The document discusses the development of social work leadership within interprofessional education (IPE) at the CSWE Annual Program Meeting in 2013. It outlines the current state of IPE, its relevance to social work, obstacles encountered, and the importance of collaboration among various health professions. Key themes include the need for a culture change in professional education, the integration of interprofessional competencies, and social work's leadership role in enhancing collaborative practice to improve health outcomes.

1. Developing Social Work
Leadership in IPE
CSWE Annual Program Meeting
Dallas, Texas
October 31, 2013
Barbara L. Jones, PhD, MSW, University of Texas at Austin
Shelley Cohen Konrad, PhD, LCSW, University of New England
Jayashree Nimmagadda, Ph.D., MSW., LICSW, Rhode Island College
Maureen Rubin, Ph.D., MSW, MA, University of Nevada, Reno
Anna M. Scheyett, PhD, MSW, LCSW, University of South Carolina

2. Our goals for today
 Review the current state of Interprofessional Education
(IPE)
 Identify the connections between IPE and SW
 Discuss obstacles and successes in IPE development
 Describe the leadership roles and strategic
opportunities for social work

3. Introductions
 Why are you here?
 Why do we care about IPE?

4. Historical Context of SW in
Interdisciplinary Practice
Shelley Cohen Konrad

5. Social Work Leadership &
Interprofessional Education
Is health a human
right?

6. Social Work as a Health Profession
Public Health Act, 1992
• Titles VII and VIII of the Public Health Services Act (PHA) expanded the
geographic, racial and ethnic distribution of the health care workforce.
• Increased number of providers working in the public health sector and
improving diversity of the public health work force.
• Increased the number of underrepresented minorities in the health care
field.
• Minority providers are more likely to treat minority patients and provide
health care to poor, uninsured and publicly insured patients, improving
access to care.
• 2001 review of PHA found that training workforce in “interdisciplinary” and
“community-based” concepts was effective and ensured national best
practice sustainability in underserved geographic regions or in service to
vulnerable populations.

7. U.S. Department of Education 1995
“… a new way of preparing all professionals needs to be built. This will
require changes throughout the campus culture and new relationships
between professional preparation programs, communities, and clients.”
Allen-Meares, P. (1998). The interdisciplinary movement. J SW in Education, 34(1), 2-5.

8. The Interdisciplinary Movement
“Education on all levels needs to forge institutional
ties with health care providers and incorporate into
curriculum interactions with students from fields
such as medicine, nursing, education, law,
economics, and political science.”
Allen-Meares, P. (1998). The interdisciplinary movement. J SW in Education, 34(1), 2-5.

9. Institute of Medicine (IOM) 1999
44,000 – 99,000
DEATHS every
year in the U.S.
from preventable
adverse events –
medical errors

10. Crossing the Quality Chasm (2001)
“One approach is to redesign the way health
professionals are trained and to emphasize the six
aims for improvement, which will mean placing
more stress on teaching evidence-based practice
and providing more opportunities for
interdisciplinary training.”

11. IPE and the Strengths Perspective
“Highlighting the strengths of multiple disciplines along with
the merits of interdisciplinary collaboration not only exposes
students to collaboration early in their careers, but also
enables instructors to model the strengths perspective”
Berg-Weger, M. & Schneider, F. D. (1998). Interdisciplinary collaboration in social work
education. J of SW Education, 34(1), 97-107.

12. Roles & Responsibilities
“Social work students who are
exposed to the benefits of
collaboration and taught
effective collaboration skills
early in their training can
become effective
collaborators throughout their
careers.”
“Highlighting the strengths of
multiple disciplines along with
the merits of interdisciplinary
collaboration not only
exposes students to
collaboration early in their
careers, but also enables
instructors to model the
strengths perspective.”
Berg-Weger, M. & Schneider, F. D. (1998). Interdisciplinary collaboration in social work education. J of SW
Education, 34(1), 97-107.

13. Collaboration:
A Social Work Method
Collaboration
proposes joint
sharing and
decision-making
in the interest of
change, as well
as changes in
relationships to
facilitate these
ends.
Collaboration
assumes the
inevitability of
conflicting ideas;
differentials in
power; and
necessity of
compromise and
continued
advocacy.
Graham, J. R., Barter, K. (1999). Collaboration: A social work practice method.
FIS, 80(1), 6-13.

14. Collaboration: Social Work Definition
“… interdisciplinary collaboration is the achievement of goals that cannot be reached when
individual professions act on their own.”
Bronstein, L. R. (2003). A Model for Interdisciplinary Collaboration, Social Work, 48(3), 297-306.

