Since the 1989 publication of ‘A Strengths Perspective for Social Work Practice,’ the strengths perspective has supported the intrinsic strengths of people and society, while challenging the problem-focused approach to human behavior and influence of the medical model upon the development of professions. This presentation reviews the evolution of interprofessional practice and education and role of the patient voice through a strengths perspective lens. It proposes a new model of Strengths-Based Interprofessional Practice and Education (SB-IPE) incorporating appreciative inquiry and narrative, and its application to advance better care, better value, and better education.
The strengths perspective is often framed around a specific role (i.e., case manager), profession (e.g., social worker or nurse), or process (i.e., strengths-based case management, strength-based nursing care) as they relate to the care of individuals and families, rather than to the interprofessional team or team-based care. This presents an opportunity to apply the strengths perspective to an interprofessional team-based approach to health and social care.
Providing person-, family-, and community-centered health and social care through Strengths-Based IPE involves eliciting, listening to, and processing stories and narratives, then coalescing and co-creating person/family/team and community/practice/education narratives. It is essential that these different stories be recognized and effectively integrated to incorporate multiple voices and perspectives to inform advances in practice, education, policy, and research.
People, families, and communities understand their assets and cultures, hold a collective wisdom, and are deeply invested in their success. This wisdom and experience can be mined for strengths and best practices. Application of the strengths perspective to interprofessional practice and education holds promise for harnessing the voices of people, families, and communities to advance better care and better value. Adding to these voices the collective experience of practitioners and educators can inform better education and a simultaneous redesign of education, health, and social care.
This activity has been planned and implemented by the National Center for Interprofessional Practice and Education. In support of improving patient care, the National Center for Interprofessional Practice and Education is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), the American Nurses Credentialing Center (ANCC), and the Association of Social Work Boards (ASWB) to provide continuing education for the healthcare team.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for a maximum of 0.75 AMA PRA Category 1 Credits™.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded up to 0.75 contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists: This activity is approved for 0.75 contact hours (.075 CEU) UAN: JA4008105-0000-20-072-H04-P; JA4008105-0000-20-072-H04-T
IPCE: This activity was planned by and for the healthcare team, and learners will receive 0.75 Interprofessional Continuing Education (IPCE) credits for learning and change
In accordance with the Accreditation Council for Continuing Medical Education’s Standards for Commercial Support, adopted by the Joint Accreditors for Interprofessional Continuing Education, the National Center for Interprofessional Practice and Education has a conflict of interest policy that requires that all individuals involved in the development of activity content disclose their relevant financial relationships with commercial interests. All potential conflicts of interest that arise based upon these financial relationships are resolved prior to the educational activity.
Lorie Sigmon, Kathleen Waite, Erin Leiman, Teri Kennedy
declare no vested interest in or affiliation with any commercial interest offering financial support for this interprofessional continuing education activity, or any affiliation with a commercial interest whose philosophy could potentially bias their presentation.