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This article reports on research regarding interprofessional education (IPE) in child welfare conducted in 2009 and 2010. Pre service nursing, social worker and teacher education candidates participated in a workshop that "exposed" (Charles, Bainbridge & Gilbert, 2010) students to IPE in child welfare. This paper addresses a gap in literature in IPE in child welfare. Literature in IPE precedes a description of the workshop followed by an explanation of the integrated expert presentation, case study, modeling, reflection and small and large group processes. Results of the survey administered to workshop attendees are presented. Likert scaled questions indicate a high degree of satisfaction with the workshop organization, pedagogy and objectives. Responses to the open-ended questions align closely with the Thistlethwaite and Moran (2010) learning outcomes framework. It is clear that pre-service students learned with, from and about each other's discipline. 2 tables and an extensive reference list are included.

ABSTRACT Developing confidence in self-assessment is an important skill in becoming a self-regulated learner. This article describes the process undertaken by a group of educators of incorporating self-assessment in combination [...]

Interprofessional learning is one strategy used to combat the 'silos' that too often characterize patient/client care within the health and helping professions. Yet, despite longstanding recognition of the multidisciplinary nature of child welfare and the need for coordination and collaboration between professionals there is little evidence of a child welfare focus in current interprofessional education initiatives. Drawing on the concept of 'interprofessionality,' this paper presents a university-community collaboration between nursing, social work and education to prepare students for interprofessional practice in child welfare. It highlights the lessons learned from this initiative and links these lessons to a broader education and research agenda. [ABSTRACT FROM AUTHOR]