15. Intentional Culture Change
Collaboration is an intervention that begins with
communication, requires preparation, and ends
with collaboration.
Script
Writer
Pharmacy
Student
playing a
NA
PT Playing
a Nurse
Videogra
-pher
Change requires careful preparation.

16. Collaboration
Social Work Model
“Trends in social problems and professional
practice make it virtually impossible to serve clients
effectively without collaborating with professionals
from various disciplines.”
Bronstein, L. R. (2003). A Model for Interdisciplinary Collaboration, Social
Work, 48(3), 297-306.

17. Natural Collaborations
Social
Work &
Public
Health
Schoolbased
Practice
Practice
with
Children
&
Families
/Child
Welfare
Social
Work &
Health
Care
Social
work
&
Criminal
Justice
Social
Work &
Social
Service

18. Collaboration takes place when
“autonomous, interdependent stakeholders with their
respective competency domains” organize around common
goals for the greater good.
Building
Trust
Naming
Power
Inequities
Resolving
Conflict
Client
Family
Community
Strategies
for
cooperation
Managing
Diversity

19. Interprofessional
Collaboration
Community
Collaboration
Inter-organizational
/Interagency
• When expertise of different professions come together to
facilitate culturally responsive services, structures and
practices
• Systems and Ecological; Functional School, Group Dynamics
• When expertise of all stakeholders comes together to
improve the well-being of community residents
• Community Organization, Participatory Advocacy
Models, and Community Economic Development
• When independent organizations with different missions
come together to work together towards a common purpose
• Network Theory; Exchange Theory; Organizational Culture
Theory
Claiborne, N. & Lawson, H. A. (2005). An intervention framework for collaboration.
FIS, 86(1), 93-103.

20. World Health Organization (2010)
“Once students understand how to work
interprofessionally, they are ready to enter the
workplace as a member of the collaborative
practice team.”

21. International Federation of Social Work -
2013
Strategies for intervention, desired end states and policy
frameworks are based on holistic, biopsychosocial, spiritual
assessments and interventions that transcend the micro-macro
divide, incorporating multiple systems levels and inter-sectorial
and interprofessional collaboration.

22. Making Interdisciplinary Collaboration Work
Interdisciplinary Collaboration can be one of the most rewarding, yet
challenging, aspects of social work practice. It’s also increasingly
essential, regardless of practice setting or client population. [NASW
ToolsNational Association of Social Workers& Techniques]
Winter 2013
Identify and
Understand the
Acknowledge
Be proactive in
Address conflict
seek common
roles and
the differences
establishing
Articulate your
and don’t let
ground with
responsibilities
among social
and maintaining
your
role in the team
resentment
of other team
work and other
collegial
accumulate
interdisciplinary
members
disciplines
relationships
colleagues
http://www.socialworkers.org/assets/secured/documents/practice/interdisciplinarycollaboration.pdf

23. IPE-Current Definitions
and Competencies
Maureen Rubin

24. IPE Definition
 “Interprofessional Education occurs when two or
more professions learn with, from and about each
other to improve collaboration and the quality of
care.”(CAIPE, 2002).
 Interprofessional education/training (IPE):
Members (or students) of two or more professions
associated with health or social care, engaged in
learning with, from and about each other. It is an
initiative to secure interprofessional learning and
promote gains through interprofessional
collaboration in professional practice.
(Freeth, Hammick, Reeves, Koppel and
Barr, 2005)

25. World Health Organization (2010). Framework for Action on
Interprofessional Education and Collaborative Practice. Page 9.
Switzerland, Geneva.

26. Interprofessionality
 “the process by which professionals reflect on and develop
ways of practicing that provides an integrated and cohesive
answer to the needs of the client/family/population…{I}t
involves continuous interaction and knowledge sharing
between professionals, organized to solve or explore a variety
of education and care issues all while seeking to optimize the
patient‟s participation….Interprofessionality requires a
paradigm shift, since interprofessional practice has unique
characteristics in terms of values, codes of conduct and ways
of working. These characteristics must be elucidated” (p.9)
D‟Amour and Oandasan (2005). Inerprofessionality as the field of
interprofessional practice and interprofessional education: An emerging concept.

