{"id":102033,"date":"2022-09-02T08:13:33","date_gmt":"2022-09-02T08:13:33","guid":{"rendered":"https:\/\/papersspot.com\/blog\/?p=102033"},"modified":"2022-09-02T08:13:33","modified_gmt":"2022-09-02T08:13:33","slug":"dbuse-article-attached","status":"publish","type":"post","link":"https:\/\/papersspot.com\/blog\/2022\/09\/02\/dbuse-article-attached\/","title":{"rendered":"db,use article attached"},"content":{"rendered":"<div dir=\"ltr\">\n<ul>\n<li><span style=\"color: #000000;\">This is a research class and I plan to work in a nursing home setting<\/span><\/li>\n<li>Thinking of your field agency or practice setting, identify one or two programs or practices that you believe would benefit from further research. Why might research be helpful in these situations?<\/li>\n<li>Describe the research skills you are hoping to strengthen in this course.<\/li>\n<\/ul>\n<div class=\"page\" role=\"region\" data-page-number=\"1\" aria-label=\"Page 1\">\n<div class=\"loadingIcon notVisible\" role=\"img\" aria-label=\"Loading\u2026\"><\/div>\n<\/div>\n<div class=\"page\" role=\"region\" data-page-number=\"2\" aria-label=\"Page 2\" data-loaded=\"true\">\n<div class=\"canvasWrapper\"><\/div>\n<\/div>\n<p><span dir=\"ltr\" role=\"presentation\">To support and increase the use of EBP across the social work profession, a full and accurate<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">definition of EBP is necessary. Unfortunately, the term is often conflated with empirically supported<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">interventions (ESI) or empirically supported treatments (EST; Simmons, 2013), thus creating<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">disparities in how EBP is defined (Rubin &amp; Parrish, 2007). Although interrelated with EBP, ESIs<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">and ESTs refer to specific interventions with evidence indicating efficacy or effectiveness in identify-<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">ing, reducing, or improving specific problems (Chambless, 2007). ESIs and ESTs represent products,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">which are distinct from the process of EBP. Understanding this distinction is crucial to training<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">social workers in carrying out EBP in practice rather than choosing and applying a particular<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">intervention or program.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">EBP and social work education<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">As a result of the move toward increased training in EBP, ESIs, and ESTs (Brekke, Elle, &amp; Palinkas,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">2007; Grady, Werkmeister Rozas, &amp; Bledsoe, 2010), social work programs have included more content<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">on EBP processes and specific ESIs and ESTs (e.g., cognitive behavioral therapies) into social work<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">curricula (Bledsoe et al., 2007; Howard, Allen-Meares, &amp; Ruffolo, 2007; Jenson, 2007; Shlonsky, &amp;<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Gibbs, 2004), such as assignments requiring EBP to be used or how to consume research as the focus of<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">research courses. The Council on Social Work Education (CSWE, 2008) stated that graduates from<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">MSW programs should be able to<\/span> <span dir=\"ltr\" role=\"presentation\">\u201c<\/span><span dir=\"ltr\" role=\"presentation\">distinguish, appraise, and integrate multiple sources of knowledge,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">including research-based knowledge, and practice wisdom<\/span><span dir=\"ltr\" role=\"presentation\">\u201d<\/span> <span dir=\"ltr\" role=\"presentation\">(p. 4). These standards included an<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">increased emphasis on the use of empirical evidence to inform practice and practice evidence to<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">inform research (CSWE, 2008). The CSWE (2015) revised these standards to include more explicit<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">statements that social workers should<\/span> <span dir=\"ltr\" role=\"presentation\">\u201c<\/span><span dir=\"ltr\" role=\"presentation\">understand the processes for translating research findings into<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">effective practice,<\/span><span dir=\"ltr\" role=\"presentation\">\u201d<\/span> <span dir=\"ltr\" role=\"presentation\">and<\/span> <span dir=\"ltr\" role=\"presentation\">\u201c<\/span><span dir=\"ltr\" role=\"presentation\">use and translate research evidence to inform and improve practice, policy,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">and service delivery<\/span><span dir=\"ltr\" role=\"presentation\">\u201d<\/span> <span dir=\"ltr\" role=\"presentation\">(p. 8). The current accreditation standards set forth by the CSWE have made it<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">essential for social work education programs to not only emphasize the importance of using research<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">evidence in practice but also train students on how to recognize, evaluate, and apply current research<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">knowledge to inform practice decision making with clients (CSWE, 2015).<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Reflecting this shift, studies suggest that social work education programs are incorporating EBP<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">principles and content into their training curricula by integrating EBP principles into existing course<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">work, providing courses specific to ESIs and ESTs (e.g., cognitive behavioral therapy and assertive<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">community treatment), fostering partnerships with field agencies conducting EBP, and strengthening<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">students<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span> <span dir=\"ltr\" role=\"presentation\">abilities to connect acquired research knowledge and skills with their practice decisions<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">(Bledsoe et al., 2007; Bledsoe-Mansori, Bellamy et al., 2013; Grady et al., 2010; Howard et al., 2003;<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Weissman et al., 2006; Wike et al., 2013). Findings from two national studies of schools of social<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">work demonstrate that various programs do include training in ESIs and ESTs in their curricula<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">(Bledsoe et al., 2007) and endorse the value and benefits of implementing agency-university partner-<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">ships to support EBP (Bledsoe-Mansori, Bellamy, et al., 2013).<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Training phases of EBP and associated barriers<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Although social work programs have increasingly focused on integrating EBP, ESI, and EST training<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">into their curricula (Bledsoe et al., 2007; Bledsoe-Mansori, Bellamy et al., 2013; Grady et al., 2010;<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Howard et al., 2003; Weissman et al., 2006; Wike et al., 2013), variability exists in the type and<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">amount of training students receive (Drake, Hovmand, Jonson-Reid, &amp; Zayas, 2007; Drisko, 2014;<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Grady et al., 2010; Howard et al., 2007; Jenson, 2007; Mullen et al., 2005; Shlonsky, &amp; Gibbs, 2004;<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Springer, 2007). The majority of MSW program administrators report that they teach at least one ESI<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">or EST and focus on building EBP skills, yet they also report struggling to integrate the concepts into<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">their curricula (Bertram, Charnin, Kerns, &amp; Long, 2014). Additionally, research suggests social work<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">educators do not clearly distinguish EBP from ESIs and ESTs (Rubin &amp; Parrish, 2007) and are<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">unsure how to use these approaches in curriculum decisions (Grady et al., 2010). The lack of<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">164<\/span> <span dir=\"ltr\" role=\"presentation\">M. D. GRADY ET AL.<\/span><\/p>\n<div class=\"page\" role=\"region\" data-page-number=\"2\" aria-label=\"Page 2\" data-loaded=\"true\">\n<div class=\"annotationLayer\"><\/div>\n<\/div>\n<div class=\"page\" role=\"region\" data-page-number=\"3\" aria-label=\"Page 3\" data-loaded=\"true\">\n<div class=\"canvasWrapper\"><\/div>\n<\/div>\n<p><span dir=\"ltr\" role=\"presentation\">consensus and clarity regarding how EBP, ESIs, and ESTs should be integrated into social work<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">education results in a lack of consistency in teaching EBP, ESIs, and ESTs, producing practitioners<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">with disparate levels of knowledge.