Attitudes, Self-Efficacy, and Feasibility: Exploring Social Work Students’ Perceptions of Evidence-Based Practice

2020 ◽  
Vol 17 (5) ◽  
pp. 538-557
Author(s):  
Nancy X.Y. Lin
Keyword(s):  
Social Work ◽  
Self Efficacy ◽  
Evidence Based Practice ◽  
Social Work Students ◽  
Evidence Based ◽  
Perceptions Of Evidence

Fostering Practice Self-Efficacy: An Exercise to Promote Student Self-Efficacy and Evidence-Based Practice

2016 ◽  
Vol 21 (1) ◽  
pp. 23-31
Author(s):  
Lydia Ogden
Keyword(s):  
Substance Use ◽  
Social Work ◽  
Educational Policy ◽  
Self Efficacy ◽  
Evidence Based Practice ◽  
Social Work Students ◽  
Role Playing ◽  
Professional Responsibility ◽  
Evidence Based ◽  
Accreditation Standards

This teaching note describes my experience discovering and addressing challenges to graduating baccalaureate social work students' self-efficacy, particularly on the use of a substance-use-oriented evidence-based practice (EBP) in fieldwork placements. This discovery led to the development of an exercise, presented here, to proactively identify and address such challenges. The exercise consists of a structured discussion that invokes theory and professional responsibility, followed by the instructor modeling role playing for the class. The exercise culminates in dyadic role playing between students with individualized feedback provided by the professor. In addition to promoting student self-efficacy, the exercise is designed to address practice competencies specified by the Council on Social Work Education's Educational Policy and Accreditation Standards and specifically to promote the use of EBP in the field.

scholarly journals How to Teach Evidence-Based Practice in Social Work: A Systematic Review

2019 ◽  
Vol 30 (1) ◽  
pp. 19-39 ◽  
Author(s):  
Florian Spensberger ◽  
Ingo Kollar ◽  
Eileen Gambrill ◽  
Christian Ghanem ◽  
Sabine Pankofer
Keyword(s):  
Systematic Review ◽  
Social Work ◽  
Systematic Reviews ◽  
Procedural Knowledge ◽  
Evidence Based Practice ◽  
Real Life ◽  
Social Work Students ◽  
Evidence Based ◽  
Eligibility Criteria ◽  
Empirically Supported

Purpose: This article presents a systematic review of research regarding how best to educate social work students and practitioners concerning of the process of evidence-based practice and/or the application of empirically supported treatments (ESTs). Method: We conducted a systematic review with a narrative synthesis, largely following the Cochrane Handbook of Systematic Reviews for Interventions and PRISMA reporting guidelines for systematic reviews and meta-analyses. Results: Twenty-seven studies met our eligibility criteria. These consisted mostly of uncontrolled designs and their measures relied mainly on learners’ self-perception regarding acquisition of declarative and procedural knowledge, motivation, and satisfaction. Reports were mostly positive (88.7%). Conclusions: Research regarding the education of social work students and practitioners about the process of evidence-based practice as well as ESTs is limited. Further investigation is needed concerning the effectiveness of specific teaching methods using controlled designs and more rigorous outcome measures including observation of practice in real-life situations and/or in role-plays.

The Promotion of Avoidable Ignorance in the British Journal of Social Work

2018 ◽  
Vol 29 (4) ◽  
pp. 455-469 ◽  
Author(s):  
Eileen Gambrill
Keyword(s):  
British Journal ◽  
Social Work ◽  
Social Workers ◽  
Evidence Based Practice ◽  
Status Quo ◽  
Evidence Based ◽  
Professional Journals ◽  
The Status ◽  
Dangerous Knowledge

The manifest purpose of professional journals is to share important knowledge. Increasing revelations of flaws in the peer-reviewed literature shows that this purpose is often not honored and that inflated claims of knowledge as well as other concerns such as misrepresentations of disliked or misunderstood views are rife. In this article, avoidable misunderstandings of science and evidence-based practice (EBP) in publications in the British Journal of Social Work 2005–2016 are described as well as strategies used to forward misinformation. Such discourse misinforms rather than informs readers and decreases opportunities to accurately inform social workers about possibilities to help clients and to avoid harming them and to involve clients as informed participants. Those writing about avoidable ignorance highlight how it is used strategically, perhaps to neutralize what is viewed as dangerous knowledge—the process of EBP and science generally, which may threaten the status quo.

Teaching Master's and Doctoral Social Work Students to Systematically Evaluate Evidence-Based Interventions

2012 ◽  
Vol 32 (4) ◽  
pp. 320-341 ◽  
Author(s):  
Wendy Auslander ◽  
Colleen Fisher ◽  
Marcia Ollie ◽  
ManSoo Yu
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Evidence Based
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