleadership
andthe
effect
ofhealth
care
reform
48A
utho
rsem
phasizetheneed
forIPE
tohigh
light
thevaluesystem
sof
each
profession
involved
incare
team
s
JOURNAL OF SOCIAL WORK EDUCATION 17
to expand the depth and breadth of these efforts including access to programs duration ofprograms and gerontological topics of focus What follows is a discussion of recommendationsfor future research and education These recommendations come from the literature discussed aswell as the authorsrsquo additional recommendations
Social work educators and researchers have made significant efforts to develop and deliver IPE tostudents interested in aging practice but more is needed A major limitation in the current literaturestems from the lack of rigorous research methods employed in the design and evaluation of theeducational interventions (eg Dorfman et al 2008 Ellman et al 2012 Hermann et al 2016)Future educational initiatives should be developed based on explicitly stated IPEC competencies andevaluated for effectiveness using more rigorous methods One way to achieve this may be throughthe use of validated and reliable assessment tools such as the IPEC Competency Self-Assessmenttool derived from IPEC competencies Developed by Dow DiazGranados Mazmanian and Retchin(2014) the tool measures students on 42 core competencies across two domains interprofessionalinteractions and interprofessional values
Even though differences in professional mandates add complexity to decisions about whichcompetencies to measure (Hermann et al 2016) several disciplines have made efforts to establishassessment measures based on interprofessional collaborative efforts (eg Lockeman et al 2016)Social work gerontology educators should take advantage of these developments by using themwithin and across departments at the university level In addition social workers with theircommitment to a biopsychosocial approach are well-positioned to initiate and steer collaborativeefforts related to the development of such measures Further efforts have been made to identifycompetencies relevant to both nursing and social work to develop a framework for education Thiswas done for example by Damron-Rodriguez (2008) with a focus on preparing nurses and socialworkers to support older adult family caregivers Future research should be conducted to identifycompetencies most important to interprofessional gerontological health care practice relevant acrossmultiple disciplines and settings and how to measure them
Social desirability bias is another concern across the articles included within this study Kolomeret al (2010) discussed the risk for socially desirable responses associated with having the IPEinitiatives be part of a graded course This risk is magnified by the use of subjective measuressuch as self-assessments and untested instruments (eg Hermann et al 2016) To minimize thisrisk objective measures using standardized instruments should be employed whenever possibleA standardized instrument recommended for future use in some of the articles reviewed is theGeriatric Social Work Competency Scale II (eg Brooks et al 2009 Damron-Rodriguez 2008)Head et al (2016) recommended that future research measure the long-term effect of the IPEinterventions
In addition to standardized instruments studies should implement rigorous sampling andrandomization techniques Golden et al (2014) recommend that future studies use larger samplesizes to improve their statistical power Although engaging in unbiased sampling recruitment andretention of students across professions can be logistically challenging (Mirick Davis ampWladkowski 2017 Rubin amp Babbie 2011) these investments will help to better assess outcomesand refine educational initiatives moving the field forward It is also important to emphasize thatalthough randomization is difficult given that IPE programs are often delivered as part of a semestercourse efforts should be made to incorporate a control group For example if the IPE is delivered asan aging course elective another section of the aging course where IPE is not delivered can be usedas a control group Internal validity would be limited but it would be a step forward from the non-experimental designs currently employed
Opportunities also exist for improving the implementation of IPE programs particularly whenprograms include field placements clinical rotations or partnerships with community agenciesSeveral of the articles included in this review recommend that programs continue to prioritize face-to-face small-group educational opportunities to connect health profession students and promoteinteractions among disciplines as it has been found to be an integral component of their IPE
18 S J BELTRAN AND V J MILLER
programming (eg Dorfman et al 2008) This recommendation is well-aligned with CAIPErsquosdefinition of IPE (Buring et al 2009) Kolomer et al (2010) and Poole et al (2013) also emphasizethe importance of developing or strengthening community partnerships It is important that whenIPE initiatives are implemented in the community special attention is paid to the sustainability andcontinuity of the resources and supports that the students and programs represent Includingfeedback from community members receiving care can be a constructive approach to assessingstudent learning and an effective component of the evaluation of IPE Simultaneously such feedbackcan help providers learn about the experiences of community members and effect of the programSoliciting feedback from community members as Rowan et al (2009) did in their program can alsohelp strengthen academicndashcommunity partnerships and support programmatic improvementsCommunity members may also be engaged in discussions about their needs and ways in whichacademicndashcommunity partners can remain involved between rounds of implementation which iscrucial to the quality and effect of the program on the community and on older adults
Finally future initiatives must consider the varying skills and knowledge that students from multipledisciplines possess and how to build curricula that supports all of their needs For example some of theprograms included in this review involved both BSW and MSW students and it is unclear whether lackof preparedness of BSW students to engage in some higher-level IPE activities emerged as a concern Thebenefits and limitations of combining BSW and MSW students in IPE experiences involving graduatestudents from other health professions merits further investigation Moreover nursing students witha strong scientific foundation and understanding of the biological and physiological components of agingmay lack understanding of the holistic socioeconomic psychosocial and behavioral aspects of agingwhich influence the health care decision-making process and are crucial in social work practice As suchnursing students ought to be engaged in coursework and curricula that addresses social influencespursues social change and maximizes the quality of life for older adults
Programs need to develop the infrastructure required to support interprofessional collaborations inresearch projects as well as in classrooms across levels of higher education so that social work facultyrsquosown practices mirror the interprofessional values they hope to impart onto students Jones and Phillips(2016) discussed the competencies of IPE as detailed by IPEC and provided a similar recommendationfor ldquodual and reciprocal appointments of faculty in schools of social work medicine public healthnursing and so forth hellip [and for] co-taught courses that bring together multiple faculty and studentsfrom a variety of disciplinesrdquo (p 26) Social work and nursing programs should build capacity forinterprofessional practice research and education This will require that leaders from various programscome together and discuss their accreditation mandates and work together to support the developmentof collaborations For example CSWE EPAS (2015) requires that social work faculty have 2 years of post-masterrsquos social work degree practice experience and other programs may have similar requirements thatwill dictate how to develop coteaching initiatives The need for program and profession leaders to cometogether has been previously expressed and can be found in the IPE literature (Clark 2011 Hall ampZierler 2015 Jensen Harvan amp Royeen 2009)
Conclusion
This is the first systematic review to examine interprofessional gerontological education program-ming within social work and nursing programs in the United States that can be located Findingsfrom this study highlight the current programs engaging in IPE to prepare gerontological andhealth care social workers as well as the effectiveness of such programming Overall thisliterature points to IPE educational initiatives as valuable and effective at increasing the self-awareness attitudes and skills of social work and nursing students engaged in gerontologicalpractice Moving forward the study of such initiatives should explore the benefits of IPE on long-term outcomes such as increased enrollment in further gerontology-specific studies (eg BSWstudents entering MSW aging concentrations) and on studentsrsquo readiness to practice with theolder adult population Ongoing examinations of the effect IPE initiatives have on the well-being
JOURNAL OF SOCIAL WORK EDUCATION 19
of older adults is also an area requiring continued research These interprofessional programsmay arm up-and-coming professionals with the skills and knowledge required to competentlycare for the growing population of aging Americans and for practicing within the health caresystem As such it is of paramount importance that social work programs infuse interprofessionaleducation into their programming and curricula and support faculty in their efforts to collabo-rate across departmental silos
Disclosure statement
No potential conflict of interest was reported by the authors
Notes on contributors
Susanny J Beltran PhD MSW is assistant professor with the School of Social Work University of Central FloridaVivian J Miller PhD LMSW is assistant professor with the Department of Human Services Bowling Green StateUniversity
References
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health and social work perspectives American Journal of Public Health 105(S1) S106ndashS108 doi102105AJPH2014302502
Aiguier G Oboeuf A Cobbaut J P amp Vanpee D (2015) Activity confrontation methods A reflexive andmetacognitive approach for interprofessional collaboration training Journal of Interprofessional Care 29(5)457ndash463 doi1031091356182020151004162
American Academy of Social Work amp Social Welfare (AASWSW) (2017) Close the health gap Retrieved from httpaaswsworggrand-challenges-initiative12-challengesclose-the-health-gap
Anderson M B amp Kanter S L (2010) Medical education in the united states and Canada 2010 Academic Medicine85(9) S2ndashS18
Angelini D J (2011) Interdisciplinary and interprofessional education What are the key issues and considerationsfor the future The Journal of Perinatal amp Neonatal Nursing 25(2) 175ndash179
daggerBalen R Rhodes C amp Ward L (2010) The power of stories Using narrative for interdisciplinary learning in healthand social care Social Work Education 29(4) 416ndash426 doi10108002615470902991742
daggerBekkema N de Veer A J Albers G Hertogh C M Onwuteaka-Philipsen B D amp Francke A L (2014)Training needs of nurses and social workers in the end-of-life care for people with intellectual disabilities a nationalsurvey Nurse Education Today 34(4) 494ndash500 doi101016jnedt201307018
daggerBellamy J L Mullen E J Satterfield J M Newhouse R P Ferguson M Brownson R C amp Spring B (2013)Implementing evidence-based practice education in social work A transdisciplinary approach Research on SocialWork Practice 23(4) 426ndash436 doi1011771049731513480528
daggerBennett E Hauck Y Radford G amp Bindahneem S (2016) An interprofessional exploration of nursing and socialwork roles when working jointly with families Journal of Interprofessional Care 30(2) 232ndash237 doi1031091356182020151115755
daggerBlacker S Head B A Jones B L Remke S S amp Supiano K (2016) Advancing hospice and palliative care socialwork leadership in interprofessional education and practice Journal of Social Work in End-Of-Life amp PalliativeCare 12(4) 316ndash330 doi1010801552425620161247771
Bonifas R P amp Gray A K (2013) Preparing social work students for interprofessional practice in geriatric healthcare Insights from two approaches Educational Gerontology 39(7) 476ndash490 doi101111ajag12106
daggerBoston G Croft B Mallikaaratchi W Mudd D Olsen A amp Toms-Ashcroft J (2010) NMC must sanction jointnursing and social work courses Learning Disability Practice (through 2013) 13(10) 6 doi107748ldp13106s11
daggerBronstein L R Anderson E Terwilliger S H amp Sager K (2012) Evaluating a model of school-based health andsocial services An interdisciplinary communityndashuniversity collaboration Children amp Schools 34(3) 155ndash165doi101093cscds004
Brooks J Fox D P amp Okagbue-Reaves J (2009) Best practices for an interdisciplinary team-taught courseEducational Gerontology 35 818ndash830 doi10108003601270902821350
Bureau of Labor Statistics US Department of Labor (2017) Healthcare Social Workers Occupational EmploymentStatistics 2017 Edition Retrieved from httpswwwblsgovoes2017mayoes211022htm
20 S J BELTRAN AND V J MILLER
daggerBurrow S Mairs H Pusey H Bradshaw T amp Keady J (2016) Continuing professional education Motivationsand experiences of health and social care professionalrsquos part-time study in higher education A qualitative literaturereview International Journal of Nursing Studies 63 139ndash145 doi101016jijnurstu201608011
Buring S M Bhushan A Broeseker A Conway S Duncan-Hewitt W Hansen L amp Westberg S (2009)Interprofessional education definitions student competencies and guidelines for implementation AmericanJournal of Pharmaceutical Education 73(4) 59 doi105688aj730459
daggerChan E A Lam W amp Yeung S K S L (2013) Interprofessional competence A qualitative exploration of socialwork and nursing studentsrsquo experience Journal of Nursing Education 52(9) 509ndash515 doi10392801484834-20130823-01
Chan E A Mok E Po-ying A H amp Man-chun J H (2009) The use of interdisciplinary seminars for thedevelopment of caring dispositions in nursing and social work students Journal of Advanced Nursing 65(12)2658ndash2667 doi101111j1365-2648200905121x
Chan E A Chi S P M Ching S amp Lam S K (2010) Interprofessional education The interface of nursing andsocial work Journal of Clinical Nursing 19(12) 168ndash176
daggerChicorelli J Dennie A Heinrich C Hinchey B Honarparvar F Jennings M hellip Tempelman J (2016)Canadian student leadersrsquo perspective on interprofessional education A consensus statement Journal ofInterprofessional Care 30(4) 545ndash547 doi1031091356182020161159187
daggerChodosh J Price R M Cadogan M P Damron-Rodriguez J Osterweil D Czerwinski A hellip Frank J C(2015) A practice improvement education program using a mentored approach to improve nursing facilitydepression caremdashpreliminary data Journal of the American Geriatrics Society 63(11) 2395ndash2399 doi101111jgs13775
Christensen K Doblhammer G Rau R amp Vaupel J W (2009) Ageing populations the challenges ahead TheLancet 374(9696) 1196ndash1208 doi101016S0140-6736(09)61460-4
daggerClark K Congdon H B Macmillan K Gonzales J P amp Guerra A (2015) Changes in perceptions and attitudesof healthcare profession students pre and post academic course experience of team-basedrsquocare for the critically IllrsquoJournal of Professional Nursing 31(4) 330ndash339 doi101016jprofnurs201501006
Clark P G (2011) The devil is in the details The seven deadly sins of organizing and continuing interprofessionaleducation in the US Journal of Interprofessional Care 25(5) 321ndash327 doi103109135618202011578223
daggerClarke B A Miers M E Pollard K C amp Thomas J (2007) Complexities of learning together Studentsrsquoexperience of face-to-face interprofessional groups Learning in Health and Social Care 6(4) 202ndash212doi101111j1473-6861200700162x
daggerCohen E V Hagestuen R Gonzaacutelez-Ramos G Cohen H W Bassich C Book E hellip Giroux M (2016)Interprofessional education increases knowledge promotes team building and changes practice in the care ofParkinsonrsquos disease Parkinsonism amp Related Disorders 22 21ndash27 doi101016jparkreldis201511001
Colby S L amp Ortman J M (2014) Projections of the size and composition of the US population 2014 to 2060Current population reports P25-1143 Washington DC US Census Bureau
Conti G Bowers C OrsquoConnell M B Bruer S Bugdalski-Stutrud C Smith G hellip Mendez J (2016) Examiningthe effects of an experiential interprofessional education activity with older adults Journal of Interprofessional Care30(2) 184ndash190 doi1031091356182020151092428
daggerCopperman J amp Newton P D (2007) Linking social work agency perspectives on interprofessional education intoa school of nursing and midwifery Journal of Interprofessional Care 21(2) 141ndash154 doi10108013561820701197522
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Council on Social Work Education (CSWE) (nd) About the gero-ed center Retrieved from httpswwwcsweorgCenters-InitiativesCentersGero-Ed-CenterAbout
daggerCurran V R Sharpe D Flynn K amp Button P (2010) A longitudinal study of the effect of an interprofessionaleducation curriculum on student satisfaction and attitudes towards interprofessional teamwork and educationJournal of Interprofessional Care 24(1) 41ndash52 doi10310913561820903011927
Dall T M Gallo P D Chakrabarti R West T Semilla A P amp Storm M V (2013) An aging population andgrowing disease burden will require a large and specialized health care workforce by 2025 Health Affairs 32(11)2013ndash2020 doi101377hlthaff20130714
Damron-Rodriguez J (2008) Developing competence for nurses and social workers The American Journal ofNursing 108 40ndash46 doi10109701NAJ000033641383366e0
daggerDay M R Bantry-White E amp Glavin P (2010) Professional Protection of vulnerable adults an interdisciplinaryworkshop Community Practitioner 83(9) 29ndash32
JOURNAL OF SOCIAL WORK EDUCATION 21
De Los Santos M McFarlin C D amp Martin L (2014) Interprofessional education and service learning A modelfor the future of health professions education Journal of Interprofessional Care 28(4) 374ndash375 doi103109135618202014889102
daggerDerbyshire J A amp Machin A I (2011) Learning to work collaboratively nursesrsquo views of their pre-registrationinterprofessional education and its impact on practice Nurse Education in Practice 11(4) 239ndash244 doi101016jnepr201011010
Dorfman L T Murty S A Ingram J G amp Li H (2008) Faculty and community partners in gerontologicalcurriculum enrichment Educational Gerontology 12 1087ndash1104 doi10108003601270802201398
Dow A A DiazGranados D Mazmanian P E amp Retchin S M (2014) An exploratory study of an assessment toolderived from the competencies of the interprofessional education collaborative Journal of Interprofessional Care28 299ndash304 doi103109135618202014891573
daggerDutton A J amp Worsley A R (2009) Doves and hawks Practice educatorsrsquo attitudes towards interprofessionallearning Learning in Health and Social Care 8(3) 145ndash153 doi101111j1473-6861200800204x
daggerEckstrom E Neal M B Cotrell V Casey C M McKenzie G Morgove M W hellip Lasater K (2016) Aninterprofessional approach to reducing the risk of falls through enhanced collaborative practice Journal of theAmerican Geriatrics Society 64(8) 1701ndash1707 doi101111jgs14178
Ellman M S Schulman-Green D Blatt L Asher S Viveiros D Clark J amp Bia M (2012) Using online learningand interactive simulation to teach spiritual and cultural aspects of palliative care to interprofessional studentsJournal of Palliative Medicine 15(11) 1240ndash1247 doi101089jpm20120038
daggerFilies G C Yassin Z amp Frantz J M (2016) Studentsrsquo views of learning about an interprofessional world cafeacutemethod African Journal of Health Professions Education 8(2) 229ndash233 doi107196AJHPE2016v8i2844
Forrest C amp Derrick C (2010) Interdisciplinary education in end-of-life care Creating new opportunities for socialwork nursing and clinical pastoral education students Journal of Social Work in End-Of-Life amp Palliative Care 6(1ndash2) 91ndash116 doi101080155242562010489224
daggerGalambos C (2008) From the editor the joint social worknursing caregiver initiative Opportunities for social workeducation Journal of Social Work Education 44(sup3) 1ndash4 doi105175JSWE2008773247701
Golden A G Gammonley D Hunt D Olsen E amp Barry Issenberg S (2014) The attitudes of graduate healthcarestudents toward older adults personal aging health care reform and interprofessional collaboration Journal ofInterprofessional Care 28(1) 40ndash44 doi103109135618202013830595
Gould P R Lee Y Berkowitz S amp Bronstein L (2015) Impact of a collaborative interprofessional learningexperience upon medical and social work students in geriatric health care Journal of Interprofessional Care 29(4)372ndash373 doi103109135618202014962128
daggerGrady C Danis M Soeken K L OrsquoDonnell P Taylor C Farrar A amp Ulrich C M (2008) Does ethicseducation influence the moral action of practicing nurses and social workers The American Journal of Bioethics 8(4) 4ndash11 doi10108015265160802166017
daggerGroessl J (2013) An interdisciplinary ethics module for MSW and nursing students Social Work Education 32(5)639ndash649 doi101080026154792012695342
Hall L W amp Zierler B K (2015) Interprofessional education and practice guide no 1 developing faculty toeffectively facilitate interprofessional education Journal of Interprofessional Care 29(1) 3ndash7 doi103109135618202014937483
daggerHall P Brajtman S Weaver L Grassau P A amp Varpio L (2014) Learning collaborative teamwork an argumentfor incorporating the humanities Journal of Interprofessional Care 28(6) 519ndash525 doi103109135618202014915513
daggerHaskins A M (2008) An exploration of satisfaction psychological stress and readiness for interprofessional learningin medical nursing allied health and social work students in an interprofessional health care course Available fromProQuest Dissertations and Theses
Head B A Schapmire T Earnshaw L Faul A Hermann C Jones C hellip Pfeiffer M (2016) Evaluation of aninterdisciplinary curriculum teaching team-based palliative care integration in oncology Journal of CancerEducation 31(2) 358ndash365 doi101007s13187-015-0799-y
daggerHead B A Schapmire T Hermann C Earnshaw L Faul A Jones C hellip Pfeifer M (2014) The interdisciplinaryCurriculum for Oncology Palliative Care Education (iCOPE) meeting the challenge of interprofessional educationJournal of Palliative Medicine 17(10) 1107ndash1114 doi101089jpm20140070
Heflin M T Pinheiro S O Konrad T R Egerton E O Thornlow D K White H K amp McConnell E J (2014)Design and evaluation of a prelicensure interprofessional course on improving care transitions Gerontology ampGeriatrics Education 35(1) 41ndash63 doi101080027019602013831349
daggerHemmings A Beckett G Kennerly S amp Yap T (2013) Building a community of research practice Intragroupteam social dynamics in interdisciplinary mixed methods Journal of Mixed Methods Research 7(3) 261ndash273 doihttp1011772F15586898134784681011772F1558689813478468
daggerHenderson S Dalton M amp Cartmel J (2016) Using interprofessional learning for continuing education devel-opment and evaluation of the graduate certificate program in health professional education for clinicians Journal ofContinuing Education in the Health Professions 36(3) 211ndash217 doi101097CEH0000000000000093
22 S J BELTRAN AND V J MILLER
Hermann C P Head B A Black K amp Singleton K (2016) Preparing nursing students for interprofessionalpractice the interdisciplinary curriculum for oncology palliative care education Journal of Professional Nursing 32(1) 62ndash71 doi101016jprofnurs201506001
Heuer A J Geisler S L Kamienski M Langevin D amp OrsquoSullivan M (2010) Introducing medical students to theinterdisciplinary health care team piloting a case-based approach Journal of Allied Health 39(2) 76ndash80
daggerHirst S P Lane A M amp Stares B (2012) Gerontological content in Canadian nursing and social work programsCanadian Geriatrics Journal CGJ 15(1) 8 doi105770cgj1521
daggerHolt J Coates C Cotterill D Eastburn S Laxton J Mistry H amp Young C (2010) Identifying commoncompetences in health and social care An example of multi-institutional and inter-professional working NurseEducation Today 30(3) 264ndash270 doi101016jnedt200909006
Hooyman N amp Diwan S (2009) A planned change model CSWE curricular and programmatic developmentprograms In N Hooyman (Ed) Transforming social work education The first decade of the Hartford geriatric socialwork initiative (pp 99ndash102) Alexandria VA Council on Social Work Education Press
daggerHoracek T Brann L Erdman M Middlemiss M A amp Raj S (2009) Interprofessional learning communityEducating dietetic and other health profession students through an interdisciplinary service-learning experienceTopics in Clinical Nutrition 24(1) 6ndash15 doi101097TIN0b013e3181977fae
Institute of Medicine (IOM) (2008) Retooling for an aging America Building the health care workforce WashingtonDC National Academy Press
Interprofessional Education Collaborative (IPEC) (2016) Core competencies for interprofessional collaborative practice2016 update Washington DC Author
Jensen G M Harvan R A amp Royeen C B (2009) Interprofessional education Context complexity and challengeLeadership in interprofessional education and practice Salisbury MA Jones and Bartlett Publishers LLC
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Jones B amp Phillips F (2016) Social work and interprofessional education in health care A call for continuedleadership Journal of Social Work Education 52(1) 18ndash29 doi1010801043779720161112629
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daggerJuujaumlrvi S Pesso K amp Myyry L (2011) Care-based ethical reasoning among first-year nursing and social servicesstudents Journal of Advanced Nursing 67(2) 418ndash427 doi101111j1365-2648201005461x
daggerKaasalainen S Willison K Wickson-Griffiths A amp Taniguchi A (2015) The evaluation of a national interprofes-sional palliative care workshop Journal of Interprofessional Care 29(5) 494ndash496 doi103109135618202014998364
daggerKent F Drysdale P Martin N amp Keating J L (2014) The mixed-discipline aged-care student clinic An authenticinterprofessional learning initiative Journal of Allied Health 43(1) 51ndash56
daggerKenward L amp Stiles M (2009) Intermediate care An interprofessional education opportunity in primary careJournal of Interprofessional Care 23(6) 668ndash671 doi10310913561820802634761
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daggerKnight A (2013) Interprofessonal education Two analyses of revised instruments comparisons of professions andeffectiveness of an interprofessional health care course The University of North Dakota Theses and Dissertations
Kolomer S Quinn M E amp Steele K (2010) Interdisciplinary health fairs for older adults and the value ofinterprofessional service learning Journal of Community Practice 18(2ndash3) 267ndash279 doi101080107054222010485863
daggerLam W Chan E A amp Yeung K S (2013) Implications for school nursing through interprofessional education andpractice Journal of Clinical Nursing 22(13ndash14) 1988ndash2001 doi101111jocn12163
daggerLapum J Hamzavi N Veljkovic K Mohamed Z Pettinato A Silver S amp Taylor E (2012) A performative andpoetical narrative of critical social theory in nursing education An ending and threshold of social justice NursingPhilosophy 13(1) 27ndash45 doi101111j1466-769X201100520x
daggerLeigh J A (2014) Reconstructing practice-based educator roles through effective practicendasheducation partnershipsJournal of Clinical Nursing 23(13ndash14) 1767ndash1769 doi101111jocn12381
Levit L A Balogh E Nass S J amp Ganz P (Eds) (2013) Delivering high-quality cancer care charting a new coursefor a system in crisis (pp 7ndash8) Washington DC National Academies Press
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2007) Interprofessional education on a training ward for older peopleStudentsrsquo conceptions of nurses occupational therapists and social workers Journal of Interprofessional Care 21(4)387ndash399 doi10108013561820701349420
daggerLidskog M Loumlfmark A amp AhlstroumlM G (2008) Learning about each other Studentsrsquo conceptions before and afterinterprofessional education on a training ward Journal of Interprofessional Care 22(5) 521ndash533 doi10108013561820802168471
JOURNAL OF SOCIAL WORK EDUCATION 23
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2008) Studentsrsquo learning experiences from interprofessional collaborationon a training ward in municipal care Learning in Health and Social Care 7(3) 134ndash145 doi101111j1473-6861200800181x
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2009) Learning through participating on an interprofessional trainingward Journal of Interprofessional Care 23(5) 486ndash497 doi10108013561820902921878
Lockeman K S Dow A W DiazGranados D McNielly D P Nickol D Koehn M L amp Knab M S (2016)Refinement of the IPEC competency self-assessment survey Results from a multi-institutional study Journal ofInterprofessional Care 30(6) 726ndash731 doi1010801356182020161220928
Lustig T A (2013) Statement before the commission on long term care Retrieved from httpltccommissionorgltccommissionwp-contentuploads201312Tracy-Lustig
daggerMacKenzie D E Doucet S Nasser S Godden-Webster A L Andrews C amp Kephart G (2014) Collaborationbehind-the-scenes key to effective interprofessional education Journal of Interprofessional Care 28(4) 381ndash383doi103109135618202014890923
MacRae N amp Pardue K T (2007) Use of readers theater to enhance interdisciplinary geriatric educationEducational Gerontology 33(6) 529ndash536 doi10108003601270701328920
daggerManusov E Ronnau J Vela L Lydia A amp Galke C (2015) Engagement and co-production Building aninter-professional integrated medical education and clinical practice International Journal of Integrated Care 15(5)doi105334ijic2105
daggerMcLeod D Curran J Dumont S White M amp Charles G (2014) The Interprofessional Psychosocial OncologyDistance Education (IPODE) project perceived outcomes of an approach to healthcare professional educationJournal of Interprofessional Care 28(3) 254ndash259 doi103109135618202013863181
Mirick R G Davis A amp Wladkowski S P (2017) Understanding sampling and recruitment in social workdissertation research Advances in Social Work 18(2) 415ndash436 doi101806021167
Moher D Liberati A Tetzlaff J Altman D G amp PRISMA Group (2009) Preferred reporting items for systematicreviews and meta-analyses the PRISMA statement PLoS Medicine 6(7) e1000097
daggerMorton S (2016) Inter-professional education A missed opportunity Community Practitioner the Journal of theCommunity Practitionersrsquoamp Health Visitorsrsquo Association 89(7) 28
daggerMunoz C C DoBroka C C amp Mohammad S (2009) Development of a multidisciplinary course in culturalcompetence for nursing and human service professions Journal of Nursing Education 48(9) 495ndash503 doi10392801484834-20090610-03
Murphy J I amp Nimmagadda J (2015) Partnering to provide simulated learning to address InterprofessionalEducation Collaborative core competencies Journal of Interprofessional Care 29(3) 258ndash259 doi103109135618202014942779
daggerNewton J M Cross W M White K Ockerby C amp Billett S (2011) Outcomes of a clinical partnership modelfor undergraduate nursing students Contemporary Nurse 39(1) 119ndash127 doi105172conu2011391119
daggerOdegard P S Robins L Murphy N Belza B Brock D Gallagher T H hellip Mitchell P (2009) Interprofessionalinitiatives at the University of Washington American Journal of Pharmaceutical Education 73(4) 63 doi105688aj730463
daggerOlsson M Persson M Kaila P Wikmar L N amp Bostroumlm C (2013) Studentsrsquo expectations when entering aninterprofessional masterrsquos degree program for health professionals a qualitative study Journal of Allied Health 42(1) 3ndash9
daggerOtis-Green S Yang E amp Lynne L (2013) ACE projectmdashadvocating for clinical excellence creating change in thedelivery of palliative care OMEGA-Journal of Death and Dying 67(1ndash2) 5ndash19 doi1021902FOM671-2b
daggerPareacute L Maziade J Pelletier F Houle N amp Iloko-Fundi M (2012) Training in interprofessional collaborationPedagogic innovation in family medicine units Canadian Family Physician 58(4) e203ndashe209
Park J Hawkins M Hamlin E Hawkins W amp Bamdas J A M (2014) Developing positive attitudes towardinterprofessional collaboration among students in the health care professions Educational Gerontology 40(12)894ndash908 doi101080036012772014908619
daggerParker V A amp Geron S M (2007) Cultural competence in nursing homes Issues and implications for educationGerontology amp Geriatrics Education 28(2) 37ndash54 doi101300J021v28n02_04
daggerPhillips J MacGiollaRi D amp Callaghan S (2012) Encouraging research in social work Narrative as the threadintegrating education and research in social work Social Work Education 31(6) 785ndash793 doi101080026154792012695200
daggerPollard K C Miers M E amp Rickaby C (2012) ldquoOh why didnrsquot I take more noticerdquo Professionalsrsquo views andperceptions of pre-qualifying preparation for interprofessional working in practice Journal of InterprofessionalCare 26(5) 355ndash361 doi103109135618202012689785
daggerPoole J Rife J C Pearson F amp Moore W R (2009) Developing community partnerships with religiouslyaffiliated organizations to address aging needs A case study of the congregational social work education initiativeSocial Work amp Christianity 36(2) 176-191
24 S J BELTRAN AND V J MILLER
Poole J Rife J C Pearson F Moore L Reaves A M amp Moore W (2013) Innovative social work field educationin congregational and community-based settings serving persons fifty-five+ an interdisciplinary training initiativefor BSW and MSW Students Social Work and Christianity 40(4) 404
daggerPulsford D Hope K amp Thompson R (2007) Higher education provision for professionals working with peoplewith dementia a scoping exercise Nurse Education Today 27(1) 5ndash13 doi101016jnedt200602003
Reeves S Zwarenstein M Goldman J Barr H Freeth D Koppel I amp Hammick M (2010) The effectiveness ofinterprofessional education Key findings from a new systematic review Journal of Interprofessional Care 24230ndash241 doi10310913561820903163405
daggerRobins L Brock D M Gallagher T Kartin D Lindhorst T Odegard P hellip Belza B (2008) Piloting teamsimulations to assess interprofessional skills Journal of Interprofessional Care 22(3) 325ndash328 doi10108013561820801886438
Rogers A T Gualco K J Hinckle C amp Baber R L (2013) Cultivating interest and competency in gerontologicalsocial work Opportunities for undergraduate education Journal of Gerontological Social Work 56(4) 335ndash355doi101080016343722013775989
Rowan N L Gillette P D Faul A C Yankeelov P A Borders K W Deck S hellip Wiegand M (2009)Innovative interdisciplinary training in and delivery of evidence-based geriatric services Creating a bridge withsocial work and physical therapy Gerontology amp Geriatrics Education 30(3) 187ndash204 doi10108002701960903133448
Rubin A amp Babbie E R (2011) Research methods for social work (7th ed) Belmont CA BrooksColedaggerSalm T Greenberg H Pitzel M amp Cripps D (2010) Interprofessional education internships in schools Jump
starting change Journal of Interprofessional Care 24(3) 251ndash263 doi10310913561820903051469daggerSchwartz E S Baugh J J Honsky J amp Luebbers E (2015) A patient advocacy program established through an
interprofessional student-run free clinic Journal of Health Care for the Poor and Underserved 26(1) 300ndash308doi101353hpu20150024
daggerSedgwick M (2011) Rural hospital interdisciplinary team membersrsquo experience of undergraduate nursing preceptor-ship A qualitative descriptive study Nurse Education in Practice 11(4) 278ndash282 doi101016jnepr201101004
daggerSelle K M Salamon K Boarman R amp Sauer J (2008) Providing interprofessional learning through interdisci-plinary collaboration The role of ldquomodellingrdquo Journal of Interprofessional Care 22(1) 85ndash92 doi10108013561820701714755
Sheppard K D Ford C R Sawyer P Foley K T Harada C N Brown C J amp Ritchie C S (2015) Theinterprofessional clinical experience interprofessional education in the nursing home Journal of InterprofessionalCare 29(2) 170ndash172 doi103109135618202014942776
daggerSims D (2011a) Achieving collaborative competence through interprofessional education Lessons learned fromjoint training in learning disability nursing and social work Social Work Education 30(1) 98ndash112 doi10108002615471003748056
daggerSims D (2011b) Reconstructing professional identity for professional and interprofessional practice A mixedmethods study of joint training programmes in learning disability nursing and social work Journal ofInterprofessional Care 25(4) 265ndash271 doi103109135618202011571352
daggerSmith R A amp Pilling S (2007) Allied health graduate programndashsupporting the transition from student toprofessional in an interdisciplinary program Journal of Interprofessional Care 21(3) 265ndash276 doi10108013561820701259116
daggerStepney P Callwood I Ning F amp Downing K (2011) Learning to collaborate a study of nursing studentsrsquoexperience of inter-professional education at one UK university Educational Studies 37(4) 419ndash434 doi101080030556982010539669
Supiano K P (2013) Weaving interdisciplinary and discipline-specific content into palliative care education Onesuccessful model for teaching end-of-life care Journal of Death and Dying 67(1ndash2) 201ndash206 doi102190OM671-2x
daggerSweigart L I Umoren R A Scott P J Carlton K H Jones J A Truman B amp Gossett E J (2016) VirtualTeamSTEPPSreg simulations produce teamwork attitude changes among health professions students Journal ofNursing Education 55(1) 31ndash35 doi10392801484834-20151214-08
daggerTan Z S Damron-Rodriguez J Cadogan M Gans D Price R M Merkin S S hellip Chodosh J (2017) Team-Based interprofessional competency training for dementia screening and management Journal of the AmericanGeriatrics Society 65(1) 207ndash211 doi101111jgs14540
daggerTew J Holley T amp Caplen P (2012) Dialogue and challenge Involving service users and carers in small grouplearning with social work and nursing students Social Work Education 31(3) 316ndash330 doi101080026154792011557429
daggerThompson B M Bratzler D W Fisher M J Torres A Faculty E P I C amp Sparks R A (2016) Workingtogether using a unique approach to evaluate an interactive and clinic-based longitudinal interprofessionaleducation experience with 13 professions Journal of Interprofessional Care 30(6) 754ndash761 doi1010801356182020161227962
JOURNAL OF SOCIAL WORK EDUCATION 25
daggerTourse R W C Mooney J F Shindul-Rothschild J Prince J Pulcini J A Platt S amp Savransky H (2008) Theuniversitycommunity partnership Transdisciplinary course development Journal of Interprofessional Care 22(5)461ndash474 doi10108013561820802355615
daggerTraube D E Pohle C E amp Barley M (2012) Teaching evidence-based social work in foundation practice coursesLearning from pedagogical choices of allied fields Journal of Evidence-based Social Work 9(3) 241ndash259doi101080154337142010525417
daggervan Schaik S M Regehr G Eva K W Irby D M amp Orsquosullivan P S (2016) Perceptions of peer-to-peerinterprofessional feedback among students in the health professions Academic Medicine 91(6) 807ndash812doi101097ACM0000000000000981
Whitaker T Weismiller T amp Clark E (2006) Assuring the sufficiency of a frontline workforce A national study oflicensed social workers Washington DC National Association of Social Workers
daggerWilliams A Mostyn A amp Fyson R (2009) Nursing and social work studentsrsquo perceptions of lecturing by non-university practitioners Journal of Interprofessional Care 23(1) 98ndash100 doi10108013561820802278577
World Health Organization (WHO) (2010) Framework for action on interprofessional education amp collaborativepractice Geneva Switzerland World Health Organization Retrieved from httpwhqlibdocwhointhq2010WHO_HRH_HPN_103_engpdf
daggerYaffe M J Wolfson C amp Lithwick M (2009) Professions show different enquiry strategies for elder abusedetection Implications for training and interprofessional care Journal of Interprofessional Care 23(6) 646ndash654doi10310913561820902886279
daggerYamauchi T Takeshima T Hirokawa S Oba Y amp Koh E (2017) An educational program for nursing and socialwork students using artwork created by people with mental health problems International Journal of Mental Healthand Addiction 15(3) 503ndash513 doi101007s11469-016-9716-9
daggerYeung K S S Ho A P Y Lo M C H amp Chan E A (2009) Social work ethical decision making in aninter-disciplinary context British Journal of Social Work 40(5) 1573ndash1590 doi101093bjswbcp065
Young H M Siegel E O McCormick W C Fulmer T Harootyan L K amp Dorr D A (2011) Interdisciplinarycollaboration in geriatrics Advancing health for older adults Nursing Outlook 59(4) 243ndash250 doi101016joutlook201105006
daggerZorek J amp Raehl C (2013) Interprofessional education accreditation standards in the USA a comparative analysisJournal of Interprofessional Care 27(2) 123ndash130 doi103109135618202012718295
26 S J BELTRAN AND V J MILLER
Table1
Prog
ram
Descriptio
ns(n=8)
Outcomes
Authors(year)
Prog
ram
Profession
sCo
ntent
Form
atKeyfin
ding
sandrecommendatio
ns
Pooleet
al
(2013)
1Co
ngregatio
nalS
ocialW
ork
EducationInitiative(CSW
EI)
2Article
describ
esimplem
entatio
nof
prog
ram
over
thelast6years
3Prog
ram
prepares
stud
ents
toworkwith
cong
regatio
nal
nurses
servingperson
s55+
1Stud
ent-nu
rseteam
s2
SixBSW-leveland
sixMSW
-level
stud
ents
each
roun
dof
the
prog
ram
1Forty-on
eCSWEpractice
behaviorsforBSW
stud
entsand
17forMSW
stud
ents
2Topics
includ
eoverview
ofmentalillnessandsubstance
abusehealthyaging
biop
sychosocialaspects
ofaging
andworking
inamultid
isciplinaryenvironm
ent
1Self-assessment
ofconfidence
with
core
competencies
2Prendashpo
sttest
1Socialworkstud
entsworkclosely
with
thecong
regatio
nrsquosnu
rseto
coordinate
services
forclients
2Allstudentswho
participatein
theprog
ram
rate
theirlevelo
fcompetencywith
anu
mberof
practicebehaviorshigh
ly
especiallywith
commun
icating
profession
aljudg
ment
3Stud
ents
dowello
nCSWE
competencies3and5
Hermannet
al
(2016)
4iCOPE
5Article
describ
esprog
ram
developm
entand
implem
entatio
n6
Prog
ram
prepares
stud
ents
for
palliativecare
practice
7Totalstudentsserved
over
2years
ofimplem
entatio
n8
BSNlevel(253)
9Medicine(186)
10M
SWlevel(71)
11C
haplaincy(34)
12C
ontent
guided
byIPEC
competencies
13R
eadiness
forinterprofessional
learning
andend-of-life
profession
alcaregiverskills
14P
rendashp
osttests
using
standardized
scales
(reported
elsewhere)
15D
idactic
mod
ules
were
developedbasedon
casesand
prob
lem-focused
teaching
metho
dstoprovideclinical
experienceandgive
the
stud
ents
theop
portun
ityto
workas
mem
bersof
aninterdisciplinaryteam
(IDT)
16Formativeprojectevaluatio
nsareon
going
andfin
ding
srepo
rted
elsewhere
MacRaeand
Pardue
(2007)
17InterdisciplinaryGeriatric
EducationProg
ram
(IGEP)
18IGEP
uses
ReadersTheateras
aninstructionalstrategyto
teachan
interdisciplinary
grou
pof
stud
ents
19P
hysician
assistant
20D
entalh
ygiene
21Socialw
ork
22N
ursing
23D
entistry
24O
ccup
ationaltherapy
25Levelsof
stud
ents
(gradvs
undergrad)
variedeach
time
26Team
functio
ning
commun
icationandconflict
resolutio
n
27Student
feedback
28Studentsrepo
rted
that
the
theaterinterventio
nallowed
them
toappreciate
the
perspectives
andgo
alsof
profession
alsfrom
other
disciplines
29Studentsalso
repo
rted
that
the
course
helped
them
become
acham
pion
fortheirprofession
andun
derstand
thevalueof
interdisciplinarywork (C
ontinued)
6 S J BELTRAN AND V J MILLER
Table1
(Con
tinued)
Outcomes
Authors(year)
Prog
ram
Profession
sCo
ntent
Form
atKeyfin
ding
sandrecommendatio
ns
Ellman
etal
(2012)
30P
rogram
consistin
gof
anon
lineinteractivecase-based
mod
uleandalivesimulation
worksho
pcreatedto
teachan
interdisciplinarygrou
pof
stud
ents
abou
tpalliativecare
31M
edicine
32C
haplaincy
33M
SWlevel
34G
radu
ate-leveln
ursing
355
objectivesg
oalsof
palliative
careo
pioidmisconceptio
ns
spiritual
andcultu
raln
eeds
clinicalfeatures
ofimminent
death
andun
derstand
ingof
interdisciplinaryteam
roles
36Two-hu
ndred
andeleven
total
stud
ent
reflections
37Three-hun
dred
andnine
stud
ent
questio
nnaires
usingLikert
scales
toevaluate
prog
ram
38Q
ualitativedata
indicatedthat
allstudentsun
derstood
each
otherrsquos
rolesandvalued
team
efforts
39Student
feedback
also
show
edthey
foun
dtheprog
ram
useful
andeducational(meanof
45
onLikertscale)
40A
utho
rsrecommendfuture
testingof
interventio
nin
other
educationalsettin
gs
DeLosSantos
McFarlinamp
Martin
(2014)
41G
reen
Family
Neigh
borhoodH
ELP
42A
rticle
describ
esalong
itudinal
interprofessionalservice-
learning
prog
ram
that
prepares
stud
ents
for
commun
ity-based
practice
43M
edicine
44B
SWlevel
45M
SWlevel
46Law
47B
SNlevel
48G
radu
ate-
leveln
ursing
49The
faculty
andstud
entmakeupis
also
diverse
50G
uidedby
Interprofessional
EducationCo
llabo
rative
competencies(IPEC)
51C
onceptsof
team
work
commun
ication
profession
alismand
critical
thinking
52O
ngoing
feedback
from
stud
ents
and
commun
itymem
bers
receivingcare
regardingthe
prog
ram
53The
prog
ram
hasfocused
specifically
onimprovinghealth
outcom
esof
medically
underservedcommun
ities
54Student
team
scond
uctedover
1777ho
mevisits
toover
248
households
ina2-year
perio
d55Studentsengage
incase
presentatio
nsto
adiverse
faculty
grou
pSupiano(2013)
56A
rticle
describ
esagraduate
course
teaching
interdisciplinarypalliativecare
practices
57G
radu
ate-
leveln
ursing
58P
harm
acy
59M
SW-levelstudents
60G
eron
tology
61The
course
istaug
htby
faculty
from
thesamedisciplines
62C
orepalliativecare
know
ledg
e63R
oles
ofeach
disciplinein
apalliativecare
team
64D
iscussions
post-cou
rse
focusgrou
ps
andin-team
projects
and
grou
pperformance
used
toevaluate
65The
stud
ents
show
edthat
they
gained
know
ledg
eabou
ttheir
ownandeach
otherrsquos
disciplinesrsquoroles
inpalliative
care
66The
author
recommends
that
thecourse
befurtherd
evelop
edandreplicatedincluding
stud
ents
from
otherfieldswho
arerepresentedin
palliative
care
team
s
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 7
Table1
(Con
tinued)
Outcomes
Authors(year)
Prog
ram
Profession
sCo
ntent
Form
atKeyfin
ding
sandrecommendatio
ns
Kolomer
etal
(2010)
67Service
learning
project
consistin
gof
health
fairs
for
theprom
otionandscreening
ofolderadults
atcommun
itycenters
68C
ollabo
rativeeffortbetween
twoun
iversitiesstud
entsand
commun
itysenior
centers
69B
SNlevel
70G
radu
ate-
leveln
ursing
71B
SWlevel
72M
SWlevel
73A
ttitu
destoward
interprofessionallearning
74Teamworkandcollabo
ratio
n75N
egativeprofession
alidentity
76P
ositive
profession
alidentity
77Two-page
questio
nnaire
toevaluate
their
interprofessional
learning
experience
78R
eadiness
for
Interprofessional
Learning
Scale
questio
nnaire
(34
subscales
used)
79Studentschosetheirdesired
boothto
workat
thehealth
fair
undertheirprofessorrsquos
guidance
80A
lthou
ghstud
ents
expressed
strong
identificationwith
their
ownprofession
sthey
had
ahigh
willingn
essto
shareand
learnskillsof
otherdisciplines
81Student
scores
also
demon
stratedthat
learning
the
valueof
interdisciplinary
commun
icationwas
helpful
Rowan
etal
(2009)
82Evidence-basedGeriatric
Evaluatio
nandSelf-
Managem
entServices
(GEM
S)projectwhich
serves
commun
ity-dwellingolder
adults
83A
rticle
describ
estheprocess
ofimplem
entin
gGEM
Sas
well
aschalleng
esandlesson
slearned
84B
achelorrsquos-or
masterrsquos-levelP
Tstud
ents
(17)
85M
SW-levelstudents(22)
86M
SW-levelp
rofessionals(14)
87M
inimum
bachelor-levelP
Tprofession
als(13)
88G
eriatricassessments
89H
ealth
self-managem
ent
90Telehealth
91Truefalseand
multip
le-cho
ice
onlinemod
ule
tests
92Twomod
ules
oftheGeriatric
SocialWork
Competency
ScaleII
93Studentsstated
they
had
positiveexperiences
and
appreciatedtheservicedelivery
metho
d94A
utho
rsdiscussob
staclesfaced
ininterdisciplinarytraining
servicedeliveryandproject
evaluatio
n95A
utho
rsconclude
that
the
initiativecanbe
replicated
inotherun
iversitiesto
improve
educationalo
utcomes
8 S J BELTRAN AND V J MILLER
Evaluation of programs
Eleven of the 24 publications discussed empirical studies evaluating the effectiveness of IPE pro-grams The majority of the program evaluations identified used mixed-methods (6) followed byquantitative (4) and qualitative designs (1) The programs being evaluated varied in their approachto the educational interventions Some were case simulations or scenarios (Heuer GeislerKamienski Langevin amp OrsquoSullivan 2010 Murphy amp Nimmagadda 2015) using students facultyor actors (Forrest amp Derrick 2010) Heuer et al (2010) is the only evaluation in this review that didnot include students from multiple fields Instead medical students participated in simulations withall other roles played by interprofessional faculty Heflin et al (2014) included faculty from multiplefields including social work but were unable to enroll a social work student in the course Despitethis social work students were among the intended audience Aiguier Oboeuf Cobbaut and Vanpee(2015) tested the effectiveness of activity confrontation as an educational approach Students fromnursing medicine social work and physiotherapy working in field placements were filmed perform-ing various activities and asked to analyze the recordings Other initiatives used more traditionalapproaches such as seminars (Chan Mok Po-ying amp Man-chun 2009) teaching sessionscourses(Head et al 2016 Heflin et al 2014) and real-life practice experiences in field (Conti et al 2016Sheppard et al 2015)
Interventions also differed in terms of participants gerontological topics of focus and aims Inaddition to nursing and social work fields required for inclusion in this review many initiativesinvolved medical occupational physical and speech therapy pharmacy and nutrition students (egConti et al 2016 Park Hawkins Hamlin Hawkins amp Bamdas 2014) Some initiatives also includedstudents from other fields that often work with older adults For example Sheppard et al (2015)included students from dentistry and optometry fields and both Head et al (2016) and Forrest andDerrick (2010) included chaplaincy and clergy students respectively
While all initiatives targeted gerontological interprofessional practice some focused specificallyon enhancing competencies associated with a particular area or setting of practice For exampleForrest and Derrickrsquos (2010) program aimed to introduce students to end-of-life care and findingssuggested that it helped confirm or generate studentsrsquo desire to work with terminally ill patientsSimilarly Head et alrsquos (2016) intervention focused exclusively on improving interprofessionalpractice in palliative care and Conti et al (2016) and Sheppard et al (2015) focused on improvingcollaborations within nursing homes and during home visits In addition to the topic or setting-specific initiatives all initiatives shared the goal of preparing students for interprofessional colla-borations To this end educational initiatives focused on helping students understand each otherrsquosroles within the interdisciplinary team and develop a sense of appreciation for team-based practice(Heuer et al 2010) Others focused on improving studentsrsquo attitudes and preparedness for inter-professional teamwork (Bonifas amp Gray 2013 Conti et al 2016 Heflin et al 2014 Park et al 2014)and developing caring dispositions in students (Chan et al 2009)
In summary the articles in this theme disseminate findings to the academic community based onevaluations of their programs The research designs constructs measured and data collectionmethods varied Most studies reported that their educational initiatives were successful in achievingsome or all of the aims and some also discussed challenges and recommendations for futurerenditions of the initiatives More details about the articles in this theme including a descriptionof methods participants outcome measures and findings are provided in Table 2
Student and faculty experiences
Descriptions of nursing and social work students and faculty responses and experiences related tothe IPE collaborations were emphasized across five articles included in the final sample Studentswho participated in these IPE programs reported gaining a broad perspective of aging and workingwith older adult populations (Brooks Fox amp Okagbue-Reaves 2009) In one study assessing student
JOURNAL OF SOCIAL WORK EDUCATION 9
Table2
Evaluatio
nof
Prog
rams(n=11)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Aigu
ieret
al(2015)
1Qualitativeevaluatio
nof
the
effectivenessof
anactivity
confrontationeducational
fram
eworkto
developan
interdisciplinaryeducation
training
prog
ram
2Dataevaluatedusingan
indu
ctivediscou
rseanalysis
inform
edby
grou
nded
theory
3Nursing
(3)
4Medicine(1)
5Socialwork(1)
6Ph
ysiotherapy(1)
7Stud
ents
selected
regardless
ofprog
ram
level
1Self-confrontation(by
stud
ents
oftheirrecorded
activity)
2Co
llectiveconfrontation
(studentsqu
alified
profession
als)
1Filmsandtranscrip
tsanalyzed
2Ch
ange
intim
eallocatio
nto
each
type
ofconfrontationassessed
1Themetho
dsprop
osed
encouraged
reflexive
analysisof
themotives
forchoosing
interprofessionalb
ehaviors
2Find
ings
also
show
edthat
the
patient
rolemustbe
considered
whendeveloping
aninterprofessionallearning
prog
ram
andcare
3Theauthorsem
phasizethe
impo
rtance
ofstud
ents
meetin
gthepatientswhich
helped
motivatethem
for
interprofessionalcollabo
ratio
ns
Headet
al(2016)
4Prendashpo
stmixed-m
etho
devaluatio
nof
aun
iversityrsquos
effortsto
design
andimplem
ent
aninterdisciplinarycurriculum
(iCORE)toteachpalliativecare
inon
cology
5Thecurriculum
includ
eson
line
case-based
didacticsan
InterdisciplinaryCase
Managem
entExperience(IC
ME)
clinicalrotatio
nsand
critical
reflectionactivities
6Ch
aplaincy
7BSNlevel
8Medicine(fo
urth
year)
9MSW
level
103
73stud
ents
completed
prendashpo
sttest
over
five
semesters
11C
onfid
ence
with
interprofessionale
ducatio
n12P
alliativecare
know
ledg
eandskills
13End
-of-Life
Profession
alCaregiverSurvey
14Self-Efficacyfor
Interprofessional
ExperientialLearning
Scale
15Interdisciplinary
16P
alliativeCare
Know
ledg
eSurvey
17Focus
grou
ps
18Studentsfrom
alld
isciplines
show
edsign
ificant
improvem
entson
quantitative
measureschaplaincy
stud
ents
didno
treachsign
ificanceon
somescales
19O
pen-endedrespon
ses
indicatedthat
ICMEand
rotatio
nswerethemost
enjoyableaspectsof
the
interventio
n20A
utho
rsconcludedthat
the
curriculum
was
successful
inteaching
skillsandknow
ledg
eandaffectingattitud
esand
abilitiesof
stud
entsto
provide
team
-based
oncology
care
21R
ecom
mendcontinuing
similarprog
ramsin
health
sciences
toprovidehand
s-on
interdisciplinarylearning
oppo
rtun
ities
(Continued)
10 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Contie
tal(2016)
22P
ost-experiencesurvey
and
open-end
edqu
estio
ns
23Interdisciplinaryteam
sassign
edto
olderadultsin
the
commun
ity
24Studentsmade293visits
total
to208olderadultparticipants
25M
edicine(303)
26P
harm
acy(177)
27B
SNlevel(84)
28O
ccup
ationalTherapy
(64)
29B
SWlevel(101)
30M
SWlevel(132)
318
61stud
ents
over
over
semesters
32Team
functio
n33V
aluing
homevisits
34U
nderstanding
olderadults
35V
aluing
IPEexperience
36Learningfrom
Interprofessional
EducationalE
xperiences
Survey
with
open-text
questio
ncompo
nent
37Surveyresults
show
edstud
entsheld
strong
positive
attitud
estowardagingand
olderadultsandtowardteam
-basedcollabo
ratio
ns
38P
articipants
also
repo
rted
learning
abou
ttherolesand
respon
sibilitiesof
other
profession
sandratedthe
experiencehigh
ly8
2stated
they
wou
ldwelcomemoreIPE
oppo
rtun
ities
ForrestandDerrick
(2010)
1Descriptiveevaluatio
nstud
yof
theInterdisciplinaryEducational
Specializationin
End-of-life
Care
prog
ramw
hich
was
design
edbasedon
aneedsassessment
describ
edelsewhere
39M
SWlevel
40B
SNlevel
41C
lergystud
ents
421
3stud
entprendash
post
evaluatio
nsanalyzed
4330competenciesrelatedto
know
ledg
eskillsand
profession
alidentity
44C
ontent
areas
commun
ication
advance
care
planning
futile
treatm
entsIPP
45P
re-andpo
sttest
survey
ofstud
entcompetency
self-assessmentand
focusgrou
ps
46N
oform
ative
assessments
used
47P
rogram
participants
repo
rted
that
theexperiencehelped
them
confirm
adesire
towork
inendof
life(EOL)
orgeneratedtheirdesire
todo
so
48A
llrespon
dentsindicated
that
theprog
ram
increased
theirknow
ledg
eof
interdisciplinaryworkin
EOL
49Follow-updata
show
that
over
70
ofprog
ram
participants
goon
toworkdirectlyin
EOL
care
Chan
etal(2009)
50M
ixed
metho
devaluatio
nof
interprofessionalsem
inarsfor
undergradu
atenu
rsingand
social
workstud
ents
aimed
atdeveloping
theircarin
gdisposition
s51The
interdisciplinaryseminars
discussedcase
scenariosrelated
toelderabusewhich
allowed
forstud
entsto
learnabou
ton
eanotherrsquos
carin
gperspectives
with
inthecontextof
decision
making
52B
SNlevel(16)
53B
SWlevel(16)
54Totalof
32stud
ents
over
twoseminarsaweek
aparteach
55Studentrsquosview
sabou
tthe
teaching
approachethical
decision
-makingand
carin
geach
otherrsquos
roles
commun
ication
values
and
beliefsrelatedto
decision
making
56D
atacollected
via
videotaped
recordings
Likertscale
questio
nnaireand
follow-upteleph
one
interviews
57D
atewereanalyzed
throug
hdescrip
tive
statisticsandcontent
analysis
58Themes
andsubthemes
includ
edan
increasedself-
awarenessof
their
profession
alvaluesenh
anced
understand
ingof
carin
gimproved
commun
icationand
open-m
indedn
essand
buildingtrustin
grelatio
nships
59A
utho
rsconcludedthat
seminarsarean
effective
medium
throug
hwhich
interdisciplinaryeducationon
nursingandsocialworkcan
bedelivered
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 11
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
BonifasandGray
(2013)
60P
rendashp
osttestqu
asi-
experim
entald
esignexam
ining
twocurriculaaimingto
prepare
social
workstud
ents
for
collabo
ratio
nin
geriatriccare
61O
necurriculum
used
aninterprofessionala
pproach
the
otheraun
i-professional
approach
62The
othercurriculum
discussed
interdisciplinarycollabo
ratio
nsin
asocialworkcourse
63M
SWlevel
64M
edicine
65N
utrition
66P
harm
acy
67N
ursing
68A
utho
rson
lystated
the
prog
ram
levels(M
SW)for
thesocialworkprofession
696
9stud
ents
inthe
interprofessional
curriculum
19in
theun
i-profession
alon
e
70C
hang
esin
social
work
stud
entsrsquoattitu
desand
values
towardIDT
71U
nderstanding
ofrolesand
training
requ
irements
ofmultid
isciplinarypartners
72P
rendashpo
sttest
using
adaptedversionof
the
Attitud
esTowardHealth
Care
Team
sScale
731
0multip
lechoice
questio
nsdevelopedby
theteam
used
toassess
understand
ingof
profession
alrolesand
training
ofIDT
mem
bers
74Studentsin
the
interdisciplinarycurriculum
sign
ificantlyimproved
their
attitud
esandvalues
toward
interdisciplinarycollabo
ratio
nsbu
tdidno
tshow
asmuch
improvem
entin
their
understand
ingof
each
profession
rsquosroles
75Studentsin
theun
i-profession
alcurriculum
sign
ificantlyimproved
their
understand
ingof
otherteam
mem
bersrsquoroles
butdidno
tchange
theirattitud
esand
values
towardcollabo
ratio
n76A
utho
rsconcludedthat
interprofessionale
ducatio
nis
thebetter
approach
toob
tain
change
instud
entsrsquoattitu
des
abou
tinterdisciplinaryteam
sSheppard
etal
(2015)
77M
ixed-m
etho
dstud
yevaluatin
gtheeffectsof
aninterprofessionalclinical
experience(IC
E)on
attitud
estowardolderadultsand
interprofessionale
ducatio
n78ICE
prog
ram
was
developed
basedon
IPEC
core
competenciesandfocusedon
interprofessionalp
racticein
nursingho
mes
79M
edicine
80D
entistry
81N
ursing
82N
utrition
83O
T84O
ptom
etry
85Socialw
ork
861
71stud
entrespon
ses
87A
utho
rsdidno
tstate
stud
entsrsquop
rogram
level
88A
ttitu
destoward
interprofessionalteams
89A
ttitu
destowardolder
adults
90Q
uantitativepre-and
posttestsdata
collected
usingtheUCLAGeriatric
Attitud
esScalefocus
grou
psanalyzed
using
anindu
ctivethem
atic
approach
91N
osign
ificant
changesin
attitud
eswerefoun
dexcept
forthestatem
entldquoM
ostold
peop
learepleasant
tobe
with
rdquowhich
improved
from
274
to44
ofstud
ents
strong
lyagreeing
from
pre-
topo
st-IC
E92G
enerallystudentsrepo
rted
positiveattitud
estoward
interprofessionalteamwork
andolderadults
93The
authorsconclude
that
the
briefinterprofessional
curriculum
offersthepo
tential
tobe
appliedsuccessfully
(Continued)
12 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Park
etal(2014)
94P
rendashp
osttestinterventio
nstud
ytestingtheeffectsof
IPE
prog
ram
95Intervention
(1)IPE
developm
entsession
and(2)
theSenior
AgingandGeriatrics
Educator
mentorin
gprog
ram
96M
edicine(firstyear)(52)
97B
SN-leveln
ursing
(49)
98M
SW(firstyear)-55
99A
ttitu
destoward
interprofessional
collabo
ratio
ns(physicianndash
socialworkerph
ysicianndash
nursenu
rsendashsocial
worker)
100
Prendashpo
stdata
collected
usingthe
originalandmod
ified
versions
ofthe
Jeffe
rson
Scho
olof
Attitud
esToward
Physician-Nurse
Collabo
ratio
n
101
Socialworkstud
ents
and
nursingstud
ents
repo
rted
theleastpo
sitiveattitud
estowardtheph
ysicianndash
social
workerph
ysicianndash
nurse
collabo
ratio
nsrespectively
102
Medicalstud
ents
improved
theirattitud
estowardall
threecollabo
ratio
nsto
agreaterdegree
than
the
otherstud
entsw
hich
isinconsistent
with
previous
finding
s103
Authorsrecommendthat
thecurriculum
beevaluated
andassessed
forintegrity
andthat
postgraduate
follow-upmeasuresbe
incorporated
toassess
long
-term
change
Heuer
etal(2010)
1Sm
allsurveyexplorationof
the
effectsof
a60-m
inute
interdisciplinarycase-simulation
sessionon
medicalstud
entsrsquo
awarenessof
otherprofession
srsquoscop
eof
practiceand
commun
icationskills
104
116stud
ents
from
medicine
105
Faculty
from
medical
imaging
nutrition
labo
ratory
techno
logy
nursing
physical
therapy(PT)p
hysician
assistant(PA)
respiratory
therapyand
socialwork
106
Awarenessof
other
profession
srsquoscop
eof
practice
107
Appreciatio
nforIDTand
commun
ication
108
Stud
entsrsquoexperiencewith
theinterventio
n
109
12-item
survey
used
tocollect
participant
feedback
aswellas
open-end
edqu
alitativequ
estio
nsregardingthe
initiative
110
Participants
repo
rted
that
thesessionwas
ago
odmeans
toachievethego
als
setou
t111
Survey
results
indicatedthat
medicalstud
entsrsquoawareness
andappreciatio
nof
other
health
profession
sincreased
andwas
overallp
ositive
112
Authorsconclude
that
future
sessions
shou
ldbe
adjusted
basedon
stud
entfeedback
andthat
thesessions
are
achalleng
ingyetvaluable
educationalu
ndertaking
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 13
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Murph
yand
Nimmagadda
(2015)
113
Prendashpo
stqu
asi-experimental
survey
design
evaluatin
gthe
effectivenessof
aneducationalsimulationfor
nursingandSW
stud
ents
114
Purposivesampleof
43nu
rsingand45
social
workstud
ents
115
Team
workand
collabo
ratio
n116
Patient
centeredness
117
Senseof
profession
alidentity
118
Prendash
posttest
using
theReadinessfor
Interprofessional
Learning
Scale
119
Uncertainty
abou
tinterprofessionalroles
decreasedby
morethan
two
third
sin
both
grou
ps
120
Both
nursingandSW
stud
ents
identifiednew
streng
thssuch
asreflective
listening
andop
en-
mindedn
essfortheSW
role
onpo
sttest
Heflin
etal(2014)
121
Pre-licensure
course
providing
interactiveteaching
sessions
tostud
ents
from
vario
ushealth
care
profession
s122
Theeducationalcom
ponent
focuseson
enhancing
transitio
nsof
care
forolder
adults
byimproving
interprofessionalp
ractices
123
Medicine
124
Pharmacy
125
PhysicalTherapy
126
PhysicianAssistants
127
Nutrition
128
Socialworkfaculty
129
18completed
the
evaluatio
nover
two
semesters
130
Course
topics
delineated
inthesyllabu
sinclud
edescrib
ingIDTmem
ber
rolesinterprofessional
commun
ication
andcare
planning
131
Learning
outcom
es
know
ledg
eandskillsin
clinicalcare
andin
quality
improvem
ent
andcommun
icationand
collabo
ratio
n
132
In-class
andon
line
participation
performance
onassign
mentsand
team
-based
prop
osals
used
toassess
stud
ents
133
Stud
entself-efficacy
measuredat
pre-
and
post-cou
rse
completion
134
Stud
entsrsquoself-efficacyratin
gssign
ificantlyimproved
inteam
workskillstransitio
nsof
careq
uality
improvem
entandcultu
ral
competence
135
Stud
entsrsquocou
rseevaluatio
nfeedback
indicatedthat
they
appreciatedtheinteractive
experienceandgettingto
engage
inrelevant
workas
wellastheenthusiasm
ofthecourse
faculty
14 S J BELTRAN AND V J MILLER
satisfaction and educational efforts Dorfman et al (2008) implemented a supplementary ldquoGeroRichrdquoSocial Work education program In this program community collaborations were the interventionaimed to strengthen the aging-focused learning opportunities This study of advisory board membersand social work faculty members found that programs utilizing community collaborations improvedgerontological social work education and that this type of community partnership could benefitnursing programs as well (Dorfman et al 2008)
Across these studies students reported having positive experiences participating in both therequired and supplemental educational efforts (Addy Browne Blake amp Bailey 2015 GoldenGammonley Hunt Olsen amp Barry Issenberg 2014) These educational opportunities were foundto be enjoyable for students and highlighted important features of each respective discipline (Addyet al 2015 Golden et al 2014) Additionally students perceived that they had gained an under-standing of key health concepts following this collaboration (Addy et al 2015) Finally a state-of-the-science by Damron-Rodriguez (2008) found that shared learning between social work and nursingprograms may lend toward competency-based education however competence must be defined andassessed in an ongoing basis within schools of social work and schools of nursing
In conclusion the articles with a focus on student and faculty experiences described in this themereport that the broad scope of educational efforts between nursing social work and allied health careprofessions widens the understanding of students which promotes teamwork and comprehension ofcare best practices across disciplines Table 3 includes details of each study including the methodsparticipants data collection and key findings and recommendations
Critique of the literature
There are limitations to the articles included within this study that should be noted First there wasa lack of theoretical frameworks providing guidelines and boundaries for the programs used acrossall articles but one (Rowan et al 2009) The use of theoretical frameworks may challenge and extendexisting knowledge strengthening the work within the limits of each study conducted respectivelyFor example authors may have used the IPEC competencies to frame their program goals ordiscussed how their learning objectives align with the competencies that IPEC recommends forIPE and practice Second 7 of the 24 articles were review articles and lacked a procedure forconducting the study either as a mixed-methodological qualitative or quantitative study designThe lack of details makes it difficult for the reader to assess the comprehensiveness of the review andthe accuracy of the conclusions drawn Third all studies used purposive non-probability samplingtechniques Based on researchers selecting study participants or students self-selecting findingsfrom these studies may not be generalizable to students or universities across the nation Last manystudies reported findings based on self-reported subjective assessments (eg Forrest amp Derrick2010) The lack of rigorous summative assessments makes it difficult to assess actual changes inknowledge skills and attitudes resulting from the intervention
Discussion and implications
This systematic review provides a comprehensive summary of the literature published on inter-professional education initiatives that have been developed and implemented in an effort to bestprepare nursing and social work students for interprofessional gerontological practice (ie programdescriptions evaluation of programs and student and faculty responses) A total of 24 articles werereviewed These publications highlight the potential of IPE efforts to prepare students for geronto-logical practice and interdisciplinary teamwork as well as student and faculty receptiveness to suchefforts The small number of publications also highlights the particular need for increased actionaround IPE in gerontological social work education and for IPE programs to be evaluated andfindings disseminated to the research community The few initiatives identified in this review of theliterature represent programsrsquo attempts to fill educational gaps within their curricula There is a need
JOURNAL OF SOCIAL WORK EDUCATION 15
Table3
Stud
entandFaculty
Experiences
(n=5)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Brooks
etal(2009)
1Au
thorsaddressthebestpractices
forteaching
thecourse
titledAg
ing
toInfancyacross
universitiesfrom
four
states
2Thisarticle
presents
areview
ofthe
numberof
gerontolog
y-focused
coursesacross
universitiesin
these
states
1Ag
ingcurriculum
across
IndianaIllinois
Michigan
andOhio
2Thecourse
isaprerequisite
for
admission
tonu
rsing
occupatio
naltherapy
social
workand
dieteticsprog
rams
1Co
nceptualizationof
the
health
care
team
2Positiveintrod
uctio
nto
aging
3Redu
ctionin
agism
1Co
urse
midterm
sfin
als
andassign
ments
2Co
urse
review
s
1Manydisciplinesincluding
nursing
dieteticssocialworkand
occupatio
naltherapyreportsimilar
challeng
eswith
integrating
gerontolog
ical
contentinto
their
curriculum
2
Stud
ents
repo
rtthat
having
four
instructorsfrom
diffe
rent
health
profession
sgave
abroadversionof
allaspects
Dam
ron-Rodriguez
(2008)
Thisarticle
presentsastateof
the
sciencecapturingfin
ding
sfrom
previous
educationalapp
roachesto
preparingnu
rses
andsocialworkersfor
supp
ortin
gfamily
caregivers
3Nursing
4Social
Work(SW)
5Medicine
6CSWEandHartford
Geriatriccompetencies
that
specifically
mentio
nfamilysuchas
diversity
commun
ication
and
assessment
7Review
oftheliterature
from
thepast
decade
(1998ndash2008)
8Itwas
foun
dthat
competencein
geriatricsiscentraltointerdisciplinary
team
workShared
learning
may
behelpfulacrossdisciplines
9Recommendthat
afram
eworkfor
educatingandtraining
nurses
and
social
workerscontainfour
central
elem
entsw
hatho
ww
here
and
when
andho
wwell
Dorfm
anet
al(2008)
10M
ixed-m
etho
dsstud
yanalyzed
data
from
advisory
boardmem
bers
11A
dvisorybo
ardgu
idingcurriculum
includ
edsocial
workfaculty
commun
itypartnerso
lder
adults
PhDstud
entsand
agraduate
and
anun
dergradu
aterepresentative
129
faculty
questio
nnaires
respon
ses
131
1advisory
board
respon
ses
14Sup
portandsatisfaction
with
project
15Sug
gestions
regarding
sustainabilityandfuture
implem
entatio
n
16Q
uestionn
aire
adapted
from
theGeroRich
Project
17B
othgrou
psagreed
that
the
ldquoGeroRichrdquo
projectto
provideBSW
stud
ents
with
gero-education
coursesispo
sitiveforSW
curriculum
18A
utho
rsencouragethereplicationof
theprog
ram
with
nursingandother
alliedhealth
care
profession
als
Addy
etal(2015)
19Thisarticle
shares
mod
ificatio
nsmadeto
aninterdisciplinarycourse
andevaluatedchangesin
end-of-
course
evaluatio
nsfrom
stud
ents
from
year
2013
to2014
ofimplem
entatio
n
20M
edicine
21N
ursing
22P
harm
acy
23P
ublic
Health
24SocialW
ork
25P
rogram
levelvaried
262
013coho
rt(256)
272
014coho
rt(394)
28V
aluesethics
29R
olesrespo
nsibilities
30C
ommun
icationand
team
steam
work
31O
nlineend-of-cou
rse
evaluatio
n32Student
reflections
abou
tthecourse
33Studentsshared
they
enjoyedbeing
with
health
care
stud
entsacross
disciplines
34Studentsrsquoratin
gof
allcou
rse
itemssign
ificantlyimproved
from
2013
to2014
(Continued)
16 S J BELTRAN AND V J MILLER
Table3
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Goldenet
al(2014)
1Cross-sectionalsurveyof
stud
ent
grou
psrsquovaluesregardingolder
adults
2Thepu
rposeof
thisstud
ywas
todrivethedevelopm
entof
ageriatric-focused
interprofessional
collabo
ratio
n
35M
edicine(third
year)
(31)
36N
urse
practitioners
(NP)
(70)
37M
SWlevelsocial
work(131)
38A
ttitu
destoward
carin
gforolderadults
39A
ttitu
destoward
person
alaging
40A
ttitu
desabou
thealth
reform
legislation
41B
eliefsabou
tleadership
inIDT
42P
aper
andpencil
surveys
43G
eriatricsAttitud
eScale(GAS
)44R
eactions
toAg
ing
Questionn
aire
(RAQ
)45P
atient
Protectio
nand
Affordable
Care
Act
(PPA
CA)assessment
46R
esultsshow
that
theprofession
shared
similarattitud
estoward
person
alaging
andNPandSW
stud
ents
hadmorepo
sitive
attitud
esrelatedto
carin
gforolder
adultsthan
medicalstud
ents
Overallallscoreswerewith
inthe
neutralrange
ofattitud
e47V
arieddiffe
rences
wereidentifiedin
attitud
estowardleadership
andthe
effect
ofhealth
care
reform
48A
utho
rsem
phasizetheneed
forIPE
tohigh
light
thevaluesystem
sof
each
profession
involved
incare
team
s
JOURNAL OF SOCIAL WORK EDUCATION 17
to expand the depth and breadth of these efforts including access to programs duration ofprograms and gerontological topics of focus What follows is a discussion of recommendationsfor future research and education These recommendations come from the literature discussed aswell as the authorsrsquo additional recommendations
Social work educators and researchers have made significant efforts to develop and deliver IPE tostudents interested in aging practice but more is needed A major limitation in the current literaturestems from the lack of rigorous research methods employed in the design and evaluation of theeducational interventions (eg Dorfman et al 2008 Ellman et al 2012 Hermann et al 2016)Future educational initiatives should be developed based on explicitly stated IPEC competencies andevaluated for effectiveness using more rigorous methods One way to achieve this may be throughthe use of validated and reliable assessment tools such as the IPEC Competency Self-Assessmenttool derived from IPEC competencies Developed by Dow DiazGranados Mazmanian and Retchin(2014) the tool measures students on 42 core competencies across two domains interprofessionalinteractions and interprofessional values
Even though differences in professional mandates add complexity to decisions about whichcompetencies to measure (Hermann et al 2016) several disciplines have made efforts to establishassessment measures based on interprofessional collaborative efforts (eg Lockeman et al 2016)Social work gerontology educators should take advantage of these developments by using themwithin and across departments at the university level In addition social workers with theircommitment to a biopsychosocial approach are well-positioned to initiate and steer collaborativeefforts related to the development of such measures Further efforts have been made to identifycompetencies relevant to both nursing and social work to develop a framework for education Thiswas done for example by Damron-Rodriguez (2008) with a focus on preparing nurses and socialworkers to support older adult family caregivers Future research should be conducted to identifycompetencies most important to interprofessional gerontological health care practice relevant acrossmultiple disciplines and settings and how to measure them
Social desirability bias is another concern across the articles included within this study Kolomeret al (2010) discussed the risk for socially desirable responses associated with having the IPEinitiatives be part of a graded course This risk is magnified by the use of subjective measuressuch as self-assessments and untested instruments (eg Hermann et al 2016) To minimize thisrisk objective measures using standardized instruments should be employed whenever possibleA standardized instrument recommended for future use in some of the articles reviewed is theGeriatric Social Work Competency Scale II (eg Brooks et al 2009 Damron-Rodriguez 2008)Head et al (2016) recommended that future research measure the long-term effect of the IPEinterventions
In addition to standardized instruments studies should implement rigorous sampling andrandomization techniques Golden et al (2014) recommend that future studies use larger samplesizes to improve their statistical power Although engaging in unbiased sampling recruitment andretention of students across professions can be logistically challenging (Mirick Davis ampWladkowski 2017 Rubin amp Babbie 2011) these investments will help to better assess outcomesand refine educational initiatives moving the field forward It is also important to emphasize thatalthough randomization is difficult given that IPE programs are often delivered as part of a semestercourse efforts should be made to incorporate a control group For example if the IPE is delivered asan aging course elective another section of the aging course where IPE is not delivered can be usedas a control group Internal validity would be limited but it would be a step forward from the non-experimental designs currently employed
Opportunities also exist for improving the implementation of IPE programs particularly whenprograms include field placements clinical rotations or partnerships with community agenciesSeveral of the articles included in this review recommend that programs continue to prioritize face-to-face small-group educational opportunities to connect health profession students and promoteinteractions among disciplines as it has been found to be an integral component of their IPE
18 S J BELTRAN AND V J MILLER
programming (eg Dorfman et al 2008) This recommendation is well-aligned with CAIPErsquosdefinition of IPE (Buring et al 2009) Kolomer et al (2010) and Poole et al (2013) also emphasizethe importance of developing or strengthening community partnerships It is important that whenIPE initiatives are implemented in the community special attention is paid to the sustainability andcontinuity of the resources and supports that the students and programs represent Includingfeedback from community members receiving care can be a constructive approach to assessingstudent learning and an effective component of the evaluation of IPE Simultaneously such feedbackcan help providers learn about the experiences of community members and effect of the programSoliciting feedback from community members as Rowan et al (2009) did in their program can alsohelp strengthen academicndashcommunity partnerships and support programmatic improvementsCommunity members may also be engaged in discussions about their needs and ways in whichacademicndashcommunity partners can remain involved between rounds of implementation which iscrucial to the quality and effect of the program on the community and on older adults
Finally future initiatives must consider the varying skills and knowledge that students from multipledisciplines possess and how to build curricula that supports all of their needs For example some of theprograms included in this review involved both BSW and MSW students and it is unclear whether lackof preparedness of BSW students to engage in some higher-level IPE activities emerged as a concern Thebenefits and limitations of combining BSW and MSW students in IPE experiences involving graduatestudents from other health professions merits further investigation Moreover nursing students witha strong scientific foundation and understanding of the biological and physiological components of agingmay lack understanding of the holistic socioeconomic psychosocial and behavioral aspects of agingwhich influence the health care decision-making process and are crucial in social work practice As suchnursing students ought to be engaged in coursework and curricula that addresses social influencespursues social change and maximizes the quality of life for older adults
Programs need to develop the infrastructure required to support interprofessional collaborations inresearch projects as well as in classrooms across levels of higher education so that social work facultyrsquosown practices mirror the interprofessional values they hope to impart onto students Jones and Phillips(2016) discussed the competencies of IPE as detailed by IPEC and provided a similar recommendationfor ldquodual and reciprocal appointments of faculty in schools of social work medicine public healthnursing and so forth hellip [and for] co-taught courses that bring together multiple faculty and studentsfrom a variety of disciplinesrdquo (p 26) Social work and nursing programs should build capacity forinterprofessional practice research and education This will require that leaders from various programscome together and discuss their accreditation mandates and work together to support the developmentof collaborations For example CSWE EPAS (2015) requires that social work faculty have 2 years of post-masterrsquos social work degree practice experience and other programs may have similar requirements thatwill dictate how to develop coteaching initiatives The need for program and profession leaders to cometogether has been previously expressed and can be found in the IPE literature (Clark 2011 Hall ampZierler 2015 Jensen Harvan amp Royeen 2009)
Conclusion
This is the first systematic review to examine interprofessional gerontological education program-ming within social work and nursing programs in the United States that can be located Findingsfrom this study highlight the current programs engaging in IPE to prepare gerontological andhealth care social workers as well as the effectiveness of such programming Overall thisliterature points to IPE educational initiatives as valuable and effective at increasing the self-awareness attitudes and skills of social work and nursing students engaged in gerontologicalpractice Moving forward the study of such initiatives should explore the benefits of IPE on long-term outcomes such as increased enrollment in further gerontology-specific studies (eg BSWstudents entering MSW aging concentrations) and on studentsrsquo readiness to practice with theolder adult population Ongoing examinations of the effect IPE initiatives have on the well-being
JOURNAL OF SOCIAL WORK EDUCATION 19
of older adults is also an area requiring continued research These interprofessional programsmay arm up-and-coming professionals with the skills and knowledge required to competentlycare for the growing population of aging Americans and for practicing within the health caresystem As such it is of paramount importance that social work programs infuse interprofessionaleducation into their programming and curricula and support faculty in their efforts to collabo-rate across departmental silos
Disclosure statement
No potential conflict of interest was reported by the authors
Notes on contributors
Susanny J Beltran PhD MSW is assistant professor with the School of Social Work University of Central FloridaVivian J Miller PhD LMSW is assistant professor with the Department of Human Services Bowling Green StateUniversity
References
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health and social work perspectives American Journal of Public Health 105(S1) S106ndashS108 doi102105AJPH2014302502
Aiguier G Oboeuf A Cobbaut J P amp Vanpee D (2015) Activity confrontation methods A reflexive andmetacognitive approach for interprofessional collaboration training Journal of Interprofessional Care 29(5)457ndash463 doi1031091356182020151004162
American Academy of Social Work amp Social Welfare (AASWSW) (2017) Close the health gap Retrieved from httpaaswsworggrand-challenges-initiative12-challengesclose-the-health-gap
Anderson M B amp Kanter S L (2010) Medical education in the united states and Canada 2010 Academic Medicine85(9) S2ndashS18
Angelini D J (2011) Interdisciplinary and interprofessional education What are the key issues and considerationsfor the future The Journal of Perinatal amp Neonatal Nursing 25(2) 175ndash179
daggerBalen R Rhodes C amp Ward L (2010) The power of stories Using narrative for interdisciplinary learning in healthand social care Social Work Education 29(4) 416ndash426 doi10108002615470902991742
daggerBekkema N de Veer A J Albers G Hertogh C M Onwuteaka-Philipsen B D amp Francke A L (2014)Training needs of nurses and social workers in the end-of-life care for people with intellectual disabilities a nationalsurvey Nurse Education Today 34(4) 494ndash500 doi101016jnedt201307018
daggerBellamy J L Mullen E J Satterfield J M Newhouse R P Ferguson M Brownson R C amp Spring B (2013)Implementing evidence-based practice education in social work A transdisciplinary approach Research on SocialWork Practice 23(4) 426ndash436 doi1011771049731513480528
daggerBennett E Hauck Y Radford G amp Bindahneem S (2016) An interprofessional exploration of nursing and socialwork roles when working jointly with families Journal of Interprofessional Care 30(2) 232ndash237 doi1031091356182020151115755
daggerBlacker S Head B A Jones B L Remke S S amp Supiano K (2016) Advancing hospice and palliative care socialwork leadership in interprofessional education and practice Journal of Social Work in End-Of-Life amp PalliativeCare 12(4) 316ndash330 doi1010801552425620161247771
Bonifas R P amp Gray A K (2013) Preparing social work students for interprofessional practice in geriatric healthcare Insights from two approaches Educational Gerontology 39(7) 476ndash490 doi101111ajag12106
daggerBoston G Croft B Mallikaaratchi W Mudd D Olsen A amp Toms-Ashcroft J (2010) NMC must sanction jointnursing and social work courses Learning Disability Practice (through 2013) 13(10) 6 doi107748ldp13106s11
daggerBronstein L R Anderson E Terwilliger S H amp Sager K (2012) Evaluating a model of school-based health andsocial services An interdisciplinary communityndashuniversity collaboration Children amp Schools 34(3) 155ndash165doi101093cscds004
Brooks J Fox D P amp Okagbue-Reaves J (2009) Best practices for an interdisciplinary team-taught courseEducational Gerontology 35 818ndash830 doi10108003601270902821350
Bureau of Labor Statistics US Department of Labor (2017) Healthcare Social Workers Occupational EmploymentStatistics 2017 Edition Retrieved from httpswwwblsgovoes2017mayoes211022htm
20 S J BELTRAN AND V J MILLER
daggerBurrow S Mairs H Pusey H Bradshaw T amp Keady J (2016) Continuing professional education Motivationsand experiences of health and social care professionalrsquos part-time study in higher education A qualitative literaturereview International Journal of Nursing Studies 63 139ndash145 doi101016jijnurstu201608011
Buring S M Bhushan A Broeseker A Conway S Duncan-Hewitt W Hansen L amp Westberg S (2009)Interprofessional education definitions student competencies and guidelines for implementation AmericanJournal of Pharmaceutical Education 73(4) 59 doi105688aj730459
daggerChan E A Lam W amp Yeung S K S L (2013) Interprofessional competence A qualitative exploration of socialwork and nursing studentsrsquo experience Journal of Nursing Education 52(9) 509ndash515 doi10392801484834-20130823-01
Chan E A Mok E Po-ying A H amp Man-chun J H (2009) The use of interdisciplinary seminars for thedevelopment of caring dispositions in nursing and social work students Journal of Advanced Nursing 65(12)2658ndash2667 doi101111j1365-2648200905121x
Chan E A Chi S P M Ching S amp Lam S K (2010) Interprofessional education The interface of nursing andsocial work Journal of Clinical Nursing 19(12) 168ndash176
daggerChicorelli J Dennie A Heinrich C Hinchey B Honarparvar F Jennings M hellip Tempelman J (2016)Canadian student leadersrsquo perspective on interprofessional education A consensus statement Journal ofInterprofessional Care 30(4) 545ndash547 doi1031091356182020161159187
daggerChodosh J Price R M Cadogan M P Damron-Rodriguez J Osterweil D Czerwinski A hellip Frank J C(2015) A practice improvement education program using a mentored approach to improve nursing facilitydepression caremdashpreliminary data Journal of the American Geriatrics Society 63(11) 2395ndash2399 doi101111jgs13775
Christensen K Doblhammer G Rau R amp Vaupel J W (2009) Ageing populations the challenges ahead TheLancet 374(9696) 1196ndash1208 doi101016S0140-6736(09)61460-4
daggerClark K Congdon H B Macmillan K Gonzales J P amp Guerra A (2015) Changes in perceptions and attitudesof healthcare profession students pre and post academic course experience of team-basedrsquocare for the critically IllrsquoJournal of Professional Nursing 31(4) 330ndash339 doi101016jprofnurs201501006
Clark P G (2011) The devil is in the details The seven deadly sins of organizing and continuing interprofessionaleducation in the US Journal of Interprofessional Care 25(5) 321ndash327 doi103109135618202011578223
daggerClarke B A Miers M E Pollard K C amp Thomas J (2007) Complexities of learning together Studentsrsquoexperience of face-to-face interprofessional groups Learning in Health and Social Care 6(4) 202ndash212doi101111j1473-6861200700162x
daggerCohen E V Hagestuen R Gonzaacutelez-Ramos G Cohen H W Bassich C Book E hellip Giroux M (2016)Interprofessional education increases knowledge promotes team building and changes practice in the care ofParkinsonrsquos disease Parkinsonism amp Related Disorders 22 21ndash27 doi101016jparkreldis201511001
Colby S L amp Ortman J M (2014) Projections of the size and composition of the US population 2014 to 2060Current population reports P25-1143 Washington DC US Census Bureau
Conti G Bowers C OrsquoConnell M B Bruer S Bugdalski-Stutrud C Smith G hellip Mendez J (2016) Examiningthe effects of an experiential interprofessional education activity with older adults Journal of Interprofessional Care30(2) 184ndash190 doi1031091356182020151092428
daggerCopperman J amp Newton P D (2007) Linking social work agency perspectives on interprofessional education intoa school of nursing and midwifery Journal of Interprofessional Care 21(2) 141ndash154 doi10108013561820701197522
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Council on Social Work Education (CSWE) (nd) About the gero-ed center Retrieved from httpswwwcsweorgCenters-InitiativesCentersGero-Ed-CenterAbout
daggerCurran V R Sharpe D Flynn K amp Button P (2010) A longitudinal study of the effect of an interprofessionaleducation curriculum on student satisfaction and attitudes towards interprofessional teamwork and educationJournal of Interprofessional Care 24(1) 41ndash52 doi10310913561820903011927
Dall T M Gallo P D Chakrabarti R West T Semilla A P amp Storm M V (2013) An aging population andgrowing disease burden will require a large and specialized health care workforce by 2025 Health Affairs 32(11)2013ndash2020 doi101377hlthaff20130714
Damron-Rodriguez J (2008) Developing competence for nurses and social workers The American Journal ofNursing 108 40ndash46 doi10109701NAJ000033641383366e0
daggerDay M R Bantry-White E amp Glavin P (2010) Professional Protection of vulnerable adults an interdisciplinaryworkshop Community Practitioner 83(9) 29ndash32
JOURNAL OF SOCIAL WORK EDUCATION 21
De Los Santos M McFarlin C D amp Martin L (2014) Interprofessional education and service learning A modelfor the future of health professions education Journal of Interprofessional Care 28(4) 374ndash375 doi103109135618202014889102
daggerDerbyshire J A amp Machin A I (2011) Learning to work collaboratively nursesrsquo views of their pre-registrationinterprofessional education and its impact on practice Nurse Education in Practice 11(4) 239ndash244 doi101016jnepr201011010
Dorfman L T Murty S A Ingram J G amp Li H (2008) Faculty and community partners in gerontologicalcurriculum enrichment Educational Gerontology 12 1087ndash1104 doi10108003601270802201398
Dow A A DiazGranados D Mazmanian P E amp Retchin S M (2014) An exploratory study of an assessment toolderived from the competencies of the interprofessional education collaborative Journal of Interprofessional Care28 299ndash304 doi103109135618202014891573
daggerDutton A J amp Worsley A R (2009) Doves and hawks Practice educatorsrsquo attitudes towards interprofessionallearning Learning in Health and Social Care 8(3) 145ndash153 doi101111j1473-6861200800204x
daggerEckstrom E Neal M B Cotrell V Casey C M McKenzie G Morgove M W hellip Lasater K (2016) Aninterprofessional approach to reducing the risk of falls through enhanced collaborative practice Journal of theAmerican Geriatrics Society 64(8) 1701ndash1707 doi101111jgs14178
Ellman M S Schulman-Green D Blatt L Asher S Viveiros D Clark J amp Bia M (2012) Using online learningand interactive simulation to teach spiritual and cultural aspects of palliative care to interprofessional studentsJournal of Palliative Medicine 15(11) 1240ndash1247 doi101089jpm20120038
daggerFilies G C Yassin Z amp Frantz J M (2016) Studentsrsquo views of learning about an interprofessional world cafeacutemethod African Journal of Health Professions Education 8(2) 229ndash233 doi107196AJHPE2016v8i2844
Forrest C amp Derrick C (2010) Interdisciplinary education in end-of-life care Creating new opportunities for socialwork nursing and clinical pastoral education students Journal of Social Work in End-Of-Life amp Palliative Care 6(1ndash2) 91ndash116 doi101080155242562010489224
daggerGalambos C (2008) From the editor the joint social worknursing caregiver initiative Opportunities for social workeducation Journal of Social Work Education 44(sup3) 1ndash4 doi105175JSWE2008773247701
Golden A G Gammonley D Hunt D Olsen E amp Barry Issenberg S (2014) The attitudes of graduate healthcarestudents toward older adults personal aging health care reform and interprofessional collaboration Journal ofInterprofessional Care 28(1) 40ndash44 doi103109135618202013830595
Gould P R Lee Y Berkowitz S amp Bronstein L (2015) Impact of a collaborative interprofessional learningexperience upon medical and social work students in geriatric health care Journal of Interprofessional Care 29(4)372ndash373 doi103109135618202014962128
daggerGrady C Danis M Soeken K L OrsquoDonnell P Taylor C Farrar A amp Ulrich C M (2008) Does ethicseducation influence the moral action of practicing nurses and social workers The American Journal of Bioethics 8(4) 4ndash11 doi10108015265160802166017
daggerGroessl J (2013) An interdisciplinary ethics module for MSW and nursing students Social Work Education 32(5)639ndash649 doi101080026154792012695342
Hall L W amp Zierler B K (2015) Interprofessional education and practice guide no 1 developing faculty toeffectively facilitate interprofessional education Journal of Interprofessional Care 29(1) 3ndash7 doi103109135618202014937483
daggerHall P Brajtman S Weaver L Grassau P A amp Varpio L (2014) Learning collaborative teamwork an argumentfor incorporating the humanities Journal of Interprofessional Care 28(6) 519ndash525 doi103109135618202014915513
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Head B A Schapmire T Earnshaw L Faul A Hermann C Jones C hellip Pfeiffer M (2016) Evaluation of aninterdisciplinary curriculum teaching team-based palliative care integration in oncology Journal of CancerEducation 31(2) 358ndash365 doi101007s13187-015-0799-y
daggerHead B A Schapmire T Hermann C Earnshaw L Faul A Jones C hellip Pfeifer M (2014) The interdisciplinaryCurriculum for Oncology Palliative Care Education (iCOPE) meeting the challenge of interprofessional educationJournal of Palliative Medicine 17(10) 1107ndash1114 doi101089jpm20140070
Heflin M T Pinheiro S O Konrad T R Egerton E O Thornlow D K White H K amp McConnell E J (2014)Design and evaluation of a prelicensure interprofessional course on improving care transitions Gerontology ampGeriatrics Education 35(1) 41ndash63 doi101080027019602013831349
daggerHemmings A Beckett G Kennerly S amp Yap T (2013) Building a community of research practice Intragroupteam social dynamics in interdisciplinary mixed methods Journal of Mixed Methods Research 7(3) 261ndash273 doihttp1011772F15586898134784681011772F1558689813478468
daggerHenderson S Dalton M amp Cartmel J (2016) Using interprofessional learning for continuing education devel-opment and evaluation of the graduate certificate program in health professional education for clinicians Journal ofContinuing Education in the Health Professions 36(3) 211ndash217 doi101097CEH0000000000000093
22 S J BELTRAN AND V J MILLER
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Heuer A J Geisler S L Kamienski M Langevin D amp OrsquoSullivan M (2010) Introducing medical students to theinterdisciplinary health care team piloting a case-based approach Journal of Allied Health 39(2) 76ndash80
daggerHirst S P Lane A M amp Stares B (2012) Gerontological content in Canadian nursing and social work programsCanadian Geriatrics Journal CGJ 15(1) 8 doi105770cgj1521
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Hooyman N amp Diwan S (2009) A planned change model CSWE curricular and programmatic developmentprograms In N Hooyman (Ed) Transforming social work education The first decade of the Hartford geriatric socialwork initiative (pp 99ndash102) Alexandria VA Council on Social Work Education Press
daggerHoracek T Brann L Erdman M Middlemiss M A amp Raj S (2009) Interprofessional learning communityEducating dietetic and other health profession students through an interdisciplinary service-learning experienceTopics in Clinical Nutrition 24(1) 6ndash15 doi101097TIN0b013e3181977fae
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Interprofessional Education Collaborative (IPEC) (2016) Core competencies for interprofessional collaborative practice2016 update Washington DC Author
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Jones B amp Phillips F (2016) Social work and interprofessional education in health care A call for continuedleadership Journal of Social Work Education 52(1) 18ndash29 doi1010801043779720161112629
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daggerJuujaumlrvi S Pesso K amp Myyry L (2011) Care-based ethical reasoning among first-year nursing and social servicesstudents Journal of Advanced Nursing 67(2) 418ndash427 doi101111j1365-2648201005461x
daggerKaasalainen S Willison K Wickson-Griffiths A amp Taniguchi A (2015) The evaluation of a national interprofes-sional palliative care workshop Journal of Interprofessional Care 29(5) 494ndash496 doi103109135618202014998364
daggerKent F Drysdale P Martin N amp Keating J L (2014) The mixed-discipline aged-care student clinic An authenticinterprofessional learning initiative Journal of Allied Health 43(1) 51ndash56
daggerKenward L amp Stiles M (2009) Intermediate care An interprofessional education opportunity in primary careJournal of Interprofessional Care 23(6) 668ndash671 doi10310913561820802634761
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Kolomer S Quinn M E amp Steele K (2010) Interdisciplinary health fairs for older adults and the value ofinterprofessional service learning Journal of Community Practice 18(2ndash3) 267ndash279 doi101080107054222010485863
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Levit L A Balogh E Nass S J amp Ganz P (Eds) (2013) Delivering high-quality cancer care charting a new coursefor a system in crisis (pp 7ndash8) Washington DC National Academies Press
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daggerLidskog M Loumlfmark A amp AhlstroumlM G (2008) Learning about each other Studentsrsquo conceptions before and afterinterprofessional education on a training ward Journal of Interprofessional Care 22(5) 521ndash533 doi10108013561820802168471
JOURNAL OF SOCIAL WORK EDUCATION 23
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2008) Studentsrsquo learning experiences from interprofessional collaborationon a training ward in municipal care Learning in Health and Social Care 7(3) 134ndash145 doi101111j1473-6861200800181x
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Lustig T A (2013) Statement before the commission on long term care Retrieved from httpltccommissionorgltccommissionwp-contentuploads201312Tracy-Lustig
daggerMacKenzie D E Doucet S Nasser S Godden-Webster A L Andrews C amp Kephart G (2014) Collaborationbehind-the-scenes key to effective interprofessional education Journal of Interprofessional Care 28(4) 381ndash383doi103109135618202014890923
MacRae N amp Pardue K T (2007) Use of readers theater to enhance interdisciplinary geriatric educationEducational Gerontology 33(6) 529ndash536 doi10108003601270701328920
daggerManusov E Ronnau J Vela L Lydia A amp Galke C (2015) Engagement and co-production Building aninter-professional integrated medical education and clinical practice International Journal of Integrated Care 15(5)doi105334ijic2105
daggerMcLeod D Curran J Dumont S White M amp Charles G (2014) The Interprofessional Psychosocial OncologyDistance Education (IPODE) project perceived outcomes of an approach to healthcare professional educationJournal of Interprofessional Care 28(3) 254ndash259 doi103109135618202013863181
Mirick R G Davis A amp Wladkowski S P (2017) Understanding sampling and recruitment in social workdissertation research Advances in Social Work 18(2) 415ndash436 doi101806021167
Moher D Liberati A Tetzlaff J Altman D G amp PRISMA Group (2009) Preferred reporting items for systematicreviews and meta-analyses the PRISMA statement PLoS Medicine 6(7) e1000097
daggerMorton S (2016) Inter-professional education A missed opportunity Community Practitioner the Journal of theCommunity Practitionersrsquoamp Health Visitorsrsquo Association 89(7) 28
daggerMunoz C C DoBroka C C amp Mohammad S (2009) Development of a multidisciplinary course in culturalcompetence for nursing and human service professions Journal of Nursing Education 48(9) 495ndash503 doi10392801484834-20090610-03
Murphy J I amp Nimmagadda J (2015) Partnering to provide simulated learning to address InterprofessionalEducation Collaborative core competencies Journal of Interprofessional Care 29(3) 258ndash259 doi103109135618202014942779
daggerNewton J M Cross W M White K Ockerby C amp Billett S (2011) Outcomes of a clinical partnership modelfor undergraduate nursing students Contemporary Nurse 39(1) 119ndash127 doi105172conu2011391119
daggerOdegard P S Robins L Murphy N Belza B Brock D Gallagher T H hellip Mitchell P (2009) Interprofessionalinitiatives at the University of Washington American Journal of Pharmaceutical Education 73(4) 63 doi105688aj730463
daggerOlsson M Persson M Kaila P Wikmar L N amp Bostroumlm C (2013) Studentsrsquo expectations when entering aninterprofessional masterrsquos degree program for health professionals a qualitative study Journal of Allied Health 42(1) 3ndash9
daggerOtis-Green S Yang E amp Lynne L (2013) ACE projectmdashadvocating for clinical excellence creating change in thedelivery of palliative care OMEGA-Journal of Death and Dying 67(1ndash2) 5ndash19 doi1021902FOM671-2b
daggerPareacute L Maziade J Pelletier F Houle N amp Iloko-Fundi M (2012) Training in interprofessional collaborationPedagogic innovation in family medicine units Canadian Family Physician 58(4) e203ndashe209
Park J Hawkins M Hamlin E Hawkins W amp Bamdas J A M (2014) Developing positive attitudes towardinterprofessional collaboration among students in the health care professions Educational Gerontology 40(12)894ndash908 doi101080036012772014908619
daggerParker V A amp Geron S M (2007) Cultural competence in nursing homes Issues and implications for educationGerontology amp Geriatrics Education 28(2) 37ndash54 doi101300J021v28n02_04