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Barriers associated with MSW classroom learning<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Classroom<\/span> <span dir=\"ltr\" role=\"presentation\">teaching<\/span> <span dir=\"ltr\" role=\"presentation\">provides<\/span> <span dir=\"ltr\" role=\"presentation\">the<\/span> <span dir=\"ltr\" role=\"presentation\">foundation<\/span> <span dir=\"ltr\" role=\"presentation\">for<\/span> <span dir=\"ltr\" role=\"presentation\">entering<\/span> <span dir=\"ltr\" role=\"presentation\">practice<\/span> <span dir=\"ltr\" role=\"presentation\">and<\/span> <span dir=\"ltr\" role=\"presentation\">represents<\/span> <span dir=\"ltr\" role=\"presentation\">a<\/span> <span dir=\"ltr\" role=\"presentation\">critical<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">component of training students in EBP, ESIs, and ESTs (Drisko, 2014). Discrepancies in the<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">definition of EBP (Bertram et al., 2014; Drake et al., 2007; Rubin &amp; Parrish, 2007) and percep-<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">tions of its practice utility by instructors influence how the EBP process is or is not integrated<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">into the curriculum. Many conceptualize EBP as a product and do not teach students to critically<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">move through the steps of the EBP process (Drake et al., 2007). Studies on EBP have also<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">reflected this product-oriented definition of EBP, contributing to further confusion (see Bertram<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">et al., 2014). This definitional uncertainty leads to questions about how to provide training and<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">preparation to social work faculty (including adjuncts) who are interested in teaching EBP but<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">have little formal training in how to do so. As faculty are being strongly encouraged to teach EBP<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">in their courses, a consensus has not been reached on whether they should teach the process of<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">EBP, specific manualized interventions (ESIs, ESTs; Howard et al., 2007; Springer, 2007), the<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">skills needed to carry out the EBP process (Howard et al., 2007; Shlonsky, &amp; Gibbs, 2004), or<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">some combination thereof (Drisko, 2014).<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">An additional consideration for incorporating EBP into classroom teaching is where in the<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">curriculum EBP training should be located (Bertram et al., 2014; Drisko, 2014; Howard et al.,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">2007; Jenson, 2007; Mullen et al., 2007; Pollio &amp; Macgowan, 2010). Although opinions vary<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">(Crabtree<\/span> <span dir=\"ltr\" role=\"presentation\">&amp;<\/span> <span dir=\"ltr\" role=\"presentation\">Miller,<\/span> <span dir=\"ltr\" role=\"presentation\">1992;<\/span> <span dir=\"ltr\" role=\"presentation\">Drake<\/span> <span dir=\"ltr\" role=\"presentation\">et<\/span> <span dir=\"ltr\" role=\"presentation\">al.,<\/span> <span dir=\"ltr\" role=\"presentation\">2007;<\/span> <span dir=\"ltr\" role=\"presentation\">Drisko,<\/span> <span dir=\"ltr\" role=\"presentation\">2014;<\/span> <span dir=\"ltr\" role=\"presentation\">Gilgun,<\/span> <span dir=\"ltr\" role=\"presentation\">1998;<\/span> <span dir=\"ltr\" role=\"presentation\">McDowell,<\/span> <span dir=\"ltr\" role=\"presentation\">2000;<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">O<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">Connor &amp; O<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">Neill, 2004; Sar, Yankeelov, Wulff, &amp; Singer, 2003; Shaw, 1999; Yin, 2013), several<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">scholars have suggested ways for MSW programs to better infuse EBP into their curricula (Drake<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">et al., 2007; Drisko, 2014). Drisko (2014) emphasizes the need for research to be effectively taught in<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">social work programs and highlights the critical need to tie research to clinical practice. Drake et al.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">(2007) emphasize that using the EBP process, practice is the application of research; therefore,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">practice and research are inseparable, and thus need to be infused throughout MSW curricula. From<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">this perspective, every MSW class should adopt EBP and refer to EBP throughout the course. Drake<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">et al. (2007) offer steps toward the creation of a research-practice integrated social work education<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">program, including (a) introducing students to EBP, (b) refocusing course content (infusion of EBP<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">in all MSW classes), and (c) evaluating students<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span> <span dir=\"ltr\" role=\"presentation\">EBP-related competence. Drake et al. (2007) also<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">advocate for more effective education in research, including increased focus on qualitative case<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">evaluation and integrating EBP in classes focusing on micro-, mezzo<\/span><span dir=\"ltr\" role=\"presentation\">\u2013<\/span><span dir=\"ltr\" role=\"presentation\">, and macro-issues, like human<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">behavior in the social environment and social policy. Specifically, Drake et al. state that EBP should<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">be infused throughout the curriculum by tying practice courses to research and by having faculty<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">model their own use of EBP in their teaching and research.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Barriers associated with MSW field experiences<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Although classroom teaching provides foundational learning, EBP cannot be fully integrated into<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">curricula (Drake et al., 2007; Drisko, 2014; Gilgun, 1998; O<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">Connor &amp; O<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">Neill, 2004; Yin, 2013) without<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">incorporating EBP into field learning (Davis et al., 2013; Drake et al., 2007; Drisko, 2014; Mullen et al.,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">2007). It is well documented that practitioners struggle with implementing EBP, ESIs, and ESTs<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">(Bellamy et al., 2013; Bledsoe-Mansori, Manuel, et al., 2013; Nelson, Steele, &amp; Mize, 2006; Pollio,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">2006; Proctor et al., 2007) for a variety of reasons, including inconsistencies in EBP training experi-<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">ences (Franklin &amp; Hopson, 2007; Mullen et al., 2005), uncertainty about what constitutes adequate<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">evidence (Rubin &amp; Parrish, 2007), lack of training in the skills required to carry out EBP (Bledsoe-<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Mansori, Manuel, et al., 2013), practitioners<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span> <span dir=\"ltr\" role=\"presentation\">and educators<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span> <span dir=\"ltr\" role=\"presentation\">personal views against the use of EBP<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">JOURNAL OF SOCIAL WORK EDUCATION<\/span> <span dir=\"ltr\" role=\"presentation\">165<\/span><\/p>\n<div class=\"page\" role=\"region\" data-page-number=\"3\" aria-label=\"Page 3\" data-loaded=\"true\">\n<div class=\"annotationLayer\"><\/div>\n<\/div>\n<div class=\"page\" role=\"region\" data-page-number=\"4\" aria-label=\"Page 4\" data-loaded=\"true\">\n<div class=\"canvasWrapper\"><\/div>\n<\/div>\n<p><span dir=\"ltr\" role=\"presentation\">(Bellamy, Bledsoe, &amp; Traube, 2006; Bledsoe-Mansori, Bellamy, et al., 2013), and practice in agencies<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">resistant to using EBP, ESIs, and ESTs (Proctor et al., 2007). Because field experiences strongly<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">influence MSW student training, field instructors<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span> <span dir=\"ltr\" role=\"presentation\">inability or aversion to EBP may limit students in<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">gaining EBP knowledge or being able to transfer skills learned in the classroom to practice.