27. Core Competencies for
Interprofessional Collaborative
Practice (May 2011)
 Sponsored by the Interprofessional Education
Collaborative (IPEC)
 American Association of Colleges of Nursing
 American Association of Colleges of Osteopathic Medicine
 American Association of Colleges of Pharmacy
 American Dental Education Association
 Association of American Medical Colleges
 Association of Schools of Public Health

28. Why core competencies are
needed?
1. Create a coordinated effort across the health
professions to embed essential content in all
health professions education curricula
2. Guide professional and institutional curricular
development of learning approaches and
assessment strategies to achieve productive
outcomes
3. Provide the foundation for a learning
continuum in interprofessional competency
development across the progressions and the
lifelong learning trajectory
4. Acknowledge that evaluation and research
work will strengthen the scholarship in this
area

29. Why core competencies are
needed? Contd.
5.
6.
7.
Prompt dialogue to evaluate the “fit” between
educationally identified core competencies for
interprofessional collaborative practice and
practice needs/demands
Find opportunities to integrate essential
interprofessional education content consistent
with current accreditation expectations for each
health professions education program
Offer information to accreditors of educational
programs across the health professions that
they can use to set common accreditation
standards for interprofessional education, and
to know here to look in institutional settings for
examples of implementation of those standards

30. Why core competencies are
needed? Contd.
8.
Inform professional licensing and credentialing bodies in
defining potential testing content for interprofessional
collaborative practice

31. Core competencies
 Competency Domain 1: Values/Ethics for Interprofessional
Practice
 Competency Domain 2: Roles/Responsibilities
 Competency Domain 3: Interprofessional Communication
 Competency Domain 4: Teams and Teamwork

32. Small Group Discussion
Barbara Jones

33. Film/Case Discussion
Shelley Cohen Konrad

34. Meet Pat Chalmers

35. Patricia Chalmers, 31
Patricia (Pat) Chalmers is a 31-year-old woman who prides herself
on self-sufficiency and resourcefulness. She works part-time as a
bookkeeper and gets paid to take care of her aging grandmother
with whom she lives.
Pat describes herself as having been a caretaker since
adolescence. It is therefore difficult for her to acknowledge her own
needs or to seek others for help.
Pat is tired of people commenting on her weight, diet, and need to
exercise. She avoids health care as much as possible because she
knows she’ll be told to lose weight or be blamed for “being fat” (her
words). “I know what risks I face” she says. “But I’ve tried everything
and nothing works. I’ve accepted my size and would like others to
respect that.”
Pat found herself in the ED with a broken ankle several months ago.
The break was significant enough to require surgery. Labs revealed
elevated glucose levels and surgery was put off until further tests
could be done to determine whether Pat might have diabetes. When
asked about this possibility, Pat reacted strongly. “I don’t have the
time or money for diabetes,” she explained.

36. Questions
1. What do we know about Pat?
2. How can Pat’s case be used to educate social work
and other health professions students in IPE
competencies? Social determinants of health?
3. What health professions might contribute to Pat’s
rehabilitation and recovery?
4. How can Pat’s case be used for health professions
faculty development?

37. Exemplars

38. Obstacles & Barriers to
IPE Development
Shelley and Jay

39. Activity
 As you think about your experience in creating/implementing IPE
in your school what challenges you have faced?
Single
Discipline
Multiple
Disciplines

40. • Curricular
differences
• Accreditation
• Too much
Content
• Different
Assessment
Tools
• Misalignment
of Academic
IPE and IPC
Site
Readiness
SCHEDULES
• Funding
• Faculty
Workload
• Faculty
Training
• Onsite
Faculty
ACADEMIC-PRACTICE
BUDGET
Administrative & Curricular Barriers
• Different
Academic
Calendars
• Different
Credit
Systems
• Different
Practice
Schedules

41. ATTITUDINAL BARRIERS
SILOED TRAINING
NO EXPOSURE
HISTORIC RIVALRIES
STEREOTYPES
IPE SKEPTISM
MEDICAL MODEL
STUDENT DISINTEREST
NO MODELS

42. Professional Barriers
 Profession-centrism – preferred view of the world:
“Interdisciplinary context requires the ability to suspend the tendency
to evaluate difference as right or wrong.”
Dewees, M. (2004). Postmodern social work in interdisciplinary contexts: Making space on both
sides of the table. Social Work in Health, 39(3/4), 343-360.

