Joint Degrees 887hj

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1. Joint Degrees: Do They Strengthen or Weaken theProfession?

Robert McClellandJornal of Social Work !dcation"ol. #1$ %ss. 1$ 1&'(

Abstract

The )oint degree has gro*n increasingly +o+lar becase it is seen as a *ay of beco,ing ,ore co,+etiti-e in atight )ob ,arket. Many schools of social *ork -ie* it as a *ay of attracting stdents. This article e+lores thestrctral and +hiloso+hical as+ects of collaborati-e edcation$ *ith +articlar attention to the )oint Master ofSocial Work/Master of Pblic 0ealth MSW/MP02 +rogra,. %,+ortant isses that shold be considered before

initiating a )oint degree o+tion are also discssed.
http://www.tandfonline.com/doi/abs/10.1080/10437797.1985.10671689http://www.tandfonline.com/doi/abs/10.1080/10437797.1985.10671689http://www.tandfonline.com/toc/uswe20/21/1http://www.tandfonline.com/toc/uswe20/21/1http://www.tandfonline.com/doi/abs/10.1080/10437797.1985.10671689http://www.tandfonline.com/doi/abs/10.1080/10437797.1985.10671689


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etty J. Rth$ Ja,ie Wyatt$ !,ily Chiasson$ Scott Miyake 5eron$ Sally ach,anJornal of Social Work !dcation"ol.
http://www.tandfonline.com/doi/abs/10.5175/JSWE.2006.200404117http://www.tandfonline.com/doi/abs/10.5175/JSWE.2006.200404117http://www.tandfonline.com/toc/uswe20/42/2http://www.tandfonline.com/doi/abs/10.5175/JSWE.2006.200404117http://www.tandfonline.com/doi/abs/10.5175/JSWE.2006.200404117http://www.tandfonline.com/toc/uswe20/42/2


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. Pblic 0ealth and Social Work: Training DalProfessionals for the Conte,+orary Work+lace

etty J. Rth$ Sarah Sisco$ Ja,ie Wyatt$ Christina ethke$ Sara S. ach,an$ Tinka Markha,Pi+erPblic 0ealth Re+. #=='@ 1#S++l #2: A1BAA.PMC%D:

PMC#


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SYNOPSISObjectives.

The e,ergence of ne*$ co,+le social health concerns de,ands that the +blic health fieldstrengthen its ca+acity to res+ond. 3cade,ic instittions are -ital to i,+ro-ing the +blic

health infrastrctre. Collaborati-e and transdisci+linary +ractice co,+etencies are

increasingly -ie*ed as key co,+onents of +blic health training. The social *ork +rofession$

*ith its long/standing in-ol-e,ent in +blic health and e,+hasis on ecological a++roaches$

has been a +artner in ,any transdisci+linary co,,nity/based efforts. The ,ore than #=

dal/degree +rogra,s in +blic health and social *ork crrently offered reflect this

collaborati-e history. This stdy re+resents an e+loratory effort to e-alate the i,+act of

these +rogra,s on the fields of +blic health and social *ork.

Methods.

This stdy e+lored ,oti-ations$ +ers+ecti-es$ and e+eriences of


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6-er the +ast decade$ a *orking definition$ standards$ and co,+etencies for +blic health

social *ork P0SW2 ha-e been de-elo+ed.B(P0SW is defined as social *ork +ractice that

ses an e+ide,iologic a++roach to +re-enting$ addressing$ and sol-ing social health

+roble,s.>y e,+hasiEing +re-ention and health +ro,otion$ P0SW is ,lti,ethod and

transdisci+linary$ ,aking it es+ecially rele-ant to conte,+orary +ractice.

A

P0SW can focson n,eros fnctions of +blic health$ reslting in a nie blending of roles: researcher$

+olicy analyst$ +rogra, +lanner$ +ro-ider of direct ser-ices$ e-alator$ or ad,inistrator.


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%n the acade,ic arena$ co,bined ,asterFs +rogra,s in +blic health and social *ork s++ort

the natral o-erla+ bet*een these +rofessions.>est esti,ates sggest that #= MSWMP0

+rogra,s eist *ith ,ore nder de-elo+,ent.


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notices dring fall #==


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in the classroo,: H%n MSWMP0 +rogra,s$ % think +rofessors ha-e an obligation to really

talk abot ho* *e can a++ly or KdalL skills in the real *orld fro, a )ob +ers+ecti-e.