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">To address this issue, Mullen et al. (2007) emphasize using process-based classroom learning in<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">collaboration with field agencies to promote and develop students<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span> <span dir=\"ltr\" role=\"presentation\">ability to use EBP in practice. In<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">this model, field supervisors are brought in for training, and faculty visit agencies and provide<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">professional development training to promote trainee learning as well as support agencies invested in<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">using EBP. Likewise, Davis et al. (2013) highlight the importance of students<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span> <span dir=\"ltr\" role=\"presentation\">being able to apply<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">EBP to their own cases and settings. Finally, Drake et al. (2007) emphasize integrating EBP with field<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">experiences and offer suggestions for field agencies to promote and teach EBP, including providing<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">field instructors and students with continuing education and integrative seminars.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">The current study<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Although many challenges exist in incorporating EBP in social work curricula, evidence suggests that<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">schools of social work highly endorse the benefits of EBP and have implemented a variety of strategies to<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">increase students<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span> <span dir=\"ltr\" role=\"presentation\">skills (Bledsoe-Mansori, Bellamy, et al., 2013; Howard et al., 2003). These strategies<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">include project-based course work whereby students work with agencies to implement EBP projects,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">training for field instructors to support student learning and the application of EBP, and capstone projects<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">that address EBP. However, we were unable to identify any study that has examined the perspectives of<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">recent MSW graduates to consider how their training experiences combined with their postgraduate<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">practice experiences have influenced their use of EBP, ESIs, and ESTs in their current practice. The purpose<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">of this descriptive, qualitative study was to explore the perceptions of social work practitioners educated<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">under the previous version of the<\/span> <span dir=\"ltr\" role=\"presentation\">Educational Policy and Accreditation Standards<\/span> <span dir=\"ltr\" role=\"presentation\">(EPAS; CSWE, 2008) .<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">The specific research questions guiding this study were, What are the educational and practice experiences<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">of newly trained social workers in EBP, ESIs, and ESTs? and How do those experiences influence the use of<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">EBP, ESIs, and ESTs in social work practice? The study was approved by the institutional review boards of<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">the principal investigators<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span> <span dir=\"ltr\" role=\"presentation\">universities.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Method<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Participants<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Social workers who obtained their MSW after 2009 were recruited through clinical society electronic<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">mailing lists, state social work licensing board lists, alumni electronic mailing lists, and individual<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">faculty contacts using a convenience snowball sampling method from May 2014 to October 2014.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Each social worker received an e-mail invitation to complete a Web-based survey about his or her<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">use of EBP, ESIs, and ESTs. At the end of the survey, participants were asked to provide their names<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">and contact information if they were interested in participating in an in-depth telephone interview<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">about their experiences in learning about and adopting EBP, ESIs and ESTs. Eighteen survey<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">participants indicated interest and were contacted by the study team; five individuals were contacted<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">three times. Thirteen survey participants agreed to participate in the qualitative interviews and made<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">up the final sample for this study. Descriptive data for the sample is provided in Table 1.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Study design<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Interested participants were contacted by phone or e-mail by a member of the research team consisting of<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">two coprincipal investigators, two doctoral-level research assistants, and two master<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">s-level research<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">assistants. On initial contact, a research team member provided information about the interviews, reviewed<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">the informed consent form, and answered any questions posed by the participant.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">166<\/span> <span dir=\"ltr\" role=\"presentation\">M. D. GRADY ET AL.<\/span><\/p>\n<div class=\"page\" role=\"region\" data-page-number=\"4\" aria-label=\"Page 4\" data-loaded=\"true\">\n<div class=\"annotationLayer\"><\/div>\n<\/div>\n<div class=\"page\" role=\"region\" data-page-number=\"5\" aria-label=\"Page 5\" data-loaded=\"true\">\n<div class=\"canvasWrapper\"><\/div>\n<\/div>\n<p><span dir=\"ltr\" role=\"presentation\">Once consent was obtained, the interviewer and participant agreed on a time for a telephone<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">interview conducted<\/span> <span dir=\"ltr\" role=\"presentation\">through a<\/span> <span dir=\"ltr\" role=\"presentation\">conference call<\/span> <span dir=\"ltr\" role=\"presentation\">service that<\/span> <span dir=\"ltr\" role=\"presentation\">digitally<\/span> <span dir=\"ltr\" role=\"presentation\">recorded<\/span> <span dir=\"ltr\" role=\"presentation\">the<\/span> <span dir=\"ltr\" role=\"presentation\">interviews.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Interviewers informed participants through the consent process about the conference call service.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Each interview lasted about 1 hour, was conducted by a member of the research team, and followed a<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">semistructured interview format. The interview guide was developed by the lead investigators based<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">on previous research regarding known barriers and promoters for the adoption of EBP, ESIs, and<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">ESTs in the field.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">On completion of the interview, each participant received a $10 Amazon gift card. Interviews<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">were transcribed verbatim by a member of the research team who did not conduct the interview. All<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">interviews were stored in a password-protected software program with all identifying information<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">removed.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Analyses<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Data were analyzed using the constant comparative (Strauss &amp; Corbin, 1998) method of analysis. Under<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">the direction of the coprincipal investigators, the research team documented themes that emerged from<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">the data from each transcribed interview using a grounded theory approach. These codes were<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">combined and then discussed among all team members to reach an agreed-on set of codes and<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">respective definitions. During the initial phase of coding, the research team reviewed the same two<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">transcripts and identified the number of times each code appeared, as well as defined the unit of inquiry.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Table 1.<\/span> <span dir=\"ltr\" role=\"presentation\">Participant demographics.