Search results for ‘Subject term:"social work education"’ Sort:
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REACH-SW: research and empirical applications for curriculum enhancement in social work: for doctoral students or new instructors
- Authors:
- DANYA INTERNATIONAL, (Producer)
- Publisher:
- Danya International
- Publication year:
- 2008
- Pagination:
- DVD, booklet
- Place of publication:
- Silver Spring, MD
REACH-SW is a curriculum enhancement tool designed to support social work faculty in teaching evidence-based practice approaches to students at the bachelor's- and master's-degree levels. It includes the following products: three interactive CD-ROMs; user’s guide; and optional in-person training workshops. Through comprehensive tutorials and a myriad of resources, the interactive CD-ROMs provide social work faculty with the information, resources, and tools needed to integrate evidence-based practice content into foundation and elective courses across B.S.W. and M.S.W. social work curricula. Each of the CD-ROMs contains four modules: defining research evidence; finding research evidence; assessing research evidence; and applying search evidence. Each module provides background information, multiple extensive case examples, illustrative video clips, lecture notes, PowerPoint presentations, video clips, class assignments, case examples, and student handouts.
Limitations of evidence-based practice for social work education: unpacking the complexity
- Authors:
- ADAMS Kathryn Betts, MATTO Holly C., LECROY Craig Winston
- Journal article citation:
- Journal of Social Work Education, 45(2), Summer 2009, pp.165-186.
- Publisher:
- Council on Social Work Education
Some of the limitations of evidence based practice that need to be recognised and addressed before it can be adopted as a unifying model within social work education are described. Conceptual and definitional limitations include following a medical model, privileging certain types of evidence, and downplaying the importance of theory. Implementation and feasibility limitations include sorting the complexity of research information and providing necessary practice grounding and supervision to facilitate knowledge application.
Transparency as the route to evidence-informed professional education
- Author:
- GAMBRILL Eileen
- Journal article citation:
- Research on Social Work Practice, 17(5), September 2007, pp.553-560.
- Publisher:
- Sage
The author suggests that transparency in all venues, including social work education, practice and policy, and the conduct and reporting of related research, will be required to advance the effectiveness of professional education. Possibilities for improving the quality of professional education differ in terms of how evidence-informed practice is viewed. The process and philosophy of evidence-based practice (EBP) as described in original sources are systemic in focus calling for radical change in multiple venues, including professional education (moving to problem-based learning [PBL]), practice (e.g., involving clients as informed participants), and reporting of research (e.g., accurately describing methodological limitations). In PBL, students are repeatedly confronted with their ignorance and given repeated opportunities to hone self-learning skills. A narrow view of EBP as using EBPs (evidence-based practice guidelines) requires much less change and, the author suggests, much less potential for improving the quality of professional education.
The kinds and quality of social work research in UK universities: a summary
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2007
- Pagination:
- 10p.
- Place of publication:
- London
This report is part of a programme of work by SCIE, the Scottish Institute for Excellence in Social Work Education and the Economic and Social Research Council to develop evidence-based social care by strengthening one of its core disciplines: social work research. The report proposes a framework for assessing the nature and quality of social work research in universities in the UK, and provides a reference point for building research capacity in social work.
The kinds and quality of social work research in UK universities
- Authors:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE, SHAW Ian, NORTON Matthew
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2007
- Pagination:
- 70p., bibliog.
- Place of publication:
- London
This report is part of a programme of work by SCIE, the Scottish Institute for Excellence in Social Work Education and the Economic and Social Research Council to develop evidence-based social care by strengthening one of its core disciplines: social work research. The report proposes a framework for assessing the nature and quality of social work research in universities in the UK, and provides a reference point for building research capacity in social work.
