Crossing boundaries in interprofessional collaboration: A case of gerontological social work field education
TL;DR
The findings revealed that interprofessional collaboration in social work field education involves crossing cultural, attitudinal, expertise-related, and structural boundaries by finding a common language, broadening understanding, developing competence, establishing shared knowledge, and acknowledging the complexity of the work environment while integrating resources.
Abstract
ABSTRACT Interprofessional collaboration is crucial in providing holistic care services for older adults, requiring professionals to overcome various barriers. This study aims to explore how interprofessional collaboration can be facilitated in gerontological social work field education. This research was conducted in the context of a field placement in which social work students collaborated with a care team in a nursing home in China. Data were collected through focus group interviews with students (N = 55) and one teacher’s observation note (N = 1). A qualitative directed content analysis was conducted, guided by the ‘crossing boundaries in interprofessional collaboration’ theory framework. Nvivo 14 was used to manage codes and support data analysis. The findings revealed that interprofessional collaboration in social work field education involves crossing cultural, attitudinal, expertise-related, and structural boundaries by finding a common language, broadening understanding, developing competence, establishing shared knowledge, and acknowledging the complexity of the work environment while integrating resources. This study highlights the potential of the ‘crossing boundaries in interprofessional collaboration’ framework in guding the design of educational programs that promote interprofessional collaboration in gerontological social work practice.