Mapping MSW Research Training

Freymond, Nancy; Morgenshtern, Marina; Duffie, Mark; Hong, Liu; Bugeja-Freitas, Shirley; Eulenberg, Jesse

doi:10.1080/08841233.2014.912998

Cited by 10 publications

(13 citation statements)

References 26 publications

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“…Additionally, making connections with social work practice and combining activities or links to field placements could demonstrate how research is used in practice and provide opportunities for students to practice applying (i.e. "doing") the material (Einbinder, 2014;Freymond at al. 2014;Morgenshtern et al, 2011 …”

Section: Discussion and Implications For Social Work Educationmentioning

confidence: 99%

“…Several factors have been found to facilitate a reduction in anxiety, an increase in confidence, and more positive attitudes of students towards research. For example, a research-friendly and supportive environment where students are able to see the relevance of research to social work practice, are able to practice applying the concepts to "real-life like" situations (e.g., case studies), and where the instructors enthusiastically bring in their own research are identified as key ingredients to teaching research methods to social work students (Bolin et al, 2012;Csiernik, Birnbaum, & Decker Pierce, 2010;Freymond et al, 2014;Morgenshtern et al, 2011).…”

Section: Barriers and Facilitators To Teaching Quantitative Methods Imentioning

confidence: 99%

“…Confidence and self-efficacy were included in the evaluation as previous research (Bolin et al, 2012;Freymond et al, 2014;Morgenshtern et al, 2011) found students' confidence and self-efficacy in using research methods to increase when the material is directly relevant to their profession, and when students are able to apply the material to "real-life" like situations; two specific aspects of this quantitative method curriculum.…”

Section: Questionnaire Constructionmentioning

confidence: 99%

See 2 more Smart Citations

Making Social Work Count: A Curriculum Innovation to Teach Quantitative Research Methods and Statistical Analysis to Undergraduate Social Work Students in the United Kingdom

Teater

Roy

Carpenter

et al. 2017

Journal of Teaching in Social Work

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Students in the United Kingdom (UK) are found to lack knowledge and skills in quantitative research methods. In order to address this gap, a quantitative research method and statistical analysis curriculum comprised of 10 individual lessons was developed, piloted, and evaluated at two universities in the UK. The evaluation found BSW students' (N=81) self-efficacy to improve significantly from pre-to post-test, but statistical knowledge improved only slightly and was not statistically significantly. The findings point to recommendations for social work educators in the UK and beyond to consider when integrating the 10-input quantitative method curriculum and when teaching research methods and statistics to social work students.

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Section: Discussion and Implications For Social Work Educationmentioning

confidence: 99%

Section: Barriers and Facilitators To Teaching Quantitative Methods Imentioning

confidence: 99%

Section: Questionnaire Constructionmentioning

confidence: 99%

See 1 more Smart Citation

Making Social Work Count: A Curriculum Innovation to Teach Quantitative Research Methods and Statistical Analysis to Undergraduate Social Work Students in the United Kingdom

Teater

Roy

Carpenter

et al. 2017

Journal of Teaching in Social Work

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“…The faculty needs to provide opportunities for students to transform didactic research training into practical research skills. Freymond et al (2014) found that when students were able to participate in research activities, they reported increased confidence in their research skills. It is important for MSW programs to cultivate a learning environment in which students can be engaged in exploring the research interests and ask critical questions about the nature of social work research.…”

Section: Activity 5: Design and Implementation Of A Practice-focused mentioning

confidence: 99%

Advancing Social Work Practice Research Education – An Innovative, Experiential Pedagogical Approach

Kwong

2017

IJHE

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Achieving practice research competency is an essential pillar of social work practice. However, research material is often associated with dry lectures and incomprehensible statistical applications that may not reflect real life issues. Teaching research course is often antithetical to the pedagogical approach commonly used in social work education, which engages students in practical applications of real life situations with case examples. This paper described and evaluated six sets of experiential class and field activities designed to increase graduate level social work students' competencies of practice research. These activities included: (1) formulating a practice-based research topic; (2) using assessment templates for critical evaluation of published research; (3) learning single-system research design; (4) conducting agency research and evaluation field assessment; (5) designing and executing a practice-focused class study project; and (6) presentation and dissemination of research findings. An online course evaluation was administered with altogether 63 students in 2 Foundation Research and 2 Advanced Research classes to elicit both their qualitative feedback and quantitative ratings of their attainment of research competencies. The instructor's assessment of individual student performance using a grading rubric helped determine their level of attainment of course competences. Findings suggest several critical elements of this pedagogical approach. Students learn about real-world research issues through a case-based learning approach. Both students and the instructor involve in a collaborative learning process. Finally the instructor selects context-specific cases for class discussion and activities so that students see the connection of social work research to day-to-day practice contexts.

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“…Scholars have provided ample support for the value of experiential learning programs, such as RPs, through immersing students in research and producing research-based learning outcomes (Ryser, Markey, & Halseth, 2013;Slattery et al, 2016). RPs have considerable potential to bolster social work students' selfefficacy by providing direct experience and opportunities to develop their research skills by engaging in authentic research activities (Freymond et al, 2014). One assessment concluded that RP is an ".…”

Section: Experiential Research Learningmentioning

confidence: 99%

Research Practicum: An Experiential Model for Social Work Research

2019

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Research training is a key area of social work education and integral to the success of future practitioners. Innovative pedagogical models for teaching research have been proposed, including those based on experiential approaches. This exploratory study evaluated a research practicum (RP) model for social work students. The intended outcome of the study was to develop, implement, and evaluate a comprehensive model for RP that encompasses experiential, cognitive, relational, and affective dimensions of learning. In total, 16 students and 14 instructors completed an online survey and open-ended questions about their experiences. Mentorship was identified as a key component facilitating student learning during the RP across cognitive, affective, behavioral, and relational dimensions. Mentoring provided students in this study with modeling, guidance, and scaffolding; offering a secure foundation for developing their research skills; and envisioning themselves as researchers. The findings suggest that a RP can provide students the setting in which to develop a broad range of skills and competencies in social work research. is a professor, faculty of Social, University of Calgary. Christine's has expertise in teaching research theory and methods, with interests in developing, evaluating and disseminating innovative pedological approaches to teaching research, including experiential and applied methods.Carolyn Gulbrandsen, PhD is an instructor in the faculty of Social, University of Calgary. Cari is a social work researcher and educator interested in mentoring skill development for university teaching, specifically within online, collaborative team teaching and experiential learning modalities.Liza Lorenzetti, PhD is an assistant professor in the faculty of Social, University of Calgary. Liza is an activist and educator interested in developing models of teaching promoting social transformation. Her teaching, research, and community practice center on anti-oppression, peace building and social justice.

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Mapping MSW Research Training

Cited by 10 publications

References 26 publications

Making Social Work Count: A Curriculum Innovation to Teach Quantitative Research Methods and Statistical Analysis to Undergraduate Social Work Students in the United Kingdom

Making Social Work Count: A Curriculum Innovation to Teach Quantitative Research Methods and Statistical Analysis to Undergraduate Social Work Students in the United Kingdom

Advancing Social Work Practice Research Education – An Innovative, Experiential Pedagogical Approach

Research Practicum: An Experiential Model for Social Work Research

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