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.
Disclosures:
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.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education. The National Center for Interprofessional Practice and Education is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
As a Jointly Accredited Provider, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
