EDUC09011 2022 Interprofessional and Interagency Collaboration (IPIAC) in Social Work

Consider current policy drivers to understand barriers and opportunities for effective IPIAC in a variety of contexts of relevance to social work practice. (Domain 1.1, 1.2, 1.4, 1.6, 1.10, 1.12; Domain 2.1, 2.2, 2.5, 2.8, 2.9, 2.11, 2.12, 2.13, 2.14, 2.15; Domain 3.1, 3.10, 3.14; Domain 5.1, 5.2, 5.5, 5.9, 5.12, 5.14, 5.24)         

Understand, evaluate and critique the ethical and professional issues of IPIAC in social work practice. (Domain 1.1, 1.2, 1.5, 1.8, 1.9, 1.10, 1.12; Domain 2.5, 2.9, 2.12, 2.13, 2.14, 2.15; Domain 3.1, 3.4; Domain 4.6; Domain 5.1, 5.2, 5.9, 5.10, 5.12, 5.14, 5.15)

Sytematically retrieve, synthesise and evaluate current research and other evidence that has informed the development of IPIAC theory and practice. (Domain 1.10; Domain 2.9, 2.12, 2.13, 2.14, 2.15; Domain 3.1, 3.4, 3.6; Domain 5.1, 5.2, 5.9, 5.12, 5.16, 5.22, 5.25)

Examine and critically evaluate 'uni', 'inter' and 'trans' -professional working practices and protocols with an informed consideration of professional parameters and codes of professional practice, using safe, effective and evidence-based methods of practice. (Domain 1.1, 1.2, 1.6, 1.8, 1.10; Domain 2.9, 2.12, 2.13, 2.14, 2.15; Domain 3.1, 3.6; Domain 4.2; Domain 5.1, 5.2, 5.9, 5.11, 5.12, 5.14, 5.16)

Demonstrate knowledge and skills of IPIAC in practice. (Domain 1.2, 1.3, 1.9, 1.10, 1.12; Domain 2.3, 2.9, 2.19, 2.13, 2.14, 2.15; Domain 3.1, 3.2, 3.4; Domain 5.1, 5.2, 5.12, 5.14, 5.15)

Apply and critically evaluate their own personal and professional practice in relation to IPIAC. (Domain 1.2, 1.6, 1.12, 1.18: Domain 2.9, 2.12, 2.13, 2.14, 2.15; Domain 3.1, 3.2, 3.6; Domain 4.2, 4.3, 4.4, 4.5: Domain 5.1, 5.2, 5.4, 5.12, 5.14, 5.15, 5.22)

Students will attend a 1 hour lecture and a 2 hour tutorial each week. The lectures will introduce students to relevant theories and IPIAC models of practice in the context of relevant policy and legislation. The weekly tutorials will be participatory and enable students to engage with the content from the lectures in a practical and interactive way.

A variety of teaching and learning approaches will be incorporated including small group work, role- play, case studies, case-based problem solving, virtual learning environments, service user and carer testimonies and guest lectures from social workers and other relevant stakeholders engaging in IPIAC practice in a variety of contexts. There will also be the opportunity to work with students from other disciplines in order to consolidate learning and collaborative skills. 

Directed study will include reading and learning that underpins the module objectives. The teaching-learning strategies will provide students with the opportunities to critically reflect on and meet their own specific learning needs related to IPIAC. The VLE will be used to provide access to online resources, lecture notes and external links to websites of interest.

Note: Students must pass all assessment components in order to pass this module

The module's assessment strategy will incorporate both formative and summative components. The summative assessment strategies are as follows:

Individual Assignment: 60 % Addressing Learning outcomes 1,2,3.

Group project: 40% Addressing Learning outcomes 4,5,6. Students will work in small groups to design an interprofessional group intervention for a particular service user/caregiver group.

