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Australian Health Review | 2011

Building capacity in Australian interprofessional health education: perspectives from key health and higher education stakeholders

Lynda R. Matthews; Rosalie Pockett; Gillian Nisbet; Jill Thistlethwaite; Roger Dunston; Allison Lee; Jill White

OBJECTIVE A substantial literature engaging with the directions and experiences of stakeholders involved in interprofessional health education exists at the international level, yet almost nothing has been published that documents and analyses the Australian experience. Accordingly, this study aimed to scope the experiences of key stakeholders in health and higher education in relation to the development of interprofessional practice capabilities in health graduates in Australia. METHODS Twenty-seven semi-structured interviews and two focus groups of key stakeholders involved in the development and delivery of interprofessional health education in Australian higher education were undertaken. Interview data were coded to identify categories that were organised into key themes, according to principles of thematic analysis. RESULTS Three themes were identified: the need for common ground between health and higher education, constraints and enablers in current practice, and the need for research to establish an evidence base. Five directions for national development were also identified. CONCLUSIONS The study identified a range of interconnected changes that will be required to successfully mainstream interprofessional education within Australia, in particular, the importance of addressing issues of culture change and the need for a nationally coordinated and research informed approach. These findings reiterate those found in the international literature.


Australian Social Work | 2010

Interprofessional Education for Practice: Some Implications for Australian Social Work

Rosalie Pockett

Abstract Social workers work with many other professionals in the workplace and being able to work in a team is both a practice standard for professions and a desirable graduate attribute of most universities. However, student learning about teamwork is often inconsistent and serendipitous, albeit some attention may be given to it as part of field education and work preparation. Students and new graduate social workers usually adopt the teamwork approach that prevails in the agency in which they work and teamwork behaviour is often a result of socialisation and acculturation. Internationally, over the last two decades, interprofessional education for interprofessional practice has achieved prominence in social work curricula. This article covers recent Australian initiatives in interprofessional education and the involvement of the social work program at a leading Australian university in an interprofessional education project. Implications for social work student education and social work practice are discussed.


Journal of Interprofessional Care | 2009

Interprofessional developments in Australia - L-TIPP (Aus) and the Way Forward

Jill Thistlethwaite; Alison Lee; Roger Dunston; Gillian Nisbet; Lynda R. Matthews; Rosalie Pockett

In 2007 a partnership of academics, educators and health professionals from the University of Sydney and the University of Technology Sydney (UTS) was awarded an Australian Learning and Teaching Council grant to undertake a scoping and development study to establish a national research and development agenda for interprofessional education (IPE) within higher education with the aim of enhancing collaborative health care delivery. The project was titled ‘Learning and Teaching for Interprofessional Practice in Australia (L-TIPP, Aus)’. The project had two major foci: an international/national literature review and qualitative interviews with stakeholders across education and health to explore perspectives on IPE and its integration into health professional training. We wished to involve stakeholders, in particular Australian higher education institutions, in a debate about the future development and delivery of health care, and how health and social/community care professionals are educated. A goal was to agree on how IPE may be taken forward as a central and enabling element of contemporary health and education reform. This project was timely as the new Labor government, elected in late 2007, promised significant health and social/community care reform, through health and social care professionals with well-developed interprofessional practice capabilities. In October 2008, the federal Department of Health and Ageing (DOHA) published Towards a National Primary Health Care Strategy, which contained references to ‘‘multidisciplinary teams’’ and ‘‘interdisciplinary learning’’ (Australian Government – DOHA, 2008). One recommendation was that ‘‘the current and future primary health care workforce is provided with high quality education (undergraduate, postgraduate and vocational) and clinical training opportunities that support interdisciplinary learning’’ (p. 40) and moreover that ‘‘. . .concerns have been raised regarding whether standards for training and education are keeping pace with . . . the importance of interdisciplinary learning opportunities given the growing importance of team work in the community setting’’ (p. 41). Later that year the Bennett report (National Health and Hospitals Reform Commission, 2008) into health service reform included a proposal that aimed ‘‘to make more efficient use of the health workforce through a new education framework to facilitate the development of high functioning, multidisciplinary teams’’ (p. 25). At a state level, these important documents are echoed (or reinforced) by the Garling Report (2008) into acute care services in NSW (New South Wales) public hospitals. This report announced guiding principles to be adopted, including interdisciplinary team-based care. Recommendation 37 stated that ‘‘clinical education and training should be undertaken in a multi-disciplinary environment which emphasises inter disciplinary team based patient centred care’’ and that ‘‘the education and training be delivered by the most appropriate and suitable person regardless of the profession or specialty of the individual, and including, where appropriate, non-clinically trained personnel’’ (Garling, 2008). Journal of Interprofessional Care, July 2009; 23(4): 315–317


