Social Work Field Instructors’ Views and Implementation of Evidence-Based Practice

Parrish, Danielle E.; Oxhandler, Holly K.

doi:10.1080/10437797.2015.1012943

Cited by 17 publications

(6 citation statements)

References 35 publications

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“…However, many times field is where students recognize the disconnect between what is “best practice” in classroom instruction and what is regularly done or unfortunately, not done, in the field (Edmond, Megivern, Williams, Rochman, and Howard, 2006). Although Parrish and Oxhandler (2015) found no difference regarding whether field instructors and non-field instructors evaluate the outcomes of practice decisions, in the current sample, those who had served as field instructors reported evaluating outcomes more often than those who had not. This finding offers a sense of optimism that students are being taught to evaluate their practice decisions in the field.…”

Section: Discussion and Applications To Practicecontrasting

confidence: 80%

“…Participants then completed the eight-item Behaviors/Engagement sub-scale of the Evidence-Based Practice Process Assessment Scale (EBPPAS)—Short Version (Parrish and Rubin, 2011). The EBPPAS-Short Version was derived from the original EBPPAS (Rubin and Parrish, 2010) and has been used extensively to assess various dimensions of engagement in the EBP process (Bender, Altschul, Yoder, Parrish, and Nickels, 2014; Parrish and Oxhandler, 2015; Parrish and Rubin, 2011, 2012; Rubin and Parrish, 2010). The Behaviors/Engagement sub-scale assesses the frequency at which social workers engage in all steps of the EBP process as well as various behaviors related to the EBP process, such as “I evaluate outcomes of my practice decisions.” Each item is measured on a Likert scale of 1 = Never –5 = Very Often .…”

Section: Methodsmentioning

confidence: 99%

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A Mixed-Methods Investigation of Licensed Masters-Level Social Worker’s Engagement in Outcome Evaluation

Washburn

Parrish

Oxhandler

et al. 2021

Research on Social Work Practice

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Purpose Little is known concerning the way that Licensed Masters-Level social workers are evaluating outcomes. Methods Licensed providers ( n = 111) completed a mixed-methods web-based survey regarding ways they evaluate practice outcomes. Content analysis was used to identify ways in which social workers reported evaluating practice outcomes. Results Evaluation methods identified were (1) not consistently evaluating client outcomes, (2) completion of follow-up appointments, (3) clinical judgment/completion of treatment plan, (4) satisfaction surveys, (5) client-reported symptom remission, (6) judgment of key informants, and (7) standardized objective measures. Objective evaluation methods were used most by individuals reporting frequent outcome evaluation, those reporting less frequent outcome evaluation used client self-report or relied on feedback from key informants to gauge client’s progress. Frequency of outcome evaluation was inversely related to perceived difficulty of evaluating outcomes. Discussion Social workers frequently rely on non-standardized, subjective evaluation methods. More research in this area is currently indicated.

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Section: Discussion and Applications To Practicecontrasting

confidence: 80%

Section: Methodsmentioning

confidence: 99%

A Mixed-Methods Investigation of Licensed Masters-Level Social Worker’s Engagement in Outcome Evaluation

Washburn

Parrish

Oxhandler

et al. 2021

Research on Social Work Practice

Self Cite

View full text Add to dashboard Cite

show abstract

“…Based upon two definitions of EBP and its purpose of increasing the quality of services provided, EBP can function as a quality-driving element in practice. Furthermore, it can enable professional learning and development and provide the possibility of organizational learning (Gibbs, 2003a, in Mullen et al, 2005Sackett et al, 2000, in Parrish & Oxhandler, 2015. By doing so, EBP can benefit various stakeholders -not only clients and practitioners, but also the organization and, in a longer-term perspective, society at large.…”