daggerPhillips J MacGiollaRi D amp Callaghan S (2012) Encouraging research in social work Narrative as the threadintegrating education and research in social work Social Work Education 31(6) 785ndash793 doi101080026154792012695200
daggerPollard K C Miers M E amp Rickaby C (2012) ldquoOh why didnrsquot I take more noticerdquo Professionalsrsquo views andperceptions of pre-qualifying preparation for interprofessional working in practice Journal of InterprofessionalCare 26(5) 355ndash361 doi103109135618202012689785
daggerPoole J Rife J C Pearson F amp Moore W R (2009) Developing community partnerships with religiouslyaffiliated organizations to address aging needs A case study of the congregational social work education initiativeSocial Work amp Christianity 36(2) 176-191
24 S J BELTRAN AND V J MILLER
Poole J Rife J C Pearson F Moore L Reaves A M amp Moore W (2013) Innovative social work field educationin congregational and community-based settings serving persons fifty-five+ an interdisciplinary training initiativefor BSW and MSW Students Social Work and Christianity 40(4) 404
daggerPulsford D Hope K amp Thompson R (2007) Higher education provision for professionals working with peoplewith dementia a scoping exercise Nurse Education Today 27(1) 5ndash13 doi101016jnedt200602003
Reeves S Zwarenstein M Goldman J Barr H Freeth D Koppel I amp Hammick M (2010) The effectiveness ofinterprofessional education Key findings from a new systematic review Journal of Interprofessional Care 24230ndash241 doi10310913561820903163405
daggerRobins L Brock D M Gallagher T Kartin D Lindhorst T Odegard P hellip Belza B (2008) Piloting teamsimulations to assess interprofessional skills Journal of Interprofessional Care 22(3) 325ndash328 doi10108013561820801886438
Rogers A T Gualco K J Hinckle C amp Baber R L (2013) Cultivating interest and competency in gerontologicalsocial work Opportunities for undergraduate education Journal of Gerontological Social Work 56(4) 335ndash355doi101080016343722013775989
Rowan N L Gillette P D Faul A C Yankeelov P A Borders K W Deck S hellip Wiegand M (2009)Innovative interdisciplinary training in and delivery of evidence-based geriatric services Creating a bridge withsocial work and physical therapy Gerontology amp Geriatrics Education 30(3) 187ndash204 doi10108002701960903133448
Rubin A amp Babbie E R (2011) Research methods for social work (7th ed) Belmont CA BrooksColedaggerSalm T Greenberg H Pitzel M amp Cripps D (2010) Interprofessional education internships in schools Jump
starting change Journal of Interprofessional Care 24(3) 251ndash263 doi10310913561820903051469daggerSchwartz E S Baugh J J Honsky J amp Luebbers E (2015) A patient advocacy program established through an
interprofessional student-run free clinic Journal of Health Care for the Poor and Underserved 26(1) 300ndash308doi101353hpu20150024
daggerSedgwick M (2011) Rural hospital interdisciplinary team membersrsquo experience of undergraduate nursing preceptor-ship A qualitative descriptive study Nurse Education in Practice 11(4) 278ndash282 doi101016jnepr201101004
daggerSelle K M Salamon K Boarman R amp Sauer J (2008) Providing interprofessional learning through interdisci-plinary collaboration The role of ldquomodellingrdquo Journal of Interprofessional Care 22(1) 85ndash92 doi10108013561820701714755
Sheppard K D Ford C R Sawyer P Foley K T Harada C N Brown C J amp Ritchie C S (2015) Theinterprofessional clinical experience interprofessional education in the nursing home Journal of InterprofessionalCare 29(2) 170ndash172 doi103109135618202014942776
daggerSims D (2011a) Achieving collaborative competence through interprofessional education Lessons learned fromjoint training in learning disability nursing and social work Social Work Education 30(1) 98ndash112 doi10108002615471003748056
daggerSims D (2011b) Reconstructing professional identity for professional and interprofessional practice A mixedmethods study of joint training programmes in learning disability nursing and social work Journal ofInterprofessional Care 25(4) 265ndash271 doi103109135618202011571352
daggerSmith R A amp Pilling S (2007) Allied health graduate programndashsupporting the transition from student toprofessional in an interdisciplinary program Journal of Interprofessional Care 21(3) 265ndash276 doi10108013561820701259116
daggerStepney P Callwood I Ning F amp Downing K (2011) Learning to collaborate a study of nursing studentsrsquoexperience of inter-professional education at one UK university Educational Studies 37(4) 419ndash434 doi101080030556982010539669
Supiano K P (2013) Weaving interdisciplinary and discipline-specific content into palliative care education Onesuccessful model for teaching end-of-life care Journal of Death and Dying 67(1ndash2) 201ndash206 doi102190OM671-2x
daggerSweigart L I Umoren R A Scott P J Carlton K H Jones J A Truman B amp Gossett E J (2016) VirtualTeamSTEPPSreg simulations produce teamwork attitude changes among health professions students Journal ofNursing Education 55(1) 31ndash35 doi10392801484834-20151214-08
daggerTan Z S Damron-Rodriguez J Cadogan M Gans D Price R M Merkin S S hellip Chodosh J (2017) Team-Based interprofessional competency training for dementia screening and management Journal of the AmericanGeriatrics Society 65(1) 207ndash211 doi101111jgs14540
daggerTew J Holley T amp Caplen P (2012) Dialogue and challenge Involving service users and carers in small grouplearning with social work and nursing students Social Work Education 31(3) 316ndash330 doi101080026154792011557429
daggerThompson B M Bratzler D W Fisher M J Torres A Faculty E P I C amp Sparks R A (2016) Workingtogether using a unique approach to evaluate an interactive and clinic-based longitudinal interprofessionaleducation experience with 13 professions Journal of Interprofessional Care 30(6) 754ndash761 doi1010801356182020161227962
JOURNAL OF SOCIAL WORK EDUCATION 25
daggerTourse R W C Mooney J F Shindul-Rothschild J Prince J Pulcini J A Platt S amp Savransky H (2008) Theuniversitycommunity partnership Transdisciplinary course development Journal of Interprofessional Care 22(5)461ndash474 doi10108013561820802355615
daggerTraube D E Pohle C E amp Barley M (2012) Teaching evidence-based social work in foundation practice coursesLearning from pedagogical choices of allied fields Journal of Evidence-based Social Work 9(3) 241ndash259doi101080154337142010525417
daggervan Schaik S M Regehr G Eva K W Irby D M amp Orsquosullivan P S (2016) Perceptions of peer-to-peerinterprofessional feedback among students in the health professions Academic Medicine 91(6) 807ndash812doi101097ACM0000000000000981
Whitaker T Weismiller T amp Clark E (2006) Assuring the sufficiency of a frontline workforce A national study oflicensed social workers Washington DC National Association of Social Workers
daggerWilliams A Mostyn A amp Fyson R (2009) Nursing and social work studentsrsquo perceptions of lecturing by non-university practitioners Journal of Interprofessional Care 23(1) 98ndash100 doi10108013561820802278577
World Health Organization (WHO) (2010) Framework for action on interprofessional education amp collaborativepractice Geneva Switzerland World Health Organization Retrieved from httpwhqlibdocwhointhq2010WHO_HRH_HPN_103_engpdf
daggerYaffe M J Wolfson C amp Lithwick M (2009) Professions show different enquiry strategies for elder abusedetection Implications for training and interprofessional care Journal of Interprofessional Care 23(6) 646ndash654doi10310913561820902886279
daggerYamauchi T Takeshima T Hirokawa S Oba Y amp Koh E (2017) An educational program for nursing and socialwork students using artwork created by people with mental health problems International Journal of Mental Healthand Addiction 15(3) 503ndash513 doi101007s11469-016-9716-9
daggerYeung K S S Ho A P Y Lo M C H amp Chan E A (2009) Social work ethical decision making in aninter-disciplinary context British Journal of Social Work 40(5) 1573ndash1590 doi101093bjswbcp065
Young H M Siegel E O McCormick W C Fulmer T Harootyan L K amp Dorr D A (2011) Interdisciplinarycollaboration in geriatrics Advancing health for older adults Nursing Outlook 59(4) 243ndash250 doi101016joutlook201105006
daggerZorek J amp Raehl C (2013) Interprofessional education accreditation standards in the USA a comparative analysisJournal of Interprofessional Care 27(2) 123ndash130 doi103109135618202012718295
26 S J BELTRAN AND V J MILLER
Table1
(Con
tinued)
Outcomes
Authors(year)
Prog
ram
Profession
sCo
ntent
Form
atKeyfin
ding
sandrecommendatio
ns
Ellman
etal
(2012)
30P
rogram
consistin
gof
anon
lineinteractivecase-based
mod
uleandalivesimulation
worksho
pcreatedto
teachan
interdisciplinarygrou
pof
stud
ents
abou
tpalliativecare
31M
edicine
32C
haplaincy
33M
SWlevel
34G
radu
ate-leveln
ursing
355
objectivesg
oalsof
palliative
careo
pioidmisconceptio
ns
spiritual
andcultu
raln
eeds
clinicalfeatures
ofimminent
death
andun
derstand
ingof
interdisciplinaryteam
roles
36Two-hu
ndred
andeleven
total
stud
ent
reflections
37Three-hun
dred
andnine
stud
ent
questio
nnaires
usingLikert
scales
toevaluate
prog
ram
38Q
ualitativedata
indicatedthat
allstudentsun
derstood
each
otherrsquos
rolesandvalued
team
efforts
39Student
feedback
also
show
edthey
foun
dtheprog
ram
useful
andeducational(meanof
45
onLikertscale)
40A
utho
rsrecommendfuture
testingof
interventio
nin
other
educationalsettin
gs
DeLosSantos
McFarlinamp
Martin
(2014)
41G
reen
Family
Neigh
borhoodH
ELP
42A
rticle
describ
esalong
itudinal
interprofessionalservice-
learning
prog
ram
that
prepares
stud
ents
for
commun
ity-based
practice
43M
edicine
44B
SWlevel
45M
SWlevel
46Law
47B
SNlevel
48G
radu
ate-
leveln
ursing
49The
faculty
andstud
entmakeupis
also
diverse
50G
uidedby
Interprofessional
EducationCo
llabo
rative
competencies(IPEC)
51C
onceptsof
team
work
commun
ication
profession
alismand
critical
thinking
52O
ngoing
feedback
from
stud
ents
and
commun
itymem
bers
receivingcare
regardingthe
prog
ram
53The
prog
ram
hasfocused
specifically
onimprovinghealth
outcom
esof
medically
underservedcommun
ities
54Student
team
scond
uctedover
1777ho
mevisits
toover
248
households
ina2-year
perio
d55Studentsengage
incase
presentatio
nsto
adiverse
faculty
grou
pSupiano(2013)
56A
rticle
describ
esagraduate
course
teaching
interdisciplinarypalliativecare
practices
57G
radu
ate-
leveln
ursing
58P
harm
acy
59M
SW-levelstudents
60G
eron
tology
61The
course
istaug
htby
faculty
from
thesamedisciplines
62C
orepalliativecare
know
ledg
e63R
oles
ofeach
disciplinein
apalliativecare
team
64D
iscussions
post-cou
rse
focusgrou
ps
andin-team
projects
and
grou
pperformance
used
toevaluate
65The
stud
ents
show
edthat
they
gained
know
ledg
eabou
ttheir
ownandeach
otherrsquos
disciplinesrsquoroles
inpalliative
care
66The
author
recommends
that
thecourse
befurtherd
evelop
edandreplicatedincluding
stud
ents
from
otherfieldswho
arerepresentedin
palliative
care
team
s
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 7
Table1
(Con
tinued)
Outcomes
Authors(year)
Prog
ram
Profession
sCo
ntent
Form
atKeyfin
ding
sandrecommendatio
ns
Kolomer
etal
(2010)
67Service
learning
project
consistin
gof
health
fairs
for
theprom
otionandscreening
ofolderadults
atcommun
itycenters
68C
ollabo
rativeeffortbetween
twoun
iversitiesstud
entsand
commun
itysenior
centers
69B
SNlevel
70G
radu
ate-
leveln
ursing
71B
SWlevel
72M
SWlevel
73A
ttitu
destoward
interprofessionallearning
74Teamworkandcollabo
ratio
n75N
egativeprofession
alidentity
76P
ositive
profession
alidentity
77Two-page
questio
nnaire
toevaluate
their
interprofessional
learning
experience
78R
eadiness
for
Interprofessional
Learning
Scale
questio
nnaire
(34
subscales
used)
79Studentschosetheirdesired
boothto
workat
thehealth
fair
undertheirprofessorrsquos
guidance
80A
lthou
ghstud
ents
expressed
strong
identificationwith
their
ownprofession
sthey
had
ahigh
willingn
essto
shareand
learnskillsof
otherdisciplines
81Student
scores
also
demon
stratedthat
learning
the
valueof
interdisciplinary
commun
icationwas
helpful
Rowan
etal
(2009)
82Evidence-basedGeriatric
Evaluatio
nandSelf-
Managem
entServices
(GEM
S)projectwhich
serves
commun
ity-dwellingolder
adults
83A
rticle
describ
estheprocess
ofimplem
entin
gGEM
Sas
well
aschalleng
esandlesson
slearned
84B
achelorrsquos-or
masterrsquos-levelP
Tstud
ents
(17)
85M
SW-levelstudents(22)
86M
SW-levelp
rofessionals(14)
87M
inimum
bachelor-levelP
Tprofession
als(13)
88G
eriatricassessments
89H
ealth
self-managem
ent
90Telehealth
91Truefalseand
multip
le-cho
ice
onlinemod
ule
tests
92Twomod
ules
oftheGeriatric
SocialWork
Competency
ScaleII
93Studentsstated
they
had
positiveexperiences
and
appreciatedtheservicedelivery
metho
d94A
utho
rsdiscussob
staclesfaced
ininterdisciplinarytraining
servicedeliveryandproject
evaluatio
n95A
utho
rsconclude
that
the
initiativecanbe
replicated
inotherun
iversitiesto
improve
educationalo
utcomes
8 S J BELTRAN AND V J MILLER
Evaluation of programs
Eleven of the 24 publications discussed empirical studies evaluating the effectiveness of IPE pro-grams The majority of the program evaluations identified used mixed-methods (6) followed byquantitative (4) and qualitative designs (1) The programs being evaluated varied in their approachto the educational interventions Some were case simulations or scenarios (Heuer GeislerKamienski Langevin amp OrsquoSullivan 2010 Murphy amp Nimmagadda 2015) using students facultyor actors (Forrest amp Derrick 2010) Heuer et al (2010) is the only evaluation in this review that didnot include students from multiple fields Instead medical students participated in simulations withall other roles played by interprofessional faculty Heflin et al (2014) included faculty from multiplefields including social work but were unable to enroll a social work student in the course Despitethis social work students were among the intended audience Aiguier Oboeuf Cobbaut and Vanpee(2015) tested the effectiveness of activity confrontation as an educational approach Students fromnursing medicine social work and physiotherapy working in field placements were filmed perform-ing various activities and asked to analyze the recordings Other initiatives used more traditionalapproaches such as seminars (Chan Mok Po-ying amp Man-chun 2009) teaching sessionscourses(Head et al 2016 Heflin et al 2014) and real-life practice experiences in field (Conti et al 2016Sheppard et al 2015)
Interventions also differed in terms of participants gerontological topics of focus and aims Inaddition to nursing and social work fields required for inclusion in this review many initiativesinvolved medical occupational physical and speech therapy pharmacy and nutrition students (egConti et al 2016 Park Hawkins Hamlin Hawkins amp Bamdas 2014) Some initiatives also includedstudents from other fields that often work with older adults For example Sheppard et al (2015)included students from dentistry and optometry fields and both Head et al (2016) and Forrest andDerrick (2010) included chaplaincy and clergy students respectively
While all initiatives targeted gerontological interprofessional practice some focused specificallyon enhancing competencies associated with a particular area or setting of practice For exampleForrest and Derrickrsquos (2010) program aimed to introduce students to end-of-life care and findingssuggested that it helped confirm or generate studentsrsquo desire to work with terminally ill patientsSimilarly Head et alrsquos (2016) intervention focused exclusively on improving interprofessionalpractice in palliative care and Conti et al (2016) and Sheppard et al (2015) focused on improvingcollaborations within nursing homes and during home visits In addition to the topic or setting-specific initiatives all initiatives shared the goal of preparing students for interprofessional colla-borations To this end educational initiatives focused on helping students understand each otherrsquosroles within the interdisciplinary team and develop a sense of appreciation for team-based practice(Heuer et al 2010) Others focused on improving studentsrsquo attitudes and preparedness for inter-professional teamwork (Bonifas amp Gray 2013 Conti et al 2016 Heflin et al 2014 Park et al 2014)and developing caring dispositions in students (Chan et al 2009)
In summary the articles in this theme disseminate findings to the academic community based onevaluations of their programs The research designs constructs measured and data collectionmethods varied Most studies reported that their educational initiatives were successful in achievingsome or all of the aims and some also discussed challenges and recommendations for futurerenditions of the initiatives More details about the articles in this theme including a descriptionof methods participants outcome measures and findings are provided in Table 2
Student and faculty experiences
Descriptions of nursing and social work students and faculty responses and experiences related tothe IPE collaborations were emphasized across five articles included in the final sample Studentswho participated in these IPE programs reported gaining a broad perspective of aging and workingwith older adult populations (Brooks Fox amp Okagbue-Reaves 2009) In one study assessing student
JOURNAL OF SOCIAL WORK EDUCATION 9
Table2
Evaluatio
nof
Prog
rams(n=11)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Aigu
ieret
al(2015)
1Qualitativeevaluatio
nof
the
effectivenessof
anactivity
confrontationeducational
fram
eworkto
developan
interdisciplinaryeducation
training
prog
ram
2Dataevaluatedusingan
indu
ctivediscou
rseanalysis
inform
edby
grou
nded
theory
3Nursing
(3)
4Medicine(1)
5Socialwork(1)
6Ph
ysiotherapy(1)
7Stud
ents
selected
regardless
ofprog
ram
level
1Self-confrontation(by
stud
ents
oftheirrecorded
activity)
2Co
llectiveconfrontation
(studentsqu
alified
profession
als)
1Filmsandtranscrip
tsanalyzed
2Ch
ange
intim
eallocatio
nto
each
type
ofconfrontationassessed
1Themetho
dsprop
osed
encouraged
reflexive
analysisof
themotives
forchoosing
interprofessionalb
ehaviors
2Find
ings
also
show
edthat
the
patient
rolemustbe
considered
whendeveloping
aninterprofessionallearning
prog
ram
andcare
3Theauthorsem
phasizethe
impo
rtance
ofstud
ents
meetin
gthepatientswhich
helped
motivatethem
for
interprofessionalcollabo
ratio
ns
Headet
al(2016)
4Prendashpo
stmixed-m
etho
devaluatio
nof
aun
iversityrsquos
effortsto
design
andimplem
ent
aninterdisciplinarycurriculum
(iCORE)toteachpalliativecare
inon
cology
5Thecurriculum
includ
eson
line
case-based
didacticsan
InterdisciplinaryCase
Managem
entExperience(IC
ME)
clinicalrotatio
nsand
critical
reflectionactivities
6Ch
aplaincy
7BSNlevel
8Medicine(fo
urth
year)
9MSW
level
103
73stud
ents
completed
prendashpo
sttest
over
five
semesters
11C
onfid
ence
with
interprofessionale
ducatio
n12P
alliativecare
know
ledg
eandskills
13End
-of-Life
Profession
alCaregiverSurvey
14Self-Efficacyfor
Interprofessional
ExperientialLearning
Scale
15Interdisciplinary
16P
alliativeCare
Know
ledg
eSurvey
17Focus
grou
ps
18Studentsfrom
alld
isciplines
show
edsign
ificant
improvem
entson
quantitative
measureschaplaincy
stud
ents
didno
treachsign
ificanceon
somescales
19O
pen-endedrespon
ses
indicatedthat
ICMEand
rotatio
nswerethemost
enjoyableaspectsof
the
interventio
n20A
utho
rsconcludedthat
the
curriculum
was
successful
inteaching
skillsandknow
ledg
eandaffectingattitud
esand
abilitiesof
stud
entsto
provide
team
-based
oncology
care
21R
ecom
mendcontinuing
similarprog
ramsin
health
sciences
toprovidehand
s-on
interdisciplinarylearning
oppo
rtun
ities
(Continued)
10 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Contie
tal(2016)
22P
ost-experiencesurvey
and
open-end
edqu
estio
ns
23Interdisciplinaryteam
sassign
edto
olderadultsin
the
commun
ity
24Studentsmade293visits
total
to208olderadultparticipants
25M
edicine(303)
26P
harm
acy(177)
27B
SNlevel(84)
28O
ccup
ationalTherapy
(64)
29B
SWlevel(101)
30M
SWlevel(132)
318
61stud
ents
over
over
semesters
32Team
functio
n33V
aluing
homevisits
34U
nderstanding
olderadults
35V
aluing
IPEexperience
36Learningfrom
Interprofessional
EducationalE
xperiences
Survey
with
open-text
questio
ncompo
nent
37Surveyresults
show
edstud
entsheld
strong
positive
attitud
estowardagingand
olderadultsandtowardteam
-basedcollabo
ratio
ns
38P
articipants
also
repo
rted
learning
abou
ttherolesand
respon
sibilitiesof
other
profession
sandratedthe
experiencehigh
ly8
2stated
they
wou
ldwelcomemoreIPE
oppo
rtun
ities
ForrestandDerrick
(2010)
1Descriptiveevaluatio
nstud
yof
theInterdisciplinaryEducational
Specializationin
End-of-life
Care
prog
ramw
hich
was
design
edbasedon
aneedsassessment
describ
edelsewhere
39M
SWlevel
40B
SNlevel
41C
lergystud
ents
421
3stud
entprendash
post
evaluatio
nsanalyzed
4330competenciesrelatedto
know
ledg
eskillsand
profession
alidentity
44C
ontent
areas
commun
ication
advance
care
planning
futile
treatm
entsIPP
45P
re-andpo
sttest
survey
ofstud
entcompetency
self-assessmentand
focusgrou
ps
46N
oform
ative
assessments
used
47P
rogram
participants
repo
rted
that
theexperiencehelped
them
confirm
adesire
towork
inendof
life(EOL)
orgeneratedtheirdesire
todo
so
48A
llrespon
dentsindicated
that
theprog
ram
increased
theirknow
ledg
eof
interdisciplinaryworkin
EOL
49Follow-updata
show
that
over
70
ofprog
ram
participants
goon
toworkdirectlyin
EOL
care
Chan
etal(2009)
50M
ixed
metho
devaluatio
nof
interprofessionalsem
inarsfor
undergradu
atenu
rsingand
social
workstud
ents
aimed
atdeveloping
theircarin
gdisposition
s51The
interdisciplinaryseminars
discussedcase
scenariosrelated
toelderabusewhich
allowed
forstud
entsto
learnabou
ton
eanotherrsquos
carin
gperspectives
with
inthecontextof
decision
making
52B
SNlevel(16)
53B
SWlevel(16)
54Totalof
32stud
ents
over
twoseminarsaweek
aparteach
55Studentrsquosview
sabou
tthe
teaching
approachethical
decision
-makingand
carin
geach
otherrsquos
roles
commun
ication
values
and
beliefsrelatedto
decision
making
56D
atacollected
via
videotaped
recordings
Likertscale
questio
nnaireand
follow-upteleph
one
interviews
57D
atewereanalyzed
throug
hdescrip
tive
statisticsandcontent
analysis
58Themes
andsubthemes
includ
edan
increasedself-
awarenessof
their
profession
alvaluesenh
anced
understand
ingof
carin
gimproved
commun
icationand
open-m
indedn
essand
buildingtrustin
grelatio
nships
59A
utho
rsconcludedthat
seminarsarean
effective
medium
throug
hwhich
interdisciplinaryeducationon
nursingandsocialworkcan
bedelivered
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 11
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
BonifasandGray
(2013)
60P
rendashp
osttestqu
asi-
experim
entald
esignexam
ining
twocurriculaaimingto
prepare
social
workstud
ents
for
collabo
ratio
nin
geriatriccare
61O
necurriculum
used
aninterprofessionala
pproach
the
otheraun
i-professional
approach
62The
othercurriculum
discussed
interdisciplinarycollabo
ratio
nsin
asocialworkcourse
63M
SWlevel
64M
edicine
65N
utrition
66P
harm
acy
67N
ursing
68A
utho
rson
lystated
the
prog
ram
levels(M
SW)for
thesocialworkprofession
696
9stud
ents
inthe
interprofessional
curriculum
19in
theun
i-profession
alon
e
70C
hang
esin
social
work
stud
entsrsquoattitu
desand
values
towardIDT
71U
nderstanding
ofrolesand
training
requ
irements
ofmultid
isciplinarypartners
72P
rendashpo
sttest
using
adaptedversionof
the
Attitud
esTowardHealth
Care
Team
sScale
731
0multip
lechoice
questio
nsdevelopedby
theteam
used
toassess
understand
ingof
profession
alrolesand
training
ofIDT
mem
bers
74Studentsin
the
interdisciplinarycurriculum
sign
ificantlyimproved
their
attitud
esandvalues
toward
interdisciplinarycollabo
ratio
nsbu
tdidno
tshow
asmuch
improvem
entin
their
understand
ingof
each
profession
rsquosroles
75Studentsin
theun
i-profession
alcurriculum
sign
ificantlyimproved
their
understand
ingof
otherteam
mem
bersrsquoroles
butdidno
tchange
theirattitud
esand
values
towardcollabo
ratio
n76A
utho
rsconcludedthat
interprofessionale
ducatio
nis
thebetter
approach
toob
tain
change
instud
entsrsquoattitu
des
abou
tinterdisciplinaryteam
sSheppard
etal
(2015)
77M
ixed-m
etho
dstud
yevaluatin
gtheeffectsof
aninterprofessionalclinical
experience(IC
E)on
attitud
estowardolderadultsand
interprofessionale
ducatio
n78ICE
prog
ram
was
developed
basedon
IPEC
core
competenciesandfocusedon
interprofessionalp
racticein
nursingho
mes
79M
edicine
80D
entistry
81N
ursing
82N
utrition
83O
T84O
ptom
etry
85Socialw
ork
861
71stud
entrespon
ses
87A
utho
rsdidno
tstate
stud
entsrsquop
rogram
level
88A
ttitu
destoward
interprofessionalteams
89A
ttitu
destowardolder
adults
90Q
uantitativepre-and
posttestsdata
collected
usingtheUCLAGeriatric
Attitud
esScalefocus
grou
psanalyzed
using
anindu
ctivethem
atic
approach
91N
osign
ificant
changesin
attitud
eswerefoun
dexcept
forthestatem
entldquoM
ostold
peop
learepleasant
tobe
with
rdquowhich
improved
from
274
to44
ofstud
ents
strong
lyagreeing
from
pre-
topo
st-IC
E92G
enerallystudentsrepo
rted
positiveattitud
estoward
interprofessionalteamwork
andolderadults
93The
authorsconclude
that
the
briefinterprofessional
curriculum
offersthepo
tential
tobe
appliedsuccessfully
(Continued)
12 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Park
etal(2014)
94P
rendashp
osttestinterventio
nstud
ytestingtheeffectsof
IPE
prog
ram
95Intervention
(1)IPE
developm
entsession
and(2)
theSenior
AgingandGeriatrics
Educator
mentorin
gprog
ram
96M
edicine(firstyear)(52)
97B
SN-leveln
ursing
(49)
98M
SW(firstyear)-55
99A
ttitu
destoward
interprofessional
collabo
ratio
ns(physicianndash
socialworkerph
ysicianndash
nursenu
rsendashsocial
worker)
100
Prendashpo
stdata
collected
usingthe
originalandmod
ified
versions
ofthe
Jeffe
rson
Scho
olof
Attitud
esToward
Physician-Nurse
Collabo
ratio
n
101
Socialworkstud
ents
and
nursingstud
ents
repo
rted
theleastpo
sitiveattitud
estowardtheph
ysicianndash
social
workerph
ysicianndash
nurse
collabo
ratio
nsrespectively
102
Medicalstud
ents
improved
theirattitud
estowardall
threecollabo
ratio
nsto
agreaterdegree
than
the
otherstud
entsw
hich
isinconsistent
with
previous
finding
s103
Authorsrecommendthat
thecurriculum
beevaluated
andassessed
forintegrity
andthat
postgraduate
follow-upmeasuresbe
incorporated
toassess
long
-term
change
Heuer
etal(2010)
1Sm
allsurveyexplorationof
the
effectsof
a60-m
inute
interdisciplinarycase-simulation
sessionon
medicalstud
entsrsquo
awarenessof
otherprofession
srsquoscop
eof
practiceand
commun
icationskills
104
116stud
ents
from
medicine
105
Faculty
from
medical
imaging
nutrition
labo
ratory
techno
logy
nursing
physical
therapy(PT)p
hysician
assistant(PA)
respiratory
therapyand
socialwork
106
Awarenessof
other
profession
srsquoscop
eof
practice
107
Appreciatio
nforIDTand
commun
ication
108
Stud
entsrsquoexperiencewith
theinterventio
n
109
12-item
survey
used
tocollect
participant
feedback
aswellas
open-end
edqu
alitativequ
estio
nsregardingthe
initiative
110
Participants
repo
rted
that
thesessionwas
ago
odmeans
toachievethego
als
setou
t111
Survey
results
indicatedthat
medicalstud
entsrsquoawareness
andappreciatio
nof
other
health
profession
sincreased
andwas
overallp
ositive
112
Authorsconclude
that
future
sessions
shou
ldbe
adjusted
basedon
stud
entfeedback
andthat
thesessions
are
achalleng
ingyetvaluable
educationalu
ndertaking
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 13
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Murph
yand
Nimmagadda
(2015)
113
Prendashpo
stqu
asi-experimental
survey
design
evaluatin
gthe
effectivenessof
aneducationalsimulationfor
nursingandSW
stud
ents
114
Purposivesampleof
43nu
rsingand45
social
workstud
ents
115
Team
workand
collabo
ratio
n116
Patient
centeredness
117
Senseof
profession
alidentity
118
Prendash
posttest
using
theReadinessfor
Interprofessional
Learning
Scale
119
Uncertainty
abou
tinterprofessionalroles
decreasedby
morethan
two
third
sin
both
grou
ps
120
Both
nursingandSW
stud
ents
identifiednew
streng
thssuch
asreflective
listening
andop
en-
mindedn
essfortheSW
role
onpo
sttest
Heflin
etal(2014)
121
Pre-licensure
course
providing
interactiveteaching
sessions
tostud
ents
from
vario
ushealth
care
profession
s122
Theeducationalcom
ponent
focuseson
enhancing
transitio
nsof
care
forolder
adults
byimproving
interprofessionalp
ractices
123
Medicine
124
Pharmacy
125
PhysicalTherapy
126
PhysicianAssistants
127
Nutrition
128
Socialworkfaculty
129
18completed
the
evaluatio
nover
two
semesters
130
Course
topics
delineated
inthesyllabu
sinclud
edescrib
ingIDTmem
ber
rolesinterprofessional
commun
ication
andcare
planning
131
Learning
outcom
es
know
ledg
eandskillsin
clinicalcare
andin
quality
improvem
ent
andcommun
icationand
collabo
ratio
n
132
In-class
andon
line
participation
performance
onassign
mentsand
team
-based
prop
osals
used
toassess
stud
ents
133
Stud
entself-efficacy
measuredat
pre-
and
post-cou
rse
completion
134
Stud
entsrsquoself-efficacyratin
gssign
ificantlyimproved
inteam
workskillstransitio
nsof
careq
uality
improvem
entandcultu
ral
competence
135
Stud
entsrsquocou
rseevaluatio
nfeedback
indicatedthat
they
appreciatedtheinteractive
experienceandgettingto
engage
inrelevant
workas
wellastheenthusiasm
ofthecourse
faculty
14 S J BELTRAN AND V J MILLER
satisfaction and educational efforts Dorfman et al (2008) implemented a supplementary ldquoGeroRichrdquoSocial Work education program In this program community collaborations were the interventionaimed to strengthen the aging-focused learning opportunities This study of advisory board membersand social work faculty members found that programs utilizing community collaborations improvedgerontological social work education and that this type of community partnership could benefitnursing programs as well (Dorfman et al 2008)
Across these studies students reported having positive experiences participating in both therequired and supplemental educational efforts (Addy Browne Blake amp Bailey 2015 GoldenGammonley Hunt Olsen amp Barry Issenberg 2014) These educational opportunities were foundto be enjoyable for students and highlighted important features of each respective discipline (Addyet al 2015 Golden et al 2014) Additionally students perceived that they had gained an under-standing of key health concepts following this collaboration (Addy et al 2015) Finally a state-of-the-science by Damron-Rodriguez (2008) found that shared learning between social work and nursingprograms may lend toward competency-based education however competence must be defined andassessed in an ongoing basis within schools of social work and schools of nursing
In conclusion the articles with a focus on student and faculty experiences described in this themereport that the broad scope of educational efforts between nursing social work and allied health careprofessions widens the understanding of students which promotes teamwork and comprehension ofcare best practices across disciplines Table 3 includes details of each study including the methodsparticipants data collection and key findings and recommendations
Critique of the literature
There are limitations to the articles included within this study that should be noted First there wasa lack of theoretical frameworks providing guidelines and boundaries for the programs used acrossall articles but one (Rowan et al 2009) The use of theoretical frameworks may challenge and extendexisting knowledge strengthening the work within the limits of each study conducted respectivelyFor example authors may have used the IPEC competencies to frame their program goals ordiscussed how their learning objectives align with the competencies that IPEC recommends forIPE and practice Second 7 of the 24 articles were review articles and lacked a procedure forconducting the study either as a mixed-methodological qualitative or quantitative study designThe lack of details makes it difficult for the reader to assess the comprehensiveness of the review andthe accuracy of the conclusions drawn Third all studies used purposive non-probability samplingtechniques Based on researchers selecting study participants or students self-selecting findingsfrom these studies may not be generalizable to students or universities across the nation Last manystudies reported findings based on self-reported subjective assessments (eg Forrest amp Derrick2010) The lack of rigorous summative assessments makes it difficult to assess actual changes inknowledge skills and attitudes resulting from the intervention
Discussion and implications
This systematic review provides a comprehensive summary of the literature published on inter-professional education initiatives that have been developed and implemented in an effort to bestprepare nursing and social work students for interprofessional gerontological practice (ie programdescriptions evaluation of programs and student and faculty responses) A total of 24 articles werereviewed These publications highlight the potential of IPE efforts to prepare students for geronto-logical practice and interdisciplinary teamwork as well as student and faculty receptiveness to suchefforts The small number of publications also highlights the particular need for increased actionaround IPE in gerontological social work education and for IPE programs to be evaluated andfindings disseminated to the research community The few initiatives identified in this review of theliterature represent programsrsquo attempts to fill educational gaps within their curricula There is a need
JOURNAL OF SOCIAL WORK EDUCATION 15
Table3
Stud
entandFaculty
Experiences
(n=5)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Brooks
etal(2009)
1Au
thorsaddressthebestpractices
forteaching
thecourse
titledAg
ing
toInfancyacross
universitiesfrom
four
states
2Thisarticle
presents
areview
ofthe
numberof
gerontolog
y-focused
coursesacross
universitiesin
these
states
1Ag
ingcurriculum
across
IndianaIllinois
Michigan
andOhio
2Thecourse
isaprerequisite
for
admission
tonu
rsing
occupatio
naltherapy
social
workand
dieteticsprog
rams
1Co
nceptualizationof
the
health
care
team
2Positiveintrod
uctio
nto
aging
3Redu
ctionin
agism
1Co
urse
midterm
sfin
als
andassign
ments
2Co
urse
review
s
1Manydisciplinesincluding
nursing
dieteticssocialworkand
occupatio
naltherapyreportsimilar
challeng
eswith
integrating
gerontolog
ical
contentinto
their
curriculum
2
Stud
ents
repo
rtthat
having
four
instructorsfrom
diffe
rent
health
profession
sgave
abroadversionof
allaspects
Dam
ron-Rodriguez
(2008)
Thisarticle
presentsastateof
the
sciencecapturingfin
ding
sfrom
previous
educationalapp
roachesto
preparingnu
rses
andsocialworkersfor
supp
ortin
gfamily
caregivers
3Nursing
4Social
Work(SW)
5Medicine
6CSWEandHartford
Geriatriccompetencies
that
specifically
mentio
nfamilysuchas
diversity
commun
ication
and
assessment
7Review
oftheliterature
from
thepast
decade
(1998ndash2008)
8Itwas
foun
dthat
competencein
geriatricsiscentraltointerdisciplinary
team
workShared
learning
may
behelpfulacrossdisciplines
9Recommendthat
afram
eworkfor
educatingandtraining
nurses
and
social
workerscontainfour
central
elem
entsw
hatho
ww
here
and
when
andho
wwell
Dorfm
anet
al(2008)
10M
ixed-m
etho
dsstud
yanalyzed
data
from
advisory
boardmem
bers
11A
dvisorybo
ardgu
idingcurriculum
includ
edsocial
workfaculty
commun
itypartnerso
lder
adults
PhDstud
entsand
agraduate
and
anun
dergradu
aterepresentative
129
faculty
questio
nnaires
respon
ses
131
1advisory
board
respon
ses
14Sup
portandsatisfaction
with
project
15Sug
gestions
regarding
sustainabilityandfuture
implem
entatio
n
16Q
uestionn
aire
adapted
from
theGeroRich
Project
17B
othgrou
psagreed
that
the
ldquoGeroRichrdquo
projectto
provideBSW
stud
ents
with
gero-education
coursesispo
sitiveforSW
curriculum
18A
utho
rsencouragethereplicationof
theprog
ram
with
nursingandother
alliedhealth
care
profession
als
Addy
etal(2015)
19Thisarticle
shares
mod
ificatio
nsmadeto
aninterdisciplinarycourse
andevaluatedchangesin
end-of-
course
evaluatio
nsfrom
stud
ents
from
year
2013
to2014
ofimplem
entatio
n
20M
edicine
21N
ursing
22P
harm
acy
23P
ublic
Health
24SocialW
ork
25P
rogram
levelvaried
262
013coho
rt(256)
272
014coho
rt(394)
28V
aluesethics
29R
olesrespo
nsibilities
30C
ommun
icationand
team
steam
work
31O
nlineend-of-cou
rse
evaluatio
n32Student
reflections
abou
tthecourse
33Studentsshared
they
enjoyedbeing
with
health
care
stud
entsacross
disciplines
34Studentsrsquoratin
gof
allcou
rse
itemssign
ificantlyimproved
from
2013
to2014
(Continued)
16 S J BELTRAN AND V J MILLER
Table3
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Goldenet
al(2014)
1Cross-sectionalsurveyof
stud
ent
grou
psrsquovaluesregardingolder
adults
2Thepu
rposeof
thisstud
ywas
todrivethedevelopm
entof
ageriatric-focused
interprofessional
collabo
ratio
n
35M
edicine(third
year)
(31)
36N
urse
practitioners
(NP)
(70)
37M
SWlevelsocial
work(131)
38A
ttitu
destoward
carin
gforolderadults
39A
ttitu
destoward
person
alaging
40A
ttitu
desabou
thealth
reform
legislation
41B
eliefsabou
tleadership
inIDT
42P
aper
andpencil
surveys
43G
eriatricsAttitud
eScale(GAS
)44R
eactions
toAg
ing
Questionn
aire
(RAQ
)45P
atient
Protectio
nand
Affordable
Care
Act
(PPA
CA)assessment
46R
esultsshow
that
theprofession
shared
similarattitud
estoward
person
alaging
andNPandSW
stud
ents
hadmorepo
sitive
attitud
esrelatedto
carin
gforolder
adultsthan
medicalstud
ents
Overallallscoreswerewith
inthe
neutralrange
ofattitud
e47V
arieddiffe
rences
wereidentifiedin
attitud
estowardleadership
andthe
effect
ofhealth
care
reform
48A
utho
rsem
phasizetheneed
forIPE
tohigh
light
thevaluesystem
sof
each
profession
involved
incare
team
s
JOURNAL OF SOCIAL WORK EDUCATION 17
to expand the depth and breadth of these efforts including access to programs duration ofprograms and gerontological topics of focus What follows is a discussion of recommendationsfor future research and education These recommendations come from the literature discussed aswell as the authorsrsquo additional recommendations
Social work educators and researchers have made significant efforts to develop and deliver IPE tostudents interested in aging practice but more is needed A major limitation in the current literaturestems from the lack of rigorous research methods employed in the design and evaluation of theeducational interventions (eg Dorfman et al 2008 Ellman et al 2012 Hermann et al 2016)Future educational initiatives should be developed based on explicitly stated IPEC competencies andevaluated for effectiveness using more rigorous methods One way to achieve this may be throughthe use of validated and reliable assessment tools such as the IPEC Competency Self-Assessmenttool derived from IPEC competencies Developed by Dow DiazGranados Mazmanian and Retchin(2014) the tool measures students on 42 core competencies across two domains interprofessionalinteractions and interprofessional values
Even though differences in professional mandates add complexity to decisions about whichcompetencies to measure (Hermann et al 2016) several disciplines have made efforts to establishassessment measures based on interprofessional collaborative efforts (eg Lockeman et al 2016)Social work gerontology educators should take advantage of these developments by using themwithin and across departments at the university level In addition social workers with theircommitment to a biopsychosocial approach are well-positioned to initiate and steer collaborativeefforts related to the development of such measures Further efforts have been made to identifycompetencies relevant to both nursing and social work to develop a framework for education Thiswas done for example by Damron-Rodriguez (2008) with a focus on preparing nurses and socialworkers to support older adult family caregivers Future research should be conducted to identifycompetencies most important to interprofessional gerontological health care practice relevant acrossmultiple disciplines and settings and how to measure them
Social desirability bias is another concern across the articles included within this study Kolomeret al (2010) discussed the risk for socially desirable responses associated with having the IPEinitiatives be part of a graded course This risk is magnified by the use of subjective measuressuch as self-assessments and untested instruments (eg Hermann et al 2016) To minimize thisrisk objective measures using standardized instruments should be employed whenever possibleA standardized instrument recommended for future use in some of the articles reviewed is theGeriatric Social Work Competency Scale II (eg Brooks et al 2009 Damron-Rodriguez 2008)Head et al (2016) recommended that future research measure the long-term effect of the IPEinterventions
In addition to standardized instruments studies should implement rigorous sampling andrandomization techniques Golden et al (2014) recommend that future studies use larger samplesizes to improve their statistical power Although engaging in unbiased sampling recruitment andretention of students across professions can be logistically challenging (Mirick Davis ampWladkowski 2017 Rubin amp Babbie 2011) these investments will help to better assess outcomesand refine educational initiatives moving the field forward It is also important to emphasize thatalthough randomization is difficult given that IPE programs are often delivered as part of a semestercourse efforts should be made to incorporate a control group For example if the IPE is delivered asan aging course elective another section of the aging course where IPE is not delivered can be usedas a control group Internal validity would be limited but it would be a step forward from the non-experimental designs currently employed
Opportunities also exist for improving the implementation of IPE programs particularly whenprograms include field placements clinical rotations or partnerships with community agenciesSeveral of the articles included in this review recommend that programs continue to prioritize face-to-face small-group educational opportunities to connect health profession students and promoteinteractions among disciplines as it has been found to be an integral component of their IPE
18 S J BELTRAN AND V J MILLER
programming (eg Dorfman et al 2008) This recommendation is well-aligned with CAIPErsquosdefinition of IPE (Buring et al 2009) Kolomer et al (2010) and Poole et al (2013) also emphasizethe importance of developing or strengthening community partnerships It is important that whenIPE initiatives are implemented in the community special attention is paid to the sustainability andcontinuity of the resources and supports that the students and programs represent Includingfeedback from community members receiving care can be a constructive approach to assessingstudent learning and an effective component of the evaluation of IPE Simultaneously such feedbackcan help providers learn about the experiences of community members and effect of the programSoliciting feedback from community members as Rowan et al (2009) did in their program can alsohelp strengthen academicndashcommunity partnerships and support programmatic improvementsCommunity members may also be engaged in discussions about their needs and ways in whichacademicndashcommunity partners can remain involved between rounds of implementation which iscrucial to the quality and effect of the program on the community and on older adults
Finally future initiatives must consider the varying skills and knowledge that students from multipledisciplines possess and how to build curricula that supports all of their needs For example some of theprograms included in this review involved both BSW and MSW students and it is unclear whether lackof preparedness of BSW students to engage in some higher-level IPE activities emerged as a concern Thebenefits and limitations of combining BSW and MSW students in IPE experiences involving graduatestudents from other health professions merits further investigation Moreover nursing students witha strong scientific foundation and understanding of the biological and physiological components of agingmay lack understanding of the holistic socioeconomic psychosocial and behavioral aspects of agingwhich influence the health care decision-making process and are crucial in social work practice As suchnursing students ought to be engaged in coursework and curricula that addresses social influencespursues social change and maximizes the quality of life for older adults
Programs need to develop the infrastructure required to support interprofessional collaborations inresearch projects as well as in classrooms across levels of higher education so that social work facultyrsquosown practices mirror the interprofessional values they hope to impart onto students Jones and Phillips(2016) discussed the competencies of IPE as detailed by IPEC and provided a similar recommendationfor ldquodual and reciprocal appointments of faculty in schools of social work medicine public healthnursing and so forth hellip [and for] co-taught courses that bring together multiple faculty and studentsfrom a variety of disciplinesrdquo (p 26) Social work and nursing programs should build capacity forinterprofessional practice research and education This will require that leaders from various programscome together and discuss their accreditation mandates and work together to support the developmentof collaborations For example CSWE EPAS (2015) requires that social work faculty have 2 years of post-masterrsquos social work degree practice experience and other programs may have similar requirements thatwill dictate how to develop coteaching initiatives The need for program and profession leaders to cometogether has been previously expressed and can be found in the IPE literature (Clark 2011 Hall ampZierler 2015 Jensen Harvan amp Royeen 2009)
Conclusion
This is the first systematic review to examine interprofessional gerontological education program-ming within social work and nursing programs in the United States that can be located Findingsfrom this study highlight the current programs engaging in IPE to prepare gerontological andhealth care social workers as well as the effectiveness of such programming Overall thisliterature points to IPE educational initiatives as valuable and effective at increasing the self-awareness attitudes and skills of social work and nursing students engaged in gerontologicalpractice Moving forward the study of such initiatives should explore the benefits of IPE on long-term outcomes such as increased enrollment in further gerontology-specific studies (eg BSWstudents entering MSW aging concentrations) and on studentsrsquo readiness to practice with theolder adult population Ongoing examinations of the effect IPE initiatives have on the well-being
JOURNAL OF SOCIAL WORK EDUCATION 19
of older adults is also an area requiring continued research These interprofessional programsmay arm up-and-coming professionals with the skills and knowledge required to competentlycare for the growing population of aging Americans and for practicing within the health caresystem As such it is of paramount importance that social work programs infuse interprofessionaleducation into their programming and curricula and support faculty in their efforts to collabo-rate across departmental silos
Disclosure statement
No potential conflict of interest was reported by the authors
Notes on contributors
Susanny J Beltran PhD MSW is assistant professor with the School of Social Work University of Central FloridaVivian J Miller PhD LMSW is assistant professor with the Department of Human Services Bowling Green StateUniversity
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20 S J BELTRAN AND V J MILLER
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Chan E A Chi S P M Ching S amp Lam S K (2010) Interprofessional education The interface of nursing andsocial work Journal of Clinical Nursing 19(12) 168ndash176
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Damron-Rodriguez J (2008) Developing competence for nurses and social workers The American Journal ofNursing 108 40ndash46 doi10109701NAJ000033641383366e0
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JOURNAL OF SOCIAL WORK EDUCATION 21
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Forrest C amp Derrick C (2010) Interdisciplinary education in end-of-life care Creating new opportunities for socialwork nursing and clinical pastoral education students Journal of Social Work in End-Of-Life amp Palliative Care 6(1ndash2) 91ndash116 doi101080155242562010489224
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Golden A G Gammonley D Hunt D Olsen E amp Barry Issenberg S (2014) The attitudes of graduate healthcarestudents toward older adults personal aging health care reform and interprofessional collaboration Journal ofInterprofessional Care 28(1) 40ndash44 doi103109135618202013830595
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JOURNAL OF SOCIAL WORK EDUCATION 23
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daggerSedgwick M (2011) Rural hospital interdisciplinary team membersrsquo experience of undergraduate nursing preceptor-ship A qualitative descriptive study Nurse Education in Practice 11(4) 278ndash282 doi101016jnepr201101004
daggerSelle K M Salamon K Boarman R amp Sauer J (2008) Providing interprofessional learning through interdisci-plinary collaboration The role of ldquomodellingrdquo Journal of Interprofessional Care 22(1) 85ndash92 doi10108013561820701714755
Sheppard K D Ford C R Sawyer P Foley K T Harada C N Brown C J amp Ritchie C S (2015) Theinterprofessional clinical experience interprofessional education in the nursing home Journal of InterprofessionalCare 29(2) 170ndash172 doi103109135618202014942776
daggerSims D (2011a) Achieving collaborative competence through interprofessional education Lessons learned fromjoint training in learning disability nursing and social work Social Work Education 30(1) 98ndash112 doi10108002615471003748056
daggerSims D (2011b) Reconstructing professional identity for professional and interprofessional practice A mixedmethods study of joint training programmes in learning disability nursing and social work Journal ofInterprofessional Care 25(4) 265ndash271 doi103109135618202011571352
daggerSmith R A amp Pilling S (2007) Allied health graduate programndashsupporting the transition from student toprofessional in an interdisciplinary program Journal of Interprofessional Care 21(3) 265ndash276 doi10108013561820701259116
daggerStepney P Callwood I Ning F amp Downing K (2011) Learning to collaborate a study of nursing studentsrsquoexperience of inter-professional education at one UK university Educational Studies 37(4) 419ndash434 doi101080030556982010539669
Supiano K P (2013) Weaving interdisciplinary and discipline-specific content into palliative care education Onesuccessful model for teaching end-of-life care Journal of Death and Dying 67(1ndash2) 201ndash206 doi102190OM671-2x
daggerSweigart L I Umoren R A Scott P J Carlton K H Jones J A Truman B amp Gossett E J (2016) VirtualTeamSTEPPSreg simulations produce teamwork attitude changes among health professions students Journal ofNursing Education 55(1) 31ndash35 doi10392801484834-20151214-08
daggerTan Z S Damron-Rodriguez J Cadogan M Gans D Price R M Merkin S S hellip Chodosh J (2017) Team-Based interprofessional competency training for dementia screening and management Journal of the AmericanGeriatrics Society 65(1) 207ndash211 doi101111jgs14540
daggerTew J Holley T amp Caplen P (2012) Dialogue and challenge Involving service users and carers in small grouplearning with social work and nursing students Social Work Education 31(3) 316ndash330 doi101080026154792011557429
daggerThompson B M Bratzler D W Fisher M J Torres A Faculty E P I C amp Sparks R A (2016) Workingtogether using a unique approach to evaluate an interactive and clinic-based longitudinal interprofessionaleducation experience with 13 professions Journal of Interprofessional Care 30(6) 754ndash761 doi1010801356182020161227962
JOURNAL OF SOCIAL WORK EDUCATION 25
daggerTourse R W C Mooney J F Shindul-Rothschild J Prince J Pulcini J A Platt S amp Savransky H (2008) Theuniversitycommunity partnership Transdisciplinary course development Journal of Interprofessional Care 22(5)461ndash474 doi10108013561820802355615
daggerTraube D E Pohle C E amp Barley M (2012) Teaching evidence-based social work in foundation practice coursesLearning from pedagogical choices of allied fields Journal of Evidence-based Social Work 9(3) 241ndash259doi101080154337142010525417
daggervan Schaik S M Regehr G Eva K W Irby D M amp Orsquosullivan P S (2016) Perceptions of peer-to-peerinterprofessional feedback among students in the health professions Academic Medicine 91(6) 807ndash812doi101097ACM0000000000000981
Whitaker T Weismiller T amp Clark E (2006) Assuring the sufficiency of a frontline workforce A national study oflicensed social workers Washington DC National Association of Social Workers
daggerWilliams A Mostyn A amp Fyson R (2009) Nursing and social work studentsrsquo perceptions of lecturing by non-university practitioners Journal of Interprofessional Care 23(1) 98ndash100 doi10108013561820802278577
World Health Organization (WHO) (2010) Framework for action on interprofessional education amp collaborativepractice Geneva Switzerland World Health Organization Retrieved from httpwhqlibdocwhointhq2010WHO_HRH_HPN_103_engpdf
daggerYaffe M J Wolfson C amp Lithwick M (2009) Professions show different enquiry strategies for elder abusedetection Implications for training and interprofessional care Journal of Interprofessional Care 23(6) 646ndash654doi10310913561820902886279
daggerYamauchi T Takeshima T Hirokawa S Oba Y amp Koh E (2017) An educational program for nursing and socialwork students using artwork created by people with mental health problems International Journal of Mental Healthand Addiction 15(3) 503ndash513 doi101007s11469-016-9716-9
daggerYeung K S S Ho A P Y Lo M C H amp Chan E A (2009) Social work ethical decision making in aninter-disciplinary context British Journal of Social Work 40(5) 1573ndash1590 doi101093bjswbcp065
Young H M Siegel E O McCormick W C Fulmer T Harootyan L K amp Dorr D A (2011) Interdisciplinarycollaboration in geriatrics Advancing health for older adults Nursing Outlook 59(4) 243ndash250 doi101016joutlook201105006
daggerZorek J amp Raehl C (2013) Interprofessional education accreditation standards in the USA a comparative analysisJournal of Interprofessional Care 27(2) 123ndash130 doi103109135618202012718295
26 S J BELTRAN AND V J MILLER
Table1
(Con
tinued)
Outcomes
Authors(year)
Prog
ram
Profession
sCo
ntent
Form
atKeyfin
ding
sandrecommendatio
ns
Kolomer
etal
(2010)
67Service
learning
project
consistin
gof
health
fairs
for
theprom
otionandscreening
ofolderadults
atcommun
itycenters
68C
ollabo
rativeeffortbetween
twoun
iversitiesstud
entsand
commun
itysenior
centers
69B
SNlevel
70G
radu
ate-
leveln
ursing
71B
SWlevel
72M
SWlevel
73A
ttitu
destoward
interprofessionallearning
74Teamworkandcollabo
ratio
n75N
egativeprofession
alidentity
76P
ositive
profession
alidentity
77Two-page
questio
nnaire
toevaluate
their
interprofessional
learning
experience
78R
eadiness
for
Interprofessional
Learning
Scale
questio
nnaire
(34
subscales
used)
79Studentschosetheirdesired
boothto
workat
thehealth
fair
undertheirprofessorrsquos
guidance
80A
lthou
ghstud
ents
expressed
strong
identificationwith
their
ownprofession
sthey
had
ahigh
willingn
essto
shareand
learnskillsof
otherdisciplines
81Student
scores
also
demon
stratedthat
learning
the
valueof
interdisciplinary
commun
icationwas
helpful
Rowan
etal
(2009)
82Evidence-basedGeriatric
Evaluatio
nandSelf-
Managem
entServices
(GEM
S)projectwhich
serves
commun
ity-dwellingolder
adults
83A
rticle
describ
estheprocess
ofimplem
entin
gGEM
Sas
well
aschalleng
esandlesson
slearned
84B
achelorrsquos-or
masterrsquos-levelP
Tstud
ents
(17)
85M
SW-levelstudents(22)
86M
SW-levelp
rofessionals(14)
87M
inimum
bachelor-levelP
Tprofession
als(13)
88G
eriatricassessments
89H
ealth
self-managem
ent
90Telehealth
91Truefalseand
multip
le-cho
ice
onlinemod
ule
tests
92Twomod
ules
oftheGeriatric
SocialWork
Competency
ScaleII
93Studentsstated
they
had
positiveexperiences
and
appreciatedtheservicedelivery
metho
d94A
utho
rsdiscussob
staclesfaced
ininterdisciplinarytraining
servicedeliveryandproject
evaluatio
n95A
utho
rsconclude
that
the
initiativecanbe
replicated
inotherun
iversitiesto
improve
educationalo
utcomes
8 S J BELTRAN AND V J MILLER
Evaluation of programs
Eleven of the 24 publications discussed empirical studies evaluating the effectiveness of IPE pro-grams The majority of the program evaluations identified used mixed-methods (6) followed byquantitative (4) and qualitative designs (1) The programs being evaluated varied in their approachto the educational interventions Some were case simulations or scenarios (Heuer GeislerKamienski Langevin amp OrsquoSullivan 2010 Murphy amp Nimmagadda 2015) using students facultyor actors (Forrest amp Derrick 2010) Heuer et al (2010) is the only evaluation in this review that didnot include students from multiple fields Instead medical students participated in simulations withall other roles played by interprofessional faculty Heflin et al (2014) included faculty from multiplefields including social work but were unable to enroll a social work student in the course Despitethis social work students were among the intended audience Aiguier Oboeuf Cobbaut and Vanpee(2015) tested the effectiveness of activity confrontation as an educational approach Students fromnursing medicine social work and physiotherapy working in field placements were filmed perform-ing various activities and asked to analyze the recordings Other initiatives used more traditionalapproaches such as seminars (Chan Mok Po-ying amp Man-chun 2009) teaching sessionscourses(Head et al 2016 Heflin et al 2014) and real-life practice experiences in field (Conti et al 2016Sheppard et al 2015)
Interventions also differed in terms of participants gerontological topics of focus and aims Inaddition to nursing and social work fields required for inclusion in this review many initiativesinvolved medical occupational physical and speech therapy pharmacy and nutrition students (egConti et al 2016 Park Hawkins Hamlin Hawkins amp Bamdas 2014) Some initiatives also includedstudents from other fields that often work with older adults For example Sheppard et al (2015)included students from dentistry and optometry fields and both Head et al (2016) and Forrest andDerrick (2010) included chaplaincy and clergy students respectively
While all initiatives targeted gerontological interprofessional practice some focused specificallyon enhancing competencies associated with a particular area or setting of practice For exampleForrest and Derrickrsquos (2010) program aimed to introduce students to end-of-life care and findingssuggested that it helped confirm or generate studentsrsquo desire to work with terminally ill patientsSimilarly Head et alrsquos (2016) intervention focused exclusively on improving interprofessionalpractice in palliative care and Conti et al (2016) and Sheppard et al (2015) focused on improvingcollaborations within nursing homes and during home visits In addition to the topic or setting-specific initiatives all initiatives shared the goal of preparing students for interprofessional colla-borations To this end educational initiatives focused on helping students understand each otherrsquosroles within the interdisciplinary team and develop a sense of appreciation for team-based practice(Heuer et al 2010) Others focused on improving studentsrsquo attitudes and preparedness for inter-professional teamwork (Bonifas amp Gray 2013 Conti et al 2016 Heflin et al 2014 Park et al 2014)and developing caring dispositions in students (Chan et al 2009)
In summary the articles in this theme disseminate findings to the academic community based onevaluations of their programs The research designs constructs measured and data collectionmethods varied Most studies reported that their educational initiatives were successful in achievingsome or all of the aims and some also discussed challenges and recommendations for futurerenditions of the initiatives More details about the articles in this theme including a descriptionof methods participants outcome measures and findings are provided in Table 2
Student and faculty experiences
Descriptions of nursing and social work students and faculty responses and experiences related tothe IPE collaborations were emphasized across five articles included in the final sample Studentswho participated in these IPE programs reported gaining a broad perspective of aging and workingwith older adult populations (Brooks Fox amp Okagbue-Reaves 2009) In one study assessing student
JOURNAL OF SOCIAL WORK EDUCATION 9
Table2
Evaluatio
nof
Prog
rams(n=11)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Aigu
ieret
al(2015)
1Qualitativeevaluatio
nof
the
effectivenessof
anactivity
confrontationeducational
fram
eworkto
developan
interdisciplinaryeducation
training
prog
ram
2Dataevaluatedusingan
indu
ctivediscou
rseanalysis
inform
edby
grou
nded
theory
3Nursing
(3)
4Medicine(1)
5Socialwork(1)
6Ph
ysiotherapy(1)
7Stud
ents
selected
regardless
ofprog
ram
level
1Self-confrontation(by
stud
ents
oftheirrecorded
activity)
2Co
llectiveconfrontation
(studentsqu
alified
profession
als)
1Filmsandtranscrip
tsanalyzed
2Ch
ange
intim
eallocatio
nto
each
type
ofconfrontationassessed
1Themetho
dsprop
osed
encouraged
reflexive
analysisof
themotives
forchoosing
interprofessionalb
ehaviors
2Find
ings
also
show
edthat
the
patient
rolemustbe
considered
whendeveloping
aninterprofessionallearning
prog
ram
andcare
3Theauthorsem
phasizethe
impo
rtance
ofstud
ents
meetin
gthepatientswhich
helped
motivatethem
for
interprofessionalcollabo
ratio
ns
Headet
al(2016)
4Prendashpo
stmixed-m
etho
devaluatio
nof
aun
iversityrsquos
effortsto
design
andimplem
ent
aninterdisciplinarycurriculum
(iCORE)toteachpalliativecare
inon
cology
5Thecurriculum
includ
eson
line
case-based
didacticsan
InterdisciplinaryCase
Managem
entExperience(IC
ME)
clinicalrotatio
nsand
critical
reflectionactivities
6Ch
aplaincy
7BSNlevel
8Medicine(fo
urth
year)
9MSW
level
103
73stud
ents
completed
prendashpo
sttest
over
five
semesters
11C
onfid
ence
with
interprofessionale
ducatio
n12P
alliativecare
know
ledg
eandskills
13End
-of-Life
Profession
alCaregiverSurvey
14Self-Efficacyfor
Interprofessional
ExperientialLearning
Scale
15Interdisciplinary
16P
alliativeCare
Know
ledg
eSurvey
17Focus
grou
ps
18Studentsfrom
alld
isciplines
show
edsign
ificant
improvem
entson
quantitative
measureschaplaincy
stud
ents
didno
treachsign
ificanceon
somescales
19O
pen-endedrespon
ses
indicatedthat
ICMEand
rotatio
nswerethemost
enjoyableaspectsof
the
interventio
n20A
utho
rsconcludedthat
the
curriculum
was
successful
inteaching
skillsandknow
ledg
eandaffectingattitud
esand
abilitiesof
stud
entsto
provide
team
-based
oncology
care
21R
ecom
mendcontinuing
similarprog
ramsin
health
sciences
toprovidehand
s-on
interdisciplinarylearning
oppo
rtun
ities
(Continued)
10 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Contie
tal(2016)
22P
ost-experiencesurvey
and
open-end
edqu
estio
ns
23Interdisciplinaryteam
sassign
edto
olderadultsin
the
commun
ity
24Studentsmade293visits
total
to208olderadultparticipants
25M
edicine(303)
26P
harm
acy(177)
27B
SNlevel(84)
28O
ccup
ationalTherapy
(64)
29B
SWlevel(101)
30M
SWlevel(132)
318
61stud
ents
over
over
semesters
32Team
functio
n33V
aluing
homevisits
34U
nderstanding
olderadults
35V
aluing
IPEexperience
36Learningfrom
Interprofessional
EducationalE
xperiences
Survey
with
open-text
questio
ncompo
nent
37Surveyresults
show
edstud
entsheld
strong
positive
attitud
estowardagingand
olderadultsandtowardteam
-basedcollabo
ratio
ns
38P
articipants
also
repo
rted
learning
abou
ttherolesand
respon
sibilitiesof
other
profession
sandratedthe
experiencehigh
ly8
2stated
they
wou
ldwelcomemoreIPE
oppo
rtun
ities
ForrestandDerrick
(2010)
1Descriptiveevaluatio
nstud
yof
theInterdisciplinaryEducational
Specializationin
End-of-life
Care
prog
ramw
hich
was
design
edbasedon
aneedsassessment
describ
edelsewhere
39M
SWlevel
40B
SNlevel
41C
lergystud
ents
421
3stud
entprendash
post
evaluatio
nsanalyzed
4330competenciesrelatedto
know
ledg
eskillsand
profession
alidentity
44C
ontent
areas
commun
ication
advance
care
planning
futile
treatm
entsIPP
45P
re-andpo
sttest
survey
ofstud
entcompetency
self-assessmentand
focusgrou
ps
46N
oform
ative
assessments
used
47P
rogram
participants
repo
rted
that
theexperiencehelped
them
confirm
adesire
towork
inendof
life(EOL)
orgeneratedtheirdesire
todo
so
48A
llrespon
dentsindicated
that
theprog
ram
increased
theirknow
ledg
eof
interdisciplinaryworkin
EOL
49Follow-updata
show
that
over
70
ofprog
ram
participants
goon
toworkdirectlyin
EOL
care
Chan
etal(2009)
50M
ixed
metho
devaluatio
nof
interprofessionalsem
inarsfor
undergradu
atenu
rsingand
social
workstud
ents
aimed
atdeveloping
theircarin
gdisposition
s51The
interdisciplinaryseminars
discussedcase
scenariosrelated
toelderabusewhich
allowed
forstud
entsto
learnabou
ton
eanotherrsquos
carin
gperspectives
with
inthecontextof
decision
making
52B
SNlevel(16)
53B
SWlevel(16)
54Totalof
32stud
ents
over
twoseminarsaweek
aparteach
55Studentrsquosview
sabou
tthe
teaching
approachethical
decision
-makingand
carin
geach
otherrsquos
roles
commun
ication
values
and
beliefsrelatedto
decision
making
56D
atacollected
via
videotaped
recordings
Likertscale
questio
nnaireand
follow-upteleph
one
interviews
57D
atewereanalyzed
throug
hdescrip
tive
statisticsandcontent
analysis
58Themes
andsubthemes
includ
edan
increasedself-
awarenessof
their
profession
alvaluesenh
anced
understand
ingof
carin
gimproved
commun
icationand
open-m
indedn
essand
buildingtrustin
grelatio
nships
59A
utho
rsconcludedthat
seminarsarean
effective
medium
throug
hwhich
interdisciplinaryeducationon
nursingandsocialworkcan
bedelivered
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 11
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
BonifasandGray
(2013)
60P
rendashp
osttestqu
asi-
experim
entald
esignexam
ining
twocurriculaaimingto
prepare
social
workstud
ents
for
collabo
ratio
nin
geriatriccare
61O
necurriculum
used
aninterprofessionala
pproach
the
otheraun
i-professional
approach
62The
othercurriculum
discussed
interdisciplinarycollabo
ratio
nsin
asocialworkcourse
63M
SWlevel
64M
edicine
65N
utrition
66P
harm
acy
67N
ursing
68A
utho
rson
lystated
the
prog
ram
levels(M
SW)for
thesocialworkprofession
696
9stud
ents
inthe
interprofessional
curriculum
19in
theun
i-profession
alon
e
70C
hang
esin
social
work
stud
entsrsquoattitu
desand
values
towardIDT
71U
nderstanding
ofrolesand
training
requ
irements
ofmultid
isciplinarypartners
72P
rendashpo
sttest
using
adaptedversionof
the
Attitud
esTowardHealth
Care
Team
sScale
731
0multip
lechoice
questio
nsdevelopedby
theteam
used
toassess
understand
ingof
profession
alrolesand
training
ofIDT
mem
bers
74Studentsin
the
interdisciplinarycurriculum
sign
ificantlyimproved
their
attitud
esandvalues
toward
interdisciplinarycollabo
ratio
nsbu
tdidno
tshow
asmuch
improvem
entin
their
understand
ingof
each
profession
rsquosroles
75Studentsin
theun
i-profession
alcurriculum
sign
ificantlyimproved
their
understand
ingof
otherteam
mem
bersrsquoroles
butdidno
tchange
theirattitud
esand
values
towardcollabo
ratio
n76A
utho
rsconcludedthat
interprofessionale
ducatio
nis
thebetter
approach
toob
tain
change
instud
entsrsquoattitu
des
abou
tinterdisciplinaryteam
sSheppard
etal
(2015)
77M
ixed-m
etho
dstud
yevaluatin
gtheeffectsof
aninterprofessionalclinical
experience(IC
E)on
attitud
estowardolderadultsand
interprofessionale
ducatio
n78ICE
prog
ram
was
developed
basedon
IPEC
core
competenciesandfocusedon
interprofessionalp
racticein
nursingho
mes
79M
edicine
80D
entistry
81N
ursing
82N
utrition
83O
T84O
ptom
etry
85Socialw
ork
861
71stud
entrespon
ses
87A
utho
rsdidno
tstate
stud
entsrsquop
rogram
level
88A
ttitu
destoward
interprofessionalteams
89A
ttitu
destowardolder
adults
90Q
uantitativepre-and
posttestsdata
collected
usingtheUCLAGeriatric
Attitud
esScalefocus
grou
psanalyzed
using
anindu
ctivethem
atic
approach
91N
osign
ificant
changesin
attitud
eswerefoun
dexcept
forthestatem
entldquoM
ostold
peop
learepleasant
tobe
with
rdquowhich
improved
from
274
to44
ofstud
ents
strong
lyagreeing
from
pre-
topo
st-IC
E92G
enerallystudentsrepo
rted
positiveattitud
estoward
interprofessionalteamwork
andolderadults
93The
authorsconclude
that
the
briefinterprofessional
curriculum
offersthepo
tential
tobe
appliedsuccessfully
(Continued)
12 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Park
etal(2014)
94P
rendashp
osttestinterventio
nstud
ytestingtheeffectsof
IPE
prog
ram
95Intervention
(1)IPE
developm
entsession
and(2)
theSenior
AgingandGeriatrics
Educator
mentorin
gprog
ram
96M
edicine(firstyear)(52)
97B
SN-leveln
ursing
(49)
98M
SW(firstyear)-55
99A
ttitu
destoward
interprofessional
collabo
ratio
ns(physicianndash
socialworkerph
ysicianndash
nursenu
rsendashsocial
worker)
100
Prendashpo
stdata
collected
usingthe
originalandmod
ified
versions
ofthe
Jeffe
rson
Scho
olof
Attitud
esToward
Physician-Nurse
Collabo
ratio
n
101
Socialworkstud
ents
and
nursingstud
ents
repo
rted
theleastpo
sitiveattitud
estowardtheph
ysicianndash
social
workerph
ysicianndash
nurse
collabo
ratio
nsrespectively
102
Medicalstud
ents
improved
theirattitud
estowardall
threecollabo
ratio
nsto
agreaterdegree
than
the
otherstud
entsw
hich
isinconsistent
with
previous
finding
s103
Authorsrecommendthat
thecurriculum
beevaluated
andassessed
forintegrity
andthat
postgraduate
follow-upmeasuresbe
incorporated
toassess
long
-term
change
Heuer
etal(2010)
1Sm
allsurveyexplorationof
the
effectsof
a60-m
inute
interdisciplinarycase-simulation
sessionon
medicalstud
entsrsquo
awarenessof
otherprofession
srsquoscop
eof
practiceand
commun
icationskills
104
116stud
ents
from
medicine
105
Faculty
from
medical
imaging
nutrition
labo
ratory
techno
logy
nursing
physical
therapy(PT)p
hysician
assistant(PA)
respiratory
therapyand
socialwork
106
Awarenessof
other
profession
srsquoscop
eof
practice
107
Appreciatio
nforIDTand
commun
ication
108
Stud
entsrsquoexperiencewith
theinterventio
n
109
12-item
survey
used
tocollect
participant
feedback
aswellas
open-end
edqu
alitativequ
estio
nsregardingthe
initiative
110
Participants
repo
rted
that
thesessionwas
ago
odmeans
toachievethego
als
setou
t111
Survey
results
indicatedthat
medicalstud
entsrsquoawareness
andappreciatio
nof
other
health
profession
sincreased
andwas
overallp
ositive
112
Authorsconclude
that
future
sessions
shou
ldbe
adjusted
basedon
stud
entfeedback
andthat
thesessions
are
achalleng
ingyetvaluable
educationalu
ndertaking
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 13
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Murph
yand
Nimmagadda
(2015)
113
Prendashpo
stqu
asi-experimental
survey
design
evaluatin
gthe
effectivenessof
aneducationalsimulationfor
nursingandSW
stud
ents
114
Purposivesampleof
43nu
rsingand45
social
workstud
ents
115
Team
workand
collabo
ratio
n116
Patient
centeredness
117
Senseof
profession
alidentity
118
Prendash
posttest
using
theReadinessfor
Interprofessional
Learning
Scale
119
Uncertainty
abou
tinterprofessionalroles
decreasedby
morethan
two
third
sin
both
grou
ps
120
Both
nursingandSW
stud
ents
identifiednew
streng
thssuch
asreflective
listening
andop
en-
mindedn
essfortheSW
role
onpo
sttest
Heflin
etal(2014)
121
Pre-licensure
course
providing
interactiveteaching
sessions
tostud
ents
from
vario
ushealth
care
profession
s122
Theeducationalcom
ponent
focuseson
enhancing
transitio
nsof
care
forolder
adults
byimproving
interprofessionalp
ractices
123
Medicine
124
Pharmacy
125
PhysicalTherapy
126
PhysicianAssistants
127
Nutrition
128
Socialworkfaculty
129
18completed
the
evaluatio
nover
two
semesters
130
Course
topics
delineated
inthesyllabu
sinclud
edescrib
ingIDTmem
ber
rolesinterprofessional
commun
ication
andcare
planning
131
Learning
outcom
es
know
ledg
eandskillsin
clinicalcare
andin
quality
improvem
ent
andcommun
icationand
collabo
ratio
n
132
In-class
andon
line
participation
performance
onassign
mentsand
team
-based
prop
osals
used
toassess
stud
ents
133
Stud
entself-efficacy
measuredat
pre-
and
post-cou
rse
completion
134
Stud
entsrsquoself-efficacyratin
gssign
ificantlyimproved
inteam
workskillstransitio
nsof
careq
uality
improvem
entandcultu
ral
competence
135
Stud
entsrsquocou
rseevaluatio
nfeedback
indicatedthat
they
appreciatedtheinteractive
experienceandgettingto
engage
inrelevant
workas
wellastheenthusiasm
ofthecourse
faculty
14 S J BELTRAN AND V J MILLER
satisfaction and educational efforts Dorfman et al (2008) implemented a supplementary ldquoGeroRichrdquoSocial Work education program In this program community collaborations were the interventionaimed to strengthen the aging-focused learning opportunities This study of advisory board membersand social work faculty members found that programs utilizing community collaborations improvedgerontological social work education and that this type of community partnership could benefitnursing programs as well (Dorfman et al 2008)
Across these studies students reported having positive experiences participating in both therequired and supplemental educational efforts (Addy Browne Blake amp Bailey 2015 GoldenGammonley Hunt Olsen amp Barry Issenberg 2014) These educational opportunities were foundto be enjoyable for students and highlighted important features of each respective discipline (Addyet al 2015 Golden et al 2014) Additionally students perceived that they had gained an under-standing of key health concepts following this collaboration (Addy et al 2015) Finally a state-of-the-science by Damron-Rodriguez (2008) found that shared learning between social work and nursingprograms may lend toward competency-based education however competence must be defined andassessed in an ongoing basis within schools of social work and schools of nursing
In conclusion the articles with a focus on student and faculty experiences described in this themereport that the broad scope of educational efforts between nursing social work and allied health careprofessions widens the understanding of students which promotes teamwork and comprehension ofcare best practices across disciplines Table 3 includes details of each study including the methodsparticipants data collection and key findings and recommendations
Critique of the literature
There are limitations to the articles included within this study that should be noted First there wasa lack of theoretical frameworks providing guidelines and boundaries for the programs used acrossall articles but one (Rowan et al 2009) The use of theoretical frameworks may challenge and extendexisting knowledge strengthening the work within the limits of each study conducted respectivelyFor example authors may have used the IPEC competencies to frame their program goals ordiscussed how their learning objectives align with the competencies that IPEC recommends forIPE and practice Second 7 of the 24 articles were review articles and lacked a procedure forconducting the study either as a mixed-methodological qualitative or quantitative study designThe lack of details makes it difficult for the reader to assess the comprehensiveness of the review andthe accuracy of the conclusions drawn Third all studies used purposive non-probability samplingtechniques Based on researchers selecting study participants or students self-selecting findingsfrom these studies may not be generalizable to students or universities across the nation Last manystudies reported findings based on self-reported subjective assessments (eg Forrest amp Derrick2010) The lack of rigorous summative assessments makes it difficult to assess actual changes inknowledge skills and attitudes resulting from the intervention
Discussion and implications
This systematic review provides a comprehensive summary of the literature published on inter-professional education initiatives that have been developed and implemented in an effort to bestprepare nursing and social work students for interprofessional gerontological practice (ie programdescriptions evaluation of programs and student and faculty responses) A total of 24 articles werereviewed These publications highlight the potential of IPE efforts to prepare students for geronto-logical practice and interdisciplinary teamwork as well as student and faculty receptiveness to suchefforts The small number of publications also highlights the particular need for increased actionaround IPE in gerontological social work education and for IPE programs to be evaluated andfindings disseminated to the research community The few initiatives identified in this review of theliterature represent programsrsquo attempts to fill educational gaps within their curricula There is a need
JOURNAL OF SOCIAL WORK EDUCATION 15
Table3
Stud
entandFaculty
Experiences
(n=5)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Brooks
etal(2009)
1Au
thorsaddressthebestpractices
forteaching
thecourse
titledAg
ing
toInfancyacross
universitiesfrom
four
states
2Thisarticle
presents
areview
ofthe
numberof
gerontolog
y-focused
coursesacross
universitiesin
these
states
1Ag
ingcurriculum
across
IndianaIllinois
Michigan
andOhio
2Thecourse
isaprerequisite
for
admission
tonu
rsing
occupatio
naltherapy
social
workand
dieteticsprog
rams
1Co
nceptualizationof
the
health
care
team
2Positiveintrod
uctio
nto
aging
3Redu
ctionin
agism
1Co
urse
midterm
sfin
als
andassign
ments
2Co
urse
review
s
1Manydisciplinesincluding
nursing
dieteticssocialworkand
occupatio
naltherapyreportsimilar
challeng
eswith
integrating
gerontolog
ical
contentinto
their
curriculum
2
Stud
ents
repo
rtthat
having
four
instructorsfrom
diffe
rent
health
profession
sgave
abroadversionof
allaspects
Dam
ron-Rodriguez
(2008)
Thisarticle
presentsastateof
the
sciencecapturingfin
ding
sfrom
previous
educationalapp
roachesto
preparingnu
rses
andsocialworkersfor
supp
ortin
gfamily
caregivers
3Nursing
4Social
Work(SW)
5Medicine
6CSWEandHartford
Geriatriccompetencies
that
specifically
mentio
nfamilysuchas
diversity
commun
ication
and
assessment
7Review
oftheliterature
from
thepast
decade
(1998ndash2008)
8Itwas
foun
dthat
competencein
geriatricsiscentraltointerdisciplinary
team
workShared
learning
may
behelpfulacrossdisciplines
9Recommendthat
afram
eworkfor
educatingandtraining
nurses
and
social
workerscontainfour
central
elem
entsw
hatho
ww
here
and
when
andho
wwell
Dorfm
anet
al(2008)
10M
ixed-m
etho
dsstud
yanalyzed
data
from
advisory
boardmem
bers
11A
dvisorybo
ardgu
idingcurriculum
includ
edsocial
workfaculty
commun
itypartnerso
lder
adults
PhDstud
entsand
agraduate
and
anun
dergradu
aterepresentative
129
faculty
questio
nnaires
respon
ses
131
1advisory
board
respon
ses
14Sup
portandsatisfaction
with
project
15Sug
gestions
regarding
sustainabilityandfuture
implem
entatio
n
16Q
uestionn
aire
adapted
from
theGeroRich
Project
17B
othgrou
psagreed
that
the
ldquoGeroRichrdquo
projectto
provideBSW
stud
ents
with
gero-education
coursesispo
sitiveforSW
curriculum
18A
utho
rsencouragethereplicationof
theprog
ram
with
nursingandother
alliedhealth
care
profession
als
Addy
etal(2015)
19Thisarticle
shares
mod
ificatio
nsmadeto
aninterdisciplinarycourse
andevaluatedchangesin
end-of-
course
evaluatio
nsfrom
stud
ents
from
year
2013
to2014
ofimplem
entatio
n
20M
edicine
21N
ursing
22P
harm
acy
23P
ublic
Health
24SocialW
ork
25P
rogram
levelvaried
262
013coho
rt(256)
272
014coho
rt(394)
28V
aluesethics
29R
olesrespo
nsibilities
30C
ommun
icationand
team
steam
work
31O
nlineend-of-cou
rse
evaluatio
n32Student
reflections
abou
tthecourse
33Studentsshared
they
enjoyedbeing
with
health
care
stud
entsacross
disciplines
34Studentsrsquoratin
gof
allcou
rse
itemssign
ificantlyimproved
from
2013
to2014
(Continued)
16 S J BELTRAN AND V J MILLER
Table3
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Goldenet
al(2014)
1Cross-sectionalsurveyof
stud
ent
grou
psrsquovaluesregardingolder
adults
2Thepu
rposeof
thisstud
ywas
todrivethedevelopm
entof
ageriatric-focused
interprofessional
collabo
ratio
n
35M
edicine(third
year)
(31)
36N
urse
practitioners
(NP)
(70)
37M
SWlevelsocial
work(131)
38A
ttitu
destoward
carin
gforolderadults
39A
ttitu
destoward
person
alaging
40A
ttitu
desabou
thealth
reform
legislation
41B
eliefsabou
tleadership
inIDT
42P
aper
andpencil
surveys
43G
eriatricsAttitud
eScale(GAS
)44R
eactions
toAg
ing
Questionn
aire
(RAQ
)45P
atient
Protectio
nand
Affordable
Care
Act
(PPA
CA)assessment
46R
esultsshow
that
theprofession
shared
similarattitud
estoward
person
alaging
andNPandSW
stud
ents
hadmorepo
sitive
attitud
esrelatedto
carin
gforolder
adultsthan
medicalstud
ents
Overallallscoreswerewith
inthe
neutralrange
ofattitud
e47V
arieddiffe
rences
wereidentifiedin
attitud
estowardleadership
andthe
effect
ofhealth
care
reform
48A
utho
rsem
phasizetheneed
forIPE
tohigh
light
thevaluesystem
sof
each
profession
involved
incare
team
s
JOURNAL OF SOCIAL WORK EDUCATION 17
to expand the depth and breadth of these efforts including access to programs duration ofprograms and gerontological topics of focus What follows is a discussion of recommendationsfor future research and education These recommendations come from the literature discussed aswell as the authorsrsquo additional recommendations
Social work educators and researchers have made significant efforts to develop and deliver IPE tostudents interested in aging practice but more is needed A major limitation in the current literaturestems from the lack of rigorous research methods employed in the design and evaluation of theeducational interventions (eg Dorfman et al 2008 Ellman et al 2012 Hermann et al 2016)Future educational initiatives should be developed based on explicitly stated IPEC competencies andevaluated for effectiveness using more rigorous methods One way to achieve this may be throughthe use of validated and reliable assessment tools such as the IPEC Competency Self-Assessmenttool derived from IPEC competencies Developed by Dow DiazGranados Mazmanian and Retchin(2014) the tool measures students on 42 core competencies across two domains interprofessionalinteractions and interprofessional values
Even though differences in professional mandates add complexity to decisions about whichcompetencies to measure (Hermann et al 2016) several disciplines have made efforts to establishassessment measures based on interprofessional collaborative efforts (eg Lockeman et al 2016)Social work gerontology educators should take advantage of these developments by using themwithin and across departments at the university level In addition social workers with theircommitment to a biopsychosocial approach are well-positioned to initiate and steer collaborativeefforts related to the development of such measures Further efforts have been made to identifycompetencies relevant to both nursing and social work to develop a framework for education Thiswas done for example by Damron-Rodriguez (2008) with a focus on preparing nurses and socialworkers to support older adult family caregivers Future research should be conducted to identifycompetencies most important to interprofessional gerontological health care practice relevant acrossmultiple disciplines and settings and how to measure them
Social desirability bias is another concern across the articles included within this study Kolomeret al (2010) discussed the risk for socially desirable responses associated with having the IPEinitiatives be part of a graded course This risk is magnified by the use of subjective measuressuch as self-assessments and untested instruments (eg Hermann et al 2016) To minimize thisrisk objective measures using standardized instruments should be employed whenever possibleA standardized instrument recommended for future use in some of the articles reviewed is theGeriatric Social Work Competency Scale II (eg Brooks et al 2009 Damron-Rodriguez 2008)Head et al (2016) recommended that future research measure the long-term effect of the IPEinterventions
In addition to standardized instruments studies should implement rigorous sampling andrandomization techniques Golden et al (2014) recommend that future studies use larger samplesizes to improve their statistical power Although engaging in unbiased sampling recruitment andretention of students across professions can be logistically challenging (Mirick Davis ampWladkowski 2017 Rubin amp Babbie 2011) these investments will help to better assess outcomesand refine educational initiatives moving the field forward It is also important to emphasize thatalthough randomization is difficult given that IPE programs are often delivered as part of a semestercourse efforts should be made to incorporate a control group For example if the IPE is delivered asan aging course elective another section of the aging course where IPE is not delivered can be usedas a control group Internal validity would be limited but it would be a step forward from the non-experimental designs currently employed
Opportunities also exist for improving the implementation of IPE programs particularly whenprograms include field placements clinical rotations or partnerships with community agenciesSeveral of the articles included in this review recommend that programs continue to prioritize face-to-face small-group educational opportunities to connect health profession students and promoteinteractions among disciplines as it has been found to be an integral component of their IPE
18 S J BELTRAN AND V J MILLER
programming (eg Dorfman et al 2008) This recommendation is well-aligned with CAIPErsquosdefinition of IPE (Buring et al 2009) Kolomer et al (2010) and Poole et al (2013) also emphasizethe importance of developing or strengthening community partnerships It is important that whenIPE initiatives are implemented in the community special attention is paid to the sustainability andcontinuity of the resources and supports that the students and programs represent Includingfeedback from community members receiving care can be a constructive approach to assessingstudent learning and an effective component of the evaluation of IPE Simultaneously such feedbackcan help providers learn about the experiences of community members and effect of the programSoliciting feedback from community members as Rowan et al (2009) did in their program can alsohelp strengthen academicndashcommunity partnerships and support programmatic improvementsCommunity members may also be engaged in discussions about their needs and ways in whichacademicndashcommunity partners can remain involved between rounds of implementation which iscrucial to the quality and effect of the program on the community and on older adults
Finally future initiatives must consider the varying skills and knowledge that students from multipledisciplines possess and how to build curricula that supports all of their needs For example some of theprograms included in this review involved both BSW and MSW students and it is unclear whether lackof preparedness of BSW students to engage in some higher-level IPE activities emerged as a concern Thebenefits and limitations of combining BSW and MSW students in IPE experiences involving graduatestudents from other health professions merits further investigation Moreover nursing students witha strong scientific foundation and understanding of the biological and physiological components of agingmay lack understanding of the holistic socioeconomic psychosocial and behavioral aspects of agingwhich influence the health care decision-making process and are crucial in social work practice As suchnursing students ought to be engaged in coursework and curricula that addresses social influencespursues social change and maximizes the quality of life for older adults
Programs need to develop the infrastructure required to support interprofessional collaborations inresearch projects as well as in classrooms across levels of higher education so that social work facultyrsquosown practices mirror the interprofessional values they hope to impart onto students Jones and Phillips(2016) discussed the competencies of IPE as detailed by IPEC and provided a similar recommendationfor ldquodual and reciprocal appointments of faculty in schools of social work medicine public healthnursing and so forth hellip [and for] co-taught courses that bring together multiple faculty and studentsfrom a variety of disciplinesrdquo (p 26) Social work and nursing programs should build capacity forinterprofessional practice research and education This will require that leaders from various programscome together and discuss their accreditation mandates and work together to support the developmentof collaborations For example CSWE EPAS (2015) requires that social work faculty have 2 years of post-masterrsquos social work degree practice experience and other programs may have similar requirements thatwill dictate how to develop coteaching initiatives The need for program and profession leaders to cometogether has been previously expressed and can be found in the IPE literature (Clark 2011 Hall ampZierler 2015 Jensen Harvan amp Royeen 2009)
Conclusion
This is the first systematic review to examine interprofessional gerontological education program-ming within social work and nursing programs in the United States that can be located Findingsfrom this study highlight the current programs engaging in IPE to prepare gerontological andhealth care social workers as well as the effectiveness of such programming Overall thisliterature points to IPE educational initiatives as valuable and effective at increasing the self-awareness attitudes and skills of social work and nursing students engaged in gerontologicalpractice Moving forward the study of such initiatives should explore the benefits of IPE on long-term outcomes such as increased enrollment in further gerontology-specific studies (eg BSWstudents entering MSW aging concentrations) and on studentsrsquo readiness to practice with theolder adult population Ongoing examinations of the effect IPE initiatives have on the well-being
JOURNAL OF SOCIAL WORK EDUCATION 19
of older adults is also an area requiring continued research These interprofessional programsmay arm up-and-coming professionals with the skills and knowledge required to competentlycare for the growing population of aging Americans and for practicing within the health caresystem As such it is of paramount importance that social work programs infuse interprofessionaleducation into their programming and curricula and support faculty in their efforts to collabo-rate across departmental silos
Disclosure statement
No potential conflict of interest was reported by the authors
Notes on contributors
Susanny J Beltran PhD MSW is assistant professor with the School of Social Work University of Central FloridaVivian J Miller PhD LMSW is assistant professor with the Department of Human Services Bowling Green StateUniversity
References
Asterisks indicate the 24 studies included in the systematic reviewDaggers indicate the 83 excluded on full reviewAddy C L Browne T Blake E W amp Bailey J (2015) Enhancing interprofessional education Integrating public
health and social work perspectives American Journal of Public Health 105(S1) S106ndashS108 doi102105AJPH2014302502
Aiguier G Oboeuf A Cobbaut J P amp Vanpee D (2015) Activity confrontation methods A reflexive andmetacognitive approach for interprofessional collaboration training Journal of Interprofessional Care 29(5)457ndash463 doi1031091356182020151004162
American Academy of Social Work amp Social Welfare (AASWSW) (2017) Close the health gap Retrieved from httpaaswsworggrand-challenges-initiative12-challengesclose-the-health-gap
Anderson M B amp Kanter S L (2010) Medical education in the united states and Canada 2010 Academic Medicine85(9) S2ndashS18
Angelini D J (2011) Interdisciplinary and interprofessional education What are the key issues and considerationsfor the future The Journal of Perinatal amp Neonatal Nursing 25(2) 175ndash179
daggerBalen R Rhodes C amp Ward L (2010) The power of stories Using narrative for interdisciplinary learning in healthand social care Social Work Education 29(4) 416ndash426 doi10108002615470902991742
daggerBekkema N de Veer A J Albers G Hertogh C M Onwuteaka-Philipsen B D amp Francke A L (2014)Training needs of nurses and social workers in the end-of-life care for people with intellectual disabilities a nationalsurvey Nurse Education Today 34(4) 494ndash500 doi101016jnedt201307018
daggerBellamy J L Mullen E J Satterfield J M Newhouse R P Ferguson M Brownson R C amp Spring B (2013)Implementing evidence-based practice education in social work A transdisciplinary approach Research on SocialWork Practice 23(4) 426ndash436 doi1011771049731513480528
daggerBennett E Hauck Y Radford G amp Bindahneem S (2016) An interprofessional exploration of nursing and socialwork roles when working jointly with families Journal of Interprofessional Care 30(2) 232ndash237 doi1031091356182020151115755
daggerBlacker S Head B A Jones B L Remke S S amp Supiano K (2016) Advancing hospice and palliative care socialwork leadership in interprofessional education and practice Journal of Social Work in End-Of-Life amp PalliativeCare 12(4) 316ndash330 doi1010801552425620161247771
Bonifas R P amp Gray A K (2013) Preparing social work students for interprofessional practice in geriatric healthcare Insights from two approaches Educational Gerontology 39(7) 476ndash490 doi101111ajag12106
daggerBoston G Croft B Mallikaaratchi W Mudd D Olsen A amp Toms-Ashcroft J (2010) NMC must sanction jointnursing and social work courses Learning Disability Practice (through 2013) 13(10) 6 doi107748ldp13106s11
daggerBronstein L R Anderson E Terwilliger S H amp Sager K (2012) Evaluating a model of school-based health andsocial services An interdisciplinary communityndashuniversity collaboration Children amp Schools 34(3) 155ndash165doi101093cscds004
Brooks J Fox D P amp Okagbue-Reaves J (2009) Best practices for an interdisciplinary team-taught courseEducational Gerontology 35 818ndash830 doi10108003601270902821350
Bureau of Labor Statistics US Department of Labor (2017) Healthcare Social Workers Occupational EmploymentStatistics 2017 Edition Retrieved from httpswwwblsgovoes2017mayoes211022htm
20 S J BELTRAN AND V J MILLER
daggerBurrow S Mairs H Pusey H Bradshaw T amp Keady J (2016) Continuing professional education Motivationsand experiences of health and social care professionalrsquos part-time study in higher education A qualitative literaturereview International Journal of Nursing Studies 63 139ndash145 doi101016jijnurstu201608011
Buring S M Bhushan A Broeseker A Conway S Duncan-Hewitt W Hansen L amp Westberg S (2009)Interprofessional education definitions student competencies and guidelines for implementation AmericanJournal of Pharmaceutical Education 73(4) 59 doi105688aj730459
daggerChan E A Lam W amp Yeung S K S L (2013) Interprofessional competence A qualitative exploration of socialwork and nursing studentsrsquo experience Journal of Nursing Education 52(9) 509ndash515 doi10392801484834-20130823-01
Chan E A Mok E Po-ying A H amp Man-chun J H (2009) The use of interdisciplinary seminars for thedevelopment of caring dispositions in nursing and social work students Journal of Advanced Nursing 65(12)2658ndash2667 doi101111j1365-2648200905121x
Chan E A Chi S P M Ching S amp Lam S K (2010) Interprofessional education The interface of nursing andsocial work Journal of Clinical Nursing 19(12) 168ndash176
daggerChicorelli J Dennie A Heinrich C Hinchey B Honarparvar F Jennings M hellip Tempelman J (2016)Canadian student leadersrsquo perspective on interprofessional education A consensus statement Journal ofInterprofessional Care 30(4) 545ndash547 doi1031091356182020161159187
daggerChodosh J Price R M Cadogan M P Damron-Rodriguez J Osterweil D Czerwinski A hellip Frank J C(2015) A practice improvement education program using a mentored approach to improve nursing facilitydepression caremdashpreliminary data Journal of the American Geriatrics Society 63(11) 2395ndash2399 doi101111jgs13775
Christensen K Doblhammer G Rau R amp Vaupel J W (2009) Ageing populations the challenges ahead TheLancet 374(9696) 1196ndash1208 doi101016S0140-6736(09)61460-4
daggerClark K Congdon H B Macmillan K Gonzales J P amp Guerra A (2015) Changes in perceptions and attitudesof healthcare profession students pre and post academic course experience of team-basedrsquocare for the critically IllrsquoJournal of Professional Nursing 31(4) 330ndash339 doi101016jprofnurs201501006
Clark P G (2011) The devil is in the details The seven deadly sins of organizing and continuing interprofessionaleducation in the US Journal of Interprofessional Care 25(5) 321ndash327 doi103109135618202011578223
daggerClarke B A Miers M E Pollard K C amp Thomas J (2007) Complexities of learning together Studentsrsquoexperience of face-to-face interprofessional groups Learning in Health and Social Care 6(4) 202ndash212doi101111j1473-6861200700162x
daggerCohen E V Hagestuen R Gonzaacutelez-Ramos G Cohen H W Bassich C Book E hellip Giroux M (2016)Interprofessional education increases knowledge promotes team building and changes practice in the care ofParkinsonrsquos disease Parkinsonism amp Related Disorders 22 21ndash27 doi101016jparkreldis201511001
Colby S L amp Ortman J M (2014) Projections of the size and composition of the US population 2014 to 2060Current population reports P25-1143 Washington DC US Census Bureau
Conti G Bowers C OrsquoConnell M B Bruer S Bugdalski-Stutrud C Smith G hellip Mendez J (2016) Examiningthe effects of an experiential interprofessional education activity with older adults Journal of Interprofessional Care30(2) 184ndash190 doi1031091356182020151092428
daggerCopperman J amp Newton P D (2007) Linking social work agency perspectives on interprofessional education intoa school of nursing and midwifery Journal of Interprofessional Care 21(2) 141ndash154 doi10108013561820701197522
Council on Education for Public Health (2011) Accreditation criteria public health programs Retrieved from httpwwwcephorgpdfPHP-Criteria-2011pdf
Council on Social Work Education (CSWE) (2015) Educational policy and accreditation standards Retrieved fromhttpswwwcsweorggetattachmentAccreditationAccreditation-Process2015-EPAS2015EPAS_Web_FINALpdfaspx
Council on Social Work Education (CSWE) (2017) Specialized practice curricular guide for gero social work practiceAlexandria VA Council on Social Work Education
Council on Social Work Education (CSWE) (nd) About the gero-ed center Retrieved from httpswwwcsweorgCenters-InitiativesCentersGero-Ed-CenterAbout
daggerCurran V R Sharpe D Flynn K amp Button P (2010) A longitudinal study of the effect of an interprofessionaleducation curriculum on student satisfaction and attitudes towards interprofessional teamwork and educationJournal of Interprofessional Care 24(1) 41ndash52 doi10310913561820903011927
Dall T M Gallo P D Chakrabarti R West T Semilla A P amp Storm M V (2013) An aging population andgrowing disease burden will require a large and specialized health care workforce by 2025 Health Affairs 32(11)2013ndash2020 doi101377hlthaff20130714
Damron-Rodriguez J (2008) Developing competence for nurses and social workers The American Journal ofNursing 108 40ndash46 doi10109701NAJ000033641383366e0
daggerDay M R Bantry-White E amp Glavin P (2010) Professional Protection of vulnerable adults an interdisciplinaryworkshop Community Practitioner 83(9) 29ndash32
JOURNAL OF SOCIAL WORK EDUCATION 21
De Los Santos M McFarlin C D amp Martin L (2014) Interprofessional education and service learning A modelfor the future of health professions education Journal of Interprofessional Care 28(4) 374ndash375 doi103109135618202014889102
daggerDerbyshire J A amp Machin A I (2011) Learning to work collaboratively nursesrsquo views of their pre-registrationinterprofessional education and its impact on practice Nurse Education in Practice 11(4) 239ndash244 doi101016jnepr201011010
Dorfman L T Murty S A Ingram J G amp Li H (2008) Faculty and community partners in gerontologicalcurriculum enrichment Educational Gerontology 12 1087ndash1104 doi10108003601270802201398
Dow A A DiazGranados D Mazmanian P E amp Retchin S M (2014) An exploratory study of an assessment toolderived from the competencies of the interprofessional education collaborative Journal of Interprofessional Care28 299ndash304 doi103109135618202014891573
daggerDutton A J amp Worsley A R (2009) Doves and hawks Practice educatorsrsquo attitudes towards interprofessionallearning Learning in Health and Social Care 8(3) 145ndash153 doi101111j1473-6861200800204x
daggerEckstrom E Neal M B Cotrell V Casey C M McKenzie G Morgove M W hellip Lasater K (2016) Aninterprofessional approach to reducing the risk of falls through enhanced collaborative practice Journal of theAmerican Geriatrics Society 64(8) 1701ndash1707 doi101111jgs14178
Ellman M S Schulman-Green D Blatt L Asher S Viveiros D Clark J amp Bia M (2012) Using online learningand interactive simulation to teach spiritual and cultural aspects of palliative care to interprofessional studentsJournal of Palliative Medicine 15(11) 1240ndash1247 doi101089jpm20120038
daggerFilies G C Yassin Z amp Frantz J M (2016) Studentsrsquo views of learning about an interprofessional world cafeacutemethod African Journal of Health Professions Education 8(2) 229ndash233 doi107196AJHPE2016v8i2844
Forrest C amp Derrick C (2010) Interdisciplinary education in end-of-life care Creating new opportunities for socialwork nursing and clinical pastoral education students Journal of Social Work in End-Of-Life amp Palliative Care 6(1ndash2) 91ndash116 doi101080155242562010489224
daggerGalambos C (2008) From the editor the joint social worknursing caregiver initiative Opportunities for social workeducation Journal of Social Work Education 44(sup3) 1ndash4 doi105175JSWE2008773247701
Golden A G Gammonley D Hunt D Olsen E amp Barry Issenberg S (2014) The attitudes of graduate healthcarestudents toward older adults personal aging health care reform and interprofessional collaboration Journal ofInterprofessional Care 28(1) 40ndash44 doi103109135618202013830595
Gould P R Lee Y Berkowitz S amp Bronstein L (2015) Impact of a collaborative interprofessional learningexperience upon medical and social work students in geriatric health care Journal of Interprofessional Care 29(4)372ndash373 doi103109135618202014962128
daggerGrady C Danis M Soeken K L OrsquoDonnell P Taylor C Farrar A amp Ulrich C M (2008) Does ethicseducation influence the moral action of practicing nurses and social workers The American Journal of Bioethics 8(4) 4ndash11 doi10108015265160802166017
daggerGroessl J (2013) An interdisciplinary ethics module for MSW and nursing students Social Work Education 32(5)639ndash649 doi101080026154792012695342
Hall L W amp Zierler B K (2015) Interprofessional education and practice guide no 1 developing faculty toeffectively facilitate interprofessional education Journal of Interprofessional Care 29(1) 3ndash7 doi103109135618202014937483
daggerHall P Brajtman S Weaver L Grassau P A amp Varpio L (2014) Learning collaborative teamwork an argumentfor incorporating the humanities Journal of Interprofessional Care 28(6) 519ndash525 doi103109135618202014915513