43. Example – Profession-centrism
 Article response from prominent Social Work Journal:
This is a notable beginning for the interdisciplinary work of social
work and nursing and I applaud the effort. However, the current
manuscript is quite slanted toward the value of nursing and
less so towards social work. One example is the following
excerpt: Nursing student: when do I call for a social worker?
Social work student: “How do I talk to a nurse when they are
so busy and doing important medical things?” Don't social
workers do important things as well? You may think that I have
missed the point of your work, but I have a great deal of respect
for your attempt to write this paper. It requires additional thinking
about how it would be read by social work educators who are the
primary readers of this journal.
Finally, the references only include 2 articles from social
work journals. I know that many exist in health care and even in
hospital care. Please consult the journals Social Work in Health
Care and also, Health and Social Work for current social work
involvement in the health care field.

44. Barriers within our profession
 Collaboration is ethically challenging
 Professional training guides social workers to advocate for social
justice and client empowerment. How then does one advocate while
also being a member of the team?
 Social Work Identity

45. Critical Constructionism
“Social work designed from the standpoint of critical construction
… helps clarify and make transparent professional expertise
through raising differences and assumptions, honoring the
multiplicity of ideas and possibilities, and reflexively working
through them. It can make space at the table for differing
professional views as well as differences between the team and
the family” (Dewees, 2004).

46. Working with professional differences
Collaboration assumes the inevitability of conflicting ideas;
differentials in power; and necessity of compromise and continued
advocacy
(Graham & Barter,1999).

47. “Collaboration proposes joint sharing and decision-making in the
interest of change, as well as changes in relationships to facilitate
these ends”
(Graham & Barter,1999).
“Only after disciplines become aware of how others can contribute
to achieving shared goals can the stages of realistic
appraisal, accommodation, and integration take place”
(Germain, 1984).

48. Leadership
Barbara Jones and Maureen Rubin

49. Social Workers as Leaders of IPE

51. CSWE White House Briefing - Oct 2013
Addressing the Social Determinants of Health in a
New Era: The Role of Social Work Education.
 Preparing the next generation of social work practitioners for
the new paradigm in health professional education and
collaborative practice to meet the needs of all Americans.
 The briefing featured panels of White House and federal
agency officials speaking on the following topics:
 Shifting US Demographics: Ensuring Care for All
 New Expectations for Health Care: Including Interprofessional
Health Care
 National Dialogue on Mental Health
 Building Capacity to Meet the Need

52. CSWE Leadership for IPE…
According to Dean Barbara Shank, Chair, Board of
Directors, and CSWE President, Darla Spence Coffey:
 CSWE is very supportive of social work programs and
educators' engagement with interprofessional practice.
 Many programs are engaged, and the 2014 Annual
Survey of Accredited Programs is going to include
questions that will allow CSWE to more clearly
articulate social work's investment and activity in the
interprofessional "space."
 CSWE strongly encourages people to advocate for
social work being at the table in IPE discussions.

53. CSWE, APM – Track:
Interprofessional and
Transdisciplinary Practice
 Strengthen the areas of interprofessional
practice, education, and research
 collaborative initiatives between social workers and other
professionals to address micro and macro work related to
social issues, ethical dilemmas across professions
 researchers, practitioners, and educators explore and
examine social problems, target populations, and practice
interventions through an interdisciplinary lens, as well as how
such teams recommend measures for social
policy, education, and practice.

54. Affordable Care Act (ACA) and IPE
 ACA became law in 2010
 It is expected to bring
 Insurance reform
 Health System Reform
 With increased need for workforce, need to establish
Interprofessional team is included

55. Subtitle F—Health Care Quality Improvements
Subpart II—Health Care Quality Improvement
Programs
SEC. 3502 o42 U.S.C. 256a–1 - ESTABLISHING
COMMUNITY HEALTH TEAMS TO SUPPORT
THE PATIENT-CENTERED MEDICAL HOME. (p.435)
(a) IN GENERAL. — The Secretary of Health and Human Services (referred to in this section as the
„„Secretary‟‟) shall establish a program to provide grants to or enter into contracts with eligible entities
to establish community-based interdisciplinary, interprofessional teams (referred to in this section
as „„health teams‟‟) to support primary care practices, including obstetrics and gynecology
practices, within the hospital service areas served by the eligible entities. Grants or contracts shall be
used to—
(1) establish health teams to provide support services to primary care providers; and
(2) provide capitated payments to primary care providers as determined by the Secretary.
(b) ELIGIBLE ENTITIES.—To be eligible to receive a grant or contract under subsection (a), an entity
shall—
(1)(A) be a State or State-designated entity; or
(B) be an Indian tribe or tribal organization, as defined in section 4 of the Indian Health
Care Improvement Act;
(2) ensure that the health team established by the entity includes an
interdisciplinary, interprofessional team of health care providers, as determined by the
Secretary; such team may include medical
specialists, nurses, pharmacists, nutritionists, dieticians, social workers, behavioral
and mental health providers (including substance use disorder prevention and treatment
providers), doctors of chiropractic, licensed complementary and alternative medicine
practitioners, and physicians‟ assistants