K4otL enogh schools are doing that.I 5radates co,,ented on the antici+ated -ale of the

degrees in the *ork+lace:

%f K*eL go in thinking K*eFreL not going to ,ake that ,ch ,oney becase K*eL ha-e an

MSW$ and the MP0 is going to resce KsL$ then *eFre short selling orsel-es. 3nd this

really has been bothering ,e for years becase it is co,ing fro, the classroo,. 3nd then

*eFre really li,iting orsel-es in the )ob ,arket.

Partici+ants consistently noted the lack of connection bet*een social *ork and +blic health

,ethods in classes and internshi+s. 3s e+lained by one gradate abot her social *ork

internshi+:

% had a clinical +lace,ent. 3nd % can re,e,ber at one +oint saying H3fter %F-e done thisgro+$ %F, going to e-alate it I and ,y ad-isers Kin the agencyL *ere like$ HWhat are yo$

craEy?I They really thoght % *as )st fro, another +lanet$ and % re,e,ber thinking$

HDoes *anting to do +rogra, e-alation2 ,ean that %F, not a clinician?I

The lack of P0SW role ,odels *as another as+ect of a general the,e that e,erged regarding

P0SWFs in-isibility in acade,ic +blic health. 3s one stdent noted$ HThey donFt kno* *ho

*e are@ % donFt feel like *e ha-e a +resence there.I 7ack of contact *ith P0SW a++eared to

,ake +rofessional integration ,ore difficlt.

)he transition fro! training to workplace

The transition fro, gradate training to the *ork+lace e,erged as a key the,e. So,e

+artici+ants described ,aking the distressing choice bet*een +blic health or social *ork

settings de to *ork+lace constraints: H!ither % *as going to *ear ,y social *orker hat$ or %

*as going to *ear ,y +blic health hat.I 5radates noted that e,+loyers lacked kno*ledge

of P0SW:

itFs a -ery nie ,arket itFs kind of difficlt a lot of )obs are straight social *ork or

straight +blic health$ and K+ros+ecti-e e,+loyers areL kind of confsed$ like$ HWhat is this

*eird co,bination of degrees co,ing at ,e?I t then there are Kse-eralL )obs *here Kthe

MSWMP0L is eactly *hat they *ant e-en thogh they didnFt kno* it. KWeL ha-e the

+erfect set of skills for the,.

Partici+ants atte,+ted to e+lain the lack of integration in *ork+laces: H% think itFs really

hard. %nter-ie*erKsL look at so,ebody and say$ okay$ either yoFre a n,bers ,an$ or

yoFre a tochy/feely$ letFs all sing Kumbaya. They donFt gras+ that one indi-idal cold

enco,+ass both of those things.I 3nother gradate described sing t*o different res,esG

*ithot listing her second degree: H%f %F, a++lying to a social *ork )ob$ % +t all ,y social

*ork e+eriences on that res,e. %f %F, )st doing +blic health$ K% seL the +blic healthres,e.I Many agreed that they had to edcate +ros+ecti-e e,+loyers on the -ale of P0SW:


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HThere are -ery fe* )obs *here they Ks+ecify thatL yo need an MP0 and an MSW$ both. %tFs

sally one or the other the second degree is a bons. 3nd they ,ay or ,ay not recogniEe

*hat those etra skills are.I They strggled against *ork+lace +erce+tions of being

o-eralified and regretted being inadeately +re+ared to ,arket the,sel-es.

+*periences in the workplace

Partici+ants described *ork+lace e+eriences in +blic health$ social *ork$ or rare co,bined

settings. Definition and de,onstration of P0SW *as a central the,e@ one +artici+ant

e+lained$ H% consider s architects of +sychosocial syste,s in social *ork and +blic

health2 to really change strctre$ and +olicy$ and beha-ior$ K*eL need to nderstand

gro+s$ and K*eL need to nderstand co,,nities. So both degrees go hand in hand.I

3nother gradate ,entioned that He-en colleages *ho *ork at the 9.4. donFt ite NgetF

the MP0MSW thing$ KsoL % find ,yself oftenti,es talking in case scenarios *hat the

social *ork K+ers+ecti-eL brings and *hat the +blic health as+ect brings to a +articlarsitation.I 5radates identified the P0SW +ers+ecti-e as an i,+ortant co,+onent of the

training:

that ability to estion is a skill that the dal/degree +eo+le really ha-e. Whether

yoFre the social *orker *ho estions$ HWhat abot the +o+lation?Ior the +blic health

+ractitioner estioning$ HWhat abot the indi-idal?I. 6r *orth is in doing that.