daggerHaskins A M (2008) An exploration of satisfaction psychological stress and readiness for interprofessional learningin medical nursing allied health and social work students in an interprofessional health care course Available fromProQuest Dissertations and Theses
Head B A Schapmire T Earnshaw L Faul A Hermann C Jones C hellip Pfeiffer M (2016) Evaluation of aninterdisciplinary curriculum teaching team-based palliative care integration in oncology Journal of CancerEducation 31(2) 358ndash365 doi101007s13187-015-0799-y
daggerHead B A Schapmire T Hermann C Earnshaw L Faul A Jones C hellip Pfeifer M (2014) The interdisciplinaryCurriculum for Oncology Palliative Care Education (iCOPE) meeting the challenge of interprofessional educationJournal of Palliative Medicine 17(10) 1107ndash1114 doi101089jpm20140070
Heflin M T Pinheiro S O Konrad T R Egerton E O Thornlow D K White H K amp McConnell E J (2014)Design and evaluation of a prelicensure interprofessional course on improving care transitions Gerontology ampGeriatrics Education 35(1) 41ndash63 doi101080027019602013831349
daggerHemmings A Beckett G Kennerly S amp Yap T (2013) Building a community of research practice Intragroupteam social dynamics in interdisciplinary mixed methods Journal of Mixed Methods Research 7(3) 261ndash273 doihttp1011772F15586898134784681011772F1558689813478468
daggerHenderson S Dalton M amp Cartmel J (2016) Using interprofessional learning for continuing education devel-opment and evaluation of the graduate certificate program in health professional education for clinicians Journal ofContinuing Education in the Health Professions 36(3) 211ndash217 doi101097CEH0000000000000093
22 S J BELTRAN AND V J MILLER
Hermann C P Head B A Black K amp Singleton K (2016) Preparing nursing students for interprofessionalpractice the interdisciplinary curriculum for oncology palliative care education Journal of Professional Nursing 32(1) 62ndash71 doi101016jprofnurs201506001
Heuer A J Geisler S L Kamienski M Langevin D amp OrsquoSullivan M (2010) Introducing medical students to theinterdisciplinary health care team piloting a case-based approach Journal of Allied Health 39(2) 76ndash80
daggerHirst S P Lane A M amp Stares B (2012) Gerontological content in Canadian nursing and social work programsCanadian Geriatrics Journal CGJ 15(1) 8 doi105770cgj1521
daggerHolt J Coates C Cotterill D Eastburn S Laxton J Mistry H amp Young C (2010) Identifying commoncompetences in health and social care An example of multi-institutional and inter-professional working NurseEducation Today 30(3) 264ndash270 doi101016jnedt200909006
Hooyman N amp Diwan S (2009) A planned change model CSWE curricular and programmatic developmentprograms In N Hooyman (Ed) Transforming social work education The first decade of the Hartford geriatric socialwork initiative (pp 99ndash102) Alexandria VA Council on Social Work Education Press
daggerHoracek T Brann L Erdman M Middlemiss M A amp Raj S (2009) Interprofessional learning communityEducating dietetic and other health profession students through an interdisciplinary service-learning experienceTopics in Clinical Nutrition 24(1) 6ndash15 doi101097TIN0b013e3181977fae
Institute of Medicine (IOM) (2008) Retooling for an aging America Building the health care workforce WashingtonDC National Academy Press
Interprofessional Education Collaborative (IPEC) (2016) Core competencies for interprofessional collaborative practice2016 update Washington DC Author
Jensen G M Harvan R A amp Royeen C B (2009) Interprofessional education Context complexity and challengeLeadership in interprofessional education and practice Salisbury MA Jones and Bartlett Publishers LLC
daggerJones B Phillips F Head B A Hedlund S Kalisiak A Zebrack B hellip Otis-Green S (2014) Enhancingcollaborative leadership in palliative social work in oncology Journal of Social Work in End-Of-Life amp PalliativeCare 10(4) 309ndash321 doi101080155242562014975319
Jones B amp Phillips F (2016) Social work and interprofessional education in health care A call for continuedleadership Journal of Social Work Education 52(1) 18ndash29 doi1010801043779720161112629
daggerJotkowitz A amp Gesundheit B (2008) Comforting presence The role of nurses and social workers in clinical ethicsThe American Journal of Bioethics 8(4) 14ndash15 doi10108015265160802147124
daggerJuujaumlrvi S Pesso K amp Myyry L (2011) Care-based ethical reasoning among first-year nursing and social servicesstudents Journal of Advanced Nursing 67(2) 418ndash427 doi101111j1365-2648201005461x
daggerKaasalainen S Willison K Wickson-Griffiths A amp Taniguchi A (2015) The evaluation of a national interprofes-sional palliative care workshop Journal of Interprofessional Care 29(5) 494ndash496 doi103109135618202014998364
daggerKent F Drysdale P Martin N amp Keating J L (2014) The mixed-discipline aged-care student clinic An authenticinterprofessional learning initiative Journal of Allied Health 43(1) 51ndash56
daggerKenward L amp Stiles M (2009) Intermediate care An interprofessional education opportunity in primary careJournal of Interprofessional Care 23(6) 668ndash671 doi10310913561820802634761
daggerKinnair D J Anderson E S amp Thorpe L N (2012) Development of interprofessional education in mental healthpractice Adapting the leicester model Journal of Interprofessional Care 26(3) 189ndash197 doi103109135618202011647994
daggerKnight A (2013) Interprofessonal education Two analyses of revised instruments comparisons of professions andeffectiveness of an interprofessional health care course The University of North Dakota Theses and Dissertations
Kolomer S Quinn M E amp Steele K (2010) Interdisciplinary health fairs for older adults and the value ofinterprofessional service learning Journal of Community Practice 18(2ndash3) 267ndash279 doi101080107054222010485863
daggerLam W Chan E A amp Yeung K S (2013) Implications for school nursing through interprofessional education andpractice Journal of Clinical Nursing 22(13ndash14) 1988ndash2001 doi101111jocn12163
daggerLapum J Hamzavi N Veljkovic K Mohamed Z Pettinato A Silver S amp Taylor E (2012) A performative andpoetical narrative of critical social theory in nursing education An ending and threshold of social justice NursingPhilosophy 13(1) 27ndash45 doi101111j1466-769X201100520x
daggerLeigh J A (2014) Reconstructing practice-based educator roles through effective practicendasheducation partnershipsJournal of Clinical Nursing 23(13ndash14) 1767ndash1769 doi101111jocn12381
Levit L A Balogh E Nass S J amp Ganz P (Eds) (2013) Delivering high-quality cancer care charting a new coursefor a system in crisis (pp 7ndash8) Washington DC National Academies Press
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2007) Interprofessional education on a training ward for older peopleStudentsrsquo conceptions of nurses occupational therapists and social workers Journal of Interprofessional Care 21(4)387ndash399 doi10108013561820701349420
daggerLidskog M Loumlfmark A amp AhlstroumlM G (2008) Learning about each other Studentsrsquo conceptions before and afterinterprofessional education on a training ward Journal of Interprofessional Care 22(5) 521ndash533 doi10108013561820802168471
JOURNAL OF SOCIAL WORK EDUCATION 23
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2008) Studentsrsquo learning experiences from interprofessional collaborationon a training ward in municipal care Learning in Health and Social Care 7(3) 134ndash145 doi101111j1473-6861200800181x
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2009) Learning through participating on an interprofessional trainingward Journal of Interprofessional Care 23(5) 486ndash497 doi10108013561820902921878
Lockeman K S Dow A W DiazGranados D McNielly D P Nickol D Koehn M L amp Knab M S (2016)Refinement of the IPEC competency self-assessment survey Results from a multi-institutional study Journal ofInterprofessional Care 30(6) 726ndash731 doi1010801356182020161220928
Lustig T A (2013) Statement before the commission on long term care Retrieved from httpltccommissionorgltccommissionwp-contentuploads201312Tracy-Lustig
daggerMacKenzie D E Doucet S Nasser S Godden-Webster A L Andrews C amp Kephart G (2014) Collaborationbehind-the-scenes key to effective interprofessional education Journal of Interprofessional Care 28(4) 381ndash383doi103109135618202014890923
MacRae N amp Pardue K T (2007) Use of readers theater to enhance interdisciplinary geriatric educationEducational Gerontology 33(6) 529ndash536 doi10108003601270701328920
daggerManusov E Ronnau J Vela L Lydia A amp Galke C (2015) Engagement and co-production Building aninter-professional integrated medical education and clinical practice International Journal of Integrated Care 15(5)doi105334ijic2105
daggerMcLeod D Curran J Dumont S White M amp Charles G (2014) The Interprofessional Psychosocial OncologyDistance Education (IPODE) project perceived outcomes of an approach to healthcare professional educationJournal of Interprofessional Care 28(3) 254ndash259 doi103109135618202013863181
Mirick R G Davis A amp Wladkowski S P (2017) Understanding sampling and recruitment in social workdissertation research Advances in Social Work 18(2) 415ndash436 doi101806021167
Moher D Liberati A Tetzlaff J Altman D G amp PRISMA Group (2009) Preferred reporting items for systematicreviews and meta-analyses the PRISMA statement PLoS Medicine 6(7) e1000097
daggerMorton S (2016) Inter-professional education A missed opportunity Community Practitioner the Journal of theCommunity Practitionersrsquoamp Health Visitorsrsquo Association 89(7) 28
daggerMunoz C C DoBroka C C amp Mohammad S (2009) Development of a multidisciplinary course in culturalcompetence for nursing and human service professions Journal of Nursing Education 48(9) 495ndash503 doi10392801484834-20090610-03
Murphy J I amp Nimmagadda J (2015) Partnering to provide simulated learning to address InterprofessionalEducation Collaborative core competencies Journal of Interprofessional Care 29(3) 258ndash259 doi103109135618202014942779
daggerNewton J M Cross W M White K Ockerby C amp Billett S (2011) Outcomes of a clinical partnership modelfor undergraduate nursing students Contemporary Nurse 39(1) 119ndash127 doi105172conu2011391119
daggerOdegard P S Robins L Murphy N Belza B Brock D Gallagher T H hellip Mitchell P (2009) Interprofessionalinitiatives at the University of Washington American Journal of Pharmaceutical Education 73(4) 63 doi105688aj730463
daggerOlsson M Persson M Kaila P Wikmar L N amp Bostroumlm C (2013) Studentsrsquo expectations when entering aninterprofessional masterrsquos degree program for health professionals a qualitative study Journal of Allied Health 42(1) 3ndash9
daggerOtis-Green S Yang E amp Lynne L (2013) ACE projectmdashadvocating for clinical excellence creating change in thedelivery of palliative care OMEGA-Journal of Death and Dying 67(1ndash2) 5ndash19 doi1021902FOM671-2b
daggerPareacute L Maziade J Pelletier F Houle N amp Iloko-Fundi M (2012) Training in interprofessional collaborationPedagogic innovation in family medicine units Canadian Family Physician 58(4) e203ndashe209
Park J Hawkins M Hamlin E Hawkins W amp Bamdas J A M (2014) Developing positive attitudes towardinterprofessional collaboration among students in the health care professions Educational Gerontology 40(12)894ndash908 doi101080036012772014908619
daggerParker V A amp Geron S M (2007) Cultural competence in nursing homes Issues and implications for educationGerontology amp Geriatrics Education 28(2) 37ndash54 doi101300J021v28n02_04
daggerPhillips J MacGiollaRi D amp Callaghan S (2012) Encouraging research in social work Narrative as the threadintegrating education and research in social work Social Work Education 31(6) 785ndash793 doi101080026154792012695200
daggerPollard K C Miers M E amp Rickaby C (2012) ldquoOh why didnrsquot I take more noticerdquo Professionalsrsquo views andperceptions of pre-qualifying preparation for interprofessional working in practice Journal of InterprofessionalCare 26(5) 355ndash361 doi103109135618202012689785
daggerPoole J Rife J C Pearson F amp Moore W R (2009) Developing community partnerships with religiouslyaffiliated organizations to address aging needs A case study of the congregational social work education initiativeSocial Work amp Christianity 36(2) 176-191
24 S J BELTRAN AND V J MILLER
Poole J Rife J C Pearson F Moore L Reaves A M amp Moore W (2013) Innovative social work field educationin congregational and community-based settings serving persons fifty-five+ an interdisciplinary training initiativefor BSW and MSW Students Social Work and Christianity 40(4) 404
daggerPulsford D Hope K amp Thompson R (2007) Higher education provision for professionals working with peoplewith dementia a scoping exercise Nurse Education Today 27(1) 5ndash13 doi101016jnedt200602003
Reeves S Zwarenstein M Goldman J Barr H Freeth D Koppel I amp Hammick M (2010) The effectiveness ofinterprofessional education Key findings from a new systematic review Journal of Interprofessional Care 24230ndash241 doi10310913561820903163405
daggerRobins L Brock D M Gallagher T Kartin D Lindhorst T Odegard P hellip Belza B (2008) Piloting teamsimulations to assess interprofessional skills Journal of Interprofessional Care 22(3) 325ndash328 doi10108013561820801886438
Rogers A T Gualco K J Hinckle C amp Baber R L (2013) Cultivating interest and competency in gerontologicalsocial work Opportunities for undergraduate education Journal of Gerontological Social Work 56(4) 335ndash355doi101080016343722013775989
Rowan N L Gillette P D Faul A C Yankeelov P A Borders K W Deck S hellip Wiegand M (2009)Innovative interdisciplinary training in and delivery of evidence-based geriatric services Creating a bridge withsocial work and physical therapy Gerontology amp Geriatrics Education 30(3) 187ndash204 doi10108002701960903133448
Rubin A amp Babbie E R (2011) Research methods for social work (7th ed) Belmont CA BrooksColedaggerSalm T Greenberg H Pitzel M amp Cripps D (2010) Interprofessional education internships in schools Jump
starting change Journal of Interprofessional Care 24(3) 251ndash263 doi10310913561820903051469daggerSchwartz E S Baugh J J Honsky J amp Luebbers E (2015) A patient advocacy program established through an
interprofessional student-run free clinic Journal of Health Care for the Poor and Underserved 26(1) 300ndash308doi101353hpu20150024
daggerSedgwick M (2011) Rural hospital interdisciplinary team membersrsquo experience of undergraduate nursing preceptor-ship A qualitative descriptive study Nurse Education in Practice 11(4) 278ndash282 doi101016jnepr201101004
daggerSelle K M Salamon K Boarman R amp Sauer J (2008) Providing interprofessional learning through interdisci-plinary collaboration The role of ldquomodellingrdquo Journal of Interprofessional Care 22(1) 85ndash92 doi10108013561820701714755
Sheppard K D Ford C R Sawyer P Foley K T Harada C N Brown C J amp Ritchie C S (2015) Theinterprofessional clinical experience interprofessional education in the nursing home Journal of InterprofessionalCare 29(2) 170ndash172 doi103109135618202014942776
daggerSims D (2011a) Achieving collaborative competence through interprofessional education Lessons learned fromjoint training in learning disability nursing and social work Social Work Education 30(1) 98ndash112 doi10108002615471003748056
daggerSims D (2011b) Reconstructing professional identity for professional and interprofessional practice A mixedmethods study of joint training programmes in learning disability nursing and social work Journal ofInterprofessional Care 25(4) 265ndash271 doi103109135618202011571352
daggerSmith R A amp Pilling S (2007) Allied health graduate programndashsupporting the transition from student toprofessional in an interdisciplinary program Journal of Interprofessional Care 21(3) 265ndash276 doi10108013561820701259116
daggerStepney P Callwood I Ning F amp Downing K (2011) Learning to collaborate a study of nursing studentsrsquoexperience of inter-professional education at one UK university Educational Studies 37(4) 419ndash434 doi101080030556982010539669
Supiano K P (2013) Weaving interdisciplinary and discipline-specific content into palliative care education Onesuccessful model for teaching end-of-life care Journal of Death and Dying 67(1ndash2) 201ndash206 doi102190OM671-2x
daggerSweigart L I Umoren R A Scott P J Carlton K H Jones J A Truman B amp Gossett E J (2016) VirtualTeamSTEPPSreg simulations produce teamwork attitude changes among health professions students Journal ofNursing Education 55(1) 31ndash35 doi10392801484834-20151214-08
daggerTan Z S Damron-Rodriguez J Cadogan M Gans D Price R M Merkin S S hellip Chodosh J (2017) Team-Based interprofessional competency training for dementia screening and management Journal of the AmericanGeriatrics Society 65(1) 207ndash211 doi101111jgs14540
daggerTew J Holley T amp Caplen P (2012) Dialogue and challenge Involving service users and carers in small grouplearning with social work and nursing students Social Work Education 31(3) 316ndash330 doi101080026154792011557429
daggerThompson B M Bratzler D W Fisher M J Torres A Faculty E P I C amp Sparks R A (2016) Workingtogether using a unique approach to evaluate an interactive and clinic-based longitudinal interprofessionaleducation experience with 13 professions Journal of Interprofessional Care 30(6) 754ndash761 doi1010801356182020161227962
JOURNAL OF SOCIAL WORK EDUCATION 25
daggerTourse R W C Mooney J F Shindul-Rothschild J Prince J Pulcini J A Platt S amp Savransky H (2008) Theuniversitycommunity partnership Transdisciplinary course development Journal of Interprofessional Care 22(5)461ndash474 doi10108013561820802355615
daggerTraube D E Pohle C E amp Barley M (2012) Teaching evidence-based social work in foundation practice coursesLearning from pedagogical choices of allied fields Journal of Evidence-based Social Work 9(3) 241ndash259doi101080154337142010525417
daggervan Schaik S M Regehr G Eva K W Irby D M amp Orsquosullivan P S (2016) Perceptions of peer-to-peerinterprofessional feedback among students in the health professions Academic Medicine 91(6) 807ndash812doi101097ACM0000000000000981
Whitaker T Weismiller T amp Clark E (2006) Assuring the sufficiency of a frontline workforce A national study oflicensed social workers Washington DC National Association of Social Workers
daggerWilliams A Mostyn A amp Fyson R (2009) Nursing and social work studentsrsquo perceptions of lecturing by non-university practitioners Journal of Interprofessional Care 23(1) 98ndash100 doi10108013561820802278577
World Health Organization (WHO) (2010) Framework for action on interprofessional education amp collaborativepractice Geneva Switzerland World Health Organization Retrieved from httpwhqlibdocwhointhq2010WHO_HRH_HPN_103_engpdf
daggerYaffe M J Wolfson C amp Lithwick M (2009) Professions show different enquiry strategies for elder abusedetection Implications for training and interprofessional care Journal of Interprofessional Care 23(6) 646ndash654doi10310913561820902886279
daggerYamauchi T Takeshima T Hirokawa S Oba Y amp Koh E (2017) An educational program for nursing and socialwork students using artwork created by people with mental health problems International Journal of Mental Healthand Addiction 15(3) 503ndash513 doi101007s11469-016-9716-9
daggerYeung K S S Ho A P Y Lo M C H amp Chan E A (2009) Social work ethical decision making in aninter-disciplinary context British Journal of Social Work 40(5) 1573ndash1590 doi101093bjswbcp065
Young H M Siegel E O McCormick W C Fulmer T Harootyan L K amp Dorr D A (2011) Interdisciplinarycollaboration in geriatrics Advancing health for older adults Nursing Outlook 59(4) 243ndash250 doi101016joutlook201105006
daggerZorek J amp Raehl C (2013) Interprofessional education accreditation standards in the USA a comparative analysisJournal of Interprofessional Care 27(2) 123ndash130 doi103109135618202012718295
26 S J BELTRAN AND V J MILLER
Evaluation of programs
Eleven of the 24 publications discussed empirical studies evaluating the effectiveness of IPE pro-grams The majority of the program evaluations identified used mixed-methods (6) followed byquantitative (4) and qualitative designs (1) The programs being evaluated varied in their approachto the educational interventions Some were case simulations or scenarios (Heuer GeislerKamienski Langevin amp OrsquoSullivan 2010 Murphy amp Nimmagadda 2015) using students facultyor actors (Forrest amp Derrick 2010) Heuer et al (2010) is the only evaluation in this review that didnot include students from multiple fields Instead medical students participated in simulations withall other roles played by interprofessional faculty Heflin et al (2014) included faculty from multiplefields including social work but were unable to enroll a social work student in the course Despitethis social work students were among the intended audience Aiguier Oboeuf Cobbaut and Vanpee(2015) tested the effectiveness of activity confrontation as an educational approach Students fromnursing medicine social work and physiotherapy working in field placements were filmed perform-ing various activities and asked to analyze the recordings Other initiatives used more traditionalapproaches such as seminars (Chan Mok Po-ying amp Man-chun 2009) teaching sessionscourses(Head et al 2016 Heflin et al 2014) and real-life practice experiences in field (Conti et al 2016Sheppard et al 2015)
Interventions also differed in terms of participants gerontological topics of focus and aims Inaddition to nursing and social work fields required for inclusion in this review many initiativesinvolved medical occupational physical and speech therapy pharmacy and nutrition students (egConti et al 2016 Park Hawkins Hamlin Hawkins amp Bamdas 2014) Some initiatives also includedstudents from other fields that often work with older adults For example Sheppard et al (2015)included students from dentistry and optometry fields and both Head et al (2016) and Forrest andDerrick (2010) included chaplaincy and clergy students respectively
While all initiatives targeted gerontological interprofessional practice some focused specificallyon enhancing competencies associated with a particular area or setting of practice For exampleForrest and Derrickrsquos (2010) program aimed to introduce students to end-of-life care and findingssuggested that it helped confirm or generate studentsrsquo desire to work with terminally ill patientsSimilarly Head et alrsquos (2016) intervention focused exclusively on improving interprofessionalpractice in palliative care and Conti et al (2016) and Sheppard et al (2015) focused on improvingcollaborations within nursing homes and during home visits In addition to the topic or setting-specific initiatives all initiatives shared the goal of preparing students for interprofessional colla-borations To this end educational initiatives focused on helping students understand each otherrsquosroles within the interdisciplinary team and develop a sense of appreciation for team-based practice(Heuer et al 2010) Others focused on improving studentsrsquo attitudes and preparedness for inter-professional teamwork (Bonifas amp Gray 2013 Conti et al 2016 Heflin et al 2014 Park et al 2014)and developing caring dispositions in students (Chan et al 2009)
In summary the articles in this theme disseminate findings to the academic community based onevaluations of their programs The research designs constructs measured and data collectionmethods varied Most studies reported that their educational initiatives were successful in achievingsome or all of the aims and some also discussed challenges and recommendations for futurerenditions of the initiatives More details about the articles in this theme including a descriptionof methods participants outcome measures and findings are provided in Table 2
Student and faculty experiences
Descriptions of nursing and social work students and faculty responses and experiences related tothe IPE collaborations were emphasized across five articles included in the final sample Studentswho participated in these IPE programs reported gaining a broad perspective of aging and workingwith older adult populations (Brooks Fox amp Okagbue-Reaves 2009) In one study assessing student
JOURNAL OF SOCIAL WORK EDUCATION 9
Table2
Evaluatio
nof
Prog
rams(n=11)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Aigu
ieret
al(2015)
1Qualitativeevaluatio
nof
the
effectivenessof
anactivity
confrontationeducational
fram
eworkto
developan
interdisciplinaryeducation
training
prog
ram
2Dataevaluatedusingan
indu
ctivediscou
rseanalysis
inform
edby
grou
nded
theory
3Nursing
(3)
4Medicine(1)
5Socialwork(1)
6Ph
ysiotherapy(1)
7Stud
ents
selected
regardless
ofprog
ram
level
1Self-confrontation(by
stud
ents
oftheirrecorded
activity)
2Co
llectiveconfrontation
(studentsqu
alified
profession
als)
1Filmsandtranscrip
tsanalyzed
2Ch
ange
intim
eallocatio
nto
each
type
ofconfrontationassessed
1Themetho
dsprop
osed
encouraged
reflexive
analysisof
themotives
forchoosing
interprofessionalb
ehaviors
2Find
ings
also
show
edthat
the
patient
rolemustbe
considered
whendeveloping
aninterprofessionallearning
prog
ram
andcare
3Theauthorsem
phasizethe
impo
rtance
ofstud
ents
meetin
gthepatientswhich
helped
motivatethem
for
interprofessionalcollabo
ratio
ns
Headet
al(2016)
4Prendashpo
stmixed-m
etho
devaluatio
nof
aun
iversityrsquos
effortsto
design
andimplem
ent
aninterdisciplinarycurriculum
(iCORE)toteachpalliativecare
inon
cology
5Thecurriculum
includ
eson
line
case-based
didacticsan
InterdisciplinaryCase
Managem
entExperience(IC
ME)
clinicalrotatio
nsand
critical
reflectionactivities
6Ch
aplaincy
7BSNlevel
8Medicine(fo
urth
year)
9MSW
level
103
73stud
ents
completed
prendashpo
sttest
over
five
semesters
11C
onfid
ence
with
interprofessionale
ducatio
n12P
alliativecare
know
ledg
eandskills
13End
-of-Life
Profession
alCaregiverSurvey
14Self-Efficacyfor
Interprofessional
ExperientialLearning
Scale
15Interdisciplinary
16P
alliativeCare
Know
ledg
eSurvey
17Focus
grou
ps
18Studentsfrom
alld
isciplines
show
edsign
ificant
improvem
entson
quantitative
measureschaplaincy
stud
ents
didno
treachsign
ificanceon
somescales
19O
pen-endedrespon
ses
indicatedthat
ICMEand
rotatio
nswerethemost
enjoyableaspectsof
the
interventio
n20A
utho
rsconcludedthat
the
curriculum
was
successful
inteaching
skillsandknow
ledg
eandaffectingattitud
esand
abilitiesof
stud
entsto
provide
team
-based
oncology
care
21R
ecom
mendcontinuing
similarprog
ramsin
health
sciences
toprovidehand
s-on
interdisciplinarylearning
oppo
rtun
ities
(Continued)
10 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Contie
tal(2016)
22P
ost-experiencesurvey
and
open-end
edqu
estio
ns
23Interdisciplinaryteam
sassign
edto
olderadultsin
the
commun
ity
24Studentsmade293visits
total
to208olderadultparticipants
25M
edicine(303)
26P
harm
acy(177)
27B
SNlevel(84)
28O
ccup
ationalTherapy
(64)
29B
SWlevel(101)
30M
SWlevel(132)
318
61stud
ents
over
over
semesters
32Team
functio
n33V
aluing
homevisits
34U
nderstanding
olderadults
35V
aluing
IPEexperience
36Learningfrom
Interprofessional
EducationalE
xperiences
Survey
with
open-text
questio
ncompo
nent
37Surveyresults
show
edstud
entsheld
strong
positive
attitud
estowardagingand
olderadultsandtowardteam
-basedcollabo
ratio
ns
38P
articipants
also
repo
rted
learning
abou
ttherolesand
respon
sibilitiesof
other
profession
sandratedthe
experiencehigh
ly8
2stated
they
wou
ldwelcomemoreIPE
oppo
rtun
ities
ForrestandDerrick
(2010)
1Descriptiveevaluatio
nstud
yof
theInterdisciplinaryEducational
Specializationin
End-of-life
Care
prog
ramw
hich
was
design
edbasedon
aneedsassessment
describ
edelsewhere
39M
SWlevel
40B
SNlevel
41C
lergystud
ents
421
3stud
entprendash
post
evaluatio
nsanalyzed
4330competenciesrelatedto
know
ledg
eskillsand
profession
alidentity
44C
ontent
areas
commun
ication
advance
care
planning
futile
treatm
entsIPP
45P
re-andpo
sttest
survey
ofstud
entcompetency
self-assessmentand
focusgrou
ps
46N
oform
ative
assessments
used
47P
rogram
participants
repo
rted
that
theexperiencehelped
them
confirm
adesire
towork
inendof
life(EOL)
orgeneratedtheirdesire
todo
so
48A
llrespon
dentsindicated
that
theprog
ram
increased
theirknow
ledg
eof
interdisciplinaryworkin
EOL
49Follow-updata
show
that
over
70
ofprog
ram
participants
goon
toworkdirectlyin
EOL
care
Chan
etal(2009)
50M
ixed
metho
devaluatio
nof
interprofessionalsem
inarsfor
undergradu
atenu
rsingand
social
workstud
ents
aimed
atdeveloping
theircarin
gdisposition
s51The
interdisciplinaryseminars
discussedcase
scenariosrelated
toelderabusewhich
allowed
forstud
entsto
learnabou
ton
eanotherrsquos
carin
gperspectives
with
inthecontextof
decision
making
52B
SNlevel(16)
53B
SWlevel(16)
54Totalof
32stud
ents
over
twoseminarsaweek
aparteach
55Studentrsquosview
sabou
tthe
teaching
approachethical
decision
-makingand
carin
geach
otherrsquos
roles
commun
ication
values
and
beliefsrelatedto
decision
making
56D
atacollected
via
videotaped
recordings
Likertscale
questio
nnaireand
follow-upteleph
one
interviews
57D
atewereanalyzed
throug
hdescrip
tive
statisticsandcontent
analysis
58Themes
andsubthemes
includ
edan
increasedself-
awarenessof
their
profession
alvaluesenh
anced
understand
ingof
carin
gimproved
commun
icationand
open-m
indedn
essand
buildingtrustin
grelatio
nships
59A
utho
rsconcludedthat
seminarsarean
effective
medium
throug
hwhich
interdisciplinaryeducationon
nursingandsocialworkcan
bedelivered
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 11
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
BonifasandGray
(2013)
60P
rendashp
osttestqu
asi-
experim
entald
esignexam
ining
twocurriculaaimingto
prepare
social
workstud
ents
for
collabo
ratio
nin
geriatriccare
61O
necurriculum
used
aninterprofessionala
pproach
the
otheraun
i-professional
approach
62The
othercurriculum
discussed
interdisciplinarycollabo
ratio
nsin
asocialworkcourse
63M
SWlevel
64M
edicine
65N
utrition
66P
harm
acy
67N
ursing
68A
utho
rson
lystated
the
prog
ram
levels(M
SW)for
thesocialworkprofession
696
9stud
ents
inthe
interprofessional
curriculum
19in
theun
i-profession
alon
e
70C
hang
esin
social
work
stud
entsrsquoattitu
desand
values
towardIDT
71U
nderstanding
ofrolesand
training
requ
irements
ofmultid
isciplinarypartners
72P
rendashpo
sttest
using
adaptedversionof
the
Attitud
esTowardHealth
Care
Team
sScale
731
0multip
lechoice
questio
nsdevelopedby
theteam
used
toassess
understand
ingof
profession
alrolesand
training
ofIDT
mem
bers
74Studentsin
the
interdisciplinarycurriculum
sign
ificantlyimproved
their
attitud
esandvalues
toward
interdisciplinarycollabo
ratio
nsbu
tdidno
tshow
asmuch
improvem
entin
their
understand
ingof
each
profession
rsquosroles
75Studentsin
theun
i-profession
alcurriculum
sign
ificantlyimproved
their
understand
ingof
otherteam
mem
bersrsquoroles
butdidno
tchange
theirattitud
esand
values
towardcollabo
ratio
n76A
utho
rsconcludedthat
interprofessionale
ducatio
nis
thebetter
approach
toob
tain
change
instud
entsrsquoattitu
des
abou
tinterdisciplinaryteam
sSheppard
etal
(2015)
77M
ixed-m
etho
dstud
yevaluatin
gtheeffectsof
aninterprofessionalclinical
experience(IC
E)on
attitud
estowardolderadultsand
interprofessionale
ducatio
n78ICE
prog
ram
was
developed
basedon
IPEC
core
competenciesandfocusedon
interprofessionalp
racticein
nursingho
mes
79M
edicine
80D
entistry
81N
ursing
82N
utrition
83O
T84O
ptom
etry
85Socialw
ork
861
71stud
entrespon
ses
87A
utho
rsdidno
tstate
stud
entsrsquop
rogram
level
88A
ttitu
destoward
interprofessionalteams
89A
ttitu
destowardolder
adults
90Q
uantitativepre-and
posttestsdata
collected
usingtheUCLAGeriatric
Attitud
esScalefocus
grou
psanalyzed
using
anindu
ctivethem
atic
approach
91N
osign
ificant
changesin
attitud
eswerefoun
dexcept
forthestatem
entldquoM
ostold
peop
learepleasant
tobe
with
rdquowhich
improved
from
274
to44
ofstud
ents
strong
lyagreeing
from
pre-
topo
st-IC
E92G
enerallystudentsrepo
rted
positiveattitud
estoward
interprofessionalteamwork
andolderadults
93The
authorsconclude
that
the
briefinterprofessional
curriculum
offersthepo
tential
tobe
appliedsuccessfully
(Continued)
12 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Park
etal(2014)
94P
rendashp
osttestinterventio
nstud
ytestingtheeffectsof
IPE
prog
ram
95Intervention
(1)IPE
developm
entsession
and(2)
theSenior
AgingandGeriatrics
Educator
mentorin
gprog
ram
96M
edicine(firstyear)(52)
97B
SN-leveln
ursing
(49)
98M
SW(firstyear)-55
99A
ttitu
destoward
interprofessional
collabo
ratio
ns(physicianndash
socialworkerph
ysicianndash
nursenu
rsendashsocial
worker)
100
Prendashpo
stdata
collected
usingthe
originalandmod
ified
versions
ofthe
Jeffe
rson
Scho
olof
Attitud
esToward
Physician-Nurse
Collabo
ratio
n
101
Socialworkstud
ents
and
nursingstud
ents
repo
rted
theleastpo
sitiveattitud
estowardtheph
ysicianndash
social
workerph
ysicianndash
nurse
collabo
ratio
nsrespectively
102
Medicalstud
ents
improved
theirattitud
estowardall
threecollabo
ratio
nsto
agreaterdegree
than
the
otherstud
entsw
hich
isinconsistent
with
previous
finding
s103
Authorsrecommendthat
thecurriculum
beevaluated
andassessed
forintegrity
andthat
postgraduate
follow-upmeasuresbe
incorporated
toassess
long
-term
change
Heuer
etal(2010)
1Sm
allsurveyexplorationof
the
effectsof
a60-m
inute
interdisciplinarycase-simulation
sessionon
medicalstud
entsrsquo
awarenessof
otherprofession
srsquoscop
eof
practiceand
commun
icationskills
104
116stud
ents
from
medicine
105
Faculty
from
medical
imaging
nutrition
labo
ratory
techno
logy
nursing
physical
therapy(PT)p
hysician
assistant(PA)
respiratory
therapyand
socialwork
106
Awarenessof
other
profession
srsquoscop
eof
practice
107
Appreciatio
nforIDTand
commun
ication
108
Stud
entsrsquoexperiencewith
theinterventio
n
109
12-item
survey
used
tocollect
participant
feedback
aswellas
open-end
edqu
alitativequ
estio
nsregardingthe
initiative
110
Participants
repo
rted
that
thesessionwas
ago
odmeans
toachievethego
als
setou
t111
Survey
results
indicatedthat
medicalstud
entsrsquoawareness
andappreciatio
nof
other
health
profession
sincreased
andwas
overallp
ositive
112
Authorsconclude
that
future
sessions
shou
ldbe
adjusted
basedon
stud
entfeedback
andthat
thesessions
are
achalleng
ingyetvaluable
educationalu
ndertaking
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 13
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Murph
yand
Nimmagadda
(2015)
113
Prendashpo
stqu
asi-experimental
survey
design
evaluatin
gthe
effectivenessof
aneducationalsimulationfor
nursingandSW
stud
ents
114
Purposivesampleof
43nu
rsingand45
social
workstud
ents
115
Team
workand
collabo
ratio
n116
Patient
centeredness
117
Senseof
profession
alidentity
118
Prendash
posttest
using
theReadinessfor
Interprofessional
Learning
Scale
119
Uncertainty
abou
tinterprofessionalroles
decreasedby
morethan
two
third
sin
both
grou
ps
120
Both
nursingandSW
stud
ents
identifiednew
streng
thssuch
asreflective
listening
andop
en-
mindedn
essfortheSW
role
onpo
sttest
Heflin
etal(2014)
121
Pre-licensure
course
providing
interactiveteaching
sessions
tostud
ents
from
vario
ushealth
care
profession
s122
Theeducationalcom
ponent
focuseson
enhancing
transitio
nsof
care
forolder
adults
byimproving
interprofessionalp
ractices
123
Medicine
124
Pharmacy
125
PhysicalTherapy
126
PhysicianAssistants
127
Nutrition
128
Socialworkfaculty
129
18completed
the
evaluatio
nover
two
semesters
130
Course
topics
delineated
inthesyllabu
sinclud
edescrib
ingIDTmem
ber
rolesinterprofessional
commun
ication
andcare
planning
131
Learning
outcom
es
know
ledg
eandskillsin
clinicalcare
andin
quality
improvem
ent
andcommun
icationand
collabo
ratio
n
132
In-class
andon
line
participation
performance
onassign
mentsand
team
-based
prop
osals
used
toassess
stud
ents
133
Stud
entself-efficacy
measuredat
pre-
and
post-cou
rse
completion
134
Stud
entsrsquoself-efficacyratin
gssign
ificantlyimproved
inteam
workskillstransitio
nsof
careq
uality
improvem
entandcultu
ral
competence
135
Stud
entsrsquocou
rseevaluatio
nfeedback
indicatedthat
they
appreciatedtheinteractive
experienceandgettingto
engage
inrelevant
workas
wellastheenthusiasm
ofthecourse
faculty
14 S J BELTRAN AND V J MILLER
satisfaction and educational efforts Dorfman et al (2008) implemented a supplementary ldquoGeroRichrdquoSocial Work education program In this program community collaborations were the interventionaimed to strengthen the aging-focused learning opportunities This study of advisory board membersand social work faculty members found that programs utilizing community collaborations improvedgerontological social work education and that this type of community partnership could benefitnursing programs as well (Dorfman et al 2008)
Across these studies students reported having positive experiences participating in both therequired and supplemental educational efforts (Addy Browne Blake amp Bailey 2015 GoldenGammonley Hunt Olsen amp Barry Issenberg 2014) These educational opportunities were foundto be enjoyable for students and highlighted important features of each respective discipline (Addyet al 2015 Golden et al 2014) Additionally students perceived that they had gained an under-standing of key health concepts following this collaboration (Addy et al 2015) Finally a state-of-the-science by Damron-Rodriguez (2008) found that shared learning between social work and nursingprograms may lend toward competency-based education however competence must be defined andassessed in an ongoing basis within schools of social work and schools of nursing
In conclusion the articles with a focus on student and faculty experiences described in this themereport that the broad scope of educational efforts between nursing social work and allied health careprofessions widens the understanding of students which promotes teamwork and comprehension ofcare best practices across disciplines Table 3 includes details of each study including the methodsparticipants data collection and key findings and recommendations
Critique of the literature
There are limitations to the articles included within this study that should be noted First there wasa lack of theoretical frameworks providing guidelines and boundaries for the programs used acrossall articles but one (Rowan et al 2009) The use of theoretical frameworks may challenge and extendexisting knowledge strengthening the work within the limits of each study conducted respectivelyFor example authors may have used the IPEC competencies to frame their program goals ordiscussed how their learning objectives align with the competencies that IPEC recommends forIPE and practice Second 7 of the 24 articles were review articles and lacked a procedure forconducting the study either as a mixed-methodological qualitative or quantitative study designThe lack of details makes it difficult for the reader to assess the comprehensiveness of the review andthe accuracy of the conclusions drawn Third all studies used purposive non-probability samplingtechniques Based on researchers selecting study participants or students self-selecting findingsfrom these studies may not be generalizable to students or universities across the nation Last manystudies reported findings based on self-reported subjective assessments (eg Forrest amp Derrick2010) The lack of rigorous summative assessments makes it difficult to assess actual changes inknowledge skills and attitudes resulting from the intervention
Discussion and implications
This systematic review provides a comprehensive summary of the literature published on inter-professional education initiatives that have been developed and implemented in an effort to bestprepare nursing and social work students for interprofessional gerontological practice (ie programdescriptions evaluation of programs and student and faculty responses) A total of 24 articles werereviewed These publications highlight the potential of IPE efforts to prepare students for geronto-logical practice and interdisciplinary teamwork as well as student and faculty receptiveness to suchefforts The small number of publications also highlights the particular need for increased actionaround IPE in gerontological social work education and for IPE programs to be evaluated andfindings disseminated to the research community The few initiatives identified in this review of theliterature represent programsrsquo attempts to fill educational gaps within their curricula There is a need
JOURNAL OF SOCIAL WORK EDUCATION 15
Table3
Stud
entandFaculty
Experiences
(n=5)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Brooks
etal(2009)
1Au
thorsaddressthebestpractices
forteaching
thecourse
titledAg
ing
toInfancyacross
universitiesfrom
four
states
2Thisarticle
presents
areview
ofthe
numberof
gerontolog
y-focused
coursesacross
universitiesin
these
states
1Ag
ingcurriculum
across
IndianaIllinois
Michigan
andOhio
2Thecourse
isaprerequisite
for
admission
tonu
rsing
occupatio
naltherapy
social
workand
dieteticsprog
rams
1Co
nceptualizationof
the
health
care
team
2Positiveintrod
uctio
nto
aging
3Redu
ctionin
agism
1Co
urse
midterm
sfin
als
andassign
ments
2Co
urse
review
s
1Manydisciplinesincluding
nursing
dieteticssocialworkand
occupatio
naltherapyreportsimilar
challeng
eswith
integrating
gerontolog
ical
contentinto
their
curriculum
2
Stud
ents
repo
rtthat
having
four
instructorsfrom
diffe
rent
health
profession
sgave
abroadversionof
allaspects
Dam
ron-Rodriguez
(2008)
Thisarticle
presentsastateof
the
sciencecapturingfin
ding
sfrom
previous
educationalapp
roachesto
preparingnu
rses
andsocialworkersfor
supp
ortin
gfamily
caregivers
3Nursing
4Social
Work(SW)
5Medicine
6CSWEandHartford
Geriatriccompetencies
that
specifically
mentio
nfamilysuchas
diversity
commun
ication
and
assessment
7Review
oftheliterature
from
thepast
decade
(1998ndash2008)
8Itwas
foun
dthat
competencein
geriatricsiscentraltointerdisciplinary
team
workShared
learning
may
behelpfulacrossdisciplines
9Recommendthat
afram
eworkfor
educatingandtraining
nurses
and
social
workerscontainfour
central
elem
entsw
hatho
ww
here
and
when
andho
wwell
Dorfm
anet
al(2008)
10M
ixed-m
etho
dsstud
yanalyzed
data
from
advisory
boardmem
bers
11A
dvisorybo
ardgu
idingcurriculum
includ
edsocial
workfaculty
commun
itypartnerso
lder
adults
PhDstud
entsand
agraduate
and
anun
dergradu
aterepresentative
129
faculty
questio
nnaires
respon
ses
131
1advisory
board
respon
ses
14Sup
portandsatisfaction
with
project
15Sug
gestions
regarding
sustainabilityandfuture
implem
entatio
n
16Q
uestionn
aire
adapted
from
theGeroRich
Project
17B
othgrou
psagreed
that
the
ldquoGeroRichrdquo
projectto
provideBSW
stud
ents
with
gero-education
coursesispo
sitiveforSW
curriculum
18A
utho
rsencouragethereplicationof
theprog
ram
with
nursingandother
alliedhealth
care
profession
als
Addy
etal(2015)
19Thisarticle
shares
mod
ificatio
nsmadeto
aninterdisciplinarycourse
andevaluatedchangesin
end-of-
course
evaluatio
nsfrom
stud
ents
from
year
2013
to2014
ofimplem
entatio
n
20M
edicine
21N
ursing
22P
harm
acy
23P
ublic
Health
24SocialW
ork
25P
rogram
levelvaried
262
013coho
rt(256)
272
014coho
rt(394)
28V
aluesethics
29R
olesrespo
nsibilities
30C
ommun
icationand
team
steam
work
31O
nlineend-of-cou
rse
evaluatio
n32Student
reflections
abou
tthecourse
33Studentsshared
they
enjoyedbeing
with
health
care
stud
entsacross
disciplines
34Studentsrsquoratin
gof
allcou
rse
itemssign
ificantlyimproved
from
2013
to2014
(Continued)
16 S J BELTRAN AND V J MILLER
Table3
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Goldenet
al(2014)
1Cross-sectionalsurveyof
stud
ent
grou
psrsquovaluesregardingolder
adults
2Thepu
rposeof
thisstud
ywas
todrivethedevelopm
entof
ageriatric-focused
interprofessional
collabo
ratio
n
35M
edicine(third
year)
(31)
36N
urse
practitioners
(NP)
(70)
37M
SWlevelsocial
work(131)
38A
ttitu
destoward
carin
gforolderadults
39A
ttitu
destoward
person
alaging
40A
ttitu
desabou
thealth
reform
legislation
41B
eliefsabou
tleadership
inIDT
42P
aper
andpencil
surveys
43G
eriatricsAttitud
eScale(GAS
)44R
eactions
toAg
ing
Questionn
aire
(RAQ
)45P
atient
Protectio
nand
Affordable
Care
Act
(PPA
CA)assessment
46R
esultsshow
that
theprofession
shared
similarattitud
estoward
person
alaging
andNPandSW
stud
ents
hadmorepo
sitive
attitud
esrelatedto
carin
gforolder
adultsthan
medicalstud
ents
Overallallscoreswerewith
inthe
neutralrange
ofattitud
e47V
arieddiffe
rences
wereidentifiedin
attitud
estowardleadership
andthe
effect
ofhealth
care
reform
48A
utho
rsem
phasizetheneed
forIPE
tohigh
light
thevaluesystem
sof
each
profession
involved
incare
team
s
JOURNAL OF SOCIAL WORK EDUCATION 17
to expand the depth and breadth of these efforts including access to programs duration ofprograms and gerontological topics of focus What follows is a discussion of recommendationsfor future research and education These recommendations come from the literature discussed aswell as the authorsrsquo additional recommendations
Social work educators and researchers have made significant efforts to develop and deliver IPE tostudents interested in aging practice but more is needed A major limitation in the current literaturestems from the lack of rigorous research methods employed in the design and evaluation of theeducational interventions (eg Dorfman et al 2008 Ellman et al 2012 Hermann et al 2016)Future educational initiatives should be developed based on explicitly stated IPEC competencies andevaluated for effectiveness using more rigorous methods One way to achieve this may be throughthe use of validated and reliable assessment tools such as the IPEC Competency Self-Assessmenttool derived from IPEC competencies Developed by Dow DiazGranados Mazmanian and Retchin(2014) the tool measures students on 42 core competencies across two domains interprofessionalinteractions and interprofessional values
Even though differences in professional mandates add complexity to decisions about whichcompetencies to measure (Hermann et al 2016) several disciplines have made efforts to establishassessment measures based on interprofessional collaborative efforts (eg Lockeman et al 2016)Social work gerontology educators should take advantage of these developments by using themwithin and across departments at the university level In addition social workers with theircommitment to a biopsychosocial approach are well-positioned to initiate and steer collaborativeefforts related to the development of such measures Further efforts have been made to identifycompetencies relevant to both nursing and social work to develop a framework for education Thiswas done for example by Damron-Rodriguez (2008) with a focus on preparing nurses and socialworkers to support older adult family caregivers Future research should be conducted to identifycompetencies most important to interprofessional gerontological health care practice relevant acrossmultiple disciplines and settings and how to measure them
Social desirability bias is another concern across the articles included within this study Kolomeret al (2010) discussed the risk for socially desirable responses associated with having the IPEinitiatives be part of a graded course This risk is magnified by the use of subjective measuressuch as self-assessments and untested instruments (eg Hermann et al 2016) To minimize thisrisk objective measures using standardized instruments should be employed whenever possibleA standardized instrument recommended for future use in some of the articles reviewed is theGeriatric Social Work Competency Scale II (eg Brooks et al 2009 Damron-Rodriguez 2008)Head et al (2016) recommended that future research measure the long-term effect of the IPEinterventions
In addition to standardized instruments studies should implement rigorous sampling andrandomization techniques Golden et al (2014) recommend that future studies use larger samplesizes to improve their statistical power Although engaging in unbiased sampling recruitment andretention of students across professions can be logistically challenging (Mirick Davis ampWladkowski 2017 Rubin amp Babbie 2011) these investments will help to better assess outcomesand refine educational initiatives moving the field forward It is also important to emphasize thatalthough randomization is difficult given that IPE programs are often delivered as part of a semestercourse efforts should be made to incorporate a control group For example if the IPE is delivered asan aging course elective another section of the aging course where IPE is not delivered can be usedas a control group Internal validity would be limited but it would be a step forward from the non-experimental designs currently employed
Opportunities also exist for improving the implementation of IPE programs particularly whenprograms include field placements clinical rotations or partnerships with community agenciesSeveral of the articles included in this review recommend that programs continue to prioritize face-to-face small-group educational opportunities to connect health profession students and promoteinteractions among disciplines as it has been found to be an integral component of their IPE
18 S J BELTRAN AND V J MILLER
programming (eg Dorfman et al 2008) This recommendation is well-aligned with CAIPErsquosdefinition of IPE (Buring et al 2009) Kolomer et al (2010) and Poole et al (2013) also emphasizethe importance of developing or strengthening community partnerships It is important that whenIPE initiatives are implemented in the community special attention is paid to the sustainability andcontinuity of the resources and supports that the students and programs represent Includingfeedback from community members receiving care can be a constructive approach to assessingstudent learning and an effective component of the evaluation of IPE Simultaneously such feedbackcan help providers learn about the experiences of community members and effect of the programSoliciting feedback from community members as Rowan et al (2009) did in their program can alsohelp strengthen academicndashcommunity partnerships and support programmatic improvementsCommunity members may also be engaged in discussions about their needs and ways in whichacademicndashcommunity partners can remain involved between rounds of implementation which iscrucial to the quality and effect of the program on the community and on older adults
Finally future initiatives must consider the varying skills and knowledge that students from multipledisciplines possess and how to build curricula that supports all of their needs For example some of theprograms included in this review involved both BSW and MSW students and it is unclear whether lackof preparedness of BSW students to engage in some higher-level IPE activities emerged as a concern Thebenefits and limitations of combining BSW and MSW students in IPE experiences involving graduatestudents from other health professions merits further investigation Moreover nursing students witha strong scientific foundation and understanding of the biological and physiological components of agingmay lack understanding of the holistic socioeconomic psychosocial and behavioral aspects of agingwhich influence the health care decision-making process and are crucial in social work practice As suchnursing students ought to be engaged in coursework and curricula that addresses social influencespursues social change and maximizes the quality of life for older adults
Programs need to develop the infrastructure required to support interprofessional collaborations inresearch projects as well as in classrooms across levels of higher education so that social work facultyrsquosown practices mirror the interprofessional values they hope to impart onto students Jones and Phillips(2016) discussed the competencies of IPE as detailed by IPEC and provided a similar recommendationfor ldquodual and reciprocal appointments of faculty in schools of social work medicine public healthnursing and so forth hellip [and for] co-taught courses that bring together multiple faculty and studentsfrom a variety of disciplinesrdquo (p 26) Social work and nursing programs should build capacity forinterprofessional practice research and education This will require that leaders from various programscome together and discuss their accreditation mandates and work together to support the developmentof collaborations For example CSWE EPAS (2015) requires that social work faculty have 2 years of post-masterrsquos social work degree practice experience and other programs may have similar requirements thatwill dictate how to develop coteaching initiatives The need for program and profession leaders to cometogether has been previously expressed and can be found in the IPE literature (Clark 2011 Hall ampZierler 2015 Jensen Harvan amp Royeen 2009)
Conclusion
This is the first systematic review to examine interprofessional gerontological education program-ming within social work and nursing programs in the United States that can be located Findingsfrom this study highlight the current programs engaging in IPE to prepare gerontological andhealth care social workers as well as the effectiveness of such programming Overall thisliterature points to IPE educational initiatives as valuable and effective at increasing the self-awareness attitudes and skills of social work and nursing students engaged in gerontologicalpractice Moving forward the study of such initiatives should explore the benefits of IPE on long-term outcomes such as increased enrollment in further gerontology-specific studies (eg BSWstudents entering MSW aging concentrations) and on studentsrsquo readiness to practice with theolder adult population Ongoing examinations of the effect IPE initiatives have on the well-being
JOURNAL OF SOCIAL WORK EDUCATION 19
of older adults is also an area requiring continued research These interprofessional programsmay arm up-and-coming professionals with the skills and knowledge required to competentlycare for the growing population of aging Americans and for practicing within the health caresystem As such it is of paramount importance that social work programs infuse interprofessionaleducation into their programming and curricula and support faculty in their efforts to collabo-rate across departmental silos
Disclosure statement
No potential conflict of interest was reported by the authors
Notes on contributors
Susanny J Beltran PhD MSW is assistant professor with the School of Social Work University of Central FloridaVivian J Miller PhD LMSW is assistant professor with the Department of Human Services Bowling Green StateUniversity
References
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Anderson M B amp Kanter S L (2010) Medical education in the united states and Canada 2010 Academic Medicine85(9) S2ndashS18
Angelini D J (2011) Interdisciplinary and interprofessional education What are the key issues and considerationsfor the future The Journal of Perinatal amp Neonatal Nursing 25(2) 175ndash179
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daggerBellamy J L Mullen E J Satterfield J M Newhouse R P Ferguson M Brownson R C amp Spring B (2013)Implementing evidence-based practice education in social work A transdisciplinary approach Research on SocialWork Practice 23(4) 426ndash436 doi1011771049731513480528
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Bonifas R P amp Gray A K (2013) Preparing social work students for interprofessional practice in geriatric healthcare Insights from two approaches Educational Gerontology 39(7) 476ndash490 doi101111ajag12106
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20 S J BELTRAN AND V J MILLER
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Buring S M Bhushan A Broeseker A Conway S Duncan-Hewitt W Hansen L amp Westberg S (2009)Interprofessional education definitions student competencies and guidelines for implementation AmericanJournal of Pharmaceutical Education 73(4) 59 doi105688aj730459
daggerChan E A Lam W amp Yeung S K S L (2013) Interprofessional competence A qualitative exploration of socialwork and nursing studentsrsquo experience Journal of Nursing Education 52(9) 509ndash515 doi10392801484834-20130823-01
Chan E A Mok E Po-ying A H amp Man-chun J H (2009) The use of interdisciplinary seminars for thedevelopment of caring dispositions in nursing and social work students Journal of Advanced Nursing 65(12)2658ndash2667 doi101111j1365-2648200905121x
Chan E A Chi S P M Ching S amp Lam S K (2010) Interprofessional education The interface of nursing andsocial work Journal of Clinical Nursing 19(12) 168ndash176
daggerChicorelli J Dennie A Heinrich C Hinchey B Honarparvar F Jennings M hellip Tempelman J (2016)Canadian student leadersrsquo perspective on interprofessional education A consensus statement Journal ofInterprofessional Care 30(4) 545ndash547 doi1031091356182020161159187
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Christensen K Doblhammer G Rau R amp Vaupel J W (2009) Ageing populations the challenges ahead TheLancet 374(9696) 1196ndash1208 doi101016S0140-6736(09)61460-4
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Clark P G (2011) The devil is in the details The seven deadly sins of organizing and continuing interprofessionaleducation in the US Journal of Interprofessional Care 25(5) 321ndash327 doi103109135618202011578223
daggerClarke B A Miers M E Pollard K C amp Thomas J (2007) Complexities of learning together Studentsrsquoexperience of face-to-face interprofessional groups Learning in Health and Social Care 6(4) 202ndash212doi101111j1473-6861200700162x
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Conti G Bowers C OrsquoConnell M B Bruer S Bugdalski-Stutrud C Smith G hellip Mendez J (2016) Examiningthe effects of an experiential interprofessional education activity with older adults Journal of Interprofessional Care30(2) 184ndash190 doi1031091356182020151092428
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Damron-Rodriguez J (2008) Developing competence for nurses and social workers The American Journal ofNursing 108 40ndash46 doi10109701NAJ000033641383366e0
daggerDay M R Bantry-White E amp Glavin P (2010) Professional Protection of vulnerable adults an interdisciplinaryworkshop Community Practitioner 83(9) 29ndash32
JOURNAL OF SOCIAL WORK EDUCATION 21
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daggerDerbyshire J A amp Machin A I (2011) Learning to work collaboratively nursesrsquo views of their pre-registrationinterprofessional education and its impact on practice Nurse Education in Practice 11(4) 239ndash244 doi101016jnepr201011010
Dorfman L T Murty S A Ingram J G amp Li H (2008) Faculty and community partners in gerontologicalcurriculum enrichment Educational Gerontology 12 1087ndash1104 doi10108003601270802201398
Dow A A DiazGranados D Mazmanian P E amp Retchin S M (2014) An exploratory study of an assessment toolderived from the competencies of the interprofessional education collaborative Journal of Interprofessional Care28 299ndash304 doi103109135618202014891573
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daggerEckstrom E Neal M B Cotrell V Casey C M McKenzie G Morgove M W hellip Lasater K (2016) Aninterprofessional approach to reducing the risk of falls through enhanced collaborative practice Journal of theAmerican Geriatrics Society 64(8) 1701ndash1707 doi101111jgs14178
Ellman M S Schulman-Green D Blatt L Asher S Viveiros D Clark J amp Bia M (2012) Using online learningand interactive simulation to teach spiritual and cultural aspects of palliative care to interprofessional studentsJournal of Palliative Medicine 15(11) 1240ndash1247 doi101089jpm20120038
daggerFilies G C Yassin Z amp Frantz J M (2016) Studentsrsquo views of learning about an interprofessional world cafeacutemethod African Journal of Health Professions Education 8(2) 229ndash233 doi107196AJHPE2016v8i2844
Forrest C amp Derrick C (2010) Interdisciplinary education in end-of-life care Creating new opportunities for socialwork nursing and clinical pastoral education students Journal of Social Work in End-Of-Life amp Palliative Care 6(1ndash2) 91ndash116 doi101080155242562010489224
daggerGalambos C (2008) From the editor the joint social worknursing caregiver initiative Opportunities for social workeducation Journal of Social Work Education 44(sup3) 1ndash4 doi105175JSWE2008773247701
Golden A G Gammonley D Hunt D Olsen E amp Barry Issenberg S (2014) The attitudes of graduate healthcarestudents toward older adults personal aging health care reform and interprofessional collaboration Journal ofInterprofessional Care 28(1) 40ndash44 doi103109135618202013830595
Gould P R Lee Y Berkowitz S amp Bronstein L (2015) Impact of a collaborative interprofessional learningexperience upon medical and social work students in geriatric health care Journal of Interprofessional Care 29(4)372ndash373 doi103109135618202014962128
daggerGrady C Danis M Soeken K L OrsquoDonnell P Taylor C Farrar A amp Ulrich C M (2008) Does ethicseducation influence the moral action of practicing nurses and social workers The American Journal of Bioethics 8(4) 4ndash11 doi10108015265160802166017
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22 S J BELTRAN AND V J MILLER
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JOURNAL OF SOCIAL WORK EDUCATION 23
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daggerPhillips J MacGiollaRi D amp Callaghan S (2012) Encouraging research in social work Narrative as the threadintegrating education and research in social work Social Work Education 31(6) 785ndash793 doi101080026154792012695200
daggerPollard K C Miers M E amp Rickaby C (2012) ldquoOh why didnrsquot I take more noticerdquo Professionalsrsquo views andperceptions of pre-qualifying preparation for interprofessional working in practice Journal of InterprofessionalCare 26(5) 355ndash361 doi103109135618202012689785
daggerPoole J Rife J C Pearson F amp Moore W R (2009) Developing community partnerships with religiouslyaffiliated organizations to address aging needs A case study of the congregational social work education initiativeSocial Work amp Christianity 36(2) 176-191
24 S J BELTRAN AND V J MILLER
Poole J Rife J C Pearson F Moore L Reaves A M amp Moore W (2013) Innovative social work field educationin congregational and community-based settings serving persons fifty-five+ an interdisciplinary training initiativefor BSW and MSW Students Social Work and Christianity 40(4) 404
daggerPulsford D Hope K amp Thompson R (2007) Higher education provision for professionals working with peoplewith dementia a scoping exercise Nurse Education Today 27(1) 5ndash13 doi101016jnedt200602003
Reeves S Zwarenstein M Goldman J Barr H Freeth D Koppel I amp Hammick M (2010) The effectiveness ofinterprofessional education Key findings from a new systematic review Journal of Interprofessional Care 24230ndash241 doi10310913561820903163405
daggerRobins L Brock D M Gallagher T Kartin D Lindhorst T Odegard P hellip Belza B (2008) Piloting teamsimulations to assess interprofessional skills Journal of Interprofessional Care 22(3) 325ndash328 doi10108013561820801886438
Rogers A T Gualco K J Hinckle C amp Baber R L (2013) Cultivating interest and competency in gerontologicalsocial work Opportunities for undergraduate education Journal of Gerontological Social Work 56(4) 335ndash355doi101080016343722013775989
Rowan N L Gillette P D Faul A C Yankeelov P A Borders K W Deck S hellip Wiegand M (2009)Innovative interdisciplinary training in and delivery of evidence-based geriatric services Creating a bridge withsocial work and physical therapy Gerontology amp Geriatrics Education 30(3) 187ndash204 doi10108002701960903133448
Rubin A amp Babbie E R (2011) Research methods for social work (7th ed) Belmont CA BrooksColedaggerSalm T Greenberg H Pitzel M amp Cripps D (2010) Interprofessional education internships in schools Jump
starting change Journal of Interprofessional Care 24(3) 251ndash263 doi10310913561820903051469daggerSchwartz E S Baugh J J Honsky J amp Luebbers E (2015) A patient advocacy program established through an
interprofessional student-run free clinic Journal of Health Care for the Poor and Underserved 26(1) 300ndash308doi101353hpu20150024
daggerSedgwick M (2011) Rural hospital interdisciplinary team membersrsquo experience of undergraduate nursing preceptor-ship A qualitative descriptive study Nurse Education in Practice 11(4) 278ndash282 doi101016jnepr201101004
daggerSelle K M Salamon K Boarman R amp Sauer J (2008) Providing interprofessional learning through interdisci-plinary collaboration The role of ldquomodellingrdquo Journal of Interprofessional Care 22(1) 85ndash92 doi10108013561820701714755
Sheppard K D Ford C R Sawyer P Foley K T Harada C N Brown C J amp Ritchie C S (2015) Theinterprofessional clinical experience interprofessional education in the nursing home Journal of InterprofessionalCare 29(2) 170ndash172 doi103109135618202014942776
daggerSims D (2011a) Achieving collaborative competence through interprofessional education Lessons learned fromjoint training in learning disability nursing and social work Social Work Education 30(1) 98ndash112 doi10108002615471003748056
daggerSims D (2011b) Reconstructing professional identity for professional and interprofessional practice A mixedmethods study of joint training programmes in learning disability nursing and social work Journal ofInterprofessional Care 25(4) 265ndash271 doi103109135618202011571352
daggerSmith R A amp Pilling S (2007) Allied health graduate programndashsupporting the transition from student toprofessional in an interdisciplinary program Journal of Interprofessional Care 21(3) 265ndash276 doi10108013561820701259116
daggerStepney P Callwood I Ning F amp Downing K (2011) Learning to collaborate a study of nursing studentsrsquoexperience of inter-professional education at one UK university Educational Studies 37(4) 419ndash434 doi101080030556982010539669
Supiano K P (2013) Weaving interdisciplinary and discipline-specific content into palliative care education Onesuccessful model for teaching end-of-life care Journal of Death and Dying 67(1ndash2) 201ndash206 doi102190OM671-2x
daggerSweigart L I Umoren R A Scott P J Carlton K H Jones J A Truman B amp Gossett E J (2016) VirtualTeamSTEPPSreg simulations produce teamwork attitude changes among health professions students Journal ofNursing Education 55(1) 31ndash35 doi10392801484834-20151214-08
daggerTan Z S Damron-Rodriguez J Cadogan M Gans D Price R M Merkin S S hellip Chodosh J (2017) Team-Based interprofessional competency training for dementia screening and management Journal of the AmericanGeriatrics Society 65(1) 207ndash211 doi101111jgs14540
daggerTew J Holley T amp Caplen P (2012) Dialogue and challenge Involving service users and carers in small grouplearning with social work and nursing students Social Work Education 31(3) 316ndash330 doi101080026154792011557429
daggerThompson B M Bratzler D W Fisher M J Torres A Faculty E P I C amp Sparks R A (2016) Workingtogether using a unique approach to evaluate an interactive and clinic-based longitudinal interprofessionaleducation experience with 13 professions Journal of Interprofessional Care 30(6) 754ndash761 doi1010801356182020161227962
JOURNAL OF SOCIAL WORK EDUCATION 25
daggerTourse R W C Mooney J F Shindul-Rothschild J Prince J Pulcini J A Platt S amp Savransky H (2008) Theuniversitycommunity partnership Transdisciplinary course development Journal of Interprofessional Care 22(5)461ndash474 doi10108013561820802355615
daggerTraube D E Pohle C E amp Barley M (2012) Teaching evidence-based social work in foundation practice coursesLearning from pedagogical choices of allied fields Journal of Evidence-based Social Work 9(3) 241ndash259doi101080154337142010525417
daggervan Schaik S M Regehr G Eva K W Irby D M amp Orsquosullivan P S (2016) Perceptions of peer-to-peerinterprofessional feedback among students in the health professions Academic Medicine 91(6) 807ndash812doi101097ACM0000000000000981
Whitaker T Weismiller T amp Clark E (2006) Assuring the sufficiency of a frontline workforce A national study oflicensed social workers Washington DC National Association of Social Workers
daggerWilliams A Mostyn A amp Fyson R (2009) Nursing and social work studentsrsquo perceptions of lecturing by non-university practitioners Journal of Interprofessional Care 23(1) 98ndash100 doi10108013561820802278577
World Health Organization (WHO) (2010) Framework for action on interprofessional education amp collaborativepractice Geneva Switzerland World Health Organization Retrieved from httpwhqlibdocwhointhq2010WHO_HRH_HPN_103_engpdf
daggerYaffe M J Wolfson C amp Lithwick M (2009) Professions show different enquiry strategies for elder abusedetection Implications for training and interprofessional care Journal of Interprofessional Care 23(6) 646ndash654doi10310913561820902886279
daggerYamauchi T Takeshima T Hirokawa S Oba Y amp Koh E (2017) An educational program for nursing and socialwork students using artwork created by people with mental health problems International Journal of Mental Healthand Addiction 15(3) 503ndash513 doi101007s11469-016-9716-9
daggerYeung K S S Ho A P Y Lo M C H amp Chan E A (2009) Social work ethical decision making in aninter-disciplinary context British Journal of Social Work 40(5) 1573ndash1590 doi101093bjswbcp065
Young H M Siegel E O McCormick W C Fulmer T Harootyan L K amp Dorr D A (2011) Interdisciplinarycollaboration in geriatrics Advancing health for older adults Nursing Outlook 59(4) 243ndash250 doi101016joutlook201105006
daggerZorek J amp Raehl C (2013) Interprofessional education accreditation standards in the USA a comparative analysisJournal of Interprofessional Care 27(2) 123ndash130 doi103109135618202012718295
26 S J BELTRAN AND V J MILLER
Table2
Evaluatio
nof
Prog
rams(n=11)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Aigu
ieret
al(2015)
1Qualitativeevaluatio
nof
the
effectivenessof
anactivity
confrontationeducational
fram
eworkto
developan
interdisciplinaryeducation
training
prog
ram
2Dataevaluatedusingan
indu
ctivediscou
rseanalysis
inform
edby
grou
nded
theory
3Nursing
(3)
4Medicine(1)
5Socialwork(1)
6Ph
ysiotherapy(1)
7Stud
ents
selected
regardless
ofprog
ram
level
1Self-confrontation(by
stud
ents
oftheirrecorded
activity)
2Co
llectiveconfrontation
(studentsqu
alified
profession
als)
1Filmsandtranscrip
tsanalyzed
2Ch
ange
intim
eallocatio
nto
each
type
ofconfrontationassessed
1Themetho
dsprop
osed
encouraged
reflexive
analysisof
themotives
forchoosing
interprofessionalb
ehaviors
2Find
ings
also
show
edthat
the
patient
rolemustbe
considered
whendeveloping
aninterprofessionallearning
prog
ram
andcare
3Theauthorsem
phasizethe
impo
rtance
ofstud
ents
meetin
gthepatientswhich
helped
motivatethem
for
interprofessionalcollabo
ratio
ns
Headet
al(2016)
4Prendashpo
stmixed-m
etho
devaluatio
nof
aun
iversityrsquos
effortsto
design
andimplem
ent
aninterdisciplinarycurriculum
(iCORE)toteachpalliativecare
inon
cology
5Thecurriculum
includ
eson
line
case-based
didacticsan
InterdisciplinaryCase
Managem
entExperience(IC
ME)
clinicalrotatio
nsand
critical
reflectionactivities
6Ch
aplaincy
7BSNlevel
8Medicine(fo
urth
year)
9MSW
level
103
73stud
ents
completed
prendashpo
sttest
over
five
semesters
11C
onfid
ence
with
interprofessionale
ducatio
n12P
alliativecare
know
ledg
eandskills
13End
-of-Life
Profession
alCaregiverSurvey
14Self-Efficacyfor
Interprofessional
ExperientialLearning
Scale
15Interdisciplinary
16P
alliativeCare
Know
ledg
eSurvey
17Focus
grou
ps
18Studentsfrom
alld
isciplines
show
edsign
ificant
improvem
entson
quantitative
measureschaplaincy
stud
ents
didno
treachsign
ificanceon
somescales
19O
pen-endedrespon
ses
indicatedthat
ICMEand
rotatio
nswerethemost
enjoyableaspectsof
the
interventio
n20A
utho
rsconcludedthat
the
curriculum
was
successful
inteaching
skillsandknow
ledg
eandaffectingattitud
esand
abilitiesof
stud
entsto
provide
team
-based
oncology
care
21R
ecom
mendcontinuing
similarprog
ramsin
health
sciences
toprovidehand
s-on
interdisciplinarylearning
oppo
rtun
ities
(Continued)
10 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Contie
tal(2016)
22P
ost-experiencesurvey
and
open-end
edqu
estio
ns
23Interdisciplinaryteam
sassign
edto
olderadultsin
the
commun
ity
24Studentsmade293visits
total
to208olderadultparticipants
25M
edicine(303)
26P
harm
acy(177)
27B
SNlevel(84)
28O
ccup
ationalTherapy
(64)
29B
SWlevel(101)
30M
SWlevel(132)
318
61stud
ents
over
over
semesters
32Team
functio
n33V
aluing
homevisits
34U
nderstanding
olderadults
35V
aluing
IPEexperience
36Learningfrom
Interprofessional
EducationalE
xperiences
Survey
with
open-text
questio
ncompo
nent
37Surveyresults
show
edstud
entsheld
strong
positive
attitud
estowardagingand
olderadultsandtowardteam
-basedcollabo
ratio
ns
38P
articipants
also
repo
rted
learning
abou
ttherolesand
respon
sibilitiesof
other
profession
sandratedthe
experiencehigh
ly8
2stated
they
wou
ldwelcomemoreIPE
oppo
rtun
ities
ForrestandDerrick
(2010)
1Descriptiveevaluatio
nstud
yof
theInterdisciplinaryEducational
Specializationin
End-of-life
Care
prog
ramw
hich
was
design
edbasedon
aneedsassessment
describ
edelsewhere
39M
SWlevel
40B
SNlevel
41C
lergystud
ents
421
3stud
entprendash
post
evaluatio
nsanalyzed
4330competenciesrelatedto
know
ledg
eskillsand
profession
alidentity
44C
ontent
areas
commun
ication
advance
care
planning
futile
treatm
entsIPP
45P
re-andpo
sttest
survey
ofstud
entcompetency
self-assessmentand
focusgrou
ps
46N
oform
ative
assessments
used
47P
rogram
participants
repo
rted
that
theexperiencehelped
them
confirm
adesire
towork
inendof
life(EOL)
orgeneratedtheirdesire
todo
so
48A
llrespon
dentsindicated
that
theprog
ram
increased
theirknow
ledg
eof
interdisciplinaryworkin
EOL
49Follow-updata
show
that
over
70
ofprog
ram
participants
goon
toworkdirectlyin
EOL
care
Chan
etal(2009)
50M
ixed
metho
devaluatio
nof
interprofessionalsem
inarsfor
undergradu
atenu
rsingand
social
workstud
ents
aimed
atdeveloping
theircarin
gdisposition
s51The
interdisciplinaryseminars
discussedcase
scenariosrelated
toelderabusewhich
allowed
forstud
entsto
learnabou
ton
eanotherrsquos
carin
gperspectives
with
inthecontextof
decision
making
52B
SNlevel(16)
53B
SWlevel(16)
54Totalof
32stud
ents
over
twoseminarsaweek
aparteach
55Studentrsquosview
sabou
tthe
teaching
approachethical
decision
-makingand
carin
geach
otherrsquos
roles
commun
ication
values
and
beliefsrelatedto
decision
making
56D
atacollected
via
videotaped
recordings
Likertscale
questio
nnaireand
follow-upteleph
one
interviews
57D
atewereanalyzed
throug
hdescrip
tive
statisticsandcontent
analysis
58Themes
andsubthemes
includ
edan
increasedself-
awarenessof
their
profession
alvaluesenh
anced
understand
ingof
carin
gimproved
commun
icationand
open-m
indedn
essand
buildingtrustin
grelatio
nships
59A
utho
rsconcludedthat
seminarsarean
effective
medium
throug
hwhich
interdisciplinaryeducationon
nursingandsocialworkcan
bedelivered
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 11
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
BonifasandGray
(2013)
60P
rendashp
osttestqu
asi-
experim
entald
esignexam
ining
twocurriculaaimingto
prepare
social
workstud
ents
for
collabo
ratio
nin
geriatriccare
61O
necurriculum
used
aninterprofessionala
pproach
the
otheraun
i-professional
approach
62The
othercurriculum
discussed
interdisciplinarycollabo
ratio
nsin
asocialworkcourse
63M
SWlevel
64M
edicine
65N
utrition
66P
harm
acy
67N
ursing
68A
utho
rson
lystated
the
prog
ram
levels(M
SW)for
thesocialworkprofession
696
9stud
ents
inthe
interprofessional
curriculum
19in
theun
i-profession
alon
e
70C
hang
esin
social
work
stud
entsrsquoattitu
desand
values
towardIDT
71U
nderstanding
ofrolesand
training
requ
irements
ofmultid
isciplinarypartners
72P
rendashpo
sttest
using
adaptedversionof
the
Attitud
esTowardHealth
Care
Team
sScale
731
0multip
lechoice
questio
nsdevelopedby
theteam
used
toassess
understand
ingof
profession
alrolesand
training
ofIDT
mem
bers
74Studentsin
the
interdisciplinarycurriculum
sign
ificantlyimproved
their
attitud
esandvalues
toward
interdisciplinarycollabo
ratio
nsbu
tdidno
tshow
asmuch
improvem
entin
their
understand
ingof
each
profession
rsquosroles
75Studentsin
theun
i-profession
alcurriculum
sign
ificantlyimproved
their
understand
ingof
otherteam
mem
bersrsquoroles
butdidno
tchange
theirattitud
esand
values
towardcollabo
ratio
n76A
utho
rsconcludedthat
interprofessionale
ducatio
nis
thebetter
approach
toob
tain
change
instud
entsrsquoattitu
des
abou
tinterdisciplinaryteam
sSheppard
etal
(2015)
77M
ixed-m
etho
dstud
yevaluatin
gtheeffectsof
aninterprofessionalclinical
experience(IC
E)on
attitud
estowardolderadultsand
interprofessionale
ducatio
n78ICE
prog
ram
was
developed
basedon
IPEC
core
competenciesandfocusedon
interprofessionalp
racticein
nursingho
mes
79M
edicine
80D
entistry
81N
ursing
82N
utrition
83O
T84O
ptom
etry
85Socialw
ork
861
71stud
entrespon
ses
87A
utho
rsdidno
tstate
stud
entsrsquop
rogram
level
88A
ttitu
destoward
interprofessionalteams
89A
ttitu
destowardolder
adults
90Q
uantitativepre-and
posttestsdata
collected
usingtheUCLAGeriatric
Attitud
esScalefocus
grou
psanalyzed
using
anindu
ctivethem
atic
approach
91N
osign
ificant
changesin
attitud
eswerefoun
dexcept
forthestatem
entldquoM
ostold
peop
learepleasant
tobe
with
rdquowhich
improved
from
274
to44
ofstud
ents
strong
lyagreeing
from
pre-
topo
st-IC
E92G
enerallystudentsrepo
rted
positiveattitud
estoward
interprofessionalteamwork
andolderadults
93The
authorsconclude
that
the
briefinterprofessional
curriculum
offersthepo
tential
tobe
appliedsuccessfully
(Continued)
12 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Park
etal(2014)
94P
rendashp
osttestinterventio
nstud
ytestingtheeffectsof
IPE
prog
ram
95Intervention
(1)IPE
developm
entsession
and(2)
theSenior
AgingandGeriatrics
Educator
mentorin
gprog
ram
96M
edicine(firstyear)(52)
97B
SN-leveln
ursing
(49)
98M
SW(firstyear)-55
99A
ttitu
destoward
interprofessional
collabo
ratio
ns(physicianndash
socialworkerph
ysicianndash
nursenu
rsendashsocial
worker)
100
Prendashpo
stdata
collected
usingthe
originalandmod
ified
versions
ofthe
Jeffe
rson
Scho
olof
Attitud
esToward
Physician-Nurse
Collabo
ratio
n
101
Socialworkstud
ents
and
nursingstud
ents
repo
rted
theleastpo
sitiveattitud
estowardtheph
ysicianndash
social
workerph
ysicianndash
nurse
collabo
ratio
nsrespectively
102
Medicalstud
ents
improved
theirattitud
estowardall
threecollabo
ratio
nsto
agreaterdegree
than
the
otherstud
entsw
hich
isinconsistent
with
previous
finding
s103
Authorsrecommendthat
thecurriculum
beevaluated
andassessed
forintegrity
andthat
postgraduate
follow-upmeasuresbe
incorporated
toassess
long
-term
change
Heuer
etal(2010)
1Sm
allsurveyexplorationof
the
effectsof
a60-m
inute
interdisciplinarycase-simulation
sessionon
medicalstud
entsrsquo
awarenessof
otherprofession
srsquoscop
eof
practiceand
commun
icationskills
104
116stud
ents
from
medicine
105
Faculty
from
medical
imaging
nutrition
labo
ratory
techno
logy
nursing
physical
therapy(PT)p
hysician
assistant(PA)
respiratory
therapyand
socialwork
106
Awarenessof
other
profession
srsquoscop
eof
practice
107
Appreciatio
nforIDTand
commun
ication
108
Stud
entsrsquoexperiencewith
theinterventio
n
109
12-item
survey
used
tocollect
participant
feedback
aswellas
open-end
edqu
alitativequ
estio
nsregardingthe
initiative
110
Participants
repo
rted
that
thesessionwas
ago
odmeans
toachievethego
als
setou
t111
Survey
results
indicatedthat
medicalstud
entsrsquoawareness
andappreciatio
nof
other
health
profession
sincreased
andwas
overallp
ositive
112
Authorsconclude
that
future
sessions
shou
ldbe
adjusted
basedon
stud
entfeedback
andthat
thesessions
are
achalleng
ingyetvaluable
educationalu
ndertaking
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 13
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Murph
yand
Nimmagadda
(2015)
113
Prendashpo
stqu
asi-experimental
survey
design
evaluatin
gthe
effectivenessof
aneducationalsimulationfor
nursingandSW
stud
ents
114
Purposivesampleof
43nu
rsingand45
social
workstud
ents
115
Team
workand
collabo
ratio
n116
Patient
centeredness
117
Senseof
profession
alidentity
118
Prendash
posttest
using
theReadinessfor
Interprofessional
Learning
Scale
119
Uncertainty
abou
tinterprofessionalroles
decreasedby
morethan
two
third
sin
both
grou
ps
120
Both
nursingandSW
stud
ents
identifiednew
streng
thssuch
asreflective
listening
andop
en-
mindedn
essfortheSW
role
onpo
sttest
Heflin
etal(2014)
121
Pre-licensure
course
providing
interactiveteaching
sessions
tostud
ents
from
vario
ushealth
care
profession
s122
Theeducationalcom
ponent
focuseson
enhancing
transitio
nsof
care
forolder
adults
byimproving
interprofessionalp
ractices
123
Medicine
124
Pharmacy
125
PhysicalTherapy
126
PhysicianAssistants
127
Nutrition
128
Socialworkfaculty
129
18completed
the
evaluatio
nover
two
semesters
130
Course
topics
delineated
inthesyllabu
sinclud
edescrib
ingIDTmem
ber
rolesinterprofessional
commun
ication
andcare
planning
131
Learning
outcom
es
know
ledg
eandskillsin
clinicalcare
andin
quality
improvem
ent
andcommun
icationand
collabo
ratio
n
132
In-class
andon
line
participation
performance
onassign
mentsand
team
-based
prop
osals
used
toassess
stud
ents
133
Stud
entself-efficacy
measuredat
pre-
and
post-cou
rse
completion
134
Stud
entsrsquoself-efficacyratin
gssign
ificantlyimproved
inteam
workskillstransitio
nsof
careq
uality
improvem
entandcultu
ral
competence
135
Stud
entsrsquocou
rseevaluatio
nfeedback
indicatedthat
they
appreciatedtheinteractive
experienceandgettingto
engage
inrelevant
workas
wellastheenthusiasm
ofthecourse
faculty
14 S J BELTRAN AND V J MILLER
satisfaction and educational efforts Dorfman et al (2008) implemented a supplementary ldquoGeroRichrdquoSocial Work education program In this program community collaborations were the interventionaimed to strengthen the aging-focused learning opportunities This study of advisory board membersand social work faculty members found that programs utilizing community collaborations improvedgerontological social work education and that this type of community partnership could benefitnursing programs as well (Dorfman et al 2008)
Across these studies students reported having positive experiences participating in both therequired and supplemental educational efforts (Addy Browne Blake amp Bailey 2015 GoldenGammonley Hunt Olsen amp Barry Issenberg 2014) These educational opportunities were foundto be enjoyable for students and highlighted important features of each respective discipline (Addyet al 2015 Golden et al 2014) Additionally students perceived that they had gained an under-standing of key health concepts following this collaboration (Addy et al 2015) Finally a state-of-the-science by Damron-Rodriguez (2008) found that shared learning between social work and nursingprograms may lend toward competency-based education however competence must be defined andassessed in an ongoing basis within schools of social work and schools of nursing
In conclusion the articles with a focus on student and faculty experiences described in this themereport that the broad scope of educational efforts between nursing social work and allied health careprofessions widens the understanding of students which promotes teamwork and comprehension ofcare best practices across disciplines Table 3 includes details of each study including the methodsparticipants data collection and key findings and recommendations
Critique of the literature
There are limitations to the articles included within this study that should be noted First there wasa lack of theoretical frameworks providing guidelines and boundaries for the programs used acrossall articles but one (Rowan et al 2009) The use of theoretical frameworks may challenge and extendexisting knowledge strengthening the work within the limits of each study conducted respectivelyFor example authors may have used the IPEC competencies to frame their program goals ordiscussed how their learning objectives align with the competencies that IPEC recommends forIPE and practice Second 7 of the 24 articles were review articles and lacked a procedure forconducting the study either as a mixed-methodological qualitative or quantitative study designThe lack of details makes it difficult for the reader to assess the comprehensiveness of the review andthe accuracy of the conclusions drawn Third all studies used purposive non-probability samplingtechniques Based on researchers selecting study participants or students self-selecting findingsfrom these studies may not be generalizable to students or universities across the nation Last manystudies reported findings based on self-reported subjective assessments (eg Forrest amp Derrick2010) The lack of rigorous summative assessments makes it difficult to assess actual changes inknowledge skills and attitudes resulting from the intervention
Discussion and implications
This systematic review provides a comprehensive summary of the literature published on inter-professional education initiatives that have been developed and implemented in an effort to bestprepare nursing and social work students for interprofessional gerontological practice (ie programdescriptions evaluation of programs and student and faculty responses) A total of 24 articles werereviewed These publications highlight the potential of IPE efforts to prepare students for geronto-logical practice and interdisciplinary teamwork as well as student and faculty receptiveness to suchefforts The small number of publications also highlights the particular need for increased actionaround IPE in gerontological social work education and for IPE programs to be evaluated andfindings disseminated to the research community The few initiatives identified in this review of theliterature represent programsrsquo attempts to fill educational gaps within their curricula There is a need
JOURNAL OF SOCIAL WORK EDUCATION 15
Table3
Stud
entandFaculty
Experiences
(n=5)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Brooks
etal(2009)
1Au
thorsaddressthebestpractices
forteaching
thecourse
titledAg
ing
toInfancyacross
universitiesfrom
four
states
2Thisarticle
presents
areview
ofthe
numberof
gerontolog
y-focused
coursesacross
universitiesin
these
states
1Ag
ingcurriculum
across
IndianaIllinois
Michigan
andOhio
2Thecourse
isaprerequisite
for
admission
tonu
rsing
occupatio
naltherapy
social
workand
dieteticsprog
rams
1Co
nceptualizationof
the
health
care
team
2Positiveintrod
uctio
nto
aging
3Redu
ctionin
agism
1Co
urse
midterm
sfin
als
andassign
ments
2Co
urse
review
s
1Manydisciplinesincluding
nursing
dieteticssocialworkand
occupatio
naltherapyreportsimilar
challeng
eswith
integrating
gerontolog
ical
contentinto
their
curriculum
2
Stud
ents
repo
rtthat
having
four
instructorsfrom
diffe
rent
health
profession
sgave
abroadversionof
allaspects
Dam
ron-Rodriguez
(2008)
Thisarticle
presentsastateof
the
sciencecapturingfin
ding
sfrom
previous
educationalapp
roachesto
preparingnu
rses
andsocialworkersfor
supp
ortin
gfamily
caregivers
3Nursing
4Social
Work(SW)
5Medicine
6CSWEandHartford
Geriatriccompetencies
that
specifically
mentio
nfamilysuchas
diversity
commun
ication
and
assessment
7Review
oftheliterature
from
thepast
decade
(1998ndash2008)
8Itwas
foun
dthat
competencein
geriatricsiscentraltointerdisciplinary
team
workShared
learning
may
behelpfulacrossdisciplines
9Recommendthat
afram
eworkfor
educatingandtraining
nurses
and
social
workerscontainfour
central
elem
entsw
hatho
ww
here
and
when
andho
wwell
Dorfm
anet
al(2008)
10M
ixed-m
etho
dsstud
yanalyzed
data
from
advisory
boardmem
bers
11A
dvisorybo
ardgu
idingcurriculum
includ
edsocial
workfaculty
commun
itypartnerso
lder
adults
PhDstud
entsand
agraduate
and
anun
dergradu
aterepresentative
129
faculty
questio
nnaires
respon
ses
131
1advisory
board
respon
ses
14Sup
portandsatisfaction
with
project
15Sug
gestions
regarding
sustainabilityandfuture
implem
entatio
n
16Q
uestionn
aire
adapted
from
theGeroRich
Project
17B
othgrou
psagreed
that
the
ldquoGeroRichrdquo
projectto
provideBSW
stud
ents
with
gero-education
coursesispo
sitiveforSW
curriculum
18A
utho
rsencouragethereplicationof
theprog
ram
with
nursingandother
alliedhealth
care
profession
als
Addy
etal(2015)
19Thisarticle
shares
mod
ificatio
nsmadeto
aninterdisciplinarycourse
andevaluatedchangesin
end-of-
course
evaluatio
nsfrom
stud
ents
from
year
2013
to2014
ofimplem
entatio
n
20M
edicine
21N
ursing
22P
harm
acy
23P
ublic
Health
24SocialW
ork
25P
rogram
levelvaried
262
013coho
rt(256)
272
014coho
rt(394)
28V
aluesethics
29R
olesrespo
nsibilities
30C
ommun
icationand
team
steam
work
31O
nlineend-of-cou
rse
evaluatio
n32Student
reflections
abou
tthecourse
33Studentsshared
they
enjoyedbeing
with
health
care
stud
entsacross
disciplines
34Studentsrsquoratin
gof
allcou
rse
itemssign
ificantlyimproved
from
2013
to2014
(Continued)
16 S J BELTRAN AND V J MILLER
Table3
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Goldenet
al(2014)
1Cross-sectionalsurveyof
stud
ent
grou
psrsquovaluesregardingolder
adults
2Thepu
rposeof
thisstud
ywas
todrivethedevelopm
entof
ageriatric-focused
interprofessional
collabo
ratio
n
35M
edicine(third
year)
(31)
36N
urse
practitioners
(NP)
(70)
37M
SWlevelsocial
work(131)
38A
ttitu
destoward
carin
gforolderadults
39A
ttitu
destoward
person
alaging
40A
ttitu
desabou
thealth
reform
legislation
41B
eliefsabou
tleadership
inIDT
42P
aper
andpencil
surveys
43G
eriatricsAttitud
eScale(GAS
)44R
eactions
toAg
ing
Questionn
aire
(RAQ
)45P
atient
Protectio
nand
Affordable
Care
Act
(PPA
CA)assessment
46R
esultsshow
that
theprofession
shared
similarattitud
estoward
person
alaging
andNPandSW
stud
ents
hadmorepo
sitive
attitud
esrelatedto
carin
gforolder
adultsthan
medicalstud
ents
Overallallscoreswerewith
inthe
neutralrange
ofattitud
e47V
arieddiffe
rences
wereidentifiedin
attitud
estowardleadership
andthe
effect
ofhealth
care
reform
48A
utho
rsem
phasizetheneed
forIPE
tohigh
light
thevaluesystem
sof
each
profession
involved
incare
team
s
JOURNAL OF SOCIAL WORK EDUCATION 17
to expand the depth and breadth of these efforts including access to programs duration ofprograms and gerontological topics of focus What follows is a discussion of recommendationsfor future research and education These recommendations come from the literature discussed aswell as the authorsrsquo additional recommendations
Social work educators and researchers have made significant efforts to develop and deliver IPE tostudents interested in aging practice but more is needed A major limitation in the current literaturestems from the lack of rigorous research methods employed in the design and evaluation of theeducational interventions (eg Dorfman et al 2008 Ellman et al 2012 Hermann et al 2016)Future educational initiatives should be developed based on explicitly stated IPEC competencies andevaluated for effectiveness using more rigorous methods One way to achieve this may be throughthe use of validated and reliable assessment tools such as the IPEC Competency Self-Assessmenttool derived from IPEC competencies Developed by Dow DiazGranados Mazmanian and Retchin(2014) the tool measures students on 42 core competencies across two domains interprofessionalinteractions and interprofessional values
Even though differences in professional mandates add complexity to decisions about whichcompetencies to measure (Hermann et al 2016) several disciplines have made efforts to establishassessment measures based on interprofessional collaborative efforts (eg Lockeman et al 2016)Social work gerontology educators should take advantage of these developments by using themwithin and across departments at the university level In addition social workers with theircommitment to a biopsychosocial approach are well-positioned to initiate and steer collaborativeefforts related to the development of such measures Further efforts have been made to identifycompetencies relevant to both nursing and social work to develop a framework for education Thiswas done for example by Damron-Rodriguez (2008) with a focus on preparing nurses and socialworkers to support older adult family caregivers Future research should be conducted to identifycompetencies most important to interprofessional gerontological health care practice relevant acrossmultiple disciplines and settings and how to measure them
Social desirability bias is another concern across the articles included within this study Kolomeret al (2010) discussed the risk for socially desirable responses associated with having the IPEinitiatives be part of a graded course This risk is magnified by the use of subjective measuressuch as self-assessments and untested instruments (eg Hermann et al 2016) To minimize thisrisk objective measures using standardized instruments should be employed whenever possibleA standardized instrument recommended for future use in some of the articles reviewed is theGeriatric Social Work Competency Scale II (eg Brooks et al 2009 Damron-Rodriguez 2008)Head et al (2016) recommended that future research measure the long-term effect of the IPEinterventions
In addition to standardized instruments studies should implement rigorous sampling andrandomization techniques Golden et al (2014) recommend that future studies use larger samplesizes to improve their statistical power Although engaging in unbiased sampling recruitment andretention of students across professions can be logistically challenging (Mirick Davis ampWladkowski 2017 Rubin amp Babbie 2011) these investments will help to better assess outcomesand refine educational initiatives moving the field forward It is also important to emphasize thatalthough randomization is difficult given that IPE programs are often delivered as part of a semestercourse efforts should be made to incorporate a control group For example if the IPE is delivered asan aging course elective another section of the aging course where IPE is not delivered can be usedas a control group Internal validity would be limited but it would be a step forward from the non-experimental designs currently employed
Opportunities also exist for improving the implementation of IPE programs particularly whenprograms include field placements clinical rotations or partnerships with community agenciesSeveral of the articles included in this review recommend that programs continue to prioritize face-to-face small-group educational opportunities to connect health profession students and promoteinteractions among disciplines as it has been found to be an integral component of their IPE
18 S J BELTRAN AND V J MILLER
programming (eg Dorfman et al 2008) This recommendation is well-aligned with CAIPErsquosdefinition of IPE (Buring et al 2009) Kolomer et al (2010) and Poole et al (2013) also emphasizethe importance of developing or strengthening community partnerships It is important that whenIPE initiatives are implemented in the community special attention is paid to the sustainability andcontinuity of the resources and supports that the students and programs represent Includingfeedback from community members receiving care can be a constructive approach to assessingstudent learning and an effective component of the evaluation of IPE Simultaneously such feedbackcan help providers learn about the experiences of community members and effect of the programSoliciting feedback from community members as Rowan et al (2009) did in their program can alsohelp strengthen academicndashcommunity partnerships and support programmatic improvementsCommunity members may also be engaged in discussions about their needs and ways in whichacademicndashcommunity partners can remain involved between rounds of implementation which iscrucial to the quality and effect of the program on the community and on older adults
Finally future initiatives must consider the varying skills and knowledge that students from multipledisciplines possess and how to build curricula that supports all of their needs For example some of theprograms included in this review involved both BSW and MSW students and it is unclear whether lackof preparedness of BSW students to engage in some higher-level IPE activities emerged as a concern Thebenefits and limitations of combining BSW and MSW students in IPE experiences involving graduatestudents from other health professions merits further investigation Moreover nursing students witha strong scientific foundation and understanding of the biological and physiological components of agingmay lack understanding of the holistic socioeconomic psychosocial and behavioral aspects of agingwhich influence the health care decision-making process and are crucial in social work practice As suchnursing students ought to be engaged in coursework and curricula that addresses social influencespursues social change and maximizes the quality of life for older adults
Programs need to develop the infrastructure required to support interprofessional collaborations inresearch projects as well as in classrooms across levels of higher education so that social work facultyrsquosown practices mirror the interprofessional values they hope to impart onto students Jones and Phillips(2016) discussed the competencies of IPE as detailed by IPEC and provided a similar recommendationfor ldquodual and reciprocal appointments of faculty in schools of social work medicine public healthnursing and so forth hellip [and for] co-taught courses that bring together multiple faculty and studentsfrom a variety of disciplinesrdquo (p 26) Social work and nursing programs should build capacity forinterprofessional practice research and education This will require that leaders from various programscome together and discuss their accreditation mandates and work together to support the developmentof collaborations For example CSWE EPAS (2015) requires that social work faculty have 2 years of post-masterrsquos social work degree practice experience and other programs may have similar requirements thatwill dictate how to develop coteaching initiatives The need for program and profession leaders to cometogether has been previously expressed and can be found in the IPE literature (Clark 2011 Hall ampZierler 2015 Jensen Harvan amp Royeen 2009)
Conclusion
This is the first systematic review to examine interprofessional gerontological education program-ming within social work and nursing programs in the United States that can be located Findingsfrom this study highlight the current programs engaging in IPE to prepare gerontological andhealth care social workers as well as the effectiveness of such programming Overall thisliterature points to IPE educational initiatives as valuable and effective at increasing the self-awareness attitudes and skills of social work and nursing students engaged in gerontologicalpractice Moving forward the study of such initiatives should explore the benefits of IPE on long-term outcomes such as increased enrollment in further gerontology-specific studies (eg BSWstudents entering MSW aging concentrations) and on studentsrsquo readiness to practice with theolder adult population Ongoing examinations of the effect IPE initiatives have on the well-being
JOURNAL OF SOCIAL WORK EDUCATION 19
of older adults is also an area requiring continued research These interprofessional programsmay arm up-and-coming professionals with the skills and knowledge required to competentlycare for the growing population of aging Americans and for practicing within the health caresystem As such it is of paramount importance that social work programs infuse interprofessionaleducation into their programming and curricula and support faculty in their efforts to collabo-rate across departmental silos
Disclosure statement
No potential conflict of interest was reported by the authors
Notes on contributors
Susanny J Beltran PhD MSW is assistant professor with the School of Social Work University of Central FloridaVivian J Miller PhD LMSW is assistant professor with the Department of Human Services Bowling Green StateUniversity
References
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health and social work perspectives American Journal of Public Health 105(S1) S106ndashS108 doi102105AJPH2014302502
Aiguier G Oboeuf A Cobbaut J P amp Vanpee D (2015) Activity confrontation methods A reflexive andmetacognitive approach for interprofessional collaboration training Journal of Interprofessional Care 29(5)457ndash463 doi1031091356182020151004162
American Academy of Social Work amp Social Welfare (AASWSW) (2017) Close the health gap Retrieved from httpaaswsworggrand-challenges-initiative12-challengesclose-the-health-gap
Anderson M B amp Kanter S L (2010) Medical education in the united states and Canada 2010 Academic Medicine85(9) S2ndashS18
Angelini D J (2011) Interdisciplinary and interprofessional education What are the key issues and considerationsfor the future The Journal of Perinatal amp Neonatal Nursing 25(2) 175ndash179
daggerBalen R Rhodes C amp Ward L (2010) The power of stories Using narrative for interdisciplinary learning in healthand social care Social Work Education 29(4) 416ndash426 doi10108002615470902991742
daggerBekkema N de Veer A J Albers G Hertogh C M Onwuteaka-Philipsen B D amp Francke A L (2014)Training needs of nurses and social workers in the end-of-life care for people with intellectual disabilities a nationalsurvey Nurse Education Today 34(4) 494ndash500 doi101016jnedt201307018
daggerBellamy J L Mullen E J Satterfield J M Newhouse R P Ferguson M Brownson R C amp Spring B (2013)Implementing evidence-based practice education in social work A transdisciplinary approach Research on SocialWork Practice 23(4) 426ndash436 doi1011771049731513480528
daggerBennett E Hauck Y Radford G amp Bindahneem S (2016) An interprofessional exploration of nursing and socialwork roles when working jointly with families Journal of Interprofessional Care 30(2) 232ndash237 doi1031091356182020151115755
daggerBlacker S Head B A Jones B L Remke S S amp Supiano K (2016) Advancing hospice and palliative care socialwork leadership in interprofessional education and practice Journal of Social Work in End-Of-Life amp PalliativeCare 12(4) 316ndash330 doi1010801552425620161247771
Bonifas R P amp Gray A K (2013) Preparing social work students for interprofessional practice in geriatric healthcare Insights from two approaches Educational Gerontology 39(7) 476ndash490 doi101111ajag12106
daggerBoston G Croft B Mallikaaratchi W Mudd D Olsen A amp Toms-Ashcroft J (2010) NMC must sanction jointnursing and social work courses Learning Disability Practice (through 2013) 13(10) 6 doi107748ldp13106s11
daggerBronstein L R Anderson E Terwilliger S H amp Sager K (2012) Evaluating a model of school-based health andsocial services An interdisciplinary communityndashuniversity collaboration Children amp Schools 34(3) 155ndash165doi101093cscds004
Brooks J Fox D P amp Okagbue-Reaves J (2009) Best practices for an interdisciplinary team-taught courseEducational Gerontology 35 818ndash830 doi10108003601270902821350
Bureau of Labor Statistics US Department of Labor (2017) Healthcare Social Workers Occupational EmploymentStatistics 2017 Edition Retrieved from httpswwwblsgovoes2017mayoes211022htm
20 S J BELTRAN AND V J MILLER
daggerBurrow S Mairs H Pusey H Bradshaw T amp Keady J (2016) Continuing professional education Motivationsand experiences of health and social care professionalrsquos part-time study in higher education A qualitative literaturereview International Journal of Nursing Studies 63 139ndash145 doi101016jijnurstu201608011