56. IPE in Cancer Care
IOM, 2013
 The IOM committee will
examine opportunities for
and challenges to the
delivery of high-quality
cancer care and
formulate
recommendations for
improvement.
www.iom.edu/qualitycancer
care

57. Recommendations

59. Recommendation 3
 Academic institutions and professional societies should
develop interprofessional education programs.

60. The Need for Interprofessional
Collaboration – International
perspective (WHO, 2010)
 Family and Community Health
 women worldwide die from complications in pregnancy
or childbirth
 HIV/AIDS, tuberculosis and malaria
 expertise and resources critical to the success of
disease management
 Health action in crisis
 Interprofessional education provides health workers
with the kind of skills needed to coordinate the delivery
of care when emergency situations arise.

61. The Need for Interprofessional
Collaboration contd..
 Health Security
 Epidemics and pandemics place sudden and intense
demands on the health system - collaboration among
health workers is the only way to manage the crisis.
 Non-Communicable Diseases
 Interprofessional teams - more comprehensive
approach to preventing and managing chronic
conditions such as dementia, malnutrition and
asthma
 Health Systems and Services
 Interprofessional education and collaborative practice
– enables health workers to function at the highest
capacity.

62. Social work education:
International perspective
 Infuse in curriculum
 Field placement
 Study-abroad
 Exchange programs
 Fulbright scholarship
 University-community collaboration to prepare students
to work in their own communities –
refugees, immigrants, etc.

63. The IPE Strategic
Advantage: A Social
Work Dean’s Perspective
Anna Scheyett
University of South Carolina

64. In addition to all the benefits already
articulated, there are a number of
strategic advantages to IPE for
deans…but they may not be fully aware
of them.

65. Your job is to make them aware.
Here are a few suggestions for talking
points.

66. “Involvement with IPE makes
Social Work more competitive
within the university”
 Increases:
 Other departments’ and colleges’ understanding of Social
Work as a discipline (internal public education)
 Other departments’ and colleges’ understanding of the
value-added Social Work brings to a collaboration
 Other departments’ and colleges’ awareness of Social Work
faculty skills and capacities

67. “Involvement with IPE makes
Social Work more competitive
within the university”
 Increases:
Opportunity to “be at the table” for large
interdisciplinary grants
Ability to recruit excellent students and have
students from other disciplines take our
courses
Opportunity for joint appointments and creative
hires
Scholarly productivity and funding, and thus
successful faculty

68. “IPE furthers the agenda of upper
administration”
A good IPE program can make a Provost
and a President happy by:
 Enhancing the reputation of the university and
creating a niche
 Attracting and retaining excellent faculty
 Attracting and retaining excellent students, both
graduate and undergraduate

69. “IPE furthers the agenda of upper
administration”
A good IPE program can make a Provost
and a President happy by:
 Increasing collaboration and decreasing silos
across the university
 Increasing opportunities for service learning
 Enhancing the potential for large interdisciplinary
grants and centers

70. “IPE makes us stand out with
external constituents”
Funders (private and governmental) and
providers will think highly of us because:
We are training students in a model that is
 Evidence-based
 Cost-effective
 Congruent with current health policies (e.g. ACA)
 i.e. we are graduating students who can “hit the
ground running” in contemporary health settings
We are raising the profile of the social work
profession in the health community

71. Communicating Your Message
If you are engaged in IPE:
 Include IPE in recruitment materials
 Work to get internal and external press
 Find champions outside of IPE
 Publish
 Include IPE in your annual performance report
 Give your dean regular outcome-driven reports
 Give your dean “good news” s/he can share with the
Provost
 Meet with your dean to talk about the ROI of IPE for
social work

72. Communicating Your Message
If you are not yet engaged in IPE, but are
working to develop:
 Make sure to create a clear mission statement
and goals
 Get your dean involved early
 Invite experienced IPE educators to campus for
seminar, workshop, colloquium
 Gather literature, examples from other
universities, funding opportunities, evidence of
ROI
 Keep talking!!!

73. Group Activity in Teams
Jayashree Nimmagadda

74. Conclusion
Next Steps
Barbara Jones