Supporting Children's Health and Well‐Being Through Interprofessional Collaboration: A Scoping Review of Educational Collaboration Between Health Sciences, Social Sciences and Teacher Training.
Addressing children's complex health and well‐being issues requires the collaborative efforts of health and social care professionals and teachers to develop effective care solutions and prevent the escalation of problems. Consequently, there is a recognized need to prepare professionals in children...
| Publicado en: | Health & Social Care in the Community Vol. 2025; pp. 1 - 23 |
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| Autores principales: | , , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
10/12/2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=188633313&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 188633313 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09660410 EVX jtl: Health & Social Care in the Community issn: 09660410 maglogo: Y pubinfo: dt: 10/12/2025 vid: 2025 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 188633313 188633313 188633313 10.1155/hsc/5387000 188633313 ppf: 1 ppct: 22 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P tig: atl: Supporting Children's Health and Well‐Being Through Interprofessional Collaboration: A Scoping Review of Educational Collaboration Between Health Sciences, Social Sciences and Teacher Training. aug: au: Salminen, Jaanet Kallio, Hanna Laasanen, Miia Chen, Qing-Wei affil: Faculty of Education,, University of Turku,, Turku, Finland, utu.fi sug: subj: Child Health Education Psychological Well-Being In Infancy and Childhood Support, Psychosocial Education, Interdisciplinary Collaboration Interprofessional Relations Education, Health Sciences Education, Social Work Education Teaching Education Curriculum Development Human Male Female Students, Health Occupations Students, Social Work Faculty Professional Competence Scoping Review PubMed CINAHL Database ERIC Database Students, Undergraduate Funding Source Child Thematic Analysis Child: 6-12 years Male Female ab: Addressing children's complex health and well‐being issues requires the collaborative efforts of health and social care professionals and teachers to develop effective care solutions and prevent the escalation of problems. Consequently, there is a recognized need to prepare professionals in children's services for interprofessional collaboration already during undergraduate studies. However, knowledge on interdisciplinary collaboration aimed at promoting related competencies is fragmented. A scoping review was conducted to map the scientific literature on educational collaboration among health sciences, social sciences and teacher training, including collaboration with working life and the studies common for the students of these fields. Scientific publication in English in 2000–2023 was searched. A total of 1197 papers were initially identified. Following the selection process, 25 articles were included in the thematic analysis. Of the 25 articles analysed, 60% were empirical and 40% were theoretical. Perspectives included education (n = 10), healthcare (n = 5), social work (n = 2) and general interprofessional work (n = 8). The main contexts were children with special needs (n = 11) and child and family well‐being (n = 5). The reporting was guided by the PRISMA‐ScR checklist. The literature described the requirements for collaboration between faculties in universities for interdisciplinary education and the challenges experienced. In higher education, programmes in health sciences, social sciences and teacher training collaborated to enhance students' interprofessional competencies through two main strategies: interfaculty collaboration in designing and delivering joint studies and collaboration with working life to provide authentic, practice‐based learning. These shared studies emphasised skills such as collaborative attitudes, role understanding and knowledge exchange—competencies that are essential for professionals working with clients of all ages. This review contributes to the knowledge base on interprofessional education and highlights the importance of both academic and practice‐based collaboration. It also identifies key challenges, including structural barriers within universities—such as rigid curricula and disciplinary silos—and limited resources for engaging in professional practices. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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