Buring S M Bhushan A Broeseker A Conway S Duncan-Hewitt W Hansen L amp Westberg S (2009)Interprofessional education definitions student competencies and guidelines for implementation AmericanJournal of Pharmaceutical Education 73(4) 59 doi105688aj730459
daggerChan E A Lam W amp Yeung S K S L (2013) Interprofessional competence A qualitative exploration of socialwork and nursing studentsrsquo experience Journal of Nursing Education 52(9) 509ndash515 doi10392801484834-20130823-01
Chan E A Mok E Po-ying A H amp Man-chun J H (2009) The use of interdisciplinary seminars for thedevelopment of caring dispositions in nursing and social work students Journal of Advanced Nursing 65(12)2658ndash2667 doi101111j1365-2648200905121x
Chan E A Chi S P M Ching S amp Lam S K (2010) Interprofessional education The interface of nursing andsocial work Journal of Clinical Nursing 19(12) 168ndash176
daggerChicorelli J Dennie A Heinrich C Hinchey B Honarparvar F Jennings M hellip Tempelman J (2016)Canadian student leadersrsquo perspective on interprofessional education A consensus statement Journal ofInterprofessional Care 30(4) 545ndash547 doi1031091356182020161159187
daggerChodosh J Price R M Cadogan M P Damron-Rodriguez J Osterweil D Czerwinski A hellip Frank J C(2015) A practice improvement education program using a mentored approach to improve nursing facilitydepression caremdashpreliminary data Journal of the American Geriatrics Society 63(11) 2395ndash2399 doi101111jgs13775
Christensen K Doblhammer G Rau R amp Vaupel J W (2009) Ageing populations the challenges ahead TheLancet 374(9696) 1196ndash1208 doi101016S0140-6736(09)61460-4
daggerClark K Congdon H B Macmillan K Gonzales J P amp Guerra A (2015) Changes in perceptions and attitudesof healthcare profession students pre and post academic course experience of team-basedrsquocare for the critically IllrsquoJournal of Professional Nursing 31(4) 330ndash339 doi101016jprofnurs201501006
Clark P G (2011) The devil is in the details The seven deadly sins of organizing and continuing interprofessionaleducation in the US Journal of Interprofessional Care 25(5) 321ndash327 doi103109135618202011578223
daggerClarke B A Miers M E Pollard K C amp Thomas J (2007) Complexities of learning together Studentsrsquoexperience of face-to-face interprofessional groups Learning in Health and Social Care 6(4) 202ndash212doi101111j1473-6861200700162x
daggerCohen E V Hagestuen R Gonzaacutelez-Ramos G Cohen H W Bassich C Book E hellip Giroux M (2016)Interprofessional education increases knowledge promotes team building and changes practice in the care ofParkinsonrsquos disease Parkinsonism amp Related Disorders 22 21ndash27 doi101016jparkreldis201511001
Colby S L amp Ortman J M (2014) Projections of the size and composition of the US population 2014 to 2060Current population reports P25-1143 Washington DC US Census Bureau
Conti G Bowers C OrsquoConnell M B Bruer S Bugdalski-Stutrud C Smith G hellip Mendez J (2016) Examiningthe effects of an experiential interprofessional education activity with older adults Journal of Interprofessional Care30(2) 184ndash190 doi1031091356182020151092428
daggerCopperman J amp Newton P D (2007) Linking social work agency perspectives on interprofessional education intoa school of nursing and midwifery Journal of Interprofessional Care 21(2) 141ndash154 doi10108013561820701197522
Council on Education for Public Health (2011) Accreditation criteria public health programs Retrieved from httpwwwcephorgpdfPHP-Criteria-2011pdf
Council on Social Work Education (CSWE) (2015) Educational policy and accreditation standards Retrieved fromhttpswwwcsweorggetattachmentAccreditationAccreditation-Process2015-EPAS2015EPAS_Web_FINALpdfaspx
Council on Social Work Education (CSWE) (2017) Specialized practice curricular guide for gero social work practiceAlexandria VA Council on Social Work Education
Council on Social Work Education (CSWE) (nd) About the gero-ed center Retrieved from httpswwwcsweorgCenters-InitiativesCentersGero-Ed-CenterAbout
daggerCurran V R Sharpe D Flynn K amp Button P (2010) A longitudinal study of the effect of an interprofessionaleducation curriculum on student satisfaction and attitudes towards interprofessional teamwork and educationJournal of Interprofessional Care 24(1) 41ndash52 doi10310913561820903011927
Dall T M Gallo P D Chakrabarti R West T Semilla A P amp Storm M V (2013) An aging population andgrowing disease burden will require a large and specialized health care workforce by 2025 Health Affairs 32(11)2013ndash2020 doi101377hlthaff20130714
Damron-Rodriguez J (2008) Developing competence for nurses and social workers The American Journal ofNursing 108 40ndash46 doi10109701NAJ000033641383366e0
daggerDay M R Bantry-White E amp Glavin P (2010) Professional Protection of vulnerable adults an interdisciplinaryworkshop Community Practitioner 83(9) 29ndash32
JOURNAL OF SOCIAL WORK EDUCATION 21
De Los Santos M McFarlin C D amp Martin L (2014) Interprofessional education and service learning A modelfor the future of health professions education Journal of Interprofessional Care 28(4) 374ndash375 doi103109135618202014889102
daggerDerbyshire J A amp Machin A I (2011) Learning to work collaboratively nursesrsquo views of their pre-registrationinterprofessional education and its impact on practice Nurse Education in Practice 11(4) 239ndash244 doi101016jnepr201011010
Dorfman L T Murty S A Ingram J G amp Li H (2008) Faculty and community partners in gerontologicalcurriculum enrichment Educational Gerontology 12 1087ndash1104 doi10108003601270802201398
Dow A A DiazGranados D Mazmanian P E amp Retchin S M (2014) An exploratory study of an assessment toolderived from the competencies of the interprofessional education collaborative Journal of Interprofessional Care28 299ndash304 doi103109135618202014891573
daggerDutton A J amp Worsley A R (2009) Doves and hawks Practice educatorsrsquo attitudes towards interprofessionallearning Learning in Health and Social Care 8(3) 145ndash153 doi101111j1473-6861200800204x
daggerEckstrom E Neal M B Cotrell V Casey C M McKenzie G Morgove M W hellip Lasater K (2016) Aninterprofessional approach to reducing the risk of falls through enhanced collaborative practice Journal of theAmerican Geriatrics Society 64(8) 1701ndash1707 doi101111jgs14178
Ellman M S Schulman-Green D Blatt L Asher S Viveiros D Clark J amp Bia M (2012) Using online learningand interactive simulation to teach spiritual and cultural aspects of palliative care to interprofessional studentsJournal of Palliative Medicine 15(11) 1240ndash1247 doi101089jpm20120038
daggerFilies G C Yassin Z amp Frantz J M (2016) Studentsrsquo views of learning about an interprofessional world cafeacutemethod African Journal of Health Professions Education 8(2) 229ndash233 doi107196AJHPE2016v8i2844
Forrest C amp Derrick C (2010) Interdisciplinary education in end-of-life care Creating new opportunities for socialwork nursing and clinical pastoral education students Journal of Social Work in End-Of-Life amp Palliative Care 6(1ndash2) 91ndash116 doi101080155242562010489224
daggerGalambos C (2008) From the editor the joint social worknursing caregiver initiative Opportunities for social workeducation Journal of Social Work Education 44(sup3) 1ndash4 doi105175JSWE2008773247701
Golden A G Gammonley D Hunt D Olsen E amp Barry Issenberg S (2014) The attitudes of graduate healthcarestudents toward older adults personal aging health care reform and interprofessional collaboration Journal ofInterprofessional Care 28(1) 40ndash44 doi103109135618202013830595
Gould P R Lee Y Berkowitz S amp Bronstein L (2015) Impact of a collaborative interprofessional learningexperience upon medical and social work students in geriatric health care Journal of Interprofessional Care 29(4)372ndash373 doi103109135618202014962128
daggerGrady C Danis M Soeken K L OrsquoDonnell P Taylor C Farrar A amp Ulrich C M (2008) Does ethicseducation influence the moral action of practicing nurses and social workers The American Journal of Bioethics 8(4) 4ndash11 doi10108015265160802166017
daggerGroessl J (2013) An interdisciplinary ethics module for MSW and nursing students Social Work Education 32(5)639ndash649 doi101080026154792012695342
Hall L W amp Zierler B K (2015) Interprofessional education and practice guide no 1 developing faculty toeffectively facilitate interprofessional education Journal of Interprofessional Care 29(1) 3ndash7 doi103109135618202014937483
daggerHall P Brajtman S Weaver L Grassau P A amp Varpio L (2014) Learning collaborative teamwork an argumentfor incorporating the humanities Journal of Interprofessional Care 28(6) 519ndash525 doi103109135618202014915513
daggerHaskins A M (2008) An exploration of satisfaction psychological stress and readiness for interprofessional learningin medical nursing allied health and social work students in an interprofessional health care course Available fromProQuest Dissertations and Theses
Head B A Schapmire T Earnshaw L Faul A Hermann C Jones C hellip Pfeiffer M (2016) Evaluation of aninterdisciplinary curriculum teaching team-based palliative care integration in oncology Journal of CancerEducation 31(2) 358ndash365 doi101007s13187-015-0799-y
daggerHead B A Schapmire T Hermann C Earnshaw L Faul A Jones C hellip Pfeifer M (2014) The interdisciplinaryCurriculum for Oncology Palliative Care Education (iCOPE) meeting the challenge of interprofessional educationJournal of Palliative Medicine 17(10) 1107ndash1114 doi101089jpm20140070
Heflin M T Pinheiro S O Konrad T R Egerton E O Thornlow D K White H K amp McConnell E J (2014)Design and evaluation of a prelicensure interprofessional course on improving care transitions Gerontology ampGeriatrics Education 35(1) 41ndash63 doi101080027019602013831349
daggerHemmings A Beckett G Kennerly S amp Yap T (2013) Building a community of research practice Intragroupteam social dynamics in interdisciplinary mixed methods Journal of Mixed Methods Research 7(3) 261ndash273 doihttp1011772F15586898134784681011772F1558689813478468
daggerHenderson S Dalton M amp Cartmel J (2016) Using interprofessional learning for continuing education devel-opment and evaluation of the graduate certificate program in health professional education for clinicians Journal ofContinuing Education in the Health Professions 36(3) 211ndash217 doi101097CEH0000000000000093
22 S J BELTRAN AND V J MILLER
Hermann C P Head B A Black K amp Singleton K (2016) Preparing nursing students for interprofessionalpractice the interdisciplinary curriculum for oncology palliative care education Journal of Professional Nursing 32(1) 62ndash71 doi101016jprofnurs201506001
Heuer A J Geisler S L Kamienski M Langevin D amp OrsquoSullivan M (2010) Introducing medical students to theinterdisciplinary health care team piloting a case-based approach Journal of Allied Health 39(2) 76ndash80
daggerHirst S P Lane A M amp Stares B (2012) Gerontological content in Canadian nursing and social work programsCanadian Geriatrics Journal CGJ 15(1) 8 doi105770cgj1521
daggerHolt J Coates C Cotterill D Eastburn S Laxton J Mistry H amp Young C (2010) Identifying commoncompetences in health and social care An example of multi-institutional and inter-professional working NurseEducation Today 30(3) 264ndash270 doi101016jnedt200909006
Hooyman N amp Diwan S (2009) A planned change model CSWE curricular and programmatic developmentprograms In N Hooyman (Ed) Transforming social work education The first decade of the Hartford geriatric socialwork initiative (pp 99ndash102) Alexandria VA Council on Social Work Education Press
daggerHoracek T Brann L Erdman M Middlemiss M A amp Raj S (2009) Interprofessional learning communityEducating dietetic and other health profession students through an interdisciplinary service-learning experienceTopics in Clinical Nutrition 24(1) 6ndash15 doi101097TIN0b013e3181977fae
Institute of Medicine (IOM) (2008) Retooling for an aging America Building the health care workforce WashingtonDC National Academy Press
Interprofessional Education Collaborative (IPEC) (2016) Core competencies for interprofessional collaborative practice2016 update Washington DC Author
Jensen G M Harvan R A amp Royeen C B (2009) Interprofessional education Context complexity and challengeLeadership in interprofessional education and practice Salisbury MA Jones and Bartlett Publishers LLC
daggerJones B Phillips F Head B A Hedlund S Kalisiak A Zebrack B hellip Otis-Green S (2014) Enhancingcollaborative leadership in palliative social work in oncology Journal of Social Work in End-Of-Life amp PalliativeCare 10(4) 309ndash321 doi101080155242562014975319
Jones B amp Phillips F (2016) Social work and interprofessional education in health care A call for continuedleadership Journal of Social Work Education 52(1) 18ndash29 doi1010801043779720161112629
daggerJotkowitz A amp Gesundheit B (2008) Comforting presence The role of nurses and social workers in clinical ethicsThe American Journal of Bioethics 8(4) 14ndash15 doi10108015265160802147124
daggerJuujaumlrvi S Pesso K amp Myyry L (2011) Care-based ethical reasoning among first-year nursing and social servicesstudents Journal of Advanced Nursing 67(2) 418ndash427 doi101111j1365-2648201005461x
daggerKaasalainen S Willison K Wickson-Griffiths A amp Taniguchi A (2015) The evaluation of a national interprofes-sional palliative care workshop Journal of Interprofessional Care 29(5) 494ndash496 doi103109135618202014998364
daggerKent F Drysdale P Martin N amp Keating J L (2014) The mixed-discipline aged-care student clinic An authenticinterprofessional learning initiative Journal of Allied Health 43(1) 51ndash56
daggerKenward L amp Stiles M (2009) Intermediate care An interprofessional education opportunity in primary careJournal of Interprofessional Care 23(6) 668ndash671 doi10310913561820802634761
daggerKinnair D J Anderson E S amp Thorpe L N (2012) Development of interprofessional education in mental healthpractice Adapting the leicester model Journal of Interprofessional Care 26(3) 189ndash197 doi103109135618202011647994
daggerKnight A (2013) Interprofessonal education Two analyses of revised instruments comparisons of professions andeffectiveness of an interprofessional health care course The University of North Dakota Theses and Dissertations
Kolomer S Quinn M E amp Steele K (2010) Interdisciplinary health fairs for older adults and the value ofinterprofessional service learning Journal of Community Practice 18(2ndash3) 267ndash279 doi101080107054222010485863
daggerLam W Chan E A amp Yeung K S (2013) Implications for school nursing through interprofessional education andpractice Journal of Clinical Nursing 22(13ndash14) 1988ndash2001 doi101111jocn12163
daggerLapum J Hamzavi N Veljkovic K Mohamed Z Pettinato A Silver S amp Taylor E (2012) A performative andpoetical narrative of critical social theory in nursing education An ending and threshold of social justice NursingPhilosophy 13(1) 27ndash45 doi101111j1466-769X201100520x
daggerLeigh J A (2014) Reconstructing practice-based educator roles through effective practicendasheducation partnershipsJournal of Clinical Nursing 23(13ndash14) 1767ndash1769 doi101111jocn12381
Levit L A Balogh E Nass S J amp Ganz P (Eds) (2013) Delivering high-quality cancer care charting a new coursefor a system in crisis (pp 7ndash8) Washington DC National Academies Press
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2007) Interprofessional education on a training ward for older peopleStudentsrsquo conceptions of nurses occupational therapists and social workers Journal of Interprofessional Care 21(4)387ndash399 doi10108013561820701349420
daggerLidskog M Loumlfmark A amp AhlstroumlM G (2008) Learning about each other Studentsrsquo conceptions before and afterinterprofessional education on a training ward Journal of Interprofessional Care 22(5) 521ndash533 doi10108013561820802168471
JOURNAL OF SOCIAL WORK EDUCATION 23
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2008) Studentsrsquo learning experiences from interprofessional collaborationon a training ward in municipal care Learning in Health and Social Care 7(3) 134ndash145 doi101111j1473-6861200800181x
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2009) Learning through participating on an interprofessional trainingward Journal of Interprofessional Care 23(5) 486ndash497 doi10108013561820902921878
Lockeman K S Dow A W DiazGranados D McNielly D P Nickol D Koehn M L amp Knab M S (2016)Refinement of the IPEC competency self-assessment survey Results from a multi-institutional study Journal ofInterprofessional Care 30(6) 726ndash731 doi1010801356182020161220928
Lustig T A (2013) Statement before the commission on long term care Retrieved from httpltccommissionorgltccommissionwp-contentuploads201312Tracy-Lustig
daggerMacKenzie D E Doucet S Nasser S Godden-Webster A L Andrews C amp Kephart G (2014) Collaborationbehind-the-scenes key to effective interprofessional education Journal of Interprofessional Care 28(4) 381ndash383doi103109135618202014890923
MacRae N amp Pardue K T (2007) Use of readers theater to enhance interdisciplinary geriatric educationEducational Gerontology 33(6) 529ndash536 doi10108003601270701328920
daggerManusov E Ronnau J Vela L Lydia A amp Galke C (2015) Engagement and co-production Building aninter-professional integrated medical education and clinical practice International Journal of Integrated Care 15(5)doi105334ijic2105
daggerMcLeod D Curran J Dumont S White M amp Charles G (2014) The Interprofessional Psychosocial OncologyDistance Education (IPODE) project perceived outcomes of an approach to healthcare professional educationJournal of Interprofessional Care 28(3) 254ndash259 doi103109135618202013863181
Mirick R G Davis A amp Wladkowski S P (2017) Understanding sampling and recruitment in social workdissertation research Advances in Social Work 18(2) 415ndash436 doi101806021167
Moher D Liberati A Tetzlaff J Altman D G amp PRISMA Group (2009) Preferred reporting items for systematicreviews and meta-analyses the PRISMA statement PLoS Medicine 6(7) e1000097
daggerMorton S (2016) Inter-professional education A missed opportunity Community Practitioner the Journal of theCommunity Practitionersrsquoamp Health Visitorsrsquo Association 89(7) 28
daggerMunoz C C DoBroka C C amp Mohammad S (2009) Development of a multidisciplinary course in culturalcompetence for nursing and human service professions Journal of Nursing Education 48(9) 495ndash503 doi10392801484834-20090610-03
Murphy J I amp Nimmagadda J (2015) Partnering to provide simulated learning to address InterprofessionalEducation Collaborative core competencies Journal of Interprofessional Care 29(3) 258ndash259 doi103109135618202014942779
daggerNewton J M Cross W M White K Ockerby C amp Billett S (2011) Outcomes of a clinical partnership modelfor undergraduate nursing students Contemporary Nurse 39(1) 119ndash127 doi105172conu2011391119
daggerOdegard P S Robins L Murphy N Belza B Brock D Gallagher T H hellip Mitchell P (2009) Interprofessionalinitiatives at the University of Washington American Journal of Pharmaceutical Education 73(4) 63 doi105688aj730463
daggerOlsson M Persson M Kaila P Wikmar L N amp Bostroumlm C (2013) Studentsrsquo expectations when entering aninterprofessional masterrsquos degree program for health professionals a qualitative study Journal of Allied Health 42(1) 3ndash9
daggerOtis-Green S Yang E amp Lynne L (2013) ACE projectmdashadvocating for clinical excellence creating change in thedelivery of palliative care OMEGA-Journal of Death and Dying 67(1ndash2) 5ndash19 doi1021902FOM671-2b
daggerPareacute L Maziade J Pelletier F Houle N amp Iloko-Fundi M (2012) Training in interprofessional collaborationPedagogic innovation in family medicine units Canadian Family Physician 58(4) e203ndashe209
Park J Hawkins M Hamlin E Hawkins W amp Bamdas J A M (2014) Developing positive attitudes towardinterprofessional collaboration among students in the health care professions Educational Gerontology 40(12)894ndash908 doi101080036012772014908619
daggerParker V A amp Geron S M (2007) Cultural competence in nursing homes Issues and implications for educationGerontology amp Geriatrics Education 28(2) 37ndash54 doi101300J021v28n02_04
daggerPhillips J MacGiollaRi D amp Callaghan S (2012) Encouraging research in social work Narrative as the threadintegrating education and research in social work Social Work Education 31(6) 785ndash793 doi101080026154792012695200
daggerPollard K C Miers M E amp Rickaby C (2012) ldquoOh why didnrsquot I take more noticerdquo Professionalsrsquo views andperceptions of pre-qualifying preparation for interprofessional working in practice Journal of InterprofessionalCare 26(5) 355ndash361 doi103109135618202012689785
daggerPoole J Rife J C Pearson F amp Moore W R (2009) Developing community partnerships with religiouslyaffiliated organizations to address aging needs A case study of the congregational social work education initiativeSocial Work amp Christianity 36(2) 176-191
24 S J BELTRAN AND V J MILLER
Poole J Rife J C Pearson F Moore L Reaves A M amp Moore W (2013) Innovative social work field educationin congregational and community-based settings serving persons fifty-five+ an interdisciplinary training initiativefor BSW and MSW Students Social Work and Christianity 40(4) 404
daggerPulsford D Hope K amp Thompson R (2007) Higher education provision for professionals working with peoplewith dementia a scoping exercise Nurse Education Today 27(1) 5ndash13 doi101016jnedt200602003
Reeves S Zwarenstein M Goldman J Barr H Freeth D Koppel I amp Hammick M (2010) The effectiveness ofinterprofessional education Key findings from a new systematic review Journal of Interprofessional Care 24230ndash241 doi10310913561820903163405
daggerRobins L Brock D M Gallagher T Kartin D Lindhorst T Odegard P hellip Belza B (2008) Piloting teamsimulations to assess interprofessional skills Journal of Interprofessional Care 22(3) 325ndash328 doi10108013561820801886438
Rogers A T Gualco K J Hinckle C amp Baber R L (2013) Cultivating interest and competency in gerontologicalsocial work Opportunities for undergraduate education Journal of Gerontological Social Work 56(4) 335ndash355doi101080016343722013775989
Rowan N L Gillette P D Faul A C Yankeelov P A Borders K W Deck S hellip Wiegand M (2009)Innovative interdisciplinary training in and delivery of evidence-based geriatric services Creating a bridge withsocial work and physical therapy Gerontology amp Geriatrics Education 30(3) 187ndash204 doi10108002701960903133448
Rubin A amp Babbie E R (2011) Research methods for social work (7th ed) Belmont CA BrooksColedaggerSalm T Greenberg H Pitzel M amp Cripps D (2010) Interprofessional education internships in schools Jump
starting change Journal of Interprofessional Care 24(3) 251ndash263 doi10310913561820903051469daggerSchwartz E S Baugh J J Honsky J amp Luebbers E (2015) A patient advocacy program established through an
interprofessional student-run free clinic Journal of Health Care for the Poor and Underserved 26(1) 300ndash308doi101353hpu20150024
daggerSedgwick M (2011) Rural hospital interdisciplinary team membersrsquo experience of undergraduate nursing preceptor-ship A qualitative descriptive study Nurse Education in Practice 11(4) 278ndash282 doi101016jnepr201101004
daggerSelle K M Salamon K Boarman R amp Sauer J (2008) Providing interprofessional learning through interdisci-plinary collaboration The role of ldquomodellingrdquo Journal of Interprofessional Care 22(1) 85ndash92 doi10108013561820701714755
Sheppard K D Ford C R Sawyer P Foley K T Harada C N Brown C J amp Ritchie C S (2015) Theinterprofessional clinical experience interprofessional education in the nursing home Journal of InterprofessionalCare 29(2) 170ndash172 doi103109135618202014942776
daggerSims D (2011a) Achieving collaborative competence through interprofessional education Lessons learned fromjoint training in learning disability nursing and social work Social Work Education 30(1) 98ndash112 doi10108002615471003748056
daggerSims D (2011b) Reconstructing professional identity for professional and interprofessional practice A mixedmethods study of joint training programmes in learning disability nursing and social work Journal ofInterprofessional Care 25(4) 265ndash271 doi103109135618202011571352
daggerSmith R A amp Pilling S (2007) Allied health graduate programndashsupporting the transition from student toprofessional in an interdisciplinary program Journal of Interprofessional Care 21(3) 265ndash276 doi10108013561820701259116
daggerStepney P Callwood I Ning F amp Downing K (2011) Learning to collaborate a study of nursing studentsrsquoexperience of inter-professional education at one UK university Educational Studies 37(4) 419ndash434 doi101080030556982010539669
Supiano K P (2013) Weaving interdisciplinary and discipline-specific content into palliative care education Onesuccessful model for teaching end-of-life care Journal of Death and Dying 67(1ndash2) 201ndash206 doi102190OM671-2x
daggerSweigart L I Umoren R A Scott P J Carlton K H Jones J A Truman B amp Gossett E J (2016) VirtualTeamSTEPPSreg simulations produce teamwork attitude changes among health professions students Journal ofNursing Education 55(1) 31ndash35 doi10392801484834-20151214-08
daggerTan Z S Damron-Rodriguez J Cadogan M Gans D Price R M Merkin S S hellip Chodosh J (2017) Team-Based interprofessional competency training for dementia screening and management Journal of the AmericanGeriatrics Society 65(1) 207ndash211 doi101111jgs14540
daggerTew J Holley T amp Caplen P (2012) Dialogue and challenge Involving service users and carers in small grouplearning with social work and nursing students Social Work Education 31(3) 316ndash330 doi101080026154792011557429
daggerThompson B M Bratzler D W Fisher M J Torres A Faculty E P I C amp Sparks R A (2016) Workingtogether using a unique approach to evaluate an interactive and clinic-based longitudinal interprofessionaleducation experience with 13 professions Journal of Interprofessional Care 30(6) 754ndash761 doi1010801356182020161227962
JOURNAL OF SOCIAL WORK EDUCATION 25
daggerTourse R W C Mooney J F Shindul-Rothschild J Prince J Pulcini J A Platt S amp Savransky H (2008) Theuniversitycommunity partnership Transdisciplinary course development Journal of Interprofessional Care 22(5)461ndash474 doi10108013561820802355615
daggerTraube D E Pohle C E amp Barley M (2012) Teaching evidence-based social work in foundation practice coursesLearning from pedagogical choices of allied fields Journal of Evidence-based Social Work 9(3) 241ndash259doi101080154337142010525417
daggervan Schaik S M Regehr G Eva K W Irby D M amp Orsquosullivan P S (2016) Perceptions of peer-to-peerinterprofessional feedback among students in the health professions Academic Medicine 91(6) 807ndash812doi101097ACM0000000000000981
Whitaker T Weismiller T amp Clark E (2006) Assuring the sufficiency of a frontline workforce A national study oflicensed social workers Washington DC National Association of Social Workers
daggerWilliams A Mostyn A amp Fyson R (2009) Nursing and social work studentsrsquo perceptions of lecturing by non-university practitioners Journal of Interprofessional Care 23(1) 98ndash100 doi10108013561820802278577
World Health Organization (WHO) (2010) Framework for action on interprofessional education amp collaborativepractice Geneva Switzerland World Health Organization Retrieved from httpwhqlibdocwhointhq2010WHO_HRH_HPN_103_engpdf
daggerYaffe M J Wolfson C amp Lithwick M (2009) Professions show different enquiry strategies for elder abusedetection Implications for training and interprofessional care Journal of Interprofessional Care 23(6) 646ndash654doi10310913561820902886279
daggerYamauchi T Takeshima T Hirokawa S Oba Y amp Koh E (2017) An educational program for nursing and socialwork students using artwork created by people with mental health problems International Journal of Mental Healthand Addiction 15(3) 503ndash513 doi101007s11469-016-9716-9
daggerYeung K S S Ho A P Y Lo M C H amp Chan E A (2009) Social work ethical decision making in aninter-disciplinary context British Journal of Social Work 40(5) 1573ndash1590 doi101093bjswbcp065
Young H M Siegel E O McCormick W C Fulmer T Harootyan L K amp Dorr D A (2011) Interdisciplinarycollaboration in geriatrics Advancing health for older adults Nursing Outlook 59(4) 243ndash250 doi101016joutlook201105006
daggerZorek J amp Raehl C (2013) Interprofessional education accreditation standards in the USA a comparative analysisJournal of Interprofessional Care 27(2) 123ndash130 doi103109135618202012718295
26 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Contie
tal(2016)
22P
ost-experiencesurvey
and
open-end
edqu
estio
ns
23Interdisciplinaryteam
sassign
edto
olderadultsin
the
commun
ity
24Studentsmade293visits
total
to208olderadultparticipants
25M
edicine(303)
26P
harm
acy(177)
27B
SNlevel(84)
28O
ccup
ationalTherapy
(64)
29B
SWlevel(101)
30M
SWlevel(132)
318
61stud
ents
over
over
semesters
32Team
functio
n33V
aluing
homevisits
34U
nderstanding
olderadults
35V
aluing
IPEexperience
36Learningfrom
Interprofessional
EducationalE
xperiences
Survey
with
open-text
questio
ncompo
nent
37Surveyresults
show
edstud
entsheld
strong
positive
attitud
estowardagingand
olderadultsandtowardteam
-basedcollabo
ratio
ns
38P
articipants
also
repo
rted
learning
abou
ttherolesand
respon
sibilitiesof
other
profession
sandratedthe
experiencehigh
ly8
2stated
they
wou
ldwelcomemoreIPE
oppo
rtun
ities
ForrestandDerrick
(2010)
1Descriptiveevaluatio
nstud
yof
theInterdisciplinaryEducational
Specializationin
End-of-life
Care
prog
ramw
hich
was
design
edbasedon
aneedsassessment
describ
edelsewhere
39M
SWlevel
40B
SNlevel
41C
lergystud
ents
421
3stud
entprendash
post
evaluatio
nsanalyzed
4330competenciesrelatedto
know
ledg
eskillsand
profession
alidentity
44C
ontent
areas
commun
ication
advance
care
planning
futile
treatm
entsIPP
45P
re-andpo
sttest
survey
ofstud
entcompetency
self-assessmentand
focusgrou
ps
46N
oform
ative
assessments
used
47P
rogram
participants
repo
rted
that
theexperiencehelped
them
confirm
adesire
towork
inendof
life(EOL)
orgeneratedtheirdesire
todo
so
48A
llrespon
dentsindicated
that
theprog
ram
increased
theirknow
ledg
eof
interdisciplinaryworkin
EOL
49Follow-updata
show
that
over
70
ofprog
ram
participants
goon
toworkdirectlyin
EOL
care
Chan
etal(2009)
50M
ixed
metho
devaluatio
nof
interprofessionalsem
inarsfor
undergradu
atenu
rsingand
social
workstud
ents
aimed
atdeveloping
theircarin
gdisposition
s51The
interdisciplinaryseminars
discussedcase
scenariosrelated
toelderabusewhich
allowed
forstud
entsto
learnabou
ton
eanotherrsquos
carin
gperspectives
with
inthecontextof
decision
making
52B
SNlevel(16)
53B
SWlevel(16)
54Totalof
32stud
ents
over
twoseminarsaweek
aparteach
55Studentrsquosview
sabou
tthe
teaching
approachethical
decision
-makingand
carin
geach
otherrsquos
roles
commun
ication
values
and
beliefsrelatedto
decision
making
56D
atacollected
via
videotaped
recordings
Likertscale
questio
nnaireand
follow-upteleph
one
interviews
57D
atewereanalyzed
throug
hdescrip
tive
statisticsandcontent
analysis
58Themes
andsubthemes
includ
edan
increasedself-
awarenessof
their
profession
alvaluesenh
anced
understand
ingof
carin
gimproved
commun
icationand
open-m
indedn
essand
buildingtrustin
grelatio
nships
59A
utho
rsconcludedthat
seminarsarean
effective
medium
throug
hwhich
interdisciplinaryeducationon
nursingandsocialworkcan
bedelivered
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 11
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
BonifasandGray
(2013)
60P
rendashp
osttestqu
asi-
experim
entald
esignexam
ining
twocurriculaaimingto
prepare
social
workstud
ents
for
collabo
ratio
nin
geriatriccare
61O
necurriculum
used
aninterprofessionala
pproach
the
otheraun
i-professional
approach
62The
othercurriculum
discussed
interdisciplinarycollabo
ratio
nsin
asocialworkcourse
63M
SWlevel
64M
edicine
65N
utrition
66P
harm
acy
67N
ursing
68A
utho
rson
lystated
the
prog
ram
levels(M
SW)for
thesocialworkprofession
696
9stud
ents
inthe
interprofessional
curriculum
19in
theun
i-profession
alon
e
70C
hang
esin
social
work
stud
entsrsquoattitu
desand
values
towardIDT
71U
nderstanding
ofrolesand
training
requ
irements
ofmultid
isciplinarypartners
72P
rendashpo
sttest
using
adaptedversionof
the
Attitud
esTowardHealth
Care
Team
sScale
731
0multip
lechoice
questio
nsdevelopedby
theteam
used
toassess
understand
ingof
profession
alrolesand
training
ofIDT
mem
bers
74Studentsin
the
interdisciplinarycurriculum
sign
ificantlyimproved
their
attitud
esandvalues
toward
interdisciplinarycollabo
ratio
nsbu
tdidno
tshow
asmuch
improvem
entin
their
understand
ingof
each
profession
rsquosroles
75Studentsin
theun
i-profession
alcurriculum
sign
ificantlyimproved
their
understand
ingof
otherteam
mem
bersrsquoroles
butdidno
tchange
theirattitud
esand
values
towardcollabo
ratio
n76A
utho
rsconcludedthat
interprofessionale
ducatio
nis
thebetter
approach
toob
tain
change
instud
entsrsquoattitu
des
abou
tinterdisciplinaryteam
sSheppard
etal
(2015)
77M
ixed-m
etho
dstud
yevaluatin
gtheeffectsof
aninterprofessionalclinical
experience(IC
E)on
attitud
estowardolderadultsand
interprofessionale
ducatio
n78ICE
prog
ram
was
developed
basedon
IPEC
core
competenciesandfocusedon
interprofessionalp
racticein
nursingho
mes
79M
edicine
80D
entistry
81N
ursing
82N
utrition
83O
T84O
ptom
etry
85Socialw
ork
861
71stud
entrespon
ses
87A
utho
rsdidno
tstate
stud
entsrsquop
rogram
level
88A
ttitu
destoward
interprofessionalteams
89A
ttitu
destowardolder
adults
90Q
uantitativepre-and
posttestsdata
collected
usingtheUCLAGeriatric
Attitud
esScalefocus
grou
psanalyzed
using
anindu
ctivethem
atic
approach
91N
osign
ificant
changesin
attitud
eswerefoun
dexcept
forthestatem
entldquoM
ostold
peop
learepleasant
tobe
with
rdquowhich
improved
from
274
to44
ofstud
ents
strong
lyagreeing
from
pre-
topo
st-IC
E92G
enerallystudentsrepo
rted
positiveattitud
estoward
interprofessionalteamwork
andolderadults
93The
authorsconclude
that
the
briefinterprofessional
curriculum
offersthepo
tential
tobe
appliedsuccessfully
(Continued)
12 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Park
etal(2014)
94P
rendashp
osttestinterventio
nstud
ytestingtheeffectsof
IPE
prog
ram
95Intervention
(1)IPE
developm
entsession
and(2)
theSenior
AgingandGeriatrics
Educator
mentorin
gprog
ram
96M
edicine(firstyear)(52)
97B
SN-leveln
ursing
(49)
98M
SW(firstyear)-55
99A
ttitu
destoward
interprofessional
collabo
ratio
ns(physicianndash
socialworkerph
ysicianndash
nursenu
rsendashsocial
worker)
100
Prendashpo
stdata
collected
usingthe
originalandmod
ified
versions
ofthe
Jeffe
rson
Scho
olof
Attitud
esToward
Physician-Nurse
Collabo
ratio
n
101
Socialworkstud
ents
and
nursingstud
ents
repo
rted
theleastpo
sitiveattitud
estowardtheph
ysicianndash
social
workerph
ysicianndash
nurse
collabo
ratio
nsrespectively
102
Medicalstud
ents
improved
theirattitud
estowardall
threecollabo
ratio
nsto
agreaterdegree
than
the
otherstud
entsw
hich
isinconsistent
with
previous
finding
s103
Authorsrecommendthat
thecurriculum
beevaluated
andassessed
forintegrity
andthat
postgraduate
follow-upmeasuresbe
incorporated
toassess
long
-term
change
Heuer
etal(2010)
1Sm
allsurveyexplorationof
the
effectsof
a60-m
inute
interdisciplinarycase-simulation
sessionon
medicalstud
entsrsquo
awarenessof
otherprofession
srsquoscop
eof
practiceand
commun
icationskills
104
116stud
ents
from
medicine
105
Faculty
from
medical
imaging
nutrition
labo
ratory
techno
logy
nursing
physical
therapy(PT)p
hysician
assistant(PA)
respiratory
therapyand
socialwork
106
Awarenessof
other
profession
srsquoscop
eof
practice
107
Appreciatio
nforIDTand
commun
ication
108
Stud
entsrsquoexperiencewith
theinterventio
n
109
12-item
survey
used
tocollect
participant
feedback
aswellas
open-end
edqu
alitativequ
estio
nsregardingthe
initiative
110
Participants
repo
rted
that
thesessionwas
ago
odmeans
toachievethego
als
setou
t111
Survey
results
indicatedthat
medicalstud
entsrsquoawareness
andappreciatio
nof
other
health
profession
sincreased
andwas
overallp
ositive
112
Authorsconclude
that
future
sessions
shou
ldbe
adjusted
basedon
stud
entfeedback
andthat
thesessions
are
achalleng
ingyetvaluable
educationalu
ndertaking
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 13
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Murph
yand
Nimmagadda
(2015)
113
Prendashpo
stqu
asi-experimental
survey
design
evaluatin
gthe
effectivenessof
aneducationalsimulationfor
nursingandSW
stud
ents
114
Purposivesampleof
43nu
rsingand45
social
workstud
ents
115
Team
workand
collabo
ratio
n116
Patient
centeredness
117
Senseof
profession
alidentity
118
Prendash
posttest
using
theReadinessfor
Interprofessional
Learning
Scale
119
Uncertainty
abou
tinterprofessionalroles
decreasedby
morethan
two
third
sin
both
grou
ps
120
Both
nursingandSW
stud
ents
identifiednew
streng
thssuch
asreflective
listening
andop
en-
mindedn
essfortheSW
role
onpo
sttest
Heflin
etal(2014)
121
Pre-licensure
course
providing
interactiveteaching
sessions
tostud
ents
from
vario
ushealth
care
profession
s122
Theeducationalcom
ponent
focuseson
enhancing
transitio
nsof
care
forolder
adults
byimproving
interprofessionalp
ractices
123
Medicine
124
Pharmacy
125
PhysicalTherapy
126
PhysicianAssistants
127
Nutrition
128
Socialworkfaculty
129
18completed
the
evaluatio
nover
two
semesters
130
Course
topics
delineated
inthesyllabu
sinclud
edescrib
ingIDTmem
ber
rolesinterprofessional
commun
ication
andcare
planning
131
Learning
outcom
es
know
ledg
eandskillsin
clinicalcare
andin
quality
improvem
ent
andcommun
icationand
collabo
ratio
n
132
In-class
andon
line
participation
performance
onassign
mentsand
team
-based
prop
osals
used
toassess
stud
ents
133
Stud
entself-efficacy
measuredat
pre-
and
post-cou
rse
completion
134
Stud
entsrsquoself-efficacyratin
gssign
ificantlyimproved
inteam
workskillstransitio
nsof
careq
uality
improvem
entandcultu
ral
competence
135
Stud
entsrsquocou
rseevaluatio
nfeedback
indicatedthat
they
appreciatedtheinteractive
experienceandgettingto
engage
inrelevant
workas
wellastheenthusiasm
ofthecourse
faculty
14 S J BELTRAN AND V J MILLER
satisfaction and educational efforts Dorfman et al (2008) implemented a supplementary ldquoGeroRichrdquoSocial Work education program In this program community collaborations were the interventionaimed to strengthen the aging-focused learning opportunities This study of advisory board membersand social work faculty members found that programs utilizing community collaborations improvedgerontological social work education and that this type of community partnership could benefitnursing programs as well (Dorfman et al 2008)
Across these studies students reported having positive experiences participating in both therequired and supplemental educational efforts (Addy Browne Blake amp Bailey 2015 GoldenGammonley Hunt Olsen amp Barry Issenberg 2014) These educational opportunities were foundto be enjoyable for students and highlighted important features of each respective discipline (Addyet al 2015 Golden et al 2014) Additionally students perceived that they had gained an under-standing of key health concepts following this collaboration (Addy et al 2015) Finally a state-of-the-science by Damron-Rodriguez (2008) found that shared learning between social work and nursingprograms may lend toward competency-based education however competence must be defined andassessed in an ongoing basis within schools of social work and schools of nursing
In conclusion the articles with a focus on student and faculty experiences described in this themereport that the broad scope of educational efforts between nursing social work and allied health careprofessions widens the understanding of students which promotes teamwork and comprehension ofcare best practices across disciplines Table 3 includes details of each study including the methodsparticipants data collection and key findings and recommendations
Critique of the literature
There are limitations to the articles included within this study that should be noted First there wasa lack of theoretical frameworks providing guidelines and boundaries for the programs used acrossall articles but one (Rowan et al 2009) The use of theoretical frameworks may challenge and extendexisting knowledge strengthening the work within the limits of each study conducted respectivelyFor example authors may have used the IPEC competencies to frame their program goals ordiscussed how their learning objectives align with the competencies that IPEC recommends forIPE and practice Second 7 of the 24 articles were review articles and lacked a procedure forconducting the study either as a mixed-methodological qualitative or quantitative study designThe lack of details makes it difficult for the reader to assess the comprehensiveness of the review andthe accuracy of the conclusions drawn Third all studies used purposive non-probability samplingtechniques Based on researchers selecting study participants or students self-selecting findingsfrom these studies may not be generalizable to students or universities across the nation Last manystudies reported findings based on self-reported subjective assessments (eg Forrest amp Derrick2010) The lack of rigorous summative assessments makes it difficult to assess actual changes inknowledge skills and attitudes resulting from the intervention
Discussion and implications
This systematic review provides a comprehensive summary of the literature published on inter-professional education initiatives that have been developed and implemented in an effort to bestprepare nursing and social work students for interprofessional gerontological practice (ie programdescriptions evaluation of programs and student and faculty responses) A total of 24 articles werereviewed These publications highlight the potential of IPE efforts to prepare students for geronto-logical practice and interdisciplinary teamwork as well as student and faculty receptiveness to suchefforts The small number of publications also highlights the particular need for increased actionaround IPE in gerontological social work education and for IPE programs to be evaluated andfindings disseminated to the research community The few initiatives identified in this review of theliterature represent programsrsquo attempts to fill educational gaps within their curricula There is a need
JOURNAL OF SOCIAL WORK EDUCATION 15
Table3
Stud
entandFaculty
Experiences
(n=5)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Brooks
etal(2009)
1Au
thorsaddressthebestpractices
forteaching
thecourse
titledAg
ing
toInfancyacross
universitiesfrom
four
states
2Thisarticle
presents
areview
ofthe
numberof
gerontolog
y-focused
coursesacross
universitiesin
these
states
1Ag
ingcurriculum
across
IndianaIllinois
Michigan
andOhio
2Thecourse
isaprerequisite
for
admission
tonu
rsing
occupatio
naltherapy
social
workand
dieteticsprog
rams
1Co
nceptualizationof
the
health
care
team
2Positiveintrod
uctio
nto
aging
3Redu
ctionin
agism
1Co
urse
midterm
sfin
als
andassign
ments
2Co
urse
review
s
1Manydisciplinesincluding
nursing
dieteticssocialworkand
occupatio
naltherapyreportsimilar
challeng
eswith
integrating
gerontolog
ical
contentinto
their
curriculum
2
Stud
ents
repo
rtthat
having
four
instructorsfrom
diffe
rent
health
profession
sgave
abroadversionof
allaspects
Dam
ron-Rodriguez
(2008)
Thisarticle
presentsastateof
the
sciencecapturingfin
ding
sfrom
previous
educationalapp
roachesto
preparingnu
rses
andsocialworkersfor
supp
ortin
gfamily
caregivers
3Nursing
4Social
Work(SW)
5Medicine
6CSWEandHartford
Geriatriccompetencies
that
specifically
mentio
nfamilysuchas
diversity
commun
ication
and
assessment
7Review
oftheliterature
from
thepast
decade
(1998ndash2008)
8Itwas
foun
dthat
competencein
geriatricsiscentraltointerdisciplinary
team
workShared
learning
may
behelpfulacrossdisciplines
9Recommendthat
afram
eworkfor
educatingandtraining
nurses
and
social
workerscontainfour
central
elem
entsw
hatho
ww
here
and
when
andho
wwell
Dorfm
anet
al(2008)
10M
ixed-m
etho
dsstud
yanalyzed
data
from
advisory
boardmem
bers
11A
dvisorybo
ardgu
idingcurriculum
includ
edsocial
workfaculty
commun
itypartnerso
lder
adults
PhDstud
entsand
agraduate
and
anun
dergradu
aterepresentative
129
faculty
questio
nnaires
respon
ses
131
1advisory
board
respon
ses
14Sup
portandsatisfaction
with
project
15Sug
gestions
regarding
sustainabilityandfuture
implem
entatio
n
16Q
uestionn
aire
adapted
from
theGeroRich
Project
17B
othgrou
psagreed
that
the
ldquoGeroRichrdquo
projectto
provideBSW
stud
ents
with
gero-education
coursesispo
sitiveforSW
curriculum
18A
utho
rsencouragethereplicationof
theprog
ram
with
nursingandother
alliedhealth
care
profession
als
Addy
etal(2015)
19Thisarticle
shares
mod
ificatio
nsmadeto
aninterdisciplinarycourse
andevaluatedchangesin
end-of-
course
evaluatio
nsfrom
stud
ents
from
year
2013
to2014
ofimplem
entatio
n
20M
edicine
21N
ursing
22P
harm
acy
23P
ublic
Health
24SocialW
ork
25P
rogram
levelvaried
262
013coho
rt(256)
272
014coho
rt(394)
28V
aluesethics
29R
olesrespo
nsibilities
30C
ommun
icationand
team
steam
work
31O
nlineend-of-cou
rse
evaluatio
n32Student
reflections
abou
tthecourse
33Studentsshared
they
enjoyedbeing
with
health
care
stud
entsacross
disciplines
34Studentsrsquoratin
gof
allcou
rse
itemssign
ificantlyimproved
from
2013
to2014
(Continued)
16 S J BELTRAN AND V J MILLER
Table3
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Goldenet
al(2014)
1Cross-sectionalsurveyof
stud
ent
grou
psrsquovaluesregardingolder
adults
2Thepu
rposeof
thisstud
ywas
todrivethedevelopm
entof
ageriatric-focused
interprofessional
collabo
ratio
n
35M
edicine(third
year)
(31)
36N
urse
practitioners
(NP)
(70)
37M
SWlevelsocial
work(131)
38A
ttitu
destoward
carin
gforolderadults
39A
ttitu
destoward
person
alaging
40A
ttitu
desabou
thealth
reform
legislation
41B
eliefsabou
tleadership
inIDT
42P
aper
andpencil
surveys
43G
eriatricsAttitud
eScale(GAS
)44R
eactions
toAg
ing
Questionn
aire
(RAQ
)45P
atient
Protectio
nand
Affordable
Care
Act
(PPA
CA)assessment
46R
esultsshow
that
theprofession
shared
similarattitud
estoward
person
alaging
andNPandSW
stud
ents
hadmorepo
sitive
attitud
esrelatedto
carin
gforolder
adultsthan
medicalstud
ents
Overallallscoreswerewith
inthe
neutralrange
ofattitud
e47V
arieddiffe
rences
wereidentifiedin
attitud
estowardleadership
andthe
effect
ofhealth
care
reform
48A
utho
rsem
phasizetheneed
forIPE
tohigh
light
thevaluesystem
sof
each
profession
involved
incare
team
s
JOURNAL OF SOCIAL WORK EDUCATION 17
to expand the depth and breadth of these efforts including access to programs duration ofprograms and gerontological topics of focus What follows is a discussion of recommendationsfor future research and education These recommendations come from the literature discussed aswell as the authorsrsquo additional recommendations
Social work educators and researchers have made significant efforts to develop and deliver IPE tostudents interested in aging practice but more is needed A major limitation in the current literaturestems from the lack of rigorous research methods employed in the design and evaluation of theeducational interventions (eg Dorfman et al 2008 Ellman et al 2012 Hermann et al 2016)Future educational initiatives should be developed based on explicitly stated IPEC competencies andevaluated for effectiveness using more rigorous methods One way to achieve this may be throughthe use of validated and reliable assessment tools such as the IPEC Competency Self-Assessmenttool derived from IPEC competencies Developed by Dow DiazGranados Mazmanian and Retchin(2014) the tool measures students on 42 core competencies across two domains interprofessionalinteractions and interprofessional values
Even though differences in professional mandates add complexity to decisions about whichcompetencies to measure (Hermann et al 2016) several disciplines have made efforts to establishassessment measures based on interprofessional collaborative efforts (eg Lockeman et al 2016)Social work gerontology educators should take advantage of these developments by using themwithin and across departments at the university level In addition social workers with theircommitment to a biopsychosocial approach are well-positioned to initiate and steer collaborativeefforts related to the development of such measures Further efforts have been made to identifycompetencies relevant to both nursing and social work to develop a framework for education Thiswas done for example by Damron-Rodriguez (2008) with a focus on preparing nurses and socialworkers to support older adult family caregivers Future research should be conducted to identifycompetencies most important to interprofessional gerontological health care practice relevant acrossmultiple disciplines and settings and how to measure them
Social desirability bias is another concern across the articles included within this study Kolomeret al (2010) discussed the risk for socially desirable responses associated with having the IPEinitiatives be part of a graded course This risk is magnified by the use of subjective measuressuch as self-assessments and untested instruments (eg Hermann et al 2016) To minimize thisrisk objective measures using standardized instruments should be employed whenever possibleA standardized instrument recommended for future use in some of the articles reviewed is theGeriatric Social Work Competency Scale II (eg Brooks et al 2009 Damron-Rodriguez 2008)Head et al (2016) recommended that future research measure the long-term effect of the IPEinterventions
In addition to standardized instruments studies should implement rigorous sampling andrandomization techniques Golden et al (2014) recommend that future studies use larger samplesizes to improve their statistical power Although engaging in unbiased sampling recruitment andretention of students across professions can be logistically challenging (Mirick Davis ampWladkowski 2017 Rubin amp Babbie 2011) these investments will help to better assess outcomesand refine educational initiatives moving the field forward It is also important to emphasize thatalthough randomization is difficult given that IPE programs are often delivered as part of a semestercourse efforts should be made to incorporate a control group For example if the IPE is delivered asan aging course elective another section of the aging course where IPE is not delivered can be usedas a control group Internal validity would be limited but it would be a step forward from the non-experimental designs currently employed
Opportunities also exist for improving the implementation of IPE programs particularly whenprograms include field placements clinical rotations or partnerships with community agenciesSeveral of the articles included in this review recommend that programs continue to prioritize face-to-face small-group educational opportunities to connect health profession students and promoteinteractions among disciplines as it has been found to be an integral component of their IPE
18 S J BELTRAN AND V J MILLER
programming (eg Dorfman et al 2008) This recommendation is well-aligned with CAIPErsquosdefinition of IPE (Buring et al 2009) Kolomer et al (2010) and Poole et al (2013) also emphasizethe importance of developing or strengthening community partnerships It is important that whenIPE initiatives are implemented in the community special attention is paid to the sustainability andcontinuity of the resources and supports that the students and programs represent Includingfeedback from community members receiving care can be a constructive approach to assessingstudent learning and an effective component of the evaluation of IPE Simultaneously such feedbackcan help providers learn about the experiences of community members and effect of the programSoliciting feedback from community members as Rowan et al (2009) did in their program can alsohelp strengthen academicndashcommunity partnerships and support programmatic improvementsCommunity members may also be engaged in discussions about their needs and ways in whichacademicndashcommunity partners can remain involved between rounds of implementation which iscrucial to the quality and effect of the program on the community and on older adults
Finally future initiatives must consider the varying skills and knowledge that students from multipledisciplines possess and how to build curricula that supports all of their needs For example some of theprograms included in this review involved both BSW and MSW students and it is unclear whether lackof preparedness of BSW students to engage in some higher-level IPE activities emerged as a concern Thebenefits and limitations of combining BSW and MSW students in IPE experiences involving graduatestudents from other health professions merits further investigation Moreover nursing students witha strong scientific foundation and understanding of the biological and physiological components of agingmay lack understanding of the holistic socioeconomic psychosocial and behavioral aspects of agingwhich influence the health care decision-making process and are crucial in social work practice As suchnursing students ought to be engaged in coursework and curricula that addresses social influencespursues social change and maximizes the quality of life for older adults
Programs need to develop the infrastructure required to support interprofessional collaborations inresearch projects as well as in classrooms across levels of higher education so that social work facultyrsquosown practices mirror the interprofessional values they hope to impart onto students Jones and Phillips(2016) discussed the competencies of IPE as detailed by IPEC and provided a similar recommendationfor ldquodual and reciprocal appointments of faculty in schools of social work medicine public healthnursing and so forth hellip [and for] co-taught courses that bring together multiple faculty and studentsfrom a variety of disciplinesrdquo (p 26) Social work and nursing programs should build capacity forinterprofessional practice research and education This will require that leaders from various programscome together and discuss their accreditation mandates and work together to support the developmentof collaborations For example CSWE EPAS (2015) requires that social work faculty have 2 years of post-masterrsquos social work degree practice experience and other programs may have similar requirements thatwill dictate how to develop coteaching initiatives The need for program and profession leaders to cometogether has been previously expressed and can be found in the IPE literature (Clark 2011 Hall ampZierler 2015 Jensen Harvan amp Royeen 2009)
Conclusion
This is the first systematic review to examine interprofessional gerontological education program-ming within social work and nursing programs in the United States that can be located Findingsfrom this study highlight the current programs engaging in IPE to prepare gerontological andhealth care social workers as well as the effectiveness of such programming Overall thisliterature points to IPE educational initiatives as valuable and effective at increasing the self-awareness attitudes and skills of social work and nursing students engaged in gerontologicalpractice Moving forward the study of such initiatives should explore the benefits of IPE on long-term outcomes such as increased enrollment in further gerontology-specific studies (eg BSWstudents entering MSW aging concentrations) and on studentsrsquo readiness to practice with theolder adult population Ongoing examinations of the effect IPE initiatives have on the well-being
JOURNAL OF SOCIAL WORK EDUCATION 19
of older adults is also an area requiring continued research These interprofessional programsmay arm up-and-coming professionals with the skills and knowledge required to competentlycare for the growing population of aging Americans and for practicing within the health caresystem As such it is of paramount importance that social work programs infuse interprofessionaleducation into their programming and curricula and support faculty in their efforts to collabo-rate across departmental silos
Disclosure statement
No potential conflict of interest was reported by the authors
Notes on contributors
Susanny J Beltran PhD MSW is assistant professor with the School of Social Work University of Central FloridaVivian J Miller PhD LMSW is assistant professor with the Department of Human Services Bowling Green StateUniversity
References
Asterisks indicate the 24 studies included in the systematic reviewDaggers indicate the 83 excluded on full reviewAddy C L Browne T Blake E W amp Bailey J (2015) Enhancing interprofessional education Integrating public
health and social work perspectives American Journal of Public Health 105(S1) S106ndashS108 doi102105AJPH2014302502
Aiguier G Oboeuf A Cobbaut J P amp Vanpee D (2015) Activity confrontation methods A reflexive andmetacognitive approach for interprofessional collaboration training Journal of Interprofessional Care 29(5)457ndash463 doi1031091356182020151004162
American Academy of Social Work amp Social Welfare (AASWSW) (2017) Close the health gap Retrieved from httpaaswsworggrand-challenges-initiative12-challengesclose-the-health-gap
Anderson M B amp Kanter S L (2010) Medical education in the united states and Canada 2010 Academic Medicine85(9) S2ndashS18
Angelini D J (2011) Interdisciplinary and interprofessional education What are the key issues and considerationsfor the future The Journal of Perinatal amp Neonatal Nursing 25(2) 175ndash179
daggerBalen R Rhodes C amp Ward L (2010) The power of stories Using narrative for interdisciplinary learning in healthand social care Social Work Education 29(4) 416ndash426 doi10108002615470902991742
daggerBekkema N de Veer A J Albers G Hertogh C M Onwuteaka-Philipsen B D amp Francke A L (2014)Training needs of nurses and social workers in the end-of-life care for people with intellectual disabilities a nationalsurvey Nurse Education Today 34(4) 494ndash500 doi101016jnedt201307018
daggerBellamy J L Mullen E J Satterfield J M Newhouse R P Ferguson M Brownson R C amp Spring B (2013)Implementing evidence-based practice education in social work A transdisciplinary approach Research on SocialWork Practice 23(4) 426ndash436 doi1011771049731513480528
daggerBennett E Hauck Y Radford G amp Bindahneem S (2016) An interprofessional exploration of nursing and socialwork roles when working jointly with families Journal of Interprofessional Care 30(2) 232ndash237 doi1031091356182020151115755
daggerBlacker S Head B A Jones B L Remke S S amp Supiano K (2016) Advancing hospice and palliative care socialwork leadership in interprofessional education and practice Journal of Social Work in End-Of-Life amp PalliativeCare 12(4) 316ndash330 doi1010801552425620161247771
Bonifas R P amp Gray A K (2013) Preparing social work students for interprofessional practice in geriatric healthcare Insights from two approaches Educational Gerontology 39(7) 476ndash490 doi101111ajag12106
daggerBoston G Croft B Mallikaaratchi W Mudd D Olsen A amp Toms-Ashcroft J (2010) NMC must sanction jointnursing and social work courses Learning Disability Practice (through 2013) 13(10) 6 doi107748ldp13106s11
daggerBronstein L R Anderson E Terwilliger S H amp Sager K (2012) Evaluating a model of school-based health andsocial services An interdisciplinary communityndashuniversity collaboration Children amp Schools 34(3) 155ndash165doi101093cscds004
Brooks J Fox D P amp Okagbue-Reaves J (2009) Best practices for an interdisciplinary team-taught courseEducational Gerontology 35 818ndash830 doi10108003601270902821350
Bureau of Labor Statistics US Department of Labor (2017) Healthcare Social Workers Occupational EmploymentStatistics 2017 Edition Retrieved from httpswwwblsgovoes2017mayoes211022htm
20 S J BELTRAN AND V J MILLER
daggerBurrow S Mairs H Pusey H Bradshaw T amp Keady J (2016) Continuing professional education Motivationsand experiences of health and social care professionalrsquos part-time study in higher education A qualitative literaturereview International Journal of Nursing Studies 63 139ndash145 doi101016jijnurstu201608011
Buring S M Bhushan A Broeseker A Conway S Duncan-Hewitt W Hansen L amp Westberg S (2009)Interprofessional education definitions student competencies and guidelines for implementation AmericanJournal of Pharmaceutical Education 73(4) 59 doi105688aj730459
daggerChan E A Lam W amp Yeung S K S L (2013) Interprofessional competence A qualitative exploration of socialwork and nursing studentsrsquo experience Journal of Nursing Education 52(9) 509ndash515 doi10392801484834-20130823-01
Chan E A Mok E Po-ying A H amp Man-chun J H (2009) The use of interdisciplinary seminars for thedevelopment of caring dispositions in nursing and social work students Journal of Advanced Nursing 65(12)2658ndash2667 doi101111j1365-2648200905121x
Chan E A Chi S P M Ching S amp Lam S K (2010) Interprofessional education The interface of nursing andsocial work Journal of Clinical Nursing 19(12) 168ndash176
daggerChicorelli J Dennie A Heinrich C Hinchey B Honarparvar F Jennings M hellip Tempelman J (2016)Canadian student leadersrsquo perspective on interprofessional education A consensus statement Journal ofInterprofessional Care 30(4) 545ndash547 doi1031091356182020161159187
daggerChodosh J Price R M Cadogan M P Damron-Rodriguez J Osterweil D Czerwinski A hellip Frank J C(2015) A practice improvement education program using a mentored approach to improve nursing facilitydepression caremdashpreliminary data Journal of the American Geriatrics Society 63(11) 2395ndash2399 doi101111jgs13775
Christensen K Doblhammer G Rau R amp Vaupel J W (2009) Ageing populations the challenges ahead TheLancet 374(9696) 1196ndash1208 doi101016S0140-6736(09)61460-4
daggerClark K Congdon H B Macmillan K Gonzales J P amp Guerra A (2015) Changes in perceptions and attitudesof healthcare profession students pre and post academic course experience of team-basedrsquocare for the critically IllrsquoJournal of Professional Nursing 31(4) 330ndash339 doi101016jprofnurs201501006
Clark P G (2011) The devil is in the details The seven deadly sins of organizing and continuing interprofessionaleducation in the US Journal of Interprofessional Care 25(5) 321ndash327 doi103109135618202011578223
daggerClarke B A Miers M E Pollard K C amp Thomas J (2007) Complexities of learning together Studentsrsquoexperience of face-to-face interprofessional groups Learning in Health and Social Care 6(4) 202ndash212doi101111j1473-6861200700162x
daggerCohen E V Hagestuen R Gonzaacutelez-Ramos G Cohen H W Bassich C Book E hellip Giroux M (2016)Interprofessional education increases knowledge promotes team building and changes practice in the care ofParkinsonrsquos disease Parkinsonism amp Related Disorders 22 21ndash27 doi101016jparkreldis201511001
Colby S L amp Ortman J M (2014) Projections of the size and composition of the US population 2014 to 2060Current population reports P25-1143 Washington DC US Census Bureau
Conti G Bowers C OrsquoConnell M B Bruer S Bugdalski-Stutrud C Smith G hellip Mendez J (2016) Examiningthe effects of an experiential interprofessional education activity with older adults Journal of Interprofessional Care30(2) 184ndash190 doi1031091356182020151092428
daggerCopperman J amp Newton P D (2007) Linking social work agency perspectives on interprofessional education intoa school of nursing and midwifery Journal of Interprofessional Care 21(2) 141ndash154 doi10108013561820701197522
Council on Education for Public Health (2011) Accreditation criteria public health programs Retrieved from httpwwwcephorgpdfPHP-Criteria-2011pdf
Council on Social Work Education (CSWE) (2015) Educational policy and accreditation standards Retrieved fromhttpswwwcsweorggetattachmentAccreditationAccreditation-Process2015-EPAS2015EPAS_Web_FINALpdfaspx
Council on Social Work Education (CSWE) (2017) Specialized practice curricular guide for gero social work practiceAlexandria VA Council on Social Work Education
Council on Social Work Education (CSWE) (nd) About the gero-ed center Retrieved from httpswwwcsweorgCenters-InitiativesCentersGero-Ed-CenterAbout
daggerCurran V R Sharpe D Flynn K amp Button P (2010) A longitudinal study of the effect of an interprofessionaleducation curriculum on student satisfaction and attitudes towards interprofessional teamwork and educationJournal of Interprofessional Care 24(1) 41ndash52 doi10310913561820903011927
Dall T M Gallo P D Chakrabarti R West T Semilla A P amp Storm M V (2013) An aging population andgrowing disease burden will require a large and specialized health care workforce by 2025 Health Affairs 32(11)2013ndash2020 doi101377hlthaff20130714
Damron-Rodriguez J (2008) Developing competence for nurses and social workers The American Journal ofNursing 108 40ndash46 doi10109701NAJ000033641383366e0
daggerDay M R Bantry-White E amp Glavin P (2010) Professional Protection of vulnerable adults an interdisciplinaryworkshop Community Practitioner 83(9) 29ndash32
JOURNAL OF SOCIAL WORK EDUCATION 21
De Los Santos M McFarlin C D amp Martin L (2014) Interprofessional education and service learning A modelfor the future of health professions education Journal of Interprofessional Care 28(4) 374ndash375 doi103109135618202014889102
daggerDerbyshire J A amp Machin A I (2011) Learning to work collaboratively nursesrsquo views of their pre-registrationinterprofessional education and its impact on practice Nurse Education in Practice 11(4) 239ndash244 doi101016jnepr201011010
Dorfman L T Murty S A Ingram J G amp Li H (2008) Faculty and community partners in gerontologicalcurriculum enrichment Educational Gerontology 12 1087ndash1104 doi10108003601270802201398
Dow A A DiazGranados D Mazmanian P E amp Retchin S M (2014) An exploratory study of an assessment toolderived from the competencies of the interprofessional education collaborative Journal of Interprofessional Care28 299ndash304 doi103109135618202014891573
daggerDutton A J amp Worsley A R (2009) Doves and hawks Practice educatorsrsquo attitudes towards interprofessionallearning Learning in Health and Social Care 8(3) 145ndash153 doi101111j1473-6861200800204x
daggerEckstrom E Neal M B Cotrell V Casey C M McKenzie G Morgove M W hellip Lasater K (2016) Aninterprofessional approach to reducing the risk of falls through enhanced collaborative practice Journal of theAmerican Geriatrics Society 64(8) 1701ndash1707 doi101111jgs14178
Ellman M S Schulman-Green D Blatt L Asher S Viveiros D Clark J amp Bia M (2012) Using online learningand interactive simulation to teach spiritual and cultural aspects of palliative care to interprofessional studentsJournal of Palliative Medicine 15(11) 1240ndash1247 doi101089jpm20120038
daggerFilies G C Yassin Z amp Frantz J M (2016) Studentsrsquo views of learning about an interprofessional world cafeacutemethod African Journal of Health Professions Education 8(2) 229ndash233 doi107196AJHPE2016v8i2844
Forrest C amp Derrick C (2010) Interdisciplinary education in end-of-life care Creating new opportunities for socialwork nursing and clinical pastoral education students Journal of Social Work in End-Of-Life amp Palliative Care 6(1ndash2) 91ndash116 doi101080155242562010489224
daggerGalambos C (2008) From the editor the joint social worknursing caregiver initiative Opportunities for social workeducation Journal of Social Work Education 44(sup3) 1ndash4 doi105175JSWE2008773247701
Golden A G Gammonley D Hunt D Olsen E amp Barry Issenberg S (2014) The attitudes of graduate healthcarestudents toward older adults personal aging health care reform and interprofessional collaboration Journal ofInterprofessional Care 28(1) 40ndash44 doi103109135618202013830595
Gould P R Lee Y Berkowitz S amp Bronstein L (2015) Impact of a collaborative interprofessional learningexperience upon medical and social work students in geriatric health care Journal of Interprofessional Care 29(4)372ndash373 doi103109135618202014962128
daggerGrady C Danis M Soeken K L OrsquoDonnell P Taylor C Farrar A amp Ulrich C M (2008) Does ethicseducation influence the moral action of practicing nurses and social workers The American Journal of Bioethics 8(4) 4ndash11 doi10108015265160802166017
daggerGroessl J (2013) An interdisciplinary ethics module for MSW and nursing students Social Work Education 32(5)639ndash649 doi101080026154792012695342
Hall L W amp Zierler B K (2015) Interprofessional education and practice guide no 1 developing faculty toeffectively facilitate interprofessional education Journal of Interprofessional Care 29(1) 3ndash7 doi103109135618202014937483
daggerHall P Brajtman S Weaver L Grassau P A amp Varpio L (2014) Learning collaborative teamwork an argumentfor incorporating the humanities Journal of Interprofessional Care 28(6) 519ndash525 doi103109135618202014915513
daggerHaskins A M (2008) An exploration of satisfaction psychological stress and readiness for interprofessional learningin medical nursing allied health and social work students in an interprofessional health care course Available fromProQuest Dissertations and Theses
Head B A Schapmire T Earnshaw L Faul A Hermann C Jones C hellip Pfeiffer M (2016) Evaluation of aninterdisciplinary curriculum teaching team-based palliative care integration in oncology Journal of CancerEducation 31(2) 358ndash365 doi101007s13187-015-0799-y
daggerHead B A Schapmire T Hermann C Earnshaw L Faul A Jones C hellip Pfeifer M (2014) The interdisciplinaryCurriculum for Oncology Palliative Care Education (iCOPE) meeting the challenge of interprofessional educationJournal of Palliative Medicine 17(10) 1107ndash1114 doi101089jpm20140070
Heflin M T Pinheiro S O Konrad T R Egerton E O Thornlow D K White H K amp McConnell E J (2014)Design and evaluation of a prelicensure interprofessional course on improving care transitions Gerontology ampGeriatrics Education 35(1) 41ndash63 doi101080027019602013831349
daggerHemmings A Beckett G Kennerly S amp Yap T (2013) Building a community of research practice Intragroupteam social dynamics in interdisciplinary mixed methods Journal of Mixed Methods Research 7(3) 261ndash273 doihttp1011772F15586898134784681011772F1558689813478468
daggerHenderson S Dalton M amp Cartmel J (2016) Using interprofessional learning for continuing education devel-opment and evaluation of the graduate certificate program in health professional education for clinicians Journal ofContinuing Education in the Health Professions 36(3) 211ndash217 doi101097CEH0000000000000093
22 S J BELTRAN AND V J MILLER
Hermann C P Head B A Black K amp Singleton K (2016) Preparing nursing students for interprofessionalpractice the interdisciplinary curriculum for oncology palliative care education Journal of Professional Nursing 32(1) 62ndash71 doi101016jprofnurs201506001
Heuer A J Geisler S L Kamienski M Langevin D amp OrsquoSullivan M (2010) Introducing medical students to theinterdisciplinary health care team piloting a case-based approach Journal of Allied Health 39(2) 76ndash80
daggerHirst S P Lane A M amp Stares B (2012) Gerontological content in Canadian nursing and social work programsCanadian Geriatrics Journal CGJ 15(1) 8 doi105770cgj1521
daggerHolt J Coates C Cotterill D Eastburn S Laxton J Mistry H amp Young C (2010) Identifying commoncompetences in health and social care An example of multi-institutional and inter-professional working NurseEducation Today 30(3) 264ndash270 doi101016jnedt200909006
Hooyman N amp Diwan S (2009) A planned change model CSWE curricular and programmatic developmentprograms In N Hooyman (Ed) Transforming social work education The first decade of the Hartford geriatric socialwork initiative (pp 99ndash102) Alexandria VA Council on Social Work Education Press
daggerHoracek T Brann L Erdman M Middlemiss M A amp Raj S (2009) Interprofessional learning communityEducating dietetic and other health profession students through an interdisciplinary service-learning experienceTopics in Clinical Nutrition 24(1) 6ndash15 doi101097TIN0b013e3181977fae
Institute of Medicine (IOM) (2008) Retooling for an aging America Building the health care workforce WashingtonDC National Academy Press
Interprofessional Education Collaborative (IPEC) (2016) Core competencies for interprofessional collaborative practice2016 update Washington DC Author
Jensen G M Harvan R A amp Royeen C B (2009) Interprofessional education Context complexity and challengeLeadership in interprofessional education and practice Salisbury MA Jones and Bartlett Publishers LLC
daggerJones B Phillips F Head B A Hedlund S Kalisiak A Zebrack B hellip Otis-Green S (2014) Enhancingcollaborative leadership in palliative social work in oncology Journal of Social Work in End-Of-Life amp PalliativeCare 10(4) 309ndash321 doi101080155242562014975319
Jones B amp Phillips F (2016) Social work and interprofessional education in health care A call for continuedleadership Journal of Social Work Education 52(1) 18ndash29 doi1010801043779720161112629
daggerJotkowitz A amp Gesundheit B (2008) Comforting presence The role of nurses and social workers in clinical ethicsThe American Journal of Bioethics 8(4) 14ndash15 doi10108015265160802147124
daggerJuujaumlrvi S Pesso K amp Myyry L (2011) Care-based ethical reasoning among first-year nursing and social servicesstudents Journal of Advanced Nursing 67(2) 418ndash427 doi101111j1365-2648201005461x
daggerKaasalainen S Willison K Wickson-Griffiths A amp Taniguchi A (2015) The evaluation of a national interprofes-sional palliative care workshop Journal of Interprofessional Care 29(5) 494ndash496 doi103109135618202014998364
daggerKent F Drysdale P Martin N amp Keating J L (2014) The mixed-discipline aged-care student clinic An authenticinterprofessional learning initiative Journal of Allied Health 43(1) 51ndash56
daggerKenward L amp Stiles M (2009) Intermediate care An interprofessional education opportunity in primary careJournal of Interprofessional Care 23(6) 668ndash671 doi10310913561820802634761
daggerKinnair D J Anderson E S amp Thorpe L N (2012) Development of interprofessional education in mental healthpractice Adapting the leicester model Journal of Interprofessional Care 26(3) 189ndash197 doi103109135618202011647994
daggerKnight A (2013) Interprofessonal education Two analyses of revised instruments comparisons of professions andeffectiveness of an interprofessional health care course The University of North Dakota Theses and Dissertations
Kolomer S Quinn M E amp Steele K (2010) Interdisciplinary health fairs for older adults and the value ofinterprofessional service learning Journal of Community Practice 18(2ndash3) 267ndash279 doi101080107054222010485863
daggerLam W Chan E A amp Yeung K S (2013) Implications for school nursing through interprofessional education andpractice Journal of Clinical Nursing 22(13ndash14) 1988ndash2001 doi101111jocn12163
daggerLapum J Hamzavi N Veljkovic K Mohamed Z Pettinato A Silver S amp Taylor E (2012) A performative andpoetical narrative of critical social theory in nursing education An ending and threshold of social justice NursingPhilosophy 13(1) 27ndash45 doi101111j1466-769X201100520x
daggerLeigh J A (2014) Reconstructing practice-based educator roles through effective practicendasheducation partnershipsJournal of Clinical Nursing 23(13ndash14) 1767ndash1769 doi101111jocn12381
Levit L A Balogh E Nass S J amp Ganz P (Eds) (2013) Delivering high-quality cancer care charting a new coursefor a system in crisis (pp 7ndash8) Washington DC National Academies Press
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2007) Interprofessional education on a training ward for older peopleStudentsrsquo conceptions of nurses occupational therapists and social workers Journal of Interprofessional Care 21(4)387ndash399 doi10108013561820701349420
daggerLidskog M Loumlfmark A amp AhlstroumlM G (2008) Learning about each other Studentsrsquo conceptions before and afterinterprofessional education on a training ward Journal of Interprofessional Care 22(5) 521ndash533 doi10108013561820802168471
JOURNAL OF SOCIAL WORK EDUCATION 23
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2008) Studentsrsquo learning experiences from interprofessional collaborationon a training ward in municipal care Learning in Health and Social Care 7(3) 134ndash145 doi101111j1473-6861200800181x
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2009) Learning through participating on an interprofessional trainingward Journal of Interprofessional Care 23(5) 486ndash497 doi10108013561820902921878
Lockeman K S Dow A W DiazGranados D McNielly D P Nickol D Koehn M L amp Knab M S (2016)Refinement of the IPEC competency self-assessment survey Results from a multi-institutional study Journal ofInterprofessional Care 30(6) 726ndash731 doi1010801356182020161220928
Lustig T A (2013) Statement before the commission on long term care Retrieved from httpltccommissionorgltccommissionwp-contentuploads201312Tracy-Lustig
daggerMacKenzie D E Doucet S Nasser S Godden-Webster A L Andrews C amp Kephart G (2014) Collaborationbehind-the-scenes key to effective interprofessional education Journal of Interprofessional Care 28(4) 381ndash383doi103109135618202014890923
MacRae N amp Pardue K T (2007) Use of readers theater to enhance interdisciplinary geriatric educationEducational Gerontology 33(6) 529ndash536 doi10108003601270701328920
daggerManusov E Ronnau J Vela L Lydia A amp Galke C (2015) Engagement and co-production Building aninter-professional integrated medical education and clinical practice International Journal of Integrated Care 15(5)doi105334ijic2105
daggerMcLeod D Curran J Dumont S White M amp Charles G (2014) The Interprofessional Psychosocial OncologyDistance Education (IPODE) project perceived outcomes of an approach to healthcare professional educationJournal of Interprofessional Care 28(3) 254ndash259 doi103109135618202013863181
Mirick R G Davis A amp Wladkowski S P (2017) Understanding sampling and recruitment in social workdissertation research Advances in Social Work 18(2) 415ndash436 doi101806021167
Moher D Liberati A Tetzlaff J Altman D G amp PRISMA Group (2009) Preferred reporting items for systematicreviews and meta-analyses the PRISMA statement PLoS Medicine 6(7) e1000097
daggerMorton S (2016) Inter-professional education A missed opportunity Community Practitioner the Journal of theCommunity Practitionersrsquoamp Health Visitorsrsquo Association 89(7) 28
daggerMunoz C C DoBroka C C amp Mohammad S (2009) Development of a multidisciplinary course in culturalcompetence for nursing and human service professions Journal of Nursing Education 48(9) 495ndash503 doi10392801484834-20090610-03
Murphy J I amp Nimmagadda J (2015) Partnering to provide simulated learning to address InterprofessionalEducation Collaborative core competencies Journal of Interprofessional Care 29(3) 258ndash259 doi103109135618202014942779
daggerNewton J M Cross W M White K Ockerby C amp Billett S (2011) Outcomes of a clinical partnership modelfor undergraduate nursing students Contemporary Nurse 39(1) 119ndash127 doi105172conu2011391119
daggerOdegard P S Robins L Murphy N Belza B Brock D Gallagher T H hellip Mitchell P (2009) Interprofessionalinitiatives at the University of Washington American Journal of Pharmaceutical Education 73(4) 63 doi105688aj730463
daggerOlsson M Persson M Kaila P Wikmar L N amp Bostroumlm C (2013) Studentsrsquo expectations when entering aninterprofessional masterrsquos degree program for health professionals a qualitative study Journal of Allied Health 42(1) 3ndash9
daggerOtis-Green S Yang E amp Lynne L (2013) ACE projectmdashadvocating for clinical excellence creating change in thedelivery of palliative care OMEGA-Journal of Death and Dying 67(1ndash2) 5ndash19 doi1021902FOM671-2b
daggerPareacute L Maziade J Pelletier F Houle N amp Iloko-Fundi M (2012) Training in interprofessional collaborationPedagogic innovation in family medicine units Canadian Family Physician 58(4) e203ndashe209
Park J Hawkins M Hamlin E Hawkins W amp Bamdas J A M (2014) Developing positive attitudes towardinterprofessional collaboration among students in the health care professions Educational Gerontology 40(12)894ndash908 doi101080036012772014908619
daggerParker V A amp Geron S M (2007) Cultural competence in nursing homes Issues and implications for educationGerontology amp Geriatrics Education 28(2) 37ndash54 doi101300J021v28n02_04
daggerPhillips J MacGiollaRi D amp Callaghan S (2012) Encouraging research in social work Narrative as the threadintegrating education and research in social work Social Work Education 31(6) 785ndash793 doi101080026154792012695200
daggerPollard K C Miers M E amp Rickaby C (2012) ldquoOh why didnrsquot I take more noticerdquo Professionalsrsquo views andperceptions of pre-qualifying preparation for interprofessional working in practice Journal of InterprofessionalCare 26(5) 355ndash361 doi103109135618202012689785
daggerPoole J Rife J C Pearson F amp Moore W R (2009) Developing community partnerships with religiouslyaffiliated organizations to address aging needs A case study of the congregational social work education initiativeSocial Work amp Christianity 36(2) 176-191
24 S J BELTRAN AND V J MILLER
Poole J Rife J C Pearson F Moore L Reaves A M amp Moore W (2013) Innovative social work field educationin congregational and community-based settings serving persons fifty-five+ an interdisciplinary training initiativefor BSW and MSW Students Social Work and Christianity 40(4) 404
daggerPulsford D Hope K amp Thompson R (2007) Higher education provision for professionals working with peoplewith dementia a scoping exercise Nurse Education Today 27(1) 5ndash13 doi101016jnedt200602003
Reeves S Zwarenstein M Goldman J Barr H Freeth D Koppel I amp Hammick M (2010) The effectiveness ofinterprofessional education Key findings from a new systematic review Journal of Interprofessional Care 24230ndash241 doi10310913561820903163405
daggerRobins L Brock D M Gallagher T Kartin D Lindhorst T Odegard P hellip Belza B (2008) Piloting teamsimulations to assess interprofessional skills Journal of Interprofessional Care 22(3) 325ndash328 doi10108013561820801886438
Rogers A T Gualco K J Hinckle C amp Baber R L (2013) Cultivating interest and competency in gerontologicalsocial work Opportunities for undergraduate education Journal of Gerontological Social Work 56(4) 335ndash355doi101080016343722013775989
Rowan N L Gillette P D Faul A C Yankeelov P A Borders K W Deck S hellip Wiegand M (2009)Innovative interdisciplinary training in and delivery of evidence-based geriatric services Creating a bridge withsocial work and physical therapy Gerontology amp Geriatrics Education 30(3) 187ndash204 doi10108002701960903133448
Rubin A amp Babbie E R (2011) Research methods for social work (7th ed) Belmont CA BrooksColedaggerSalm T Greenberg H Pitzel M amp Cripps D (2010) Interprofessional education internships in schools Jump
starting change Journal of Interprofessional Care 24(3) 251ndash263 doi10310913561820903051469daggerSchwartz E S Baugh J J Honsky J amp Luebbers E (2015) A patient advocacy program established through an
interprofessional student-run free clinic Journal of Health Care for the Poor and Underserved 26(1) 300ndash308doi101353hpu20150024
daggerSedgwick M (2011) Rural hospital interdisciplinary team membersrsquo experience of undergraduate nursing preceptor-ship A qualitative descriptive study Nurse Education in Practice 11(4) 278ndash282 doi101016jnepr201101004
daggerSelle K M Salamon K Boarman R amp Sauer J (2008) Providing interprofessional learning through interdisci-plinary collaboration The role of ldquomodellingrdquo Journal of Interprofessional Care 22(1) 85ndash92 doi10108013561820701714755
Sheppard K D Ford C R Sawyer P Foley K T Harada C N Brown C J amp Ritchie C S (2015) Theinterprofessional clinical experience interprofessional education in the nursing home Journal of InterprofessionalCare 29(2) 170ndash172 doi103109135618202014942776
daggerSims D (2011a) Achieving collaborative competence through interprofessional education Lessons learned fromjoint training in learning disability nursing and social work Social Work Education 30(1) 98ndash112 doi10108002615471003748056
daggerSims D (2011b) Reconstructing professional identity for professional and interprofessional practice A mixedmethods study of joint training programmes in learning disability nursing and social work Journal ofInterprofessional Care 25(4) 265ndash271 doi103109135618202011571352
daggerSmith R A amp Pilling S (2007) Allied health graduate programndashsupporting the transition from student toprofessional in an interdisciplinary program Journal of Interprofessional Care 21(3) 265ndash276 doi10108013561820701259116
daggerStepney P Callwood I Ning F amp Downing K (2011) Learning to collaborate a study of nursing studentsrsquoexperience of inter-professional education at one UK university Educational Studies 37(4) 419ndash434 doi101080030556982010539669
Supiano K P (2013) Weaving interdisciplinary and discipline-specific content into palliative care education Onesuccessful model for teaching end-of-life care Journal of Death and Dying 67(1ndash2) 201ndash206 doi102190OM671-2x
daggerSweigart L I Umoren R A Scott P J Carlton K H Jones J A Truman B amp Gossett E J (2016) VirtualTeamSTEPPSreg simulations produce teamwork attitude changes among health professions students Journal ofNursing Education 55(1) 31ndash35 doi10392801484834-20151214-08
daggerTan Z S Damron-Rodriguez J Cadogan M Gans D Price R M Merkin S S hellip Chodosh J (2017) Team-Based interprofessional competency training for dementia screening and management Journal of the AmericanGeriatrics Society 65(1) 207ndash211 doi101111jgs14540
daggerTew J Holley T amp Caplen P (2012) Dialogue and challenge Involving service users and carers in small grouplearning with social work and nursing students Social Work Education 31(3) 316ndash330 doi101080026154792011557429
daggerThompson B M Bratzler D W Fisher M J Torres A Faculty E P I C amp Sparks R A (2016) Workingtogether using a unique approach to evaluate an interactive and clinic-based longitudinal interprofessionaleducation experience with 13 professions Journal of Interprofessional Care 30(6) 754ndash761 doi1010801356182020161227962
JOURNAL OF SOCIAL WORK EDUCATION 25
daggerTourse R W C Mooney J F Shindul-Rothschild J Prince J Pulcini J A Platt S amp Savransky H (2008) Theuniversitycommunity partnership Transdisciplinary course development Journal of Interprofessional Care 22(5)461ndash474 doi10108013561820802355615
daggerTraube D E Pohle C E amp Barley M (2012) Teaching evidence-based social work in foundation practice coursesLearning from pedagogical choices of allied fields Journal of Evidence-based Social Work 9(3) 241ndash259doi101080154337142010525417
daggervan Schaik S M Regehr G Eva K W Irby D M amp Orsquosullivan P S (2016) Perceptions of peer-to-peerinterprofessional feedback among students in the health professions Academic Medicine 91(6) 807ndash812doi101097ACM0000000000000981
Whitaker T Weismiller T amp Clark E (2006) Assuring the sufficiency of a frontline workforce A national study oflicensed social workers Washington DC National Association of Social Workers
daggerWilliams A Mostyn A amp Fyson R (2009) Nursing and social work studentsrsquo perceptions of lecturing by non-university practitioners Journal of Interprofessional Care 23(1) 98ndash100 doi10108013561820802278577
World Health Organization (WHO) (2010) Framework for action on interprofessional education amp collaborativepractice Geneva Switzerland World Health Organization Retrieved from httpwhqlibdocwhointhq2010WHO_HRH_HPN_103_engpdf
daggerYaffe M J Wolfson C amp Lithwick M (2009) Professions show different enquiry strategies for elder abusedetection Implications for training and interprofessional care Journal of Interprofessional Care 23(6) 646ndash654doi10310913561820902886279
daggerYamauchi T Takeshima T Hirokawa S Oba Y amp Koh E (2017) An educational program for nursing and socialwork students using artwork created by people with mental health problems International Journal of Mental Healthand Addiction 15(3) 503ndash513 doi101007s11469-016-9716-9
daggerYeung K S S Ho A P Y Lo M C H amp Chan E A (2009) Social work ethical decision making in aninter-disciplinary context British Journal of Social Work 40(5) 1573ndash1590 doi101093bjswbcp065
Young H M Siegel E O McCormick W C Fulmer T Harootyan L K amp Dorr D A (2011) Interdisciplinarycollaboration in geriatrics Advancing health for older adults Nursing Outlook 59(4) 243ndash250 doi101016joutlook201105006
daggerZorek J amp Raehl C (2013) Interprofessional education accreditation standards in the USA a comparative analysisJournal of Interprofessional Care 27(2) 123ndash130 doi103109135618202012718295
26 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
BonifasandGray
(2013)
60P
rendashp
osttestqu
asi-
experim
entald
esignexam
ining
twocurriculaaimingto
prepare
social
workstud
ents
for
collabo
ratio
nin
geriatriccare
61O
necurriculum
used
aninterprofessionala
pproach
the
otheraun
i-professional
approach
62The
othercurriculum
discussed
interdisciplinarycollabo
ratio
nsin
asocialworkcourse
63M
SWlevel
64M
edicine
65N
utrition
66P
harm
acy
67N
ursing
68A
utho
rson
lystated
the
prog
ram
levels(M
SW)for
thesocialworkprofession
696
9stud
ents
inthe
interprofessional
curriculum
19in
theun
i-profession
alon
e
70C
hang
esin
social
work
stud
entsrsquoattitu
desand
values
towardIDT
71U
nderstanding
ofrolesand
training
requ
irements
ofmultid
isciplinarypartners
72P
rendashpo
sttest
using
adaptedversionof
the
Attitud
esTowardHealth
Care
Team
sScale
731
0multip
lechoice
questio
nsdevelopedby
theteam
used
toassess
understand
ingof
profession
alrolesand
training
ofIDT
mem
bers
74Studentsin
the
interdisciplinarycurriculum
sign
ificantlyimproved
their
attitud
esandvalues
toward
interdisciplinarycollabo
ratio
nsbu
tdidno
tshow
asmuch
improvem
entin
their
understand
ingof
each
profession
rsquosroles
75Studentsin
theun
i-profession
alcurriculum
sign
ificantlyimproved
their
understand
ingof
otherteam
mem
bersrsquoroles
butdidno
tchange
theirattitud
esand
values
towardcollabo
ratio
n76A
utho
rsconcludedthat
interprofessionale
ducatio
nis
thebetter
approach
toob
tain
change
instud
entsrsquoattitu
des
abou
tinterdisciplinaryteam
sSheppard
etal
(2015)
77M
ixed-m
etho
dstud
yevaluatin
gtheeffectsof
aninterprofessionalclinical
experience(IC
E)on
attitud
estowardolderadultsand
interprofessionale
ducatio
n78ICE
prog
ram
was
developed
basedon
IPEC
core
competenciesandfocusedon
interprofessionalp
racticein
nursingho
mes
79M
edicine
80D
entistry
81N
ursing
82N
utrition
83O
T84O
ptom
etry
85Socialw
ork
861
71stud
entrespon
ses
87A
utho
rsdidno
tstate
stud
entsrsquop
rogram
level
88A
ttitu
destoward
interprofessionalteams
89A
ttitu
destowardolder
adults
90Q
uantitativepre-and
posttestsdata
collected
usingtheUCLAGeriatric
Attitud
esScalefocus
grou
psanalyzed
using
anindu
ctivethem
atic
approach
91N
osign
ificant
changesin
attitud
eswerefoun
dexcept
forthestatem
entldquoM
ostold
peop
learepleasant
tobe
with
rdquowhich
improved
from
274
to44
ofstud
ents
strong
lyagreeing
from
pre-
topo
st-IC
E92G
enerallystudentsrepo
rted
positiveattitud
estoward
interprofessionalteamwork
andolderadults
93The
authorsconclude
that
the
briefinterprofessional
curriculum
offersthepo
tential
tobe
appliedsuccessfully
(Continued)
12 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Park
etal(2014)
94P
rendashp
osttestinterventio
nstud
ytestingtheeffectsof
IPE
prog
ram
95Intervention
(1)IPE
developm
entsession
and(2)
theSenior
AgingandGeriatrics
Educator
mentorin
gprog
ram
96M
edicine(firstyear)(52)
97B
SN-leveln
ursing
(49)
98M
SW(firstyear)-55
99A
ttitu
destoward
interprofessional
collabo
ratio
ns(physicianndash
socialworkerph
ysicianndash
nursenu
rsendashsocial
worker)
100
Prendashpo
stdata
collected
usingthe
originalandmod
ified
versions
ofthe
Jeffe
rson
Scho
olof
Attitud
esToward
Physician-Nurse
Collabo
ratio
n
101
Socialworkstud
ents
and
nursingstud
ents
repo
rted
theleastpo
sitiveattitud
estowardtheph
ysicianndash
social
workerph
ysicianndash
nurse
collabo
ratio
nsrespectively
102
Medicalstud
ents
improved
theirattitud
estowardall
threecollabo
ratio
nsto
agreaterdegree
than
the
otherstud
entsw
hich
isinconsistent
with
previous
finding
s103
Authorsrecommendthat
thecurriculum
beevaluated
andassessed
forintegrity
andthat
postgraduate
follow-upmeasuresbe
incorporated
toassess
long
-term
change
Heuer
etal(2010)
1Sm
allsurveyexplorationof
the
effectsof
a60-m
inute
interdisciplinarycase-simulation
sessionon
medicalstud
entsrsquo
awarenessof
otherprofession
srsquoscop
eof
practiceand
commun
icationskills
104
116stud
ents
from
medicine
105
Faculty
from
medical
imaging
nutrition
labo
ratory
techno
logy
nursing
physical
therapy(PT)p
hysician
assistant(PA)
respiratory
therapyand
socialwork
106
Awarenessof
other
profession
srsquoscop
eof
practice
107
Appreciatio
nforIDTand
commun
ication
108
Stud
entsrsquoexperiencewith
theinterventio
n
109
12-item
survey
used
tocollect
participant
feedback
aswellas
open-end
edqu
alitativequ
estio
nsregardingthe
initiative
110
Participants
repo
rted
that
thesessionwas
ago
odmeans
toachievethego
als
setou
t111
Survey
results
indicatedthat
medicalstud
entsrsquoawareness
andappreciatio
nof
other
health
profession
sincreased
andwas
overallp
ositive
112
Authorsconclude
that
future
sessions
shou
ldbe
adjusted
basedon
stud
entfeedback
andthat
thesessions
are
achalleng
ingyetvaluable
educationalu
ndertaking
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 13
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Murph
yand
Nimmagadda
(2015)
113
Prendashpo
stqu
asi-experimental
survey
design
evaluatin
gthe
effectivenessof
aneducationalsimulationfor
nursingandSW
stud
ents
114
Purposivesampleof
43nu
rsingand45
social
workstud
ents
115
Team
workand
collabo
ratio
n116
Patient
centeredness
117
Senseof
profession
alidentity
118
Prendash
posttest
using
theReadinessfor
Interprofessional
Learning
Scale
119
Uncertainty
abou
tinterprofessionalroles
decreasedby
morethan
two
third
sin
both
grou
ps
120
Both
nursingandSW
stud
ents
identifiednew
streng
thssuch
asreflective
listening
andop
en-
mindedn
essfortheSW
role
onpo
sttest
Heflin
etal(2014)
121
Pre-licensure
course
providing
interactiveteaching
sessions
tostud
ents
from
vario
ushealth
care
profession
s122
Theeducationalcom
ponent
focuseson
enhancing
transitio
nsof
care
forolder
adults
byimproving
interprofessionalp
ractices
123
Medicine
124
Pharmacy
125
PhysicalTherapy
126
PhysicianAssistants
127
Nutrition
128
Socialworkfaculty
129
18completed
the
evaluatio
nover
two
semesters
130
Course
topics
delineated
inthesyllabu
sinclud
edescrib
ingIDTmem
ber
rolesinterprofessional
commun
ication
andcare
planning
131
Learning
outcom
es
know
ledg
eandskillsin
clinicalcare
andin
quality
improvem
ent
andcommun
icationand
collabo
ratio
n
132
In-class
andon
line
participation
performance
onassign
mentsand
team
-based
prop
osals
used
toassess
stud
ents
133
Stud
entself-efficacy
measuredat
pre-
and
post-cou
rse
completion
134
Stud
entsrsquoself-efficacyratin
gssign
ificantlyimproved
inteam
workskillstransitio
nsof
careq
uality
improvem
entandcultu
ral
competence
135
Stud
entsrsquocou
rseevaluatio
nfeedback
indicatedthat
they
appreciatedtheinteractive
experienceandgettingto
engage
inrelevant
workas
wellastheenthusiasm
ofthecourse
faculty
14 S J BELTRAN AND V J MILLER
satisfaction and educational efforts Dorfman et al (2008) implemented a supplementary ldquoGeroRichrdquoSocial Work education program In this program community collaborations were the interventionaimed to strengthen the aging-focused learning opportunities This study of advisory board membersand social work faculty members found that programs utilizing community collaborations improvedgerontological social work education and that this type of community partnership could benefitnursing programs as well (Dorfman et al 2008)
Across these studies students reported having positive experiences participating in both therequired and supplemental educational efforts (Addy Browne Blake amp Bailey 2015 GoldenGammonley Hunt Olsen amp Barry Issenberg 2014) These educational opportunities were foundto be enjoyable for students and highlighted important features of each respective discipline (Addyet al 2015 Golden et al 2014) Additionally students perceived that they had gained an under-standing of key health concepts following this collaboration (Addy et al 2015) Finally a state-of-the-science by Damron-Rodriguez (2008) found that shared learning between social work and nursingprograms may lend toward competency-based education however competence must be defined andassessed in an ongoing basis within schools of social work and schools of nursing
In conclusion the articles with a focus on student and faculty experiences described in this themereport that the broad scope of educational efforts between nursing social work and allied health careprofessions widens the understanding of students which promotes teamwork and comprehension ofcare best practices across disciplines Table 3 includes details of each study including the methodsparticipants data collection and key findings and recommendations
Critique of the literature
There are limitations to the articles included within this study that should be noted First there wasa lack of theoretical frameworks providing guidelines and boundaries for the programs used acrossall articles but one (Rowan et al 2009) The use of theoretical frameworks may challenge and extendexisting knowledge strengthening the work within the limits of each study conducted respectivelyFor example authors may have used the IPEC competencies to frame their program goals ordiscussed how their learning objectives align with the competencies that IPEC recommends forIPE and practice Second 7 of the 24 articles were review articles and lacked a procedure forconducting the study either as a mixed-methodological qualitative or quantitative study designThe lack of details makes it difficult for the reader to assess the comprehensiveness of the review andthe accuracy of the conclusions drawn Third all studies used purposive non-probability samplingtechniques Based on researchers selecting study participants or students self-selecting findingsfrom these studies may not be generalizable to students or universities across the nation Last manystudies reported findings based on self-reported subjective assessments (eg Forrest amp Derrick2010) The lack of rigorous summative assessments makes it difficult to assess actual changes inknowledge skills and attitudes resulting from the intervention
Discussion and implications
This systematic review provides a comprehensive summary of the literature published on inter-professional education initiatives that have been developed and implemented in an effort to bestprepare nursing and social work students for interprofessional gerontological practice (ie programdescriptions evaluation of programs and student and faculty responses) A total of 24 articles werereviewed These publications highlight the potential of IPE efforts to prepare students for geronto-logical practice and interdisciplinary teamwork as well as student and faculty receptiveness to suchefforts The small number of publications also highlights the particular need for increased actionaround IPE in gerontological social work education and for IPE programs to be evaluated andfindings disseminated to the research community The few initiatives identified in this review of theliterature represent programsrsquo attempts to fill educational gaps within their curricula There is a need
JOURNAL OF SOCIAL WORK EDUCATION 15
Table3
Stud
entandFaculty
Experiences
(n=5)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Brooks
etal(2009)
1Au
thorsaddressthebestpractices
forteaching
thecourse
titledAg
ing
toInfancyacross
universitiesfrom
four
states
2Thisarticle
presents
areview
ofthe
numberof
gerontolog
y-focused
coursesacross
universitiesin
these
states
1Ag
ingcurriculum
across
IndianaIllinois
Michigan
andOhio
2Thecourse
isaprerequisite
for
admission
tonu
rsing
occupatio
naltherapy
social
workand
dieteticsprog
rams
1Co
nceptualizationof
the
health
care
team
2Positiveintrod
uctio
nto
aging
3Redu
ctionin
agism
1Co
urse
midterm
sfin
als
andassign
ments
2Co
urse
review
s
1Manydisciplinesincluding
nursing
dieteticssocialworkand
occupatio
naltherapyreportsimilar
challeng
eswith
integrating
gerontolog
ical
contentinto
their
curriculum
2
Stud
ents
repo
rtthat
having
four
instructorsfrom
diffe
rent
health
profession
sgave
abroadversionof
allaspects
Dam
ron-Rodriguez
(2008)
Thisarticle
presentsastateof
the
sciencecapturingfin
ding
sfrom
previous
educationalapp
roachesto
preparingnu
rses
andsocialworkersfor
supp
ortin
gfamily
caregivers
3Nursing
4Social
Work(SW)
5Medicine
6CSWEandHartford
Geriatriccompetencies
that
specifically
mentio
nfamilysuchas
diversity
commun
ication
and
assessment
7Review
oftheliterature
from
thepast
decade
(1998ndash2008)
8Itwas
foun
dthat
competencein
geriatricsiscentraltointerdisciplinary
team
workShared
learning
may
behelpfulacrossdisciplines
9Recommendthat
afram
eworkfor
educatingandtraining
nurses
and
social
workerscontainfour
central
elem
entsw
hatho
ww
here
and
when
andho
wwell
Dorfm
anet
al(2008)
10M
ixed-m
etho
dsstud
yanalyzed
data
from
advisory
boardmem
bers
11A
dvisorybo
ardgu
idingcurriculum
includ
edsocial
workfaculty
commun
itypartnerso
lder
adults
PhDstud
entsand
agraduate
and
anun
dergradu
aterepresentative
129
faculty
questio
nnaires
respon
ses
131
1advisory
board
respon
ses
14Sup
portandsatisfaction
with
project
15Sug
gestions
regarding
sustainabilityandfuture
implem
entatio
n
16Q
uestionn
aire
adapted
from
theGeroRich
Project
17B
othgrou
psagreed
that
the
ldquoGeroRichrdquo
projectto
provideBSW
stud
ents
with
gero-education
coursesispo
sitiveforSW
curriculum
18A
utho
rsencouragethereplicationof
theprog
ram
with
nursingandother
alliedhealth
care
profession
als
Addy
etal(2015)
19Thisarticle
shares
mod
ificatio
nsmadeto
aninterdisciplinarycourse
andevaluatedchangesin
end-of-
course
evaluatio
nsfrom
stud
ents
from
year
2013
to2014
ofimplem
entatio
n
20M
edicine
21N
ursing
22P
harm
acy
23P
ublic
Health
24SocialW
ork
25P
rogram
levelvaried
262
013coho
rt(256)
272
014coho
rt(394)
28V
aluesethics
29R
olesrespo
nsibilities
30C
ommun
icationand
team
steam
work
31O
nlineend-of-cou
rse
evaluatio
n32Student
reflections
abou
tthecourse
33Studentsshared
they
enjoyedbeing
with
health
care
stud
entsacross
disciplines
34Studentsrsquoratin
gof
allcou
rse
itemssign
ificantlyimproved
from
2013
to2014
(Continued)
16 S J BELTRAN AND V J MILLER
Table3
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Goldenet
al(2014)
1Cross-sectionalsurveyof
stud
ent
grou
psrsquovaluesregardingolder
adults
2Thepu
rposeof
thisstud
ywas
todrivethedevelopm
entof
ageriatric-focused
interprofessional
collabo
ratio
n
35M
edicine(third
year)
(31)
36N
urse
practitioners
(NP)
(70)
37M
SWlevelsocial
work(131)
38A
ttitu
destoward
carin
gforolderadults
39A
ttitu
destoward
person
alaging
40A
ttitu
desabou
thealth
reform
legislation
41B