Social Work in Health Care | 2001

The development of an Australian national classification system for social work practice in health care.

Rosalie Pockett; Bruce Lord; Jane Dennis

Summary Australian Social Work, over recent years, has been challenged to develop a standardised and accurate classification system for social work interventions. The need for such a system arose through changes in funding arrangements based on the Diagnosis Related Groups (DRGs) treated within hospitals. In Australian hospitals, the mix of DRGs treated became known as its ‘casemix.’ These new funding arrangements made it necessary for Social Work to classify and measure activity with each patient to ensure continuing resource allocation to social work services in hospitals. A national Casemix Network was formed under the auspice of the Australian Association of Social Workers to develop a classification system. The Network worked collaboratively with other allied health professions to produce a generic framework for professional activities and also developed a classification of social work interventions. These activity classifications have been incorporated into procedure coding in Australian hospitals. The challenges associated with casemix funding required Social Work to address a number of philosophical and methodological issues related to classification of professional activities to ensure an outcome that recognised the unique contribution of Social Work to health care.


International Social Work | 2017

Social work in health care: An international perspective:

Rosalie Pockett; Liz Beddoe

An important element of contemporary social work is the influence of international trends on the contexts of practice. In this article, we will critically examine aspects of globalisation and the relationships between health inequalities and social inequalities and the implications for social work practice. Giles called on social workers to develop a ‘health equality imagination’; however, the challenge for practitioners on a day-to-day basis is how to integrate such an imagination into their work. A number of suggested approaches towards a greater engagement in addressing health inequalities in social work practice, education and research are also presented.


Social Work in Health Care | 2015

Social Work Intervention Research With Adult Cancer Patients: A Literature Review and Reflection on Knowledge-Building for Practice.

Rosalie Pockett; Monika Dzidowska; Kim Hobbs

The results of a literature review of social work intervention research with adult cancer patients found only a small number of studies conducted by social work researchers. The findings of the review are presented followed by a reflective discussion on the nature of knowledge-building and research knowledge for practice. Knowledge building is considered as a continuous, negotiated process within communities of practice focused on psychosocial perspectives that draw on a range of knowledge sources. Epistemology, worldviews and research orientations are considered along with the values and stance of social work, all of which create the domain of the practice-researcher.


Australian Social Work | 2016

Vale Bruce Lord

Rosalie Pockett; Mark Hughes

Occasionally, amid the joys and frustrations of everyday life, something so unexpected happens that it shakes us to our core. This was our feeling when we heard, in April, of the sudden death of Dr Bruce Lord. Bruce was a highly respected social worker, researcher, and educator, and a dear friend and colleague to many social workers in Australia and internationally. Readers of the journal and Australian Association of Social Workers members may be aware that Bruce served on the Editorial Board (and the former Publications Committee) of Australian Social Work from the early 2000s. In 2013 he was appointed as Chair of the Editorial Board, a role that required his considerable leadership and organisational skills. He had a strong commitment to advancing social work knowledge, particularly through practice-based research and supporting his colleagues to be involved in research. During his association with the journal he reviewed a very large number of articles, providing invaluable and detailed advice to new and accomplished writers alike. In 2015 he co-edited a landmark special issue on Applied Research Methods in Social Work (vol. 68, no. 3) with Dr Grahame Simpson. In an editorial in 2001, Bruce wrote:


