Correlates of Attitudes Toward Evidence-Based Practice Among MSW Students Preparing for Direct Practice

Oh, Hyunsung; Poola, Charlene; Messing, Jill T.; Ferguson, Kristin M.; Bonifas, Robin P.

doi:10.1080/10437797.2020.1714521

Cited by 8 publications

(3 citation statements)

References 45 publications

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“…There have not been specific studies examining the association between psychology students' perceptions, exposure to EBP and EBTs related to the training program, and attitudes towards EBPP. Nevertheless, studies with social work students [26], nurses [27], and mental health professionals [28,29] found that previous knowledge and exposure to EBP were positively associated with the attitude toward s the EBPP process. This result was consistent with the current studies: students who had been adequately trained and exposed to EBP and EBTs Additionally, the discovery that psychology students had more favorable attitudes toward EBPPs than they had ever encountered suggests the importance of the depth of exposure to EBPPs and EBTs for influencing attitudes.…”

Section: Discussionmentioning

confidence: 99%

Perceptions of evidence-based practice among Vietnamese psychology students

Nguyen-Thi,

Nguyen,

Luu-Thi

et al. 2023

5003

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Evidence-based practice in psychology (EBPP) improves public health and makes it easier for psychologists to do their jobs well by using case formulation, intervention, and therapeutic relationship principles that have been shown to work in the real world. The utilization of evidence-based practice in the field of psychology has been widely regarded as the most effective approach for researchers and practitioners to incorporate current data into their therapeutic practice and decision-making processes. The objective of this study was to investigate attitudes towards EBPP and assess the level of exposure to evidence-based practice and evidence-based therapies in the corresponding training program among students. A cohort of 250 undergraduate students pursuing a degree in psychology were enlisted to participate in the survey. The research employed quantitative methodologies, specifically one-way ANOVA, Pearson correlation, and regression analysis, to examine and interpret the collected data. The favorable influence of students' judgments of the sufficiency of training in different components of clinical expertise and exposure to evidence-based practice (EBP) and evidence-based treatments (EBTs) in their respective training program can be observed in students' experiences and attitudes towards EBP in psychology. The findings derived from the present study provide compelling evidence supporting the imperative of implementing educational interventions aimed at enhancing the research knowledge and skills of psychology students, as well as their ability to effectively utilize research in their academic pursuits.

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Section: Discussionmentioning

confidence: 99%

Perceptions of evidence-based practice among Vietnamese psychology students

Nguyen-Thi,

Nguyen,

Luu-Thi

et al. 2023

5003

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“…This book sees EBP as an “intervention” that has convincing research evidence from “controlled trials” (p. ⅸ), which could garner objections from some (e.g., Thyer & Pignotti, 2011). To subdue confusion among students and social workers concerning terminology, there have been efforts to articulate that EBP refers to two different constructs (Oh et al, 2020; Rubin & Bellamy, 2012; Thyer & Pignotti, 2011). The definition in the preface covers only one, what could be called the research-supported intervention or empirically supported treatment (Thyer & Pignotti, 2011).…”

mentioning

confidence: 99%

“…To prevent such a misconception, the author could have amplified the portion that talks about the EBP process model available in literature (Rubin & Bellamy, 2012; Sackett et al, 1996). Distinguishing between these two constructs of EBP would offer novel insights into the barriers MSW students would encounter when implementing either model when delivering services based on tenets of EBP (Oh et al, 2020). In other words, more weight could be given to the EBP process model in conjunction with hundreds of research-supported treatments highlighted.…”

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confidence: 99%

Book Review: Evidence-based practices for social workers: An interdisciplinary approach

2020

Research on Social Work Practice

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Provision and Long-Term Assessment of a Specialized Clinical Evidence-Based Practice Curriculum for Master of Social Work Students

Reay

2024

Glob Implement Res Appl

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This study investigated social workers’ knowledge of the common elements in evidence-based practice to treat youth mental health conditions following a specialized curriculum during their Master of Social Work (MSW) education. Participants’ knowledge was measured during their MSW education and in their first 5 years of social work practice after graduation. The quantitative study measured participants’ knowledge of common elements three times; 86 social workers participated in the study with 67 sets of scores at three data points. Study results showed that participants knew more after completing the curriculum but knew less one to five years after graduation. Overall, however, their knowledge remained higher than before the curriculum. The findings provided insight into social workers’ knowledge of common elements of evidence-based practice modalities over time following a specialized curriculum. Findings also suggested that having multiple work obligations, lacking supervision, and receiving supervision by someone other than a social worker were all factors that might hinder graduates from continuing their education in evidence-based practice after graduation.

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Correlates of Attitudes Toward Evidence-Based Practice Among MSW Students Preparing for Direct Practice

Cited by 8 publications

References 45 publications

Perceptions of evidence-based practice among Vietnamese psychology students

Perceptions of evidence-based practice among Vietnamese psychology students

Book Review: Evidence-based practices for social workers: An interdisciplinary approach

Provision and Long-Term Assessment of a Specialized Clinical Evidence-Based Practice Curriculum for Master of Social Work Students

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