eliefsabou
tleadership
inIDT
42P
aper
andpencil
surveys
43G
eriatricsAttitud
eScale(GAS
)44R
eactions
toAg
ing
Questionn
aire
(RAQ
)45P
atient
Protectio
nand
Affordable
Care
Act
(PPA
CA)assessment
46R
esultsshow
that
theprofession
shared
similarattitud
estoward
person
alaging
andNPandSW
stud
ents
hadmorepo
sitive
attitud
esrelatedto
carin
gforolder
adultsthan
medicalstud
ents
Overallallscoreswerewith
inthe
neutralrange
ofattitud
e47V
arieddiffe
rences
wereidentifiedin
attitud
estowardleadership
andthe
effect
ofhealth
care
reform
48A
utho
rsem
phasizetheneed
forIPE
tohigh
light
thevaluesystem
sof
each
profession
involved
incare
team
s
JOURNAL OF SOCIAL WORK EDUCATION 17
to expand the depth and breadth of these efforts including access to programs duration ofprograms and gerontological topics of focus What follows is a discussion of recommendationsfor future research and education These recommendations come from the literature discussed aswell as the authorsrsquo additional recommendations
Social work educators and researchers have made significant efforts to develop and deliver IPE tostudents interested in aging practice but more is needed A major limitation in the current literaturestems from the lack of rigorous research methods employed in the design and evaluation of theeducational interventions (eg Dorfman et al 2008 Ellman et al 2012 Hermann et al 2016)Future educational initiatives should be developed based on explicitly stated IPEC competencies andevaluated for effectiveness using more rigorous methods One way to achieve this may be throughthe use of validated and reliable assessment tools such as the IPEC Competency Self-Assessmenttool derived from IPEC competencies Developed by Dow DiazGranados Mazmanian and Retchin(2014) the tool measures students on 42 core competencies across two domains interprofessionalinteractions and interprofessional values
Even though differences in professional mandates add complexity to decisions about whichcompetencies to measure (Hermann et al 2016) several disciplines have made efforts to establishassessment measures based on interprofessional collaborative efforts (eg Lockeman et al 2016)Social work gerontology educators should take advantage of these developments by using themwithin and across departments at the university level In addition social workers with theircommitment to a biopsychosocial approach are well-positioned to initiate and steer collaborativeefforts related to the development of such measures Further efforts have been made to identifycompetencies relevant to both nursing and social work to develop a framework for education Thiswas done for example by Damron-Rodriguez (2008) with a focus on preparing nurses and socialworkers to support older adult family caregivers Future research should be conducted to identifycompetencies most important to interprofessional gerontological health care practice relevant acrossmultiple disciplines and settings and how to measure them
Social desirability bias is another concern across the articles included within this study Kolomeret al (2010) discussed the risk for socially desirable responses associated with having the IPEinitiatives be part of a graded course This risk is magnified by the use of subjective measuressuch as self-assessments and untested instruments (eg Hermann et al 2016) To minimize thisrisk objective measures using standardized instruments should be employed whenever possibleA standardized instrument recommended for future use in some of the articles reviewed is theGeriatric Social Work Competency Scale II (eg Brooks et al 2009 Damron-Rodriguez 2008)Head et al (2016) recommended that future research measure the long-term effect of the IPEinterventions
In addition to standardized instruments studies should implement rigorous sampling andrandomization techniques Golden et al (2014) recommend that future studies use larger samplesizes to improve their statistical power Although engaging in unbiased sampling recruitment andretention of students across professions can be logistically challenging (Mirick Davis ampWladkowski 2017 Rubin amp Babbie 2011) these investments will help to better assess outcomesand refine educational initiatives moving the field forward It is also important to emphasize thatalthough randomization is difficult given that IPE programs are often delivered as part of a semestercourse efforts should be made to incorporate a control group For example if the IPE is delivered asan aging course elective another section of the aging course where IPE is not delivered can be usedas a control group Internal validity would be limited but it would be a step forward from the non-experimental designs currently employed
Opportunities also exist for improving the implementation of IPE programs particularly whenprograms include field placements clinical rotations or partnerships with community agenciesSeveral of the articles included in this review recommend that programs continue to prioritize face-to-face small-group educational opportunities to connect health profession students and promoteinteractions among disciplines as it has been found to be an integral component of their IPE
18 S J BELTRAN AND V J MILLER
programming (eg Dorfman et al 2008) This recommendation is well-aligned with CAIPErsquosdefinition of IPE (Buring et al 2009) Kolomer et al (2010) and Poole et al (2013) also emphasizethe importance of developing or strengthening community partnerships It is important that whenIPE initiatives are implemented in the community special attention is paid to the sustainability andcontinuity of the resources and supports that the students and programs represent Includingfeedback from community members receiving care can be a constructive approach to assessingstudent learning and an effective component of the evaluation of IPE Simultaneously such feedbackcan help providers learn about the experiences of community members and effect of the programSoliciting feedback from community members as Rowan et al (2009) did in their program can alsohelp strengthen academicndashcommunity partnerships and support programmatic improvementsCommunity members may also be engaged in discussions about their needs and ways in whichacademicndashcommunity partners can remain involved between rounds of implementation which iscrucial to the quality and effect of the program on the community and on older adults
Finally future initiatives must consider the varying skills and knowledge that students from multipledisciplines possess and how to build curricula that supports all of their needs For example some of theprograms included in this review involved both BSW and MSW students and it is unclear whether lackof preparedness of BSW students to engage in some higher-level IPE activities emerged as a concern Thebenefits and limitations of combining BSW and MSW students in IPE experiences involving graduatestudents from other health professions merits further investigation Moreover nursing students witha strong scientific foundation and understanding of the biological and physiological components of agingmay lack understanding of the holistic socioeconomic psychosocial and behavioral aspects of agingwhich influence the health care decision-making process and are crucial in social work practice As suchnursing students ought to be engaged in coursework and curricula that addresses social influencespursues social change and maximizes the quality of life for older adults
Programs need to develop the infrastructure required to support interprofessional collaborations inresearch projects as well as in classrooms across levels of higher education so that social work facultyrsquosown practices mirror the interprofessional values they hope to impart onto students Jones and Phillips(2016) discussed the competencies of IPE as detailed by IPEC and provided a similar recommendationfor ldquodual and reciprocal appointments of faculty in schools of social work medicine public healthnursing and so forth hellip [and for] co-taught courses that bring together multiple faculty and studentsfrom a variety of disciplinesrdquo (p 26) Social work and nursing programs should build capacity forinterprofessional practice research and education This will require that leaders from various programscome together and discuss their accreditation mandates and work together to support the developmentof collaborations For example CSWE EPAS (2015) requires that social work faculty have 2 years of post-masterrsquos social work degree practice experience and other programs may have similar requirements thatwill dictate how to develop coteaching initiatives The need for program and profession leaders to cometogether has been previously expressed and can be found in the IPE literature (Clark 2011 Hall ampZierler 2015 Jensen Harvan amp Royeen 2009)
Conclusion
This is the first systematic review to examine interprofessional gerontological education program-ming within social work and nursing programs in the United States that can be located Findingsfrom this study highlight the current programs engaging in IPE to prepare gerontological andhealth care social workers as well as the effectiveness of such programming Overall thisliterature points to IPE educational initiatives as valuable and effective at increasing the self-awareness attitudes and skills of social work and nursing students engaged in gerontologicalpractice Moving forward the study of such initiatives should explore the benefits of IPE on long-term outcomes such as increased enrollment in further gerontology-specific studies (eg BSWstudents entering MSW aging concentrations) and on studentsrsquo readiness to practice with theolder adult population Ongoing examinations of the effect IPE initiatives have on the well-being
JOURNAL OF SOCIAL WORK EDUCATION 19
of older adults is also an area requiring continued research These interprofessional programsmay arm up-and-coming professionals with the skills and knowledge required to competentlycare for the growing population of aging Americans and for practicing within the health caresystem As such it is of paramount importance that social work programs infuse interprofessionaleducation into their programming and curricula and support faculty in their efforts to collabo-rate across departmental silos
Disclosure statement
No potential conflict of interest was reported by the authors
Notes on contributors
Susanny J Beltran PhD MSW is assistant professor with the School of Social Work University of Central FloridaVivian J Miller PhD LMSW is assistant professor with the Department of Human Services Bowling Green StateUniversity
References
Asterisks indicate the 24 studies included in the systematic reviewDaggers indicate the 83 excluded on full reviewAddy C L Browne T Blake E W amp Bailey J (2015) Enhancing interprofessional education Integrating public
health and social work perspectives American Journal of Public Health 105(S1) S106ndashS108 doi102105AJPH2014302502
Aiguier G Oboeuf A Cobbaut J P amp Vanpee D (2015) Activity confrontation methods A reflexive andmetacognitive approach for interprofessional collaboration training Journal of Interprofessional Care 29(5)457ndash463 doi1031091356182020151004162
American Academy of Social Work amp Social Welfare (AASWSW) (2017) Close the health gap Retrieved from httpaaswsworggrand-challenges-initiative12-challengesclose-the-health-gap
Anderson M B amp Kanter S L (2010) Medical education in the united states and Canada 2010 Academic Medicine85(9) S2ndashS18
Angelini D J (2011) Interdisciplinary and interprofessional education What are the key issues and considerationsfor the future The Journal of Perinatal amp Neonatal Nursing 25(2) 175ndash179
daggerBalen R Rhodes C amp Ward L (2010) The power of stories Using narrative for interdisciplinary learning in healthand social care Social Work Education 29(4) 416ndash426 doi10108002615470902991742
daggerBekkema N de Veer A J Albers G Hertogh C M Onwuteaka-Philipsen B D amp Francke A L (2014)Training needs of nurses and social workers in the end-of-life care for people with intellectual disabilities a nationalsurvey Nurse Education Today 34(4) 494ndash500 doi101016jnedt201307018
daggerBellamy J L Mullen E J Satterfield J M Newhouse R P Ferguson M Brownson R C amp Spring B (2013)Implementing evidence-based practice education in social work A transdisciplinary approach Research on SocialWork Practice 23(4) 426ndash436 doi1011771049731513480528
daggerBennett E Hauck Y Radford G amp Bindahneem S (2016) An interprofessional exploration of nursing and socialwork roles when working jointly with families Journal of Interprofessional Care 30(2) 232ndash237 doi1031091356182020151115755
daggerBlacker S Head B A Jones B L Remke S S amp Supiano K (2016) Advancing hospice and palliative care socialwork leadership in interprofessional education and practice Journal of Social Work in End-Of-Life amp PalliativeCare 12(4) 316ndash330 doi1010801552425620161247771
Bonifas R P amp Gray A K (2013) Preparing social work students for interprofessional practice in geriatric healthcare Insights from two approaches Educational Gerontology 39(7) 476ndash490 doi101111ajag12106
daggerBoston G Croft B Mallikaaratchi W Mudd D Olsen A amp Toms-Ashcroft J (2010) NMC must sanction jointnursing and social work courses Learning Disability Practice (through 2013) 13(10) 6 doi107748ldp13106s11
daggerBronstein L R Anderson E Terwilliger S H amp Sager K (2012) Evaluating a model of school-based health andsocial services An interdisciplinary communityndashuniversity collaboration Children amp Schools 34(3) 155ndash165doi101093cscds004
Brooks J Fox D P amp Okagbue-Reaves J (2009) Best practices for an interdisciplinary team-taught courseEducational Gerontology 35 818ndash830 doi10108003601270902821350
Bureau of Labor Statistics US Department of Labor (2017) Healthcare Social Workers Occupational EmploymentStatistics 2017 Edition Retrieved from httpswwwblsgovoes2017mayoes211022htm
20 S J BELTRAN AND V J MILLER
daggerBurrow S Mairs H Pusey H Bradshaw T amp Keady J (2016) Continuing professional education Motivationsand experiences of health and social care professionalrsquos part-time study in higher education A qualitative literaturereview International Journal of Nursing Studies 63 139ndash145 doi101016jijnurstu201608011
Buring S M Bhushan A Broeseker A Conway S Duncan-Hewitt W Hansen L amp Westberg S (2009)Interprofessional education definitions student competencies and guidelines for implementation AmericanJournal of Pharmaceutical Education 73(4) 59 doi105688aj730459
daggerChan E A Lam W amp Yeung S K S L (2013) Interprofessional competence A qualitative exploration of socialwork and nursing studentsrsquo experience Journal of Nursing Education 52(9) 509ndash515 doi10392801484834-20130823-01
Chan E A Mok E Po-ying A H amp Man-chun J H (2009) The use of interdisciplinary seminars for thedevelopment of caring dispositions in nursing and social work students Journal of Advanced Nursing 65(12)2658ndash2667 doi101111j1365-2648200905121x
Chan E A Chi S P M Ching S amp Lam S K (2010) Interprofessional education The interface of nursing andsocial work Journal of Clinical Nursing 19(12) 168ndash176
daggerChicorelli J Dennie A Heinrich C Hinchey B Honarparvar F Jennings M hellip Tempelman J (2016)Canadian student leadersrsquo perspective on interprofessional education A consensus statement Journal ofInterprofessional Care 30(4) 545ndash547 doi1031091356182020161159187
daggerChodosh J Price R M Cadogan M P Damron-Rodriguez J Osterweil D Czerwinski A hellip Frank J C(2015) A practice improvement education program using a mentored approach to improve nursing facilitydepression caremdashpreliminary data Journal of the American Geriatrics Society 63(11) 2395ndash2399 doi101111jgs13775
Christensen K Doblhammer G Rau R amp Vaupel J W (2009) Ageing populations the challenges ahead TheLancet 374(9696) 1196ndash1208 doi101016S0140-6736(09)61460-4
daggerClark K Congdon H B Macmillan K Gonzales J P amp Guerra A (2015) Changes in perceptions and attitudesof healthcare profession students pre and post academic course experience of team-basedrsquocare for the critically IllrsquoJournal of Professional Nursing 31(4) 330ndash339 doi101016jprofnurs201501006
Clark P G (2011) The devil is in the details The seven deadly sins of organizing and continuing interprofessionaleducation in the US Journal of Interprofessional Care 25(5) 321ndash327 doi103109135618202011578223
daggerClarke B A Miers M E Pollard K C amp Thomas J (2007) Complexities of learning together Studentsrsquoexperience of face-to-face interprofessional groups Learning in Health and Social Care 6(4) 202ndash212doi101111j1473-6861200700162x
daggerCohen E V Hagestuen R Gonzaacutelez-Ramos G Cohen H W Bassich C Book E hellip Giroux M (2016)Interprofessional education increases knowledge promotes team building and changes practice in the care ofParkinsonrsquos disease Parkinsonism amp Related Disorders 22 21ndash27 doi101016jparkreldis201511001
Colby S L amp Ortman J M (2014) Projections of the size and composition of the US population 2014 to 2060Current population reports P25-1143 Washington DC US Census Bureau
Conti G Bowers C OrsquoConnell M B Bruer S Bugdalski-Stutrud C Smith G hellip Mendez J (2016) Examiningthe effects of an experiential interprofessional education activity with older adults Journal of Interprofessional Care30(2) 184ndash190 doi1031091356182020151092428
daggerCopperman J amp Newton P D (2007) Linking social work agency perspectives on interprofessional education intoa school of nursing and midwifery Journal of Interprofessional Care 21(2) 141ndash154 doi10108013561820701197522
Council on Education for Public Health (2011) Accreditation criteria public health programs Retrieved from httpwwwcephorgpdfPHP-Criteria-2011pdf
Council on Social Work Education (CSWE) (2015) Educational policy and accreditation standards Retrieved fromhttpswwwcsweorggetattachmentAccreditationAccreditation-Process2015-EPAS2015EPAS_Web_FINALpdfaspx
Council on Social Work Education (CSWE) (2017) Specialized practice curricular guide for gero social work practiceAlexandria VA Council on Social Work Education
Council on Social Work Education (CSWE) (nd) About the gero-ed center Retrieved from httpswwwcsweorgCenters-InitiativesCentersGero-Ed-CenterAbout
daggerCurran V R Sharpe D Flynn K amp Button P (2010) A longitudinal study of the effect of an interprofessionaleducation curriculum on student satisfaction and attitudes towards interprofessional teamwork and educationJournal of Interprofessional Care 24(1) 41ndash52 doi10310913561820903011927
Dall T M Gallo P D Chakrabarti R West T Semilla A P amp Storm M V (2013) An aging population andgrowing disease burden will require a large and specialized health care workforce by 2025 Health Affairs 32(11)2013ndash2020 doi101377hlthaff20130714
Damron-Rodriguez J (2008) Developing competence for nurses and social workers The American Journal ofNursing 108 40ndash46 doi10109701NAJ000033641383366e0
daggerDay M R Bantry-White E amp Glavin P (2010) Professional Protection of vulnerable adults an interdisciplinaryworkshop Community Practitioner 83(9) 29ndash32
JOURNAL OF SOCIAL WORK EDUCATION 21
De Los Santos M McFarlin C D amp Martin L (2014) Interprofessional education and service learning A modelfor the future of health professions education Journal of Interprofessional Care 28(4) 374ndash375 doi103109135618202014889102
daggerDerbyshire J A amp Machin A I (2011) Learning to work collaboratively nursesrsquo views of their pre-registrationinterprofessional education and its impact on practice Nurse Education in Practice 11(4) 239ndash244 doi101016jnepr201011010
Dorfman L T Murty S A Ingram J G amp Li H (2008) Faculty and community partners in gerontologicalcurriculum enrichment Educational Gerontology 12 1087ndash1104 doi10108003601270802201398
Dow A A DiazGranados D Mazmanian P E amp Retchin S M (2014) An exploratory study of an assessment toolderived from the competencies of the interprofessional education collaborative Journal of Interprofessional Care28 299ndash304 doi103109135618202014891573
daggerDutton A J amp Worsley A R (2009) Doves and hawks Practice educatorsrsquo attitudes towards interprofessionallearning Learning in Health and Social Care 8(3) 145ndash153 doi101111j1473-6861200800204x
daggerEckstrom E Neal M B Cotrell V Casey C M McKenzie G Morgove M W hellip Lasater K (2016) Aninterprofessional approach to reducing the risk of falls through enhanced collaborative practice Journal of theAmerican Geriatrics Society 64(8) 1701ndash1707 doi101111jgs14178
Ellman M S Schulman-Green D Blatt L Asher S Viveiros D Clark J amp Bia M (2012) Using online learningand interactive simulation to teach spiritual and cultural aspects of palliative care to interprofessional studentsJournal of Palliative Medicine 15(11) 1240ndash1247 doi101089jpm20120038
daggerFilies G C Yassin Z amp Frantz J M (2016) Studentsrsquo views of learning about an interprofessional world cafeacutemethod African Journal of Health Professions Education 8(2) 229ndash233 doi107196AJHPE2016v8i2844
Forrest C amp Derrick C (2010) Interdisciplinary education in end-of-life care Creating new opportunities for socialwork nursing and clinical pastoral education students Journal of Social Work in End-Of-Life amp Palliative Care 6(1ndash2) 91ndash116 doi101080155242562010489224
daggerGalambos C (2008) From the editor the joint social worknursing caregiver initiative Opportunities for social workeducation Journal of Social Work Education 44(sup3) 1ndash4 doi105175JSWE2008773247701
Golden A G Gammonley D Hunt D Olsen E amp Barry Issenberg S (2014) The attitudes of graduate healthcarestudents toward older adults personal aging health care reform and interprofessional collaboration Journal ofInterprofessional Care 28(1) 40ndash44 doi103109135618202013830595
Gould P R Lee Y Berkowitz S amp Bronstein L (2015) Impact of a collaborative interprofessional learningexperience upon medical and social work students in geriatric health care Journal of Interprofessional Care 29(4)372ndash373 doi103109135618202014962128
daggerGrady C Danis M Soeken K L OrsquoDonnell P Taylor C Farrar A amp Ulrich C M (2008) Does ethicseducation influence the moral action of practicing nurses and social workers The American Journal of Bioethics 8(4) 4ndash11 doi10108015265160802166017
daggerGroessl J (2013) An interdisciplinary ethics module for MSW and nursing students Social Work Education 32(5)639ndash649 doi101080026154792012695342
Hall L W amp Zierler B K (2015) Interprofessional education and practice guide no 1 developing faculty toeffectively facilitate interprofessional education Journal of Interprofessional Care 29(1) 3ndash7 doi103109135618202014937483
daggerHall P Brajtman S Weaver L Grassau P A amp Varpio L (2014) Learning collaborative teamwork an argumentfor incorporating the humanities Journal of Interprofessional Care 28(6) 519ndash525 doi103109135618202014915513
daggerHaskins A M (2008) An exploration of satisfaction psychological stress and readiness for interprofessional learningin medical nursing allied health and social work students in an interprofessional health care course Available fromProQuest Dissertations and Theses
Head B A Schapmire T Earnshaw L Faul A Hermann C Jones C hellip Pfeiffer M (2016) Evaluation of aninterdisciplinary curriculum teaching team-based palliative care integration in oncology Journal of CancerEducation 31(2) 358ndash365 doi101007s13187-015-0799-y
daggerHead B A Schapmire T Hermann C Earnshaw L Faul A Jones C hellip Pfeifer M (2014) The interdisciplinaryCurriculum for Oncology Palliative Care Education (iCOPE) meeting the challenge of interprofessional educationJournal of Palliative Medicine 17(10) 1107ndash1114 doi101089jpm20140070
Heflin M T Pinheiro S O Konrad T R Egerton E O Thornlow D K White H K amp McConnell E J (2014)Design and evaluation of a prelicensure interprofessional course on improving care transitions Gerontology ampGeriatrics Education 35(1) 41ndash63 doi101080027019602013831349
daggerHemmings A Beckett G Kennerly S amp Yap T (2013) Building a community of research practice Intragroupteam social dynamics in interdisciplinary mixed methods Journal of Mixed Methods Research 7(3) 261ndash273 doihttp1011772F15586898134784681011772F1558689813478468
daggerHenderson S Dalton M amp Cartmel J (2016) Using interprofessional learning for continuing education devel-opment and evaluation of the graduate certificate program in health professional education for clinicians Journal ofContinuing Education in the Health Professions 36(3) 211ndash217 doi101097CEH0000000000000093
22 S J BELTRAN AND V J MILLER
Hermann C P Head B A Black K amp Singleton K (2016) Preparing nursing students for interprofessionalpractice the interdisciplinary curriculum for oncology palliative care education Journal of Professional Nursing 32(1) 62ndash71 doi101016jprofnurs201506001
Heuer A J Geisler S L Kamienski M Langevin D amp OrsquoSullivan M (2010) Introducing medical students to theinterdisciplinary health care team piloting a case-based approach Journal of Allied Health 39(2) 76ndash80
daggerHirst S P Lane A M amp Stares B (2012) Gerontological content in Canadian nursing and social work programsCanadian Geriatrics Journal CGJ 15(1) 8 doi105770cgj1521
daggerHolt J Coates C Cotterill D Eastburn S Laxton J Mistry H amp Young C (2010) Identifying commoncompetences in health and social care An example of multi-institutional and inter-professional working NurseEducation Today 30(3) 264ndash270 doi101016jnedt200909006
Hooyman N amp Diwan S (2009) A planned change model CSWE curricular and programmatic developmentprograms In N Hooyman (Ed) Transforming social work education The first decade of the Hartford geriatric socialwork initiative (pp 99ndash102) Alexandria VA Council on Social Work Education Press
daggerHoracek T Brann L Erdman M Middlemiss M A amp Raj S (2009) Interprofessional learning communityEducating dietetic and other health profession students through an interdisciplinary service-learning experienceTopics in Clinical Nutrition 24(1) 6ndash15 doi101097TIN0b013e3181977fae
Institute of Medicine (IOM) (2008) Retooling for an aging America Building the health care workforce WashingtonDC National Academy Press
Interprofessional Education Collaborative (IPEC) (2016) Core competencies for interprofessional collaborative practice2016 update Washington DC Author
Jensen G M Harvan R A amp Royeen C B (2009) Interprofessional education Context complexity and challengeLeadership in interprofessional education and practice Salisbury MA Jones and Bartlett Publishers LLC
daggerJones B Phillips F Head B A Hedlund S Kalisiak A Zebrack B hellip Otis-Green S (2014) Enhancingcollaborative leadership in palliative social work in oncology Journal of Social Work in End-Of-Life amp PalliativeCare 10(4) 309ndash321 doi101080155242562014975319
Jones B amp Phillips F (2016) Social work and interprofessional education in health care A call for continuedleadership Journal of Social Work Education 52(1) 18ndash29 doi1010801043779720161112629
daggerJotkowitz A amp Gesundheit B (2008) Comforting presence The role of nurses and social workers in clinical ethicsThe American Journal of Bioethics 8(4) 14ndash15 doi10108015265160802147124
daggerJuujaumlrvi S Pesso K amp Myyry L (2011) Care-based ethical reasoning among first-year nursing and social servicesstudents Journal of Advanced Nursing 67(2) 418ndash427 doi101111j1365-2648201005461x
daggerKaasalainen S Willison K Wickson-Griffiths A amp Taniguchi A (2015) The evaluation of a national interprofes-sional palliative care workshop Journal of Interprofessional Care 29(5) 494ndash496 doi103109135618202014998364
daggerKent F Drysdale P Martin N amp Keating J L (2014) The mixed-discipline aged-care student clinic An authenticinterprofessional learning initiative Journal of Allied Health 43(1) 51ndash56
daggerKenward L amp Stiles M (2009) Intermediate care An interprofessional education opportunity in primary careJournal of Interprofessional Care 23(6) 668ndash671 doi10310913561820802634761
daggerKinnair D J Anderson E S amp Thorpe L N (2012) Development of interprofessional education in mental healthpractice Adapting the leicester model Journal of Interprofessional Care 26(3) 189ndash197 doi103109135618202011647994
daggerKnight A (2013) Interprofessonal education Two analyses of revised instruments comparisons of professions andeffectiveness of an interprofessional health care course The University of North Dakota Theses and Dissertations
Kolomer S Quinn M E amp Steele K (2010) Interdisciplinary health fairs for older adults and the value ofinterprofessional service learning Journal of Community Practice 18(2ndash3) 267ndash279 doi101080107054222010485863
daggerLam W Chan E A amp Yeung K S (2013) Implications for school nursing through interprofessional education andpractice Journal of Clinical Nursing 22(13ndash14) 1988ndash2001 doi101111jocn12163
daggerLapum J Hamzavi N Veljkovic K Mohamed Z Pettinato A Silver S amp Taylor E (2012) A performative andpoetical narrative of critical social theory in nursing education An ending and threshold of social justice NursingPhilosophy 13(1) 27ndash45 doi101111j1466-769X201100520x
daggerLeigh J A (2014) Reconstructing practice-based educator roles through effective practicendasheducation partnershipsJournal of Clinical Nursing 23(13ndash14) 1767ndash1769 doi101111jocn12381
Levit L A Balogh E Nass S J amp Ganz P (Eds) (2013) Delivering high-quality cancer care charting a new coursefor a system in crisis (pp 7ndash8) Washington DC National Academies Press
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2007) Interprofessional education on a training ward for older peopleStudentsrsquo conceptions of nurses occupational therapists and social workers Journal of Interprofessional Care 21(4)387ndash399 doi10108013561820701349420
daggerLidskog M Loumlfmark A amp AhlstroumlM G (2008) Learning about each other Studentsrsquo conceptions before and afterinterprofessional education on a training ward Journal of Interprofessional Care 22(5) 521ndash533 doi10108013561820802168471
JOURNAL OF SOCIAL WORK EDUCATION 23
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2008) Studentsrsquo learning experiences from interprofessional collaborationon a training ward in municipal care Learning in Health and Social Care 7(3) 134ndash145 doi101111j1473-6861200800181x
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2009) Learning through participating on an interprofessional trainingward Journal of Interprofessional Care 23(5) 486ndash497 doi10108013561820902921878
Lockeman K S Dow A W DiazGranados D McNielly D P Nickol D Koehn M L amp Knab M S (2016)Refinement of the IPEC competency self-assessment survey Results from a multi-institutional study Journal ofInterprofessional Care 30(6) 726ndash731 doi1010801356182020161220928
Lustig T A (2013) Statement before the commission on long term care Retrieved from httpltccommissionorgltccommissionwp-contentuploads201312Tracy-Lustig
daggerMacKenzie D E Doucet S Nasser S Godden-Webster A L Andrews C amp Kephart G (2014) Collaborationbehind-the-scenes key to effective interprofessional education Journal of Interprofessional Care 28(4) 381ndash383doi103109135618202014890923
MacRae N amp Pardue K T (2007) Use of readers theater to enhance interdisciplinary geriatric educationEducational Gerontology 33(6) 529ndash536 doi10108003601270701328920
daggerManusov E Ronnau J Vela L Lydia A amp Galke C (2015) Engagement and co-production Building aninter-professional integrated medical education and clinical practice International Journal of Integrated Care 15(5)doi105334ijic2105
daggerMcLeod D Curran J Dumont S White M amp Charles G (2014) The Interprofessional Psychosocial OncologyDistance Education (IPODE) project perceived outcomes of an approach to healthcare professional educationJournal of Interprofessional Care 28(3) 254ndash259 doi103109135618202013863181
Mirick R G Davis A amp Wladkowski S P (2017) Understanding sampling and recruitment in social workdissertation research Advances in Social Work 18(2) 415ndash436 doi101806021167
Moher D Liberati A Tetzlaff J Altman D G amp PRISMA Group (2009) Preferred reporting items for systematicreviews and meta-analyses the PRISMA statement PLoS Medicine 6(7) e1000097
daggerMorton S (2016) Inter-professional education A missed opportunity Community Practitioner the Journal of theCommunity Practitionersrsquoamp Health Visitorsrsquo Association 89(7) 28
daggerMunoz C C DoBroka C C amp Mohammad S (2009) Development of a multidisciplinary course in culturalcompetence for nursing and human service professions Journal of Nursing Education 48(9) 495ndash503 doi10392801484834-20090610-03
Murphy J I amp Nimmagadda J (2015) Partnering to provide simulated learning to address InterprofessionalEducation Collaborative core competencies Journal of Interprofessional Care 29(3) 258ndash259 doi103109135618202014942779
daggerNewton J M Cross W M White K Ockerby C amp Billett S (2011) Outcomes of a clinical partnership modelfor undergraduate nursing students Contemporary Nurse 39(1) 119ndash127 doi105172conu2011391119
daggerOdegard P S Robins L Murphy N Belza B Brock D Gallagher T H hellip Mitchell P (2009) Interprofessionalinitiatives at the University of Washington American Journal of Pharmaceutical Education 73(4) 63 doi105688aj730463
daggerOlsson M Persson M Kaila P Wikmar L N amp Bostroumlm C (2013) Studentsrsquo expectations when entering aninterprofessional masterrsquos degree program for health professionals a qualitative study Journal of Allied Health 42(1) 3ndash9
daggerOtis-Green S Yang E amp Lynne L (2013) ACE projectmdashadvocating for clinical excellence creating change in thedelivery of palliative care OMEGA-Journal of Death and Dying 67(1ndash2) 5ndash19 doi1021902FOM671-2b
daggerPareacute L Maziade J Pelletier F Houle N amp Iloko-Fundi M (2012) Training in interprofessional collaborationPedagogic innovation in family medicine units Canadian Family Physician 58(4) e203ndashe209
Park J Hawkins M Hamlin E Hawkins W amp Bamdas J A M (2014) Developing positive attitudes towardinterprofessional collaboration among students in the health care professions Educational Gerontology 40(12)894ndash908 doi101080036012772014908619
daggerParker V A amp Geron S M (2007) Cultural competence in nursing homes Issues and implications for educationGerontology amp Geriatrics Education 28(2) 37ndash54 doi101300J021v28n02_04
daggerPhillips J MacGiollaRi D amp Callaghan S (2012) Encouraging research in social work Narrative as the threadintegrating education and research in social work Social Work Education 31(6) 785ndash793 doi101080026154792012695200
daggerPollard K C Miers M E amp Rickaby C (2012) ldquoOh why didnrsquot I take more noticerdquo Professionalsrsquo views andperceptions of pre-qualifying preparation for interprofessional working in practice Journal of InterprofessionalCare 26(5) 355ndash361 doi103109135618202012689785
daggerPoole J Rife J C Pearson F amp Moore W R (2009) Developing community partnerships with religiouslyaffiliated organizations to address aging needs A case study of the congregational social work education initiativeSocial Work amp Christianity 36(2) 176-191
24 S J BELTRAN AND V J MILLER
Poole J Rife J C Pearson F Moore L Reaves A M amp Moore W (2013) Innovative social work field educationin congregational and community-based settings serving persons fifty-five+ an interdisciplinary training initiativefor BSW and MSW Students Social Work and Christianity 40(4) 404
daggerPulsford D Hope K amp Thompson R (2007) Higher education provision for professionals working with peoplewith dementia a scoping exercise Nurse Education Today 27(1) 5ndash13 doi101016jnedt200602003
Reeves S Zwarenstein M Goldman J Barr H Freeth D Koppel I amp Hammick M (2010) The effectiveness ofinterprofessional education Key findings from a new systematic review Journal of Interprofessional Care 24230ndash241 doi10310913561820903163405
daggerRobins L Brock D M Gallagher T Kartin D Lindhorst T Odegard P hellip Belza B (2008) Piloting teamsimulations to assess interprofessional skills Journal of Interprofessional Care 22(3) 325ndash328 doi10108013561820801886438
Rogers A T Gualco K J Hinckle C amp Baber R L (2013) Cultivating interest and competency in gerontologicalsocial work Opportunities for undergraduate education Journal of Gerontological Social Work 56(4) 335ndash355doi101080016343722013775989
Rowan N L Gillette P D Faul A C Yankeelov P A Borders K W Deck S hellip Wiegand M (2009)Innovative interdisciplinary training in and delivery of evidence-based geriatric services Creating a bridge withsocial work and physical therapy Gerontology amp Geriatrics Education 30(3) 187ndash204 doi10108002701960903133448
Rubin A amp Babbie E R (2011) Research methods for social work (7th ed) Belmont CA BrooksColedaggerSalm T Greenberg H Pitzel M amp Cripps D (2010) Interprofessional education internships in schools Jump
starting change Journal of Interprofessional Care 24(3) 251ndash263 doi10310913561820903051469daggerSchwartz E S Baugh J J Honsky J amp Luebbers E (2015) A patient advocacy program established through an
interprofessional student-run free clinic Journal of Health Care for the Poor and Underserved 26(1) 300ndash308doi101353hpu20150024
daggerSedgwick M (2011) Rural hospital interdisciplinary team membersrsquo experience of undergraduate nursing preceptor-ship A qualitative descriptive study Nurse Education in Practice 11(4) 278ndash282 doi101016jnepr201101004
daggerSelle K M Salamon K Boarman R amp Sauer J (2008) Providing interprofessional learning through interdisci-plinary collaboration The role of ldquomodellingrdquo Journal of Interprofessional Care 22(1) 85ndash92 doi10108013561820701714755
Sheppard K D Ford C R Sawyer P Foley K T Harada C N Brown C J amp Ritchie C S (2015) Theinterprofessional clinical experience interprofessional education in the nursing home Journal of InterprofessionalCare 29(2) 170ndash172 doi103109135618202014942776
daggerSims D (2011a) Achieving collaborative competence through interprofessional education Lessons learned fromjoint training in learning disability nursing and social work Social Work Education 30(1) 98ndash112 doi10108002615471003748056
daggerSims D (2011b) Reconstructing professional identity for professional and interprofessional practice A mixedmethods study of joint training programmes in learning disability nursing and social work Journal ofInterprofessional Care 25(4) 265ndash271 doi103109135618202011571352
daggerSmith R A amp Pilling S (2007) Allied health graduate programndashsupporting the transition from student toprofessional in an interdisciplinary program Journal of Interprofessional Care 21(3) 265ndash276 doi10108013561820701259116
daggerStepney P Callwood I Ning F amp Downing K (2011) Learning to collaborate a study of nursing studentsrsquoexperience of inter-professional education at one UK university Educational Studies 37(4) 419ndash434 doi101080030556982010539669
Supiano K P (2013) Weaving interdisciplinary and discipline-specific content into palliative care education Onesuccessful model for teaching end-of-life care Journal of Death and Dying 67(1ndash2) 201ndash206 doi102190OM671-2x
daggerSweigart L I Umoren R A Scott P J Carlton K H Jones J A Truman B amp Gossett E J (2016) VirtualTeamSTEPPSreg simulations produce teamwork attitude changes among health professions students Journal ofNursing Education 55(1) 31ndash35 doi10392801484834-20151214-08
daggerTan Z S Damron-Rodriguez J Cadogan M Gans D Price R M Merkin S S hellip Chodosh J (2017) Team-Based interprofessional competency training for dementia screening and management Journal of the AmericanGeriatrics Society 65(1) 207ndash211 doi101111jgs14540
daggerTew J Holley T amp Caplen P (2012) Dialogue and challenge Involving service users and carers in small grouplearning with social work and nursing students Social Work Education 31(3) 316ndash330 doi101080026154792011557429
daggerThompson B M Bratzler D W Fisher M J Torres A Faculty E P I C amp Sparks R A (2016) Workingtogether using a unique approach to evaluate an interactive and clinic-based longitudinal interprofessionaleducation experience with 13 professions Journal of Interprofessional Care 30(6) 754ndash761 doi1010801356182020161227962
JOURNAL OF SOCIAL WORK EDUCATION 25
daggerTourse R W C Mooney J F Shindul-Rothschild J Prince J Pulcini J A Platt S amp Savransky H (2008) Theuniversitycommunity partnership Transdisciplinary course development Journal of Interprofessional Care 22(5)461ndash474 doi10108013561820802355615
daggerTraube D E Pohle C E amp Barley M (2012) Teaching evidence-based social work in foundation practice coursesLearning from pedagogical choices of allied fields Journal of Evidence-based Social Work 9(3) 241ndash259doi101080154337142010525417
daggervan Schaik S M Regehr G Eva K W Irby D M amp Orsquosullivan P S (2016) Perceptions of peer-to-peerinterprofessional feedback among students in the health professions Academic Medicine 91(6) 807ndash812doi101097ACM0000000000000981
Whitaker T Weismiller T amp Clark E (2006) Assuring the sufficiency of a frontline workforce A national study oflicensed social workers Washington DC National Association of Social Workers
daggerWilliams A Mostyn A amp Fyson R (2009) Nursing and social work studentsrsquo perceptions of lecturing by non-university practitioners Journal of Interprofessional Care 23(1) 98ndash100 doi10108013561820802278577
World Health Organization (WHO) (2010) Framework for action on interprofessional education amp collaborativepractice Geneva Switzerland World Health Organization Retrieved from httpwhqlibdocwhointhq2010WHO_HRH_HPN_103_engpdf
daggerYaffe M J Wolfson C amp Lithwick M (2009) Professions show different enquiry strategies for elder abusedetection Implications for training and interprofessional care Journal of Interprofessional Care 23(6) 646ndash654doi10310913561820902886279
daggerYamauchi T Takeshima T Hirokawa S Oba Y amp Koh E (2017) An educational program for nursing and socialwork students using artwork created by people with mental health problems International Journal of Mental Healthand Addiction 15(3) 503ndash513 doi101007s11469-016-9716-9
daggerYeung K S S Ho A P Y Lo M C H amp Chan E A (2009) Social work ethical decision making in aninter-disciplinary context British Journal of Social Work 40(5) 1573ndash1590 doi101093bjswbcp065
Young H M Siegel E O McCormick W C Fulmer T Harootyan L K amp Dorr D A (2011) Interdisciplinarycollaboration in geriatrics Advancing health for older adults Nursing Outlook 59(4) 243ndash250 doi101016joutlook201105006
daggerZorek J amp Raehl C (2013) Interprofessional education accreditation standards in the USA a comparative analysisJournal of Interprofessional Care 27(2) 123ndash130 doi103109135618202012718295
26 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Park
etal(2014)
94P
rendashp
osttestinterventio
nstud
ytestingtheeffectsof
IPE
prog
ram
95Intervention
(1)IPE
developm
entsession
and(2)
theSenior
AgingandGeriatrics
Educator
mentorin
gprog
ram
96M
edicine(firstyear)(52)
97B
SN-leveln
ursing
(49)
98M
SW(firstyear)-55
99A
ttitu
destoward
interprofessional
collabo
ratio
ns(physicianndash
socialworkerph
ysicianndash
nursenu
rsendashsocial
worker)
100
Prendashpo
stdata
collected
usingthe
originalandmod
ified
versions
ofthe
Jeffe
rson
Scho
olof
Attitud
esToward
Physician-Nurse
Collabo
ratio
n
101
Socialworkstud
ents
and
nursingstud
ents
repo
rted
theleastpo
sitiveattitud
estowardtheph
ysicianndash
social
workerph
ysicianndash
nurse
collabo
ratio
nsrespectively
102
Medicalstud
ents
improved
theirattitud
estowardall
threecollabo
ratio
nsto
agreaterdegree
than
the
otherstud
entsw
hich
isinconsistent
with
previous
finding
s103
Authorsrecommendthat
thecurriculum
beevaluated
andassessed
forintegrity
andthat
postgraduate
follow-upmeasuresbe
incorporated
toassess
long
-term
change
Heuer
etal(2010)
1Sm
allsurveyexplorationof
the
effectsof
a60-m
inute
interdisciplinarycase-simulation
sessionon
medicalstud
entsrsquo
awarenessof
otherprofession
srsquoscop
eof
practiceand
commun
icationskills
104
116stud
ents
from
medicine
105
Faculty
from
medical
imaging
nutrition
labo
ratory
techno
logy
nursing
physical
therapy(PT)p
hysician
assistant(PA)
respiratory
therapyand
socialwork
106
Awarenessof
other
profession
srsquoscop
eof
practice
107
Appreciatio
nforIDTand
commun
ication
108
Stud
entsrsquoexperiencewith
theinterventio
n
109
12-item
survey
used
tocollect
participant
feedback
aswellas
open-end
edqu
alitativequ
estio
nsregardingthe
initiative
110
Participants
repo
rted
that
thesessionwas
ago
odmeans
toachievethego
als
setou
t111
Survey
results
indicatedthat
medicalstud
entsrsquoawareness
andappreciatio
nof
other
health
profession
sincreased
andwas
overallp
ositive
112
Authorsconclude
that
future
sessions
shou
ldbe
adjusted
basedon
stud
entfeedback
andthat
thesessions
are
achalleng
ingyetvaluable
educationalu
ndertaking
(Continued)
JOURNAL OF SOCIAL WORK EDUCATION 13
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Murph
yand
Nimmagadda
(2015)
113
Prendashpo
stqu
asi-experimental
survey
design
evaluatin
gthe
effectivenessof
aneducationalsimulationfor
nursingandSW
stud
ents
114
Purposivesampleof
43nu
rsingand45
social
workstud
ents
115
Team
workand
collabo
ratio
n116
Patient
centeredness
117
Senseof
profession
alidentity
118
Prendash
posttest
using
theReadinessfor
Interprofessional
Learning
Scale
119
Uncertainty
abou
tinterprofessionalroles
decreasedby
morethan
two
third
sin
both
grou
ps
120
Both
nursingandSW
stud
ents
identifiednew
streng
thssuch
asreflective
listening
andop
en-
mindedn
essfortheSW
role
onpo
sttest
Heflin
etal(2014)
121
Pre-licensure
course
providing
interactiveteaching
sessions
tostud
ents
from
vario
ushealth
care
profession
s122
Theeducationalcom
ponent
focuseson
enhancing
transitio
nsof
care
forolder
adults
byimproving
interprofessionalp
ractices
123
Medicine
124
Pharmacy
125
PhysicalTherapy
126
PhysicianAssistants
127
Nutrition
128
Socialworkfaculty
129
18completed
the
evaluatio
nover
two
semesters
130
Course
topics
delineated
inthesyllabu
sinclud
edescrib
ingIDTmem
ber
rolesinterprofessional
commun
ication
andcare
planning
131
Learning
outcom
es
know
ledg
eandskillsin
clinicalcare
andin
quality
improvem
ent
andcommun
icationand
collabo
ratio
n
132
In-class
andon
line
participation
performance
onassign
mentsand
team
-based
prop
osals
used
toassess
stud
ents
133
Stud
entself-efficacy
measuredat
pre-
and
post-cou
rse
completion
134
Stud
entsrsquoself-efficacyratin
gssign
ificantlyimproved
inteam
workskillstransitio
nsof
careq
uality
improvem
entandcultu
ral
competence
135
Stud
entsrsquocou
rseevaluatio
nfeedback
indicatedthat
they
appreciatedtheinteractive
experienceandgettingto
engage
inrelevant
workas
wellastheenthusiasm
ofthecourse
faculty
14 S J BELTRAN AND V J MILLER
satisfaction and educational efforts Dorfman et al (2008) implemented a supplementary ldquoGeroRichrdquoSocial Work education program In this program community collaborations were the interventionaimed to strengthen the aging-focused learning opportunities This study of advisory board membersand social work faculty members found that programs utilizing community collaborations improvedgerontological social work education and that this type of community partnership could benefitnursing programs as well (Dorfman et al 2008)
Across these studies students reported having positive experiences participating in both therequired and supplemental educational efforts (Addy Browne Blake amp Bailey 2015 GoldenGammonley Hunt Olsen amp Barry Issenberg 2014) These educational opportunities were foundto be enjoyable for students and highlighted important features of each respective discipline (Addyet al 2015 Golden et al 2014) Additionally students perceived that they had gained an under-standing of key health concepts following this collaboration (Addy et al 2015) Finally a state-of-the-science by Damron-Rodriguez (2008) found that shared learning between social work and nursingprograms may lend toward competency-based education however competence must be defined andassessed in an ongoing basis within schools of social work and schools of nursing
In conclusion the articles with a focus on student and faculty experiences described in this themereport that the broad scope of educational efforts between nursing social work and allied health careprofessions widens the understanding of students which promotes teamwork and comprehension ofcare best practices across disciplines Table 3 includes details of each study including the methodsparticipants data collection and key findings and recommendations
Critique of the literature
There are limitations to the articles included within this study that should be noted First there wasa lack of theoretical frameworks providing guidelines and boundaries for the programs used acrossall articles but one (Rowan et al 2009) The use of theoretical frameworks may challenge and extendexisting knowledge strengthening the work within the limits of each study conducted respectivelyFor example authors may have used the IPEC competencies to frame their program goals ordiscussed how their learning objectives align with the competencies that IPEC recommends forIPE and practice Second 7 of the 24 articles were review articles and lacked a procedure forconducting the study either as a mixed-methodological qualitative or quantitative study designThe lack of details makes it difficult for the reader to assess the comprehensiveness of the review andthe accuracy of the conclusions drawn Third all studies used purposive non-probability samplingtechniques Based on researchers selecting study participants or students self-selecting findingsfrom these studies may not be generalizable to students or universities across the nation Last manystudies reported findings based on self-reported subjective assessments (eg Forrest amp Derrick2010) The lack of rigorous summative assessments makes it difficult to assess actual changes inknowledge skills and attitudes resulting from the intervention
Discussion and implications
This systematic review provides a comprehensive summary of the literature published on inter-professional education initiatives that have been developed and implemented in an effort to bestprepare nursing and social work students for interprofessional gerontological practice (ie programdescriptions evaluation of programs and student and faculty responses) A total of 24 articles werereviewed These publications highlight the potential of IPE efforts to prepare students for geronto-logical practice and interdisciplinary teamwork as well as student and faculty receptiveness to suchefforts The small number of publications also highlights the particular need for increased actionaround IPE in gerontological social work education and for IPE programs to be evaluated andfindings disseminated to the research community The few initiatives identified in this review of theliterature represent programsrsquo attempts to fill educational gaps within their curricula There is a need
JOURNAL OF SOCIAL WORK EDUCATION 15
Table3
Stud
entandFaculty
Experiences
(n=5)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Brooks
etal(2009)
1Au
thorsaddressthebestpractices
forteaching
thecourse
titledAg
ing
toInfancyacross
universitiesfrom
four
states
2Thisarticle
presents
areview
ofthe
numberof
gerontolog
y-focused
coursesacross
universitiesin
these
states
1Ag
ingcurriculum
across
IndianaIllinois
Michigan
andOhio
2Thecourse
isaprerequisite
for
admission
tonu
rsing
occupatio
naltherapy
social
workand
dieteticsprog
rams
1Co
nceptualizationof
the
health
care
team
2Positiveintrod
uctio
nto
aging
3Redu
ctionin
agism
1Co
urse
midterm
sfin
als
andassign
ments
2Co
urse
review
s
1Manydisciplinesincluding
nursing
dieteticssocialworkand
occupatio
naltherapyreportsimilar
challeng
eswith
integrating
gerontolog
ical
contentinto
their
curriculum
2
Stud
ents
repo
rtthat
having
four
instructorsfrom
diffe
rent
health
profession
sgave
abroadversionof
allaspects
Dam
ron-Rodriguez
(2008)
Thisarticle
presentsastateof
the
sciencecapturingfin
ding
sfrom
previous
educationalapp
roachesto
preparingnu
rses
andsocialworkersfor
supp
ortin
gfamily
caregivers
3Nursing
4Social
Work(SW)
5Medicine
6CSWEandHartford
Geriatriccompetencies
that
specifically
mentio
nfamilysuchas
diversity
commun
ication
and
assessment
7Review
oftheliterature
from
thepast
decade
(1998ndash2008)
8Itwas
foun
dthat
competencein
geriatricsiscentraltointerdisciplinary
team
workShared
learning
may
behelpfulacrossdisciplines
9Recommendthat
afram
eworkfor
educatingandtraining
nurses
and
social
workerscontainfour
central
elem
entsw
hatho
ww
here
and
when
andho
wwell
Dorfm
anet
al(2008)
10M
ixed-m
etho
dsstud
yanalyzed
data
from
advisory
boardmem
bers
11A
dvisorybo
ardgu
idingcurriculum
includ
edsocial
workfaculty
commun
itypartnerso
lder
adults
PhDstud
entsand
agraduate
and
anun
dergradu
aterepresentative
129
faculty
questio
nnaires
respon
ses
131
1advisory
board
respon
ses
14Sup
portandsatisfaction
with
project
15Sug
gestions
regarding
sustainabilityandfuture
implem
entatio
n
16Q
uestionn
aire
adapted
from
theGeroRich
Project
17B
othgrou
psagreed
that
the
ldquoGeroRichrdquo
projectto
provideBSW
stud
ents
with
gero-education
coursesispo
sitiveforSW
curriculum
18A
utho
rsencouragethereplicationof
theprog
ram
with
nursingandother
alliedhealth
care
profession
als
Addy
etal(2015)
19Thisarticle
shares
mod
ificatio
nsmadeto
aninterdisciplinarycourse
andevaluatedchangesin
end-of-
course
evaluatio
nsfrom
stud
ents
from
year
2013
to2014
ofimplem
entatio
n
20M
edicine
21N
ursing
22P
harm
acy
23P
ublic
Health
24SocialW
ork
25P
rogram
levelvaried
262
013coho
rt(256)
272
014coho
rt(394)
28V
aluesethics
29R
olesrespo
nsibilities
30C
ommun
icationand
team
steam
work
31O
nlineend-of-cou
rse
evaluatio
n32Student
reflections
abou
tthecourse
33Studentsshared
they
enjoyedbeing
with
health
care
stud
entsacross
disciplines
34Studentsrsquoratin
gof
allcou
rse
itemssign
ificantlyimproved
from
2013
to2014
(Continued)
16 S J BELTRAN AND V J MILLER
Table3
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Goldenet
al(2014)
1Cross-sectionalsurveyof
stud
ent
grou
psrsquovaluesregardingolder
adults
2Thepu
rposeof
thisstud
ywas
todrivethedevelopm
entof
ageriatric-focused
interprofessional
collabo
ratio
n
35M
edicine(third
year)
(31)
36N
urse
practitioners
(NP)
(70)
37M
SWlevelsocial
work(131)
38A
ttitu
destoward
carin
gforolderadults
39A
ttitu
destoward
person
alaging
40A
ttitu
desabou
thealth
reform
legislation
41B
eliefsabou
tleadership
inIDT
42P
aper
andpencil
surveys
43G
eriatricsAttitud
eScale(GAS
)44R
eactions
toAg
ing
Questionn
aire
(RAQ
)45P
atient
Protectio
nand
Affordable
Care
Act
(PPA
CA)assessment
46R
esultsshow
that
theprofession
shared
similarattitud
estoward
person
alaging
andNPandSW
stud
ents
hadmorepo
sitive
attitud
esrelatedto
carin
gforolder
adultsthan
medicalstud
ents
Overallallscoreswerewith
inthe
neutralrange
ofattitud
e47V
arieddiffe
rences
wereidentifiedin
attitud
estowardleadership
andthe
effect
ofhealth
care
reform
48A
utho
rsem
phasizetheneed
forIPE
tohigh
light
thevaluesystem
sof
each
profession
involved
incare
team
s
JOURNAL OF SOCIAL WORK EDUCATION 17
to expand the depth and breadth of these efforts including access to programs duration ofprograms and gerontological topics of focus What follows is a discussion of recommendationsfor future research and education These recommendations come from the literature discussed aswell as the authorsrsquo additional recommendations
Social work educators and researchers have made significant efforts to develop and deliver IPE tostudents interested in aging practice but more is needed A major limitation in the current literaturestems from the lack of rigorous research methods employed in the design and evaluation of theeducational interventions (eg Dorfman et al 2008 Ellman et al 2012 Hermann et al 2016)Future educational initiatives should be developed based on explicitly stated IPEC competencies andevaluated for effectiveness using more rigorous methods One way to achieve this may be throughthe use of validated and reliable assessment tools such as the IPEC Competency Self-Assessmenttool derived from IPEC competencies Developed by Dow DiazGranados Mazmanian and Retchin(2014) the tool measures students on 42 core competencies across two domains interprofessionalinteractions and interprofessional values
Even though differences in professional mandates add complexity to decisions about whichcompetencies to measure (Hermann et al 2016) several disciplines have made efforts to establishassessment measures based on interprofessional collaborative efforts (eg Lockeman et al 2016)Social work gerontology educators should take advantage of these developments by using themwithin and across departments at the university level In addition social workers with theircommitment to a biopsychosocial approach are well-positioned to initiate and steer collaborativeefforts related to the development of such measures Further efforts have been made to identifycompetencies relevant to both nursing and social work to develop a framework for education Thiswas done for example by Damron-Rodriguez (2008) with a focus on preparing nurses and socialworkers to support older adult family caregivers Future research should be conducted to identifycompetencies most important to interprofessional gerontological health care practice relevant acrossmultiple disciplines and settings and how to measure them
Social desirability bias is another concern across the articles included within this study Kolomeret al (2010) discussed the risk for socially desirable responses associated with having the IPEinitiatives be part of a graded course This risk is magnified by the use of subjective measuressuch as self-assessments and untested instruments (eg Hermann et al 2016) To minimize thisrisk objective measures using standardized instruments should be employed whenever possibleA standardized instrument recommended for future use in some of the articles reviewed is theGeriatric Social Work Competency Scale II (eg Brooks et al 2009 Damron-Rodriguez 2008)Head et al (2016) recommended that future research measure the long-term effect of the IPEinterventions
In addition to standardized instruments studies should implement rigorous sampling andrandomization techniques Golden et al (2014) recommend that future studies use larger samplesizes to improve their statistical power Although engaging in unbiased sampling recruitment andretention of students across professions can be logistically challenging (Mirick Davis ampWladkowski 2017 Rubin amp Babbie 2011) these investments will help to better assess outcomesand refine educational initiatives moving the field forward It is also important to emphasize thatalthough randomization is difficult given that IPE programs are often delivered as part of a semestercourse efforts should be made to incorporate a control group For example if the IPE is delivered asan aging course elective another section of the aging course where IPE is not delivered can be usedas a control group Internal validity would be limited but it would be a step forward from the non-experimental designs currently employed
Opportunities also exist for improving the implementation of IPE programs particularly whenprograms include field placements clinical rotations or partnerships with community agenciesSeveral of the articles included in this review recommend that programs continue to prioritize face-to-face small-group educational opportunities to connect health profession students and promoteinteractions among disciplines as it has been found to be an integral component of their IPE
18 S J BELTRAN AND V J MILLER
programming (eg Dorfman et al 2008) This recommendation is well-aligned with CAIPErsquosdefinition of IPE (Buring et al 2009) Kolomer et al (2010) and Poole et al (2013) also emphasizethe importance of developing or strengthening community partnerships It is important that whenIPE initiatives are implemented in the community special attention is paid to the sustainability andcontinuity of the resources and supports that the students and programs represent Includingfeedback from community members receiving care can be a constructive approach to assessingstudent learning and an effective component of the evaluation of IPE Simultaneously such feedbackcan help providers learn about the experiences of community members and effect of the programSoliciting feedback from community members as Rowan et al (2009) did in their program can alsohelp strengthen academicndashcommunity partnerships and support programmatic improvementsCommunity members may also be engaged in discussions about their needs and ways in whichacademicndashcommunity partners can remain involved between rounds of implementation which iscrucial to the quality and effect of the program on the community and on older adults
Finally future initiatives must consider the varying skills and knowledge that students from multipledisciplines possess and how to build curricula that supports all of their needs For example some of theprograms included in this review involved both BSW and MSW students and it is unclear whether lackof preparedness of BSW students to engage in some higher-level IPE activities emerged as a concern Thebenefits and limitations of combining BSW and MSW students in IPE experiences involving graduatestudents from other health professions merits further investigation Moreover nursing students witha strong scientific foundation and understanding of the biological and physiological components of agingmay lack understanding of the holistic socioeconomic psychosocial and behavioral aspects of agingwhich influence the health care decision-making process and are crucial in social work practice As suchnursing students ought to be engaged in coursework and curricula that addresses social influencespursues social change and maximizes the quality of life for older adults
Programs need to develop the infrastructure required to support interprofessional collaborations inresearch projects as well as in classrooms across levels of higher education so that social work facultyrsquosown practices mirror the interprofessional values they hope to impart onto students Jones and Phillips(2016) discussed the competencies of IPE as detailed by IPEC and provided a similar recommendationfor ldquodual and reciprocal appointments of faculty in schools of social work medicine public healthnursing and so forth hellip [and for] co-taught courses that bring together multiple faculty and studentsfrom a variety of disciplinesrdquo (p 26) Social work and nursing programs should build capacity forinterprofessional practice research and education This will require that leaders from various programscome together and discuss their accreditation mandates and work together to support the developmentof collaborations For example CSWE EPAS (2015) requires that social work faculty have 2 years of post-masterrsquos social work degree practice experience and other programs may have similar requirements thatwill dictate how to develop coteaching initiatives The need for program and profession leaders to cometogether has been previously expressed and can be found in the IPE literature (Clark 2011 Hall ampZierler 2015 Jensen Harvan amp Royeen 2009)
Conclusion
This is the first systematic review to examine interprofessional gerontological education program-ming within social work and nursing programs in the United States that can be located Findingsfrom this study highlight the current programs engaging in IPE to prepare gerontological andhealth care social workers as well as the effectiveness of such programming Overall thisliterature points to IPE educational initiatives as valuable and effective at increasing the self-awareness attitudes and skills of social work and nursing students engaged in gerontologicalpractice Moving forward the study of such initiatives should explore the benefits of IPE on long-term outcomes such as increased enrollment in further gerontology-specific studies (eg BSWstudents entering MSW aging concentrations) and on studentsrsquo readiness to practice with theolder adult population Ongoing examinations of the effect IPE initiatives have on the well-being
JOURNAL OF SOCIAL WORK EDUCATION 19
of older adults is also an area requiring continued research These interprofessional programsmay arm up-and-coming professionals with the skills and knowledge required to competentlycare for the growing population of aging Americans and for practicing within the health caresystem As such it is of paramount importance that social work programs infuse interprofessionaleducation into their programming and curricula and support faculty in their efforts to collabo-rate across departmental silos
Disclosure statement
No potential conflict of interest was reported by the authors
Notes on contributors
Susanny J Beltran PhD MSW is assistant professor with the School of Social Work University of Central FloridaVivian J Miller PhD LMSW is assistant professor with the Department of Human Services Bowling Green StateUniversity
References
Asterisks indicate the 24 studies included in the systematic reviewDaggers indicate the 83 excluded on full reviewAddy C L Browne T Blake E W amp Bailey J (2015) Enhancing interprofessional education Integrating public
health and social work perspectives American Journal of Public Health 105(S1) S106ndashS108 doi102105AJPH2014302502
Aiguier G Oboeuf A Cobbaut J P amp Vanpee D (2015) Activity confrontation methods A reflexive andmetacognitive approach for interprofessional collaboration training Journal of Interprofessional Care 29(5)457ndash463 doi1031091356182020151004162
American Academy of Social Work amp Social Welfare (AASWSW) (2017) Close the health gap Retrieved from httpaaswsworggrand-challenges-initiative12-challengesclose-the-health-gap
Anderson M B amp Kanter S L (2010) Medical education in the united states and Canada 2010 Academic Medicine85(9) S2ndashS18
Angelini D J (2011) Interdisciplinary and interprofessional education What are the key issues and considerationsfor the future The Journal of Perinatal amp Neonatal Nursing 25(2) 175ndash179
daggerBalen R Rhodes C amp Ward L (2010) The power of stories Using narrative for interdisciplinary learning in healthand social care Social Work Education 29(4) 416ndash426 doi10108002615470902991742
daggerBekkema N de Veer A J Albers G Hertogh C M Onwuteaka-Philipsen B D amp Francke A L (2014)Training needs of nurses and social workers in the end-of-life care for people with intellectual disabilities a nationalsurvey Nurse Education Today 34(4) 494ndash500 doi101016jnedt201307018
daggerBellamy J L Mullen E J Satterfield J M Newhouse R P Ferguson M Brownson R C amp Spring B (2013)Implementing evidence-based practice education in social work A transdisciplinary approach Research on SocialWork Practice 23(4) 426ndash436 doi1011771049731513480528
daggerBennett E Hauck Y Radford G amp Bindahneem S (2016) An interprofessional exploration of nursing and socialwork roles when working jointly with families Journal of Interprofessional Care 30(2) 232ndash237 doi1031091356182020151115755
daggerBlacker S Head B A Jones B L Remke S S amp Supiano K (2016) Advancing hospice and palliative care socialwork leadership in interprofessional education and practice Journal of Social Work in End-Of-Life amp PalliativeCare 12(4) 316ndash330 doi1010801552425620161247771
Bonifas R P amp Gray A K (2013) Preparing social work students for interprofessional practice in geriatric healthcare Insights from two approaches Educational Gerontology 39(7) 476ndash490 doi101111ajag12106
daggerBoston G Croft B Mallikaaratchi W Mudd D Olsen A amp Toms-Ashcroft J (2010) NMC must sanction jointnursing and social work courses Learning Disability Practice (through 2013) 13(10) 6 doi107748ldp13106s11
daggerBronstein L R Anderson E Terwilliger S H amp Sager K (2012) Evaluating a model of school-based health andsocial services An interdisciplinary communityndashuniversity collaboration Children amp Schools 34(3) 155ndash165doi101093cscds004
Brooks J Fox D P amp Okagbue-Reaves J (2009) Best practices for an interdisciplinary team-taught courseEducational Gerontology 35 818ndash830 doi10108003601270902821350
Bureau of Labor Statistics US Department of Labor (2017) Healthcare Social Workers Occupational EmploymentStatistics 2017 Edition Retrieved from httpswwwblsgovoes2017mayoes211022htm
20 S J BELTRAN AND V J MILLER
daggerBurrow S Mairs H Pusey H Bradshaw T amp Keady J (2016) Continuing professional education Motivationsand experiences of health and social care professionalrsquos part-time study in higher education A qualitative literaturereview International Journal of Nursing Studies 63 139ndash145 doi101016jijnurstu201608011
Buring S M Bhushan A Broeseker A Conway S Duncan-Hewitt W Hansen L amp Westberg S (2009)Interprofessional education definitions student competencies and guidelines for implementation AmericanJournal of Pharmaceutical Education 73(4) 59 doi105688aj730459
daggerChan E A Lam W amp Yeung S K S L (2013) Interprofessional competence A qualitative exploration of socialwork and nursing studentsrsquo experience Journal of Nursing Education 52(9) 509ndash515 doi10392801484834-20130823-01
Chan E A Mok E Po-ying A H amp Man-chun J H (2009) The use of interdisciplinary seminars for thedevelopment of caring dispositions in nursing and social work students Journal of Advanced Nursing 65(12)2658ndash2667 doi101111j1365-2648200905121x
Chan E A Chi S P M Ching S amp Lam S K (2010) Interprofessional education The interface of nursing andsocial work Journal of Clinical Nursing 19(12) 168ndash176
daggerChicorelli J Dennie A Heinrich C Hinchey B Honarparvar F Jennings M hellip Tempelman J (2016)Canadian student leadersrsquo perspective on interprofessional education A consensus statement Journal ofInterprofessional Care 30(4) 545ndash547 doi1031091356182020161159187
daggerChodosh J Price R M Cadogan M P Damron-Rodriguez J Osterweil D Czerwinski A hellip Frank J C(2015) A practice improvement education program using a mentored approach to improve nursing facilitydepression caremdashpreliminary data Journal of the American Geriatrics Society 63(11) 2395ndash2399 doi101111jgs13775
Christensen K Doblhammer G Rau R amp Vaupel J W (2009) Ageing populations the challenges ahead TheLancet 374(9696) 1196ndash1208 doi101016S0140-6736(09)61460-4
daggerClark K Congdon H B Macmillan K Gonzales J P amp Guerra A (2015) Changes in perceptions and attitudesof healthcare profession students pre and post academic course experience of team-basedrsquocare for the critically IllrsquoJournal of Professional Nursing 31(4) 330ndash339 doi101016jprofnurs201501006
Clark P G (2011) The devil is in the details The seven deadly sins of organizing and continuing interprofessionaleducation in the US Journal of Interprofessional Care 25(5) 321ndash327 doi103109135618202011578223
daggerClarke B A Miers M E Pollard K C amp Thomas J (2007) Complexities of learning together Studentsrsquoexperience of face-to-face interprofessional groups Learning in Health and Social Care 6(4) 202ndash212doi101111j1473-6861200700162x
daggerCohen E V Hagestuen R Gonzaacutelez-Ramos G Cohen H W Bassich C Book E hellip Giroux M (2016)Interprofessional education increases knowledge promotes team building and changes practice in the care ofParkinsonrsquos disease Parkinsonism amp Related Disorders 22 21ndash27 doi101016jparkreldis201511001
Colby S L amp Ortman J M (2014) Projections of the size and composition of the US population 2014 to 2060Current population reports P25-1143 Washington DC US Census Bureau
Conti G Bowers C OrsquoConnell M B Bruer S Bugdalski-Stutrud C Smith G hellip Mendez J (2016) Examiningthe effects of an experiential interprofessional education activity with older adults Journal of Interprofessional Care30(2) 184ndash190 doi1031091356182020151092428
daggerCopperman J amp Newton P D (2007) Linking social work agency perspectives on interprofessional education intoa school of nursing and midwifery Journal of Interprofessional Care 21(2) 141ndash154 doi10108013561820701197522
Council on Education for Public Health (2011) Accreditation criteria public health programs Retrieved from httpwwwcephorgpdfPHP-Criteria-2011pdf
Council on Social Work Education (CSWE) (2015) Educational policy and accreditation standards Retrieved fromhttpswwwcsweorggetattachmentAccreditationAccreditation-Process2015-EPAS2015EPAS_Web_FINALpdfaspx
Council on Social Work Education (CSWE) (2017) Specialized practice curricular guide for gero social work practiceAlexandria VA Council on Social Work Education
Council on Social Work Education (CSWE) (nd) About the gero-ed center Retrieved from httpswwwcsweorgCenters-InitiativesCentersGero-Ed-CenterAbout
daggerCurran V R Sharpe D Flynn K amp Button P (2010) A longitudinal study of the effect of an interprofessionaleducation curriculum on student satisfaction and attitudes towards interprofessional teamwork and educationJournal of Interprofessional Care 24(1) 41ndash52 doi10310913561820903011927
Dall T M Gallo P D Chakrabarti R West T Semilla A P amp Storm M V (2013) An aging population andgrowing disease burden will require a large and specialized health care workforce by 2025 Health Affairs 32(11)2013ndash2020 doi101377hlthaff20130714
Damron-Rodriguez J (2008) Developing competence for nurses and social workers The American Journal ofNursing 108 40ndash46 doi10109701NAJ000033641383366e0
daggerDay M R Bantry-White E amp Glavin P (2010) Professional Protection of vulnerable adults an interdisciplinaryworkshop Community Practitioner 83(9) 29ndash32
JOURNAL OF SOCIAL WORK EDUCATION 21
De Los Santos M McFarlin C D amp Martin L (2014) Interprofessional education and service learning A modelfor the future of health professions education Journal of Interprofessional Care 28(4) 374ndash375 doi103109135618202014889102
daggerDerbyshire J A amp Machin A I (2011) Learning to work collaboratively nursesrsquo views of their pre-registrationinterprofessional education and its impact on practice Nurse Education in Practice 11(4) 239ndash244 doi101016jnepr201011010
Dorfman L T Murty S A Ingram J G amp Li H (2008) Faculty and community partners in gerontologicalcurriculum enrichment Educational Gerontology 12 1087ndash1104 doi10108003601270802201398
Dow A A DiazGranados D Mazmanian P E amp Retchin S M (2014) An exploratory study of an assessment toolderived from the competencies of the interprofessional education collaborative Journal of Interprofessional Care28 299ndash304 doi103109135618202014891573
daggerDutton A J amp Worsley A R (2009) Doves and hawks Practice educatorsrsquo attitudes towards interprofessionallearning Learning in Health and Social Care 8(3) 145ndash153 doi101111j1473-6861200800204x
daggerEckstrom E Neal M B Cotrell V Casey C M McKenzie G Morgove M W hellip Lasater K (2016) Aninterprofessional approach to reducing the risk of falls through enhanced collaborative practice Journal of theAmerican Geriatrics Society 64(8) 1701ndash1707 doi101111jgs14178
Ellman M S Schulman-Green D Blatt L Asher S Viveiros D Clark J amp Bia M (2012) Using online learningand interactive simulation to teach spiritual and cultural aspects of palliative care to interprofessional studentsJournal of Palliative Medicine 15(11) 1240ndash1247 doi101089jpm20120038
daggerFilies G C Yassin Z amp Frantz J M (2016) Studentsrsquo views of learning about an interprofessional world cafeacutemethod African Journal of Health Professions Education 8(2) 229ndash233 doi107196AJHPE2016v8i2844
Forrest C amp Derrick C (2010) Interdisciplinary education in end-of-life care Creating new opportunities for socialwork nursing and clinical pastoral education students Journal of Social Work in End-Of-Life amp Palliative Care 6(1ndash2) 91ndash116 doi101080155242562010489224
daggerGalambos C (2008) From the editor the joint social worknursing caregiver initiative Opportunities for social workeducation Journal of Social Work Education 44(sup3) 1ndash4 doi105175JSWE2008773247701
Golden A G Gammonley D Hunt D Olsen E amp Barry Issenberg S (2014) The attitudes of graduate healthcarestudents toward older adults personal aging health care reform and interprofessional collaboration Journal ofInterprofessional Care 28(1) 40ndash44 doi103109135618202013830595
Gould P R Lee Y Berkowitz S amp Bronstein L (2015) Impact of a collaborative interprofessional learningexperience upon medical and social work students in geriatric health care Journal of Interprofessional Care 29(4)372ndash373 doi103109135618202014962128
daggerGrady C Danis M Soeken K L OrsquoDonnell P Taylor C Farrar A amp Ulrich C M (2008) Does ethicseducation influence the moral action of practicing nurses and social workers The American Journal of Bioethics 8(4) 4ndash11 doi10108015265160802166017
daggerGroessl J (2013) An interdisciplinary ethics module for MSW and nursing students Social Work Education 32(5)639ndash649 doi101080026154792012695342
Hall L W amp Zierler B K (2015) Interprofessional education and practice guide no 1 developing faculty toeffectively facilitate interprofessional education Journal of Interprofessional Care 29(1) 3ndash7 doi103109135618202014937483
daggerHall P Brajtman S Weaver L Grassau P A amp Varpio L (2014) Learning collaborative teamwork an argumentfor incorporating the humanities Journal of Interprofessional Care 28(6) 519ndash525 doi103109135618202014915513
daggerHaskins A M (2008) An exploration of satisfaction psychological stress and readiness for interprofessional learningin medical nursing allied health and social work students in an interprofessional health care course Available fromProQuest Dissertations and Theses
Head B A Schapmire T Earnshaw L Faul A Hermann C Jones C hellip Pfeiffer M (2016) Evaluation of aninterdisciplinary curriculum teaching team-based palliative care integration in oncology Journal of CancerEducation 31(2) 358ndash365 doi101007s13187-015-0799-y
daggerHead B A Schapmire T Hermann C Earnshaw L Faul A Jones C hellip Pfeifer M (2014) The interdisciplinaryCurriculum for Oncology Palliative Care Education (iCOPE) meeting the challenge of interprofessional educationJournal of Palliative Medicine 17(10) 1107ndash1114 doi101089jpm20140070
Heflin M T Pinheiro S O Konrad T R Egerton E O Thornlow D K White H K amp McConnell E J (2014)Design and evaluation of a prelicensure interprofessional course on improving care transitions Gerontology ampGeriatrics Education 35(1) 41ndash63 doi101080027019602013831349
daggerHemmings A Beckett G Kennerly S amp Yap T (2013) Building a community of research practice Intragroupteam social dynamics in interdisciplinary mixed methods Journal of Mixed Methods Research 7(3) 261ndash273 doihttp1011772F15586898134784681011772F1558689813478468
daggerHenderson S Dalton M amp Cartmel J (2016) Using interprofessional learning for continuing education devel-opment and evaluation of the graduate certificate program in health professional education for clinicians Journal ofContinuing Education in the Health Professions 36(3) 211ndash217 doi101097CEH0000000000000093
22 S J BELTRAN AND V J MILLER
Hermann C P Head B A Black K amp Singleton K (2016) Preparing nursing students for interprofessionalpractice the interdisciplinary curriculum for oncology palliative care education Journal of Professional Nursing 32(1) 62ndash71 doi101016jprofnurs201506001
Heuer A J Geisler S L Kamienski M Langevin D amp OrsquoSullivan M (2010) Introducing medical students to theinterdisciplinary health care team piloting a case-based approach Journal of Allied Health 39(2) 76ndash80
daggerHirst S P Lane A M amp Stares B (2012) Gerontological content in Canadian nursing and social work programsCanadian Geriatrics Journal CGJ 15(1) 8 doi105770cgj1521
daggerHolt J Coates C Cotterill D Eastburn S Laxton J Mistry H amp Young C (2010) Identifying commoncompetences in health and social care An example of multi-institutional and inter-professional working NurseEducation Today 30(3) 264ndash270 doi101016jnedt200909006
Hooyman N amp Diwan S (2009) A planned change model CSWE curricular and programmatic developmentprograms In N Hooyman (Ed) Transforming social work education The first decade of the Hartford geriatric socialwork initiative (pp 99ndash102) Alexandria VA Council on Social Work Education Press
daggerHoracek T Brann L Erdman M Middlemiss M A amp Raj S (2009) Interprofessional learning communityEducating dietetic and other health profession students through an interdisciplinary service-learning experienceTopics in Clinical Nutrition 24(1) 6ndash15 doi101097TIN0b013e3181977fae
Institute of Medicine (IOM) (2008) Retooling for an aging America Building the health care workforce WashingtonDC National Academy Press
Interprofessional Education Collaborative (IPEC) (2016) Core competencies for interprofessional collaborative practice2016 update Washington DC Author
Jensen G M Harvan R A amp Royeen C B (2009) Interprofessional education Context complexity and challengeLeadership in interprofessional education and practice Salisbury MA Jones and Bartlett Publishers LLC
daggerJones B Phillips F Head B A Hedlund S Kalisiak A Zebrack B hellip Otis-Green S (2014) Enhancingcollaborative leadership in palliative social work in oncology Journal of Social Work in End-Of-Life amp PalliativeCare 10(4) 309ndash321 doi101080155242562014975319
Jones B amp Phillips F (2016) Social work and interprofessional education in health care A call for continuedleadership Journal of Social Work Education 52(1) 18ndash29 doi1010801043779720161112629
daggerJotkowitz A amp Gesundheit B (2008) Comforting presence The role of nurses and social workers in clinical ethicsThe American Journal of Bioethics 8(4) 14ndash15 doi10108015265160802147124
daggerJuujaumlrvi S Pesso K amp Myyry L (2011) Care-based ethical reasoning among first-year nursing and social servicesstudents Journal of Advanced Nursing 67(2) 418ndash427 doi101111j1365-2648201005461x
daggerKaasalainen S Willison K Wickson-Griffiths A amp Taniguchi A (2015) The evaluation of a national interprofes-sional palliative care workshop Journal of Interprofessional Care 29(5) 494ndash496 doi103109135618202014998364
daggerKent F Drysdale P Martin N amp Keating J L (2014) The mixed-discipline aged-care student clinic An authenticinterprofessional learning initiative Journal of Allied Health 43(1) 51ndash56
daggerKenward L amp Stiles M (2009) Intermediate care An interprofessional education opportunity in primary careJournal of Interprofessional Care 23(6) 668ndash671 doi10310913561820802634761
daggerKinnair D J Anderson E S amp Thorpe L N (2012) Development of interprofessional education in mental healthpractice Adapting the leicester model Journal of Interprofessional Care 26(3) 189ndash197 doi103109135618202011647994
daggerKnight A (2013) Interprofessonal education Two analyses of revised instruments comparisons of professions andeffectiveness of an interprofessional health care course The University of North Dakota Theses and Dissertations
Kolomer S Quinn M E amp Steele K (2010) Interdisciplinary health fairs for older adults and the value ofinterprofessional service learning Journal of Community Practice 18(2ndash3) 267ndash279 doi101080107054222010485863
daggerLam W Chan E A amp Yeung K S (2013) Implications for school nursing through interprofessional education andpractice Journal of Clinical Nursing 22(13ndash14) 1988ndash2001 doi101111jocn12163
daggerLapum J Hamzavi N Veljkovic K Mohamed Z Pettinato A Silver S amp Taylor E (2012) A performative andpoetical narrative of critical social theory in nursing education An ending and threshold of social justice NursingPhilosophy 13(1) 27ndash45 doi101111j1466-769X201100520x
daggerLeigh J A (2014) Reconstructing practice-based educator roles through effective practicendasheducation partnershipsJournal of Clinical Nursing 23(13ndash14) 1767ndash1769 doi101111jocn12381
Levit L A Balogh E Nass S J amp Ganz P (Eds) (2013) Delivering high-quality cancer care charting a new coursefor a system in crisis (pp 7ndash8) Washington DC National Academies Press
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2007) Interprofessional education on a training ward for older peopleStudentsrsquo conceptions of nurses occupational therapists and social workers Journal of Interprofessional Care 21(4)387ndash399 doi10108013561820701349420
daggerLidskog M Loumlfmark A amp AhlstroumlM G (2008) Learning about each other Studentsrsquo conceptions before and afterinterprofessional education on a training ward Journal of Interprofessional Care 22(5) 521ndash533 doi10108013561820802168471
JOURNAL OF SOCIAL WORK EDUCATION 23
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2008) Studentsrsquo learning experiences from interprofessional collaborationon a training ward in municipal care Learning in Health and Social Care 7(3) 134ndash145 doi101111j1473-6861200800181x
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2009) Learning through participating on an interprofessional trainingward Journal of Interprofessional Care 23(5) 486ndash497 doi10108013561820902921878
Lockeman K S Dow A W DiazGranados D McNielly D P Nickol D Koehn M L amp Knab M S (2016)Refinement of the IPEC competency self-assessment survey Results from a multi-institutional study Journal ofInterprofessional Care 30(6) 726ndash731 doi1010801356182020161220928
Lustig T A (2013) Statement before the commission on long term care Retrieved from httpltccommissionorgltccommissionwp-contentuploads201312Tracy-Lustig
daggerMacKenzie D E Doucet S Nasser S Godden-Webster A L Andrews C amp Kephart G (2014) Collaborationbehind-the-scenes key to effective interprofessional education Journal of Interprofessional Care 28(4) 381ndash383doi103109135618202014890923
MacRae N amp Pardue K T (2007) Use of readers theater to enhance interdisciplinary geriatric educationEducational Gerontology 33(6) 529ndash536 doi10108003601270701328920
daggerManusov E Ronnau J Vela L Lydia A amp Galke C (2015) Engagement and co-production Building aninter-professional integrated medical education and clinical practice International Journal of Integrated Care 15(5)doi105334ijic2105
daggerMcLeod D Curran J Dumont S White M amp Charles G (2014) The Interprofessional Psychosocial OncologyDistance Education (IPODE) project perceived outcomes of an approach to healthcare professional educationJournal of Interprofessional Care 28(3) 254ndash259 doi103109135618202013863181
Mirick R G Davis A amp Wladkowski S P (2017) Understanding sampling and recruitment in social workdissertation research Advances in Social Work 18(2) 415ndash436 doi101806021167
Moher D Liberati A Tetzlaff J Altman D G amp PRISMA Group (2009) Preferred reporting items for systematicreviews and meta-analyses the PRISMA statement PLoS Medicine 6(7) e1000097
daggerMorton S (2016) Inter-professional education A missed opportunity Community Practitioner the Journal of theCommunity Practitionersrsquoamp Health Visitorsrsquo Association 89(7) 28
daggerMunoz C C DoBroka C C amp Mohammad S (2009) Development of a multidisciplinary course in culturalcompetence for nursing and human service professions Journal of Nursing Education 48(9) 495ndash503 doi10392801484834-20090610-03
Murphy J I amp Nimmagadda J (2015) Partnering to provide simulated learning to address InterprofessionalEducation Collaborative core competencies Journal of Interprofessional Care 29(3) 258ndash259 doi103109135618202014942779
daggerNewton J M Cross W M White K Ockerby C amp Billett S (2011) Outcomes of a clinical partnership modelfor undergraduate nursing students Contemporary Nurse 39(1) 119ndash127 doi105172conu2011391119
daggerOdegard P S Robins L Murphy N Belza B Brock D Gallagher T H hellip Mitchell P (2009) Interprofessionalinitiatives at the University of Washington American Journal of Pharmaceutical Education 73(4) 63 doi105688aj730463
daggerOlsson M Persson M Kaila P Wikmar L N amp Bostroumlm C (2013) Studentsrsquo expectations when entering aninterprofessional masterrsquos degree program for health professionals a qualitative study Journal of Allied Health 42(1) 3ndash9
daggerOtis-Green S Yang E amp Lynne L (2013) ACE projectmdashadvocating for clinical excellence creating change in thedelivery of palliative care OMEGA-Journal of Death and Dying 67(1ndash2) 5ndash19 doi1021902FOM671-2b
daggerPareacute L Maziade J Pelletier F Houle N amp Iloko-Fundi M (2012) Training in interprofessional collaborationPedagogic innovation in family medicine units Canadian Family Physician 58(4) e203ndashe209
Park J Hawkins M Hamlin E Hawkins W amp Bamdas J A M (2014) Developing positive attitudes towardinterprofessional collaboration among students in the health care professions Educational Gerontology 40(12)894ndash908 doi101080036012772014908619
daggerParker V A amp Geron S M (2007) Cultural competence in nursing homes Issues and implications for educationGerontology amp Geriatrics Education 28(2) 37ndash54 doi101300J021v28n02_04
daggerPhillips J MacGiollaRi D amp Callaghan S (2012) Encouraging research in social work Narrative as the threadintegrating education and research in social work Social Work Education 31(6) 785ndash793 doi101080026154792012695200
daggerPollard K C Miers M E amp Rickaby C (2012) ldquoOh why didnrsquot I take more noticerdquo Professionalsrsquo views andperceptions of pre-qualifying preparation for interprofessional working in practice Journal of InterprofessionalCare 26(5) 355ndash361 doi103109135618202012689785
daggerPoole J Rife J C Pearson F amp Moore W R (2009) Developing community partnerships with religiouslyaffiliated organizations to address aging needs A case study of the congregational social work education initiativeSocial Work amp Christianity 36(2) 176-191
24 S J BELTRAN AND V J MILLER
Poole J Rife J C Pearson F Moore L Reaves A M amp Moore W (2013) Innovative social work field educationin congregational and community-based settings serving persons fifty-five+ an interdisciplinary training initiativefor BSW and MSW Students Social Work and Christianity 40(4) 404
daggerPulsford D Hope K amp Thompson R (2007) Higher education provision for professionals working with peoplewith dementia a scoping exercise Nurse Education Today 27(1) 5ndash13 doi101016jnedt200602003
Reeves S Zwarenstein M Goldman J Barr H Freeth D Koppel I amp Hammick M (2010) The effectiveness ofinterprofessional education Key findings from a new systematic review Journal of Interprofessional Care 24230ndash241 doi10310913561820903163405
daggerRobins L Brock D M Gallagher T Kartin D Lindhorst T Odegard P hellip Belza B (2008) Piloting teamsimulations to assess interprofessional skills Journal of Interprofessional Care 22(3) 325ndash328 doi10108013561820801886438
Rogers A T Gualco K J Hinckle C amp Baber R L (2013) Cultivating interest and competency in gerontologicalsocial work Opportunities for undergraduate education Journal of Gerontological Social Work 56(4) 335ndash355doi101080016343722013775989
Rowan N L Gillette P D Faul A C Yankeelov P A Borders K W Deck S hellip Wiegand M (2009)Innovative interdisciplinary training in and delivery of evidence-based geriatric services Creating a bridge withsocial work and physical therapy Gerontology amp Geriatrics Education 30(3) 187ndash204 doi10108002701960903133448
Rubin A amp Babbie E R (2011) Research methods for social work (7th ed) Belmont CA BrooksColedaggerSalm T Greenberg H Pitzel M amp Cripps D (2010) Interprofessional education internships in schools Jump
starting change Journal of Interprofessional Care 24(3) 251ndash263 doi10310913561820903051469daggerSchwartz E S Baugh J J Honsky J amp Luebbers E (2015) A patient advocacy program established through an
interprofessional student-run free clinic Journal of Health Care for the Poor and Underserved 26(1) 300ndash308doi101353hpu20150024
daggerSedgwick M (2011) Rural hospital interdisciplinary team membersrsquo experience of undergraduate nursing preceptor-ship A qualitative descriptive study Nurse Education in Practice 11(4) 278ndash282 doi101016jnepr201101004
daggerSelle K M Salamon K Boarman R amp Sauer J (2008) Providing interprofessional learning through interdisci-plinary collaboration The role of ldquomodellingrdquo Journal of Interprofessional Care 22(1) 85ndash92 doi10108013561820701714755
Sheppard K D Ford C R Sawyer P Foley K T Harada C N Brown C J amp Ritchie C S (2015) Theinterprofessional clinical experience interprofessional education in the nursing home Journal of InterprofessionalCare 29(2) 170ndash172 doi103109135618202014942776
daggerSims D (2011a) Achieving collaborative competence through interprofessional education Lessons learned fromjoint training in learning disability nursing and social work Social Work Education 30(1) 98ndash112 doi10108002615471003748056
daggerSims D (2011b) Reconstructing professional identity for professional and interprofessional practice A mixedmethods study of joint training programmes in learning disability nursing and social work Journal ofInterprofessional Care 25(4) 265ndash271 doi103109135618202011571352
daggerSmith R A amp Pilling S (2007) Allied health graduate programndashsupporting the transition from student toprofessional in an interdisciplinary program Journal of Interprofessional Care 21(3) 265ndash276 doi10108013561820701259116
daggerStepney P Callwood I Ning F amp Downing K (2011) Learning to collaborate a study of nursing studentsrsquoexperience of inter-professional education at one UK university Educational Studies 37(4) 419ndash434 doi101080030556982010539669
Supiano K P (2013) Weaving interdisciplinary and discipline-specific content into palliative care education Onesuccessful model for teaching end-of-life care Journal of Death and Dying 67(1ndash2) 201ndash206 doi102190OM671-2x
daggerSweigart L I Umoren R A Scott P J Carlton K H Jones J A Truman B amp Gossett E J (2016) VirtualTeamSTEPPSreg simulations produce teamwork attitude changes among health professions students Journal ofNursing Education 55(1) 31ndash35 doi10392801484834-20151214-08
daggerTan Z S Damron-Rodriguez J Cadogan M Gans D Price R M Merkin S S hellip Chodosh J (2017) Team-Based interprofessional competency training for dementia screening and management Journal of the AmericanGeriatrics Society 65(1) 207ndash211 doi101111jgs14540
daggerTew J Holley T amp Caplen P (2012) Dialogue and challenge Involving service users and carers in small grouplearning with social work and nursing students Social Work Education 31(3) 316ndash330 doi101080026154792011557429
daggerThompson B M Bratzler D W Fisher M J Torres A Faculty E P I C amp Sparks R A (2016) Workingtogether using a unique approach to evaluate an interactive and clinic-based longitudinal interprofessionaleducation experience with 13 professions Journal of Interprofessional Care 30(6) 754ndash761 doi1010801356182020161227962
JOURNAL OF SOCIAL WORK EDUCATION 25
daggerTourse R W C Mooney J F Shindul-Rothschild J Prince J Pulcini J A Platt S amp Savransky H (2008) Theuniversitycommunity partnership Transdisciplinary course development Journal of Interprofessional Care 22(5)461ndash474 doi10108013561820802355615
daggerTraube D E Pohle C E amp Barley M (2012) Teaching evidence-based social work in foundation practice coursesLearning from pedagogical choices of allied fields Journal of Evidence-based Social Work 9(3) 241ndash259doi101080154337142010525417
daggervan Schaik S M Regehr G Eva K W Irby D M amp Orsquosullivan P S (2016) Perceptions of peer-to-peerinterprofessional feedback among students in the health professions Academic Medicine 91(6) 807ndash812doi101097ACM0000000000000981
Whitaker T Weismiller T amp Clark E (2006) Assuring the sufficiency of a frontline workforce A national study oflicensed social workers Washington DC National Association of Social Workers
daggerWilliams A Mostyn A amp Fyson R (2009) Nursing and social work studentsrsquo perceptions of lecturing by non-university practitioners Journal of Interprofessional Care 23(1) 98ndash100 doi10108013561820802278577
World Health Organization (WHO) (2010) Framework for action on interprofessional education amp collaborativepractice Geneva Switzerland World Health Organization Retrieved from httpwhqlibdocwhointhq2010WHO_HRH_HPN_103_engpdf
daggerYaffe M J Wolfson C amp Lithwick M (2009) Professions show different enquiry strategies for elder abusedetection Implications for training and interprofessional care Journal of Interprofessional Care 23(6) 646ndash654doi10310913561820902886279
daggerYamauchi T Takeshima T Hirokawa S Oba Y amp Koh E (2017) An educational program for nursing and socialwork students using artwork created by people with mental health problems International Journal of Mental Healthand Addiction 15(3) 503ndash513 doi101007s11469-016-9716-9
daggerYeung K S S Ho A P Y Lo M C H amp Chan E A (2009) Social work ethical decision making in aninter-disciplinary context British Journal of Social Work 40(5) 1573ndash1590 doi101093bjswbcp065
Young H M Siegel E O McCormick W C Fulmer T Harootyan L K amp Dorr D A (2011) Interdisciplinarycollaboration in geriatrics Advancing health for older adults Nursing Outlook 59(4) 243ndash250 doi101016joutlook201105006
daggerZorek J amp Raehl C (2013) Interprofessional education accreditation standards in the USA a comparative analysisJournal of Interprofessional Care 27(2) 123ndash130 doi103109135618202012718295
26 S J BELTRAN AND V J MILLER
Table2
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sand
recommendatio
ns
Murph
yand
Nimmagadda
(2015)
113
Prendashpo
stqu
asi-experimental
survey
design
evaluatin
gthe
effectivenessof
aneducationalsimulationfor
nursingandSW
stud
ents
114
Purposivesampleof
43nu
rsingand45
social
workstud
ents
115
Team
workand
collabo
ratio
n116
Patient
centeredness
117
Senseof
profession
alidentity
118
Prendash
posttest
using
theReadinessfor
Interprofessional
Learning
Scale
119
Uncertainty
abou
tinterprofessionalroles
decreasedby
morethan
two
third
sin
both
grou
ps
120
Both
nursingandSW
stud
ents
identifiednew
streng
thssuch
asreflective
listening
andop
en-
mindedn
essfortheSW
role
onpo
sttest
Heflin
etal(2014)
121
Pre-licensure
course
providing
interactiveteaching
sessions
tostud
ents
from
vario
ushealth
care
profession
s122
Theeducationalcom
ponent
focuseson
enhancing
transitio
nsof
care
forolder
adults
byimproving
interprofessionalp
ractices
123
Medicine
124
Pharmacy
125
PhysicalTherapy
126
PhysicianAssistants
127
Nutrition
128
Socialworkfaculty
129
18completed
the
evaluatio
nover
two
semesters
130
Course
topics
delineated
inthesyllabu
sinclud
edescrib
ingIDTmem
ber
rolesinterprofessional
commun
ication
andcare
planning
131
Learning
outcom
es
know
ledg
eandskillsin
clinicalcare
andin
quality
improvem
ent
andcommun
icationand
collabo
ratio
n
132
In-class
andon
line
participation
performance
onassign
mentsand
team
-based
prop
osals
used
toassess
stud
ents
133
Stud
entself-efficacy
measuredat
pre-
and
post-cou
rse
completion
134
Stud
entsrsquoself-efficacyratin
gssign
ificantlyimproved
inteam
workskillstransitio
nsof
careq
uality
improvem
entandcultu
ral
competence
135
Stud
entsrsquocou
rseevaluatio
nfeedback
indicatedthat
they
appreciatedtheinteractive
experienceandgettingto
engage
inrelevant
workas
wellastheenthusiasm
ofthecourse
faculty
14 S J BELTRAN AND V J MILLER
satisfaction and educational efforts Dorfman et al (2008) implemented a supplementary ldquoGeroRichrdquoSocial Work education program In this program community collaborations were the interventionaimed to strengthen the aging-focused learning opportunities This study of advisory board membersand social work faculty members found that programs utilizing community collaborations improvedgerontological social work education and that this type of community partnership could benefitnursing programs as well (Dorfman et al 2008)
Across these studies students reported having positive experiences participating in both therequired and supplemental educational efforts (Addy Browne Blake amp Bailey 2015 GoldenGammonley Hunt Olsen amp Barry Issenberg 2014) These educational opportunities were foundto be enjoyable for students and highlighted important features of each respective discipline (Addyet al 2015 Golden et al 2014) Additionally students perceived that they had gained an under-standing of key health concepts following this collaboration (Addy et al 2015) Finally a state-of-the-science by Damron-Rodriguez (2008) found that shared learning between social work and nursingprograms may lend toward competency-based education however competence must be defined andassessed in an ongoing basis within schools of social work and schools of nursing
In conclusion the articles with a focus on student and faculty experiences described in this themereport that the broad scope of educational efforts between nursing social work and allied health careprofessions widens the understanding of students which promotes teamwork and comprehension ofcare best practices across disciplines Table 3 includes details of each study including the methodsparticipants data collection and key findings and recommendations
Critique of the literature
There are limitations to the articles included within this study that should be noted First there wasa lack of theoretical frameworks providing guidelines and boundaries for the programs used acrossall articles but one (Rowan et al 2009) The use of theoretical frameworks may challenge and extendexisting knowledge strengthening the work within the limits of each study conducted respectivelyFor example authors may have used the IPEC competencies to frame their program goals ordiscussed how their learning objectives align with the competencies that IPEC recommends forIPE and practice Second 7 of the 24 articles were review articles and lacked a procedure forconducting the study either as a mixed-methodological qualitative or quantitative study designThe lack of details makes it difficult for the reader to assess the comprehensiveness of the review andthe accuracy of the conclusions drawn Third all studies used purposive non-probability samplingtechniques Based on researchers selecting study participants or students self-selecting findingsfrom these studies may not be generalizable to students or universities across the nation Last manystudies reported findings based on self-reported subjective assessments (eg Forrest amp Derrick2010) The lack of rigorous summative assessments makes it difficult to assess actual changes inknowledge skills and attitudes resulting from the intervention
Discussion and implications
This systematic review provides a comprehensive summary of the literature published on inter-professional education initiatives that have been developed and implemented in an effort to bestprepare nursing and social work students for interprofessional gerontological practice (ie programdescriptions evaluation of programs and student and faculty responses) A total of 24 articles werereviewed These publications highlight the potential of IPE efforts to prepare students for geronto-logical practice and interdisciplinary teamwork as well as student and faculty receptiveness to suchefforts The small number of publications also highlights the particular need for increased actionaround IPE in gerontological social work education and for IPE programs to be evaluated andfindings disseminated to the research community The few initiatives identified in this review of theliterature represent programsrsquo attempts to fill educational gaps within their curricula There is a need