5radates also con-eyed a need to HsellI the co,+etencies:

ha-ing the t*o Kdegrees in-ol-es a++lyingL a little bit of both KskillsL ha-ing the HgentletochI Kof clinical skillsL or being able to reach ot to +eo+le$ bt then being able to say$

H6kay$ letFs track Kor +rogressL and find ot *hatFs actally ha++ened here$ ,ake a case

for it$ design so,ething Ke,+iricalL to address it.I

Partici+ants described the *ays they differentiated the se of their skills$ inclding strategic

consideration of ho* and *here to best a++ly P0SW skills in the *ork en-iron,ent:

% think itFs also being able to *ear a lot of different hats and kind of kno* *hen yoFre

*earing *hich hat in *hat yoFre doing. So if yoFre actally doing kind of one/on/one social

*ork$ yo ha-e that hat on. 3nd then if yoFre doing so,e kind of +rogra, ad,inistration or

+ro,oting yor +rogra, to the ad-ocacy$ yo ha-e yor +blic health hat on. t at the sa,e

ti,e$ kind of s*itching back and forth all the ti,e.

)houghts on the future of P&$%

;ocs gro+ ,e,bers discssed ho* to i,+ro-e +rogra,s$ *ith ,any sggestions related to

,arketing P0SW. 6ne gradate stated that HKdal degreeL +rogra,s need KtoL teach +eo+le

ho* to define and ,arket the,sel-es.I 5radates also ackno*ledged the li,ited n,ber

of dal/degree +rofessionals:


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There are still a relati-ely s,all n,ber of folks *ho ha-e the dal degree$ Kso *eL canFt

KrecogniEe itL as easily as if K*eL had an M3$ MP3$ or JD. KPeo+leL kno* *hat those do. So

or )obs arenFt necessarily created yet becase yo cold arge that the syste,s KdonFtL

o-erla+ as ,ch ,aybe or )ob is to Kestablish recognitionL so that the net generation can

take o-er.

Partici+ants described efforts to correct ,isi,+ressions regarding both +rofessions$ and

longed for recognition: H% *ant to see ,ore fro, society recogniEing KdalL +rofessions like

ors *e sholdnFt ha-e to e+lain *hat +blic health is and social *ork is$ ne-er ,ind

+blic health social *ork.I Partici+ants re+eatedly noted the need for P0SW career/

de-elo+,ent ,echanis,s e.g.$ +rofessional organiEations$ listser-s$ *ebsites$ ad-anced

training$ and )ob banks2: HWe do need or o*n N+laceF in ter,s of )ob searching. % ha-e t*o

career centers % can go to$ KbtL % *ant one +lace % can go to for +blic health social *ork.I

4et*orking and ,entorshi+ *ere re+eatedly identified as crcial.

Des+ite challenges$ there *as a strong sense that P0SW *as a +ro,ising$ e,erging +ractice

for the #1st centry: HWe are the ne* breed Kof social *orkersL bilding + i,,ense

e+erience@ *e are the ftre. I

Go to:

DISCUSSIONi!itations

The +r+ose of this stdy *as to assess the e+eriences of MSWMP0 +rofessionals. 3s *ithall e+loratory research$ *e e+erienced li,itations. Des+ite efforts to broadly recrit

+artici+ants$ *e faced sa,+ling isses. There are no +rofessional organiEations for

MSWMP0 al,ni$ and ,ost +rogra,s lacked clearly identifiable dal/degree al,ni

contacts. 4early all +artici+ants$ ho*e-er$ gradated fro, established +rogra,s *here

+ersonal contact by dal/degree directors had been ,aintained$ sggesting +artici+ants *ere

,ore connected. Partici+ants *ere clstered fro, selected +rogra,s$ raising i,+ortant

geogra+hic and +rogra,/s+ecific concerns. %n addition$ ra+id changes are occrring in P0SW

training and +ractice@ if the stdy *ere condcted today$ it is +ossible that the e,erging

the,es ,ight differ significantly. ;inally$ self/re+orting and +erce+tion biases are +re-alent in

any alitati-e stdy. Des+ite li,itations$ this stdy +ro-ided initial insight into the s++ly/

side isses of training MSWMP0 +rofessionals for transdisci+linary +ractice.

