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A mixed-methods investigation of licensed masters-level social worker’s engagement in outcome evaluation
- Authors:
- WASHBURN Micki, et al
- Journal article citation:
- Research on Social Work Practice, 32(2), 2022, pp.186-198.
- Publisher:
- Sage
Purpose: Little is known concerning the way that Licensed Masters-Level social workers are evaluating outcomes. Methods: Licensed providers (n = 111) completed a mixed-methods web-based survey regarding ways they evaluate practice outcomes. Content analysis was used to identify ways in which social workers reported evaluating practice outcomes. Results: Evaluation methods identified were (1) not consistently evaluating client outcomes, (2) completion of follow-up appointments, (3) clinical judgment/completion of treatment plan, (4) satisfaction surveys, (5) client-reported symptom remission, (6) judgment of key informants, and (7) standardized objective measures. Objective evaluation methods were used most by individuals reporting frequent outcome evaluation, those reporting less frequent outcome evaluation used client self-report or relied on feedback from key informants to gauge client’s progress. Frequency of outcome evaluation was inversely related to perceived difficulty of evaluating outcomes. Discussion: Social workers frequently rely on non-standardized, subjective evaluation methods. More research in this area is currently indicated. (Edited publisher abstract)
Licensed master of social workers’ engagement in the process of evidence-based practice: barriers and facilitators
- Authors:
- WASHBURN Micki, et al
- Journal article citation:
- Journal of Evidence-Based Social Work, 18(6), 2021, pp.619-635.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Purpose: This article describes the qualitative responses from licensed masters-level social workers (LMSWs) regarding what they perceive as barriers and facilitators to consistently engaging in the process of evidence-based practice (EBP). Method: Two open-ended questions were posed to determine what helps social workers consistently use the EBP process and what inhibits them from regularly applying EBP to guide clinical decision-making. A total of 113 responses were recorded. Content analysis was used to identify emergent themes. Results: Facilitators to the consistent use of EBP included: the belief that EBP improves outcomes, research that was vetted and disseminated by trusted partners such as the National Association of Social Workers (NASW), and ethical mandates. Barriers included: time, lack of applicable research, client-specific factors, and cost. Factors identified as both facilitating and impeding the EBP process were lack of necessary technology, organizational context, provider beliefs, and research knowledge/training. Discussion and Conclusion: Providers identified a number of barriers and facilitators to engaging in the process of evidence-based practice, which guided the extent to which they consistently engaged in the process, and how difficult they perceived it to be. (Edited publisher abstract)
Navigating evidence: a reflective tool to support evidence use in practice
- Author:
- IRISS
- Publisher:
- IRISS
- Publication year:
- 2020
- Pagination:
- 24
- Place of publication:
- Glasgow
This resource aims to equip newly qualified social workers with the skills and confidence to use evidence in practice. It explores what evidence is, what is required to make good evidence informed decisions, and the situations when evidence is needed. The resource will help practitioners to reflect on the types of evidence they use, which could include published research findings, people's lived experience, data, policy knowledge, or practice wisdom and experience. The tool will also be useful to anyone working in social services, students and practice educators who would like to reflect on using evidence. (Edited publisher abstract)
Open window into professional learning: post-qualifying learning among Japanese social workers
- Author:
- ASANO Takahiro
- Journal article citation:
- Qualitative Social Work, 18(6), 2019, p.1034–1050.
- Publisher:
- Sage
This study examined how Japanese social workers understood learning experiences and continued to learn as professionals in their working context with qualitative methods: interviews and observations. They saw their learning as something about changes in their understanding in varying ways. Although those perspective changes in learning varied widely depending on their learning situation, three components of professional learning have been identified: Experience; Opportunity; and Reflection. These three components are not entirely distinct from each other, but inextricably interwoven. The findings in the study indicate that there is a significant gap between what the social workers value in learning and what is expected from professional communities including their organisations, professional associations, and universities in today’s uncertain working environments, where ‘control and standardisation’ are increasingly emphasised within the evidence-based practice movement. In the gap, the voices of social workers have been underrepresented in the discourse of professional development—which tends to centre on the form of formal learning—in their professional communities. To share the awareness of diverse and complex learning as experienced by social workers themselves can be a first step in making a difference to professional learning in the context of Japanese social work. (Publisher abstract)
Evidence-based practice in social work: a contemporary perspective
- Authors:
- DRISCO James W., GRADY Melissa D.
- Journal article citation:
- Clinical Social Work Journal, 43(3), 2015, pp.274-282.