Section: Discussionmentioning

confidence: 99%

Professional Learning in Family Support Social Work in Sweden

Ryding

2021

ASW

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The integration of evidence-based practice (EBP) in human service organizations has increased during the last decade. Providing the best possible treatment by applying research and considering the client’s specific needs, EBP is recommended for human service organizations. However, due to its oftentimes manual-based format, critics claim that EBP is a result of increased focus on cost-efficiency, control, and standardization of work. Different conceptualizations of EBP appear to prevail, highlighting the need for more studies that investigate different perspectives and experiences (e.g., that of professionals). In this study, focus group interviews were conducted with family support social workers (n = 19) in Sweden who are trained and active in the evidence-based model Family Check-Up (FCU). Participants reported that FCU promotes professional learning and development, especially experiential learning. Those interviewed felt that research/evidence provided a certain “weight” to the therapeutic situation, so that they were not merely treating patients based on their own opinions. Further, FCU was described as empowering and developmental, with an encouraging, reflective, and reinforcing client-related approach. However, to enable these kinds of positive outcomes of EBP, organizations must provide sufficient time and resources devoted to the practical application of EBP.

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“…Studies show that education, workshops, and training courses facilitate the use of EBP (Aarons et al, 2006;Edmond et al, 2006;Ekeland et al, 2019;Gromoske & Berger, 2017;Parrish & Oxhandler, 2015;Parrish & Rubin, 2011;Scurlock-Evans & Upton, 2015). Social work field instructors and supervisors have been shown to play an important role (Edmond et al, 2006;Parrish & Oxhandler, 2015;Tennille et al, 2016;Wiechelt & Ting, 2012). In a survey carried out by Parrish and Rubin (2011) of 688 social workers of which 107 were field instructors, they found that the field workers were generally positive, showed high levels of familiarity, low levels of perceived feasibility and engagement in EBP.…”

Section: Previous Research On Evidence-based Practice and Knowledge Umentioning

confidence: 99%

Social workers use of knowledge in an evidence-based framework: a mixed methods study

Finne¹,

Ekeland²

2020

European Journal of Social Work

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Since the 1990s, evidence-based practice has become part of social work, grounded in the notion that social work should be a research-based profession. However, recent studies show that social workers struggle with bridging research and practice. This study analysed Norwegian social workers' use of knowledge in their daily practice, drawing on data from a survey consisting of 2060 social workers in different practice fields as well as qualitative interviews with 25 social workers from social services and child welfare services. Analyses of the quantitative data revealed that clients, work experience, and colleagues were the three most common sources of knowledge among the social workers. The use of knowledge could be divided into two subgroups: (a) theory-oriented and (b) practice-oriented. The qualitative interviews revealed that social workers valued work experience, colleagues, supervisors, and clients as their main sources of knowledge. Lack of time was identified as the main barrier for engaging in research. The findings in this study are contextualised with theories on knowledge production and translation in social work, arguing that field instructors, supervisors, and social work education play an essential role both in facilitating evidence-based practice and, more broadly, in bridging the gap between research and practice. SAMMENDRAG Siden 1990-tallet har evidensbasert praksis blitt en del av sosialt arbeid, forankret i en idé om at sosialt arbeid skal vaere en forskningsbasert profesjon. Studier viser imidlertid til at det har vaert utfordrende å overføre forskningsresultater til praksis. Denne studien analyserer norske sosialarbeidere sin bruk av kunnskap i deres daglige praksis, med utgangspunkt i data fra en undersøkelse bestående av 2060 sosialarbeidere fra forskjellige praksisfelt, og kvalitative intervjuer med 30 sosialarbeidere og ledere fra NAV og barnevernet. Resultater fra de kvantitative dataene viste at klienter, arbeidserfaring og kolleger var de tre vanligste kunnskapskildene blant sosialarbeiderne. Deres bruk av kunnskap i praksis kunne deles inn i to undergrupper: (a) teoriorientert og (b) praksisorientert. De kvalitative intervjuene viste at sosialarbeidere

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Social Work Field Instructors’ Views and Implementation of Evidence-Based Practice

Cited by 17 publications

References 35 publications

A Mixed-Methods Investigation of Licensed Masters-Level Social Worker’s Engagement in Outcome Evaluation

A Mixed-Methods Investigation of Licensed Masters-Level Social Worker’s Engagement in Outcome Evaluation

Professional Learning in Family Support Social Work in Sweden

Social workers use of knowledge in an evidence-based framework: a mixed methods study

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