Virtue epistemology and epistemic humility: national and international implications for social work
- Author:
- HIGGINS Martyn
- Journal article citation:
- Journal of Practice Teaching and Learning, 18(1-2), 2021,
- Publisher:
- Whiting and Birch
This paper adopts an original approach to social work by using virtue epistemology to analyse critically contemporary social work knowledge and practice. There is an epistemic danger that social workers are using knowledge in an overconfident and uncritical way. It is argued that this epistemic confidence is linked to the narrow and at times authoritarian practices of contemporary social work. The paper reviews the concept of virtue ethics and connects it to epistemology and the virtues needed to apply knowledge ethically. Epistemic humility is seen as a key epistemological virtue in social work and its implications for social work nationally and internationally are considered. The key message of this paper is that virtue epistemology provides a way to explore how we can be before we decide what to do. (Edited publisher abstract)
Norwegian social work and child welfare students’ attitudes toward research-supported treatments
- Authors:
- FINNE Joakim, MALMBERG-HEIMONEN Ira
- Journal article citation:
- Journal of Evidence-Based Social Work, 18(3), 2021, pp.340-352.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Purpose: Evidence-based practice (EBP) has increasingly become a part of social work education, but there is a lack of knowledge about students’ attitudes toward it. This study evaluated Norwegian social work students’ attitudes toward research-supported treatments (RSTs). Method: Attitudes were measured with the Evidence-Based Practice Attitude Scale-36 (EBPAS-36), a validated measure including 12 subscales. Results: The findings suggest that master’s students are more positive toward RSTs compared to bachelor’s students. Having less educational training in EBP was associated with more skepticism toward the concept, suggesting that educational training in EBP contributes to facilitating a positive attitude toward RSTs. Discussion: These findings indicate a need to emphasize EBP in social work education. To enable EBP engagement in practice, we argue that emphasis should be put on teaching students to critically appraise research. (Edited publisher abstract)
Attitudes, self-efficacy, and feasibility: exploring social work students’ perceptions of evidence-based practice
- Author:
- LIN Nancy X.Y.
- Journal article citation:
- Journal of Evidence-Based Social Work, 17(5), 2020, pp.538-557.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The literature on evidence-based practice (EBP) in social work indicates a complex relationship between practitioners’ attitudes, views on feasibility, and self-efficacy related to EBP implementation. Method: Qualitative interviews and a self-report questionnaire were completed with 8 social work students. A conceptual framework of their perceptions was developed through thematic analysis. Results: Participants reported mixed EBP attitudes, as both a practice “ideal”, but also oppressive, rigid, and dehumanizing. Low confidence regarding research skills affected participants’ self-efficacy. Resource constraints impacted feasibility through organizational culture and available practice-relevant research. Discussion: EBP misconceptions critically impacted educational practices, organizational culture, and practitioners’ attitudes. Comprehensive education mindful of professional identity may address misconceptions and enhance self-efficacy. EBP-enabling organizational change and practice-relevant research may alleviate resource constraints. Conclusion: Research should expand on how EBP attitudes and social work identity intersect, the impact of research skills on self-efficacy, and EBP barriers and facilitators in education and organizations. (Publisher abstract)
Bridging the gap: using simulation to build clinical skills among advanced standing social work students
- Authors:
- BRAGG Jedediah E., et al
- Journal article citation:
- Journal of Teaching in Social Work, 40(3), 2020, pp.242-255.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The integration of evidence-informed practices in social work education can be difficult given the crowded curricula of most Master of Social Work programs, particularly for advanced standing MSW students who launch directly into advanced concentration year coursework after obtaining their Bachelor of Social Work (BSW). Several factors impact decisions about the integration of evidence-informed curricula, including the time, location, and order of infused material and choosing curriculum content that can be applied across a range of professional settings. Social workers frequently encounter clients who are reluctant to change or are mandated to receive social work services. Practitioners need the skills to engage and empower those clients toward change. This paper reports on the evaluation of a tripartite training module on Motivational Interviewing (MI) for advanced standing MSW students, which is centered around social simulation. Results of one-way repeated ANOVAs highlighted statistically significant increases in students’ knowledge about MI, as well as enhanced Counselor Self-Estimate Inventory scores from pre-simulation to post-simulation, lending promising substance to social simulation as an effective, useful method in the education of advanced standing MSW students. (Publisher abstract)
Research-practice integration in real practice settings: issues and suggestions
- Authors:
- CHEUNG Monit, et al
- Journal article citation:
- Research on Social Work Practice, 25(4), 2015, pp.523-530.
- Publisher:
- Sage
At the National Bridging the Research and Practice Gap Symposium to discuss evidence-based practice (EBP) in social work, 150 participants attended five breakout groups to address real practice setting applications. These participants from social work academia and practice communities addressed issues and looked for solutions to promote research–practice integration. Their discussions of EBP implementation issues identified five areas of focus, including the urgent need to (1) provide training, (2) design interventions based on developmental and cultural competence, (3) plan research-informed strategies with an effective infrastructure, (4) initiate research–practice integration in the process of developing social work interventions, and (5) prepare future practitioners and educators to begin collaborative work. Their recommendations focused on people-oriented, skills-based preparations, such as the provision of consumer-oriented EBP information, intervention applications and observations, development of formal training programs to connect academia to field practice, and a planning process to develop competence-based EBP curricula and practice bases. (Publisher abstract)