Date of Award

2019

Embargo Period

8-1-2024

Document Type

Dissertation

Degree Name

Doctor of Health Administration

College

College of Health Professions

First Advisor

Dusti Annan-Coultas

Second Advisor

Jillian Harvey

Third Advisor

Melissa Floyd-Pickard

Abstract

Interprofessional education (IPE) continues to advance as the best method to prepare health care professionals for interprofessional collaborative practice (IPCP). Large numbers of US social workers enter the workforce unprepared for interprofessional collaborative practice (Taylor & Coffey, 2014; Jones & Phillips, 2016; Stanhope et al., 2015). Without a clear understanding of the redundancies between social work educational standards and IPE competencies it is difficult to design IPE based courses for social work students with adequate content. The study purpose was to (1) identify were there was redundancy between the IPEC core competencies and CSWE 2015 EPAS competencies, (2) identify gaps in the social work competencies requiring integration of the IPEC competencies and (3) develop and validate a conceptual model to guide the integration of IPEC core competencies into US social work education standards. A qualitative content analysis was conducted on the nine social work core competencies found in the CSWE 2015 EPAS utilizing the IPEC Core Competencies for Interprofessional Collaborative Practice sub-competencies as the coding scheme. The study found there was significant redundancy between the IPEC core competencies and the social work competencies. The study identified three gaps, (1) five sub-competencies were found in a document referenced within Social Work Competency 1, (2) seven sub-competencies were not found in the social work educational standards and (3) clarity issues from a lack of common terminology. The study findings were used to develop a conceptual model for IPE competency integration in to social work educational standards.

Rights

All rights reserved. Copyright is held by the author.

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