Exploring How Practicing Social Workers Define Evidence-Based Practice

Abstract

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.

Attitudes toward and Utilization of Evidence-based Practice among Norwegian Social Workers

“…van der Zwet et al 2019found that social workers and staff in a social work organization in the Netherlands were confused about EBP, some describing it as interventions that has scientific evidence, others as research-supported treatments, while others included professional expertise and/or client circumstances. Similar results were found in the study by Chonody and Teater (2019) where 137 social workers were questioned about their stance on EBP. The results demonstrated that the social workers identified themselves, somewhat, as an evidence-based practitioner, yet they described EBP as an intervention rather than a process.…”

Professional Learning in Family Support Social Work in Sweden

“…Based on previous research, practitioners understand and define EBP in varying ways (e.g., Avby et al, 2014;Bergmark & Lundström, 2011;Chonody & Teater, 2018;Heiwe et al, 2013). Varying conceptualizations of EBP provide a rationale for further research on practitioners' perspectives and experiences of EBP and associated models.…”

The relevance of transformational leadership for promoting professional social work competence with EBPA

“…Many studies have discussed and promoted the incorporation of EBP into social work practice (Soydan & Palinkas, 2014). However, there are still challenges and barriers to integrating EBP into social work practice from both social workers and their organisational context (Chonody & Teater, 2018; Gray et al., 2013; Gray, Joy, Plath, & Webb, 2015; Tuten, Morris‐Compton, Abrefa‐Gyan, Hwang, & Harrington, 2016). The mechanism for promoting EBP implementation by social workers has not been clearly studied.…”

“…Although many demographic factors, such as age, gender and ethnicity, may influence practitioners' EBPA, education, training and professional experience have received more attention as factors associated with EBPA and EBP implementation (Aarons, 2005; Chonody & Teater, 2018; Marques et al., 2016; Wike et al., 2014). For social workers, EBP has been viewed as a kind of PC through which developmental and dynamic abilities are derived from continuous learning, thus allowing for the integration and application of knowledge and skills in practice in real situations (CSWE, 2015).…”