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Characteristic<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">N<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">(<\/span><span dir=\"ltr\" role=\"presentation\">n<\/span> <span dir=\"ltr\" role=\"presentation\">= 13)<\/span> <span dir=\"ltr\" role=\"presentation\">%<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Year of graduation<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">2009<\/span> <span dir=\"ltr\" role=\"presentation\">4<\/span> <span dir=\"ltr\" role=\"presentation\">30.8<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">2010<\/span> <span dir=\"ltr\" role=\"presentation\">3<\/span> <span dir=\"ltr\" role=\"presentation\">23.1<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">2011<\/span> <span dir=\"ltr\" role=\"presentation\">1<\/span> <span dir=\"ltr\" role=\"presentation\">7.7<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">2012<\/span> <span dir=\"ltr\" role=\"presentation\">2<\/span> <span dir=\"ltr\" role=\"presentation\">15.4<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">2013<\/span> <span dir=\"ltr\" role=\"presentation\">3<\/span> <span dir=\"ltr\" role=\"presentation\">23.1<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Practice state<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">California<\/span> <span dir=\"ltr\" role=\"presentation\">3<\/span> <span dir=\"ltr\" role=\"presentation\">23.1<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">District of Columbia<\/span> <span dir=\"ltr\" role=\"presentation\">2<\/span> <span dir=\"ltr\" role=\"presentation\">15.4<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Minnesota<\/span> <span dir=\"ltr\" role=\"presentation\">1<\/span> <span dir=\"ltr\" role=\"presentation\">7.7<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">New York<\/span> <span dir=\"ltr\" role=\"presentation\">2<\/span> <span dir=\"ltr\" role=\"presentation\">15.4<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">North Carolina<\/span> <span dir=\"ltr\" role=\"presentation\">1<\/span> <span dir=\"ltr\" role=\"presentation\">7.7<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">South Carolina<\/span> <span dir=\"ltr\" role=\"presentation\">1<\/span> <span dir=\"ltr\" role=\"presentation\">7.7<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Texas<\/span> <span dir=\"ltr\" role=\"presentation\">3<\/span> <span dir=\"ltr\" role=\"presentation\">23.1<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Current social work license<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Yes<\/span> <span dir=\"ltr\" role=\"presentation\">10<\/span> <span dir=\"ltr\" role=\"presentation\">76.9<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">No, but in process of obtaining<\/span> <span dir=\"ltr\" role=\"presentation\">2<\/span> <span dir=\"ltr\" role=\"presentation\">15.4<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">No, but plan on pursuing<\/span> <span dir=\"ltr\" role=\"presentation\">1<\/span> <span dir=\"ltr\" role=\"presentation\">7.7<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Gender<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Female<\/span> <span dir=\"ltr\" role=\"presentation\">11<\/span> <span dir=\"ltr\" role=\"presentation\">84.6<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Male<\/span> <span dir=\"ltr\" role=\"presentation\">2<\/span> <span dir=\"ltr\" role=\"presentation\">15.4<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Race, or ethnicity<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Caucasian or White<\/span> <span dir=\"ltr\" role=\"presentation\">12<\/span> <span dir=\"ltr\" role=\"presentation\">92.3<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Hispanic or Latino<\/span> <span dir=\"ltr\" role=\"presentation\">1<\/span> <span dir=\"ltr\" role=\"presentation\">7.7<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Age<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">26<\/span><span dir=\"ltr\" role=\"presentation\">\u2013<\/span><span dir=\"ltr\" role=\"presentation\">35<\/span> <span dir=\"ltr\" role=\"presentation\">9<\/span> <span dir=\"ltr\" role=\"presentation\">69.2<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">36<\/span><span dir=\"ltr\" role=\"presentation\">\u2013<\/span><span dir=\"ltr\" role=\"presentation\">45<\/span> <span dir=\"ltr\" role=\"presentation\">3<\/span> <span dir=\"ltr\" role=\"presentation\">23.1<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">46<\/span><span dir=\"ltr\" role=\"presentation\">\u2013<\/span><span dir=\"ltr\" role=\"presentation\">55<\/span> <span dir=\"ltr\" role=\"presentation\">1<\/span> <span dir=\"ltr\" role=\"presentation\">7.7<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Length of tenure at current agency<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">&gt;1 year<\/span> <span dir=\"ltr\" role=\"presentation\">4<\/span> <span dir=\"ltr\" role=\"presentation\">30.8<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">1<\/span><span dir=\"ltr\" role=\"presentation\">\u2013<\/span><span dir=\"ltr\" role=\"presentation\">3 years<\/span> <span dir=\"ltr\" role=\"presentation\">5<\/span> <span dir=\"ltr\" role=\"presentation\">38.5<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">3<\/span><span dir=\"ltr\" role=\"presentation\">\u2013<\/span><span dir=\"ltr\" role=\"presentation\">5 years<\/span> <span dir=\"ltr\" role=\"presentation\">4<\/span> <span dir=\"ltr\" role=\"presentation\">30.8<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">JOURNAL OF SOCIAL WORK EDUCATION<\/span> <span dir=\"ltr\" role=\"presentation\">167<\/span><\/p>\n<div class=\"page\" role=\"region\" data-page-number=\"5\" aria-label=\"Page 5\" data-loaded=\"true\">\n<div class=\"annotationLayer\"><\/div>\n<\/div>\n<div class=\"page\" role=\"region\" data-page-number=\"6\" aria-label=\"Page 6\" data-loaded=\"true\">\n<div class=\"canvasWrapper\"><\/div>\n<\/div>\n<p><span dir=\"ltr\" role=\"presentation\">In the case of discrepancies, the team revised the codes or definitions and then recoded each transcript<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">until reaching 90% or greater interrater reliability. The final list consisted of 23 codes. Each transcript<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">was then assigned two coders who coded the transcripts following the three steps described next.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">In Step 1, transcripts were individually coded by two coders. In Step 2, interrater reliability was<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">calculated. If interrater reliability was less than 90%, the reviewers identified coding discrepancies,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">such as differences in how one coded a unit of analysis or interpreted a code. Where large<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">discrepancies emerged, codes, constructs, and definitions were adjusted as necessary in conference.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Step 3 involved each coder recoding the transcripts. When completed, the coders reconvened again<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">to compare coding and identify any additional discrepancies. If interrater reliability was less than<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">90%, discrepancies were resolved by conference. The codes were captured using Microsoft Excel<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">spreadsheets that tracked each coder<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">s counts.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Table 2 provides the frequencies for the number of participants that noted each theme. Table 3<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">shows the total number of times each theme was mentioned across the interviews. These numbers<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">are used in the presentation of the qualitative results to demonstrate pervasiveness of each theme<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">across the interviews. For each category, we provide a brief description of the theme, its associated<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">subthemes, and selected comments that illustrate the themes.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Results<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Our study was guided by two specific research questions: What are the educational and practice<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">experiences of newly trained social workers in EBP, ESIs, and ESTs? and How do those experiences<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">influence the use of EBP, ESIs, and ESTs in social work practice? The following results address both<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">overarching questions.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Table 2.<\/span> <span dir=\"ltr\" role=\"presentation\">Frequencies for numbers of participants who identified each theme.