Adopting and teaching evidence-based practice in master's-level social work programs.(SPECIAL SECTION: PROMOTING AND SUSTAINING EVIDENCE-BASED ... from: Journal of Social Work Education
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This digital document is an article from Journal of Social Work Education, published by Thomson Gale on September 22, 2007. The length of the article is 7317 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.
From the author: This article makes specific suggestions for teaching evidence-based practice (EBP) in the master's-in-social-work (MSW) curriculum. The authors use the model of EBP as it was originally conceived: a process for posing empirically answerable questions, finding and evaluating the best available evidence, and applying that evidence in conjunction with client characteristics and practitioner judgment. The authors suggest that EBP, in its original form, is both sufficiently well operationalized and flexible to serve as a primary paradigmatic component of social work education. Furthermore, EBP carries a series of distinct advantages for MSW education that have not been widely recognized to date. These include the provision of a structure for more explicitly recognizing client factors, bridging the micro-macro and researcher-clinician divides, and emphasizing the professionalism of MSW-level practice. Specific curricular components are proposed and discussed.
Citation Details
Title: Adopting and teaching evidence-based practice in master's-level social work programs.(SPECIAL SECTION: PROMOTING AND SUSTAINING EVIDENCE-BASED PRACTICE)
Author: Brett Drake
Publication:Journal of Social Work Education (Magazine/Journal)
Date: September 22, 2007
Publisher: Thomson Gale
Volume: 43 Issue: 3 Page: 431(16)
Distributed by Thomson Gale
From the author: This article makes specific suggestions for teaching evidence-based practice (EBP) in the master's-in-social-work (MSW) curriculum. The authors use the model of EBP as it was originally conceived: a process for posing empirically answerable questions, finding and evaluating the best available evidence, and applying that evidence in conjunction with client characteristics and practitioner judgment. The authors suggest that EBP, in its original form, is both sufficiently well operationalized and flexible to serve as a primary paradigmatic component of social work education. Furthermore, EBP carries a series of distinct advantages for MSW education that have not been widely recognized to date. These include the provision of a structure for more explicitly recognizing client factors, bridging the micro-macro and researcher-clinician divides, and emphasizing the professionalism of MSW-level practice. Specific curricular components are proposed and discussed.
Citation Details
Title: Adopting and teaching evidence-based practice in master's-level social work programs.(SPECIAL SECTION: PROMOTING AND SUSTAINING EVIDENCE-BASED PRACTICE)
Author: Brett Drake
Publication:Journal of Social Work Education (Magazine/Journal)
Date: September 22, 2007
Publisher: Thomson Gale
Volume: 43 Issue: 3 Page: 431(16)
Distributed by Thomson Gale