-!plications

This stdy offers ,any i,+lications for acade,ic +blic health. ;ro, a ,arketing

+ers+ecti-e$ a gro*ing n,ber of a++licants recogniEe the a++eal of P0SW and seek *ell/

rn MSWMP0 +rogra,s. Dal/degree stdents interested in ,o-ing beyond traditional

+rofessional bondaries are *illing to in-est in aciring t*o degrees. Sch +rogra,s clearly

benefit schools of +blic health and social *ork$ bt findings sggest that ,ore is needed to

ensre that e,erging gradates are +re+ared to enter the +blic health *orkforce.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2431100/http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2431100/


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Partici+ants identified se-eral areas for +rogra, i,+ro-e,ent$ +articlarly regarding

leadershi+ and integration. Many res+ondents noted the need for P0SW to beco,e ,ore

-isible. Partici+ants rged schools to offer o++ortnities to +ractice both sets of skills dring

training and +ro-ide o++ortnities for learning fro, other P0SW +rofessionals. Schools -ary

*idely in ho* ,ch they in-est in their MSWMP0 +rogra,s@ +artici+ants noted thatad-ising$ ,entoring$ role ,odeling$ and career de-elo+,ent are essential.

3cade,ic +blic health can assist +blic health e,+loyers by con-eying a broader

nderstanding of ho* P0SW is a++licable to e,ergent isses. Schools can syste,atically

,arket MSWMP0 gradates to e,+loyers and +ro-ide leadershi+ regarding the -ale of

P0SW in contribting to the +blic health infrastrctre. 6rganiEations *orking to better

define P0SW standards and co,+etencies can +rioritiEe their incor+oration into MSWMP0

crricla.

3dditional areas of stdy are needed. 3 national e-alation of MSWMP0 +rogra,s$condcted )ointly by accrediting organiEations sch as the Concil on Social Work !dcation

or the 3ssociation of Schools of Pblic 0ealth$ cold ill,inate P0SW training isses. 3n

assess,ent of crrent P0SW *ork+laces cold identify enhance,ents and obstacles to

transdisci+linary collaboration. 3cade,ic +blic health can +artner *ith al,ni to

de,onstrate and de-elo+ best +ractices in P0SW. 5i-en that +artici+ants fra,ed their

e+eriences in the contet of +rofessional gro*th$ +erha+s de-elo+,ental stage theory cold

be sed to conce+taliEe ftre MSWMP0 stdies.

Go to:

CONCLUSION

To res+ond effecti-ely to the ,lti+le$ dra,atic transitions in societyFs health$ an e+anded

+blic health infrastrctre is criticalG*e ,st inno-ate beyond crrent +rofessional

bondaries to i,+ro-e health for the H*hole +erson.I(1The +o*erfl collaboration bet*een

+blic health and social *ork can s++ort both +rofessions in ,o-ing Hbeyond the confines

of their s+ecific disci+lines$ allo*ing the, to see and nderstand the indi-idal *ithin the

contet of the health of the co,,nity KyieldingL a ne* set of lenses throgh *hich to

-ie* reality. I#%n a society of ra+id change and +ressing ne* co,+leities$ P0SW can be

one of +blic healthFs best transdisci+linary res+onses to i,+ro-ing the health and *ell/beingof the *hole society.


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PMC%D:PMCA


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of +har,acy Phar,D2 degree co,bined *ith financial$ organiEational$ and ,anage,ent

skills. %n these inno-ati-e +ositions$ +har,acists are being called +on to ass,e

res+onsibilities as eecti-es and ad,inistrators in syste,s +ro-iding +har,acist care

ser-ices to +atients. To endo* stdents *ith kno*ledge and skills reired to +erfor, the

dties reired in these decision/,aking +ositions$ the 9ni-ersity of 8entcky College ofPhar,acy has established )oint degree +rogra,s: the Phar,DMaster of siness

3d,inistration Phar,DM32$ Phar,DMaster of Pblic 3d,inistration Phar,DMP32$

and Phar,DMaster of Science in !cono,ics Phar,DMS2. This +a+er describes these )oint

degree +rogra,s.

). P!arma'% Su*e"s+ A#u*es

To,ar* a Re-u#re* Pul#' Heal! Course

a"* De$elo/#"g a Pul#' Heal! ProgramShah 1$Rahi, 0$ in 0$ha-sar J.

