Exploring How Practicing Social Workers Define Evidence-Based Practice
This research note presents findings from a study that sought to garner a better understanding of the way in which practicing social workers defined Evidence-Based Practice (EBP). As part of a larger quantitative study, 137 social work practitioners provided a definition for EBP through an online su...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Indiana University School of Social Work
2019-01-01
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| Series: | Advances in Social Work |
| Subjects: | |
| Online Access: | http://journals.iupui.edu/index.php/advancesinsocialwork/article/view/22075 |
| _version_ | 1818012453436391424 |
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| author | Jill M. Chonody Barbra Teater |
| author_facet | Jill M. Chonody Barbra Teater |
| author_sort | Jill M. Chonody |
| collection | DOAJ |
| description | This research note presents findings from a study that sought to garner a better understanding of the way in which practicing social workers defined Evidence-Based Practice (EBP). As part of a larger quantitative study, 137 social work practitioners provided a definition for EBP through an online survey and indicated the extent to which they: consider themselves an evidence-based practitioner; believe practitioners should apply EBP in social work; and were prepared through their social work education to use EBP. Content analysis of the practitioners’ definitions of EBP revealed that the majority of respondents described EBP as an intervention or a product versus a process. Regardless of the definition that was provided, descriptive statistics revealed practitioners reported on average that they identified somewhat as an evidence-based practitioner, believed that practitioners should apply EBP in practice moderately to always, and felt only moderately prepared by their social work education for EBP. The findings suggest an opportunity in social work education may exist to further reinforce the process of EBP to delineate it from the evidence-based interventions that may also be taught, especially in clinical programs. Dissemination may also need to occur through mandated continuing education hours, much like ethics has been added as a requirement in some states. |
| first_indexed | 2024-04-14T06:20:23Z |
| format | Article |
| id | doaj.art-2e344ccb8a804bb3bea2c2b2bede0809 |
| institution | Directory Open Access Journal |
| issn | 1527-8565 2331-4125 |
| language | English |
| last_indexed | 2024-04-14T06:20:23Z |
| publishDate | 2019-01-01 |
| publisher | Indiana University School of Social Work |
| record_format | Article |
| series | Advances in Social Work |
| spelling | doaj.art-2e344ccb8a804bb3bea2c2b2bede08092022-12-22T02:08:02ZengIndiana University School of Social WorkAdvances in Social Work1527-85652331-41252019-01-011841237124910.18060/2207522075Exploring How Practicing Social Workers Define Evidence-Based PracticeJill M. Chonody0Barbra Teater1Boise State UniversityCollege of Staten Island, City University of New York 2800 Victory Blvd Staten Island, NY 10314This research note presents findings from a study that sought to garner a better understanding of the way in which practicing social workers defined Evidence-Based Practice (EBP). As part of a larger quantitative study, 137 social work practitioners provided a definition for EBP through an online survey and indicated the extent to which they: consider themselves an evidence-based practitioner; believe practitioners should apply EBP in social work; and were prepared through their social work education to use EBP. Content analysis of the practitioners’ definitions of EBP revealed that the majority of respondents described EBP as an intervention or a product versus a process. Regardless of the definition that was provided, descriptive statistics revealed practitioners reported on average that they identified somewhat as an evidence-based practitioner, believed that practitioners should apply EBP in practice moderately to always, and felt only moderately prepared by their social work education for EBP. The findings suggest an opportunity in social work education may exist to further reinforce the process of EBP to delineate it from the evidence-based interventions that may also be taught, especially in clinical programs. Dissemination may also need to occur through mandated continuing education hours, much like ethics has been added as a requirement in some states.http://journals.iupui.edu/index.php/advancesinsocialwork/article/view/22075evidence-based practiceevidence-informed practicesocial work practitionerssocial work education |
| spellingShingle | Jill M. Chonody Barbra Teater Exploring How Practicing Social Workers Define Evidence-Based Practice Advances in Social Work evidence-based practice evidence-informed practice social work practitioners social work education |
| title | Exploring How Practicing Social Workers Define Evidence-Based Practice |
| title_full | Exploring How Practicing Social Workers Define Evidence-Based Practice |
| title_fullStr | Exploring How Practicing Social Workers Define Evidence-Based Practice |
| title_full_unstemmed | Exploring How Practicing Social Workers Define Evidence-Based Practice |
| title_short | Exploring How Practicing Social Workers Define Evidence-Based Practice |
| title_sort | exploring how practicing social workers define evidence based practice |
| topic | evidence-based practice evidence-informed practice social work practitioners social work education |
| url | http://journals.iupui.edu/index.php/advancesinsocialwork/article/view/22075 |
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