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Total<\/span> <span dir=\"ltr\" role=\"presentation\">%<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Themes and Codes<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">1. Pre-MSW<\/span> <span dir=\"ltr\" role=\"presentation\">3<\/span> <span dir=\"ltr\" role=\"presentation\">23.08<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">2. Educational preparation<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Good educational prep<\/span> <span dir=\"ltr\" role=\"presentation\">8<\/span> <span dir=\"ltr\" role=\"presentation\">61.54<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Lack of educational prep<\/span> <span dir=\"ltr\" role=\"presentation\">11<\/span> <span dir=\"ltr\" role=\"presentation\">84.62<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">3. Field experience<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">No exposure in field<\/span> <span dir=\"ltr\" role=\"presentation\">8<\/span> <span dir=\"ltr\" role=\"presentation\">61.54<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Inaccurate or confused field exposure<\/span> <span dir=\"ltr\" role=\"presentation\">5<\/span> <span dir=\"ltr\" role=\"presentation\">38.46<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Accurate field exposure<\/span> <span dir=\"ltr\" role=\"presentation\">4<\/span> <span dir=\"ltr\" role=\"presentation\">30.77<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">4. Lack of resources<\/span> <span dir=\"ltr\" role=\"presentation\">13<\/span> <span dir=\"ltr\" role=\"presentation\">100.00<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">5. Prohibitive agency culture and policies<\/span> <span dir=\"ltr\" role=\"presentation\">11<\/span> <span dir=\"ltr\" role=\"presentation\">84.62<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">6. Agency resource support<\/span> <span dir=\"ltr\" role=\"presentation\">12<\/span> <span dir=\"ltr\" role=\"presentation\">92.31<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">7. Supportive agency culture and policies<\/span> <span dir=\"ltr\" role=\"presentation\">7<\/span> <span dir=\"ltr\" role=\"presentation\">53.85<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">8. Supervision<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Included in supervision<\/span> <span dir=\"ltr\" role=\"presentation\">3<\/span> <span dir=\"ltr\" role=\"presentation\">23.08<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Excluded in supervision<\/span> <span dir=\"ltr\" role=\"presentation\">8<\/span> <span dir=\"ltr\" role=\"presentation\">61.54<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">9. Social work schools as resources and supports<\/span> <span dir=\"ltr\" role=\"presentation\">7<\/span> <span dir=\"ltr\" role=\"presentation\">53.85<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">10. Confusion<\/span> <span dir=\"ltr\" role=\"presentation\">11<\/span> <span dir=\"ltr\" role=\"presentation\">84.62<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">11. Never heard of ESI<\/span> <span dir=\"ltr\" role=\"presentation\">10<\/span> <span dir=\"ltr\" role=\"presentation\">76.92<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">12. EBP is limiting<\/span> <span dir=\"ltr\" role=\"presentation\">7<\/span> <span dir=\"ltr\" role=\"presentation\">53.85<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">13. Expectations<\/span> <span dir=\"ltr\" role=\"presentation\">12<\/span> <span dir=\"ltr\" role=\"presentation\">92.31<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">14. Good for agency<\/span> <span dir=\"ltr\" role=\"presentation\">11<\/span> <span dir=\"ltr\" role=\"presentation\">84.62<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Other codes<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">15. Education mismatch<\/span> <span dir=\"ltr\" role=\"presentation\">5<\/span> <span dir=\"ltr\" role=\"presentation\">38.46<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">16. Silo of research<\/span> <span dir=\"ltr\" role=\"presentation\">2<\/span> <span dir=\"ltr\" role=\"presentation\">15.38<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">17. Connection<\/span> <span dir=\"ltr\" role=\"presentation\">4<\/span> <span dir=\"ltr\" role=\"presentation\">30.77<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">18. Ethics<\/span> <span dir=\"ltr\" role=\"presentation\">3<\/span> <span dir=\"ltr\" role=\"presentation\">23.08<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">19. Accountability<\/span> <span dir=\"ltr\" role=\"presentation\">3<\/span> <span dir=\"ltr\" role=\"presentation\">23.08<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Note<\/span><span dir=\"ltr\" role=\"presentation\">. EBP = evidence-based practice; ESI = empirically supported interventions.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">168<\/span> <span dir=\"ltr\" role=\"presentation\">M. D. GRADY ET AL.<\/span><\/p>\n<div class=\"page\" role=\"region\" data-page-number=\"6\" aria-label=\"Page 6\" data-loaded=\"true\">\n<div class=\"annotationLayer\"><\/div>\n<\/div>\n<div class=\"page\" role=\"region\" data-page-number=\"7\" aria-label=\"Page 7\" data-loaded=\"true\">\n<div class=\"canvasWrapper\"><\/div>\n<\/div>\n<p><span dir=\"ltr\" role=\"presentation\">Table 3.<\/span> <span dir=\"ltr\" role=\"presentation\">Frequencies of overall theme counts across all interviews.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Final Total<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Themes and Codes<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">1. Pre-MSW<\/span> <span dir=\"ltr\" role=\"presentation\">5<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">2. Educational preparation<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Good educational prep<\/span> <span dir=\"ltr\" role=\"presentation\">33<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Lack of educational prep<\/span> <span dir=\"ltr\" role=\"presentation\">46<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">3. Field experience<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">No exposure in field<\/span> <span dir=\"ltr\" role=\"presentation\">16<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Inaccurate\/confused field exposure<\/span> <span dir=\"ltr\" role=\"presentation\">5<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Accurate field exposure<\/span> <span dir=\"ltr\" role=\"presentation\">8<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">4. Lack of resources<\/span> <span dir=\"ltr\" role=\"presentation\">68<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">5. Prohibitive agency culture and policies<\/span> <span dir=\"ltr\" role=\"presentation\">53<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">6. Agency resource support<\/span> <span dir=\"ltr\" role=\"presentation\">22<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">7. Supportive agency culture and policies<\/span> <span dir=\"ltr\" role=\"presentation\">22<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">8. Supervision<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Included in supervision<\/span> <span dir=\"ltr\" role=\"presentation\">5<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Excluded in supervision<\/span> <span dir=\"ltr\" role=\"presentation\">18<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">9. Social work schools as resources and supports<\/span> <span dir=\"ltr\" role=\"presentation\">11<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">10. Confusion<\/span> <span dir=\"ltr\" role=\"presentation\">76<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">11. Never heard of ESI<\/span> <span dir=\"ltr\" role=\"presentation\">13<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">12. EBP is limiting<\/span> <span dir=\"ltr\" role=\"presentation\">25<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">13. Expectations<\/span> <span dir=\"ltr\" role=\"presentation\">39<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">14. Good for agency<\/span> <span dir=\"ltr\" role=\"presentation\">20<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Other codes<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">15. Education mismatch<\/span> <span dir=\"ltr\" role=\"presentation\">9<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">16. Silo of research<\/span> <span dir=\"ltr\" role=\"presentation\">2<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">17. Connection<\/span> <span dir=\"ltr\" role=\"presentation\">3<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">18. Ethics<\/span> <span dir=\"ltr\" role=\"presentation\">5<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">19. Accountability<\/span> <span dir=\"ltr\" role=\"presentation\">6<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Final Total<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Themes and Codes<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Theme 1<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">1. Pre-MSW<\/span> <span dir=\"ltr\" role=\"presentation\">5<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Theme 2<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">2. Good educational prep<\/span> <span dir=\"ltr\" role=\"presentation\">33<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">3. Lack of educational prep<\/span> <span dir=\"ltr\" role=\"presentation\">46<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">4. No exposure in field<\/span> <span dir=\"ltr\" role=\"presentation\">16<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">5. Inaccurate or confused field exposure<\/span> <span dir=\"ltr\" role=\"presentation\">5<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">6. Accurate field exposure<\/span> <span dir=\"ltr\" role=\"presentation\">8<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Theme 3<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">7. Lack of resources<\/span> <span dir=\"ltr\" role=\"presentation\">68<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">8. Prohibitive agency culture and policies<\/span> <span dir=\"ltr\" role=\"presentation\">53<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">9. Agency resource support<\/span> <span dir=\"ltr\" role=\"presentation\">22<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">10. Supportive agency culture and policies<\/span> <span dir=\"ltr\" role=\"presentation\">22<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">11. Included in supervision<\/span> <span dir=\"ltr\" role=\"presentation\">5<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">12. Excluded in supervision<\/span> <span dir=\"ltr\" role=\"presentation\">18<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">13. Social work schools as resources