JOURNAL OF SOCIAL WORK EDUCATION 15
Table3
Stud
entandFaculty
Experiences
(n=5)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Brooks
etal(2009)
1Au
thorsaddressthebestpractices
forteaching
thecourse
titledAg
ing
toInfancyacross
universitiesfrom
four
states
2Thisarticle
presents
areview
ofthe
numberof
gerontolog
y-focused
coursesacross
universitiesin
these
states
1Ag
ingcurriculum
across
IndianaIllinois
Michigan
andOhio
2Thecourse
isaprerequisite
for
admission
tonu
rsing
occupatio
naltherapy
social
workand
dieteticsprog
rams
1Co
nceptualizationof
the
health
care
team
2Positiveintrod
uctio
nto
aging
3Redu
ctionin
agism
1Co
urse
midterm
sfin
als
andassign
ments
2Co
urse
review
s
1Manydisciplinesincluding
nursing
dieteticssocialworkand
occupatio
naltherapyreportsimilar
challeng
eswith
integrating
gerontolog
ical
contentinto
their
curriculum
2
Stud
ents
repo
rtthat
having
four
instructorsfrom
diffe
rent
health
profession
sgave
abroadversionof
allaspects
Dam
ron-Rodriguez
(2008)
Thisarticle
presentsastateof
the
sciencecapturingfin
ding
sfrom
previous
educationalapp
roachesto
preparingnu
rses
andsocialworkersfor
supp
ortin
gfamily
caregivers
3Nursing
4Social
Work(SW)
5Medicine
6CSWEandHartford
Geriatriccompetencies
that
specifically
mentio
nfamilysuchas
diversity
commun
ication
and
assessment
7Review
oftheliterature
from
thepast
decade
(1998ndash2008)
8Itwas
foun
dthat
competencein
geriatricsiscentraltointerdisciplinary
team
workShared
learning
may
behelpfulacrossdisciplines
9Recommendthat
afram
eworkfor
educatingandtraining
nurses
and
social
workerscontainfour
central
elem
entsw
hatho
ww
here
and
when
andho
wwell
Dorfm
anet
al(2008)
10M
ixed-m
etho
dsstud
yanalyzed
data
from
advisory
boardmem
bers
11A
dvisorybo
ardgu
idingcurriculum
includ
edsocial
workfaculty
commun
itypartnerso
lder
adults
PhDstud
entsand
agraduate
and
anun
dergradu
aterepresentative
129
faculty
questio
nnaires
respon
ses
131
1advisory
board
respon
ses
14Sup
portandsatisfaction
with
project
15Sug
gestions
regarding
sustainabilityandfuture
implem
entatio
n
16Q
uestionn
aire
adapted
from
theGeroRich
Project
17B
othgrou
psagreed
that
the
ldquoGeroRichrdquo
projectto
provideBSW
stud
ents
with
gero-education
coursesispo
sitiveforSW
curriculum
18A
utho
rsencouragethereplicationof
theprog
ram
with
nursingandother
alliedhealth
care
profession
als
Addy
etal(2015)
19Thisarticle
shares
mod
ificatio
nsmadeto
aninterdisciplinarycourse
andevaluatedchangesin
end-of-
course
evaluatio
nsfrom
stud
ents
from
year
2013
to2014
ofimplem
entatio
n
20M
edicine
21N
ursing
22P
harm
acy
23P
ublic
Health
24SocialW
ork
25P
rogram
levelvaried
262
013coho
rt(256)
272
014coho
rt(394)
28V
aluesethics
29R
olesrespo
nsibilities
30C
ommun
icationand
team
steam
work
31O
nlineend-of-cou
rse
evaluatio
n32Student
reflections
abou
tthecourse
33Studentsshared
they
enjoyedbeing
with
health
care
stud
entsacross
disciplines
34Studentsrsquoratin
gof
allcou
rse
itemssign
ificantlyimproved
from
2013
to2014
(Continued)
16 S J BELTRAN AND V J MILLER
Table3
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Goldenet
al(2014)
1Cross-sectionalsurveyof
stud
ent
grou
psrsquovaluesregardingolder
adults
2Thepu
rposeof
thisstud
ywas
todrivethedevelopm
entof
ageriatric-focused
interprofessional
collabo
ratio
n
35M
edicine(third
year)
(31)
36N
urse
practitioners
(NP)
(70)
37M
SWlevelsocial
work(131)
38A
ttitu
destoward
carin
gforolderadults
39A
ttitu
destoward
person
alaging
40A
ttitu
desabou
thealth
reform
legislation
41B
eliefsabou
tleadership
inIDT
42P
aper
andpencil
surveys
43G
eriatricsAttitud
eScale(GAS
)44R
eactions
toAg
ing
Questionn
aire
(RAQ
)45P
atient
Protectio
nand
Affordable
Care
Act
(PPA
CA)assessment
46R
esultsshow
that
theprofession
shared
similarattitud
estoward
person
alaging
andNPandSW
stud
ents
hadmorepo
sitive
attitud
esrelatedto
carin
gforolder
adultsthan
medicalstud
ents
Overallallscoreswerewith
inthe
neutralrange
ofattitud
e47V
arieddiffe
rences
wereidentifiedin
attitud
estowardleadership
andthe
effect
ofhealth
care
reform
48A
utho
rsem
phasizetheneed
forIPE
tohigh
light
thevaluesystem
sof
each
profession
involved
incare
team
s
JOURNAL OF SOCIAL WORK EDUCATION 17
to expand the depth and breadth of these efforts including access to programs duration ofprograms and gerontological topics of focus What follows is a discussion of recommendationsfor future research and education These recommendations come from the literature discussed aswell as the authorsrsquo additional recommendations
Social work educators and researchers have made significant efforts to develop and deliver IPE tostudents interested in aging practice but more is needed A major limitation in the current literaturestems from the lack of rigorous research methods employed in the design and evaluation of theeducational interventions (eg Dorfman et al 2008 Ellman et al 2012 Hermann et al 2016)Future educational initiatives should be developed based on explicitly stated IPEC competencies andevaluated for effectiveness using more rigorous methods One way to achieve this may be throughthe use of validated and reliable assessment tools such as the IPEC Competency Self-Assessmenttool derived from IPEC competencies Developed by Dow DiazGranados Mazmanian and Retchin(2014) the tool measures students on 42 core competencies across two domains interprofessionalinteractions and interprofessional values
Even though differences in professional mandates add complexity to decisions about whichcompetencies to measure (Hermann et al 2016) several disciplines have made efforts to establishassessment measures based on interprofessional collaborative efforts (eg Lockeman et al 2016)Social work gerontology educators should take advantage of these developments by using themwithin and across departments at the university level In addition social workers with theircommitment to a biopsychosocial approach are well-positioned to initiate and steer collaborativeefforts related to the development of such measures Further efforts have been made to identifycompetencies relevant to both nursing and social work to develop a framework for education Thiswas done for example by Damron-Rodriguez (2008) with a focus on preparing nurses and socialworkers to support older adult family caregivers Future research should be conducted to identifycompetencies most important to interprofessional gerontological health care practice relevant acrossmultiple disciplines and settings and how to measure them
Social desirability bias is another concern across the articles included within this study Kolomeret al (2010) discussed the risk for socially desirable responses associated with having the IPEinitiatives be part of a graded course This risk is magnified by the use of subjective measuressuch as self-assessments and untested instruments (eg Hermann et al 2016) To minimize thisrisk objective measures using standardized instruments should be employed whenever possibleA standardized instrument recommended for future use in some of the articles reviewed is theGeriatric Social Work Competency Scale II (eg Brooks et al 2009 Damron-Rodriguez 2008)Head et al (2016) recommended that future research measure the long-term effect of the IPEinterventions
In addition to standardized instruments studies should implement rigorous sampling andrandomization techniques Golden et al (2014) recommend that future studies use larger samplesizes to improve their statistical power Although engaging in unbiased sampling recruitment andretention of students across professions can be logistically challenging (Mirick Davis ampWladkowski 2017 Rubin amp Babbie 2011) these investments will help to better assess outcomesand refine educational initiatives moving the field forward It is also important to emphasize thatalthough randomization is difficult given that IPE programs are often delivered as part of a semestercourse efforts should be made to incorporate a control group For example if the IPE is delivered asan aging course elective another section of the aging course where IPE is not delivered can be usedas a control group Internal validity would be limited but it would be a step forward from the non-experimental designs currently employed
Opportunities also exist for improving the implementation of IPE programs particularly whenprograms include field placements clinical rotations or partnerships with community agenciesSeveral of the articles included in this review recommend that programs continue to prioritize face-to-face small-group educational opportunities to connect health profession students and promoteinteractions among disciplines as it has been found to be an integral component of their IPE
18 S J BELTRAN AND V J MILLER
programming (eg Dorfman et al 2008) This recommendation is well-aligned with CAIPErsquosdefinition of IPE (Buring et al 2009) Kolomer et al (2010) and Poole et al (2013) also emphasizethe importance of developing or strengthening community partnerships It is important that whenIPE initiatives are implemented in the community special attention is paid to the sustainability andcontinuity of the resources and supports that the students and programs represent Includingfeedback from community members receiving care can be a constructive approach to assessingstudent learning and an effective component of the evaluation of IPE Simultaneously such feedbackcan help providers learn about the experiences of community members and effect of the programSoliciting feedback from community members as Rowan et al (2009) did in their program can alsohelp strengthen academicndashcommunity partnerships and support programmatic improvementsCommunity members may also be engaged in discussions about their needs and ways in whichacademicndashcommunity partners can remain involved between rounds of implementation which iscrucial to the quality and effect of the program on the community and on older adults
Finally future initiatives must consider the varying skills and knowledge that students from multipledisciplines possess and how to build curricula that supports all of their needs For example some of theprograms included in this review involved both BSW and MSW students and it is unclear whether lackof preparedness of BSW students to engage in some higher-level IPE activities emerged as a concern Thebenefits and limitations of combining BSW and MSW students in IPE experiences involving graduatestudents from other health professions merits further investigation Moreover nursing students witha strong scientific foundation and understanding of the biological and physiological components of agingmay lack understanding of the holistic socioeconomic psychosocial and behavioral aspects of agingwhich influence the health care decision-making process and are crucial in social work practice As suchnursing students ought to be engaged in coursework and curricula that addresses social influencespursues social change and maximizes the quality of life for older adults
Programs need to develop the infrastructure required to support interprofessional collaborations inresearch projects as well as in classrooms across levels of higher education so that social work facultyrsquosown practices mirror the interprofessional values they hope to impart onto students Jones and Phillips(2016) discussed the competencies of IPE as detailed by IPEC and provided a similar recommendationfor ldquodual and reciprocal appointments of faculty in schools of social work medicine public healthnursing and so forth hellip [and for] co-taught courses that bring together multiple faculty and studentsfrom a variety of disciplinesrdquo (p 26) Social work and nursing programs should build capacity forinterprofessional practice research and education This will require that leaders from various programscome together and discuss their accreditation mandates and work together to support the developmentof collaborations For example CSWE EPAS (2015) requires that social work faculty have 2 years of post-masterrsquos social work degree practice experience and other programs may have similar requirements thatwill dictate how to develop coteaching initiatives The need for program and profession leaders to cometogether has been previously expressed and can be found in the IPE literature (Clark 2011 Hall ampZierler 2015 Jensen Harvan amp Royeen 2009)
Conclusion
This is the first systematic review to examine interprofessional gerontological education program-ming within social work and nursing programs in the United States that can be located Findingsfrom this study highlight the current programs engaging in IPE to prepare gerontological andhealth care social workers as well as the effectiveness of such programming Overall thisliterature points to IPE educational initiatives as valuable and effective at increasing the self-awareness attitudes and skills of social work and nursing students engaged in gerontologicalpractice Moving forward the study of such initiatives should explore the benefits of IPE on long-term outcomes such as increased enrollment in further gerontology-specific studies (eg BSWstudents entering MSW aging concentrations) and on studentsrsquo readiness to practice with theolder adult population Ongoing examinations of the effect IPE initiatives have on the well-being
JOURNAL OF SOCIAL WORK EDUCATION 19
of older adults is also an area requiring continued research These interprofessional programsmay arm up-and-coming professionals with the skills and knowledge required to competentlycare for the growing population of aging Americans and for practicing within the health caresystem As such it is of paramount importance that social work programs infuse interprofessionaleducation into their programming and curricula and support faculty in their efforts to collabo-rate across departmental silos
Disclosure statement
No potential conflict of interest was reported by the authors
Notes on contributors
Susanny J Beltran PhD MSW is assistant professor with the School of Social Work University of Central FloridaVivian J Miller PhD LMSW is assistant professor with the Department of Human Services Bowling Green StateUniversity
References
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health and social work perspectives American Journal of Public Health 105(S1) S106ndashS108 doi102105AJPH2014302502
Aiguier G Oboeuf A Cobbaut J P amp Vanpee D (2015) Activity confrontation methods A reflexive andmetacognitive approach for interprofessional collaboration training Journal of Interprofessional Care 29(5)457ndash463 doi1031091356182020151004162
American Academy of Social Work amp Social Welfare (AASWSW) (2017) Close the health gap Retrieved from httpaaswsworggrand-challenges-initiative12-challengesclose-the-health-gap
Anderson M B amp Kanter S L (2010) Medical education in the united states and Canada 2010 Academic Medicine85(9) S2ndashS18
Angelini D J (2011) Interdisciplinary and interprofessional education What are the key issues and considerationsfor the future The Journal of Perinatal amp Neonatal Nursing 25(2) 175ndash179
daggerBalen R Rhodes C amp Ward L (2010) The power of stories Using narrative for interdisciplinary learning in healthand social care Social Work Education 29(4) 416ndash426 doi10108002615470902991742
daggerBekkema N de Veer A J Albers G Hertogh C M Onwuteaka-Philipsen B D amp Francke A L (2014)Training needs of nurses and social workers in the end-of-life care for people with intellectual disabilities a nationalsurvey Nurse Education Today 34(4) 494ndash500 doi101016jnedt201307018
daggerBellamy J L Mullen E J Satterfield J M Newhouse R P Ferguson M Brownson R C amp Spring B (2013)Implementing evidence-based practice education in social work A transdisciplinary approach Research on SocialWork Practice 23(4) 426ndash436 doi1011771049731513480528
daggerBennett E Hauck Y Radford G amp Bindahneem S (2016) An interprofessional exploration of nursing and socialwork roles when working jointly with families Journal of Interprofessional Care 30(2) 232ndash237 doi1031091356182020151115755
daggerBlacker S Head B A Jones B L Remke S S amp Supiano K (2016) Advancing hospice and palliative care socialwork leadership in interprofessional education and practice Journal of Social Work in End-Of-Life amp PalliativeCare 12(4) 316ndash330 doi1010801552425620161247771
Bonifas R P amp Gray A K (2013) Preparing social work students for interprofessional practice in geriatric healthcare Insights from two approaches Educational Gerontology 39(7) 476ndash490 doi101111ajag12106
daggerBoston G Croft B Mallikaaratchi W Mudd D Olsen A amp Toms-Ashcroft J (2010) NMC must sanction jointnursing and social work courses Learning Disability Practice (through 2013) 13(10) 6 doi107748ldp13106s11
daggerBronstein L R Anderson E Terwilliger S H amp Sager K (2012) Evaluating a model of school-based health andsocial services An interdisciplinary communityndashuniversity collaboration Children amp Schools 34(3) 155ndash165doi101093cscds004
Brooks J Fox D P amp Okagbue-Reaves J (2009) Best practices for an interdisciplinary team-taught courseEducational Gerontology 35 818ndash830 doi10108003601270902821350
Bureau of Labor Statistics US Department of Labor (2017) Healthcare Social Workers Occupational EmploymentStatistics 2017 Edition Retrieved from httpswwwblsgovoes2017mayoes211022htm
20 S J BELTRAN AND V J MILLER
daggerBurrow S Mairs H Pusey H Bradshaw T amp Keady J (2016) Continuing professional education Motivationsand experiences of health and social care professionalrsquos part-time study in higher education A qualitative literaturereview International Journal of Nursing Studies 63 139ndash145 doi101016jijnurstu201608011
Buring S M Bhushan A Broeseker A Conway S Duncan-Hewitt W Hansen L amp Westberg S (2009)Interprofessional education definitions student competencies and guidelines for implementation AmericanJournal of Pharmaceutical Education 73(4) 59 doi105688aj730459
daggerChan E A Lam W amp Yeung S K S L (2013) Interprofessional competence A qualitative exploration of socialwork and nursing studentsrsquo experience Journal of Nursing Education 52(9) 509ndash515 doi10392801484834-20130823-01
Chan E A Mok E Po-ying A H amp Man-chun J H (2009) The use of interdisciplinary seminars for thedevelopment of caring dispositions in nursing and social work students Journal of Advanced Nursing 65(12)2658ndash2667 doi101111j1365-2648200905121x
Chan E A Chi S P M Ching S amp Lam S K (2010) Interprofessional education The interface of nursing andsocial work Journal of Clinical Nursing 19(12) 168ndash176
daggerChicorelli J Dennie A Heinrich C Hinchey B Honarparvar F Jennings M hellip Tempelman J (2016)Canadian student leadersrsquo perspective on interprofessional education A consensus statement Journal ofInterprofessional Care 30(4) 545ndash547 doi1031091356182020161159187
daggerChodosh J Price R M Cadogan M P Damron-Rodriguez J Osterweil D Czerwinski A hellip Frank J C(2015) A practice improvement education program using a mentored approach to improve nursing facilitydepression caremdashpreliminary data Journal of the American Geriatrics Society 63(11) 2395ndash2399 doi101111jgs13775
Christensen K Doblhammer G Rau R amp Vaupel J W (2009) Ageing populations the challenges ahead TheLancet 374(9696) 1196ndash1208 doi101016S0140-6736(09)61460-4
daggerClark K Congdon H B Macmillan K Gonzales J P amp Guerra A (2015) Changes in perceptions and attitudesof healthcare profession students pre and post academic course experience of team-basedrsquocare for the critically IllrsquoJournal of Professional Nursing 31(4) 330ndash339 doi101016jprofnurs201501006
Clark P G (2011) The devil is in the details The seven deadly sins of organizing and continuing interprofessionaleducation in the US Journal of Interprofessional Care 25(5) 321ndash327 doi103109135618202011578223
daggerClarke B A Miers M E Pollard K C amp Thomas J (2007) Complexities of learning together Studentsrsquoexperience of face-to-face interprofessional groups Learning in Health and Social Care 6(4) 202ndash212doi101111j1473-6861200700162x
daggerCohen E V Hagestuen R Gonzaacutelez-Ramos G Cohen H W Bassich C Book E hellip Giroux M (2016)Interprofessional education increases knowledge promotes team building and changes practice in the care ofParkinsonrsquos disease Parkinsonism amp Related Disorders 22 21ndash27 doi101016jparkreldis201511001
Colby S L amp Ortman J M (2014) Projections of the size and composition of the US population 2014 to 2060Current population reports P25-1143 Washington DC US Census Bureau
Conti G Bowers C OrsquoConnell M B Bruer S Bugdalski-Stutrud C Smith G hellip Mendez J (2016) Examiningthe effects of an experiential interprofessional education activity with older adults Journal of Interprofessional Care30(2) 184ndash190 doi1031091356182020151092428
daggerCopperman J amp Newton P D (2007) Linking social work agency perspectives on interprofessional education intoa school of nursing and midwifery Journal of Interprofessional Care 21(2) 141ndash154 doi10108013561820701197522
Council on Education for Public Health (2011) Accreditation criteria public health programs Retrieved from httpwwwcephorgpdfPHP-Criteria-2011pdf
Council on Social Work Education (CSWE) (2015) Educational policy and accreditation standards Retrieved fromhttpswwwcsweorggetattachmentAccreditationAccreditation-Process2015-EPAS2015EPAS_Web_FINALpdfaspx
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Council on Social Work Education (CSWE) (nd) About the gero-ed center Retrieved from httpswwwcsweorgCenters-InitiativesCentersGero-Ed-CenterAbout
daggerCurran V R Sharpe D Flynn K amp Button P (2010) A longitudinal study of the effect of an interprofessionaleducation curriculum on student satisfaction and attitudes towards interprofessional teamwork and educationJournal of Interprofessional Care 24(1) 41ndash52 doi10310913561820903011927
Dall T M Gallo P D Chakrabarti R West T Semilla A P amp Storm M V (2013) An aging population andgrowing disease burden will require a large and specialized health care workforce by 2025 Health Affairs 32(11)2013ndash2020 doi101377hlthaff20130714
Damron-Rodriguez J (2008) Developing competence for nurses and social workers The American Journal ofNursing 108 40ndash46 doi10109701NAJ000033641383366e0
daggerDay M R Bantry-White E amp Glavin P (2010) Professional Protection of vulnerable adults an interdisciplinaryworkshop Community Practitioner 83(9) 29ndash32
JOURNAL OF SOCIAL WORK EDUCATION 21
De Los Santos M McFarlin C D amp Martin L (2014) Interprofessional education and service learning A modelfor the future of health professions education Journal of Interprofessional Care 28(4) 374ndash375 doi103109135618202014889102
daggerDerbyshire J A amp Machin A I (2011) Learning to work collaboratively nursesrsquo views of their pre-registrationinterprofessional education and its impact on practice Nurse Education in Practice 11(4) 239ndash244 doi101016jnepr201011010
Dorfman L T Murty S A Ingram J G amp Li H (2008) Faculty and community partners in gerontologicalcurriculum enrichment Educational Gerontology 12 1087ndash1104 doi10108003601270802201398
Dow A A DiazGranados D Mazmanian P E amp Retchin S M (2014) An exploratory study of an assessment toolderived from the competencies of the interprofessional education collaborative Journal of Interprofessional Care28 299ndash304 doi103109135618202014891573
daggerDutton A J amp Worsley A R (2009) Doves and hawks Practice educatorsrsquo attitudes towards interprofessionallearning Learning in Health and Social Care 8(3) 145ndash153 doi101111j1473-6861200800204x
daggerEckstrom E Neal M B Cotrell V Casey C M McKenzie G Morgove M W hellip Lasater K (2016) Aninterprofessional approach to reducing the risk of falls through enhanced collaborative practice Journal of theAmerican Geriatrics Society 64(8) 1701ndash1707 doi101111jgs14178
Ellman M S Schulman-Green D Blatt L Asher S Viveiros D Clark J amp Bia M (2012) Using online learningand interactive simulation to teach spiritual and cultural aspects of palliative care to interprofessional studentsJournal of Palliative Medicine 15(11) 1240ndash1247 doi101089jpm20120038
daggerFilies G C Yassin Z amp Frantz J M (2016) Studentsrsquo views of learning about an interprofessional world cafeacutemethod African Journal of Health Professions Education 8(2) 229ndash233 doi107196AJHPE2016v8i2844
Forrest C amp Derrick C (2010) Interdisciplinary education in end-of-life care Creating new opportunities for socialwork nursing and clinical pastoral education students Journal of Social Work in End-Of-Life amp Palliative Care 6(1ndash2) 91ndash116 doi101080155242562010489224
daggerGalambos C (2008) From the editor the joint social worknursing caregiver initiative Opportunities for social workeducation Journal of Social Work Education 44(sup3) 1ndash4 doi105175JSWE2008773247701
Golden A G Gammonley D Hunt D Olsen E amp Barry Issenberg S (2014) The attitudes of graduate healthcarestudents toward older adults personal aging health care reform and interprofessional collaboration Journal ofInterprofessional Care 28(1) 40ndash44 doi103109135618202013830595
Gould P R Lee Y Berkowitz S amp Bronstein L (2015) Impact of a collaborative interprofessional learningexperience upon medical and social work students in geriatric health care Journal of Interprofessional Care 29(4)372ndash373 doi103109135618202014962128
daggerGrady C Danis M Soeken K L OrsquoDonnell P Taylor C Farrar A amp Ulrich C M (2008) Does ethicseducation influence the moral action of practicing nurses and social workers The American Journal of Bioethics 8(4) 4ndash11 doi10108015265160802166017
daggerGroessl J (2013) An interdisciplinary ethics module for MSW and nursing students Social Work Education 32(5)639ndash649 doi101080026154792012695342
Hall L W amp Zierler B K (2015) Interprofessional education and practice guide no 1 developing faculty toeffectively facilitate interprofessional education Journal of Interprofessional Care 29(1) 3ndash7 doi103109135618202014937483
daggerHall P Brajtman S Weaver L Grassau P A amp Varpio L (2014) Learning collaborative teamwork an argumentfor incorporating the humanities Journal of Interprofessional Care 28(6) 519ndash525 doi103109135618202014915513
daggerHaskins A M (2008) An exploration of satisfaction psychological stress and readiness for interprofessional learningin medical nursing allied health and social work students in an interprofessional health care course Available fromProQuest Dissertations and Theses
Head B A Schapmire T Earnshaw L Faul A Hermann C Jones C hellip Pfeiffer M (2016) Evaluation of aninterdisciplinary curriculum teaching team-based palliative care integration in oncology Journal of CancerEducation 31(2) 358ndash365 doi101007s13187-015-0799-y
daggerHead B A Schapmire T Hermann C Earnshaw L Faul A Jones C hellip Pfeifer M (2014) The interdisciplinaryCurriculum for Oncology Palliative Care Education (iCOPE) meeting the challenge of interprofessional educationJournal of Palliative Medicine 17(10) 1107ndash1114 doi101089jpm20140070
Heflin M T Pinheiro S O Konrad T R Egerton E O Thornlow D K White H K amp McConnell E J (2014)Design and evaluation of a prelicensure interprofessional course on improving care transitions Gerontology ampGeriatrics Education 35(1) 41ndash63 doi101080027019602013831349
daggerHemmings A Beckett G Kennerly S amp Yap T (2013) Building a community of research practice Intragroupteam social dynamics in interdisciplinary mixed methods Journal of Mixed Methods Research 7(3) 261ndash273 doihttp1011772F15586898134784681011772F1558689813478468
daggerHenderson S Dalton M amp Cartmel J (2016) Using interprofessional learning for continuing education devel-opment and evaluation of the graduate certificate program in health professional education for clinicians Journal ofContinuing Education in the Health Professions 36(3) 211ndash217 doi101097CEH0000000000000093
22 S J BELTRAN AND V J MILLER
Hermann C P Head B A Black K amp Singleton K (2016) Preparing nursing students for interprofessionalpractice the interdisciplinary curriculum for oncology palliative care education Journal of Professional Nursing 32(1) 62ndash71 doi101016jprofnurs201506001
Heuer A J Geisler S L Kamienski M Langevin D amp OrsquoSullivan M (2010) Introducing medical students to theinterdisciplinary health care team piloting a case-based approach Journal of Allied Health 39(2) 76ndash80
daggerHirst S P Lane A M amp Stares B (2012) Gerontological content in Canadian nursing and social work programsCanadian Geriatrics Journal CGJ 15(1) 8 doi105770cgj1521
daggerHolt J Coates C Cotterill D Eastburn S Laxton J Mistry H amp Young C (2010) Identifying commoncompetences in health and social care An example of multi-institutional and inter-professional working NurseEducation Today 30(3) 264ndash270 doi101016jnedt200909006
Hooyman N amp Diwan S (2009) A planned change model CSWE curricular and programmatic developmentprograms In N Hooyman (Ed) Transforming social work education The first decade of the Hartford geriatric socialwork initiative (pp 99ndash102) Alexandria VA Council on Social Work Education Press
daggerHoracek T Brann L Erdman M Middlemiss M A amp Raj S (2009) Interprofessional learning communityEducating dietetic and other health profession students through an interdisciplinary service-learning experienceTopics in Clinical Nutrition 24(1) 6ndash15 doi101097TIN0b013e3181977fae
Institute of Medicine (IOM) (2008) Retooling for an aging America Building the health care workforce WashingtonDC National Academy Press
Interprofessional Education Collaborative (IPEC) (2016) Core competencies for interprofessional collaborative practice2016 update Washington DC Author
Jensen G M Harvan R A amp Royeen C B (2009) Interprofessional education Context complexity and challengeLeadership in interprofessional education and practice Salisbury MA Jones and Bartlett Publishers LLC
daggerJones B Phillips F Head B A Hedlund S Kalisiak A Zebrack B hellip Otis-Green S (2014) Enhancingcollaborative leadership in palliative social work in oncology Journal of Social Work in End-Of-Life amp PalliativeCare 10(4) 309ndash321 doi101080155242562014975319
Jones B amp Phillips F (2016) Social work and interprofessional education in health care A call for continuedleadership Journal of Social Work Education 52(1) 18ndash29 doi1010801043779720161112629
daggerJotkowitz A amp Gesundheit B (2008) Comforting presence The role of nurses and social workers in clinical ethicsThe American Journal of Bioethics 8(4) 14ndash15 doi10108015265160802147124
daggerJuujaumlrvi S Pesso K amp Myyry L (2011) Care-based ethical reasoning among first-year nursing and social servicesstudents Journal of Advanced Nursing 67(2) 418ndash427 doi101111j1365-2648201005461x
daggerKaasalainen S Willison K Wickson-Griffiths A amp Taniguchi A (2015) The evaluation of a national interprofes-sional palliative care workshop Journal of Interprofessional Care 29(5) 494ndash496 doi103109135618202014998364
daggerKent F Drysdale P Martin N amp Keating J L (2014) The mixed-discipline aged-care student clinic An authenticinterprofessional learning initiative Journal of Allied Health 43(1) 51ndash56
daggerKenward L amp Stiles M (2009) Intermediate care An interprofessional education opportunity in primary careJournal of Interprofessional Care 23(6) 668ndash671 doi10310913561820802634761
daggerKinnair D J Anderson E S amp Thorpe L N (2012) Development of interprofessional education in mental healthpractice Adapting the leicester model Journal of Interprofessional Care 26(3) 189ndash197 doi103109135618202011647994
daggerKnight A (2013) Interprofessonal education Two analyses of revised instruments comparisons of professions andeffectiveness of an interprofessional health care course The University of North Dakota Theses and Dissertations
Kolomer S Quinn M E amp Steele K (2010) Interdisciplinary health fairs for older adults and the value ofinterprofessional service learning Journal of Community Practice 18(2ndash3) 267ndash279 doi101080107054222010485863
daggerLam W Chan E A amp Yeung K S (2013) Implications for school nursing through interprofessional education andpractice Journal of Clinical Nursing 22(13ndash14) 1988ndash2001 doi101111jocn12163
daggerLapum J Hamzavi N Veljkovic K Mohamed Z Pettinato A Silver S amp Taylor E (2012) A performative andpoetical narrative of critical social theory in nursing education An ending and threshold of social justice NursingPhilosophy 13(1) 27ndash45 doi101111j1466-769X201100520x
daggerLeigh J A (2014) Reconstructing practice-based educator roles through effective practicendasheducation partnershipsJournal of Clinical Nursing 23(13ndash14) 1767ndash1769 doi101111jocn12381
Levit L A Balogh E Nass S J amp Ganz P (Eds) (2013) Delivering high-quality cancer care charting a new coursefor a system in crisis (pp 7ndash8) Washington DC National Academies Press
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2007) Interprofessional education on a training ward for older peopleStudentsrsquo conceptions of nurses occupational therapists and social workers Journal of Interprofessional Care 21(4)387ndash399 doi10108013561820701349420
daggerLidskog M Loumlfmark A amp AhlstroumlM G (2008) Learning about each other Studentsrsquo conceptions before and afterinterprofessional education on a training ward Journal of Interprofessional Care 22(5) 521ndash533 doi10108013561820802168471
JOURNAL OF SOCIAL WORK EDUCATION 23
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2008) Studentsrsquo learning experiences from interprofessional collaborationon a training ward in municipal care Learning in Health and Social Care 7(3) 134ndash145 doi101111j1473-6861200800181x
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2009) Learning through participating on an interprofessional trainingward Journal of Interprofessional Care 23(5) 486ndash497 doi10108013561820902921878
Lockeman K S Dow A W DiazGranados D McNielly D P Nickol D Koehn M L amp Knab M S (2016)Refinement of the IPEC competency self-assessment survey Results from a multi-institutional study Journal ofInterprofessional Care 30(6) 726ndash731 doi1010801356182020161220928
Lustig T A (2013) Statement before the commission on long term care Retrieved from httpltccommissionorgltccommissionwp-contentuploads201312Tracy-Lustig
daggerMacKenzie D E Doucet S Nasser S Godden-Webster A L Andrews C amp Kephart G (2014) Collaborationbehind-the-scenes key to effective interprofessional education Journal of Interprofessional Care 28(4) 381ndash383doi103109135618202014890923
MacRae N amp Pardue K T (2007) Use of readers theater to enhance interdisciplinary geriatric educationEducational Gerontology 33(6) 529ndash536 doi10108003601270701328920
daggerManusov E Ronnau J Vela L Lydia A amp Galke C (2015) Engagement and co-production Building aninter-professional integrated medical education and clinical practice International Journal of Integrated Care 15(5)doi105334ijic2105
daggerMcLeod D Curran J Dumont S White M amp Charles G (2014) The Interprofessional Psychosocial OncologyDistance Education (IPODE) project perceived outcomes of an approach to healthcare professional educationJournal of Interprofessional Care 28(3) 254ndash259 doi103109135618202013863181
Mirick R G Davis A amp Wladkowski S P (2017) Understanding sampling and recruitment in social workdissertation research Advances in Social Work 18(2) 415ndash436 doi101806021167
Moher D Liberati A Tetzlaff J Altman D G amp PRISMA Group (2009) Preferred reporting items for systematicreviews and meta-analyses the PRISMA statement PLoS Medicine 6(7) e1000097
daggerMorton S (2016) Inter-professional education A missed opportunity Community Practitioner the Journal of theCommunity Practitionersrsquoamp Health Visitorsrsquo Association 89(7) 28
daggerMunoz C C DoBroka C C amp Mohammad S (2009) Development of a multidisciplinary course in culturalcompetence for nursing and human service professions Journal of Nursing Education 48(9) 495ndash503 doi10392801484834-20090610-03
Murphy J I amp Nimmagadda J (2015) Partnering to provide simulated learning to address InterprofessionalEducation Collaborative core competencies Journal of Interprofessional Care 29(3) 258ndash259 doi103109135618202014942779
daggerNewton J M Cross W M White K Ockerby C amp Billett S (2011) Outcomes of a clinical partnership modelfor undergraduate nursing students Contemporary Nurse 39(1) 119ndash127 doi105172conu2011391119
daggerOdegard P S Robins L Murphy N Belza B Brock D Gallagher T H hellip Mitchell P (2009) Interprofessionalinitiatives at the University of Washington American Journal of Pharmaceutical Education 73(4) 63 doi105688aj730463
daggerOlsson M Persson M Kaila P Wikmar L N amp Bostroumlm C (2013) Studentsrsquo expectations when entering aninterprofessional masterrsquos degree program for health professionals a qualitative study Journal of Allied Health 42(1) 3ndash9
daggerOtis-Green S Yang E amp Lynne L (2013) ACE projectmdashadvocating for clinical excellence creating change in thedelivery of palliative care OMEGA-Journal of Death and Dying 67(1ndash2) 5ndash19 doi1021902FOM671-2b
daggerPareacute L Maziade J Pelletier F Houle N amp Iloko-Fundi M (2012) Training in interprofessional collaborationPedagogic innovation in family medicine units Canadian Family Physician 58(4) e203ndashe209
Park J Hawkins M Hamlin E Hawkins W amp Bamdas J A M (2014) Developing positive attitudes towardinterprofessional collaboration among students in the health care professions Educational Gerontology 40(12)894ndash908 doi101080036012772014908619
daggerParker V A amp Geron S M (2007) Cultural competence in nursing homes Issues and implications for educationGerontology amp Geriatrics Education 28(2) 37ndash54 doi101300J021v28n02_04
daggerPhillips J MacGiollaRi D amp Callaghan S (2012) Encouraging research in social work Narrative as the threadintegrating education and research in social work Social Work Education 31(6) 785ndash793 doi101080026154792012695200
daggerPollard K C Miers M E amp Rickaby C (2012) ldquoOh why didnrsquot I take more noticerdquo Professionalsrsquo views andperceptions of pre-qualifying preparation for interprofessional working in practice Journal of InterprofessionalCare 26(5) 355ndash361 doi103109135618202012689785
daggerPoole J Rife J C Pearson F amp Moore W R (2009) Developing community partnerships with religiouslyaffiliated organizations to address aging needs A case study of the congregational social work education initiativeSocial Work amp Christianity 36(2) 176-191
24 S J BELTRAN AND V J MILLER
Poole J Rife J C Pearson F Moore L Reaves A M amp Moore W (2013) Innovative social work field educationin congregational and community-based settings serving persons fifty-five+ an interdisciplinary training initiativefor BSW and MSW Students Social Work and Christianity 40(4) 404
daggerPulsford D Hope K amp Thompson R (2007) Higher education provision for professionals working with peoplewith dementia a scoping exercise Nurse Education Today 27(1) 5ndash13 doi101016jnedt200602003
Reeves S Zwarenstein M Goldman J Barr H Freeth D Koppel I amp Hammick M (2010) The effectiveness ofinterprofessional education Key findings from a new systematic review Journal of Interprofessional Care 24230ndash241 doi10310913561820903163405
daggerRobins L Brock D M Gallagher T Kartin D Lindhorst T Odegard P hellip Belza B (2008) Piloting teamsimulations to assess interprofessional skills Journal of Interprofessional Care 22(3) 325ndash328 doi10108013561820801886438
Rogers A T Gualco K J Hinckle C amp Baber R L (2013) Cultivating interest and competency in gerontologicalsocial work Opportunities for undergraduate education Journal of Gerontological Social Work 56(4) 335ndash355doi101080016343722013775989
Rowan N L Gillette P D Faul A C Yankeelov P A Borders K W Deck S hellip Wiegand M (2009)Innovative interdisciplinary training in and delivery of evidence-based geriatric services Creating a bridge withsocial work and physical therapy Gerontology amp Geriatrics Education 30(3) 187ndash204 doi10108002701960903133448
Rubin A amp Babbie E R (2011) Research methods for social work (7th ed) Belmont CA BrooksColedaggerSalm T Greenberg H Pitzel M amp Cripps D (2010) Interprofessional education internships in schools Jump
starting change Journal of Interprofessional Care 24(3) 251ndash263 doi10310913561820903051469daggerSchwartz E S Baugh J J Honsky J amp Luebbers E (2015) A patient advocacy program established through an
interprofessional student-run free clinic Journal of Health Care for the Poor and Underserved 26(1) 300ndash308doi101353hpu20150024
daggerSedgwick M (2011) Rural hospital interdisciplinary team membersrsquo experience of undergraduate nursing preceptor-ship A qualitative descriptive study Nurse Education in Practice 11(4) 278ndash282 doi101016jnepr201101004
daggerSelle K M Salamon K Boarman R amp Sauer J (2008) Providing interprofessional learning through interdisci-plinary collaboration The role of ldquomodellingrdquo Journal of Interprofessional Care 22(1) 85ndash92 doi10108013561820701714755
Sheppard K D Ford C R Sawyer P Foley K T Harada C N Brown C J amp Ritchie C S (2015) Theinterprofessional clinical experience interprofessional education in the nursing home Journal of InterprofessionalCare 29(2) 170ndash172 doi103109135618202014942776
daggerSims D (2011a) Achieving collaborative competence through interprofessional education Lessons learned fromjoint training in learning disability nursing and social work Social Work Education 30(1) 98ndash112 doi10108002615471003748056
daggerSims D (2011b) Reconstructing professional identity for professional and interprofessional practice A mixedmethods study of joint training programmes in learning disability nursing and social work Journal ofInterprofessional Care 25(4) 265ndash271 doi103109135618202011571352
daggerSmith R A amp Pilling S (2007) Allied health graduate programndashsupporting the transition from student toprofessional in an interdisciplinary program Journal of Interprofessional Care 21(3) 265ndash276 doi10108013561820701259116
daggerStepney P Callwood I Ning F amp Downing K (2011) Learning to collaborate a study of nursing studentsrsquoexperience of inter-professional education at one UK university Educational Studies 37(4) 419ndash434 doi101080030556982010539669
Supiano K P (2013) Weaving interdisciplinary and discipline-specific content into palliative care education Onesuccessful model for teaching end-of-life care Journal of Death and Dying 67(1ndash2) 201ndash206 doi102190OM671-2x
daggerSweigart L I Umoren R A Scott P J Carlton K H Jones J A Truman B amp Gossett E J (2016) VirtualTeamSTEPPSreg simulations produce teamwork attitude changes among health professions students Journal ofNursing Education 55(1) 31ndash35 doi10392801484834-20151214-08
daggerTan Z S Damron-Rodriguez J Cadogan M Gans D Price R M Merkin S S hellip Chodosh J (2017) Team-Based interprofessional competency training for dementia screening and management Journal of the AmericanGeriatrics Society 65(1) 207ndash211 doi101111jgs14540
daggerTew J Holley T amp Caplen P (2012) Dialogue and challenge Involving service users and carers in small grouplearning with social work and nursing students Social Work Education 31(3) 316ndash330 doi101080026154792011557429
daggerThompson B M Bratzler D W Fisher M J Torres A Faculty E P I C amp Sparks R A (2016) Workingtogether using a unique approach to evaluate an interactive and clinic-based longitudinal interprofessionaleducation experience with 13 professions Journal of Interprofessional Care 30(6) 754ndash761 doi1010801356182020161227962
JOURNAL OF SOCIAL WORK EDUCATION 25
daggerTourse R W C Mooney J F Shindul-Rothschild J Prince J Pulcini J A Platt S amp Savransky H (2008) Theuniversitycommunity partnership Transdisciplinary course development Journal of Interprofessional Care 22(5)461ndash474 doi10108013561820802355615
daggerTraube D E Pohle C E amp Barley M (2012) Teaching evidence-based social work in foundation practice coursesLearning from pedagogical choices of allied fields Journal of Evidence-based Social Work 9(3) 241ndash259doi101080154337142010525417
daggervan Schaik S M Regehr G Eva K W Irby D M amp Orsquosullivan P S (2016) Perceptions of peer-to-peerinterprofessional feedback among students in the health professions Academic Medicine 91(6) 807ndash812doi101097ACM0000000000000981
Whitaker T Weismiller T amp Clark E (2006) Assuring the sufficiency of a frontline workforce A national study oflicensed social workers Washington DC National Association of Social Workers
daggerWilliams A Mostyn A amp Fyson R (2009) Nursing and social work studentsrsquo perceptions of lecturing by non-university practitioners Journal of Interprofessional Care 23(1) 98ndash100 doi10108013561820802278577
World Health Organization (WHO) (2010) Framework for action on interprofessional education amp collaborativepractice Geneva Switzerland World Health Organization Retrieved from httpwhqlibdocwhointhq2010WHO_HRH_HPN_103_engpdf
daggerYaffe M J Wolfson C amp Lithwick M (2009) Professions show different enquiry strategies for elder abusedetection Implications for training and interprofessional care Journal of Interprofessional Care 23(6) 646ndash654doi10310913561820902886279
daggerYamauchi T Takeshima T Hirokawa S Oba Y amp Koh E (2017) An educational program for nursing and socialwork students using artwork created by people with mental health problems International Journal of Mental Healthand Addiction 15(3) 503ndash513 doi101007s11469-016-9716-9
daggerYeung K S S Ho A P Y Lo M C H amp Chan E A (2009) Social work ethical decision making in aninter-disciplinary context British Journal of Social Work 40(5) 1573ndash1590 doi101093bjswbcp065
Young H M Siegel E O McCormick W C Fulmer T Harootyan L K amp Dorr D A (2011) Interdisciplinarycollaboration in geriatrics Advancing health for older adults Nursing Outlook 59(4) 243ndash250 doi101016joutlook201105006
daggerZorek J amp Raehl C (2013) Interprofessional education accreditation standards in the USA a comparative analysisJournal of Interprofessional Care 27(2) 123ndash130 doi103109135618202012718295
26 S J BELTRAN AND V J MILLER
satisfaction and educational efforts Dorfman et al (2008) implemented a supplementary ldquoGeroRichrdquoSocial Work education program In this program community collaborations were the interventionaimed to strengthen the aging-focused learning opportunities This study of advisory board membersand social work faculty members found that programs utilizing community collaborations improvedgerontological social work education and that this type of community partnership could benefitnursing programs as well (Dorfman et al 2008)
Across these studies students reported having positive experiences participating in both therequired and supplemental educational efforts (Addy Browne Blake amp Bailey 2015 GoldenGammonley Hunt Olsen amp Barry Issenberg 2014) These educational opportunities were foundto be enjoyable for students and highlighted important features of each respective discipline (Addyet al 2015 Golden et al 2014) Additionally students perceived that they had gained an under-standing of key health concepts following this collaboration (Addy et al 2015) Finally a state-of-the-science by Damron-Rodriguez (2008) found that shared learning between social work and nursingprograms may lend toward competency-based education however competence must be defined andassessed in an ongoing basis within schools of social work and schools of nursing
In conclusion the articles with a focus on student and faculty experiences described in this themereport that the broad scope of educational efforts between nursing social work and allied health careprofessions widens the understanding of students which promotes teamwork and comprehension ofcare best practices across disciplines Table 3 includes details of each study including the methodsparticipants data collection and key findings and recommendations
Critique of the literature
There are limitations to the articles included within this study that should be noted First there wasa lack of theoretical frameworks providing guidelines and boundaries for the programs used acrossall articles but one (Rowan et al 2009) The use of theoretical frameworks may challenge and extendexisting knowledge strengthening the work within the limits of each study conducted respectivelyFor example authors may have used the IPEC competencies to frame their program goals ordiscussed how their learning objectives align with the competencies that IPEC recommends forIPE and practice Second 7 of the 24 articles were review articles and lacked a procedure forconducting the study either as a mixed-methodological qualitative or quantitative study designThe lack of details makes it difficult for the reader to assess the comprehensiveness of the review andthe accuracy of the conclusions drawn Third all studies used purposive non-probability samplingtechniques Based on researchers selecting study participants or students self-selecting findingsfrom these studies may not be generalizable to students or universities across the nation Last manystudies reported findings based on self-reported subjective assessments (eg Forrest amp Derrick2010) The lack of rigorous summative assessments makes it difficult to assess actual changes inknowledge skills and attitudes resulting from the intervention
Discussion and implications
This systematic review provides a comprehensive summary of the literature published on inter-professional education initiatives that have been developed and implemented in an effort to bestprepare nursing and social work students for interprofessional gerontological practice (ie programdescriptions evaluation of programs and student and faculty responses) A total of 24 articles werereviewed These publications highlight the potential of IPE efforts to prepare students for geronto-logical practice and interdisciplinary teamwork as well as student and faculty receptiveness to suchefforts The small number of publications also highlights the particular need for increased actionaround IPE in gerontological social work education and for IPE programs to be evaluated andfindings disseminated to the research community The few initiatives identified in this review of theliterature represent programsrsquo attempts to fill educational gaps within their curricula There is a need
JOURNAL OF SOCIAL WORK EDUCATION 15
Table3
Stud
entandFaculty
Experiences
(n=5)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Brooks
etal(2009)
1Au
thorsaddressthebestpractices
forteaching
thecourse
titledAg
ing
toInfancyacross
universitiesfrom
four
states
2Thisarticle
presents
areview
ofthe
numberof
gerontolog
y-focused
coursesacross
universitiesin
these
states
1Ag
ingcurriculum
across
IndianaIllinois
Michigan
andOhio
2Thecourse
isaprerequisite
for
admission
tonu
rsing
occupatio
naltherapy
social
workand
dieteticsprog
rams
1Co
nceptualizationof
the
health
care
team
2Positiveintrod
uctio
nto
aging
3Redu
ctionin
agism
1Co
urse
midterm
sfin
als
andassign
ments
2Co
urse
review
s
1Manydisciplinesincluding
nursing
dieteticssocialworkand
occupatio
naltherapyreportsimilar
challeng
eswith
integrating
gerontolog
ical
contentinto
their
curriculum
2
Stud
ents
repo
rtthat
having
four
instructorsfrom
diffe
rent
health
profession
sgave
abroadversionof
allaspects
Dam
ron-Rodriguez
(2008)
Thisarticle
presentsastateof
the
sciencecapturingfin
ding
sfrom
previous
educationalapp
roachesto
preparingnu
rses
andsocialworkersfor
supp
ortin
gfamily
caregivers
3Nursing
4Social
Work(SW)
5Medicine
6CSWEandHartford
Geriatriccompetencies
that
specifically
mentio
nfamilysuchas
diversity
commun
ication
and
assessment
7Review
oftheliterature
from
thepast
decade
(1998ndash2008)
8Itwas
foun
dthat
competencein
geriatricsiscentraltointerdisciplinary
team
workShared
learning
may
behelpfulacrossdisciplines
9Recommendthat
afram
eworkfor
educatingandtraining
nurses
and
social
workerscontainfour
central
elem
entsw
hatho
ww
here
and
when
andho
wwell
Dorfm
anet
al(2008)
10M
ixed-m
etho
dsstud
yanalyzed
data
from
advisory
boardmem
bers
11A
dvisorybo
ardgu
idingcurriculum
includ
edsocial
workfaculty
commun
itypartnerso
lder
adults
PhDstud
entsand
agraduate
and
anun
dergradu
aterepresentative
129
faculty
questio
nnaires
respon
ses
131
1advisory
board
respon
ses
14Sup
portandsatisfaction
with
project
15Sug
gestions
regarding
sustainabilityandfuture
implem
entatio
n
16Q
uestionn
aire
adapted
from
theGeroRich
Project
17B
othgrou
psagreed
that
the
ldquoGeroRichrdquo
projectto
provideBSW
stud
ents
with
gero-education
coursesispo
sitiveforSW
curriculum
18A
utho
rsencouragethereplicationof
theprog
ram
with
nursingandother
alliedhealth
care
profession
als
Addy
etal(2015)
19Thisarticle
shares
mod
ificatio
nsmadeto
aninterdisciplinarycourse
andevaluatedchangesin
end-of-
course
evaluatio
nsfrom
stud
ents
from
year
2013
to2014
ofimplem
entatio
n
20M
edicine
21N
ursing
22P
harm
acy
23P
ublic
Health
24SocialW
ork
25P
rogram
levelvaried
262
013coho
rt(256)
272
014coho
rt(394)
28V
aluesethics
29R
olesrespo
nsibilities
30C
ommun
icationand
team
steam
work
31O
nlineend-of-cou
rse
evaluatio
n32Student
reflections
abou
tthecourse
33Studentsshared
they
enjoyedbeing
with
health
care
stud
entsacross
disciplines
34Studentsrsquoratin
gof
allcou
rse
itemssign
ificantlyimproved
from
2013
to2014
(Continued)
16 S J BELTRAN AND V J MILLER
Table3
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Goldenet
al(2014)
1Cross-sectionalsurveyof
stud
ent
grou
psrsquovaluesregardingolder
adults
2Thepu
rposeof
thisstud
ywas
todrivethedevelopm
entof
ageriatric-focused
interprofessional
collabo
ratio
n
35M
edicine(third
year)
(31)
36N
urse
practitioners
(NP)
(70)
37M
SWlevelsocial
work(131)
38A
ttitu
destoward
carin
gforolderadults
39A
ttitu
destoward
person
alaging
40A
ttitu
desabou
thealth
reform
legislation
41B
eliefsabou
tleadership
inIDT
42P
aper
andpencil
surveys
43G
eriatricsAttitud
eScale(GAS
)44R
eactions
toAg
ing
Questionn
aire
(RAQ
)45P
atient
Protectio
nand
Affordable
Care
Act
(PPA
CA)assessment
46R
esultsshow
that
theprofession
shared
similarattitud
estoward
person
alaging
andNPandSW
stud
ents
hadmorepo
sitive
attitud
esrelatedto
carin
gforolder
adultsthan
medicalstud
ents
Overallallscoreswerewith
inthe
neutralrange
ofattitud
e47V
arieddiffe
rences
wereidentifiedin
attitud
estowardleadership
andthe
effect
ofhealth
care
reform
48A
utho
rsem
phasizetheneed
forIPE
tohigh
light
thevaluesystem
sof
each
profession
involved
incare
team
s
JOURNAL OF SOCIAL WORK EDUCATION 17
to expand the depth and breadth of these efforts including access to programs duration ofprograms and gerontological topics of focus What follows is a discussion of recommendationsfor future research and education These recommendations come from the literature discussed aswell as the authorsrsquo additional recommendations
Social work educators and researchers have made significant efforts to develop and deliver IPE tostudents interested in aging practice but more is needed A major limitation in the current literaturestems from the lack of rigorous research methods employed in the design and evaluation of theeducational interventions (eg Dorfman et al 2008 Ellman et al 2012 Hermann et al 2016)Future educational initiatives should be developed based on explicitly stated IPEC competencies andevaluated for effectiveness using more rigorous methods One way to achieve this may be throughthe use of validated and reliable assessment tools such as the IPEC Competency Self-Assessmenttool derived from IPEC competencies Developed by Dow DiazGranados Mazmanian and Retchin(2014) the tool measures students on 42 core competencies across two domains interprofessionalinteractions and interprofessional values
Even though differences in professional mandates add complexity to decisions about whichcompetencies to measure (Hermann et al 2016) several disciplines have made efforts to establishassessment measures based on interprofessional collaborative efforts (eg Lockeman et al 2016)Social work gerontology educators should take advantage of these developments by using themwithin and across departments at the university level In addition social workers with theircommitment to a biopsychosocial approach are well-positioned to initiate and steer collaborativeefforts related to the development of such measures Further efforts have been made to identifycompetencies relevant to both nursing and social work to develop a framework for education Thiswas done for example by Damron-Rodriguez (2008) with a focus on preparing nurses and socialworkers to support older adult family caregivers Future research should be conducted to identifycompetencies most important to interprofessional gerontological health care practice relevant acrossmultiple disciplines and settings and how to measure them
Social desirability bias is another concern across the articles included within this study Kolomeret al (2010) discussed the risk for socially desirable responses associated with having the IPEinitiatives be part of a graded course This risk is magnified by the use of subjective measuressuch as self-assessments and untested instruments (eg Hermann et al 2016) To minimize thisrisk objective measures using standardized instruments should be employed whenever possibleA standardized instrument recommended for future use in some of the articles reviewed is theGeriatric Social Work Competency Scale II (eg Brooks et al 2009 Damron-Rodriguez 2008)Head et al (2016) recommended that future research measure the long-term effect of the IPEinterventions
In addition to standardized instruments studies should implement rigorous sampling andrandomization techniques Golden et al (2014) recommend that future studies use larger samplesizes to improve their statistical power Although engaging in unbiased sampling recruitment andretention of students across professions can be logistically challenging (Mirick Davis ampWladkowski 2017 Rubin amp Babbie 2011) these investments will help to better assess outcomesand refine educational initiatives moving the field forward It is also important to emphasize thatalthough randomization is difficult given that IPE programs are often delivered as part of a semestercourse efforts should be made to incorporate a control group For example if the IPE is delivered asan aging course elective another section of the aging course where IPE is not delivered can be usedas a control group Internal validity would be limited but it would be a step forward from the non-experimental designs currently employed
Opportunities also exist for improving the implementation of IPE programs particularly whenprograms include field placements clinical rotations or partnerships with community agenciesSeveral of the articles included in this review recommend that programs continue to prioritize face-to-face small-group educational opportunities to connect health profession students and promoteinteractions among disciplines as it has been found to be an integral component of their IPE
18 S J BELTRAN AND V J MILLER
programming (eg Dorfman et al 2008) This recommendation is well-aligned with CAIPErsquosdefinition of IPE (Buring et al 2009) Kolomer et al (2010) and Poole et al (2013) also emphasizethe importance of developing or strengthening community partnerships It is important that whenIPE initiatives are implemented in the community special attention is paid to the sustainability andcontinuity of the resources and supports that the students and programs represent Includingfeedback from community members receiving care can be a constructive approach to assessingstudent learning and an effective component of the evaluation of IPE Simultaneously such feedbackcan help providers learn about the experiences of community members and effect of the programSoliciting feedback from community members as Rowan et al (2009) did in their program can alsohelp strengthen academicndashcommunity partnerships and support programmatic improvementsCommunity members may also be engaged in discussions about their needs and ways in whichacademicndashcommunity partners can remain involved between rounds of implementation which iscrucial to the quality and effect of the program on the community and on older adults
Finally future initiatives must consider the varying skills and knowledge that students from multipledisciplines possess and how to build curricula that supports all of their needs For example some of theprograms included in this review involved both BSW and MSW students and it is unclear whether lackof preparedness of BSW students to engage in some higher-level IPE activities emerged as a concern Thebenefits and limitations of combining BSW and MSW students in IPE experiences involving graduatestudents from other health professions merits further investigation Moreover nursing students witha strong scientific foundation and understanding of the biological and physiological components of agingmay lack understanding of the holistic socioeconomic psychosocial and behavioral aspects of agingwhich influence the health care decision-making process and are crucial in social work practice As suchnursing students ought to be engaged in coursework and curricula that addresses social influencespursues social change and maximizes the quality of life for older adults
Programs need to develop the infrastructure required to support interprofessional collaborations inresearch projects as well as in classrooms across levels of higher education so that social work facultyrsquosown practices mirror the interprofessional values they hope to impart onto students Jones and Phillips(2016) discussed the competencies of IPE as detailed by IPEC and provided a similar recommendationfor ldquodual and reciprocal appointments of faculty in schools of social work medicine public healthnursing and so forth hellip [and for] co-taught courses that bring together multiple faculty and studentsfrom a variety of disciplinesrdquo (p 26) Social work and nursing programs should build capacity forinterprofessional practice research and education This will require that leaders from various programscome together and discuss their accreditation mandates and work together to support the developmentof collaborations For example CSWE EPAS (2015) requires that social work faculty have 2 years of post-masterrsquos social work degree practice experience and other programs may have similar requirements thatwill dictate how to develop coteaching initiatives The need for program and profession leaders to cometogether has been previously expressed and can be found in the IPE literature (Clark 2011 Hall ampZierler 2015 Jensen Harvan amp Royeen 2009)
Conclusion
This is the first systematic review to examine interprofessional gerontological education program-ming within social work and nursing programs in the United States that can be located Findingsfrom this study highlight the current programs engaging in IPE to prepare gerontological andhealth care social workers as well as the effectiveness of such programming Overall thisliterature points to IPE educational initiatives as valuable and effective at increasing the self-awareness attitudes and skills of social work and nursing students engaged in gerontologicalpractice Moving forward the study of such initiatives should explore the benefits of IPE on long-term outcomes such as increased enrollment in further gerontology-specific studies (eg BSWstudents entering MSW aging concentrations) and on studentsrsquo readiness to practice with theolder adult population Ongoing examinations of the effect IPE initiatives have on the well-being
JOURNAL OF SOCIAL WORK EDUCATION 19
of older adults is also an area requiring continued research These interprofessional programsmay arm up-and-coming professionals with the skills and knowledge required to competentlycare for the growing population of aging Americans and for practicing within the health caresystem As such it is of paramount importance that social work programs infuse interprofessionaleducation into their programming and curricula and support faculty in their efforts to collabo-rate across departmental silos
Disclosure statement
No potential conflict of interest was reported by the authors
Notes on contributors
Susanny J Beltran PhD MSW is assistant professor with the School of Social Work University of Central FloridaVivian J Miller PhD LMSW is assistant professor with the Department of Human Services Bowling Green StateUniversity
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20 S J BELTRAN AND V J MILLER
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Chan E A Mok E Po-ying A H amp Man-chun J H (2009) The use of interdisciplinary seminars for thedevelopment of caring dispositions in nursing and social work students Journal of Advanced Nursing 65(12)2658ndash2667 doi101111j1365-2648200905121x
Chan E A Chi S P M Ching S amp Lam S K (2010) Interprofessional education The interface of nursing andsocial work Journal of Clinical Nursing 19(12) 168ndash176
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Christensen K Doblhammer G Rau R amp Vaupel J W (2009) Ageing populations the challenges ahead TheLancet 374(9696) 1196ndash1208 doi101016S0140-6736(09)61460-4
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Damron-Rodriguez J (2008) Developing competence for nurses and social workers The American Journal ofNursing 108 40ndash46 doi10109701NAJ000033641383366e0
daggerDay M R Bantry-White E amp Glavin P (2010) Professional Protection of vulnerable adults an interdisciplinaryworkshop Community Practitioner 83(9) 29ndash32
JOURNAL OF SOCIAL WORK EDUCATION 21
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Ellman M S Schulman-Green D Blatt L Asher S Viveiros D Clark J amp Bia M (2012) Using online learningand interactive simulation to teach spiritual and cultural aspects of palliative care to interprofessional studentsJournal of Palliative Medicine 15(11) 1240ndash1247 doi101089jpm20120038
daggerFilies G C Yassin Z amp Frantz J M (2016) Studentsrsquo views of learning about an interprofessional world cafeacutemethod African Journal of Health Professions Education 8(2) 229ndash233 doi107196AJHPE2016v8i2844
Forrest C amp Derrick C (2010) Interdisciplinary education in end-of-life care Creating new opportunities for socialwork nursing and clinical pastoral education students Journal of Social Work in End-Of-Life amp Palliative Care 6(1ndash2) 91ndash116 doi101080155242562010489224
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Golden A G Gammonley D Hunt D Olsen E amp Barry Issenberg S (2014) The attitudes of graduate healthcarestudents toward older adults personal aging health care reform and interprofessional collaboration Journal ofInterprofessional Care 28(1) 40ndash44 doi103109135618202013830595
Gould P R Lee Y Berkowitz S amp Bronstein L (2015) Impact of a collaborative interprofessional learningexperience upon medical and social work students in geriatric health care Journal of Interprofessional Care 29(4)372ndash373 doi103109135618202014962128
daggerGrady C Danis M Soeken K L OrsquoDonnell P Taylor C Farrar A amp Ulrich C M (2008) Does ethicseducation influence the moral action of practicing nurses and social workers The American Journal of Bioethics 8(4) 4ndash11 doi10108015265160802166017
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22 S J BELTRAN AND V J MILLER
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JOURNAL OF SOCIAL WORK EDUCATION 23
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daggerSedgwick M (2011) Rural hospital interdisciplinary team membersrsquo experience of undergraduate nursing preceptor-ship A qualitative descriptive study Nurse Education in Practice 11(4) 278ndash282 doi101016jnepr201101004
daggerSelle K M Salamon K Boarman R amp Sauer J (2008) Providing interprofessional learning through interdisci-plinary collaboration The role of ldquomodellingrdquo Journal of Interprofessional Care 22(1) 85ndash92 doi10108013561820701714755
Sheppard K D Ford C R Sawyer P Foley K T Harada C N Brown C J amp Ritchie C S (2015) Theinterprofessional clinical experience interprofessional education in the nursing home Journal of InterprofessionalCare 29(2) 170ndash172 doi103109135618202014942776
daggerSims D (2011a) Achieving collaborative competence through interprofessional education Lessons learned fromjoint training in learning disability nursing and social work Social Work Education 30(1) 98ndash112 doi10108002615471003748056
daggerSims D (2011b) Reconstructing professional identity for professional and interprofessional practice A mixedmethods study of joint training programmes in learning disability nursing and social work Journal ofInterprofessional Care 25(4) 265ndash271 doi103109135618202011571352
daggerSmith R A amp Pilling S (2007) Allied health graduate programndashsupporting the transition from student toprofessional in an interdisciplinary program Journal of Interprofessional Care 21(3) 265ndash276 doi10108013561820701259116
daggerStepney P Callwood I Ning F amp Downing K (2011) Learning to collaborate a study of nursing studentsrsquoexperience of inter-professional education at one UK university Educational Studies 37(4) 419ndash434 doi101080030556982010539669
Supiano K P (2013) Weaving interdisciplinary and discipline-specific content into palliative care education Onesuccessful model for teaching end-of-life care Journal of Death and Dying 67(1ndash2) 201ndash206 doi102190OM671-2x
daggerSweigart L I Umoren R A Scott P J Carlton K H Jones J A Truman B amp Gossett E J (2016) VirtualTeamSTEPPSreg simulations produce teamwork attitude changes among health professions students Journal ofNursing Education 55(1) 31ndash35 doi10392801484834-20151214-08
daggerTan Z S Damron-Rodriguez J Cadogan M Gans D Price R M Merkin S S hellip Chodosh J (2017) Team-Based interprofessional competency training for dementia screening and management Journal of the AmericanGeriatrics Society 65(1) 207ndash211 doi101111jgs14540
daggerTew J Holley T amp Caplen P (2012) Dialogue and challenge Involving service users and carers in small grouplearning with social work and nursing students Social Work Education 31(3) 316ndash330 doi101080026154792011557429
daggerThompson B M Bratzler D W Fisher M J Torres A Faculty E P I C amp Sparks R A (2016) Workingtogether using a unique approach to evaluate an interactive and clinic-based longitudinal interprofessionaleducation experience with 13 professions Journal of Interprofessional Care 30(6) 754ndash761 doi1010801356182020161227962
JOURNAL OF SOCIAL WORK EDUCATION 25
daggerTourse R W C Mooney J F Shindul-Rothschild J Prince J Pulcini J A Platt S amp Savransky H (2008) Theuniversitycommunity partnership Transdisciplinary course development Journal of Interprofessional Care 22(5)461ndash474 doi10108013561820802355615
daggerTraube D E Pohle C E amp Barley M (2012) Teaching evidence-based social work in foundation practice coursesLearning from pedagogical choices of allied fields Journal of Evidence-based Social Work 9(3) 241ndash259doi101080154337142010525417
daggervan Schaik S M Regehr G Eva K W Irby D M amp Orsquosullivan P S (2016) Perceptions of peer-to-peerinterprofessional feedback among students in the health professions Academic Medicine 91(6) 807ndash812doi101097ACM0000000000000981
Whitaker T Weismiller T amp Clark E (2006) Assuring the sufficiency of a frontline workforce A national study oflicensed social workers Washington DC National Association of Social Workers
daggerWilliams A Mostyn A amp Fyson R (2009) Nursing and social work studentsrsquo perceptions of lecturing by non-university practitioners Journal of Interprofessional Care 23(1) 98ndash100 doi10108013561820802278577
World Health Organization (WHO) (2010) Framework for action on interprofessional education amp collaborativepractice Geneva Switzerland World Health Organization Retrieved from httpwhqlibdocwhointhq2010WHO_HRH_HPN_103_engpdf
daggerYaffe M J Wolfson C amp Lithwick M (2009) Professions show different enquiry strategies for elder abusedetection Implications for training and interprofessional care Journal of Interprofessional Care 23(6) 646ndash654doi10310913561820902886279
daggerYamauchi T Takeshima T Hirokawa S Oba Y amp Koh E (2017) An educational program for nursing and socialwork students using artwork created by people with mental health problems International Journal of Mental Healthand Addiction 15(3) 503ndash513 doi101007s11469-016-9716-9
daggerYeung K S S Ho A P Y Lo M C H amp Chan E A (2009) Social work ethical decision making in aninter-disciplinary context British Journal of Social Work 40(5) 1573ndash1590 doi101093bjswbcp065
Young H M Siegel E O McCormick W C Fulmer T Harootyan L K amp Dorr D A (2011) Interdisciplinarycollaboration in geriatrics Advancing health for older adults Nursing Outlook 59(4) 243ndash250 doi101016joutlook201105006
daggerZorek J amp Raehl C (2013) Interprofessional education accreditation standards in the USA a comparative analysisJournal of Interprofessional Care 27(2) 123ndash130 doi103109135618202012718295
26 S J BELTRAN AND V J MILLER
Table3
Stud
entandFaculty
Experiences
(n=5)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Brooks
etal(2009)
1Au
thorsaddressthebestpractices
forteaching
thecourse
titledAg
ing
toInfancyacross
universitiesfrom
four
states
2Thisarticle
presents
areview
ofthe
numberof
gerontolog
y-focused
coursesacross
universitiesin
these
states
1Ag
ingcurriculum
across
IndianaIllinois
Michigan
andOhio
2Thecourse
isaprerequisite
for
admission
tonu
rsing
occupatio
naltherapy
social
workand
dieteticsprog
rams
1Co
nceptualizationof
the
health
care
team
2Positiveintrod
uctio
nto
aging
3Redu
ctionin
agism
1Co
urse
midterm
sfin
als
andassign
ments
2Co
urse
review
s
1Manydisciplinesincluding
nursing
dieteticssocialworkand
occupatio
naltherapyreportsimilar
challeng
eswith
integrating
gerontolog
ical
contentinto
their
curriculum
2
Stud
ents
repo
rtthat
having
four
instructorsfrom
diffe
rent
health
profession
sgave
abroadversionof
allaspects
Dam
ron-Rodriguez
(2008)
Thisarticle
presentsastateof
the
sciencecapturingfin
ding
sfrom
previous
educationalapp
roachesto
preparingnu
rses
andsocialworkersfor
supp
ortin
gfamily
caregivers
3Nursing
4Social
Work(SW)
5Medicine
6CSWEandHartford
Geriatriccompetencies
that
specifically
mentio
nfamilysuchas
diversity
commun
ication
and
assessment
7Review
oftheliterature
from
thepast
decade
(1998ndash2008)
8Itwas
foun
dthat
competencein
geriatricsiscentraltointerdisciplinary
team
workShared
learning
may
behelpfulacrossdisciplines
9Recommendthat
afram
eworkfor
educatingandtraining
nurses
and
social
workerscontainfour
central
elem
entsw
hatho
ww
here
and
when
andho
wwell
Dorfm
anet
al(2008)
10M
ixed-m
etho
dsstud
yanalyzed
data
from
advisory
boardmem
bers
11A
dvisorybo
ardgu
idingcurriculum
includ
edsocial
workfaculty
commun
itypartnerso
lder
adults
PhDstud
entsand
agraduate
and
anun
dergradu
aterepresentative
129
faculty
questio
nnaires
respon
ses
131
1advisory
board
respon
ses
14Sup
portandsatisfaction
with
project
15Sug
gestions
regarding
sustainabilityandfuture
implem
entatio
n
16Q
uestionn
aire
adapted
from
theGeroRich
Project
17B
othgrou
psagreed
that
the
ldquoGeroRichrdquo
projectto
provideBSW
stud
ents
with
gero-education
coursesispo
sitiveforSW
curriculum
18A
utho
rsencouragethereplicationof
theprog
ram
with
nursingandother
alliedhealth
care
profession
als
Addy
etal(2015)
19Thisarticle
shares
mod
ificatio
nsmadeto
aninterdisciplinarycourse
andevaluatedchangesin
end-of-
course
evaluatio
nsfrom
stud
ents
from
year
2013
to2014
ofimplem
entatio
n
20M
edicine
21N
ursing
22P
harm
acy
23P
ublic
Health
24SocialW
ork
25P
rogram
levelvaried
262
013coho
rt(256)
272
014coho
rt(394)
28V
aluesethics
29R
olesrespo
nsibilities
30C
ommun
icationand
team
steam
work
31O
nlineend-of-cou
rse
evaluatio
n32Student
reflections
abou
tthecourse
33Studentsshared
they
enjoyedbeing
with
health
care
stud
entsacross
disciplines
34Studentsrsquoratin
gof
allcou
rse
itemssign
ificantlyimproved
from
2013
to2014
(Continued)
16 S J BELTRAN AND V J MILLER
Table3
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Goldenet
al(2014)
1Cross-sectionalsurveyof
stud
ent
grou
psrsquovaluesregardingolder
adults
2Thepu
rposeof
thisstud
ywas
todrivethedevelopm
entof
ageriatric-focused
interprofessional
collabo
ratio
n
35M
edicine(third
year)
(31)
36N
urse
practitioners
(NP)
(70)
37M
SWlevelsocial
work(131)
38A
ttitu
destoward
carin
gforolderadults
39A
ttitu
destoward
person
alaging
40A
ttitu
desabou
thealth
reform
legislation
41B
eliefsabou
tleadership
inIDT
42P
aper
andpencil
surveys
43G
eriatricsAttitud
eScale(GAS
)44R
eactions
toAg
ing
Questionn
aire
(RAQ
)45P
atient
Protectio
nand
Affordable
Care
Act
(PPA
CA)assessment
46R
esultsshow
that
theprofession
shared
similarattitud
estoward
person
alaging
andNPandSW
stud
ents
hadmorepo
sitive
attitud
esrelatedto
carin
gforolder
adultsthan
medicalstud
ents
Overallallscoreswerewith
inthe
neutralrange
ofattitud
e47V
arieddiffe
rences
wereidentifiedin
attitud
estowardleadership
andthe
effect
ofhealth
care
reform
48A
utho
rsem
phasizetheneed
forIPE
tohigh
light
thevaluesystem
sof
each
profession
involved
incare
team
s
JOURNAL OF SOCIAL WORK EDUCATION 17
to expand the depth and breadth of these efforts including access to programs duration ofprograms and gerontological topics of focus What follows is a discussion of recommendationsfor future research and education These recommendations come from the literature discussed aswell as the authorsrsquo additional recommendations
Social work educators and researchers have made significant efforts to develop and deliver IPE tostudents interested in aging practice but more is needed A major limitation in the current literaturestems from the lack of rigorous research methods employed in the design and evaluation of theeducational interventions (eg Dorfman et al 2008 Ellman et al 2012 Hermann et al 2016)Future educational initiatives should be developed based on explicitly stated IPEC competencies andevaluated for effectiveness using more rigorous methods One way to achieve this may be throughthe use of validated and reliable assessment tools such as the IPEC Competency Self-Assessmenttool derived from IPEC competencies Developed by Dow DiazGranados Mazmanian and Retchin(2014) the tool measures students on 42 core competencies across two domains interprofessionalinteractions and interprofessional values
Even though differences in professional mandates add complexity to decisions about whichcompetencies to measure (Hermann et al 2016) several disciplines have made efforts to establishassessment measures based on interprofessional collaborative efforts (eg Lockeman et al 2016)Social work gerontology educators should take advantage of these developments by using themwithin and across departments at the university level In addition social workers with theircommitment to a biopsychosocial approach are well-positioned to initiate and steer collaborativeefforts related to the development of such measures Further efforts have been made to identifycompetencies relevant to both nursing and social work to develop a framework for education Thiswas done for example by Damron-Rodriguez (2008) with a focus on preparing nurses and socialworkers to support older adult family caregivers Future research should be conducted to identifycompetencies most important to interprofessional gerontological health care practice relevant acrossmultiple disciplines and settings and how to measure them
Social desirability bias is another concern across the articles included within this study Kolomeret al (2010) discussed the risk for socially desirable responses associated with having the IPEinitiatives be part of a graded course This risk is magnified by the use of subjective measuressuch as self-assessments and untested instruments (eg Hermann et al 2016) To minimize thisrisk objective measures using standardized instruments should be employed whenever possibleA standardized instrument recommended for future use in some of the articles reviewed is theGeriatric Social Work Competency Scale II (eg Brooks et al 2009 Damron-Rodriguez 2008)Head et al (2016) recommended that future research measure the long-term effect of the IPEinterventions
In addition to standardized instruments studies should implement rigorous sampling andrandomization techniques Golden et al (2014) recommend that future studies use larger samplesizes to improve their statistical power Although engaging in unbiased sampling recruitment andretention of students across professions can be logistically challenging (Mirick Davis ampWladkowski 2017 Rubin amp Babbie 2011) these investments will help to better assess outcomesand refine educational initiatives moving the field forward It is also important to emphasize thatalthough randomization is difficult given that IPE programs are often delivered as part of a semestercourse efforts should be made to incorporate a control group For example if the IPE is delivered asan aging course elective another section of the aging course where IPE is not delivered can be usedas a control group Internal validity would be limited but it would be a step forward from the non-experimental designs currently employed
Opportunities also exist for improving the implementation of IPE programs particularly whenprograms include field placements clinical rotations or partnerships with community agenciesSeveral of the articles included in this review recommend that programs continue to prioritize face-to-face small-group educational opportunities to connect health profession students and promoteinteractions among disciplines as it has been found to be an integral component of their IPE
18 S J BELTRAN AND V J MILLER
programming (eg Dorfman et al 2008) This recommendation is well-aligned with CAIPErsquosdefinition of IPE (Buring et al 2009) Kolomer et al (2010) and Poole et al (2013) also emphasizethe importance of developing or strengthening community partnerships It is important that whenIPE initiatives are implemented in the community special attention is paid to the sustainability andcontinuity of the resources and supports that the students and programs represent Includingfeedback from community members receiving care can be a constructive approach to assessingstudent learning and an effective component of the evaluation of IPE Simultaneously such feedbackcan help providers learn about the experiences of community members and effect of the programSoliciting feedback from community members as Rowan et al (2009) did in their program can alsohelp strengthen academicndashcommunity partnerships and support programmatic improvementsCommunity members may also be engaged in discussions about their needs and ways in whichacademicndashcommunity partners can remain involved between rounds of implementation which iscrucial to the quality and effect of the program on the community and on older adults
Finally future initiatives must consider the varying skills and knowledge that students from multipledisciplines possess and how to build curricula that supports all of their needs For example some of theprograms included in this review involved both BSW and MSW students and it is unclear whether lackof preparedness of BSW students to engage in some higher-level IPE activities emerged as a concern Thebenefits and limitations of combining BSW and MSW students in IPE experiences involving graduatestudents from other health professions merits further investigation Moreover nursing students witha strong scientific foundation and understanding of the biological and physiological components of agingmay lack understanding of the holistic socioeconomic psychosocial and behavioral aspects of agingwhich influence the health care decision-making process and are crucial in social work practice As suchnursing students ought to be engaged in coursework and curricula that addresses social influencespursues social change and maximizes the quality of life for older adults
Programs need to develop the infrastructure required to support interprofessional collaborations inresearch projects as well as in classrooms across levels of higher education so that social work facultyrsquosown practices mirror the interprofessional values they hope to impart onto students Jones and Phillips(2016) discussed the competencies of IPE as detailed by IPEC and provided a similar recommendationfor ldquodual and reciprocal appointments of faculty in schools of social work medicine public healthnursing and so forth hellip [and for] co-taught courses that bring together multiple faculty and studentsfrom a variety of disciplinesrdquo (p 26) Social work and nursing programs should build capacity forinterprofessional practice research and education This will require that leaders from various programscome together and discuss their accreditation mandates and work together to support the developmentof collaborations For example CSWE EPAS (2015) requires that social work faculty have 2 years of post-masterrsquos social work degree practice experience and other programs may have similar requirements thatwill dictate how to develop coteaching initiatives The need for program and profession leaders to cometogether has been previously expressed and can be found in the IPE literature (Clark 2011 Hall ampZierler 2015 Jensen Harvan amp Royeen 2009)
Conclusion
This is the first systematic review to examine interprofessional gerontological education program-ming within social work and nursing programs in the United States that can be located Findingsfrom this study highlight the current programs engaging in IPE to prepare gerontological andhealth care social workers as well as the effectiveness of such programming Overall thisliterature points to IPE educational initiatives as valuable and effective at increasing the self-awareness attitudes and skills of social work and nursing students engaged in gerontologicalpractice Moving forward the study of such initiatives should explore the benefits of IPE on long-term outcomes such as increased enrollment in further gerontology-specific studies (eg BSWstudents entering MSW aging concentrations) and on studentsrsquo readiness to practice with theolder adult population Ongoing examinations of the effect IPE initiatives have on the well-being
JOURNAL OF SOCIAL WORK EDUCATION 19
of older adults is also an area requiring continued research These interprofessional programsmay arm up-and-coming professionals with the skills and knowledge required to competentlycare for the growing population of aging Americans and for practicing within the health caresystem As such it is of paramount importance that social work programs infuse interprofessionaleducation into their programming and curricula and support faculty in their efforts to collabo-rate across departmental silos
Disclosure statement
No potential conflict of interest was reported by the authors
Notes on contributors
Susanny J Beltran PhD MSW is assistant professor with the School of Social Work University of Central FloridaVivian J Miller PhD LMSW is assistant professor with the Department of Human Services Bowling Green StateUniversity
References
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health and social work perspectives American Journal of Public Health 105(S1) S106ndashS108 doi102105AJPH2014302502
Aiguier G Oboeuf A Cobbaut J P amp Vanpee D (2015) Activity confrontation methods A reflexive andmetacognitive approach for interprofessional collaboration training Journal of Interprofessional Care 29(5)457ndash463 doi1031091356182020151004162
American Academy of Social Work amp Social Welfare (AASWSW) (2017) Close the health gap Retrieved from httpaaswsworggrand-challenges-initiative12-challengesclose-the-health-gap
Anderson M B amp Kanter S L (2010) Medical education in the united states and Canada 2010 Academic Medicine85(9) S2ndashS18
Angelini D J (2011) Interdisciplinary and interprofessional education What are the key issues and considerationsfor the future The Journal of Perinatal amp Neonatal Nursing 25(2) 175ndash179
daggerBalen R Rhodes C amp Ward L (2010) The power of stories Using narrative for interdisciplinary learning in healthand social care Social Work Education 29(4) 416ndash426 doi10108002615470902991742
daggerBekkema N de Veer A J Albers G Hertogh C M Onwuteaka-Philipsen B D amp Francke A L (2014)Training needs of nurses and social workers in the end-of-life care for people with intellectual disabilities a nationalsurvey Nurse Education Today 34(4) 494ndash500 doi101016jnedt201307018
daggerBellamy J L Mullen E J Satterfield J M Newhouse R P Ferguson M Brownson R C amp Spring B (2013)Implementing evidence-based practice education in social work A transdisciplinary approach Research on SocialWork Practice 23(4) 426ndash436 doi1011771049731513480528
daggerBennett E Hauck Y Radford G amp Bindahneem S (2016) An interprofessional exploration of nursing and socialwork roles when working jointly with families Journal of Interprofessional Care 30(2) 232ndash237 doi1031091356182020151115755
daggerBlacker S Head B A Jones B L Remke S S amp Supiano K (2016) Advancing hospice and palliative care socialwork leadership in interprofessional education and practice Journal of Social Work in End-Of-Life amp PalliativeCare 12(4) 316ndash330 doi1010801552425620161247771
Bonifas R P amp Gray A K (2013) Preparing social work students for interprofessional practice in geriatric healthcare Insights from two approaches Educational Gerontology 39(7) 476ndash490 doi101111ajag12106
daggerBoston G Croft B Mallikaaratchi W Mudd D Olsen A amp Toms-Ashcroft J (2010) NMC must sanction jointnursing and social work courses Learning Disability Practice (through 2013) 13(10) 6 doi107748ldp13106s11
daggerBronstein L R Anderson E Terwilliger S H amp Sager K (2012) Evaluating a model of school-based health andsocial services An interdisciplinary communityndashuniversity collaboration Children amp Schools 34(3) 155ndash165doi101093cscds004
Brooks J Fox D P amp Okagbue-Reaves J (2009) Best practices for an interdisciplinary team-taught courseEducational Gerontology 35 818ndash830 doi10108003601270902821350
Bureau of Labor Statistics US Department of Labor (2017) Healthcare Social Workers Occupational EmploymentStatistics 2017 Edition Retrieved from httpswwwblsgovoes2017mayoes211022htm
20 S J BELTRAN AND V J MILLER
daggerBurrow S Mairs H Pusey H Bradshaw T amp Keady J (2016) Continuing professional education Motivationsand experiences of health and social care professionalrsquos part-time study in higher education A qualitative literaturereview International Journal of Nursing Studies 63 139ndash145 doi101016jijnurstu201608011
Buring S M Bhushan A Broeseker A Conway S Duncan-Hewitt W Hansen L amp Westberg S (2009)Interprofessional education definitions student competencies and guidelines for implementation AmericanJournal of Pharmaceutical Education 73(4) 59 doi105688aj730459
daggerChan E A Lam W amp Yeung S K S L (2013) Interprofessional competence A qualitative exploration of socialwork and nursing studentsrsquo experience Journal of Nursing Education 52(9) 509ndash515 doi10392801484834-20130823-01
Chan E A Mok E Po-ying A H amp Man-chun J H (2009) The use of interdisciplinary seminars for thedevelopment of caring dispositions in nursing and social work students Journal of Advanced Nursing 65(12)2658ndash2667 doi101111j1365-2648200905121x
Chan E A Chi S P M Ching S amp Lam S K (2010) Interprofessional education The interface of nursing andsocial work Journal of Clinical Nursing 19(12) 168ndash176
daggerChicorelli J Dennie A Heinrich C Hinchey B Honarparvar F Jennings M hellip Tempelman J (2016)Canadian student leadersrsquo perspective on interprofessional education A consensus statement Journal ofInterprofessional Care 30(4) 545ndash547 doi1031091356182020161159187
daggerChodosh J Price R M Cadogan M P Damron-Rodriguez J Osterweil D Czerwinski A hellip Frank J C(2015) A practice improvement education program using a mentored approach to improve nursing facilitydepression caremdashpreliminary data Journal of the American Geriatrics Society 63(11) 2395ndash2399 doi101111jgs13775
Christensen K Doblhammer G Rau R amp Vaupel J W (2009) Ageing populations the challenges ahead TheLancet 374(9696) 1196ndash1208 doi101016S0140-6736(09)61460-4
daggerClark K Congdon H B Macmillan K Gonzales J P amp Guerra A (2015) Changes in perceptions and attitudesof healthcare profession students pre and post academic course experience of team-basedrsquocare for the critically IllrsquoJournal of Professional Nursing 31(4) 330ndash339 doi101016jprofnurs201501006
Clark P G (2011) The devil is in the details The seven deadly sins of organizing and continuing interprofessionaleducation in the US Journal of Interprofessional Care 25(5) 321ndash327 doi103109135618202011578223
daggerClarke B A Miers M E Pollard K C amp Thomas J (2007) Complexities of learning together Studentsrsquoexperience of face-to-face interprofessional groups Learning in Health and Social Care 6(4) 202ndash212doi101111j1473-6861200700162x
daggerCohen E V Hagestuen R Gonzaacutelez-Ramos G Cohen H W Bassich C Book E hellip Giroux M (2016)Interprofessional education increases knowledge promotes team building and changes practice in the care ofParkinsonrsquos disease Parkinsonism amp Related Disorders 22 21ndash27 doi101016jparkreldis201511001
Colby S L amp Ortman J M (2014) Projections of the size and composition of the US population 2014 to 2060Current population reports P25-1143 Washington DC US Census Bureau
Conti G Bowers C OrsquoConnell M B Bruer S Bugdalski-Stutrud C Smith G hellip Mendez J (2016) Examiningthe effects of an experiential interprofessional education activity with older adults Journal of Interprofessional Care30(2) 184ndash190 doi1031091356182020151092428
daggerCopperman J amp Newton P D (2007) Linking social work agency perspectives on interprofessional education intoa school of nursing and midwifery Journal of Interprofessional Care 21(2) 141ndash154 doi10108013561820701197522
Council on Education for Public Health (2011) Accreditation criteria public health programs Retrieved from httpwwwcephorgpdfPHP-Criteria-2011pdf
Council on Social Work Education (CSWE) (2015) Educational policy and accreditation standards Retrieved fromhttpswwwcsweorggetattachmentAccreditationAccreditation-Process2015-EPAS2015EPAS_Web_FINALpdfaspx
Council on Social Work Education (CSWE) (2017) Specialized practice curricular guide for gero social work practiceAlexandria VA Council on Social Work Education
Council on Social Work Education (CSWE) (nd) About the gero-ed center Retrieved from httpswwwcsweorgCenters-InitiativesCentersGero-Ed-CenterAbout
daggerCurran V R Sharpe D Flynn K amp Button P (2010) A longitudinal study of the effect of an interprofessionaleducation curriculum on student satisfaction and attitudes towards interprofessional teamwork and educationJournal of Interprofessional Care 24(1) 41ndash52 doi10310913561820903011927
Dall T M Gallo P D Chakrabarti R West T Semilla A P amp Storm M V (2013) An aging population andgrowing disease burden will require a large and specialized health care workforce by 2025 Health Affairs 32(11)2013ndash2020 doi101377hlthaff20130714
Damron-Rodriguez J (2008) Developing competence for nurses and social workers The American Journal ofNursing 108 40ndash46 doi10109701NAJ000033641383366e0
daggerDay M R Bantry-White E amp Glavin P (2010) Professional Protection of vulnerable adults an interdisciplinaryworkshop Community Practitioner 83(9) 29ndash32
JOURNAL OF SOCIAL WORK EDUCATION 21
De Los Santos M McFarlin C D amp Martin L (2014) Interprofessional education and service learning A modelfor the future of health professions education Journal of Interprofessional Care 28(4) 374ndash375 doi103109135618202014889102
daggerDerbyshire J A amp Machin A I (2011) Learning to work collaboratively nursesrsquo views of their pre-registrationinterprofessional education and its impact on practice Nurse Education in Practice 11(4) 239ndash244 doi101016jnepr201011010
Dorfman L T Murty S A Ingram J G amp Li H (2008) Faculty and community partners in gerontologicalcurriculum enrichment Educational Gerontology 12 1087ndash1104 doi10108003601270802201398
Dow A A DiazGranados D Mazmanian P E amp Retchin S M (2014) An exploratory study of an assessment toolderived from the competencies of the interprofessional education collaborative Journal of Interprofessional Care28 299ndash304 doi103109135618202014891573
daggerDutton A J amp Worsley A R (2009) Doves and hawks Practice educatorsrsquo attitudes towards interprofessionallearning Learning in Health and Social Care 8(3) 145ndash153 doi101111j1473-6861200800204x
daggerEckstrom E Neal M B Cotrell V Casey C M McKenzie G Morgove M W hellip Lasater K (2016) Aninterprofessional approach to reducing the risk of falls through enhanced collaborative practice Journal of theAmerican Geriatrics Society 64(8) 1701ndash1707 doi101111jgs14178
Ellman M S Schulman-Green D Blatt L Asher S Viveiros D Clark J amp Bia M (2012) Using online learningand interactive simulation to teach spiritual and cultural aspects of palliative care to interprofessional studentsJournal of Palliative Medicine 15(11) 1240ndash1247 doi101089jpm20120038
daggerFilies G C Yassin Z amp Frantz J M (2016) Studentsrsquo views of learning about an interprofessional world cafeacutemethod African Journal of Health Professions Education 8(2) 229ndash233 doi107196AJHPE2016v8i2844
Forrest C amp Derrick C (2010) Interdisciplinary education in end-of-life care Creating new opportunities for socialwork nursing and clinical pastoral education students Journal of Social Work in End-Of-Life amp Palliative Care 6(1ndash2) 91ndash116 doi101080155242562010489224
daggerGalambos C (2008) From the editor the joint social worknursing caregiver initiative Opportunities for social workeducation Journal of Social Work Education 44(sup3) 1ndash4 doi105175JSWE2008773247701
Golden A G Gammonley D Hunt D Olsen E amp Barry Issenberg S (2014) The attitudes of graduate healthcarestudents toward older adults personal aging health care reform and interprofessional collaboration Journal ofInterprofessional Care 28(1) 40ndash44 doi103109135618202013830595
Gould P R Lee Y Berkowitz S amp Bronstein L (2015) Impact of a collaborative interprofessional learningexperience upon medical and social work students in geriatric health care Journal of Interprofessional Care 29(4)372ndash373 doi103109135618202014962128
daggerGrady C Danis M Soeken K L OrsquoDonnell P Taylor C Farrar A amp Ulrich C M (2008) Does ethicseducation influence the moral action of practicing nurses and social workers The American Journal of Bioethics 8(4) 4ndash11 doi10108015265160802166017
daggerGroessl J (2013) An interdisciplinary ethics module for MSW and nursing students Social Work Education 32(5)639ndash649 doi101080026154792012695342
Hall L W amp Zierler B K (2015) Interprofessional education and practice guide no 1 developing faculty toeffectively facilitate interprofessional education Journal of Interprofessional Care 29(1) 3ndash7 doi103109135618202014937483
daggerHall P Brajtman S Weaver L Grassau P A amp Varpio L (2014) Learning collaborative teamwork an argumentfor incorporating the humanities Journal of Interprofessional Care 28(6) 519ndash525 doi103109135618202014915513
daggerHaskins A M (2008) An exploration of satisfaction psychological stress and readiness for interprofessional learningin medical nursing allied health and social work students in an interprofessional health care course Available fromProQuest Dissertations and Theses
Head B A Schapmire T Earnshaw L Faul A Hermann C Jones C hellip Pfeiffer M (2016) Evaluation of aninterdisciplinary curriculum teaching team-based palliative care integration in oncology Journal of CancerEducation 31(2) 358ndash365 doi101007s13187-015-0799-y
daggerHead B A Schapmire T Hermann C Earnshaw L Faul A Jones C hellip Pfeifer M (2014) The interdisciplinaryCurriculum for Oncology Palliative Care Education (iCOPE) meeting the challenge of interprofessional educationJournal of Palliative Medicine 17(10) 1107ndash1114 doi101089jpm20140070
Heflin M T Pinheiro S O Konrad T R Egerton E O Thornlow D K White H K amp McConnell E J (2014)Design and evaluation of a prelicensure interprofessional course on improving care transitions Gerontology ampGeriatrics Education 35(1) 41ndash63 doi101080027019602013831349
daggerHemmings A Beckett G Kennerly S amp Yap T (2013) Building a community of research practice Intragroupteam social dynamics in interdisciplinary mixed methods Journal of Mixed Methods Research 7(3) 261ndash273 doihttp1011772F15586898134784681011772F1558689813478468
daggerHenderson S Dalton M amp Cartmel J (2016) Using interprofessional learning for continuing education devel-opment and evaluation of the graduate certificate program in health professional education for clinicians Journal ofContinuing Education in the Health Professions 36(3) 211ndash217 doi101097CEH0000000000000093
22 S J BELTRAN AND V J MILLER
Hermann C P Head B A Black K amp Singleton K (2016) Preparing nursing students for interprofessionalpractice the interdisciplinary curriculum for oncology palliative care education Journal of Professional Nursing 32(1) 62ndash71 doi101016jprofnurs201506001
Heuer A J Geisler S L Kamienski M Langevin D amp OrsquoSullivan M (2010) Introducing medical students to theinterdisciplinary health care team piloting a case-based approach Journal of Allied Health 39(2) 76ndash80
daggerHirst S P Lane A M amp Stares B (2012) Gerontological content in Canadian nursing and social work programsCanadian Geriatrics Journal CGJ 15(1) 8 doi105770cgj1521
daggerHolt J Coates C Cotterill D Eastburn S Laxton J Mistry H amp Young C (2010) Identifying commoncompetences in health and social care An example of multi-institutional and inter-professional working NurseEducation Today 30(3) 264ndash270 doi101016jnedt200909006
Hooyman N amp Diwan S (2009) A planned change model CSWE curricular and programmatic developmentprograms In N Hooyman (Ed) Transforming social work education The first decade of the Hartford geriatric socialwork initiative (pp 99ndash102) Alexandria VA Council on Social Work Education Press
daggerHoracek T Brann L Erdman M Middlemiss M A amp Raj S (2009) Interprofessional learning communityEducating dietetic and other health profession students through an interdisciplinary service-learning experienceTopics in Clinical Nutrition 24(1) 6ndash15 doi101097TIN0b013e3181977fae
Institute of Medicine (IOM) (2008) Retooling for an aging America Building the health care workforce WashingtonDC National Academy Press
