Jayashree Nimmagadda

Partnering to provide simulated learning to address Interprofessional Education Collaborative core competencies

Abstract Learning to effectively communicate and work with other professionals requires skill, yet interprofessional education is often not included in the undergraduate healthcare provider curriculum. Simulation is an effective pedagogy to bring students from multiple professions together for learning. This article describes a pilot study where nursing and social work students learned together in a simulated learning activity, which was evaluated to by the Readiness for Interprofessional Learning Scale (RIPLS). The RIPLS was used before and after the simulated activity to determine if this form of education impacted students’ perceptions of readiness to learn together. Students from both professions improved in their RIPLS scores. Students were also asked to identify their interprofessional strengths and challenges before and after the simulation. Changes were identified in qualitative data where reports of strengths and challenges indicated learning and growth had occurred. In conclusion, this pilot study suggests that interprofessional simulation can be an effective method to integrate Interprofessional Education Collaborative core competencies into the curriculum.

Using Simulations to Enhance Interprofessional Competencies for Social Work and Nursing Students

There is an increased emphasis on interprofessional education in the healthcare field, including social work. This paper discusses the design and implementation of an innovative idea in teaching that brings social work and nursing students together for skill development to do interprofessional work. Computer generated mannequin simulations have been used extensively in teaching medical, nursing, pharmacy, and other healthcare professions, but are a relatively new pedagogical tool in social work. Using the four interprofessional competencies put forward by the interprofessional collaborative, the authors describe the objectives, the cases utilized, the process of simulations, the technique of debriefing, and the themes that emerged from these reflective observations.

Indigenisation of Social Work Knowledge: An Exploration of the Process

The concept of indigenisation of social work knowledge has been widely used in relation to issues surrounding technology transfer and goodness-of-fit with the recipient of this knowledge. In this research, the authors present an analysis of the process by which social work technology in alcoholism treatment is transferred from the United States to India and indigenised to suit the socio-cultural context. Using qualitative methods, the study interprets the process by which local Indian knowledge is creatively used to culturally construct a model of intervention that is suitable for local Indian needs.

Designing Interprofessional Education Curriculum Using Multiple Conceptual Frameworks

Full implementation of the Affordable Care Act and the projected physician and nurse shortages, will require that health care providers work effectively in teams. To achieve this goal, education about team work must start at the student level. We describe how we used educational conceptual frameworks such as Kotter’s 8-step Change Model, Kern’s 6-step approach to designing curriculum, and Miller’s Pyramid of Assessment to develop our curriculum. This approach to interprofessional curriculum development is adaptable and transferable to other health professions schools.

Social work ethics in India: A call for the development of indigenized ethical standards

In recent years, various professional associations in social work and regulatory bodies worldwide have engaged in ambitious efforts to draft and implement comprehensive ethics guidelines, standards, and education. For a variety of complex reasons, the social work profession in India has lagged behind developments in many other nations. The purpose of this article is to assess the current status of social work ethics in India, review relevant developments throughout the world, and present a blueprint to guide the development of much-needed indigenous ethical standards and education in India.

A Team-Based Practicum Bringing Together Students Across Educational Institutions and Health Professions

Objective. To assess student perceptions of teamwork during an interprofessional exercise and to evaluate if students could identify domestic violence through a standardized patient interview. Design. Medical, pharmacy, nursing, physical therapy, and social work students were assigned to teams to interview and examine a patient with a “cut on the hand” later revealed a result of domestic violence. They also practiced suturing technique and developed a patient care plan. A postexercise survey was administered. Assessment. From 70% to 94% of students surveyed agreed or strongly agreed, respectively, that their responsibilities were clear. All (100%) recognized the benefits of team-based care. Only 38% of the medical students reported team members providing insight into domestic violence, and 52% did not recognize team members as resources for these cases. Conclusion. Students gained perspective of knowledge and responsibilities of each team member. However, the results suggest further enhancements of curriculum related to domestic violence are needed.

The indigenization of AA Interpretations from South India

With the spread of AA as a social movement and a treatment philosophy within and across nations of the world in dealing with problems of drinking, a growing sensitivity to diversity has emerged. This in turn has created a need to delve into contextually influenced responses to AA and the nuances of culture in responding to AA. The purpose of this qualitative research exercise was to explore the beginnings of AA and the unfolding of meanings of its prescriptions for recovery, as experienced and shared by members in a metropolitan city, in South India. A clear indigenization process was traced in the way AA is interpreted and applied in practice. The study also revealed selective attention to the 12 steps and the use of initiative in adapting various features to suit local beliefs.

Social work and interprofessional education: integration, intersectionality, and institutional leadership

Abstract Over the last decade healthcare policies and practices in the US have placed significant emphasis on healthcare integration, mental health parity, and implementation of team-based practice models to improve quality, safety, and affordability of service. With these incentives in mind, schools of social work have joined with national and international health education organizations to reduce disciplinary silos and increase shared learning opportunities across professions and programs. The social work profession has long supported collaborative practice however, students are rarely paired with others in the classroom or intentionally taught about counterparts’ roles and expertise. Social work leaders are also responsible for addressing the intersectionality between collaborative competencies and sociocultural factors. The 2015 EPAS and 2016 Core Competencies for Interprofessional Collaborative Practice create multi-level opportunities for social work educators to provide Interprofessional Education (IPE) innovation and leadership across common curricula and educational settings. The authors examine historic challenges to integrating IPE in social work curricula, provide three examples of IPE/social work initiatives in higher education, describe the intersectionality of the EPAS and the IPEC competencies, and identify institutional benefits associated with the integration of IPE in schools of social work culture and curriculum.