and supports<\/span> <span dir=\"ltr\" role=\"presentation\">11<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Theme 4<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">14. Confusion<\/span> <span dir=\"ltr\" role=\"presentation\">76<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">15. Never heard of ESI<\/span> <span dir=\"ltr\" role=\"presentation\">13<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">16. EBP is limiting<\/span> <span dir=\"ltr\" role=\"presentation\">25<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">17. Expectations<\/span> <span dir=\"ltr\" role=\"presentation\">39<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">18. Good for agency<\/span> <span dir=\"ltr\" role=\"presentation\">20<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Other codes<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">19. Education mismatch<\/span> <span dir=\"ltr\" role=\"presentation\">9<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">20. Silo of research<\/span> <span dir=\"ltr\" role=\"presentation\">2<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">21. Connection<\/span> <span dir=\"ltr\" role=\"presentation\">3<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">22. Ethics<\/span> <span dir=\"ltr\" role=\"presentation\">5<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">23. Accountability<\/span> <span dir=\"ltr\" role=\"presentation\">6<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Note<\/span><span dir=\"ltr\" role=\"presentation\">. EBP = evidence-based practice; ESI = empirically supported interventions.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">JOURNAL OF SOCIAL WORK EDUCATION<\/span> <span dir=\"ltr\" role=\"presentation\">169<\/span><\/p>\n<div class=\"canvasWrapper\"><\/div>\n<p><span dir=\"ltr\" role=\"presentation\">Educational and practice experiences of newly trained social workers<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Theme 1: Pre-MSW experiences<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Participants discussed primarily MSW program experiences that contributed to their EBP knowl-<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">edge. However, five participants indicated having experience, especially research exposure or under-<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">graduate educational experiences, prior to enrolling in their MSW programs, which increased their<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">confidence in using research and EBP. Typical participant comments included the following:<\/span> <span dir=\"ltr\" role=\"presentation\">\u201c<\/span><span dir=\"ltr\" role=\"presentation\">When<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">I was an MSW student, I sort of already had done some research coming into the program, so I had<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">sort of a general idea about research and what sort of to be looking for and that sort of thing<\/span><span dir=\"ltr\" role=\"presentation\">\u201d<\/span> <span dir=\"ltr\" role=\"presentation\">and:<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">I was able to take advantage more of the literature studies in my MSW program because I had such [a] strong<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">research component in my undergraduate studies. So I feel like I was better able to understand and read the<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">literature, especially the statistical analysis. That helped me a lot.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">These comments illustrate that the few participants exposed to research prior to entering an MSW<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">program perceived an ability to understand the literature, interpret statistical analysis, and appreciate<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">the research process.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Theme 2: Educational preparation<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Participants reported aspects of their MSW course work that promoted or hindered their ability to<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">learn and use EBP. A lack of educational preparation in understanding EBP emerged as a common<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">experience (<\/span><span dir=\"ltr\" role=\"presentation\">n<\/span> <span dir=\"ltr\" role=\"presentation\">= 46). Participants felt that their MSW education did not go into adequate depth on<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">EBP, which was only discussed in select classes or by certain professors, and EBP instruction was not<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">comprehensive. The following are examples of typical comments citing a lack of educational<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">preparation:<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">I don<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">t know how you were to learn to do any of these things in any kind of practical, useful way since there<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">weren<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">t any classes on it and it was just kind of mentioned you should do these things. But, there wasn<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">t a lot of<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">attention paid to it I felt. During the first year we had some exposure to it in our research class and generic,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">really basic exposure to it in our field class<\/span><span dir=\"ltr\" role=\"presentation\">\u2014<\/span><span dir=\"ltr\" role=\"presentation\">in our first field placement class. Other than that, during the first<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">year it was pretty much non-existent. I did have some professors who spoke about it more often but those were<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">not the majority. . . . It just wasn<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">t taught and it wasn<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">t taught well because you<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">re trying to cram a lot of<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">information into a very limited amount of time.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Some participants reported less frequently that EBP was only taught in research classes (<\/span><span dir=\"ltr\" role=\"presentation\">n<\/span> <span dir=\"ltr\" role=\"presentation\">= 3)<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">and indicated a mismatch between how EBP was taught in the classroom and how EBP is used in the<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">field (<\/span><span dir=\"ltr\" role=\"presentation\">n<\/span> <span dir=\"ltr\" role=\"presentation\">= 9). These participants emphasized that an inadequate educational foundation during their<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">MSW programs now continues to be a barrier to using EBP in their current practice.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">A minority of participants reported that they felt they received good educational preparation that<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">facilitated their understanding and use of EBP (<\/span><span dir=\"ltr\" role=\"presentation\">n<\/span> <span dir=\"ltr\" role=\"presentation\">= 3). Participants spoke of believing their MSW<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">education adequately prepared them to use EBP in practice. The following comment that empha-<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">sized the integration of EBP into the curriculum sums up this theme,<\/span> <span dir=\"ltr\" role=\"presentation\">\u201c<\/span><span dir=\"ltr\" role=\"presentation\">It was all integrated. The<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">evidence-based practice was very emphasized in the curriculum and the research, and relating it. We<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">did a grant writing class and we used the research for that.<\/span><span dir=\"ltr\" role=\"presentation\">\u201d<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Another participant spoke of a particular class devoted to EBP and an accompanying project that<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">taught students the EBP process throughout the semester.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">You had basically all semester to research these presented problems and then decide which interventions you<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">were going to use when, where, and why and then throughout the semester, [the professor] would sort of<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">change up the scenario. So our scenario was a family and they were seeking therapy for I think a death and also<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">someone had co-occurring drug use and a mental health issue and all of these other things. And then part-way<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">through the semester, the scenario would change or there would be an added thing like<\/span> <span dir=\"ltr\" role=\"presentation\">\u201c<\/span><span dir=\"ltr\" role=\"presentation\">dad lost his job<\/span><span dir=\"ltr\" role=\"presentation\">\u201d<\/span> <span dir=\"ltr\" role=\"presentation\">or I<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">don<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">t remember exactly what ours was . . . then each week you had to give sort of an update on what your<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">decided intervention was for the scenario.