Lee Youjung, Quranta Judith, Anderson Elizabeth
a Department of Social Work, College of Community and Public Affairs , State University of New York at Binghamton , Binghamton , New York , USA.
b Decker School of Nursing , State University of New York at Binghamton , Binghamton , New York , USA.
J Interprof Care. 2017 Jul;31(4):550-552. doi: 10.1080/13561820.2017.1296420. Epub 2017 Mar 13.
Interprofessional education (IPE) is now widely considered an essential part of preparing professionals to work more effectively with marginalised families, such as grandparent-headed families. This study aims to explore the potential for IPE through a family-centred programme for grandparent-headed families during professional preparation for education, social work, and nursing students to foster collaboration. Using mixed methods with concurrent data collection and analyses, this study suggests that participation in IPE can positively impact perceptions of interprofessional collaboration to better meet the multifaceted needs of grandparent-headed families by increasing awareness and self-efficacy for interprofessional collaboration in schools and deepening understandings of non-traditional families. Implications highlight possibilities for more flexible and integrated professional identities in working with children and their families as well as the potential for future school professionals to embrace more comprehensive services in schools.
跨专业教育（IPE）如今被广泛视为培养专业人员更有效地与边缘化家庭（如由祖父母担任户主的家庭）合作的重要组成部分。本研究旨在通过一项以家庭为中心的项目，探索IPE在教育、社会工作和护理专业学生的专业准备过程中，为以祖父母为户主的家庭培养协作能力的潜力。本研究采用混合方法，同时进行数据收集和分析，结果表明，参与IPE可以通过提高学校中跨专业协作的意识和自我效能感，以及加深对非传统家庭的理解，对跨专业协作的认知产生积极影响，从而更好地满足以祖父母为户主的家庭的多方面需求。研究结果凸显了在与儿童及其家庭合作时，形成更灵活和综合的专业身份的可能性，以及未来学校专业人员在学校提供更全面服务的潜力。
