Achieving Collaborative Competence through Interprofessional Education. Lessons Learned from Joint Training in Learning Disability Nursing and Social Work

Abstract

The ability to work interprofessionally is widely regarded as essential to professional education and training for social work. The changing contexts of social work practice and the requirement for integrated working are regular reminders of the need for social work students to develop collaborative competence. Guidance preceding the development of the social work degree emphasised that social work students should undertake specific learning and assessment in partnership working and information sharing. This suggests that aspects of interprofessional education are relevant to the teaching and development of social work students if graduates are to successfully engage in complex practice. This paper seeks to identify the competencies needed for successful collaboration. It then draws on evaluative research of joint training programmes in learning disability nursing and social work in England to discuss the unique experiences and perspectives of graduates whose social work training was exceptionally interprofessional. The paper will discuss how some of the findings from this research can indicate lessons for promoting collaborative competence in singly trained social work students. It will argue that interprofessional learning opportunities are one of the key ingredients for the development of critical practice.