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">170<\/span> <span dir=\"ltr\" role=\"presentation\">M. D. GRADY ET AL.<\/span><\/p>\n<div class=\"canvasWrapper\"><\/div>\n<p><span dir=\"ltr\" role=\"presentation\">Theme 3: Field experience<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">In addition to course work, we asked participants about their exposure to EBP in field placements. In<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">this subtheme, participants reported no exposure to EBP in field placements with the most frequency<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">(<\/span><span dir=\"ltr\" role=\"presentation\">n<\/span> <span dir=\"ltr\" role=\"presentation\">= 16). Fewer participants spoke of having accurate exposure to EBP in the field (<\/span><span dir=\"ltr\" role=\"presentation\">n<\/span> <span dir=\"ltr\" role=\"presentation\">= 8), and a<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">handful reported inaccurate or confused exposure to EBP in their field experiences (<\/span><span dir=\"ltr\" role=\"presentation\">n<\/span> <span dir=\"ltr\" role=\"presentation\">= 5). Some<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">comments that capture a lack of exposure to EBP in the field setting include,<\/span> <span dir=\"ltr\" role=\"presentation\">\u201c<\/span><span dir=\"ltr\" role=\"presentation\">So I felt like it was<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">encouraged in the academic setting of my MSW, but not so much in the field placements that we<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">had<\/span><span dir=\"ltr\" role=\"presentation\">\u201d<\/span> <span dir=\"ltr\" role=\"presentation\">and<\/span> <span dir=\"ltr\" role=\"presentation\">\u201c<\/span><span dir=\"ltr\" role=\"presentation\">my second field was [child welfare agency] so it<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">s such a big organization. I just don<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">t<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">think there was such an emphasis on the evidence-based practice.<\/span><span dir=\"ltr\" role=\"presentation\">\u201d<\/span> <span dir=\"ltr\" role=\"presentation\">One participant who reported<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">EBP was used properly in her field experience said,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">We have a really limited number of sessions with our clients that we can have and we<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">re constantly sort of<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">updating what our practices look like, and there<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">s a big emphasis on evidence based practice, so we definitely<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">talked about it a lot in my 2nd year.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Theme 4: Lack of resources<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">The most mentioned barrier to using EBP in practice was a lack of resources (<\/span><span dir=\"ltr\" role=\"presentation\">n<\/span> <span dir=\"ltr\" role=\"presentation\">= 68). Interviewees<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">reported lacking important resources that affect their ability to use the EBP process, including lack of<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">access to journals, limited training, insufficient time to devote to EBP, and large caseloads. Typical<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">comments about the lack of resources included the following:<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">The biggest barrier, of course is that we do not have regular access to academic research. So there<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">s not some<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">great portal that I can log into and go see what<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">s in the latest psychology journal or latest whatever it might be.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">So the best sort of tool that I have at my disposal is Google.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">So I would say the bigger constraint would be, given the clinical load work we<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">re expected to carry, having<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">additional time to explore research and, you know, have that time be available and also valued. Having time to<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">discuss it with peers.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Theme 5: Prohibitive agency policies and culture<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Participants also identified prohibitive agency policies and culture as a barrier to using EBP in their<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">work with clients (<\/span><span dir=\"ltr\" role=\"presentation\">n<\/span> <span dir=\"ltr\" role=\"presentation\">= 53). Participants reported feeling like agency policies or practices either<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">explicitly or implicitly discourage the use of EBP. The following are examples of comments<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">describing the prohibitive nature of agency policies and culture:<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">I don<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">t even have the time to think<\/span> <span dir=\"ltr\" role=\"presentation\">\u201c<\/span><span dir=\"ltr\" role=\"presentation\">well maybe I<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">ll do this external training<\/span><span dir=\"ltr\" role=\"presentation\">\u201d<\/span> <span dir=\"ltr\" role=\"presentation\">. . . or<\/span> <span dir=\"ltr\" role=\"presentation\">\u201c<\/span><span dir=\"ltr\" role=\"presentation\">I<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">m willing to sacrifice my<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">billable hours to do that.<\/span><span dir=\"ltr\" role=\"presentation\">\u201d<\/span> <span dir=\"ltr\" role=\"presentation\">If I took a half day training, I basically get penalized. If I was going to go to some seminar<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">on evidence-based practice, they still expect me to see the same number of clients even though I worked a half day.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">They don<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">t count a half day as a half day. They still count it as a full day. So just all those little things are, I think,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">they<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">re huge systemic issues in terms of me, you know, improving clinically based . . . evidence.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">The agency that I used to work for didn<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">t have<\/span><span dir=\"ltr\" role=\"presentation\">\u2014<\/span><span dir=\"ltr\" role=\"presentation\">or it wasn<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">t<\/span><span dir=\"ltr\" role=\"presentation\">\u2014<\/span><span dir=\"ltr\" role=\"presentation\">a growth environment. And I know it seems like<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">evidence based practice shouldn<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">t be a novel concept, but it is when it<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">s going against practice as usual, what<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">s<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">always been done, even when what<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">s always been done hasn<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">t been working.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Theme 6: Agency resource support<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Fewer instances of agency resource supports promoting the use of EBP emerged from the interviews<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">(<\/span><span dir=\"ltr\" role=\"presentation\">n<\/span> <span dir=\"ltr\" role=\"presentation\">= 22). Some participants identified available resources in their agencies that promote EBP,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">including designated time for practitioners to attend workshops and training sessions and access<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">to journals. One respondent described the resource support available in her agency:<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Our agency provides both funding and time. They will pay for classes up to a certain point. We each have an amount<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">we can spend per year. . . . For the full time people<\/span><span dir=\"ltr\" role=\"presentation\">\u2014<\/span><span dir=\"ltr\" role=\"presentation\">I<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">m not full time but it<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">s prorated<\/span><span dir=\"ltr\" role=\"presentation\">\u2014<\/span><span dir=\"ltr\" role=\"presentation\">it<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">s $1000 a year, so it<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">s