Grant, Louise, Bostock, Lisa, Reid, Caroline, Ali, Nasreen and Factor, Fiona (2025) Supporting health and social care students stay and stay well: A conceptual framework for implementing integrated care into higher education. International Journal of Integrated Care, 25 . ISSN 1568-4156 Full text available

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Abstract

Integrated care demands a workforce that is confident, capable and compassionate. This is dependent on a willingness to work inter-professionally and understand the roles, standards and values of other professional groups. However, there are few examples of integrated care initiatives within higher education that aim to build the knowledge and skills required to support effective integrated, people-centred care. While satisfying, working in the helping professions is emotionally challenging and for students’ these challenges are often underestimated. Some students struggle through their studies with many failing to complete and others drop out in the early years of their careers. Understanding what supports students to thrive in their professional roles is essential to retention of a highly skilled integrated workforce. To address this challenge, this paper outlines a conceptual framework designed to promote a pedagogical environment focused on creating the conditions for integrated working. The framework is based on the “student lifecycle”, from starting to see the benefits of a career in the helping professions, developing a sense of belonging through to thriving and succeeding as future practitioners. It outlines how students are supported to develop emotional resilience, inter-professional empathy and reflexivity to help them stay and stay well in their careers.

Item Type:	Article
Uncontrolled Keywords:	Integrated Care, Higher Education, Inter-Professional Education, Pedagogy Eemotional Resilience, Inter-Professional Reflexivity
Subjects:	Groups & Organisations > Groups/Institutions/Organisations Learning & Education > Learning & Education in Psychology
Department/People:	Department of Education and Training
URI:	https://repository.tavistockandportman.ac.uk/id/eprint/3017

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