3, J Phar, !dc. 4o-1#$ #==&@ AA2:1


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CONCLUSION:

Phar,acy stdents had +ositi-e attitdes to*ards a reired +blic health corse and

de-elo+ing a +blic health +rogra,. Strategies to ,old +ositi-e attitdes into actal

beha-iors of engaging in +blic health acti-ities are needed.

/. ! 0 Phar! +duc.1223 pr 456/2#1':17.

Su*e" sa#s&a'#o" a"* a'a*em#'

/er&orma"'e #" a *ual P!armD0MBA

*egree /rogram.

Chu!ne( +C4

, Ragucci 8R.

1&ull /*& $ers#o"2

bstract

OBJECTIVES:

!-alate the acade,ic e+erience and satisfaction of stdents enrolled in the dal

Phar,DM3 degree +rogra, bet*een the Soth Carolina College of Phar,acy and The

CitadelFs School of siness 3d,inistration. Co,+are grade +oint a-erages of stdents

enrolled in the dal degree +rogra, *ith those of traditional stdent colleages.

METHODS:

3 standardiEed satisfaction sr-ey instr,ent *as ad,inistered to # stdents crrently

enrolled in the dal Phar,DM3 degree +rogra,. 5rade +oint a-erages 5P3s2 in both

+har,acy and bsiness corse*ork *ere also collected for analysis.

RESULTS:

There *ere slightly higher +ercentages of both fe,ale and ,inority stdents in the dal

degree +rogra, co,+ared to the +har,acy class as a *hole. !ighteen (>O2 of stdents

co,+leted the sr-ey$ and res+onses *ere generally +ositi-e. The ,ean 5P3 of stdents in

the dal degree +rogra, *as higher than that of both +har,acy .A -s .='$ + Q =.==12 and

bsiness .A# -s .>


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'. %ntegrating !+eriential 7earning into a Doble e!reeMasters Progra, in 4rsing and 0ealth %nfor,atics

!liEabeth M. orycki$ 4oreen ;risch$ 3ndre W. 8shnirk$ Mar)orie Mc%ntyre$ Da-id0tchinson

4rs %nfor,. #=1#@ #=1#: =>. Pblished online #=1# Jne #.PMC%D:

PMCA&&1A=

(full pdf version)

Asra'

%n Canada there are fe* nrses *ho ha-e ad-anced +ractice co,+etencies in nrsing

infor,atics. This is a significant isse for regional health athorities$ go-ern,ents and

electronic health record -endors in Canada *ho are i,+le,enting electronic health records.

;e* Schools of 4rsing +ro-ide for,aliEed o++ortnities for nrses to de-elo+ infor,atics

co,+etencies. Many of these o++ortnities take the for, of +ost/baccalareate certificate

+rogra,s or indi-idal ndergradate or gradate le-el corses in nrsing. The +r+ose of

this +a+er *ill be to: 12 describe the health and h,an resorce isses in this area in Canada$

#2 +ro-ide a brief o-er-ie* of the design and de-elo+,ent of a ne*$ inno-ati-e doble

degree +rogra, at the intersection of nrsing and health infor,atics that interlea-es

coo+erati-e learning$ 2 describe the integration of coo+erati-e learning into this ne*

+rogra,$ and


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METHODS:

5P3s$ )ob +lace,ent$ and starting )ob salaries *ere co,+ared bet*een gradates *ho

co,+leted the dal Phar,DM3 +rogra, and those *ho co,+leted only the Phar,D

+rogra,. 3 satisfaction sr-ey instr,ent *as ad,inistered to 1A stdents *ho co,+leted

the dal Phar,DM3 degree +rogra, in May #==A. Data fro, a standardiEed )ob

+lace,ent and starting salary sr-ey instr,ent co,+leted by all Phar,D gradates *ere

also obtained$ as *ell as all stdentsF final grade +oint a-erages 5P3s2. 5P3s$ )ob

+lace,ent$ and starting )ob salaries *ere co,+ared bet*een gradates *ho had co,+leted

the dal Phar,DM3 +rogra, and those *ho had co,+leted only the Phar,D +rogra,.

RESULTS:

The gradating 5P3s of dal/degree stdents *ere higher than those of both +har,acy .(#

-s .


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Joint Degrees 887hj