Building Strong Clinicians: Education Strategies to Promote Interest and Readiness for Evidence-Based Practice

2017 ◽  
Vol 98 (1) ◽  
pp. 35-43 ◽  
Author(s):  
Elisabeth Cannata ◽  
Dana B. Marlowe
Keyword(s):  
Social Work ◽  
Course Design ◽  
Evidence Based Practice ◽  
Positive Impact ◽  
Evidence Based ◽  
Master Of Social Work ◽  
Design Elements ◽  
Evidence Based Treatments ◽  
Msw Students ◽  
Behavioral Health System

The challenges of including evidence-based practice (EBP) and evidence-based treatments (EBTs) in social work education continue to be discussed in the literature. As the behavioral health system moves toward greater practitioner accountability and expanded implementation of EBTs, it becomes increasingly important to prepare students for this type of practice. A successful provider-developed curriculum, designed to prepare students for extensive EBT job opportunities in Connecticut, was disseminated to local graduate schools through a faculty fellowship. This article discusses provider and faculty perspectives about course design elements that contributed to its effectiveness, as well as how the course was subsequently adapted to online learning for Master of Social Work (MSW) students, with evidence of positive impact on clinician development.

scholarly journals Harnessing Technology for Research During the COVID-19 Pandemic: A Mixed Methods Diary Study Protocol

2021 ◽  
Vol 20 ◽  
pp. 160940692098604
Author(s):  
L. Y. Saltzman ◽  
L. D. Terzis ◽  
T. C. Hansel ◽  
J. M. Blakey ◽  
D. Logan ◽  
...  
Keyword(s):  
Social Work ◽  
Mixed Methods ◽  
Phase 1 ◽  
Social Work Students ◽  
Diary Study ◽  
Cross Sectional ◽  
Master Of Social Work ◽  
Global Pandemic ◽  
Msw Students ◽  
Changes Over Time

Project Title: Psychosocial Reactions to a Global Pandemic: A Diary Study During COVID-19. Design: The study uses a mixed methods design that includes both a cross-sectional quantitative survey and qualitative diary entries submitted online eight times by student participants. Context of Study: The study timeline spans the full shutdown, phase 1 reopening, and phase 2 reopening of New Orleans Louisiana. Objectives: The study has three primary objectives: (1) To better understand the experiences of Social Work Students during the COVID-19 pandemic; (2) To explore risk and protective factors that influences Social Work Students’ ability to cope with stressors and changes associated with the COVID-19 pandemic; and (3) to track changes over time in coping among Social Work Students during the COVID-19 pandemic. Study Population: Current Master of Social Work (MSW) Students enrolled at Tulane University during the COVID-19 Pandemic will be invited to participate in this study.

Training Second-Year MSW Students to Improve Cultural and Linguistic Competence

2019 ◽  
Vol 30 (4) ◽  
pp. 392-398 ◽  
Author(s):  
Susan L. Neely-Barnes ◽  
Brittany G. Kirk ◽  
Susan Elizabeth Elswick ◽  
Laura C. Taylor ◽  
Elena Delavega ◽  
...  
Keyword(s):  
Social Work ◽  
Training Program ◽  
Health Resources ◽  
Linguistic Competence ◽  
Master Of Social Work ◽  
Field Placements ◽  
Msw Students ◽  
Second Year ◽  
Work Education ◽  
Cultural And Linguistic Competence

Purpose: Cultural competency is a critical construct in social work education. This study investigated whether a grant-funded training program completed in tandem with second-year field placement and second-year Master of Social Work (MSW) curriculum could improve the cultural competence of MSW students. Method: Ninety-nine trainees completed the program over the 3-year grant period funded by the Health Resources and Services Administration. Cultural and linguistic competence was measured at the beginning and end of the training program for each cohort using a preexperimental design. Results: Findings suggest that MSW students saw improvement in their communication, values, and attitudes with respect to cultural and linguistic competence. Trainees did not report improvement on the Physical Environment subscale portion of the measure. Discussion: Results suggest that training can improve knowledge, values, and skills on cultural and linguistic competence. However, trainees may not have adequate authority to make an impact on the environment of their field placements.

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.

AGENCY–UNIVERSITY PARTNERSHIP FOR EVIDENCE-BASED PRACTICE IN SOCIAL WORK

2008 ◽  
Vol 44 (3) ◽  
pp. 55-76 ◽  
Author(s):  
Jennifer L. Bellamy ◽  
Sarah E. Bledsoe ◽  
Edward J. Mullen ◽  
Lin Fang ◽  
Jennifer I. Manuel
Keyword(s):  
Social Work ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
University Partnership
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