This modules assessment allows for assessment of CORU Standards of Proficiency as follows:

Assessment 1 - Individual Assignment (60%): (Domain 1.2, 1.4, 1.6, 1.9, 1.10, 1.12; Domain 2.1, 2.3, 2.5, 2.8, 2.9, 2.11, 2.12, 2.13, 2.14, 2.15,  Domain 3.1, 3.2, 3.4, 3.6, 3.10, 3.14 ; Domain 4.6, Domain 5.1, 5.2, 5.9, 5.10, 5.12, 5.14, 5.15, 5.16, 5.22, 5.24, 5.25)

Assessment 2 - Group Project (40%): (Domain 1.1, 1.2, 1.3, 1.5, 1.6, 1.8, 1.9, 1.12, 1.18, Domain 2.2, , 2.9, 2.12, 2.13, 2.14, 2.15; Domain 4.2, 4.3, 4.4: Domain 5.1, 5.2, 5.4, 5.11, 5.12, 5.14, 5.15)

Repeat written assignments requirements will be recorded at formal Exam Board.

LO 1: Consider current policy drivers to understand barriers and opportunities for effective IPIAC in a variety of contexts of relevance to social work practice.

• Understanding how key policy, legislation, professional guidance and protocols impact upon IPIAC in social work.

• Organisation of services, structural, procedural and financial barriers to IPIAC, specifically in relation to strategic and organisational domains and culture.
• Difficulties associated with IPIAC practice in social work as highlighted in enquiries and serious case reviews.

LO 2: Understand, evaluate and critique the ethical and professional issues of IPIAC in social work practice.

• Being a ‘professional’-professional roles and identity and how this relates to the development of an ‘inter’ and/or ‘trans’-professional and ‘team’ identity.
• The social- organisational context of IPIAC- professional discourse, values, ethics and how these impact upon integrated service delivery and professional practice.
• Professional cultures, boundaries and ways of doing and ways of being across different professions, recognising the potential for boundary spanning and different models of practice.

LO 3: Systematically retrieve, synthesise and evaluate current research and other evidence that has informed the development of IPIAC theory and practice.

• The nature of IPIAC practice in social work, why it is important, its purposes and its growing place in theory and practice. Examining the evidence that IPIAC models of practice are effective in terms of improving (i) the process of service delivery and (ii) outcomes for service users/caregivers.

LO4: Examine and critically evaluate‘uni’, ‘inter’ and ‘trans’ -professional working practices and protocols with an informed consideration of professional parameters and codes of professional practice, using safe, effective and evidence-based methods of practice.

• The terminological debate surrounding IPIAC in social work practice; what do we mean by ‘uni’,‘multi’,‘inter’ and ‘trans’-professional models of practice?
• Exploring (i) the relationship between IPIAC and other relevant concepts of care in a collaborative framework, e.g, comprehensive care, integrated care, seamless care and (ii) examining constructions of these concepts from a service user versus service provider versus team perspective.

LO 5: Demonstrate knowledge and skills of IPIAC in practice

• IPIAC skills and capabilities, e.g. intra and interpersonal communication, role examination and clarification, confidentiality, conflict resolution, information handling protocols and data protection regulations.
• Knowledge and skills required for IPIAC working within joint processes, e.g. referral systems and protocols, collaborative assessment, case-management/key worker models of practice, information- sharing processes and practices, negotiating the challenges of IPIAC.
• Skills of working in partnership with service users and carers to ensure their voice is central, understanding issues of consent and the role of advocacy.
• Skills associated with involving service users and carers in a meaningful and realistic way within the context of IPIAC, moving from participation to involvement, through to planning of service delivery and decision making.

LO 6: Apply and critically evaluate their own personal and professional practice in relation to IPIAC.

• Reflection on and critical analysis of one’s own and others’ IPIAC professional experience/student placement to date in light of learning acquired on the module (‘funds of knowledge’ concept).
• The setting of learning goals regarding IPIAC competencies for professional practice placements.
• Methods of evaluating outcomes of IPIAC for service user/family, team, organisation/agency (process and outcome measures).