Making Integrated Health and Social Care Education a Reality: A Scottish Example

McKay, Elizabeth; James, Kirstin; Macdonald, Donald; Hislop, Jane; Yates, Peter

Abstract

Integration of health and social care services in Scotland has been described as being the most significant change to health and social care provision since 1948 (Scottish Government, 2018). With a greater emphasis on joining up services and focusing on anticipatory and preventative care, integration aims to improve support for all people who use services, their families and carers: placing the person at the centre. Allied health professionals specifically Occupational Therapy and Physiotherapy (Allied Health) and Social Work play a key role in taking forward change through innovative thinking, leadership and delivering services in partnership. A shift in education model for these disciplines is necessary to prepare the next generation for careers in health and social care. This paper will report on the development of integrated Masters Allied Health and Social Work programmes at Edinburgh Napier University mirroring this shift in professional practice. Curricula development places collaboration between disciplines as the norm, whilst professional identity is to the fore. This will lead to a new kind of professional entering the workforce, prepared for the changing face of practice and equipped with the skills to build relationships to make an impact for individuals, families and communities.

Citation

McKay, E., James, K., Macdonald, D., Hislop, J., & Yates, P. (2018, October). Making Integrated Health and Social Care Education a Reality: A Scottish Example. Paper presented at 24th ENOTHE Annual Meeting 2018, Escola Superior de Saúde do Alcoitão

• Presentation Conference Type: Conference Paper (unpublished)
• Conference Name: 24th ENOTHE Annual Meeting 2018
• Start Date: Oct 4, 2018
• End Date: Oct 6, 2018
• Deposit Date: Dec 17, 2018
• Keywords: Health and social care provision, health education, Curricula development, integration of services,
• Public URL: http://researchrepository.napier.ac.uk/Output/1446273