Asia-pacific Journal of Clinical Oncology | 2016

The characteristics of oncology social work in Australia: Implications for workforce planning in integrated cancer care

Rosalie Pockett; Michelle Peate; Kim Hobbs; Monika Dzidowska; Melanie L. Bell; Brandi Baylock; Irwin Epstein

To describe the demographics, professional characteristics, self‐reported professional development needs and research involvement of oncology social workers in Australia and to describe perceived barriers to provision of quality psychosocial care.


Social Work Education | 2014

Social Work Practice for Promoting Health and Wellbeing: Critical Issues

Rosalie Pockett

1. Social Work Practice for Promoting Health and Wellbeing Liz Beddoe and Jane Maidment Part 1: Current Themes and Critical Issues in Health and Well-Being 2. Exploring Interpretations of Health and Wellbeing for Social Work Jane Maidment 3. Globalisation, Social Work and Health Paul Bywaters 4. Facing the Challenges Together - a Future Vision for Health Social Work Linda Haultain 5. Risk and Vulnerability Discourses in Contemporary Health Care Liz Beddoe 6. Stress, Resilience and Responding to Civil Defence Emergencies and Natural Disasters: an Ecological Approach Carole Adamson 7. Stigma in Health and Social Work: Towards a New Paradigm Viviene Cree 8. The Natural Environment and Well-Being Uschi Bay Part 2: Diverse Communities: Culture, Identity, Spirituality and Health 9. Indigenous Australian Social-Health Theory: Decolonisation, Healing-Reclaiming Wellbeing Lorraine Muller 10. Whai Ora - Maori Health Jim Anglem 11. Pacific Health Yvonne Crichton-Hill, Tanya McCall and Genevieve Togiaso 12. Gay, Lesbian, Bisexual, Transgender, Transsexual People and Discourses of Health and Wellbeing Joy Phillips 13. Disability-Inclusive Social Work Practice Helen Meekosha and Karen Soldatic Part 3: Messages from Research 14. Collaborative Practice and Family Meetings in Childrens Health Andrew Thompson and Carole Adamson 15. Improving Public Spaces for Young People: The Contribution of Participatory Research Phil Crane 16. Ageing in Resiliency: Learning from the Experiences and Perceptions of Migrant Older Adults Hong Jae Park 17. Refugee Resettlement: Considerations of Health and Wellbeing Jay Marlowe 18. Mental Health, Social Work and Professionalism Selma Macfarlane 19. Partnering in the Field of Chronic Care Service Provision Christa Fouche 20. Crafting Social Connectedness: A Community Development Model Jane Maidment, Uschi Bay and Michelle Courtenay 21. Pregnancy in an Age of Medical Technology: Decisions, Loss, and Research with a Vulnerable Population Judith McCoyd


Leadership and Collaboration: Further Developments for Interprofessional Education | 2015

Utilizing curriculum renewal as a way of leading cultural change in Australian health professional education

Roger Dunston; Dawn Forman; Lynda R. Matthews; Pam Nicol; Rosalie Pockett; Gary David Rogers; Carole Steketee; Jill Thistlethwaite

Health systems globally are engaged with major reforms focused on the need to deliver more responsive, effective and sustainable health services. Interprofessional practice (IPP), and the development of interprofessional educational (IPE) targeted at enabling IPP, sit at the heart of many of these reforms. IPP enabled by IPE could be argued as the practice foundation for achieving new and more effective forms of health service provision and health professional practice (World Health Organization, 2010; Gittell et al., 2013).

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Carole Steketee

University of Notre Dame Australia

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Pam Nicol

University of Western Australia

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Bruce Lord

Boston Children's Hospital

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Cobie Rudd

Edith Cowan University

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