Building Evidence-based Advocacy in Cyberspace: A Social Work Imperative for the New Millennium

2013 ◽  
pp. 101-112
Keyword(s):  
Social Work ◽  
Evidence Based ◽  
New Millennium

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

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

Increasing Student Empathy Toward Older Adults Using the Virtual Dementia Tour

2014 ◽  
Vol 19 (1) ◽  
pp. S-23-S-40
Author(s):  
Jana Donahoe ◽  
Lisa Moon ◽  
Kathy VanCleave
Keyword(s):  
Older Adults ◽  
Social Work ◽  
Nursing Homes ◽  
Experiential Learning ◽  
Older Adult ◽  
Work Practice ◽  
Social Work Practice ◽  
Evidence Based ◽  
Student Knowledge ◽  
Course Content

Educators know too well the challenges of teaching BSW students about social work practice with older adults. Students hesitate to work with older adults due to personal fears about aging, lack of experiences with this population, or stereotypical misconceptions about older adults and nursing homes. It is apparent that many students have difficulty empathizing with older adults because they have never experienced what it is like to be an older adult with dementia. A solution to this problem is incorporating an immersive experiential learning simulation called the Virtual Dementia Tour (VDT) into BSW course content. The findings indicate that the VDT was an effective evidence-based learning tool for increasing student knowledge about aging and improving their empathy and sensitivity toward older adults with dementia.

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