Transformative Teams in Health Care

Enhancing Social Work Student Identity, Voice, and Leadership in a Longitudinal Interprofessional Education (IPE) Course


  • Barbara Jones The University of Texas at Austin
  • Jen Currin-McCulloch Colorado State University
  • Liana Petruzzi The University of Texas at Austin
  • Farya Phillips The University of Texas at Austin
  • Shivani Kaushik Colorado State University
  • Blake Smith The University of Texas at Austin



interprofessional education, social work leadership, collaborative practice


This paper describes social work pedagogy and outcomes in a multi-year longitudinal interprofessional education (IPE) course incorporating B.S.W, and M.S.S.W. students. Social work students participated in an IRB-approved mixed-method study designed to evaluate individual growth and identity transformation throughout the two-semester course. Students’ semi-structured reflection papers (n=113) were analyzed qualitatively to identify core themes. Students voluntarily completed Interprofessional Assessment Scale (IPAS) surveys, a measure of core competencies in interprofessional care, before and after the class (n=48). Social work students reported that they developed increased personal and interprofessional confidence, awareness of social work role in health care, increased social work skills and leadership to use their voice in interprofessional health care teams. All levels of social work students can and should be incorporated into IPE education. Social work educators and practitioners should continue to take leadership in IPE education at all levels of curriculum design and implementation.


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