Interprofessional Education Collaborative (IPEC) (2016) Core competencies for interprofessional collaborative practice2016 update Washington DC Author
Jensen G M Harvan R A amp Royeen C B (2009) Interprofessional education Context complexity and challengeLeadership in interprofessional education and practice Salisbury MA Jones and Bartlett Publishers LLC
daggerJones B Phillips F Head B A Hedlund S Kalisiak A Zebrack B hellip Otis-Green S (2014) Enhancingcollaborative leadership in palliative social work in oncology Journal of Social Work in End-Of-Life amp PalliativeCare 10(4) 309ndash321 doi101080155242562014975319
Jones B amp Phillips F (2016) Social work and interprofessional education in health care A call for continuedleadership Journal of Social Work Education 52(1) 18ndash29 doi1010801043779720161112629
daggerJotkowitz A amp Gesundheit B (2008) Comforting presence The role of nurses and social workers in clinical ethicsThe American Journal of Bioethics 8(4) 14ndash15 doi10108015265160802147124
daggerJuujaumlrvi S Pesso K amp Myyry L (2011) Care-based ethical reasoning among first-year nursing and social servicesstudents Journal of Advanced Nursing 67(2) 418ndash427 doi101111j1365-2648201005461x
daggerKaasalainen S Willison K Wickson-Griffiths A amp Taniguchi A (2015) The evaluation of a national interprofes-sional palliative care workshop Journal of Interprofessional Care 29(5) 494ndash496 doi103109135618202014998364
daggerKent F Drysdale P Martin N amp Keating J L (2014) The mixed-discipline aged-care student clinic An authenticinterprofessional learning initiative Journal of Allied Health 43(1) 51ndash56
daggerKenward L amp Stiles M (2009) Intermediate care An interprofessional education opportunity in primary careJournal of Interprofessional Care 23(6) 668ndash671 doi10310913561820802634761
daggerKinnair D J Anderson E S amp Thorpe L N (2012) Development of interprofessional education in mental healthpractice Adapting the leicester model Journal of Interprofessional Care 26(3) 189ndash197 doi103109135618202011647994
daggerKnight A (2013) Interprofessonal education Two analyses of revised instruments comparisons of professions andeffectiveness of an interprofessional health care course The University of North Dakota Theses and Dissertations
Kolomer S Quinn M E amp Steele K (2010) Interdisciplinary health fairs for older adults and the value ofinterprofessional service learning Journal of Community Practice 18(2ndash3) 267ndash279 doi101080107054222010485863
daggerLam W Chan E A amp Yeung K S (2013) Implications for school nursing through interprofessional education andpractice Journal of Clinical Nursing 22(13ndash14) 1988ndash2001 doi101111jocn12163
daggerLapum J Hamzavi N Veljkovic K Mohamed Z Pettinato A Silver S amp Taylor E (2012) A performative andpoetical narrative of critical social theory in nursing education An ending and threshold of social justice NursingPhilosophy 13(1) 27ndash45 doi101111j1466-769X201100520x
daggerLeigh J A (2014) Reconstructing practice-based educator roles through effective practicendasheducation partnershipsJournal of Clinical Nursing 23(13ndash14) 1767ndash1769 doi101111jocn12381
Levit L A Balogh E Nass S J amp Ganz P (Eds) (2013) Delivering high-quality cancer care charting a new coursefor a system in crisis (pp 7ndash8) Washington DC National Academies Press
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2007) Interprofessional education on a training ward for older peopleStudentsrsquo conceptions of nurses occupational therapists and social workers Journal of Interprofessional Care 21(4)387ndash399 doi10108013561820701349420
daggerLidskog M Loumlfmark A amp AhlstroumlM G (2008) Learning about each other Studentsrsquo conceptions before and afterinterprofessional education on a training ward Journal of Interprofessional Care 22(5) 521ndash533 doi10108013561820802168471
JOURNAL OF SOCIAL WORK EDUCATION 23
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2008) Studentsrsquo learning experiences from interprofessional collaborationon a training ward in municipal care Learning in Health and Social Care 7(3) 134ndash145 doi101111j1473-6861200800181x
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2009) Learning through participating on an interprofessional trainingward Journal of Interprofessional Care 23(5) 486ndash497 doi10108013561820902921878
Lockeman K S Dow A W DiazGranados D McNielly D P Nickol D Koehn M L amp Knab M S (2016)Refinement of the IPEC competency self-assessment survey Results from a multi-institutional study Journal ofInterprofessional Care 30(6) 726ndash731 doi1010801356182020161220928
Lustig T A (2013) Statement before the commission on long term care Retrieved from httpltccommissionorgltccommissionwp-contentuploads201312Tracy-Lustig
daggerMacKenzie D E Doucet S Nasser S Godden-Webster A L Andrews C amp Kephart G (2014) Collaborationbehind-the-scenes key to effective interprofessional education Journal of Interprofessional Care 28(4) 381ndash383doi103109135618202014890923
MacRae N amp Pardue K T (2007) Use of readers theater to enhance interdisciplinary geriatric educationEducational Gerontology 33(6) 529ndash536 doi10108003601270701328920
daggerManusov E Ronnau J Vela L Lydia A amp Galke C (2015) Engagement and co-production Building aninter-professional integrated medical education and clinical practice International Journal of Integrated Care 15(5)doi105334ijic2105
daggerMcLeod D Curran J Dumont S White M amp Charles G (2014) The Interprofessional Psychosocial OncologyDistance Education (IPODE) project perceived outcomes of an approach to healthcare professional educationJournal of Interprofessional Care 28(3) 254ndash259 doi103109135618202013863181
Mirick R G Davis A amp Wladkowski S P (2017) Understanding sampling and recruitment in social workdissertation research Advances in Social Work 18(2) 415ndash436 doi101806021167
Moher D Liberati A Tetzlaff J Altman D G amp PRISMA Group (2009) Preferred reporting items for systematicreviews and meta-analyses the PRISMA statement PLoS Medicine 6(7) e1000097
daggerMorton S (2016) Inter-professional education A missed opportunity Community Practitioner the Journal of theCommunity Practitionersrsquoamp Health Visitorsrsquo Association 89(7) 28
daggerMunoz C C DoBroka C C amp Mohammad S (2009) Development of a multidisciplinary course in culturalcompetence for nursing and human service professions Journal of Nursing Education 48(9) 495ndash503 doi10392801484834-20090610-03
Murphy J I amp Nimmagadda J (2015) Partnering to provide simulated learning to address InterprofessionalEducation Collaborative core competencies Journal of Interprofessional Care 29(3) 258ndash259 doi103109135618202014942779
daggerNewton J M Cross W M White K Ockerby C amp Billett S (2011) Outcomes of a clinical partnership modelfor undergraduate nursing students Contemporary Nurse 39(1) 119ndash127 doi105172conu2011391119
daggerOdegard P S Robins L Murphy N Belza B Brock D Gallagher T H hellip Mitchell P (2009) Interprofessionalinitiatives at the University of Washington American Journal of Pharmaceutical Education 73(4) 63 doi105688aj730463
daggerOlsson M Persson M Kaila P Wikmar L N amp Bostroumlm C (2013) Studentsrsquo expectations when entering aninterprofessional masterrsquos degree program for health professionals a qualitative study Journal of Allied Health 42(1) 3ndash9
daggerOtis-Green S Yang E amp Lynne L (2013) ACE projectmdashadvocating for clinical excellence creating change in thedelivery of palliative care OMEGA-Journal of Death and Dying 67(1ndash2) 5ndash19 doi1021902FOM671-2b
daggerPareacute L Maziade J Pelletier F Houle N amp Iloko-Fundi M (2012) Training in interprofessional collaborationPedagogic innovation in family medicine units Canadian Family Physician 58(4) e203ndashe209
Park J Hawkins M Hamlin E Hawkins W amp Bamdas J A M (2014) Developing positive attitudes towardinterprofessional collaboration among students in the health care professions Educational Gerontology 40(12)894ndash908 doi101080036012772014908619
daggerParker V A amp Geron S M (2007) Cultural competence in nursing homes Issues and implications for educationGerontology amp Geriatrics Education 28(2) 37ndash54 doi101300J021v28n02_04
daggerPhillips J MacGiollaRi D amp Callaghan S (2012) Encouraging research in social work Narrative as the threadintegrating education and research in social work Social Work Education 31(6) 785ndash793 doi101080026154792012695200
daggerPollard K C Miers M E amp Rickaby C (2012) ldquoOh why didnrsquot I take more noticerdquo Professionalsrsquo views andperceptions of pre-qualifying preparation for interprofessional working in practice Journal of InterprofessionalCare 26(5) 355ndash361 doi103109135618202012689785
daggerPoole J Rife J C Pearson F amp Moore W R (2009) Developing community partnerships with religiouslyaffiliated organizations to address aging needs A case study of the congregational social work education initiativeSocial Work amp Christianity 36(2) 176-191
24 S J BELTRAN AND V J MILLER
Poole J Rife J C Pearson F Moore L Reaves A M amp Moore W (2013) Innovative social work field educationin congregational and community-based settings serving persons fifty-five+ an interdisciplinary training initiativefor BSW and MSW Students Social Work and Christianity 40(4) 404
daggerPulsford D Hope K amp Thompson R (2007) Higher education provision for professionals working with peoplewith dementia a scoping exercise Nurse Education Today 27(1) 5ndash13 doi101016jnedt200602003
Reeves S Zwarenstein M Goldman J Barr H Freeth D Koppel I amp Hammick M (2010) The effectiveness ofinterprofessional education Key findings from a new systematic review Journal of Interprofessional Care 24230ndash241 doi10310913561820903163405
daggerRobins L Brock D M Gallagher T Kartin D Lindhorst T Odegard P hellip Belza B (2008) Piloting teamsimulations to assess interprofessional skills Journal of Interprofessional Care 22(3) 325ndash328 doi10108013561820801886438
Rogers A T Gualco K J Hinckle C amp Baber R L (2013) Cultivating interest and competency in gerontologicalsocial work Opportunities for undergraduate education Journal of Gerontological Social Work 56(4) 335ndash355doi101080016343722013775989
Rowan N L Gillette P D Faul A C Yankeelov P A Borders K W Deck S hellip Wiegand M (2009)Innovative interdisciplinary training in and delivery of evidence-based geriatric services Creating a bridge withsocial work and physical therapy Gerontology amp Geriatrics Education 30(3) 187ndash204 doi10108002701960903133448
Rubin A amp Babbie E R (2011) Research methods for social work (7th ed) Belmont CA BrooksColedaggerSalm T Greenberg H Pitzel M amp Cripps D (2010) Interprofessional education internships in schools Jump
starting change Journal of Interprofessional Care 24(3) 251ndash263 doi10310913561820903051469daggerSchwartz E S Baugh J J Honsky J amp Luebbers E (2015) A patient advocacy program established through an
interprofessional student-run free clinic Journal of Health Care for the Poor and Underserved 26(1) 300ndash308doi101353hpu20150024
daggerSedgwick M (2011) Rural hospital interdisciplinary team membersrsquo experience of undergraduate nursing preceptor-ship A qualitative descriptive study Nurse Education in Practice 11(4) 278ndash282 doi101016jnepr201101004
daggerSelle K M Salamon K Boarman R amp Sauer J (2008) Providing interprofessional learning through interdisci-plinary collaboration The role of ldquomodellingrdquo Journal of Interprofessional Care 22(1) 85ndash92 doi10108013561820701714755
Sheppard K D Ford C R Sawyer P Foley K T Harada C N Brown C J amp Ritchie C S (2015) Theinterprofessional clinical experience interprofessional education in the nursing home Journal of InterprofessionalCare 29(2) 170ndash172 doi103109135618202014942776
daggerSims D (2011a) Achieving collaborative competence through interprofessional education Lessons learned fromjoint training in learning disability nursing and social work Social Work Education 30(1) 98ndash112 doi10108002615471003748056
daggerSims D (2011b) Reconstructing professional identity for professional and interprofessional practice A mixedmethods study of joint training programmes in learning disability nursing and social work Journal ofInterprofessional Care 25(4) 265ndash271 doi103109135618202011571352
daggerSmith R A amp Pilling S (2007) Allied health graduate programndashsupporting the transition from student toprofessional in an interdisciplinary program Journal of Interprofessional Care 21(3) 265ndash276 doi10108013561820701259116
daggerStepney P Callwood I Ning F amp Downing K (2011) Learning to collaborate a study of nursing studentsrsquoexperience of inter-professional education at one UK university Educational Studies 37(4) 419ndash434 doi101080030556982010539669
Supiano K P (2013) Weaving interdisciplinary and discipline-specific content into palliative care education Onesuccessful model for teaching end-of-life care Journal of Death and Dying 67(1ndash2) 201ndash206 doi102190OM671-2x
daggerSweigart L I Umoren R A Scott P J Carlton K H Jones J A Truman B amp Gossett E J (2016) VirtualTeamSTEPPSreg simulations produce teamwork attitude changes among health professions students Journal ofNursing Education 55(1) 31ndash35 doi10392801484834-20151214-08
daggerTan Z S Damron-Rodriguez J Cadogan M Gans D Price R M Merkin S S hellip Chodosh J (2017) Team-Based interprofessional competency training for dementia screening and management Journal of the AmericanGeriatrics Society 65(1) 207ndash211 doi101111jgs14540
daggerTew J Holley T amp Caplen P (2012) Dialogue and challenge Involving service users and carers in small grouplearning with social work and nursing students Social Work Education 31(3) 316ndash330 doi101080026154792011557429
daggerThompson B M Bratzler D W Fisher M J Torres A Faculty E P I C amp Sparks R A (2016) Workingtogether using a unique approach to evaluate an interactive and clinic-based longitudinal interprofessionaleducation experience with 13 professions Journal of Interprofessional Care 30(6) 754ndash761 doi1010801356182020161227962
JOURNAL OF SOCIAL WORK EDUCATION 25
daggerTourse R W C Mooney J F Shindul-Rothschild J Prince J Pulcini J A Platt S amp Savransky H (2008) Theuniversitycommunity partnership Transdisciplinary course development Journal of Interprofessional Care 22(5)461ndash474 doi10108013561820802355615
daggerTraube D E Pohle C E amp Barley M (2012) Teaching evidence-based social work in foundation practice coursesLearning from pedagogical choices of allied fields Journal of Evidence-based Social Work 9(3) 241ndash259doi101080154337142010525417
daggervan Schaik S M Regehr G Eva K W Irby D M amp Orsquosullivan P S (2016) Perceptions of peer-to-peerinterprofessional feedback among students in the health professions Academic Medicine 91(6) 807ndash812doi101097ACM0000000000000981
Whitaker T Weismiller T amp Clark E (2006) Assuring the sufficiency of a frontline workforce A national study oflicensed social workers Washington DC National Association of Social Workers
daggerWilliams A Mostyn A amp Fyson R (2009) Nursing and social work studentsrsquo perceptions of lecturing by non-university practitioners Journal of Interprofessional Care 23(1) 98ndash100 doi10108013561820802278577
World Health Organization (WHO) (2010) Framework for action on interprofessional education amp collaborativepractice Geneva Switzerland World Health Organization Retrieved from httpwhqlibdocwhointhq2010WHO_HRH_HPN_103_engpdf
daggerYaffe M J Wolfson C amp Lithwick M (2009) Professions show different enquiry strategies for elder abusedetection Implications for training and interprofessional care Journal of Interprofessional Care 23(6) 646ndash654doi10310913561820902886279
daggerYamauchi T Takeshima T Hirokawa S Oba Y amp Koh E (2017) An educational program for nursing and socialwork students using artwork created by people with mental health problems International Journal of Mental Healthand Addiction 15(3) 503ndash513 doi101007s11469-016-9716-9
daggerYeung K S S Ho A P Y Lo M C H amp Chan E A (2009) Social work ethical decision making in aninter-disciplinary context British Journal of Social Work 40(5) 1573ndash1590 doi101093bjswbcp065
Young H M Siegel E O McCormick W C Fulmer T Harootyan L K amp Dorr D A (2011) Interdisciplinarycollaboration in geriatrics Advancing health for older adults Nursing Outlook 59(4) 243ndash250 doi101016joutlook201105006
daggerZorek J amp Raehl C (2013) Interprofessional education accreditation standards in the USA a comparative analysisJournal of Interprofessional Care 27(2) 123ndash130 doi103109135618202012718295
26 S J BELTRAN AND V J MILLER
Table3
(Con
tinued)
Outcomes
Authors(year)
Metho
dsProfession
s(sam
ple)
Content
Form
atKeyfin
ding
sandrecommendatio
ns
Goldenet
al(2014)
1Cross-sectionalsurveyof
stud
ent
grou
psrsquovaluesregardingolder
adults
2Thepu
rposeof
thisstud
ywas
todrivethedevelopm
entof
ageriatric-focused
interprofessional
collabo
ratio
n
35M
edicine(third
year)
(31)
36N
urse
practitioners
(NP)
(70)
37M
SWlevelsocial
work(131)
38A
ttitu
destoward
carin
gforolderadults
39A
ttitu
destoward
person
alaging
40A
ttitu
desabou
thealth
reform
legislation
41B
eliefsabou
tleadership
inIDT
42P
aper
andpencil
surveys
43G
eriatricsAttitud
eScale(GAS
)44R
eactions
toAg
ing
Questionn
aire
(RAQ
)45P
atient
Protectio
nand
Affordable
Care
Act
(PPA
CA)assessment
46R
esultsshow
that
theprofession
shared
similarattitud
estoward
person
alaging
andNPandSW
stud
ents
hadmorepo
sitive
attitud
esrelatedto
carin
gforolder
adultsthan
medicalstud
ents
Overallallscoreswerewith
inthe
neutralrange
ofattitud
e47V
arieddiffe
rences
wereidentifiedin
attitud
estowardleadership
andthe
effect
ofhealth
care
reform
48A
utho
rsem
phasizetheneed
forIPE
tohigh
light
thevaluesystem
sof
each
profession
involved
incare
team
s
JOURNAL OF SOCIAL WORK EDUCATION 17
to expand the depth and breadth of these efforts including access to programs duration ofprograms and gerontological topics of focus What follows is a discussion of recommendationsfor future research and education These recommendations come from the literature discussed aswell as the authorsrsquo additional recommendations
Social work educators and researchers have made significant efforts to develop and deliver IPE tostudents interested in aging practice but more is needed A major limitation in the current literaturestems from the lack of rigorous research methods employed in the design and evaluation of theeducational interventions (eg Dorfman et al 2008 Ellman et al 2012 Hermann et al 2016)Future educational initiatives should be developed based on explicitly stated IPEC competencies andevaluated for effectiveness using more rigorous methods One way to achieve this may be throughthe use of validated and reliable assessment tools such as the IPEC Competency Self-Assessmenttool derived from IPEC competencies Developed by Dow DiazGranados Mazmanian and Retchin(2014) the tool measures students on 42 core competencies across two domains interprofessionalinteractions and interprofessional values
Even though differences in professional mandates add complexity to decisions about whichcompetencies to measure (Hermann et al 2016) several disciplines have made efforts to establishassessment measures based on interprofessional collaborative efforts (eg Lockeman et al 2016)Social work gerontology educators should take advantage of these developments by using themwithin and across departments at the university level In addition social workers with theircommitment to a biopsychosocial approach are well-positioned to initiate and steer collaborativeefforts related to the development of such measures Further efforts have been made to identifycompetencies relevant to both nursing and social work to develop a framework for education Thiswas done for example by Damron-Rodriguez (2008) with a focus on preparing nurses and socialworkers to support older adult family caregivers Future research should be conducted to identifycompetencies most important to interprofessional gerontological health care practice relevant acrossmultiple disciplines and settings and how to measure them
Social desirability bias is another concern across the articles included within this study Kolomeret al (2010) discussed the risk for socially desirable responses associated with having the IPEinitiatives be part of a graded course This risk is magnified by the use of subjective measuressuch as self-assessments and untested instruments (eg Hermann et al 2016) To minimize thisrisk objective measures using standardized instruments should be employed whenever possibleA standardized instrument recommended for future use in some of the articles reviewed is theGeriatric Social Work Competency Scale II (eg Brooks et al 2009 Damron-Rodriguez 2008)Head et al (2016) recommended that future research measure the long-term effect of the IPEinterventions
In addition to standardized instruments studies should implement rigorous sampling andrandomization techniques Golden et al (2014) recommend that future studies use larger samplesizes to improve their statistical power Although engaging in unbiased sampling recruitment andretention of students across professions can be logistically challenging (Mirick Davis ampWladkowski 2017 Rubin amp Babbie 2011) these investments will help to better assess outcomesand refine educational initiatives moving the field forward It is also important to emphasize thatalthough randomization is difficult given that IPE programs are often delivered as part of a semestercourse efforts should be made to incorporate a control group For example if the IPE is delivered asan aging course elective another section of the aging course where IPE is not delivered can be usedas a control group Internal validity would be limited but it would be a step forward from the non-experimental designs currently employed
Opportunities also exist for improving the implementation of IPE programs particularly whenprograms include field placements clinical rotations or partnerships with community agenciesSeveral of the articles included in this review recommend that programs continue to prioritize face-to-face small-group educational opportunities to connect health profession students and promoteinteractions among disciplines as it has been found to be an integral component of their IPE
18 S J BELTRAN AND V J MILLER
programming (eg Dorfman et al 2008) This recommendation is well-aligned with CAIPErsquosdefinition of IPE (Buring et al 2009) Kolomer et al (2010) and Poole et al (2013) also emphasizethe importance of developing or strengthening community partnerships It is important that whenIPE initiatives are implemented in the community special attention is paid to the sustainability andcontinuity of the resources and supports that the students and programs represent Includingfeedback from community members receiving care can be a constructive approach to assessingstudent learning and an effective component of the evaluation of IPE Simultaneously such feedbackcan help providers learn about the experiences of community members and effect of the programSoliciting feedback from community members as Rowan et al (2009) did in their program can alsohelp strengthen academicndashcommunity partnerships and support programmatic improvementsCommunity members may also be engaged in discussions about their needs and ways in whichacademicndashcommunity partners can remain involved between rounds of implementation which iscrucial to the quality and effect of the program on the community and on older adults
Finally future initiatives must consider the varying skills and knowledge that students from multipledisciplines possess and how to build curricula that supports all of their needs For example some of theprograms included in this review involved both BSW and MSW students and it is unclear whether lackof preparedness of BSW students to engage in some higher-level IPE activities emerged as a concern Thebenefits and limitations of combining BSW and MSW students in IPE experiences involving graduatestudents from other health professions merits further investigation Moreover nursing students witha strong scientific foundation and understanding of the biological and physiological components of agingmay lack understanding of the holistic socioeconomic psychosocial and behavioral aspects of agingwhich influence the health care decision-making process and are crucial in social work practice As suchnursing students ought to be engaged in coursework and curricula that addresses social influencespursues social change and maximizes the quality of life for older adults
Programs need to develop the infrastructure required to support interprofessional collaborations inresearch projects as well as in classrooms across levels of higher education so that social work facultyrsquosown practices mirror the interprofessional values they hope to impart onto students Jones and Phillips(2016) discussed the competencies of IPE as detailed by IPEC and provided a similar recommendationfor ldquodual and reciprocal appointments of faculty in schools of social work medicine public healthnursing and so forth hellip [and for] co-taught courses that bring together multiple faculty and studentsfrom a variety of disciplinesrdquo (p 26) Social work and nursing programs should build capacity forinterprofessional practice research and education This will require that leaders from various programscome together and discuss their accreditation mandates and work together to support the developmentof collaborations For example CSWE EPAS (2015) requires that social work faculty have 2 years of post-masterrsquos social work degree practice experience and other programs may have similar requirements thatwill dictate how to develop coteaching initiatives The need for program and profession leaders to cometogether has been previously expressed and can be found in the IPE literature (Clark 2011 Hall ampZierler 2015 Jensen Harvan amp Royeen 2009)
Conclusion
This is the first systematic review to examine interprofessional gerontological education program-ming within social work and nursing programs in the United States that can be located Findingsfrom this study highlight the current programs engaging in IPE to prepare gerontological andhealth care social workers as well as the effectiveness of such programming Overall thisliterature points to IPE educational initiatives as valuable and effective at increasing the self-awareness attitudes and skills of social work and nursing students engaged in gerontologicalpractice Moving forward the study of such initiatives should explore the benefits of IPE on long-term outcomes such as increased enrollment in further gerontology-specific studies (eg BSWstudents entering MSW aging concentrations) and on studentsrsquo readiness to practice with theolder adult population Ongoing examinations of the effect IPE initiatives have on the well-being
JOURNAL OF SOCIAL WORK EDUCATION 19
of older adults is also an area requiring continued research These interprofessional programsmay arm up-and-coming professionals with the skills and knowledge required to competentlycare for the growing population of aging Americans and for practicing within the health caresystem As such it is of paramount importance that social work programs infuse interprofessionaleducation into their programming and curricula and support faculty in their efforts to collabo-rate across departmental silos
Disclosure statement
No potential conflict of interest was reported by the authors
Notes on contributors
Susanny J Beltran PhD MSW is assistant professor with the School of Social Work University of Central FloridaVivian J Miller PhD LMSW is assistant professor with the Department of Human Services Bowling Green StateUniversity
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20 S J BELTRAN AND V J MILLER
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JOURNAL OF SOCIAL WORK EDUCATION 21
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22 S J BELTRAN AND V J MILLER
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JOURNAL OF SOCIAL WORK EDUCATION 23
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JOURNAL OF SOCIAL WORK EDUCATION 25
daggerTourse R W C Mooney J F Shindul-Rothschild J Prince J Pulcini J A Platt S amp Savransky H (2008) Theuniversitycommunity partnership Transdisciplinary course development Journal of Interprofessional Care 22(5)461ndash474 doi10108013561820802355615
daggerTraube D E Pohle C E amp Barley M (2012) Teaching evidence-based social work in foundation practice coursesLearning from pedagogical choices of allied fields Journal of Evidence-based Social Work 9(3) 241ndash259doi101080154337142010525417
daggervan Schaik S M Regehr G Eva K W Irby D M amp Orsquosullivan P S (2016) Perceptions of peer-to-peerinterprofessional feedback among students in the health professions Academic Medicine 91(6) 807ndash812doi101097ACM0000000000000981
Whitaker T Weismiller T amp Clark E (2006) Assuring the sufficiency of a frontline workforce A national study oflicensed social workers Washington DC National Association of Social Workers
daggerWilliams A Mostyn A amp Fyson R (2009) Nursing and social work studentsrsquo perceptions of lecturing by non-university practitioners Journal of Interprofessional Care 23(1) 98ndash100 doi10108013561820802278577
World Health Organization (WHO) (2010) Framework for action on interprofessional education amp collaborativepractice Geneva Switzerland World Health Organization Retrieved from httpwhqlibdocwhointhq2010WHO_HRH_HPN_103_engpdf
daggerYaffe M J Wolfson C amp Lithwick M (2009) Professions show different enquiry strategies for elder abusedetection Implications for training and interprofessional care Journal of Interprofessional Care 23(6) 646ndash654doi10310913561820902886279
daggerYamauchi T Takeshima T Hirokawa S Oba Y amp Koh E (2017) An educational program for nursing and socialwork students using artwork created by people with mental health problems International Journal of Mental Healthand Addiction 15(3) 503ndash513 doi101007s11469-016-9716-9
daggerYeung K S S Ho A P Y Lo M C H amp Chan E A (2009) Social work ethical decision making in aninter-disciplinary context British Journal of Social Work 40(5) 1573ndash1590 doi101093bjswbcp065
Young H M Siegel E O McCormick W C Fulmer T Harootyan L K amp Dorr D A (2011) Interdisciplinarycollaboration in geriatrics Advancing health for older adults Nursing Outlook 59(4) 243ndash250 doi101016joutlook201105006
daggerZorek J amp Raehl C (2013) Interprofessional education accreditation standards in the USA a comparative analysisJournal of Interprofessional Care 27(2) 123ndash130 doi103109135618202012718295
26 S J BELTRAN AND V J MILLER
to expand the depth and breadth of these efforts including access to programs duration ofprograms and gerontological topics of focus What follows is a discussion of recommendationsfor future research and education These recommendations come from the literature discussed aswell as the authorsrsquo additional recommendations
Social work educators and researchers have made significant efforts to develop and deliver IPE tostudents interested in aging practice but more is needed A major limitation in the current literaturestems from the lack of rigorous research methods employed in the design and evaluation of theeducational interventions (eg Dorfman et al 2008 Ellman et al 2012 Hermann et al 2016)Future educational initiatives should be developed based on explicitly stated IPEC competencies andevaluated for effectiveness using more rigorous methods One way to achieve this may be throughthe use of validated and reliable assessment tools such as the IPEC Competency Self-Assessmenttool derived from IPEC competencies Developed by Dow DiazGranados Mazmanian and Retchin(2014) the tool measures students on 42 core competencies across two domains interprofessionalinteractions and interprofessional values
Even though differences in professional mandates add complexity to decisions about whichcompetencies to measure (Hermann et al 2016) several disciplines have made efforts to establishassessment measures based on interprofessional collaborative efforts (eg Lockeman et al 2016)Social work gerontology educators should take advantage of these developments by using themwithin and across departments at the university level In addition social workers with theircommitment to a biopsychosocial approach are well-positioned to initiate and steer collaborativeefforts related to the development of such measures Further efforts have been made to identifycompetencies relevant to both nursing and social work to develop a framework for education Thiswas done for example by Damron-Rodriguez (2008) with a focus on preparing nurses and socialworkers to support older adult family caregivers Future research should be conducted to identifycompetencies most important to interprofessional gerontological health care practice relevant acrossmultiple disciplines and settings and how to measure them
Social desirability bias is another concern across the articles included within this study Kolomeret al (2010) discussed the risk for socially desirable responses associated with having the IPEinitiatives be part of a graded course This risk is magnified by the use of subjective measuressuch as self-assessments and untested instruments (eg Hermann et al 2016) To minimize thisrisk objective measures using standardized instruments should be employed whenever possibleA standardized instrument recommended for future use in some of the articles reviewed is theGeriatric Social Work Competency Scale II (eg Brooks et al 2009 Damron-Rodriguez 2008)Head et al (2016) recommended that future research measure the long-term effect of the IPEinterventions
In addition to standardized instruments studies should implement rigorous sampling andrandomization techniques Golden et al (2014) recommend that future studies use larger samplesizes to improve their statistical power Although engaging in unbiased sampling recruitment andretention of students across professions can be logistically challenging (Mirick Davis ampWladkowski 2017 Rubin amp Babbie 2011) these investments will help to better assess outcomesand refine educational initiatives moving the field forward It is also important to emphasize thatalthough randomization is difficult given that IPE programs are often delivered as part of a semestercourse efforts should be made to incorporate a control group For example if the IPE is delivered asan aging course elective another section of the aging course where IPE is not delivered can be usedas a control group Internal validity would be limited but it would be a step forward from the non-experimental designs currently employed
Opportunities also exist for improving the implementation of IPE programs particularly whenprograms include field placements clinical rotations or partnerships with community agenciesSeveral of the articles included in this review recommend that programs continue to prioritize face-to-face small-group educational opportunities to connect health profession students and promoteinteractions among disciplines as it has been found to be an integral component of their IPE
18 S J BELTRAN AND V J MILLER
programming (eg Dorfman et al 2008) This recommendation is well-aligned with CAIPErsquosdefinition of IPE (Buring et al 2009) Kolomer et al (2010) and Poole et al (2013) also emphasizethe importance of developing or strengthening community partnerships It is important that whenIPE initiatives are implemented in the community special attention is paid to the sustainability andcontinuity of the resources and supports that the students and programs represent Includingfeedback from community members receiving care can be a constructive approach to assessingstudent learning and an effective component of the evaluation of IPE Simultaneously such feedbackcan help providers learn about the experiences of community members and effect of the programSoliciting feedback from community members as Rowan et al (2009) did in their program can alsohelp strengthen academicndashcommunity partnerships and support programmatic improvementsCommunity members may also be engaged in discussions about their needs and ways in whichacademicndashcommunity partners can remain involved between rounds of implementation which iscrucial to the quality and effect of the program on the community and on older adults
Finally future initiatives must consider the varying skills and knowledge that students from multipledisciplines possess and how to build curricula that supports all of their needs For example some of theprograms included in this review involved both BSW and MSW students and it is unclear whether lackof preparedness of BSW students to engage in some higher-level IPE activities emerged as a concern Thebenefits and limitations of combining BSW and MSW students in IPE experiences involving graduatestudents from other health professions merits further investigation Moreover nursing students witha strong scientific foundation and understanding of the biological and physiological components of agingmay lack understanding of the holistic socioeconomic psychosocial and behavioral aspects of agingwhich influence the health care decision-making process and are crucial in social work practice As suchnursing students ought to be engaged in coursework and curricula that addresses social influencespursues social change and maximizes the quality of life for older adults
Programs need to develop the infrastructure required to support interprofessional collaborations inresearch projects as well as in classrooms across levels of higher education so that social work facultyrsquosown practices mirror the interprofessional values they hope to impart onto students Jones and Phillips(2016) discussed the competencies of IPE as detailed by IPEC and provided a similar recommendationfor ldquodual and reciprocal appointments of faculty in schools of social work medicine public healthnursing and so forth hellip [and for] co-taught courses that bring together multiple faculty and studentsfrom a variety of disciplinesrdquo (p 26) Social work and nursing programs should build capacity forinterprofessional practice research and education This will require that leaders from various programscome together and discuss their accreditation mandates and work together to support the developmentof collaborations For example CSWE EPAS (2015) requires that social work faculty have 2 years of post-masterrsquos social work degree practice experience and other programs may have similar requirements thatwill dictate how to develop coteaching initiatives The need for program and profession leaders to cometogether has been previously expressed and can be found in the IPE literature (Clark 2011 Hall ampZierler 2015 Jensen Harvan amp Royeen 2009)
Conclusion
This is the first systematic review to examine interprofessional gerontological education program-ming within social work and nursing programs in the United States that can be located Findingsfrom this study highlight the current programs engaging in IPE to prepare gerontological andhealth care social workers as well as the effectiveness of such programming Overall thisliterature points to IPE educational initiatives as valuable and effective at increasing the self-awareness attitudes and skills of social work and nursing students engaged in gerontologicalpractice Moving forward the study of such initiatives should explore the benefits of IPE on long-term outcomes such as increased enrollment in further gerontology-specific studies (eg BSWstudents entering MSW aging concentrations) and on studentsrsquo readiness to practice with theolder adult population Ongoing examinations of the effect IPE initiatives have on the well-being
JOURNAL OF SOCIAL WORK EDUCATION 19
of older adults is also an area requiring continued research These interprofessional programsmay arm up-and-coming professionals with the skills and knowledge required to competentlycare for the growing population of aging Americans and for practicing within the health caresystem As such it is of paramount importance that social work programs infuse interprofessionaleducation into their programming and curricula and support faculty in their efforts to collabo-rate across departmental silos
Disclosure statement
No potential conflict of interest was reported by the authors
Notes on contributors
Susanny J Beltran PhD MSW is assistant professor with the School of Social Work University of Central FloridaVivian J Miller PhD LMSW is assistant professor with the Department of Human Services Bowling Green StateUniversity
References
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Aiguier G Oboeuf A Cobbaut J P amp Vanpee D (2015) Activity confrontation methods A reflexive andmetacognitive approach for interprofessional collaboration training Journal of Interprofessional Care 29(5)457ndash463 doi1031091356182020151004162
American Academy of Social Work amp Social Welfare (AASWSW) (2017) Close the health gap Retrieved from httpaaswsworggrand-challenges-initiative12-challengesclose-the-health-gap
Anderson M B amp Kanter S L (2010) Medical education in the united states and Canada 2010 Academic Medicine85(9) S2ndashS18
Angelini D J (2011) Interdisciplinary and interprofessional education What are the key issues and considerationsfor the future The Journal of Perinatal amp Neonatal Nursing 25(2) 175ndash179
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daggerBekkema N de Veer A J Albers G Hertogh C M Onwuteaka-Philipsen B D amp Francke A L (2014)Training needs of nurses and social workers in the end-of-life care for people with intellectual disabilities a nationalsurvey Nurse Education Today 34(4) 494ndash500 doi101016jnedt201307018
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daggerBlacker S Head B A Jones B L Remke S S amp Supiano K (2016) Advancing hospice and palliative care socialwork leadership in interprofessional education and practice Journal of Social Work in End-Of-Life amp PalliativeCare 12(4) 316ndash330 doi1010801552425620161247771
Bonifas R P amp Gray A K (2013) Preparing social work students for interprofessional practice in geriatric healthcare Insights from two approaches Educational Gerontology 39(7) 476ndash490 doi101111ajag12106
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Brooks J Fox D P amp Okagbue-Reaves J (2009) Best practices for an interdisciplinary team-taught courseEducational Gerontology 35 818ndash830 doi10108003601270902821350
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20 S J BELTRAN AND V J MILLER
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Buring S M Bhushan A Broeseker A Conway S Duncan-Hewitt W Hansen L amp Westberg S (2009)Interprofessional education definitions student competencies and guidelines for implementation AmericanJournal of Pharmaceutical Education 73(4) 59 doi105688aj730459
daggerChan E A Lam W amp Yeung S K S L (2013) Interprofessional competence A qualitative exploration of socialwork and nursing studentsrsquo experience Journal of Nursing Education 52(9) 509ndash515 doi10392801484834-20130823-01
Chan E A Mok E Po-ying A H amp Man-chun J H (2009) The use of interdisciplinary seminars for thedevelopment of caring dispositions in nursing and social work students Journal of Advanced Nursing 65(12)2658ndash2667 doi101111j1365-2648200905121x
Chan E A Chi S P M Ching S amp Lam S K (2010) Interprofessional education The interface of nursing andsocial work Journal of Clinical Nursing 19(12) 168ndash176
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Christensen K Doblhammer G Rau R amp Vaupel J W (2009) Ageing populations the challenges ahead TheLancet 374(9696) 1196ndash1208 doi101016S0140-6736(09)61460-4
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Clark P G (2011) The devil is in the details The seven deadly sins of organizing and continuing interprofessionaleducation in the US Journal of Interprofessional Care 25(5) 321ndash327 doi103109135618202011578223
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Conti G Bowers C OrsquoConnell M B Bruer S Bugdalski-Stutrud C Smith G hellip Mendez J (2016) Examiningthe effects of an experiential interprofessional education activity with older adults Journal of Interprofessional Care30(2) 184ndash190 doi1031091356182020151092428
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Damron-Rodriguez J (2008) Developing competence for nurses and social workers The American Journal ofNursing 108 40ndash46 doi10109701NAJ000033641383366e0
daggerDay M R Bantry-White E amp Glavin P (2010) Professional Protection of vulnerable adults an interdisciplinaryworkshop Community Practitioner 83(9) 29ndash32
JOURNAL OF SOCIAL WORK EDUCATION 21
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daggerDerbyshire J A amp Machin A I (2011) Learning to work collaboratively nursesrsquo views of their pre-registrationinterprofessional education and its impact on practice Nurse Education in Practice 11(4) 239ndash244 doi101016jnepr201011010
Dorfman L T Murty S A Ingram J G amp Li H (2008) Faculty and community partners in gerontologicalcurriculum enrichment Educational Gerontology 12 1087ndash1104 doi10108003601270802201398
Dow A A DiazGranados D Mazmanian P E amp Retchin S M (2014) An exploratory study of an assessment toolderived from the competencies of the interprofessional education collaborative Journal of Interprofessional Care28 299ndash304 doi103109135618202014891573
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daggerEckstrom E Neal M B Cotrell V Casey C M McKenzie G Morgove M W hellip Lasater K (2016) Aninterprofessional approach to reducing the risk of falls through enhanced collaborative practice Journal of theAmerican Geriatrics Society 64(8) 1701ndash1707 doi101111jgs14178
Ellman M S Schulman-Green D Blatt L Asher S Viveiros D Clark J amp Bia M (2012) Using online learningand interactive simulation to teach spiritual and cultural aspects of palliative care to interprofessional studentsJournal of Palliative Medicine 15(11) 1240ndash1247 doi101089jpm20120038
daggerFilies G C Yassin Z amp Frantz J M (2016) Studentsrsquo views of learning about an interprofessional world cafeacutemethod African Journal of Health Professions Education 8(2) 229ndash233 doi107196AJHPE2016v8i2844
Forrest C amp Derrick C (2010) Interdisciplinary education in end-of-life care Creating new opportunities for socialwork nursing and clinical pastoral education students Journal of Social Work in End-Of-Life amp Palliative Care 6(1ndash2) 91ndash116 doi101080155242562010489224
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Golden A G Gammonley D Hunt D Olsen E amp Barry Issenberg S (2014) The attitudes of graduate healthcarestudents toward older adults personal aging health care reform and interprofessional collaboration Journal ofInterprofessional Care 28(1) 40ndash44 doi103109135618202013830595
Gould P R Lee Y Berkowitz S amp Bronstein L (2015) Impact of a collaborative interprofessional learningexperience upon medical and social work students in geriatric health care Journal of Interprofessional Care 29(4)372ndash373 doi103109135618202014962128
daggerGrady C Danis M Soeken K L OrsquoDonnell P Taylor C Farrar A amp Ulrich C M (2008) Does ethicseducation influence the moral action of practicing nurses and social workers The American Journal of Bioethics 8(4) 4ndash11 doi10108015265160802166017
daggerGroessl J (2013) An interdisciplinary ethics module for MSW and nursing students Social Work Education 32(5)639ndash649 doi101080026154792012695342
Hall L W amp Zierler B K (2015) Interprofessional education and practice guide no 1 developing faculty toeffectively facilitate interprofessional education Journal of Interprofessional Care 29(1) 3ndash7 doi103109135618202014937483
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22 S J BELTRAN AND V J MILLER
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JOURNAL OF SOCIAL WORK EDUCATION 23
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Mirick R G Davis A amp Wladkowski S P (2017) Understanding sampling and recruitment in social workdissertation research Advances in Social Work 18(2) 415ndash436 doi101806021167
Moher D Liberati A Tetzlaff J Altman D G amp PRISMA Group (2009) Preferred reporting items for systematicreviews and meta-analyses the PRISMA statement PLoS Medicine 6(7) e1000097
daggerMorton S (2016) Inter-professional education A missed opportunity Community Practitioner the Journal of theCommunity Practitionersrsquoamp Health Visitorsrsquo Association 89(7) 28
daggerMunoz C C DoBroka C C amp Mohammad S (2009) Development of a multidisciplinary course in culturalcompetence for nursing and human service professions Journal of Nursing Education 48(9) 495ndash503 doi10392801484834-20090610-03
Murphy J I amp Nimmagadda J (2015) Partnering to provide simulated learning to address InterprofessionalEducation Collaborative core competencies Journal of Interprofessional Care 29(3) 258ndash259 doi103109135618202014942779
daggerNewton J M Cross W M White K Ockerby C amp Billett S (2011) Outcomes of a clinical partnership modelfor undergraduate nursing students Contemporary Nurse 39(1) 119ndash127 doi105172conu2011391119
daggerOdegard P S Robins L Murphy N Belza B Brock D Gallagher T H hellip Mitchell P (2009) Interprofessionalinitiatives at the University of Washington American Journal of Pharmaceutical Education 73(4) 63 doi105688aj730463
daggerOlsson M Persson M Kaila P Wikmar L N amp Bostroumlm C (2013) Studentsrsquo expectations when entering aninterprofessional masterrsquos degree program for health professionals a qualitative study Journal of Allied Health 42(1) 3ndash9
daggerOtis-Green S Yang E amp Lynne L (2013) ACE projectmdashadvocating for clinical excellence creating change in thedelivery of palliative care OMEGA-Journal of Death and Dying 67(1ndash2) 5ndash19 doi1021902FOM671-2b
daggerPareacute L Maziade J Pelletier F Houle N amp Iloko-Fundi M (2012) Training in interprofessional collaborationPedagogic innovation in family medicine units Canadian Family Physician 58(4) e203ndashe209
Park J Hawkins M Hamlin E Hawkins W amp Bamdas J A M (2014) Developing positive attitudes towardinterprofessional collaboration among students in the health care professions Educational Gerontology 40(12)894ndash908 doi101080036012772014908619
daggerParker V A amp Geron S M (2007) Cultural competence in nursing homes Issues and implications for educationGerontology amp Geriatrics Education 28(2) 37ndash54 doi101300J021v28n02_04
daggerPhillips J MacGiollaRi D amp Callaghan S (2012) Encouraging research in social work Narrative as the threadintegrating education and research in social work Social Work Education 31(6) 785ndash793 doi101080026154792012695200
daggerPollard K C Miers M E amp Rickaby C (2012) ldquoOh why didnrsquot I take more noticerdquo Professionalsrsquo views andperceptions of pre-qualifying preparation for interprofessional working in practice Journal of InterprofessionalCare 26(5) 355ndash361 doi103109135618202012689785
daggerPoole J Rife J C Pearson F amp Moore W R (2009) Developing community partnerships with religiouslyaffiliated organizations to address aging needs A case study of the congregational social work education initiativeSocial Work amp Christianity 36(2) 176-191
24 S J BELTRAN AND V J MILLER
Poole J Rife J C Pearson F Moore L Reaves A M amp Moore W (2013) Innovative social work field educationin congregational and community-based settings serving persons fifty-five+ an interdisciplinary training initiativefor BSW and MSW Students Social Work and Christianity 40(4) 404
daggerPulsford D Hope K amp Thompson R (2007) Higher education provision for professionals working with peoplewith dementia a scoping exercise Nurse Education Today 27(1) 5ndash13 doi101016jnedt200602003
Reeves S Zwarenstein M Goldman J Barr H Freeth D Koppel I amp Hammick M (2010) The effectiveness ofinterprofessional education Key findings from a new systematic review Journal of Interprofessional Care 24230ndash241 doi10310913561820903163405
daggerRobins L Brock D M Gallagher T Kartin D Lindhorst T Odegard P hellip Belza B (2008) Piloting teamsimulations to assess interprofessional skills Journal of Interprofessional Care 22(3) 325ndash328 doi10108013561820801886438
Rogers A T Gualco K J Hinckle C amp Baber R L (2013) Cultivating interest and competency in gerontologicalsocial work Opportunities for undergraduate education Journal of Gerontological Social Work 56(4) 335ndash355doi101080016343722013775989
Rowan N L Gillette P D Faul A C Yankeelov P A Borders K W Deck S hellip Wiegand M (2009)Innovative interdisciplinary training in and delivery of evidence-based geriatric services Creating a bridge withsocial work and physical therapy Gerontology amp Geriatrics Education 30(3) 187ndash204 doi10108002701960903133448
Rubin A amp Babbie E R (2011) Research methods for social work (7th ed) Belmont CA BrooksColedaggerSalm T Greenberg H Pitzel M amp Cripps D (2010) Interprofessional education internships in schools Jump
starting change Journal of Interprofessional Care 24(3) 251ndash263 doi10310913561820903051469daggerSchwartz E S Baugh J J Honsky J amp Luebbers E (2015) A patient advocacy program established through an
interprofessional student-run free clinic Journal of Health Care for the Poor and Underserved 26(1) 300ndash308doi101353hpu20150024
daggerSedgwick M (2011) Rural hospital interdisciplinary team membersrsquo experience of undergraduate nursing preceptor-ship A qualitative descriptive study Nurse Education in Practice 11(4) 278ndash282 doi101016jnepr201101004
daggerSelle K M Salamon K Boarman R amp Sauer J (2008) Providing interprofessional learning through interdisci-plinary collaboration The role of ldquomodellingrdquo Journal of Interprofessional Care 22(1) 85ndash92 doi10108013561820701714755
Sheppard K D Ford C R Sawyer P Foley K T Harada C N Brown C J amp Ritchie C S (2015) Theinterprofessional clinical experience interprofessional education in the nursing home Journal of InterprofessionalCare 29(2) 170ndash172 doi103109135618202014942776
daggerSims D (2011a) Achieving collaborative competence through interprofessional education Lessons learned fromjoint training in learning disability nursing and social work Social Work Education 30(1) 98ndash112 doi10108002615471003748056
daggerSims D (2011b) Reconstructing professional identity for professional and interprofessional practice A mixedmethods study of joint training programmes in learning disability nursing and social work Journal ofInterprofessional Care 25(4) 265ndash271 doi103109135618202011571352
daggerSmith R A amp Pilling S (2007) Allied health graduate programndashsupporting the transition from student toprofessional in an interdisciplinary program Journal of Interprofessional Care 21(3) 265ndash276 doi10108013561820701259116
daggerStepney P Callwood I Ning F amp Downing K (2011) Learning to collaborate a study of nursing studentsrsquoexperience of inter-professional education at one UK university Educational Studies 37(4) 419ndash434 doi101080030556982010539669
Supiano K P (2013) Weaving interdisciplinary and discipline-specific content into palliative care education Onesuccessful model for teaching end-of-life care Journal of Death and Dying 67(1ndash2) 201ndash206 doi102190OM671-2x
daggerSweigart L I Umoren R A Scott P J Carlton K H Jones J A Truman B amp Gossett E J (2016) VirtualTeamSTEPPSreg simulations produce teamwork attitude changes among health professions students Journal ofNursing Education 55(1) 31ndash35 doi10392801484834-20151214-08
daggerTan Z S Damron-Rodriguez J Cadogan M Gans D Price R M Merkin S S hellip Chodosh J (2017) Team-Based interprofessional competency training for dementia screening and management Journal of the AmericanGeriatrics Society 65(1) 207ndash211 doi101111jgs14540
daggerTew J Holley T amp Caplen P (2012) Dialogue and challenge Involving service users and carers in small grouplearning with social work and nursing students Social Work Education 31(3) 316ndash330 doi101080026154792011557429
daggerThompson B M Bratzler D W Fisher M J Torres A Faculty E P I C amp Sparks R A (2016) Workingtogether using a unique approach to evaluate an interactive and clinic-based longitudinal interprofessionaleducation experience with 13 professions Journal of Interprofessional Care 30(6) 754ndash761 doi1010801356182020161227962
JOURNAL OF SOCIAL WORK EDUCATION 25
daggerTourse R W C Mooney J F Shindul-Rothschild J Prince J Pulcini J A Platt S amp Savransky H (2008) Theuniversitycommunity partnership Transdisciplinary course development Journal of Interprofessional Care 22(5)461ndash474 doi10108013561820802355615
daggerTraube D E Pohle C E amp Barley M (2012) Teaching evidence-based social work in foundation practice coursesLearning from pedagogical choices of allied fields Journal of Evidence-based Social Work 9(3) 241ndash259doi101080154337142010525417
daggervan Schaik S M Regehr G Eva K W Irby D M amp Orsquosullivan P S (2016) Perceptions of peer-to-peerinterprofessional feedback among students in the health professions Academic Medicine 91(6) 807ndash812doi101097ACM0000000000000981
Whitaker T Weismiller T amp Clark E (2006) Assuring the sufficiency of a frontline workforce A national study oflicensed social workers Washington DC National Association of Social Workers
daggerWilliams A Mostyn A amp Fyson R (2009) Nursing and social work studentsrsquo perceptions of lecturing by non-university practitioners Journal of Interprofessional Care 23(1) 98ndash100 doi10108013561820802278577
World Health Organization (WHO) (2010) Framework for action on interprofessional education amp collaborativepractice Geneva Switzerland World Health Organization Retrieved from httpwhqlibdocwhointhq2010WHO_HRH_HPN_103_engpdf
daggerYaffe M J Wolfson C amp Lithwick M (2009) Professions show different enquiry strategies for elder abusedetection Implications for training and interprofessional care Journal of Interprofessional Care 23(6) 646ndash654doi10310913561820902886279
daggerYamauchi T Takeshima T Hirokawa S Oba Y amp Koh E (2017) An educational program for nursing and socialwork students using artwork created by people with mental health problems International Journal of Mental Healthand Addiction 15(3) 503ndash513 doi101007s11469-016-9716-9
daggerYeung K S S Ho A P Y Lo M C H amp Chan E A (2009) Social work ethical decision making in aninter-disciplinary context British Journal of Social Work 40(5) 1573ndash1590 doi101093bjswbcp065
Young H M Siegel E O McCormick W C Fulmer T Harootyan L K amp Dorr D A (2011) Interdisciplinarycollaboration in geriatrics Advancing health for older adults Nursing Outlook 59(4) 243ndash250 doi101016joutlook201105006
daggerZorek J amp Raehl C (2013) Interprofessional education accreditation standards in the USA a comparative analysisJournal of Interprofessional Care 27(2) 123ndash130 doi103109135618202012718295
26 S J BELTRAN AND V J MILLER
programming (eg Dorfman et al 2008) This recommendation is well-aligned with CAIPErsquosdefinition of IPE (Buring et al 2009) Kolomer et al (2010) and Poole et al (2013) also emphasizethe importance of developing or strengthening community partnerships It is important that whenIPE initiatives are implemented in the community special attention is paid to the sustainability andcontinuity of the resources and supports that the students and programs represent Includingfeedback from community members receiving care can be a constructive approach to assessingstudent learning and an effective component of the evaluation of IPE Simultaneously such feedbackcan help providers learn about the experiences of community members and effect of the programSoliciting feedback from community members as Rowan et al (2009) did in their program can alsohelp strengthen academicndashcommunity partnerships and support programmatic improvementsCommunity members may also be engaged in discussions about their needs and ways in whichacademicndashcommunity partners can remain involved between rounds of implementation which iscrucial to the quality and effect of the program on the community and on older adults
Finally future initiatives must consider the varying skills and knowledge that students from multipledisciplines possess and how to build curricula that supports all of their needs For example some of theprograms included in this review involved both BSW and MSW students and it is unclear whether lackof preparedness of BSW students to engage in some higher-level IPE activities emerged as a concern Thebenefits and limitations of combining BSW and MSW students in IPE experiences involving graduatestudents from other health professions merits further investigation Moreover nursing students witha strong scientific foundation and understanding of the biological and physiological components of agingmay lack understanding of the holistic socioeconomic psychosocial and behavioral aspects of agingwhich influence the health care decision-making process and are crucial in social work practice As suchnursing students ought to be engaged in coursework and curricula that addresses social influencespursues social change and maximizes the quality of life for older adults
Programs need to develop the infrastructure required to support interprofessional collaborations inresearch projects as well as in classrooms across levels of higher education so that social work facultyrsquosown practices mirror the interprofessional values they hope to impart onto students Jones and Phillips(2016) discussed the competencies of IPE as detailed by IPEC and provided a similar recommendationfor ldquodual and reciprocal appointments of faculty in schools of social work medicine public healthnursing and so forth hellip [and for] co-taught courses that bring together multiple faculty and studentsfrom a variety of disciplinesrdquo (p 26) Social work and nursing programs should build capacity forinterprofessional practice research and education This will require that leaders from various programscome together and discuss their accreditation mandates and work together to support the developmentof collaborations For example CSWE EPAS (2015) requires that social work faculty have 2 years of post-masterrsquos social work degree practice experience and other programs may have similar requirements thatwill dictate how to develop coteaching initiatives The need for program and profession leaders to cometogether has been previously expressed and can be found in the IPE literature (Clark 2011 Hall ampZierler 2015 Jensen Harvan amp Royeen 2009)
Conclusion
This is the first systematic review to examine interprofessional gerontological education program-ming within social work and nursing programs in the United States that can be located Findingsfrom this study highlight the current programs engaging in IPE to prepare gerontological andhealth care social workers as well as the effectiveness of such programming Overall thisliterature points to IPE educational initiatives as valuable and effective at increasing the self-awareness attitudes and skills of social work and nursing students engaged in gerontologicalpractice Moving forward the study of such initiatives should explore the benefits of IPE on long-term outcomes such as increased enrollment in further gerontology-specific studies (eg BSWstudents entering MSW aging concentrations) and on studentsrsquo readiness to practice with theolder adult population Ongoing examinations of the effect IPE initiatives have on the well-being
JOURNAL OF SOCIAL WORK EDUCATION 19
of older adults is also an area requiring continued research These interprofessional programsmay arm up-and-coming professionals with the skills and knowledge required to competentlycare for the growing population of aging Americans and for practicing within the health caresystem As such it is of paramount importance that social work programs infuse interprofessionaleducation into their programming and curricula and support faculty in their efforts to collabo-rate across departmental silos
Disclosure statement
No potential conflict of interest was reported by the authors
Notes on contributors
Susanny J Beltran PhD MSW is assistant professor with the School of Social Work University of Central FloridaVivian J Miller PhD LMSW is assistant professor with the Department of Human Services Bowling Green StateUniversity
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20 S J BELTRAN AND V J MILLER
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Chan E A Chi S P M Ching S amp Lam S K (2010) Interprofessional education The interface of nursing andsocial work Journal of Clinical Nursing 19(12) 168ndash176
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JOURNAL OF SOCIAL WORK EDUCATION 21
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Forrest C amp Derrick C (2010) Interdisciplinary education in end-of-life care Creating new opportunities for socialwork nursing and clinical pastoral education students Journal of Social Work in End-Of-Life amp Palliative Care 6(1ndash2) 91ndash116 doi101080155242562010489224
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Golden A G Gammonley D Hunt D Olsen E amp Barry Issenberg S (2014) The attitudes of graduate healthcarestudents toward older adults personal aging health care reform and interprofessional collaboration Journal ofInterprofessional Care 28(1) 40ndash44 doi103109135618202013830595
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22 S J BELTRAN AND V J MILLER
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Jones B amp Phillips F (2016) Social work and interprofessional education in health care A call for continuedleadership Journal of Social Work Education 52(1) 18ndash29 doi1010801043779720161112629
daggerJotkowitz A amp Gesundheit B (2008) Comforting presence The role of nurses and social workers in clinical ethicsThe American Journal of Bioethics 8(4) 14ndash15 doi10108015265160802147124
daggerJuujaumlrvi S Pesso K amp Myyry L (2011) Care-based ethical reasoning among first-year nursing and social servicesstudents Journal of Advanced Nursing 67(2) 418ndash427 doi101111j1365-2648201005461x
daggerKaasalainen S Willison K Wickson-Griffiths A amp Taniguchi A (2015) The evaluation of a national interprofes-sional palliative care workshop Journal of Interprofessional Care 29(5) 494ndash496 doi103109135618202014998364
daggerKent F Drysdale P Martin N amp Keating J L (2014) The mixed-discipline aged-care student clinic An authenticinterprofessional learning initiative Journal of Allied Health 43(1) 51ndash56
daggerKenward L amp Stiles M (2009) Intermediate care An interprofessional education opportunity in primary careJournal of Interprofessional Care 23(6) 668ndash671 doi10310913561820802634761
daggerKinnair D J Anderson E S amp Thorpe L N (2012) Development of interprofessional education in mental healthpractice Adapting the leicester model Journal of Interprofessional Care 26(3) 189ndash197 doi103109135618202011647994
daggerKnight A (2013) Interprofessonal education Two analyses of revised instruments comparisons of professions andeffectiveness of an interprofessional health care course The University of North Dakota Theses and Dissertations
Kolomer S Quinn M E amp Steele K (2010) Interdisciplinary health fairs for older adults and the value ofinterprofessional service learning Journal of Community Practice 18(2ndash3) 267ndash279 doi101080107054222010485863
daggerLam W Chan E A amp Yeung K S (2013) Implications for school nursing through interprofessional education andpractice Journal of Clinical Nursing 22(13ndash14) 1988ndash2001 doi101111jocn12163
daggerLapum J Hamzavi N Veljkovic K Mohamed Z Pettinato A Silver S amp Taylor E (2012) A performative andpoetical narrative of critical social theory in nursing education An ending and threshold of social justice NursingPhilosophy 13(1) 27ndash45 doi101111j1466-769X201100520x
daggerLeigh J A (2014) Reconstructing practice-based educator roles through effective practicendasheducation partnershipsJournal of Clinical Nursing 23(13ndash14) 1767ndash1769 doi101111jocn12381
Levit L A Balogh E Nass S J amp Ganz P (Eds) (2013) Delivering high-quality cancer care charting a new coursefor a system in crisis (pp 7ndash8) Washington DC National Academies Press
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2007) Interprofessional education on a training ward for older peopleStudentsrsquo conceptions of nurses occupational therapists and social workers Journal of Interprofessional Care 21(4)387ndash399 doi10108013561820701349420
daggerLidskog M Loumlfmark A amp AhlstroumlM G (2008) Learning about each other Studentsrsquo conceptions before and afterinterprofessional education on a training ward Journal of Interprofessional Care 22(5) 521ndash533 doi10108013561820802168471
JOURNAL OF SOCIAL WORK EDUCATION 23
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2008) Studentsrsquo learning experiences from interprofessional collaborationon a training ward in municipal care Learning in Health and Social Care 7(3) 134ndash145 doi101111j1473-6861200800181x
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2009) Learning through participating on an interprofessional trainingward Journal of Interprofessional Care 23(5) 486ndash497 doi10108013561820902921878
Lockeman K S Dow A W DiazGranados D McNielly D P Nickol D Koehn M L amp Knab M S (2016)Refinement of the IPEC competency self-assessment survey Results from a multi-institutional study Journal ofInterprofessional Care 30(6) 726ndash731 doi1010801356182020161220928
Lustig T A (2013) Statement before the commission on long term care Retrieved from httpltccommissionorgltccommissionwp-contentuploads201312Tracy-Lustig
daggerMacKenzie D E Doucet S Nasser S Godden-Webster A L Andrews C amp Kephart G (2014) Collaborationbehind-the-scenes key to effective interprofessional education Journal of Interprofessional Care 28(4) 381ndash383doi103109135618202014890923
MacRae N amp Pardue K T (2007) Use of readers theater to enhance interdisciplinary geriatric educationEducational Gerontology 33(6) 529ndash536 doi10108003601270701328920
daggerManusov E Ronnau J Vela L Lydia A amp Galke C (2015) Engagement and co-production Building aninter-professional integrated medical education and clinical practice International Journal of Integrated Care 15(5)doi105334ijic2105
daggerMcLeod D Curran J Dumont S White M amp Charles G (2014) The Interprofessional Psychosocial OncologyDistance Education (IPODE) project perceived outcomes of an approach to healthcare professional educationJournal of Interprofessional Care 28(3) 254ndash259 doi103109135618202013863181
Mirick R G Davis A amp Wladkowski S P (2017) Understanding sampling and recruitment in social workdissertation research Advances in Social Work 18(2) 415ndash436 doi101806021167
Moher D Liberati A Tetzlaff J Altman D G amp PRISMA Group (2009) Preferred reporting items for systematicreviews and meta-analyses the PRISMA statement PLoS Medicine 6(7) e1000097
daggerMorton S (2016) Inter-professional education A missed opportunity Community Practitioner the Journal of theCommunity Practitionersrsquoamp Health Visitorsrsquo Association 89(7) 28
daggerMunoz C C DoBroka C C amp Mohammad S (2009) Development of a multidisciplinary course in culturalcompetence for nursing and human service professions Journal of Nursing Education 48(9) 495ndash503 doi10392801484834-20090610-03
Murphy J I amp Nimmagadda J (2015) Partnering to provide simulated learning to address InterprofessionalEducation Collaborative core competencies Journal of Interprofessional Care 29(3) 258ndash259 doi103109135618202014942779
daggerNewton J M Cross W M White K Ockerby C amp Billett S (2011) Outcomes of a clinical partnership modelfor undergraduate nursing students Contemporary Nurse 39(1) 119ndash127 doi105172conu2011391119
daggerOdegard P S Robins L Murphy N Belza B Brock D Gallagher T H hellip Mitchell P (2009) Interprofessionalinitiatives at the University of Washington American Journal of Pharmaceutical Education 73(4) 63 doi105688aj730463
daggerOlsson M Persson M Kaila P Wikmar L N amp Bostroumlm C (2013) Studentsrsquo expectations when entering aninterprofessional masterrsquos degree program for health professionals a qualitative study Journal of Allied Health 42(1) 3ndash9
daggerOtis-Green S Yang E amp Lynne L (2013) ACE projectmdashadvocating for clinical excellence creating change in thedelivery of palliative care OMEGA-Journal of Death and Dying 67(1ndash2) 5ndash19 doi1021902FOM671-2b
daggerPareacute L Maziade J Pelletier F Houle N amp Iloko-Fundi M (2012) Training in interprofessional collaborationPedagogic innovation in family medicine units Canadian Family Physician 58(4) e203ndashe209
Park J Hawkins M Hamlin E Hawkins W amp Bamdas J A M (2014) Developing positive attitudes towardinterprofessional collaboration among students in the health care professions Educational Gerontology 40(12)894ndash908 doi101080036012772014908619
daggerParker V A amp Geron S M (2007) Cultural competence in nursing homes Issues and implications for educationGerontology amp Geriatrics Education 28(2) 37ndash54 doi101300J021v28n02_04
daggerPhillips J MacGiollaRi D amp Callaghan S (2012) Encouraging research in social work Narrative as the threadintegrating education and research in social work Social Work Education 31(6) 785ndash793 doi101080026154792012695200
daggerPollard K C Miers M E amp Rickaby C (2012) ldquoOh why didnrsquot I take more noticerdquo Professionalsrsquo views andperceptions of pre-qualifying preparation for interprofessional working in practice Journal of InterprofessionalCare 26(5) 355ndash361 doi103109135618202012689785
daggerPoole J Rife J C Pearson F amp Moore W R (2009) Developing community partnerships with religiouslyaffiliated organizations to address aging needs A case study of the congregational social work education initiativeSocial Work amp Christianity 36(2) 176-191
24 S J BELTRAN AND V J MILLER
Poole J Rife J C Pearson F Moore L Reaves A M amp Moore W (2013) Innovative social work field educationin congregational and community-based settings serving persons fifty-five+ an interdisciplinary training initiativefor BSW and MSW Students Social Work and Christianity 40(4) 404
daggerPulsford D Hope K amp Thompson R (2007) Higher education provision for professionals working with peoplewith dementia a scoping exercise Nurse Education Today 27(1) 5ndash13 doi101016jnedt200602003
Reeves S Zwarenstein M Goldman J Barr H Freeth D Koppel I amp Hammick M (2010) The effectiveness ofinterprofessional education Key findings from a new systematic review Journal of Interprofessional Care 24230ndash241 doi10310913561820903163405
daggerRobins L Brock D M Gallagher T Kartin D Lindhorst T Odegard P hellip Belza B (2008) Piloting teamsimulations to assess interprofessional skills Journal of Interprofessional Care 22(3) 325ndash328 doi10108013561820801886438
Rogers A T Gualco K J Hinckle C amp Baber R L (2013) Cultivating interest and competency in gerontologicalsocial work Opportunities for undergraduate education Journal of Gerontological Social Work 56(4) 335ndash355doi101080016343722013775989
Rowan N L Gillette P D Faul A C Yankeelov P A Borders K W Deck S hellip Wiegand M (2009)Innovative interdisciplinary training in and delivery of evidence-based geriatric services Creating a bridge withsocial work and physical therapy Gerontology amp Geriatrics Education 30(3) 187ndash204 doi10108002701960903133448
Rubin A amp Babbie E R (2011) Research methods for social work (7th ed) Belmont CA BrooksColedaggerSalm T Greenberg H Pitzel M amp Cripps D (2010) Interprofessional education internships in schools Jump
starting change Journal of Interprofessional Care 24(3) 251ndash263 doi10310913561820903051469daggerSchwartz E S Baugh J J Honsky J amp Luebbers E (2015) A patient advocacy program established through an
interprofessional student-run free clinic Journal of Health Care for the Poor and Underserved 26(1) 300ndash308doi101353hpu20150024
daggerSedgwick M (2011) Rural hospital interdisciplinary team membersrsquo experience of undergraduate nursing preceptor-ship A qualitative descriptive study Nurse Education in Practice 11(4) 278ndash282 doi101016jnepr201101004
daggerSelle K M Salamon K Boarman R amp Sauer J (2008) Providing interprofessional learning through interdisci-plinary collaboration The role of ldquomodellingrdquo Journal of Interprofessional Care 22(1) 85ndash92 doi10108013561820701714755
Sheppard K D Ford C R Sawyer P Foley K T Harada C N Brown C J amp Ritchie C S (2015) Theinterprofessional clinical experience interprofessional education in the nursing home Journal of InterprofessionalCare 29(2) 170ndash172 doi103109135618202014942776
daggerSims D (2011a) Achieving collaborative competence through interprofessional education Lessons learned fromjoint training in learning disability nursing and social work Social Work Education 30(1) 98ndash112 doi10108002615471003748056
daggerSims D (2011b) Reconstructing professional identity for professional and interprofessional practice A mixedmethods study of joint training programmes in learning disability nursing and social work Journal ofInterprofessional Care 25(4) 265ndash271 doi103109135618202011571352
daggerSmith R A amp Pilling S (2007) Allied health graduate programndashsupporting the transition from student toprofessional in an interdisciplinary program Journal of Interprofessional Care 21(3) 265ndash276 doi10108013561820701259116
daggerStepney P Callwood I Ning F amp Downing K (2011) Learning to collaborate a study of nursing studentsrsquoexperience of inter-professional education at one UK university Educational Studies 37(4) 419ndash434 doi101080030556982010539669
Supiano K P (2013) Weaving interdisciplinary and discipline-specific content into palliative care education Onesuccessful model for teaching end-of-life care Journal of Death and Dying 67(1ndash2) 201ndash206 doi102190OM671-2x
daggerSweigart L I Umoren R A Scott P J Carlton K H Jones J A Truman B amp Gossett E J (2016) VirtualTeamSTEPPSreg simulations produce teamwork attitude changes among health professions students Journal ofNursing Education 55(1) 31ndash35 doi10392801484834-20151214-08
daggerTan Z S Damron-Rodriguez J Cadogan M Gans D Price R M Merkin S S hellip Chodosh J (2017) Team-Based interprofessional competency training for dementia screening and management Journal of the AmericanGeriatrics Society 65(1) 207ndash211 doi101111jgs14540
daggerTew J Holley T amp Caplen P (2012) Dialogue and challenge Involving service users and carers in small grouplearning with social work and nursing students Social Work Education 31(3) 316ndash330 doi101080026154792011557429
daggerThompson B M Bratzler D W Fisher M J Torres A Faculty E P I C amp Sparks R A (2016) Workingtogether using a unique approach to evaluate an interactive and clinic-based longitudinal interprofessionaleducation experience with 13 professions Journal of Interprofessional Care 30(6) 754ndash761 doi1010801356182020161227962
JOURNAL OF SOCIAL WORK EDUCATION 25
daggerTourse R W C Mooney J F Shindul-Rothschild J Prince J Pulcini J A Platt S amp Savransky H (2008) Theuniversitycommunity partnership Transdisciplinary course development Journal of Interprofessional Care 22(5)461ndash474 doi10108013561820802355615
daggerTraube D E Pohle C E amp Barley M (2012) Teaching evidence-based social work in foundation practice coursesLearning from pedagogical choices of allied fields Journal of Evidence-based Social Work 9(3) 241ndash259doi101080154337142010525417
daggervan Schaik S M Regehr G Eva K W Irby D M amp Orsquosullivan P S (2016) Perceptions of peer-to-peerinterprofessional feedback among students in the health professions Academic Medicine 91(6) 807ndash812doi101097ACM0000000000000981
Whitaker T Weismiller T amp Clark E (2006) Assuring the sufficiency of a frontline workforce A national study oflicensed social workers Washington DC National Association of Social Workers
daggerWilliams A Mostyn A amp Fyson R (2009) Nursing and social work studentsrsquo perceptions of lecturing by non-university practitioners Journal of Interprofessional Care 23(1) 98ndash100 doi10108013561820802278577
World Health Organization (WHO) (2010) Framework for action on interprofessional education amp collaborativepractice Geneva Switzerland World Health Organization Retrieved from httpwhqlibdocwhointhq2010WHO_HRH_HPN_103_engpdf
daggerYaffe M J Wolfson C amp Lithwick M (2009) Professions show different enquiry strategies for elder abusedetection Implications for training and interprofessional care Journal of Interprofessional Care 23(6) 646ndash654doi10310913561820902886279
daggerYamauchi T Takeshima T Hirokawa S Oba Y amp Koh E (2017) An educational program for nursing and socialwork students using artwork created by people with mental health problems International Journal of Mental Healthand Addiction 15(3) 503ndash513 doi101007s11469-016-9716-9
daggerYeung K S S Ho A P Y Lo M C H amp Chan E A (2009) Social work ethical decision making in aninter-disciplinary context British Journal of Social Work 40(5) 1573ndash1590 doi101093bjswbcp065
Young H M Siegel E O McCormick W C Fulmer T Harootyan L K amp Dorr D A (2011) Interdisciplinarycollaboration in geriatrics Advancing health for older adults Nursing Outlook 59(4) 243ndash250 doi101016joutlook201105006
daggerZorek J amp Raehl C (2013) Interprofessional education accreditation standards in the USA a comparative analysisJournal of Interprofessional Care 27(2) 123ndash130 doi103109135618202012718295
26 S J BELTRAN AND V J MILLER
of older adults is also an area requiring continued research These interprofessional programsmay arm up-and-coming professionals with the skills and knowledge required to competentlycare for the growing population of aging Americans and for practicing within the health caresystem As such it is of paramount importance that social work programs infuse interprofessionaleducation into their programming and curricula and support faculty in their efforts to collabo-rate across departmental silos
Disclosure statement
No potential conflict of interest was reported by the authors
Notes on contributors
Susanny J Beltran PhD MSW is assistant professor with the School of Social Work University of Central FloridaVivian J Miller PhD LMSW is assistant professor with the Department of Human Services Bowling Green StateUniversity
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American Academy of Social Work amp Social Welfare (AASWSW) (2017) Close the health gap Retrieved from httpaaswsworggrand-challenges-initiative12-challengesclose-the-health-gap
Anderson M B amp Kanter S L (2010) Medical education in the united states and Canada 2010 Academic Medicine85(9) S2ndashS18
Angelini D J (2011) Interdisciplinary and interprofessional education What are the key issues and considerationsfor the future The Journal of Perinatal amp Neonatal Nursing 25(2) 175ndash179
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daggerBennett E Hauck Y Radford G amp Bindahneem S (2016) An interprofessional exploration of nursing and socialwork roles when working jointly with families Journal of Interprofessional Care 30(2) 232ndash237 doi1031091356182020151115755
daggerBlacker S Head B A Jones B L Remke S S amp Supiano K (2016) Advancing hospice and palliative care socialwork leadership in interprofessional education and practice Journal of Social Work in End-Of-Life amp PalliativeCare 12(4) 316ndash330 doi1010801552425620161247771
Bonifas R P amp Gray A K (2013) Preparing social work students for interprofessional practice in geriatric healthcare Insights from two approaches Educational Gerontology 39(7) 476ndash490 doi101111ajag12106
daggerBoston G Croft B Mallikaaratchi W Mudd D Olsen A amp Toms-Ashcroft J (2010) NMC must sanction jointnursing and social work courses Learning Disability Practice (through 2013) 13(10) 6 doi107748ldp13106s11
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20 S J BELTRAN AND V J MILLER
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Buring S M Bhushan A Broeseker A Conway S Duncan-Hewitt W Hansen L amp Westberg S (2009)Interprofessional education definitions student competencies and guidelines for implementation AmericanJournal of Pharmaceutical Education 73(4) 59 doi105688aj730459
daggerChan E A Lam W amp Yeung S K S L (2013) Interprofessional competence A qualitative exploration of socialwork and nursing studentsrsquo experience Journal of Nursing Education 52(9) 509ndash515 doi10392801484834-20130823-01
Chan E A Mok E Po-ying A H amp Man-chun J H (2009) The use of interdisciplinary seminars for thedevelopment of caring dispositions in nursing and social work students Journal of Advanced Nursing 65(12)2658ndash2667 doi101111j1365-2648200905121x
Chan E A Chi S P M Ching S amp Lam S K (2010) Interprofessional education The interface of nursing andsocial work Journal of Clinical Nursing 19(12) 168ndash176
daggerChicorelli J Dennie A Heinrich C Hinchey B Honarparvar F Jennings M hellip Tempelman J (2016)Canadian student leadersrsquo perspective on interprofessional education A consensus statement Journal ofInterprofessional Care 30(4) 545ndash547 doi1031091356182020161159187
daggerChodosh J Price R M Cadogan M P Damron-Rodriguez J Osterweil D Czerwinski A hellip Frank J C(2015) A practice improvement education program using a mentored approach to improve nursing facilitydepression caremdashpreliminary data Journal of the American Geriatrics Society 63(11) 2395ndash2399 doi101111jgs13775
Christensen K Doblhammer G Rau R amp Vaupel J W (2009) Ageing populations the challenges ahead TheLancet 374(9696) 1196ndash1208 doi101016S0140-6736(09)61460-4
daggerClark K Congdon H B Macmillan K Gonzales J P amp Guerra A (2015) Changes in perceptions and attitudesof healthcare profession students pre and post academic course experience of team-basedrsquocare for the critically IllrsquoJournal of Professional Nursing 31(4) 330ndash339 doi101016jprofnurs201501006
Clark P G (2011) The devil is in the details The seven deadly sins of organizing and continuing interprofessionaleducation in the US Journal of Interprofessional Care 25(5) 321ndash327 doi103109135618202011578223
daggerClarke B A Miers M E Pollard K C amp Thomas J (2007) Complexities of learning together Studentsrsquoexperience of face-to-face interprofessional groups Learning in Health and Social Care 6(4) 202ndash212doi101111j1473-6861200700162x
daggerCohen E V Hagestuen R Gonzaacutelez-Ramos G Cohen H W Bassich C Book E hellip Giroux M (2016)Interprofessional education increases knowledge promotes team building and changes practice in the care ofParkinsonrsquos disease Parkinsonism amp Related Disorders 22 21ndash27 doi101016jparkreldis201511001
Colby S L amp Ortman J M (2014) Projections of the size and composition of the US population 2014 to 2060Current population reports P25-1143 Washington DC US Census Bureau
Conti G Bowers C OrsquoConnell M B Bruer S Bugdalski-Stutrud C Smith G hellip Mendez J (2016) Examiningthe effects of an experiential interprofessional education activity with older adults Journal of Interprofessional Care30(2) 184ndash190 doi1031091356182020151092428
daggerCopperman J amp Newton P D (2007) Linking social work agency perspectives on interprofessional education intoa school of nursing and midwifery Journal of Interprofessional Care 21(2) 141ndash154 doi10108013561820701197522
Council on Education for Public Health (2011) Accreditation criteria public health programs Retrieved from httpwwwcephorgpdfPHP-Criteria-2011pdf
Council on Social Work Education (CSWE) (2015) Educational policy and accreditation standards Retrieved fromhttpswwwcsweorggetattachmentAccreditationAccreditation-Process2015-EPAS2015EPAS_Web_FINALpdfaspx
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Council on Social Work Education (CSWE) (nd) About the gero-ed center Retrieved from httpswwwcsweorgCenters-InitiativesCentersGero-Ed-CenterAbout
daggerCurran V R Sharpe D Flynn K amp Button P (2010) A longitudinal study of the effect of an interprofessionaleducation curriculum on student satisfaction and attitudes towards interprofessional teamwork and educationJournal of Interprofessional Care 24(1) 41ndash52 doi10310913561820903011927
Dall T M Gallo P D Chakrabarti R West T Semilla A P amp Storm M V (2013) An aging population andgrowing disease burden will require a large and specialized health care workforce by 2025 Health Affairs 32(11)2013ndash2020 doi101377hlthaff20130714
Damron-Rodriguez J (2008) Developing competence for nurses and social workers The American Journal ofNursing 108 40ndash46 doi10109701NAJ000033641383366e0
daggerDay M R Bantry-White E amp Glavin P (2010) Professional Protection of vulnerable adults an interdisciplinaryworkshop Community Practitioner 83(9) 29ndash32
JOURNAL OF SOCIAL WORK EDUCATION 21
De Los Santos M McFarlin C D amp Martin L (2014) Interprofessional education and service learning A modelfor the future of health professions education Journal of Interprofessional Care 28(4) 374ndash375 doi103109135618202014889102
daggerDerbyshire J A amp Machin A I (2011) Learning to work collaboratively nursesrsquo views of their pre-registrationinterprofessional education and its impact on practice Nurse Education in Practice 11(4) 239ndash244 doi101016jnepr201011010
Dorfman L T Murty S A Ingram J G amp Li H (2008) Faculty and community partners in gerontologicalcurriculum enrichment Educational Gerontology 12 1087ndash1104 doi10108003601270802201398
Dow A A DiazGranados D Mazmanian P E amp Retchin S M (2014) An exploratory study of an assessment toolderived from the competencies of the interprofessional education collaborative Journal of Interprofessional Care28 299ndash304 doi103109135618202014891573
daggerDutton A J amp Worsley A R (2009) Doves and hawks Practice educatorsrsquo attitudes towards interprofessionallearning Learning in Health and Social Care 8(3) 145ndash153 doi101111j1473-6861200800204x
daggerEckstrom E Neal M B Cotrell V Casey C M McKenzie G Morgove M W hellip Lasater K (2016) Aninterprofessional approach to reducing the risk of falls through enhanced collaborative practice Journal of theAmerican Geriatrics Society 64(8) 1701ndash1707 doi101111jgs14178
Ellman M S Schulman-Green D Blatt L Asher S Viveiros D Clark J amp Bia M (2012) Using online learningand interactive simulation to teach spiritual and cultural aspects of palliative care to interprofessional studentsJournal of Palliative Medicine 15(11) 1240ndash1247 doi101089jpm20120038
daggerFilies G C Yassin Z amp Frantz J M (2016) Studentsrsquo views of learning about an interprofessional world cafeacutemethod African Journal of Health Professions Education 8(2) 229ndash233 doi107196AJHPE2016v8i2844
Forrest C amp Derrick C (2010) Interdisciplinary education in end-of-life care Creating new opportunities for socialwork nursing and clinical pastoral education students Journal of Social Work in End-Of-Life amp Palliative Care 6(1ndash2) 91ndash116 doi101080155242562010489224
daggerGalambos C (2008) From the editor the joint social worknursing caregiver initiative Opportunities for social workeducation Journal of Social Work Education 44(sup3) 1ndash4 doi105175JSWE2008773247701
Golden A G Gammonley D Hunt D Olsen E amp Barry Issenberg S (2014) The attitudes of graduate healthcarestudents toward older adults personal aging health care reform and interprofessional collaboration Journal ofInterprofessional Care 28(1) 40ndash44 doi103109135618202013830595
Gould P R Lee Y Berkowitz S amp Bronstein L (2015) Impact of a collaborative interprofessional learningexperience upon medical and social work students in geriatric health care Journal of Interprofessional Care 29(4)372ndash373 doi103109135618202014962128
daggerGrady C Danis M Soeken K L OrsquoDonnell P Taylor C Farrar A amp Ulrich C M (2008) Does ethicseducation influence the moral action of practicing nurses and social workers The American Journal of Bioethics 8(4) 4ndash11 doi10108015265160802166017
daggerGroessl J (2013) An interdisciplinary ethics module for MSW and nursing students Social Work Education 32(5)639ndash649 doi101080026154792012695342
Hall L W amp Zierler B K (2015) Interprofessional education and practice guide no 1 developing faculty toeffectively facilitate interprofessional education Journal of Interprofessional Care 29(1) 3ndash7 doi103109135618202014937483
daggerHall P Brajtman S Weaver L Grassau P A amp Varpio L (2014) Learning collaborative teamwork an argumentfor incorporating the humanities Journal of Interprofessional Care 28(6) 519ndash525 doi103109135618202014915513
daggerHaskins A M (2008) An exploration of satisfaction psychological stress and readiness for interprofessional learningin medical nursing allied health and social work students in an interprofessional health care course Available fromProQuest Dissertations and Theses
Head B A Schapmire T Earnshaw L Faul A Hermann C Jones C hellip Pfeiffer M (2016) Evaluation of aninterdisciplinary curriculum teaching team-based palliative care integration in oncology Journal of CancerEducation 31(2) 358ndash365 doi101007s13187-015-0799-y
daggerHead B A Schapmire T Hermann C Earnshaw L Faul A Jones C hellip Pfeifer M (2014) The interdisciplinaryCurriculum for Oncology Palliative Care Education (iCOPE) meeting the challenge of interprofessional educationJournal of Palliative Medicine 17(10) 1107ndash1114 doi101089jpm20140070
Heflin M T Pinheiro S O Konrad T R Egerton E O Thornlow D K White H K amp McConnell E J (2014)Design and evaluation of a prelicensure interprofessional course on improving care transitions Gerontology ampGeriatrics Education 35(1) 41ndash63 doi101080027019602013831349
daggerHemmings A Beckett G Kennerly S amp Yap T (2013) Building a community of research practice Intragroupteam social dynamics in interdisciplinary mixed methods Journal of Mixed Methods Research 7(3) 261ndash273 doihttp1011772F15586898134784681011772F1558689813478468
daggerHenderson S Dalton M amp Cartmel J (2016) Using interprofessional learning for continuing education devel-opment and evaluation of the graduate certificate program in health professional education for clinicians Journal ofContinuing Education in the Health Professions 36(3) 211ndash217 doi101097CEH0000000000000093
22 S J BELTRAN AND V J MILLER
Hermann C P Head B A Black K amp Singleton K (2016) Preparing nursing students for interprofessionalpractice the interdisciplinary curriculum for oncology palliative care education Journal of Professional Nursing 32(1) 62ndash71 doi101016jprofnurs201506001
Heuer A J Geisler S L Kamienski M Langevin D amp OrsquoSullivan M (2010) Introducing medical students to theinterdisciplinary health care team piloting a case-based approach Journal of Allied Health 39(2) 76ndash80
daggerHirst S P Lane A M amp Stares B (2012) Gerontological content in Canadian nursing and social work programsCanadian Geriatrics Journal CGJ 15(1) 8 doi105770cgj1521
daggerHolt J Coates C Cotterill D Eastburn S Laxton J Mistry H amp Young C (2010) Identifying commoncompetences in health and social care An example of multi-institutional and inter-professional working NurseEducation Today 30(3) 264ndash270 doi101016jnedt200909006
Hooyman N amp Diwan S (2009) A planned change model CSWE curricular and programmatic developmentprograms In N Hooyman (Ed) Transforming social work education The first decade of the Hartford geriatric socialwork initiative (pp 99ndash102) Alexandria VA Council on Social Work Education Press
daggerHoracek T Brann L Erdman M Middlemiss M A amp Raj S (2009) Interprofessional learning communityEducating dietetic and other health profession students through an interdisciplinary service-learning experienceTopics in Clinical Nutrition 24(1) 6ndash15 doi101097TIN0b013e3181977fae
Institute of Medicine (IOM) (2008) Retooling for an aging America Building the health care workforce WashingtonDC National Academy Press
Interprofessional Education Collaborative (IPEC) (2016) Core competencies for interprofessional collaborative practice2016 update Washington DC Author
Jensen G M Harvan R A amp Royeen C B (2009) Interprofessional education Context complexity and challengeLeadership in interprofessional education and practice Salisbury MA Jones and Bartlett Publishers LLC
daggerJones B Phillips F Head B A Hedlund S Kalisiak A Zebrack B hellip Otis-Green S (2014) Enhancingcollaborative leadership in palliative social work in oncology Journal of Social Work in End-Of-Life amp PalliativeCare 10(4) 309ndash321 doi101080155242562014975319
Jones B amp Phillips F (2016) Social work and interprofessional education in health care A call for continuedleadership Journal of Social Work Education 52(1) 18ndash29 doi1010801043779720161112629
daggerJotkowitz A amp Gesundheit B (2008) Comforting presence The role of nurses and social workers in clinical ethicsThe American Journal of Bioethics 8(4) 14ndash15 doi10108015265160802147124
daggerJuujaumlrvi S Pesso K amp Myyry L (2011) Care-based ethical reasoning among first-year nursing and social servicesstudents Journal of Advanced Nursing 67(2) 418ndash427 doi101111j1365-2648201005461x
daggerKaasalainen S Willison K Wickson-Griffiths A amp Taniguchi A (2015) The evaluation of a national interprofes-sional palliative care workshop Journal of Interprofessional Care 29(5) 494ndash496 doi103109135618202014998364
daggerKent F Drysdale P Martin N amp Keating J L (2014) The mixed-discipline aged-care student clinic An authenticinterprofessional learning initiative Journal of Allied Health 43(1) 51ndash56
daggerKenward L amp Stiles M (2009) Intermediate care An interprofessional education opportunity in primary careJournal of Interprofessional Care 23(6) 668ndash671 doi10310913561820802634761
daggerKinnair D J Anderson E S amp Thorpe L N (2012) Development of interprofessional education in mental healthpractice Adapting the leicester model Journal of Interprofessional Care 26(3) 189ndash197 doi103109135618202011647994
daggerKnight A (2013) Interprofessonal education Two analyses of revised instruments comparisons of professions andeffectiveness of an interprofessional health care course The University of North Dakota Theses and Dissertations
Kolomer S Quinn M E amp Steele K (2010) Interdisciplinary health fairs for older adults and the value ofinterprofessional service learning Journal of Community Practice 18(2ndash3) 267ndash279 doi101080107054222010485863
daggerLam W Chan E A amp Yeung K S (2013) Implications for school nursing through interprofessional education andpractice Journal of Clinical Nursing 22(13ndash14) 1988ndash2001 doi101111jocn12163
daggerLapum J Hamzavi N Veljkovic K Mohamed Z Pettinato A Silver S amp Taylor E (2012) A performative andpoetical narrative of critical social theory in nursing education An ending and threshold of social justice NursingPhilosophy 13(1) 27ndash45 doi101111j1466-769X201100520x
daggerLeigh J A (2014) Reconstructing practice-based educator roles through effective practicendasheducation partnershipsJournal of Clinical Nursing 23(13ndash14) 1767ndash1769 doi101111jocn12381
Levit L A Balogh E Nass S J amp Ganz P (Eds) (2013) Delivering high-quality cancer care charting a new coursefor a system in crisis (pp 7ndash8) Washington DC National Academies Press
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2007) Interprofessional education on a training ward for older peopleStudentsrsquo conceptions of nurses occupational therapists and social workers Journal of Interprofessional Care 21(4)387ndash399 doi10108013561820701349420
daggerLidskog M Loumlfmark A amp AhlstroumlM G (2008) Learning about each other Studentsrsquo conceptions before and afterinterprofessional education on a training ward Journal of Interprofessional Care 22(5) 521ndash533 doi10108013561820802168471
JOURNAL OF SOCIAL WORK EDUCATION 23
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2008) Studentsrsquo learning experiences from interprofessional collaborationon a training ward in municipal care Learning in Health and Social Care 7(3) 134ndash145 doi101111j1473-6861200800181x
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2009) Learning through participating on an interprofessional trainingward Journal of Interprofessional Care 23(5) 486ndash497 doi10108013561820902921878
Lockeman K S Dow A W DiazGranados D McNielly D P Nickol D Koehn M L amp Knab M S (2016)Refinement of the IPEC competency self-assessment survey Results from a multi-institutional study Journal ofInterprofessional Care 30(6) 726ndash731 doi1010801356182020161220928
Lustig T A (2013) Statement before the commission on long term care Retrieved from httpltccommissionorgltccommissionwp-contentuploads201312Tracy-Lustig
daggerMacKenzie D E Doucet S Nasser S Godden-Webster A L Andrews C amp Kephart G (2014) Collaborationbehind-the-scenes key to effective interprofessional education Journal of Interprofessional Care 28(4) 381ndash383doi103109135618202014890923
MacRae N amp Pardue K T (2007) Use of readers theater to enhance interdisciplinary geriatric educationEducational Gerontology 33(6) 529ndash536 doi10108003601270701328920
daggerManusov E Ronnau J Vela L Lydia A amp Galke C (2015) Engagement and co-production Building aninter-professional integrated medical education and clinical practice International Journal of Integrated Care 15(5)doi105334ijic2105
daggerMcLeod D Curran J Dumont S White M amp Charles G (2014) The Interprofessional Psychosocial OncologyDistance Education (IPODE) project perceived outcomes of an approach to healthcare professional educationJournal of Interprofessional Care 28(3) 254ndash259 doi103109135618202013863181
Mirick R G Davis A amp Wladkowski S P (2017) Understanding sampling and recruitment in social workdissertation research Advances in Social Work 18(2) 415ndash436 doi101806021167
Moher D Liberati A Tetzlaff J Altman D G amp PRISMA Group (2009) Preferred reporting items for systematicreviews and meta-analyses the PRISMA statement PLoS Medicine 6(7) e1000097
daggerMorton S (2016) Inter-professional education A missed opportunity Community Practitioner the Journal of theCommunity Practitionersrsquoamp Health Visitorsrsquo Association 89(7) 28
daggerMunoz C C DoBroka C C amp Mohammad S (2009) Development of a multidisciplinary course in culturalcompetence for nursing and human service professions Journal of Nursing Education 48(9) 495ndash503 doi10392801484834-20090610-03
Murphy J I amp Nimmagadda J (2015) Partnering to provide simulated learning to address InterprofessionalEducation Collaborative core competencies Journal of Interprofessional Care 29(3) 258ndash259 doi103109135618202014942779
daggerNewton J M Cross W M White K Ockerby C amp Billett S (2011) Outcomes of a clinical partnership modelfor undergraduate nursing students Contemporary Nurse 39(1) 119ndash127 doi105172conu2011391119
daggerOdegard P S Robins L Murphy N Belza B Brock D Gallagher T H hellip Mitchell P (2009) Interprofessionalinitiatives at the University of Washington American Journal of Pharmaceutical Education 73(4) 63 doi105688aj730463
daggerOlsson M Persson M Kaila P Wikmar L N amp Bostroumlm C (2013) Studentsrsquo expectations when entering aninterprofessional masterrsquos degree program for health professionals a qualitative study Journal of Allied Health 42(1) 3ndash9