- Publisher:
- Springer
- Place of publication:
- New York
This paper provides a contemporary overview of evidence-based practice (EBP) in social work. The authors define what EBP is, as well as what it is not, and discuss some of the current challenges that social workers and the profession continue to face in integrating EBP into professional practice. Specifically, the authors identify concerns that practitioners have raised and include challenges related to social work education and agency concerns. The paper concludes with recommendations on how social workers can integrate EBP across practice settings within the profession, as well as recommendations for social work education and research. (Edited publisher abstract)
Evidence-based practice among Romanian social workers: attitudes, utilization, and barriers
- Authors:
- IOVU Mihai-Bogdan, GOIAN Gosmin, RUNCAN Patricia-Luciana
- Journal article citation:
- Journal of Evidence-Informed Social Work, 12(5), 2015, pp.524-533.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
In this article the authors report on a small survey of Romanian social workers regarding their attitudes toward evidence-based practice (EBP) and thoughts on the factors affecting its implementation in their clinical work. Eighty social workers were asked to complete a pen-and-paper questionnaire on their attitudes toward EBP, the use of research, and perceived barriers on implementation. Social workers have generally positive attitudes toward EBP. Insufficient time surfaced as the greatest barrier to successful implementation. Previous training during academic programs on the EBP foundations was associated with more positive attitudes and beliefs and also with stronger commitment toward implementation. Given the constant pressure that the limited resources pose on the social services, practitioners from the social work field must assure that their clients will have access to the best available programs and interventions. However, as the transfer of research into practice appears more complex than EBP suggests, the authors sought to understand how professionals construct their attitudes, level of commitment, and barriers. (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)
Opinions about evidence: a study of social workers’ attitudes towards evidence-based practice
- Authors:
- GRAY Mel, et al
- Journal article citation:
- Journal of Social Work, 14(1), 2014, pp.23-40.
- Publisher:
- Sage
Summary: This article reports on a large survey of Australian social workers regarding their attitudes to evidence-based practice and thoughts on the factors affecting its implementation in human service organisations. Findings: Findings from a national survey of Australian social workers found a degree of support for evidence-based practice with the majority of respondents reporting changes in practice due to the influence of research. A sample size of 364 social workers formed the basis of the final analysis. Both the support for evidence-based practice and the reported changes in practice due to new evidence was highest among social workers in management positions and those with between 10 and 30 years is needed post-qualifying practice experience. The survey also found, however, an unsophisticated understanding of evidence and evidence-based practice and ‘inadequate’ skills in the critical appraisal of research. Applications: Despite the level of support for evidence-based practice, responses to open-ended questions reflected reservations about the formalisation, relevance, useability, and applicability of the EBP agenda among social workers. Given that the issues relating to the transfer of research to practice appear far more complex than EBP suggests, this study sought to understand the complex dynamics of the research transfer process in social work and the human services. (Publisher abstract)
Practitioner perspectives of evidence-based practice
- Authors:
- WHARTON Tracy C., BOLLAND Kathleen A.
- Journal article citation:
- Families in Society, 93(3), July 2012, pp.157-164.
- Publisher:
- The Alliance for Children and Families
Social work practitioners decide when and how to use evidence in their practice. Although policy and other external pressures may influence the choices social workers make, for interventions to remain viable options the social workers and their clients must deem them useful and feasible. The purpose of this study was to increase knowledge about the current state of evidence-based practice (EBP) in social work practice settings. An online survey was completed by 159 master’s-level social workers practicing in the United States. The survey investigated how social workers locate information, how they determine the usefulness of the information, what barriers exist for the use of an EBP process, and whether their workplaces are oriented toward EBP. The findings suggest that barriers may be more complex than previously reported, but that social workers find evidence, read the professional literature, and consult with peers and mentors, often despite poor workplace support. Suggestions for dissemination of information are made, and a model of evidence use in practice is proposed.
Decision making and social work in Scotland: the role of evidence and practice wisdom
- Authors:
- COLLINS Emma, DALY Ellen
- Publisher:
- Institute for Research and Innovation in Social Services
- Publication year:
- 2011
- Pagination:
- 40p., bibliog.
- Place of publication:
- Glasgow
The quest to improve social work practice has become increasingly focused on the need to improve both the nature and transparency of social work decision-making. This report presents the results of a small qualitative study undertaken between February and March 2011 to examine the role of evidence in decision-making around risk in social work and what affects this process. The research aimed to shed light on the relationship between evidence and practice wisdom, and how this relationship shapes decision making. Practice wisdom is seen as either an ‘integrating vehicle’ which allows practitioners to combine different types of information, knowledge and feelings to make judgements or as an accumulation of practice knowledge and expertise acquired over time. The research involved practitioners in a children and families (CF) team and older people and physical disability (OPPD) team, and comprised observing qualified social workers going about their daily practice, 9 in-depth interviews with social workers, and 2 dyad interviews with practitioners and their supervisors. The report considers: the role of evidence in social work decisions; making sense of the evidence to reach a judgement; and what else affects decision-making other than evidence.