daggerOtis-Green S Yang E amp Lynne L (2013) ACE projectmdashadvocating for clinical excellence creating change in thedelivery of palliative care OMEGA-Journal of Death and Dying 67(1ndash2) 5ndash19 doi1021902FOM671-2b
daggerPareacute L Maziade J Pelletier F Houle N amp Iloko-Fundi M (2012) Training in interprofessional collaborationPedagogic innovation in family medicine units Canadian Family Physician 58(4) e203ndashe209
Park J Hawkins M Hamlin E Hawkins W amp Bamdas J A M (2014) Developing positive attitudes towardinterprofessional collaboration among students in the health care professions Educational Gerontology 40(12)894ndash908 doi101080036012772014908619
daggerParker V A amp Geron S M (2007) Cultural competence in nursing homes Issues and implications for educationGerontology amp Geriatrics Education 28(2) 37ndash54 doi101300J021v28n02_04
daggerPhillips J MacGiollaRi D amp Callaghan S (2012) Encouraging research in social work Narrative as the threadintegrating education and research in social work Social Work Education 31(6) 785ndash793 doi101080026154792012695200
daggerPollard K C Miers M E amp Rickaby C (2012) ldquoOh why didnrsquot I take more noticerdquo Professionalsrsquo views andperceptions of pre-qualifying preparation for interprofessional working in practice Journal of InterprofessionalCare 26(5) 355ndash361 doi103109135618202012689785
daggerPoole J Rife J C Pearson F amp Moore W R (2009) Developing community partnerships with religiouslyaffiliated organizations to address aging needs A case study of the congregational social work education initiativeSocial Work amp Christianity 36(2) 176-191
24 S J BELTRAN AND V J MILLER
Poole J Rife J C Pearson F Moore L Reaves A M amp Moore W (2013) Innovative social work field educationin congregational and community-based settings serving persons fifty-five+ an interdisciplinary training initiativefor BSW and MSW Students Social Work and Christianity 40(4) 404
daggerPulsford D Hope K amp Thompson R (2007) Higher education provision for professionals working with peoplewith dementia a scoping exercise Nurse Education Today 27(1) 5ndash13 doi101016jnedt200602003
Reeves S Zwarenstein M Goldman J Barr H Freeth D Koppel I amp Hammick M (2010) The effectiveness ofinterprofessional education Key findings from a new systematic review Journal of Interprofessional Care 24230ndash241 doi10310913561820903163405
daggerRobins L Brock D M Gallagher T Kartin D Lindhorst T Odegard P hellip Belza B (2008) Piloting teamsimulations to assess interprofessional skills Journal of Interprofessional Care 22(3) 325ndash328 doi10108013561820801886438
Rogers A T Gualco K J Hinckle C amp Baber R L (2013) Cultivating interest and competency in gerontologicalsocial work Opportunities for undergraduate education Journal of Gerontological Social Work 56(4) 335ndash355doi101080016343722013775989
Rowan N L Gillette P D Faul A C Yankeelov P A Borders K W Deck S hellip Wiegand M (2009)Innovative interdisciplinary training in and delivery of evidence-based geriatric services Creating a bridge withsocial work and physical therapy Gerontology amp Geriatrics Education 30(3) 187ndash204 doi10108002701960903133448
Rubin A amp Babbie E R (2011) Research methods for social work (7th ed) Belmont CA BrooksColedaggerSalm T Greenberg H Pitzel M amp Cripps D (2010) Interprofessional education internships in schools Jump
starting change Journal of Interprofessional Care 24(3) 251ndash263 doi10310913561820903051469daggerSchwartz E S Baugh J J Honsky J amp Luebbers E (2015) A patient advocacy program established through an
interprofessional student-run free clinic Journal of Health Care for the Poor and Underserved 26(1) 300ndash308doi101353hpu20150024
daggerSedgwick M (2011) Rural hospital interdisciplinary team membersrsquo experience of undergraduate nursing preceptor-ship A qualitative descriptive study Nurse Education in Practice 11(4) 278ndash282 doi101016jnepr201101004
daggerSelle K M Salamon K Boarman R amp Sauer J (2008) Providing interprofessional learning through interdisci-plinary collaboration The role of ldquomodellingrdquo Journal of Interprofessional Care 22(1) 85ndash92 doi10108013561820701714755
Sheppard K D Ford C R Sawyer P Foley K T Harada C N Brown C J amp Ritchie C S (2015) Theinterprofessional clinical experience interprofessional education in the nursing home Journal of InterprofessionalCare 29(2) 170ndash172 doi103109135618202014942776
daggerSims D (2011a) Achieving collaborative competence through interprofessional education Lessons learned fromjoint training in learning disability nursing and social work Social Work Education 30(1) 98ndash112 doi10108002615471003748056
daggerSims D (2011b) Reconstructing professional identity for professional and interprofessional practice A mixedmethods study of joint training programmes in learning disability nursing and social work Journal ofInterprofessional Care 25(4) 265ndash271 doi103109135618202011571352
daggerSmith R A amp Pilling S (2007) Allied health graduate programndashsupporting the transition from student toprofessional in an interdisciplinary program Journal of Interprofessional Care 21(3) 265ndash276 doi10108013561820701259116
daggerStepney P Callwood I Ning F amp Downing K (2011) Learning to collaborate a study of nursing studentsrsquoexperience of inter-professional education at one UK university Educational Studies 37(4) 419ndash434 doi101080030556982010539669
Supiano K P (2013) Weaving interdisciplinary and discipline-specific content into palliative care education Onesuccessful model for teaching end-of-life care Journal of Death and Dying 67(1ndash2) 201ndash206 doi102190OM671-2x
daggerSweigart L I Umoren R A Scott P J Carlton K H Jones J A Truman B amp Gossett E J (2016) VirtualTeamSTEPPSreg simulations produce teamwork attitude changes among health professions students Journal ofNursing Education 55(1) 31ndash35 doi10392801484834-20151214-08
daggerTan Z S Damron-Rodriguez J Cadogan M Gans D Price R M Merkin S S hellip Chodosh J (2017) Team-Based interprofessional competency training for dementia screening and management Journal of the AmericanGeriatrics Society 65(1) 207ndash211 doi101111jgs14540
daggerTew J Holley T amp Caplen P (2012) Dialogue and challenge Involving service users and carers in small grouplearning with social work and nursing students Social Work Education 31(3) 316ndash330 doi101080026154792011557429
daggerThompson B M Bratzler D W Fisher M J Torres A Faculty E P I C amp Sparks R A (2016) Workingtogether using a unique approach to evaluate an interactive and clinic-based longitudinal interprofessionaleducation experience with 13 professions Journal of Interprofessional Care 30(6) 754ndash761 doi1010801356182020161227962
JOURNAL OF SOCIAL WORK EDUCATION 25
daggerTourse R W C Mooney J F Shindul-Rothschild J Prince J Pulcini J A Platt S amp Savransky H (2008) Theuniversitycommunity partnership Transdisciplinary course development Journal of Interprofessional Care 22(5)461ndash474 doi10108013561820802355615
daggerTraube D E Pohle C E amp Barley M (2012) Teaching evidence-based social work in foundation practice coursesLearning from pedagogical choices of allied fields Journal of Evidence-based Social Work 9(3) 241ndash259doi101080154337142010525417
daggervan Schaik S M Regehr G Eva K W Irby D M amp Orsquosullivan P S (2016) Perceptions of peer-to-peerinterprofessional feedback among students in the health professions Academic Medicine 91(6) 807ndash812doi101097ACM0000000000000981
Whitaker T Weismiller T amp Clark E (2006) Assuring the sufficiency of a frontline workforce A national study oflicensed social workers Washington DC National Association of Social Workers
daggerWilliams A Mostyn A amp Fyson R (2009) Nursing and social work studentsrsquo perceptions of lecturing by non-university practitioners Journal of Interprofessional Care 23(1) 98ndash100 doi10108013561820802278577
World Health Organization (WHO) (2010) Framework for action on interprofessional education amp collaborativepractice Geneva Switzerland World Health Organization Retrieved from httpwhqlibdocwhointhq2010WHO_HRH_HPN_103_engpdf
daggerYaffe M J Wolfson C amp Lithwick M (2009) Professions show different enquiry strategies for elder abusedetection Implications for training and interprofessional care Journal of Interprofessional Care 23(6) 646ndash654doi10310913561820902886279
daggerYamauchi T Takeshima T Hirokawa S Oba Y amp Koh E (2017) An educational program for nursing and socialwork students using artwork created by people with mental health problems International Journal of Mental Healthand Addiction 15(3) 503ndash513 doi101007s11469-016-9716-9
daggerYeung K S S Ho A P Y Lo M C H amp Chan E A (2009) Social work ethical decision making in aninter-disciplinary context British Journal of Social Work 40(5) 1573ndash1590 doi101093bjswbcp065
Young H M Siegel E O McCormick W C Fulmer T Harootyan L K amp Dorr D A (2011) Interdisciplinarycollaboration in geriatrics Advancing health for older adults Nursing Outlook 59(4) 243ndash250 doi101016joutlook201105006
daggerZorek J amp Raehl C (2013) Interprofessional education accreditation standards in the USA a comparative analysisJournal of Interprofessional Care 27(2) 123ndash130 doi103109135618202012718295
26 S J BELTRAN AND V J MILLER
daggerBurrow S Mairs H Pusey H Bradshaw T amp Keady J (2016) Continuing professional education Motivationsand experiences of health and social care professionalrsquos part-time study in higher education A qualitative literaturereview International Journal of Nursing Studies 63 139ndash145 doi101016jijnurstu201608011
Buring S M Bhushan A Broeseker A Conway S Duncan-Hewitt W Hansen L amp Westberg S (2009)Interprofessional education definitions student competencies and guidelines for implementation AmericanJournal of Pharmaceutical Education 73(4) 59 doi105688aj730459
daggerChan E A Lam W amp Yeung S K S L (2013) Interprofessional competence A qualitative exploration of socialwork and nursing studentsrsquo experience Journal of Nursing Education 52(9) 509ndash515 doi10392801484834-20130823-01
Chan E A Mok E Po-ying A H amp Man-chun J H (2009) The use of interdisciplinary seminars for thedevelopment of caring dispositions in nursing and social work students Journal of Advanced Nursing 65(12)2658ndash2667 doi101111j1365-2648200905121x
Chan E A Chi S P M Ching S amp Lam S K (2010) Interprofessional education The interface of nursing andsocial work Journal of Clinical Nursing 19(12) 168ndash176
daggerChicorelli J Dennie A Heinrich C Hinchey B Honarparvar F Jennings M hellip Tempelman J (2016)Canadian student leadersrsquo perspective on interprofessional education A consensus statement Journal ofInterprofessional Care 30(4) 545ndash547 doi1031091356182020161159187
daggerChodosh J Price R M Cadogan M P Damron-Rodriguez J Osterweil D Czerwinski A hellip Frank J C(2015) A practice improvement education program using a mentored approach to improve nursing facilitydepression caremdashpreliminary data Journal of the American Geriatrics Society 63(11) 2395ndash2399 doi101111jgs13775
Christensen K Doblhammer G Rau R amp Vaupel J W (2009) Ageing populations the challenges ahead TheLancet 374(9696) 1196ndash1208 doi101016S0140-6736(09)61460-4
daggerClark K Congdon H B Macmillan K Gonzales J P amp Guerra A (2015) Changes in perceptions and attitudesof healthcare profession students pre and post academic course experience of team-basedrsquocare for the critically IllrsquoJournal of Professional Nursing 31(4) 330ndash339 doi101016jprofnurs201501006
Clark P G (2011) The devil is in the details The seven deadly sins of organizing and continuing interprofessionaleducation in the US Journal of Interprofessional Care 25(5) 321ndash327 doi103109135618202011578223
daggerClarke B A Miers M E Pollard K C amp Thomas J (2007) Complexities of learning together Studentsrsquoexperience of face-to-face interprofessional groups Learning in Health and Social Care 6(4) 202ndash212doi101111j1473-6861200700162x
daggerCohen E V Hagestuen R Gonzaacutelez-Ramos G Cohen H W Bassich C Book E hellip Giroux M (2016)Interprofessional education increases knowledge promotes team building and changes practice in the care ofParkinsonrsquos disease Parkinsonism amp Related Disorders 22 21ndash27 doi101016jparkreldis201511001
Colby S L amp Ortman J M (2014) Projections of the size and composition of the US population 2014 to 2060Current population reports P25-1143 Washington DC US Census Bureau
Conti G Bowers C OrsquoConnell M B Bruer S Bugdalski-Stutrud C Smith G hellip Mendez J (2016) Examiningthe effects of an experiential interprofessional education activity with older adults Journal of Interprofessional Care30(2) 184ndash190 doi1031091356182020151092428
daggerCopperman J amp Newton P D (2007) Linking social work agency perspectives on interprofessional education intoa school of nursing and midwifery Journal of Interprofessional Care 21(2) 141ndash154 doi10108013561820701197522
Council on Education for Public Health (2011) Accreditation criteria public health programs Retrieved from httpwwwcephorgpdfPHP-Criteria-2011pdf
Council on Social Work Education (CSWE) (2015) Educational policy and accreditation standards Retrieved fromhttpswwwcsweorggetattachmentAccreditationAccreditation-Process2015-EPAS2015EPAS_Web_FINALpdfaspx
Council on Social Work Education (CSWE) (2017) Specialized practice curricular guide for gero social work practiceAlexandria VA Council on Social Work Education
Council on Social Work Education (CSWE) (nd) About the gero-ed center Retrieved from httpswwwcsweorgCenters-InitiativesCentersGero-Ed-CenterAbout
daggerCurran V R Sharpe D Flynn K amp Button P (2010) A longitudinal study of the effect of an interprofessionaleducation curriculum on student satisfaction and attitudes towards interprofessional teamwork and educationJournal of Interprofessional Care 24(1) 41ndash52 doi10310913561820903011927
Dall T M Gallo P D Chakrabarti R West T Semilla A P amp Storm M V (2013) An aging population andgrowing disease burden will require a large and specialized health care workforce by 2025 Health Affairs 32(11)2013ndash2020 doi101377hlthaff20130714
Damron-Rodriguez J (2008) Developing competence for nurses and social workers The American Journal ofNursing 108 40ndash46 doi10109701NAJ000033641383366e0
daggerDay M R Bantry-White E amp Glavin P (2010) Professional Protection of vulnerable adults an interdisciplinaryworkshop Community Practitioner 83(9) 29ndash32
JOURNAL OF SOCIAL WORK EDUCATION 21
De Los Santos M McFarlin C D amp Martin L (2014) Interprofessional education and service learning A modelfor the future of health professions education Journal of Interprofessional Care 28(4) 374ndash375 doi103109135618202014889102
daggerDerbyshire J A amp Machin A I (2011) Learning to work collaboratively nursesrsquo views of their pre-registrationinterprofessional education and its impact on practice Nurse Education in Practice 11(4) 239ndash244 doi101016jnepr201011010
Dorfman L T Murty S A Ingram J G amp Li H (2008) Faculty and community partners in gerontologicalcurriculum enrichment Educational Gerontology 12 1087ndash1104 doi10108003601270802201398
Dow A A DiazGranados D Mazmanian P E amp Retchin S M (2014) An exploratory study of an assessment toolderived from the competencies of the interprofessional education collaborative Journal of Interprofessional Care28 299ndash304 doi103109135618202014891573
daggerDutton A J amp Worsley A R (2009) Doves and hawks Practice educatorsrsquo attitudes towards interprofessionallearning Learning in Health and Social Care 8(3) 145ndash153 doi101111j1473-6861200800204x
daggerEckstrom E Neal M B Cotrell V Casey C M McKenzie G Morgove M W hellip Lasater K (2016) Aninterprofessional approach to reducing the risk of falls through enhanced collaborative practice Journal of theAmerican Geriatrics Society 64(8) 1701ndash1707 doi101111jgs14178
Ellman M S Schulman-Green D Blatt L Asher S Viveiros D Clark J amp Bia M (2012) Using online learningand interactive simulation to teach spiritual and cultural aspects of palliative care to interprofessional studentsJournal of Palliative Medicine 15(11) 1240ndash1247 doi101089jpm20120038
daggerFilies G C Yassin Z amp Frantz J M (2016) Studentsrsquo views of learning about an interprofessional world cafeacutemethod African Journal of Health Professions Education 8(2) 229ndash233 doi107196AJHPE2016v8i2844
Forrest C amp Derrick C (2010) Interdisciplinary education in end-of-life care Creating new opportunities for socialwork nursing and clinical pastoral education students Journal of Social Work in End-Of-Life amp Palliative Care 6(1ndash2) 91ndash116 doi101080155242562010489224
daggerGalambos C (2008) From the editor the joint social worknursing caregiver initiative Opportunities for social workeducation Journal of Social Work Education 44(sup3) 1ndash4 doi105175JSWE2008773247701
Golden A G Gammonley D Hunt D Olsen E amp Barry Issenberg S (2014) The attitudes of graduate healthcarestudents toward older adults personal aging health care reform and interprofessional collaboration Journal ofInterprofessional Care 28(1) 40ndash44 doi103109135618202013830595
Gould P R Lee Y Berkowitz S amp Bronstein L (2015) Impact of a collaborative interprofessional learningexperience upon medical and social work students in geriatric health care Journal of Interprofessional Care 29(4)372ndash373 doi103109135618202014962128
daggerGrady C Danis M Soeken K L OrsquoDonnell P Taylor C Farrar A amp Ulrich C M (2008) Does ethicseducation influence the moral action of practicing nurses and social workers The American Journal of Bioethics 8(4) 4ndash11 doi10108015265160802166017
daggerGroessl J (2013) An interdisciplinary ethics module for MSW and nursing students Social Work Education 32(5)639ndash649 doi101080026154792012695342
Hall L W amp Zierler B K (2015) Interprofessional education and practice guide no 1 developing faculty toeffectively facilitate interprofessional education Journal of Interprofessional Care 29(1) 3ndash7 doi103109135618202014937483
daggerHall P Brajtman S Weaver L Grassau P A amp Varpio L (2014) Learning collaborative teamwork an argumentfor incorporating the humanities Journal of Interprofessional Care 28(6) 519ndash525 doi103109135618202014915513
daggerHaskins A M (2008) An exploration of satisfaction psychological stress and readiness for interprofessional learningin medical nursing allied health and social work students in an interprofessional health care course Available fromProQuest Dissertations and Theses
Head B A Schapmire T Earnshaw L Faul A Hermann C Jones C hellip Pfeiffer M (2016) Evaluation of aninterdisciplinary curriculum teaching team-based palliative care integration in oncology Journal of CancerEducation 31(2) 358ndash365 doi101007s13187-015-0799-y
daggerHead B A Schapmire T Hermann C Earnshaw L Faul A Jones C hellip Pfeifer M (2014) The interdisciplinaryCurriculum for Oncology Palliative Care Education (iCOPE) meeting the challenge of interprofessional educationJournal of Palliative Medicine 17(10) 1107ndash1114 doi101089jpm20140070
Heflin M T Pinheiro S O Konrad T R Egerton E O Thornlow D K White H K amp McConnell E J (2014)Design and evaluation of a prelicensure interprofessional course on improving care transitions Gerontology ampGeriatrics Education 35(1) 41ndash63 doi101080027019602013831349
daggerHemmings A Beckett G Kennerly S amp Yap T (2013) Building a community of research practice Intragroupteam social dynamics in interdisciplinary mixed methods Journal of Mixed Methods Research 7(3) 261ndash273 doihttp1011772F15586898134784681011772F1558689813478468
daggerHenderson S Dalton M amp Cartmel J (2016) Using interprofessional learning for continuing education devel-opment and evaluation of the graduate certificate program in health professional education for clinicians Journal ofContinuing Education in the Health Professions 36(3) 211ndash217 doi101097CEH0000000000000093
22 S J BELTRAN AND V J MILLER
Hermann C P Head B A Black K amp Singleton K (2016) Preparing nursing students for interprofessionalpractice the interdisciplinary curriculum for oncology palliative care education Journal of Professional Nursing 32(1) 62ndash71 doi101016jprofnurs201506001
Heuer A J Geisler S L Kamienski M Langevin D amp OrsquoSullivan M (2010) Introducing medical students to theinterdisciplinary health care team piloting a case-based approach Journal of Allied Health 39(2) 76ndash80
daggerHirst S P Lane A M amp Stares B (2012) Gerontological content in Canadian nursing and social work programsCanadian Geriatrics Journal CGJ 15(1) 8 doi105770cgj1521
daggerHolt J Coates C Cotterill D Eastburn S Laxton J Mistry H amp Young C (2010) Identifying commoncompetences in health and social care An example of multi-institutional and inter-professional working NurseEducation Today 30(3) 264ndash270 doi101016jnedt200909006
Hooyman N amp Diwan S (2009) A planned change model CSWE curricular and programmatic developmentprograms In N Hooyman (Ed) Transforming social work education The first decade of the Hartford geriatric socialwork initiative (pp 99ndash102) Alexandria VA Council on Social Work Education Press
daggerHoracek T Brann L Erdman M Middlemiss M A amp Raj S (2009) Interprofessional learning communityEducating dietetic and other health profession students through an interdisciplinary service-learning experienceTopics in Clinical Nutrition 24(1) 6ndash15 doi101097TIN0b013e3181977fae
Institute of Medicine (IOM) (2008) Retooling for an aging America Building the health care workforce WashingtonDC National Academy Press
Interprofessional Education Collaborative (IPEC) (2016) Core competencies for interprofessional collaborative practice2016 update Washington DC Author
Jensen G M Harvan R A amp Royeen C B (2009) Interprofessional education Context complexity and challengeLeadership in interprofessional education and practice Salisbury MA Jones and Bartlett Publishers LLC
daggerJones B Phillips F Head B A Hedlund S Kalisiak A Zebrack B hellip Otis-Green S (2014) Enhancingcollaborative leadership in palliative social work in oncology Journal of Social Work in End-Of-Life amp PalliativeCare 10(4) 309ndash321 doi101080155242562014975319
Jones B amp Phillips F (2016) Social work and interprofessional education in health care A call for continuedleadership Journal of Social Work Education 52(1) 18ndash29 doi1010801043779720161112629
daggerJotkowitz A amp Gesundheit B (2008) Comforting presence The role of nurses and social workers in clinical ethicsThe American Journal of Bioethics 8(4) 14ndash15 doi10108015265160802147124
daggerJuujaumlrvi S Pesso K amp Myyry L (2011) Care-based ethical reasoning among first-year nursing and social servicesstudents Journal of Advanced Nursing 67(2) 418ndash427 doi101111j1365-2648201005461x
daggerKaasalainen S Willison K Wickson-Griffiths A amp Taniguchi A (2015) The evaluation of a national interprofes-sional palliative care workshop Journal of Interprofessional Care 29(5) 494ndash496 doi103109135618202014998364
daggerKent F Drysdale P Martin N amp Keating J L (2014) The mixed-discipline aged-care student clinic An authenticinterprofessional learning initiative Journal of Allied Health 43(1) 51ndash56
daggerKenward L amp Stiles M (2009) Intermediate care An interprofessional education opportunity in primary careJournal of Interprofessional Care 23(6) 668ndash671 doi10310913561820802634761
daggerKinnair D J Anderson E S amp Thorpe L N (2012) Development of interprofessional education in mental healthpractice Adapting the leicester model Journal of Interprofessional Care 26(3) 189ndash197 doi103109135618202011647994
daggerKnight A (2013) Interprofessonal education Two analyses of revised instruments comparisons of professions andeffectiveness of an interprofessional health care course The University of North Dakota Theses and Dissertations
Kolomer S Quinn M E amp Steele K (2010) Interdisciplinary health fairs for older adults and the value ofinterprofessional service learning Journal of Community Practice 18(2ndash3) 267ndash279 doi101080107054222010485863
daggerLam W Chan E A amp Yeung K S (2013) Implications for school nursing through interprofessional education andpractice Journal of Clinical Nursing 22(13ndash14) 1988ndash2001 doi101111jocn12163
daggerLapum J Hamzavi N Veljkovic K Mohamed Z Pettinato A Silver S amp Taylor E (2012) A performative andpoetical narrative of critical social theory in nursing education An ending and threshold of social justice NursingPhilosophy 13(1) 27ndash45 doi101111j1466-769X201100520x
daggerLeigh J A (2014) Reconstructing practice-based educator roles through effective practicendasheducation partnershipsJournal of Clinical Nursing 23(13ndash14) 1767ndash1769 doi101111jocn12381
Levit L A Balogh E Nass S J amp Ganz P (Eds) (2013) Delivering high-quality cancer care charting a new coursefor a system in crisis (pp 7ndash8) Washington DC National Academies Press
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2007) Interprofessional education on a training ward for older peopleStudentsrsquo conceptions of nurses occupational therapists and social workers Journal of Interprofessional Care 21(4)387ndash399 doi10108013561820701349420
daggerLidskog M Loumlfmark A amp AhlstroumlM G (2008) Learning about each other Studentsrsquo conceptions before and afterinterprofessional education on a training ward Journal of Interprofessional Care 22(5) 521ndash533 doi10108013561820802168471
JOURNAL OF SOCIAL WORK EDUCATION 23
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2008) Studentsrsquo learning experiences from interprofessional collaborationon a training ward in municipal care Learning in Health and Social Care 7(3) 134ndash145 doi101111j1473-6861200800181x
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2009) Learning through participating on an interprofessional trainingward Journal of Interprofessional Care 23(5) 486ndash497 doi10108013561820902921878
Lockeman K S Dow A W DiazGranados D McNielly D P Nickol D Koehn M L amp Knab M S (2016)Refinement of the IPEC competency self-assessment survey Results from a multi-institutional study Journal ofInterprofessional Care 30(6) 726ndash731 doi1010801356182020161220928
Lustig T A (2013) Statement before the commission on long term care Retrieved from httpltccommissionorgltccommissionwp-contentuploads201312Tracy-Lustig
daggerMacKenzie D E Doucet S Nasser S Godden-Webster A L Andrews C amp Kephart G (2014) Collaborationbehind-the-scenes key to effective interprofessional education Journal of Interprofessional Care 28(4) 381ndash383doi103109135618202014890923
MacRae N amp Pardue K T (2007) Use of readers theater to enhance interdisciplinary geriatric educationEducational Gerontology 33(6) 529ndash536 doi10108003601270701328920
daggerManusov E Ronnau J Vela L Lydia A amp Galke C (2015) Engagement and co-production Building aninter-professional integrated medical education and clinical practice International Journal of Integrated Care 15(5)doi105334ijic2105
daggerMcLeod D Curran J Dumont S White M amp Charles G (2014) The Interprofessional Psychosocial OncologyDistance Education (IPODE) project perceived outcomes of an approach to healthcare professional educationJournal of Interprofessional Care 28(3) 254ndash259 doi103109135618202013863181
Mirick R G Davis A amp Wladkowski S P (2017) Understanding sampling and recruitment in social workdissertation research Advances in Social Work 18(2) 415ndash436 doi101806021167
Moher D Liberati A Tetzlaff J Altman D G amp PRISMA Group (2009) Preferred reporting items for systematicreviews and meta-analyses the PRISMA statement PLoS Medicine 6(7) e1000097
daggerMorton S (2016) Inter-professional education A missed opportunity Community Practitioner the Journal of theCommunity Practitionersrsquoamp Health Visitorsrsquo Association 89(7) 28
daggerMunoz C C DoBroka C C amp Mohammad S (2009) Development of a multidisciplinary course in culturalcompetence for nursing and human service professions Journal of Nursing Education 48(9) 495ndash503 doi10392801484834-20090610-03
Murphy J I amp Nimmagadda J (2015) Partnering to provide simulated learning to address InterprofessionalEducation Collaborative core competencies Journal of Interprofessional Care 29(3) 258ndash259 doi103109135618202014942779
daggerNewton J M Cross W M White K Ockerby C amp Billett S (2011) Outcomes of a clinical partnership modelfor undergraduate nursing students Contemporary Nurse 39(1) 119ndash127 doi105172conu2011391119
daggerOdegard P S Robins L Murphy N Belza B Brock D Gallagher T H hellip Mitchell P (2009) Interprofessionalinitiatives at the University of Washington American Journal of Pharmaceutical Education 73(4) 63 doi105688aj730463
daggerOlsson M Persson M Kaila P Wikmar L N amp Bostroumlm C (2013) Studentsrsquo expectations when entering aninterprofessional masterrsquos degree program for health professionals a qualitative study Journal of Allied Health 42(1) 3ndash9
daggerOtis-Green S Yang E amp Lynne L (2013) ACE projectmdashadvocating for clinical excellence creating change in thedelivery of palliative care OMEGA-Journal of Death and Dying 67(1ndash2) 5ndash19 doi1021902FOM671-2b
daggerPareacute L Maziade J Pelletier F Houle N amp Iloko-Fundi M (2012) Training in interprofessional collaborationPedagogic innovation in family medicine units Canadian Family Physician 58(4) e203ndashe209
Park J Hawkins M Hamlin E Hawkins W amp Bamdas J A M (2014) Developing positive attitudes towardinterprofessional collaboration among students in the health care professions Educational Gerontology 40(12)894ndash908 doi101080036012772014908619
daggerParker V A amp Geron S M (2007) Cultural competence in nursing homes Issues and implications for educationGerontology amp Geriatrics Education 28(2) 37ndash54 doi101300J021v28n02_04
daggerPhillips J MacGiollaRi D amp Callaghan S (2012) Encouraging research in social work Narrative as the threadintegrating education and research in social work Social Work Education 31(6) 785ndash793 doi101080026154792012695200
daggerPollard K C Miers M E amp Rickaby C (2012) ldquoOh why didnrsquot I take more noticerdquo Professionalsrsquo views andperceptions of pre-qualifying preparation for interprofessional working in practice Journal of InterprofessionalCare 26(5) 355ndash361 doi103109135618202012689785
daggerPoole J Rife J C Pearson F amp Moore W R (2009) Developing community partnerships with religiouslyaffiliated organizations to address aging needs A case study of the congregational social work education initiativeSocial Work amp Christianity 36(2) 176-191
24 S J BELTRAN AND V J MILLER
Poole J Rife J C Pearson F Moore L Reaves A M amp Moore W (2013) Innovative social work field educationin congregational and community-based settings serving persons fifty-five+ an interdisciplinary training initiativefor BSW and MSW Students Social Work and Christianity 40(4) 404
daggerPulsford D Hope K amp Thompson R (2007) Higher education provision for professionals working with peoplewith dementia a scoping exercise Nurse Education Today 27(1) 5ndash13 doi101016jnedt200602003
Reeves S Zwarenstein M Goldman J Barr H Freeth D Koppel I amp Hammick M (2010) The effectiveness ofinterprofessional education Key findings from a new systematic review Journal of Interprofessional Care 24230ndash241 doi10310913561820903163405
daggerRobins L Brock D M Gallagher T Kartin D Lindhorst T Odegard P hellip Belza B (2008) Piloting teamsimulations to assess interprofessional skills Journal of Interprofessional Care 22(3) 325ndash328 doi10108013561820801886438
Rogers A T Gualco K J Hinckle C amp Baber R L (2013) Cultivating interest and competency in gerontologicalsocial work Opportunities for undergraduate education Journal of Gerontological Social Work 56(4) 335ndash355doi101080016343722013775989
Rowan N L Gillette P D Faul A C Yankeelov P A Borders K W Deck S hellip Wiegand M (2009)Innovative interdisciplinary training in and delivery of evidence-based geriatric services Creating a bridge withsocial work and physical therapy Gerontology amp Geriatrics Education 30(3) 187ndash204 doi10108002701960903133448
Rubin A amp Babbie E R (2011) Research methods for social work (7th ed) Belmont CA BrooksColedaggerSalm T Greenberg H Pitzel M amp Cripps D (2010) Interprofessional education internships in schools Jump
starting change Journal of Interprofessional Care 24(3) 251ndash263 doi10310913561820903051469daggerSchwartz E S Baugh J J Honsky J amp Luebbers E (2015) A patient advocacy program established through an
interprofessional student-run free clinic Journal of Health Care for the Poor and Underserved 26(1) 300ndash308doi101353hpu20150024
daggerSedgwick M (2011) Rural hospital interdisciplinary team membersrsquo experience of undergraduate nursing preceptor-ship A qualitative descriptive study Nurse Education in Practice 11(4) 278ndash282 doi101016jnepr201101004
daggerSelle K M Salamon K Boarman R amp Sauer J (2008) Providing interprofessional learning through interdisci-plinary collaboration The role of ldquomodellingrdquo Journal of Interprofessional Care 22(1) 85ndash92 doi10108013561820701714755
Sheppard K D Ford C R Sawyer P Foley K T Harada C N Brown C J amp Ritchie C S (2015) Theinterprofessional clinical experience interprofessional education in the nursing home Journal of InterprofessionalCare 29(2) 170ndash172 doi103109135618202014942776
daggerSims D (2011a) Achieving collaborative competence through interprofessional education Lessons learned fromjoint training in learning disability nursing and social work Social Work Education 30(1) 98ndash112 doi10108002615471003748056
daggerSims D (2011b) Reconstructing professional identity for professional and interprofessional practice A mixedmethods study of joint training programmes in learning disability nursing and social work Journal ofInterprofessional Care 25(4) 265ndash271 doi103109135618202011571352
daggerSmith R A amp Pilling S (2007) Allied health graduate programndashsupporting the transition from student toprofessional in an interdisciplinary program Journal of Interprofessional Care 21(3) 265ndash276 doi10108013561820701259116
daggerStepney P Callwood I Ning F amp Downing K (2011) Learning to collaborate a study of nursing studentsrsquoexperience of inter-professional education at one UK university Educational Studies 37(4) 419ndash434 doi101080030556982010539669
Supiano K P (2013) Weaving interdisciplinary and discipline-specific content into palliative care education Onesuccessful model for teaching end-of-life care Journal of Death and Dying 67(1ndash2) 201ndash206 doi102190OM671-2x
daggerSweigart L I Umoren R A Scott P J Carlton K H Jones J A Truman B amp Gossett E J (2016) VirtualTeamSTEPPSreg simulations produce teamwork attitude changes among health professions students Journal ofNursing Education 55(1) 31ndash35 doi10392801484834-20151214-08
daggerTan Z S Damron-Rodriguez J Cadogan M Gans D Price R M Merkin S S hellip Chodosh J (2017) Team-Based interprofessional competency training for dementia screening and management Journal of the AmericanGeriatrics Society 65(1) 207ndash211 doi101111jgs14540
daggerTew J Holley T amp Caplen P (2012) Dialogue and challenge Involving service users and carers in small grouplearning with social work and nursing students Social Work Education 31(3) 316ndash330 doi101080026154792011557429
daggerThompson B M Bratzler D W Fisher M J Torres A Faculty E P I C amp Sparks R A (2016) Workingtogether using a unique approach to evaluate an interactive and clinic-based longitudinal interprofessionaleducation experience with 13 professions Journal of Interprofessional Care 30(6) 754ndash761 doi1010801356182020161227962
JOURNAL OF SOCIAL WORK EDUCATION 25
daggerTourse R W C Mooney J F Shindul-Rothschild J Prince J Pulcini J A Platt S amp Savransky H (2008) Theuniversitycommunity partnership Transdisciplinary course development Journal of Interprofessional Care 22(5)461ndash474 doi10108013561820802355615
daggerTraube D E Pohle C E amp Barley M (2012) Teaching evidence-based social work in foundation practice coursesLearning from pedagogical choices of allied fields Journal of Evidence-based Social Work 9(3) 241ndash259doi101080154337142010525417
daggervan Schaik S M Regehr G Eva K W Irby D M amp Orsquosullivan P S (2016) Perceptions of peer-to-peerinterprofessional feedback among students in the health professions Academic Medicine 91(6) 807ndash812doi101097ACM0000000000000981
Whitaker T Weismiller T amp Clark E (2006) Assuring the sufficiency of a frontline workforce A national study oflicensed social workers Washington DC National Association of Social Workers
daggerWilliams A Mostyn A amp Fyson R (2009) Nursing and social work studentsrsquo perceptions of lecturing by non-university practitioners Journal of Interprofessional Care 23(1) 98ndash100 doi10108013561820802278577
World Health Organization (WHO) (2010) Framework for action on interprofessional education amp collaborativepractice Geneva Switzerland World Health Organization Retrieved from httpwhqlibdocwhointhq2010WHO_HRH_HPN_103_engpdf
daggerYaffe M J Wolfson C amp Lithwick M (2009) Professions show different enquiry strategies for elder abusedetection Implications for training and interprofessional care Journal of Interprofessional Care 23(6) 646ndash654doi10310913561820902886279
daggerYamauchi T Takeshima T Hirokawa S Oba Y amp Koh E (2017) An educational program for nursing and socialwork students using artwork created by people with mental health problems International Journal of Mental Healthand Addiction 15(3) 503ndash513 doi101007s11469-016-9716-9
daggerYeung K S S Ho A P Y Lo M C H amp Chan E A (2009) Social work ethical decision making in aninter-disciplinary context British Journal of Social Work 40(5) 1573ndash1590 doi101093bjswbcp065
Young H M Siegel E O McCormick W C Fulmer T Harootyan L K amp Dorr D A (2011) Interdisciplinarycollaboration in geriatrics Advancing health for older adults Nursing Outlook 59(4) 243ndash250 doi101016joutlook201105006
daggerZorek J amp Raehl C (2013) Interprofessional education accreditation standards in the USA a comparative analysisJournal of Interprofessional Care 27(2) 123ndash130 doi103109135618202012718295
26 S J BELTRAN AND V J MILLER
De Los Santos M McFarlin C D amp Martin L (2014) Interprofessional education and service learning A modelfor the future of health professions education Journal of Interprofessional Care 28(4) 374ndash375 doi103109135618202014889102
daggerDerbyshire J A amp Machin A I (2011) Learning to work collaboratively nursesrsquo views of their pre-registrationinterprofessional education and its impact on practice Nurse Education in Practice 11(4) 239ndash244 doi101016jnepr201011010
Dorfman L T Murty S A Ingram J G amp Li H (2008) Faculty and community partners in gerontologicalcurriculum enrichment Educational Gerontology 12 1087ndash1104 doi10108003601270802201398
Dow A A DiazGranados D Mazmanian P E amp Retchin S M (2014) An exploratory study of an assessment toolderived from the competencies of the interprofessional education collaborative Journal of Interprofessional Care28 299ndash304 doi103109135618202014891573
daggerDutton A J amp Worsley A R (2009) Doves and hawks Practice educatorsrsquo attitudes towards interprofessionallearning Learning in Health and Social Care 8(3) 145ndash153 doi101111j1473-6861200800204x
daggerEckstrom E Neal M B Cotrell V Casey C M McKenzie G Morgove M W hellip Lasater K (2016) Aninterprofessional approach to reducing the risk of falls through enhanced collaborative practice Journal of theAmerican Geriatrics Society 64(8) 1701ndash1707 doi101111jgs14178
Ellman M S Schulman-Green D Blatt L Asher S Viveiros D Clark J amp Bia M (2012) Using online learningand interactive simulation to teach spiritual and cultural aspects of palliative care to interprofessional studentsJournal of Palliative Medicine 15(11) 1240ndash1247 doi101089jpm20120038
daggerFilies G C Yassin Z amp Frantz J M (2016) Studentsrsquo views of learning about an interprofessional world cafeacutemethod African Journal of Health Professions Education 8(2) 229ndash233 doi107196AJHPE2016v8i2844
Forrest C amp Derrick C (2010) Interdisciplinary education in end-of-life care Creating new opportunities for socialwork nursing and clinical pastoral education students Journal of Social Work in End-Of-Life amp Palliative Care 6(1ndash2) 91ndash116 doi101080155242562010489224
daggerGalambos C (2008) From the editor the joint social worknursing caregiver initiative Opportunities for social workeducation Journal of Social Work Education 44(sup3) 1ndash4 doi105175JSWE2008773247701
Golden A G Gammonley D Hunt D Olsen E amp Barry Issenberg S (2014) The attitudes of graduate healthcarestudents toward older adults personal aging health care reform and interprofessional collaboration Journal ofInterprofessional Care 28(1) 40ndash44 doi103109135618202013830595
Gould P R Lee Y Berkowitz S amp Bronstein L (2015) Impact of a collaborative interprofessional learningexperience upon medical and social work students in geriatric health care Journal of Interprofessional Care 29(4)372ndash373 doi103109135618202014962128
daggerGrady C Danis M Soeken K L OrsquoDonnell P Taylor C Farrar A amp Ulrich C M (2008) Does ethicseducation influence the moral action of practicing nurses and social workers The American Journal of Bioethics 8(4) 4ndash11 doi10108015265160802166017
daggerGroessl J (2013) An interdisciplinary ethics module for MSW and nursing students Social Work Education 32(5)639ndash649 doi101080026154792012695342
Hall L W amp Zierler B K (2015) Interprofessional education and practice guide no 1 developing faculty toeffectively facilitate interprofessional education Journal of Interprofessional Care 29(1) 3ndash7 doi103109135618202014937483
daggerHall P Brajtman S Weaver L Grassau P A amp Varpio L (2014) Learning collaborative teamwork an argumentfor incorporating the humanities Journal of Interprofessional Care 28(6) 519ndash525 doi103109135618202014915513
daggerHaskins A M (2008) An exploration of satisfaction psychological stress and readiness for interprofessional learningin medical nursing allied health and social work students in an interprofessional health care course Available fromProQuest Dissertations and Theses
Head B A Schapmire T Earnshaw L Faul A Hermann C Jones C hellip Pfeiffer M (2016) Evaluation of aninterdisciplinary curriculum teaching team-based palliative care integration in oncology Journal of CancerEducation 31(2) 358ndash365 doi101007s13187-015-0799-y
daggerHead B A Schapmire T Hermann C Earnshaw L Faul A Jones C hellip Pfeifer M (2014) The interdisciplinaryCurriculum for Oncology Palliative Care Education (iCOPE) meeting the challenge of interprofessional educationJournal of Palliative Medicine 17(10) 1107ndash1114 doi101089jpm20140070
Heflin M T Pinheiro S O Konrad T R Egerton E O Thornlow D K White H K amp McConnell E J (2014)Design and evaluation of a prelicensure interprofessional course on improving care transitions Gerontology ampGeriatrics Education 35(1) 41ndash63 doi101080027019602013831349
daggerHemmings A Beckett G Kennerly S amp Yap T (2013) Building a community of research practice Intragroupteam social dynamics in interdisciplinary mixed methods Journal of Mixed Methods Research 7(3) 261ndash273 doihttp1011772F15586898134784681011772F1558689813478468
daggerHenderson S Dalton M amp Cartmel J (2016) Using interprofessional learning for continuing education devel-opment and evaluation of the graduate certificate program in health professional education for clinicians Journal ofContinuing Education in the Health Professions 36(3) 211ndash217 doi101097CEH0000000000000093
22 S J BELTRAN AND V J MILLER
Hermann C P Head B A Black K amp Singleton K (2016) Preparing nursing students for interprofessionalpractice the interdisciplinary curriculum for oncology palliative care education Journal of Professional Nursing 32(1) 62ndash71 doi101016jprofnurs201506001
Heuer A J Geisler S L Kamienski M Langevin D amp OrsquoSullivan M (2010) Introducing medical students to theinterdisciplinary health care team piloting a case-based approach Journal of Allied Health 39(2) 76ndash80
daggerHirst S P Lane A M amp Stares B (2012) Gerontological content in Canadian nursing and social work programsCanadian Geriatrics Journal CGJ 15(1) 8 doi105770cgj1521
daggerHolt J Coates C Cotterill D Eastburn S Laxton J Mistry H amp Young C (2010) Identifying commoncompetences in health and social care An example of multi-institutional and inter-professional working NurseEducation Today 30(3) 264ndash270 doi101016jnedt200909006
Hooyman N amp Diwan S (2009) A planned change model CSWE curricular and programmatic developmentprograms In N Hooyman (Ed) Transforming social work education The first decade of the Hartford geriatric socialwork initiative (pp 99ndash102) Alexandria VA Council on Social Work Education Press
daggerHoracek T Brann L Erdman M Middlemiss M A amp Raj S (2009) Interprofessional learning communityEducating dietetic and other health profession students through an interdisciplinary service-learning experienceTopics in Clinical Nutrition 24(1) 6ndash15 doi101097TIN0b013e3181977fae
Institute of Medicine (IOM) (2008) Retooling for an aging America Building the health care workforce WashingtonDC National Academy Press
Interprofessional Education Collaborative (IPEC) (2016) Core competencies for interprofessional collaborative practice2016 update Washington DC Author
Jensen G M Harvan R A amp Royeen C B (2009) Interprofessional education Context complexity and challengeLeadership in interprofessional education and practice Salisbury MA Jones and Bartlett Publishers LLC
daggerJones B Phillips F Head B A Hedlund S Kalisiak A Zebrack B hellip Otis-Green S (2014) Enhancingcollaborative leadership in palliative social work in oncology Journal of Social Work in End-Of-Life amp PalliativeCare 10(4) 309ndash321 doi101080155242562014975319
Jones B amp Phillips F (2016) Social work and interprofessional education in health care A call for continuedleadership Journal of Social Work Education 52(1) 18ndash29 doi1010801043779720161112629
daggerJotkowitz A amp Gesundheit B (2008) Comforting presence The role of nurses and social workers in clinical ethicsThe American Journal of Bioethics 8(4) 14ndash15 doi10108015265160802147124
daggerJuujaumlrvi S Pesso K amp Myyry L (2011) Care-based ethical reasoning among first-year nursing and social servicesstudents Journal of Advanced Nursing 67(2) 418ndash427 doi101111j1365-2648201005461x
daggerKaasalainen S Willison K Wickson-Griffiths A amp Taniguchi A (2015) The evaluation of a national interprofes-sional palliative care workshop Journal of Interprofessional Care 29(5) 494ndash496 doi103109135618202014998364
daggerKent F Drysdale P Martin N amp Keating J L (2014) The mixed-discipline aged-care student clinic An authenticinterprofessional learning initiative Journal of Allied Health 43(1) 51ndash56
daggerKenward L amp Stiles M (2009) Intermediate care An interprofessional education opportunity in primary careJournal of Interprofessional Care 23(6) 668ndash671 doi10310913561820802634761
daggerKinnair D J Anderson E S amp Thorpe L N (2012) Development of interprofessional education in mental healthpractice Adapting the leicester model Journal of Interprofessional Care 26(3) 189ndash197 doi103109135618202011647994
daggerKnight A (2013) Interprofessonal education Two analyses of revised instruments comparisons of professions andeffectiveness of an interprofessional health care course The University of North Dakota Theses and Dissertations
Kolomer S Quinn M E amp Steele K (2010) Interdisciplinary health fairs for older adults and the value ofinterprofessional service learning Journal of Community Practice 18(2ndash3) 267ndash279 doi101080107054222010485863
daggerLam W Chan E A amp Yeung K S (2013) Implications for school nursing through interprofessional education andpractice Journal of Clinical Nursing 22(13ndash14) 1988ndash2001 doi101111jocn12163
daggerLapum J Hamzavi N Veljkovic K Mohamed Z Pettinato A Silver S amp Taylor E (2012) A performative andpoetical narrative of critical social theory in nursing education An ending and threshold of social justice NursingPhilosophy 13(1) 27ndash45 doi101111j1466-769X201100520x
daggerLeigh J A (2014) Reconstructing practice-based educator roles through effective practicendasheducation partnershipsJournal of Clinical Nursing 23(13ndash14) 1767ndash1769 doi101111jocn12381
Levit L A Balogh E Nass S J amp Ganz P (Eds) (2013) Delivering high-quality cancer care charting a new coursefor a system in crisis (pp 7ndash8) Washington DC National Academies Press
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2007) Interprofessional education on a training ward for older peopleStudentsrsquo conceptions of nurses occupational therapists and social workers Journal of Interprofessional Care 21(4)387ndash399 doi10108013561820701349420
daggerLidskog M Loumlfmark A amp AhlstroumlM G (2008) Learning about each other Studentsrsquo conceptions before and afterinterprofessional education on a training ward Journal of Interprofessional Care 22(5) 521ndash533 doi10108013561820802168471
JOURNAL OF SOCIAL WORK EDUCATION 23
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2008) Studentsrsquo learning experiences from interprofessional collaborationon a training ward in municipal care Learning in Health and Social Care 7(3) 134ndash145 doi101111j1473-6861200800181x
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2009) Learning through participating on an interprofessional trainingward Journal of Interprofessional Care 23(5) 486ndash497 doi10108013561820902921878
Lockeman K S Dow A W DiazGranados D McNielly D P Nickol D Koehn M L amp Knab M S (2016)Refinement of the IPEC competency self-assessment survey Results from a multi-institutional study Journal ofInterprofessional Care 30(6) 726ndash731 doi1010801356182020161220928
Lustig T A (2013) Statement before the commission on long term care Retrieved from httpltccommissionorgltccommissionwp-contentuploads201312Tracy-Lustig
daggerMacKenzie D E Doucet S Nasser S Godden-Webster A L Andrews C amp Kephart G (2014) Collaborationbehind-the-scenes key to effective interprofessional education Journal of Interprofessional Care 28(4) 381ndash383doi103109135618202014890923
MacRae N amp Pardue K T (2007) Use of readers theater to enhance interdisciplinary geriatric educationEducational Gerontology 33(6) 529ndash536 doi10108003601270701328920
daggerManusov E Ronnau J Vela L Lydia A amp Galke C (2015) Engagement and co-production Building aninter-professional integrated medical education and clinical practice International Journal of Integrated Care 15(5)doi105334ijic2105
daggerMcLeod D Curran J Dumont S White M amp Charles G (2014) The Interprofessional Psychosocial OncologyDistance Education (IPODE) project perceived outcomes of an approach to healthcare professional educationJournal of Interprofessional Care 28(3) 254ndash259 doi103109135618202013863181
Mirick R G Davis A amp Wladkowski S P (2017) Understanding sampling and recruitment in social workdissertation research Advances in Social Work 18(2) 415ndash436 doi101806021167
Moher D Liberati A Tetzlaff J Altman D G amp PRISMA Group (2009) Preferred reporting items for systematicreviews and meta-analyses the PRISMA statement PLoS Medicine 6(7) e1000097
daggerMorton S (2016) Inter-professional education A missed opportunity Community Practitioner the Journal of theCommunity Practitionersrsquoamp Health Visitorsrsquo Association 89(7) 28
daggerMunoz C C DoBroka C C amp Mohammad S (2009) Development of a multidisciplinary course in culturalcompetence for nursing and human service professions Journal of Nursing Education 48(9) 495ndash503 doi10392801484834-20090610-03
Murphy J I amp Nimmagadda J (2015) Partnering to provide simulated learning to address InterprofessionalEducation Collaborative core competencies Journal of Interprofessional Care 29(3) 258ndash259 doi103109135618202014942779
daggerNewton J M Cross W M White K Ockerby C amp Billett S (2011) Outcomes of a clinical partnership modelfor undergraduate nursing students Contemporary Nurse 39(1) 119ndash127 doi105172conu2011391119
daggerOdegard P S Robins L Murphy N Belza B Brock D Gallagher T H hellip Mitchell P (2009) Interprofessionalinitiatives at the University of Washington American Journal of Pharmaceutical Education 73(4) 63 doi105688aj730463
daggerOlsson M Persson M Kaila P Wikmar L N amp Bostroumlm C (2013) Studentsrsquo expectations when entering aninterprofessional masterrsquos degree program for health professionals a qualitative study Journal of Allied Health 42(1) 3ndash9
daggerOtis-Green S Yang E amp Lynne L (2013) ACE projectmdashadvocating for clinical excellence creating change in thedelivery of palliative care OMEGA-Journal of Death and Dying 67(1ndash2) 5ndash19 doi1021902FOM671-2b
daggerPareacute L Maziade J Pelletier F Houle N amp Iloko-Fundi M (2012) Training in interprofessional collaborationPedagogic innovation in family medicine units Canadian Family Physician 58(4) e203ndashe209
Park J Hawkins M Hamlin E Hawkins W amp Bamdas J A M (2014) Developing positive attitudes towardinterprofessional collaboration among students in the health care professions Educational Gerontology 40(12)894ndash908 doi101080036012772014908619
daggerParker V A amp Geron S M (2007) Cultural competence in nursing homes Issues and implications for educationGerontology amp Geriatrics Education 28(2) 37ndash54 doi101300J021v28n02_04
daggerPhillips J MacGiollaRi D amp Callaghan S (2012) Encouraging research in social work Narrative as the threadintegrating education and research in social work Social Work Education 31(6) 785ndash793 doi101080026154792012695200
daggerPollard K C Miers M E amp Rickaby C (2012) ldquoOh why didnrsquot I take more noticerdquo Professionalsrsquo views andperceptions of pre-qualifying preparation for interprofessional working in practice Journal of InterprofessionalCare 26(5) 355ndash361 doi103109135618202012689785
daggerPoole J Rife J C Pearson F amp Moore W R (2009) Developing community partnerships with religiouslyaffiliated organizations to address aging needs A case study of the congregational social work education initiativeSocial Work amp Christianity 36(2) 176-191
24 S J BELTRAN AND V J MILLER
Poole J Rife J C Pearson F Moore L Reaves A M amp Moore W (2013) Innovative social work field educationin congregational and community-based settings serving persons fifty-five+ an interdisciplinary training initiativefor BSW and MSW Students Social Work and Christianity 40(4) 404
daggerPulsford D Hope K amp Thompson R (2007) Higher education provision for professionals working with peoplewith dementia a scoping exercise Nurse Education Today 27(1) 5ndash13 doi101016jnedt200602003
Reeves S Zwarenstein M Goldman J Barr H Freeth D Koppel I amp Hammick M (2010) The effectiveness ofinterprofessional education Key findings from a new systematic review Journal of Interprofessional Care 24230ndash241 doi10310913561820903163405
daggerRobins L Brock D M Gallagher T Kartin D Lindhorst T Odegard P hellip Belza B (2008) Piloting teamsimulations to assess interprofessional skills Journal of Interprofessional Care 22(3) 325ndash328 doi10108013561820801886438
Rogers A T Gualco K J Hinckle C amp Baber R L (2013) Cultivating interest and competency in gerontologicalsocial work Opportunities for undergraduate education Journal of Gerontological Social Work 56(4) 335ndash355doi101080016343722013775989
Rowan N L Gillette P D Faul A C Yankeelov P A Borders K W Deck S hellip Wiegand M (2009)Innovative interdisciplinary training in and delivery of evidence-based geriatric services Creating a bridge withsocial work and physical therapy Gerontology amp Geriatrics Education 30(3) 187ndash204 doi10108002701960903133448
Rubin A amp Babbie E R (2011) Research methods for social work (7th ed) Belmont CA BrooksColedaggerSalm T Greenberg H Pitzel M amp Cripps D (2010) Interprofessional education internships in schools Jump
starting change Journal of Interprofessional Care 24(3) 251ndash263 doi10310913561820903051469daggerSchwartz E S Baugh J J Honsky J amp Luebbers E (2015) A patient advocacy program established through an
interprofessional student-run free clinic Journal of Health Care for the Poor and Underserved 26(1) 300ndash308doi101353hpu20150024
daggerSedgwick M (2011) Rural hospital interdisciplinary team membersrsquo experience of undergraduate nursing preceptor-ship A qualitative descriptive study Nurse Education in Practice 11(4) 278ndash282 doi101016jnepr201101004
daggerSelle K M Salamon K Boarman R amp Sauer J (2008) Providing interprofessional learning through interdisci-plinary collaboration The role of ldquomodellingrdquo Journal of Interprofessional Care 22(1) 85ndash92 doi10108013561820701714755
Sheppard K D Ford C R Sawyer P Foley K T Harada C N Brown C J amp Ritchie C S (2015) Theinterprofessional clinical experience interprofessional education in the nursing home Journal of InterprofessionalCare 29(2) 170ndash172 doi103109135618202014942776
daggerSims D (2011a) Achieving collaborative competence through interprofessional education Lessons learned fromjoint training in learning disability nursing and social work Social Work Education 30(1) 98ndash112 doi10108002615471003748056
daggerSims D (2011b) Reconstructing professional identity for professional and interprofessional practice A mixedmethods study of joint training programmes in learning disability nursing and social work Journal ofInterprofessional Care 25(4) 265ndash271 doi103109135618202011571352
daggerSmith R A amp Pilling S (2007) Allied health graduate programndashsupporting the transition from student toprofessional in an interdisciplinary program Journal of Interprofessional Care 21(3) 265ndash276 doi10108013561820701259116
daggerStepney P Callwood I Ning F amp Downing K (2011) Learning to collaborate a study of nursing studentsrsquoexperience of inter-professional education at one UK university Educational Studies 37(4) 419ndash434 doi101080030556982010539669
Supiano K P (2013) Weaving interdisciplinary and discipline-specific content into palliative care education Onesuccessful model for teaching end-of-life care Journal of Death and Dying 67(1ndash2) 201ndash206 doi102190OM671-2x
daggerSweigart L I Umoren R A Scott P J Carlton K H Jones J A Truman B amp Gossett E J (2016) VirtualTeamSTEPPSreg simulations produce teamwork attitude changes among health professions students Journal ofNursing Education 55(1) 31ndash35 doi10392801484834-20151214-08
daggerTan Z S Damron-Rodriguez J Cadogan M Gans D Price R M Merkin S S hellip Chodosh J (2017) Team-Based interprofessional competency training for dementia screening and management Journal of the AmericanGeriatrics Society 65(1) 207ndash211 doi101111jgs14540
daggerTew J Holley T amp Caplen P (2012) Dialogue and challenge Involving service users and carers in small grouplearning with social work and nursing students Social Work Education 31(3) 316ndash330 doi101080026154792011557429
daggerThompson B M Bratzler D W Fisher M J Torres A Faculty E P I C amp Sparks R A (2016) Workingtogether using a unique approach to evaluate an interactive and clinic-based longitudinal interprofessionaleducation experience with 13 professions Journal of Interprofessional Care 30(6) 754ndash761 doi1010801356182020161227962
JOURNAL OF SOCIAL WORK EDUCATION 25
daggerTourse R W C Mooney J F Shindul-Rothschild J Prince J Pulcini J A Platt S amp Savransky H (2008) Theuniversitycommunity partnership Transdisciplinary course development Journal of Interprofessional Care 22(5)461ndash474 doi10108013561820802355615
daggerTraube D E Pohle C E amp Barley M (2012) Teaching evidence-based social work in foundation practice coursesLearning from pedagogical choices of allied fields Journal of Evidence-based Social Work 9(3) 241ndash259doi101080154337142010525417
daggervan Schaik S M Regehr G Eva K W Irby D M amp Orsquosullivan P S (2016) Perceptions of peer-to-peerinterprofessional feedback among students in the health professions Academic Medicine 91(6) 807ndash812doi101097ACM0000000000000981
Whitaker T Weismiller T amp Clark E (2006) Assuring the sufficiency of a frontline workforce A national study oflicensed social workers Washington DC National Association of Social Workers
daggerWilliams A Mostyn A amp Fyson R (2009) Nursing and social work studentsrsquo perceptions of lecturing by non-university practitioners Journal of Interprofessional Care 23(1) 98ndash100 doi10108013561820802278577
World Health Organization (WHO) (2010) Framework for action on interprofessional education amp collaborativepractice Geneva Switzerland World Health Organization Retrieved from httpwhqlibdocwhointhq2010WHO_HRH_HPN_103_engpdf
daggerYaffe M J Wolfson C amp Lithwick M (2009) Professions show different enquiry strategies for elder abusedetection Implications for training and interprofessional care Journal of Interprofessional Care 23(6) 646ndash654doi10310913561820902886279
daggerYamauchi T Takeshima T Hirokawa S Oba Y amp Koh E (2017) An educational program for nursing and socialwork students using artwork created by people with mental health problems International Journal of Mental Healthand Addiction 15(3) 503ndash513 doi101007s11469-016-9716-9
daggerYeung K S S Ho A P Y Lo M C H amp Chan E A (2009) Social work ethical decision making in aninter-disciplinary context British Journal of Social Work 40(5) 1573ndash1590 doi101093bjswbcp065
Young H M Siegel E O McCormick W C Fulmer T Harootyan L K amp Dorr D A (2011) Interdisciplinarycollaboration in geriatrics Advancing health for older adults Nursing Outlook 59(4) 243ndash250 doi101016joutlook201105006
daggerZorek J amp Raehl C (2013) Interprofessional education accreditation standards in the USA a comparative analysisJournal of Interprofessional Care 27(2) 123ndash130 doi103109135618202012718295
26 S J BELTRAN AND V J MILLER
Hermann C P Head B A Black K amp Singleton K (2016) Preparing nursing students for interprofessionalpractice the interdisciplinary curriculum for oncology palliative care education Journal of Professional Nursing 32(1) 62ndash71 doi101016jprofnurs201506001
Heuer A J Geisler S L Kamienski M Langevin D amp OrsquoSullivan M (2010) Introducing medical students to theinterdisciplinary health care team piloting a case-based approach Journal of Allied Health 39(2) 76ndash80
daggerHirst S P Lane A M amp Stares B (2012) Gerontological content in Canadian nursing and social work programsCanadian Geriatrics Journal CGJ 15(1) 8 doi105770cgj1521
daggerHolt J Coates C Cotterill D Eastburn S Laxton J Mistry H amp Young C (2010) Identifying commoncompetences in health and social care An example of multi-institutional and inter-professional working NurseEducation Today 30(3) 264ndash270 doi101016jnedt200909006
Hooyman N amp Diwan S (2009) A planned change model CSWE curricular and programmatic developmentprograms In N Hooyman (Ed) Transforming social work education The first decade of the Hartford geriatric socialwork initiative (pp 99ndash102) Alexandria VA Council on Social Work Education Press
daggerHoracek T Brann L Erdman M Middlemiss M A amp Raj S (2009) Interprofessional learning communityEducating dietetic and other health profession students through an interdisciplinary service-learning experienceTopics in Clinical Nutrition 24(1) 6ndash15 doi101097TIN0b013e3181977fae
Institute of Medicine (IOM) (2008) Retooling for an aging America Building the health care workforce WashingtonDC National Academy Press
Interprofessional Education Collaborative (IPEC) (2016) Core competencies for interprofessional collaborative practice2016 update Washington DC Author
Jensen G M Harvan R A amp Royeen C B (2009) Interprofessional education Context complexity and challengeLeadership in interprofessional education and practice Salisbury MA Jones and Bartlett Publishers LLC
daggerJones B Phillips F Head B A Hedlund S Kalisiak A Zebrack B hellip Otis-Green S (2014) Enhancingcollaborative leadership in palliative social work in oncology Journal of Social Work in End-Of-Life amp PalliativeCare 10(4) 309ndash321 doi101080155242562014975319
Jones B amp Phillips F (2016) Social work and interprofessional education in health care A call for continuedleadership Journal of Social Work Education 52(1) 18ndash29 doi1010801043779720161112629
daggerJotkowitz A amp Gesundheit B (2008) Comforting presence The role of nurses and social workers in clinical ethicsThe American Journal of Bioethics 8(4) 14ndash15 doi10108015265160802147124
daggerJuujaumlrvi S Pesso K amp Myyry L (2011) Care-based ethical reasoning among first-year nursing and social servicesstudents Journal of Advanced Nursing 67(2) 418ndash427 doi101111j1365-2648201005461x
daggerKaasalainen S Willison K Wickson-Griffiths A amp Taniguchi A (2015) The evaluation of a national interprofes-sional palliative care workshop Journal of Interprofessional Care 29(5) 494ndash496 doi103109135618202014998364
daggerKent F Drysdale P Martin N amp Keating J L (2014) The mixed-discipline aged-care student clinic An authenticinterprofessional learning initiative Journal of Allied Health 43(1) 51ndash56
daggerKenward L amp Stiles M (2009) Intermediate care An interprofessional education opportunity in primary careJournal of Interprofessional Care 23(6) 668ndash671 doi10310913561820802634761
daggerKinnair D J Anderson E S amp Thorpe L N (2012) Development of interprofessional education in mental healthpractice Adapting the leicester model Journal of Interprofessional Care 26(3) 189ndash197 doi103109135618202011647994
daggerKnight A (2013) Interprofessonal education Two analyses of revised instruments comparisons of professions andeffectiveness of an interprofessional health care course The University of North Dakota Theses and Dissertations
Kolomer S Quinn M E amp Steele K (2010) Interdisciplinary health fairs for older adults and the value ofinterprofessional service learning Journal of Community Practice 18(2ndash3) 267ndash279 doi101080107054222010485863
daggerLam W Chan E A amp Yeung K S (2013) Implications for school nursing through interprofessional education andpractice Journal of Clinical Nursing 22(13ndash14) 1988ndash2001 doi101111jocn12163
daggerLapum J Hamzavi N Veljkovic K Mohamed Z Pettinato A Silver S amp Taylor E (2012) A performative andpoetical narrative of critical social theory in nursing education An ending and threshold of social justice NursingPhilosophy 13(1) 27ndash45 doi101111j1466-769X201100520x
daggerLeigh J A (2014) Reconstructing practice-based educator roles through effective practicendasheducation partnershipsJournal of Clinical Nursing 23(13ndash14) 1767ndash1769 doi101111jocn12381
Levit L A Balogh E Nass S J amp Ganz P (Eds) (2013) Delivering high-quality cancer care charting a new coursefor a system in crisis (pp 7ndash8) Washington DC National Academies Press
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2007) Interprofessional education on a training ward for older peopleStudentsrsquo conceptions of nurses occupational therapists and social workers Journal of Interprofessional Care 21(4)387ndash399 doi10108013561820701349420
daggerLidskog M Loumlfmark A amp AhlstroumlM G (2008) Learning about each other Studentsrsquo conceptions before and afterinterprofessional education on a training ward Journal of Interprofessional Care 22(5) 521ndash533 doi10108013561820802168471
JOURNAL OF SOCIAL WORK EDUCATION 23
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2008) Studentsrsquo learning experiences from interprofessional collaborationon a training ward in municipal care Learning in Health and Social Care 7(3) 134ndash145 doi101111j1473-6861200800181x
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2009) Learning through participating on an interprofessional trainingward Journal of Interprofessional Care 23(5) 486ndash497 doi10108013561820902921878
Lockeman K S Dow A W DiazGranados D McNielly D P Nickol D Koehn M L amp Knab M S (2016)Refinement of the IPEC competency self-assessment survey Results from a multi-institutional study Journal ofInterprofessional Care 30(6) 726ndash731 doi1010801356182020161220928
Lustig T A (2013) Statement before the commission on long term care Retrieved from httpltccommissionorgltccommissionwp-contentuploads201312Tracy-Lustig
daggerMacKenzie D E Doucet S Nasser S Godden-Webster A L Andrews C amp Kephart G (2014) Collaborationbehind-the-scenes key to effective interprofessional education Journal of Interprofessional Care 28(4) 381ndash383doi103109135618202014890923
MacRae N amp Pardue K T (2007) Use of readers theater to enhance interdisciplinary geriatric educationEducational Gerontology 33(6) 529ndash536 doi10108003601270701328920
daggerManusov E Ronnau J Vela L Lydia A amp Galke C (2015) Engagement and co-production Building aninter-professional integrated medical education and clinical practice International Journal of Integrated Care 15(5)doi105334ijic2105
daggerMcLeod D Curran J Dumont S White M amp Charles G (2014) The Interprofessional Psychosocial OncologyDistance Education (IPODE) project perceived outcomes of an approach to healthcare professional educationJournal of Interprofessional Care 28(3) 254ndash259 doi103109135618202013863181
Mirick R G Davis A amp Wladkowski S P (2017) Understanding sampling and recruitment in social workdissertation research Advances in Social Work 18(2) 415ndash436 doi101806021167
Moher D Liberati A Tetzlaff J Altman D G amp PRISMA Group (2009) Preferred reporting items for systematicreviews and meta-analyses the PRISMA statement PLoS Medicine 6(7) e1000097
daggerMorton S (2016) Inter-professional education A missed opportunity Community Practitioner the Journal of theCommunity Practitionersrsquoamp Health Visitorsrsquo Association 89(7) 28
daggerMunoz C C DoBroka C C amp Mohammad S (2009) Development of a multidisciplinary course in culturalcompetence for nursing and human service professions Journal of Nursing Education 48(9) 495ndash503 doi10392801484834-20090610-03
Murphy J I amp Nimmagadda J (2015) Partnering to provide simulated learning to address InterprofessionalEducation Collaborative core competencies Journal of Interprofessional Care 29(3) 258ndash259 doi103109135618202014942779
daggerNewton J M Cross W M White K Ockerby C amp Billett S (2011) Outcomes of a clinical partnership modelfor undergraduate nursing students Contemporary Nurse 39(1) 119ndash127 doi105172conu2011391119
daggerOdegard P S Robins L Murphy N Belza B Brock D Gallagher T H hellip Mitchell P (2009) Interprofessionalinitiatives at the University of Washington American Journal of Pharmaceutical Education 73(4) 63 doi105688aj730463
daggerOlsson M Persson M Kaila P Wikmar L N amp Bostroumlm C (2013) Studentsrsquo expectations when entering aninterprofessional masterrsquos degree program for health professionals a qualitative study Journal of Allied Health 42(1) 3ndash9
daggerOtis-Green S Yang E amp Lynne L (2013) ACE projectmdashadvocating for clinical excellence creating change in thedelivery of palliative care OMEGA-Journal of Death and Dying 67(1ndash2) 5ndash19 doi1021902FOM671-2b
daggerPareacute L Maziade J Pelletier F Houle N amp Iloko-Fundi M (2012) Training in interprofessional collaborationPedagogic innovation in family medicine units Canadian Family Physician 58(4) e203ndashe209
Park J Hawkins M Hamlin E Hawkins W amp Bamdas J A M (2014) Developing positive attitudes towardinterprofessional collaboration among students in the health care professions Educational Gerontology 40(12)894ndash908 doi101080036012772014908619
daggerParker V A amp Geron S M (2007) Cultural competence in nursing homes Issues and implications for educationGerontology amp Geriatrics Education 28(2) 37ndash54 doi101300J021v28n02_04
daggerPhillips J MacGiollaRi D amp Callaghan S (2012) Encouraging research in social work Narrative as the threadintegrating education and research in social work Social Work Education 31(6) 785ndash793 doi101080026154792012695200
daggerPollard K C Miers M E amp Rickaby C (2012) ldquoOh why didnrsquot I take more noticerdquo Professionalsrsquo views andperceptions of pre-qualifying preparation for interprofessional working in practice Journal of InterprofessionalCare 26(5) 355ndash361 doi103109135618202012689785
daggerPoole J Rife J C Pearson F amp Moore W R (2009) Developing community partnerships with religiouslyaffiliated organizations to address aging needs A case study of the congregational social work education initiativeSocial Work amp Christianity 36(2) 176-191
24 S J BELTRAN AND V J MILLER
Poole J Rife J C Pearson F Moore L Reaves A M amp Moore W (2013) Innovative social work field educationin congregational and community-based settings serving persons fifty-five+ an interdisciplinary training initiativefor BSW and MSW Students Social Work and Christianity 40(4) 404
daggerPulsford D Hope K amp Thompson R (2007) Higher education provision for professionals working with peoplewith dementia a scoping exercise Nurse Education Today 27(1) 5ndash13 doi101016jnedt200602003
Reeves S Zwarenstein M Goldman J Barr H Freeth D Koppel I amp Hammick M (2010) The effectiveness ofinterprofessional education Key findings from a new systematic review Journal of Interprofessional Care 24230ndash241 doi10310913561820903163405
daggerRobins L Brock D M Gallagher T Kartin D Lindhorst T Odegard P hellip Belza B (2008) Piloting teamsimulations to assess interprofessional skills Journal of Interprofessional Care 22(3) 325ndash328 doi10108013561820801886438
Rogers A T Gualco K J Hinckle C amp Baber R L (2013) Cultivating interest and competency in gerontologicalsocial work Opportunities for undergraduate education Journal of Gerontological Social Work 56(4) 335ndash355doi101080016343722013775989
Rowan N L Gillette P D Faul A C Yankeelov P A Borders K W Deck S hellip Wiegand M (2009)Innovative interdisciplinary training in and delivery of evidence-based geriatric services Creating a bridge withsocial work and physical therapy Gerontology amp Geriatrics Education 30(3) 187ndash204 doi10108002701960903133448
Rubin A amp Babbie E R (2011) Research methods for social work (7th ed) Belmont CA BrooksColedaggerSalm T Greenberg H Pitzel M amp Cripps D (2010) Interprofessional education internships in schools Jump
starting change Journal of Interprofessional Care 24(3) 251ndash263 doi10310913561820903051469daggerSchwartz E S Baugh J J Honsky J amp Luebbers E (2015) A patient advocacy program established through an
interprofessional student-run free clinic Journal of Health Care for the Poor and Underserved 26(1) 300ndash308doi101353hpu20150024
daggerSedgwick M (2011) Rural hospital interdisciplinary team membersrsquo experience of undergraduate nursing preceptor-ship A qualitative descriptive study Nurse Education in Practice 11(4) 278ndash282 doi101016jnepr201101004
daggerSelle K M Salamon K Boarman R amp Sauer J (2008) Providing interprofessional learning through interdisci-plinary collaboration The role of ldquomodellingrdquo Journal of Interprofessional Care 22(1) 85ndash92 doi10108013561820701714755
Sheppard K D Ford C R Sawyer P Foley K T Harada C N Brown C J amp Ritchie C S (2015) Theinterprofessional clinical experience interprofessional education in the nursing home Journal of InterprofessionalCare 29(2) 170ndash172 doi103109135618202014942776
daggerSims D (2011a) Achieving collaborative competence through interprofessional education Lessons learned fromjoint training in learning disability nursing and social work Social Work Education 30(1) 98ndash112 doi10108002615471003748056
daggerSims D (2011b) Reconstructing professional identity for professional and interprofessional practice A mixedmethods study of joint training programmes in learning disability nursing and social work Journal ofInterprofessional Care 25(4) 265ndash271 doi103109135618202011571352
daggerSmith R A amp Pilling S (2007) Allied health graduate programndashsupporting the transition from student toprofessional in an interdisciplinary program Journal of Interprofessional Care 21(3) 265ndash276 doi10108013561820701259116
daggerStepney P Callwood I Ning F amp Downing K (2011) Learning to collaborate a study of nursing studentsrsquoexperience of inter-professional education at one UK university Educational Studies 37(4) 419ndash434 doi101080030556982010539669
Supiano K P (2013) Weaving interdisciplinary and discipline-specific content into palliative care education Onesuccessful model for teaching end-of-life care Journal of Death and Dying 67(1ndash2) 201ndash206 doi102190OM671-2x
daggerSweigart L I Umoren R A Scott P J Carlton K H Jones J A Truman B amp Gossett E J (2016) VirtualTeamSTEPPSreg simulations produce teamwork attitude changes among health professions students Journal ofNursing Education 55(1) 31ndash35 doi10392801484834-20151214-08
daggerTan Z S Damron-Rodriguez J Cadogan M Gans D Price R M Merkin S S hellip Chodosh J (2017) Team-Based interprofessional competency training for dementia screening and management Journal of the AmericanGeriatrics Society 65(1) 207ndash211 doi101111jgs14540
daggerTew J Holley T amp Caplen P (2012) Dialogue and challenge Involving service users and carers in small grouplearning with social work and nursing students Social Work Education 31(3) 316ndash330 doi101080026154792011557429
daggerThompson B M Bratzler D W Fisher M J Torres A Faculty E P I C amp Sparks R A (2016) Workingtogether using a unique approach to evaluate an interactive and clinic-based longitudinal interprofessionaleducation experience with 13 professions Journal of Interprofessional Care 30(6) 754ndash761 doi1010801356182020161227962
JOURNAL OF SOCIAL WORK EDUCATION 25
daggerTourse R W C Mooney J F Shindul-Rothschild J Prince J Pulcini J A Platt S amp Savransky H (2008) Theuniversitycommunity partnership Transdisciplinary course development Journal of Interprofessional Care 22(5)461ndash474 doi10108013561820802355615
daggerTraube D E Pohle C E amp Barley M (2012) Teaching evidence-based social work in foundation practice coursesLearning from pedagogical choices of allied fields Journal of Evidence-based Social Work 9(3) 241ndash259doi101080154337142010525417
daggervan Schaik S M Regehr G Eva K W Irby D M amp Orsquosullivan P S (2016) Perceptions of peer-to-peerinterprofessional feedback among students in the health professions Academic Medicine 91(6) 807ndash812doi101097ACM0000000000000981
Whitaker T Weismiller T amp Clark E (2006) Assuring the sufficiency of a frontline workforce A national study oflicensed social workers Washington DC National Association of Social Workers
daggerWilliams A Mostyn A amp Fyson R (2009) Nursing and social work studentsrsquo perceptions of lecturing by non-university practitioners Journal of Interprofessional Care 23(1) 98ndash100 doi10108013561820802278577
World Health Organization (WHO) (2010) Framework for action on interprofessional education amp collaborativepractice Geneva Switzerland World Health Organization Retrieved from httpwhqlibdocwhointhq2010WHO_HRH_HPN_103_engpdf
daggerYaffe M J Wolfson C amp Lithwick M (2009) Professions show different enquiry strategies for elder abusedetection Implications for training and interprofessional care Journal of Interprofessional Care 23(6) 646ndash654doi10310913561820902886279
daggerYamauchi T Takeshima T Hirokawa S Oba Y amp Koh E (2017) An educational program for nursing and socialwork students using artwork created by people with mental health problems International Journal of Mental Healthand Addiction 15(3) 503ndash513 doi101007s11469-016-9716-9
daggerYeung K S S Ho A P Y Lo M C H amp Chan E A (2009) Social work ethical decision making in aninter-disciplinary context British Journal of Social Work 40(5) 1573ndash1590 doi101093bjswbcp065
Young H M Siegel E O McCormick W C Fulmer T Harootyan L K amp Dorr D A (2011) Interdisciplinarycollaboration in geriatrics Advancing health for older adults Nursing Outlook 59(4) 243ndash250 doi101016joutlook201105006
daggerZorek J amp Raehl C (2013) Interprofessional education accreditation standards in the USA a comparative analysisJournal of Interprofessional Care 27(2) 123ndash130 doi103109135618202012718295
26 S J BELTRAN AND V J MILLER
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2008) Studentsrsquo learning experiences from interprofessional collaborationon a training ward in municipal care Learning in Health and Social Care 7(3) 134ndash145 doi101111j1473-6861200800181x
daggerLidskog M Loumlfmark A amp Ahlstroumlm G (2009) Learning through participating on an interprofessional trainingward Journal of Interprofessional Care 23(5) 486ndash497 doi10108013561820902921878
Lockeman K S Dow A W DiazGranados D McNielly D P Nickol D Koehn M L amp Knab M S (2016)Refinement of the IPEC competency self-assessment survey Results from a multi-institutional study Journal ofInterprofessional Care 30(6) 726ndash731 doi1010801356182020161220928
Lustig T A (2013) Statement before the commission on long term care Retrieved from httpltccommissionorgltccommissionwp-contentuploads201312Tracy-Lustig
daggerMacKenzie D E Doucet S Nasser S Godden-Webster A L Andrews C amp Kephart G (2014) Collaborationbehind-the-scenes key to effective interprofessional education Journal of Interprofessional Care 28(4) 381ndash383doi103109135618202014890923
MacRae N amp Pardue K T (2007) Use of readers theater to enhance interdisciplinary geriatric educationEducational Gerontology 33(6) 529ndash536 doi10108003601270701328920
daggerManusov E Ronnau J Vela L Lydia A amp Galke C (2015) Engagement and co-production Building aninter-professional integrated medical education and clinical practice International Journal of Integrated Care 15(5)doi105334ijic2105
daggerMcLeod D Curran J Dumont S White M amp Charles G (2014) The Interprofessional Psychosocial OncologyDistance Education (IPODE) project perceived outcomes of an approach to healthcare professional educationJournal of Interprofessional Care 28(3) 254ndash259 doi103109135618202013863181
Mirick R G Davis A amp Wladkowski S P (2017) Understanding sampling and recruitment in social workdissertation research Advances in Social Work 18(2) 415ndash436 doi101806021167
Moher D Liberati A Tetzlaff J Altman D G amp PRISMA Group (2009) Preferred reporting items for systematicreviews and meta-analyses the PRISMA statement PLoS Medicine 6(7) e1000097
daggerMorton S (2016) Inter-professional education A missed opportunity Community Practitioner the Journal of theCommunity Practitionersrsquoamp Health Visitorsrsquo Association 89(7) 28
daggerMunoz C C DoBroka C C amp Mohammad S (2009) Development of a multidisciplinary course in culturalcompetence for nursing and human service professions Journal of Nursing Education 48(9) 495ndash503 doi10392801484834-20090610-03
Murphy J I amp Nimmagadda J (2015) Partnering to provide simulated learning to address InterprofessionalEducation Collaborative core competencies Journal of Interprofessional Care 29(3) 258ndash259 doi103109135618202014942779
daggerNewton J M Cross W M White K Ockerby C amp Billett S (2011) Outcomes of a clinical partnership modelfor undergraduate nursing students Contemporary Nurse 39(1) 119ndash127 doi105172conu2011391119
daggerOdegard P S Robins L Murphy N Belza B Brock D Gallagher T H hellip Mitchell P (2009) Interprofessionalinitiatives at the University of Washington American Journal of Pharmaceutical Education 73(4) 63 doi105688aj730463
daggerOlsson M Persson M Kaila P Wikmar L N amp Bostroumlm C (2013) Studentsrsquo expectations when entering aninterprofessional masterrsquos degree program for health professionals a qualitative study Journal of Allied Health 42(1) 3ndash9
daggerOtis-Green S Yang E amp Lynne L (2013) ACE projectmdashadvocating for clinical excellence creating change in thedelivery of palliative care OMEGA-Journal of Death and Dying 67(1ndash2) 5ndash19 doi1021902FOM671-2b
daggerPareacute L Maziade J Pelletier F Houle N amp Iloko-Fundi M (2012) Training in interprofessional collaborationPedagogic innovation in family medicine units Canadian Family Physician 58(4) e203ndashe209
Park J Hawkins M Hamlin E Hawkins W amp Bamdas J A M (2014) Developing positive attitudes towardinterprofessional collaboration among students in the health care professions Educational Gerontology 40(12)894ndash908 doi101080036012772014908619
daggerParker V A amp Geron S M (2007) Cultural competence in nursing homes Issues and implications for educationGerontology amp Geriatrics Education 28(2) 37ndash54 doi101300J021v28n02_04
daggerPhillips J MacGiollaRi D amp Callaghan S (2012) Encouraging research in social work Narrative as the threadintegrating education and research in social work Social Work Education 31(6) 785ndash793 doi101080026154792012695200
daggerPollard K C Miers M E amp Rickaby C (2012) ldquoOh why didnrsquot I take more noticerdquo Professionalsrsquo views andperceptions of pre-qualifying preparation for interprofessional working in practice Journal of InterprofessionalCare 26(5) 355ndash361 doi103109135618202012689785
daggerPoole J Rife J C Pearson F amp Moore W R (2009) Developing community partnerships with religiouslyaffiliated organizations to address aging needs A case study of the congregational social work education initiativeSocial Work amp Christianity 36(2) 176-191
24 S J BELTRAN AND V J MILLER
Poole J Rife J C Pearson F Moore L Reaves A M amp Moore W (2013) Innovative social work field educationin congregational and community-based settings serving persons fifty-five+ an interdisciplinary training initiativefor BSW and MSW Students Social Work and Christianity 40(4) 404
daggerPulsford D Hope K amp Thompson R (2007) Higher education provision for professionals working with peoplewith dementia a scoping exercise Nurse Education Today 27(1) 5ndash13 doi101016jnedt200602003
Reeves S Zwarenstein M Goldman J Barr H Freeth D Koppel I amp Hammick M (2010) The effectiveness ofinterprofessional education Key findings from a new systematic review Journal of Interprofessional Care 24230ndash241 doi10310913561820903163405
daggerRobins L Brock D M Gallagher T Kartin D Lindhorst T Odegard P hellip Belza B (2008) Piloting teamsimulations to assess interprofessional skills Journal of Interprofessional Care 22(3) 325ndash328 doi10108013561820801886438
Rogers A T Gualco K J Hinckle C amp Baber R L (2013) Cultivating interest and competency in gerontologicalsocial work Opportunities for undergraduate education Journal of Gerontological Social Work 56(4) 335ndash355doi101080016343722013775989
Rowan N L Gillette P D Faul A C Yankeelov P A Borders K W Deck S hellip Wiegand M (2009)Innovative interdisciplinary training in and delivery of evidence-based geriatric services Creating a bridge withsocial work and physical therapy Gerontology amp Geriatrics Education 30(3) 187ndash204 doi10108002701960903133448
Rubin A amp Babbie E R (2011) Research methods for social work (7th ed) Belmont CA BrooksColedaggerSalm T Greenberg H Pitzel M amp Cripps D (2010) Interprofessional education internships in schools Jump
starting change Journal of Interprofessional Care 24(3) 251ndash263 doi10310913561820903051469daggerSchwartz E S Baugh J J Honsky J amp Luebbers E (2015) A patient advocacy program established through an
interprofessional student-run free clinic Journal of Health Care for the Poor and Underserved 26(1) 300ndash308doi101353hpu20150024
daggerSedgwick M (2011) Rural hospital interdisciplinary team membersrsquo experience of undergraduate nursing preceptor-ship A qualitative descriptive study Nurse Education in Practice 11(4) 278ndash282 doi101016jnepr201101004
daggerSelle K M Salamon K Boarman R amp Sauer J (2008) Providing interprofessional learning through interdisci-plinary collaboration The role of ldquomodellingrdquo Journal of Interprofessional Care 22(1) 85ndash92 doi10108013561820701714755
Sheppard K D Ford C R Sawyer P Foley K T Harada C N Brown C J amp Ritchie C S (2015) Theinterprofessional clinical experience interprofessional education in the nursing home Journal of InterprofessionalCare 29(2) 170ndash172 doi103109135618202014942776
daggerSims D (2011a) Achieving collaborative competence through interprofessional education Lessons learned fromjoint training in learning disability nursing and social work Social Work Education 30(1) 98ndash112 doi10108002615471003748056
daggerSims D (2011b) Reconstructing professional identity for professional and interprofessional practice A mixedmethods study of joint training programmes in learning disability nursing and social work Journal ofInterprofessional Care 25(4) 265ndash271 doi103109135618202011571352
daggerSmith R A amp Pilling S (2007) Allied health graduate programndashsupporting the transition from student toprofessional in an interdisciplinary program Journal of Interprofessional Care 21(3) 265ndash276 doi10108013561820701259116
daggerStepney P Callwood I Ning F amp Downing K (2011) Learning to collaborate a study of nursing studentsrsquoexperience of inter-professional education at one UK university Educational Studies 37(4) 419ndash434 doi101080030556982010539669
Supiano K P (2013) Weaving interdisciplinary and discipline-specific content into palliative care education Onesuccessful model for teaching end-of-life care Journal of Death and Dying 67(1ndash2) 201ndash206 doi102190OM671-2x
daggerSweigart L I Umoren R A Scott P J Carlton K H Jones J A Truman B amp Gossett E J (2016) VirtualTeamSTEPPSreg simulations produce teamwork attitude changes among health professions students Journal ofNursing Education 55(1) 31ndash35 doi10392801484834-20151214-08
daggerTan Z S Damron-Rodriguez J Cadogan M Gans D Price R M Merkin S S hellip Chodosh J (2017) Team-Based interprofessional competency training for dementia screening and management Journal of the AmericanGeriatrics Society 65(1) 207ndash211 doi101111jgs14540
daggerTew J Holley T amp Caplen P (2012) Dialogue and challenge Involving service users and carers in small grouplearning with social work and nursing students Social Work Education 31(3) 316ndash330 doi101080026154792011557429
daggerThompson B M Bratzler D W Fisher M J Torres A Faculty E P I C amp Sparks R A (2016) Workingtogether using a unique approach to evaluate an interactive and clinic-based longitudinal interprofessionaleducation experience with 13 professions Journal of Interprofessional Care 30(6) 754ndash761 doi1010801356182020161227962
JOURNAL OF SOCIAL WORK EDUCATION 25
daggerTourse R W C Mooney J F Shindul-Rothschild J Prince J Pulcini J A Platt S amp Savransky H (2008) Theuniversitycommunity partnership Transdisciplinary course development Journal of Interprofessional Care 22(5)461ndash474 doi10108013561820802355615
daggerTraube D E Pohle C E amp Barley M (2012) Teaching evidence-based social work in foundation practice coursesLearning from pedagogical choices of allied fields Journal of Evidence-based Social Work 9(3) 241ndash259doi101080154337142010525417
daggervan Schaik S M Regehr G Eva K W Irby D M amp Orsquosullivan P S (2016) Perceptions of peer-to-peerinterprofessional feedback among students in the health professions Academic Medicine 91(6) 807ndash812doi101097ACM0000000000000981
Whitaker T Weismiller T amp Clark E (2006) Assuring the sufficiency of a frontline workforce A national study oflicensed social workers Washington DC National Association of Social Workers
daggerWilliams A Mostyn A amp Fyson R (2009) Nursing and social work studentsrsquo perceptions of lecturing by non-university practitioners Journal of Interprofessional Care 23(1) 98ndash100 doi10108013561820802278577
World Health Organization (WHO) (2010) Framework for action on interprofessional education amp collaborativepractice Geneva Switzerland World Health Organization Retrieved from httpwhqlibdocwhointhq2010WHO_HRH_HPN_103_engpdf
daggerYaffe M J Wolfson C amp Lithwick M (2009) Professions show different enquiry strategies for elder abusedetection Implications for training and interprofessional care Journal of Interprofessional Care 23(6) 646ndash654doi10310913561820902886279
daggerYamauchi T Takeshima T Hirokawa S Oba Y amp Koh E (2017) An educational program for nursing and socialwork students using artwork created by people with mental health problems International Journal of Mental Healthand Addiction 15(3) 503ndash513 doi101007s11469-016-9716-9
daggerYeung K S S Ho A P Y Lo M C H amp Chan E A (2009) Social work ethical decision making in aninter-disciplinary context British Journal of Social Work 40(5) 1573ndash1590 doi101093bjswbcp065
Young H M Siegel E O McCormick W C Fulmer T Harootyan L K amp Dorr D A (2011) Interdisciplinarycollaboration in geriatrics Advancing health for older adults Nursing Outlook 59(4) 243ndash250 doi101016joutlook201105006
daggerZorek J amp Raehl C (2013) Interprofessional education accreditation standards in the USA a comparative analysisJournal of Interprofessional Care 27(2) 123ndash130 doi103109135618202012718295
26 S J BELTRAN AND V J MILLER
Poole J Rife J C Pearson F Moore L Reaves A M amp Moore W (2013) Innovative social work field educationin congregational and community-based settings serving persons fifty-five+ an interdisciplinary training initiativefor BSW and MSW Students Social Work and Christianity 40(4) 404
daggerPulsford D Hope K amp Thompson R (2007) Higher education provision for professionals working with peoplewith dementia a scoping exercise Nurse Education Today 27(1) 5ndash13 doi101016jnedt200602003
Reeves S Zwarenstein M Goldman J Barr H Freeth D Koppel I amp Hammick M (2010) The effectiveness ofinterprofessional education Key findings from a new systematic review Journal of Interprofessional Care 24230ndash241 doi10310913561820903163405
daggerRobins L Brock D M Gallagher T Kartin D Lindhorst T Odegard P hellip Belza B (2008) Piloting teamsimulations to assess interprofessional skills Journal of Interprofessional Care 22(3) 325ndash328 doi10108013561820801886438
Rogers A T Gualco K J Hinckle C amp Baber R L (2013) Cultivating interest and competency in gerontologicalsocial work Opportunities for undergraduate education Journal of Gerontological Social Work 56(4) 335ndash355doi101080016343722013775989
Rowan N L Gillette P D Faul A C Yankeelov P A Borders K W Deck S hellip Wiegand M (2009)Innovative interdisciplinary training in and delivery of evidence-based geriatric services Creating a bridge withsocial work and physical therapy Gerontology amp Geriatrics Education 30(3) 187ndash204 doi10108002701960903133448
Rubin A amp Babbie E R (2011) Research methods for social work (7th ed) Belmont CA BrooksColedaggerSalm T Greenberg H Pitzel M amp Cripps D (2010) Interprofessional education internships in schools Jump
starting change Journal of Interprofessional Care 24(3) 251ndash263 doi10310913561820903051469daggerSchwartz E S Baugh J J Honsky J amp Luebbers E (2015) A patient advocacy program established through an
interprofessional student-run free clinic Journal of Health Care for the Poor and Underserved 26(1) 300ndash308doi101353hpu20150024
daggerSedgwick M (2011) Rural hospital interdisciplinary team membersrsquo experience of undergraduate nursing preceptor-ship A qualitative descriptive study Nurse Education in Practice 11(4) 278ndash282 doi101016jnepr201101004
daggerSelle K M Salamon K Boarman R amp Sauer J (2008) Providing interprofessional learning through interdisci-plinary collaboration The role of ldquomodellingrdquo Journal of Interprofessional Care 22(1) 85ndash92 doi10108013561820701714755
Sheppard K D Ford C R Sawyer P Foley K T Harada C N Brown C J amp Ritchie C S (2015) Theinterprofessional clinical experience interprofessional education in the nursing home Journal of InterprofessionalCare 29(2) 170ndash172 doi103109135618202014942776
daggerSims D (2011a) Achieving collaborative competence through interprofessional education Lessons learned fromjoint training in learning disability nursing and social work Social Work Education 30(1) 98ndash112 doi10108002615471003748056
daggerSims D (2011b) Reconstructing professional identity for professional and interprofessional practice A mixedmethods study of joint training programmes in learning disability nursing and social work Journal ofInterprofessional Care 25(4) 265ndash271 doi103109135618202011571352
daggerSmith R A amp Pilling S (2007) Allied health graduate programndashsupporting the transition from student toprofessional in an interdisciplinary program Journal of Interprofessional Care 21(3) 265ndash276 doi10108013561820701259116
daggerStepney P Callwood I Ning F amp Downing K (2011) Learning to collaborate a study of nursing studentsrsquoexperience of inter-professional education at one UK university Educational Studies 37(4) 419ndash434 doi101080030556982010539669
Supiano K P (2013) Weaving interdisciplinary and discipline-specific content into palliative care education Onesuccessful model for teaching end-of-life care Journal of Death and Dying 67(1ndash2) 201ndash206 doi102190OM671-2x
daggerSweigart L I Umoren R A Scott P J Carlton K H Jones J A Truman B amp Gossett E J (2016) VirtualTeamSTEPPSreg simulations produce teamwork attitude changes among health professions students Journal ofNursing Education 55(1) 31ndash35 doi10392801484834-20151214-08
daggerTan Z S Damron-Rodriguez J Cadogan M Gans D Price R M Merkin S S hellip Chodosh J (2017) Team-Based interprofessional competency training for dementia screening and management Journal of the AmericanGeriatrics Society 65(1) 207ndash211 doi101111jgs14540
daggerTew J Holley T amp Caplen P (2012) Dialogue and challenge Involving service users and carers in small grouplearning with social work and nursing students Social Work Education 31(3) 316ndash330 doi101080026154792011557429
daggerThompson B M Bratzler D W Fisher M J Torres A Faculty E P I C amp Sparks R A (2016) Workingtogether using a unique approach to evaluate an interactive and clinic-based longitudinal interprofessionaleducation experience with 13 professions Journal of Interprofessional Care 30(6) 754ndash761 doi1010801356182020161227962
JOURNAL OF SOCIAL WORK EDUCATION 25
daggerTourse R W C Mooney J F Shindul-Rothschild J Prince J Pulcini J A Platt S amp Savransky H (2008) Theuniversitycommunity partnership Transdisciplinary course development Journal of Interprofessional Care 22(5)461ndash474 doi10108013561820802355615
daggerTraube D E Pohle C E amp Barley M (2012) Teaching evidence-based social work in foundation practice coursesLearning from pedagogical choices of allied fields Journal of Evidence-based Social Work 9(3) 241ndash259doi101080154337142010525417
daggervan Schaik S M Regehr G Eva K W Irby D M amp Orsquosullivan P S (2016) Perceptions of peer-to-peerinterprofessional feedback among students in the health professions Academic Medicine 91(6) 807ndash812doi101097ACM0000000000000981
Whitaker T Weismiller T amp Clark E (2006) Assuring the sufficiency of a frontline workforce A national study oflicensed social workers Washington DC National Association of Social Workers
daggerWilliams A Mostyn A amp Fyson R (2009) Nursing and social work studentsrsquo perceptions of lecturing by non-university practitioners Journal of Interprofessional Care 23(1) 98ndash100 doi10108013561820802278577
World Health Organization (WHO) (2010) Framework for action on interprofessional education amp collaborativepractice Geneva Switzerland World Health Organization Retrieved from httpwhqlibdocwhointhq2010WHO_HRH_HPN_103_engpdf
daggerYaffe M J Wolfson C amp Lithwick M (2009) Professions show different enquiry strategies for elder abusedetection Implications for training and interprofessional care Journal of Interprofessional Care 23(6) 646ndash654doi10310913561820902886279
daggerYamauchi T Takeshima T Hirokawa S Oba Y amp Koh E (2017) An educational program for nursing and socialwork students using artwork created by people with mental health problems International Journal of Mental Healthand Addiction 15(3) 503ndash513 doi101007s11469-016-9716-9
daggerYeung K S S Ho A P Y Lo M C H amp Chan E A (2009) Social work ethical decision making in aninter-disciplinary context British Journal of Social Work 40(5) 1573ndash1590 doi101093bjswbcp065
Young H M Siegel E O McCormick W C Fulmer T Harootyan L K amp Dorr D A (2011) Interdisciplinarycollaboration in geriatrics Advancing health for older adults Nursing Outlook 59(4) 243ndash250 doi101016joutlook201105006
daggerZorek J amp Raehl C (2013) Interprofessional education accreditation standards in the USA a comparative analysisJournal of Interprofessional Care 27(2) 123ndash130 doi103109135618202012718295
26 S J BELTRAN AND V J MILLER
daggerTourse R W C Mooney J F Shindul-Rothschild J Prince J Pulcini J A Platt S amp Savransky H (2008) Theuniversitycommunity partnership Transdisciplinary course development Journal of Interprofessional Care 22(5)461ndash474 doi10108013561820802355615
daggerTraube D E Pohle C E amp Barley M (2012) Teaching evidence-based social work in foundation practice coursesLearning from pedagogical choices of allied fields Journal of Evidence-based Social Work 9(3) 241ndash259doi101080154337142010525417
daggervan Schaik S M Regehr G Eva K W Irby D M amp Orsquosullivan P S (2016) Perceptions of peer-to-peerinterprofessional feedback among students in the health professions Academic Medicine 91(6) 807ndash812doi101097ACM0000000000000981
Whitaker T Weismiller T amp Clark E (2006) Assuring the sufficiency of a frontline workforce A national study oflicensed social workers Washington DC National Association of Social Workers
daggerWilliams A Mostyn A amp Fyson R (2009) Nursing and social work studentsrsquo perceptions of lecturing by non-university practitioners Journal of Interprofessional Care 23(1) 98ndash100 doi10108013561820802278577
World Health Organization (WHO) (2010) Framework for action on interprofessional education amp collaborativepractice Geneva Switzerland World Health Organization Retrieved from httpwhqlibdocwhointhq2010WHO_HRH_HPN_103_engpdf
daggerYaffe M J Wolfson C amp Lithwick M (2009) Professions show different enquiry strategies for elder abusedetection Implications for training and interprofessional care Journal of Interprofessional Care 23(6) 646ndash654doi10310913561820902886279
daggerYamauchi T Takeshima T Hirokawa S Oba Y amp Koh E (2017) An educational program for nursing and socialwork students using artwork created by people with mental health problems International Journal of Mental Healthand Addiction 15(3) 503ndash513 doi101007s11469-016-9716-9
daggerYeung K S S Ho A P Y Lo M C H amp Chan E A (2009) Social work ethical decision making in aninter-disciplinary context British Journal of Social Work 40(5) 1573ndash1590 doi101093bjswbcp065
Young H M Siegel E O McCormick W C Fulmer T Harootyan L K amp Dorr D A (2011) Interdisciplinarycollaboration in geriatrics Advancing health for older adults Nursing Outlook 59(4) 243ndash250 doi101016joutlook201105006
daggerZorek J amp Raehl C (2013) Interprofessional education accreditation standards in the USA a comparative analysisJournal of Interprofessional Care 27(2) 123ndash130 doi103109135618202012718295
26 S J BELTRAN AND V J MILLER