a good<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">amount of money and we also get education days so, you know, we can attend. I think the full time people get three<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">education days a year so they can attend a training on a work day and take the time off. Their productivity is<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">obviously adjusted appropriately, and they don<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">t have to take vacation or personal days<\/span><\/p>\n<div class=\"textLayer\"><span dir=\"ltr\" role=\"presentation\">Theme 7: Supportive agency policies and culture<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Similarly, some participants identified supportive agency policies and culture that encourage or<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">facilitate the adoption of innovation and creativity in their work (<\/span><span dir=\"ltr\" role=\"presentation\">n<\/span> <span dir=\"ltr\" role=\"presentation\">= 22). Although it was rare for<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">the interviewees to identify EBP as an area for growth, it appears that some agencies have an agency<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">culture or policies that are open to change, improvement, research, and different treatment mod-<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">alities. One participant summarizes this subtheme in the following:<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">I think, on the agency level, I am fortunate to work at a place where there aren<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">t really rigid dogmatic<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">perspectives about what or how we should do clinical work. We have flexibility to approach the work in the<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">best way possible for the kids and also for adults and we have administrators that are very supportive of our<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">work.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Theme 8: Supervision<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">When asked about the inclusion of EBP in their clinical supervision, participants relayed instances<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">when EBP was excluded from their clinical supervision (<\/span><span dir=\"ltr\" role=\"presentation\">n<\/span> <span dir=\"ltr\" role=\"presentation\">= 8) with more frequency than when it<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">was included (<\/span><span dir=\"ltr\" role=\"presentation\">n<\/span> <span dir=\"ltr\" role=\"presentation\">= 5). Respondents cited a lack of time during clinical supervision to discuss EBP and<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">described their supervisors as not being well informed about EBP. Common responses included,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">If asked about using evidence based practice, I know my supervisor would probably say,<\/span> <span dir=\"ltr\" role=\"presentation\">\u201c<\/span><span dir=\"ltr\" role=\"presentation\">well, we use this, this,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">this, and this,<\/span><span dir=\"ltr\" role=\"presentation\">\u201d<\/span> <span dir=\"ltr\" role=\"presentation\">but in terms of exactly how it<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">s used, both in what settings or how often it<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">s used, that would be a<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">little bit more difficult to say.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">I see my supervisor once or twice a week, maybe, just when she comes around. When I want to discuss cases,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">it<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">s restricted to, is there a problem that I need to deal with right now? That<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">s her perspective. Like, is there<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">something you can<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">t handle on your own at this moment.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">One participant who felt EBP was a topic included in her clinical supervision stated,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">I<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">m getting supervised still and that<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">s something I talk a lot with my supervisor about is sort of figuring out<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">what<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">s going to be a good match as far as or [client] needs and symptoms as well as cultural background and<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">just where that person is and what they<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">re willing to do.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Theme 9: Social work schools as a resource and support<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">When asked what would need to happen in their agencies to improve their efforts to use EBP,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">participants stated that social work schools could be a significant resource for graduates (<\/span><span dir=\"ltr\" role=\"presentation\">n<\/span><span dir=\"ltr\" role=\"presentation\">=11).<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Specifically, interviewees suggested that MSW programs must do more to promote EBP and to<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">support graduates in the field by providing them with access to the school<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">s resources, including<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">training and journal databases. One comment reflecting the perceptions of a number of participants<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">was,<\/span> <span dir=\"ltr\" role=\"presentation\">\u201c<\/span><span dir=\"ltr\" role=\"presentation\">Having access to the databases would be amazing. I think that would be a very simple thing<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">that could be done.<\/span><span dir=\"ltr\" role=\"presentation\">\u201d<\/span> <span dir=\"ltr\" role=\"presentation\">Another respondent suggested another way MSW programs could continue to<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">support their alumni in the following:<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Let<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">s say if my MSW program had something for alumni, you know, to attend things they<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">re doing or if they<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">had any other classes that were either for masters level students or post-masters to go back to. That would be an<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">easy way to learn more.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Theme 10: Confusion<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Confusion was the dominant theme throughout the interviews, and it is clear that MSW programs<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">are not adequately preparing students to use EBP. Participants used the term EBP inconsistently,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">confusing it with ESI or EST frequently in their answers. One respondent expressed her confusion<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">when learning about EBP:<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">I would say that it most often wasn<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">t called that or if it was that wasn<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">t emphasized and so I am honestly a little<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">unclear as to exactly when (<\/span><span dir=\"ltr\" role=\"presentation\">laughs<\/span><span dir=\"ltr\" role=\"presentation\">) I learned about it and what I learned and what was EBP and what wasn<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">t,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">and I know that<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">s maybe not helpful but that was my experience.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">172<\/span> <span dir=\"ltr\" role=\"presentation\">M. D. GRADY ET AL.<\/span><\/div>\n<div class=\"canvasWrapper\"><\/div>\n<p><span dir=\"ltr\" role=\"presentation\">The same participant later further demonstrated her confusion and terminology mix-up by<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">saying,<\/span> <span dir=\"ltr\" role=\"presentation\">\u201c<\/span><span dir=\"ltr\" role=\"presentation\">I took an entire class on cognitive behavioral therapy, um, and so it was definitely addressed<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">here and there during that class. You know, cognitive behavioral therapy is a quote-unquote<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">evidence based practice.<\/span><span dir=\"ltr\" role=\"presentation\">\u201d<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Theme 11: Never heard of ESI<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">All but three participants stated that they never learned the distinction among EBP, ESIs, and ESTs or<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">had ever heard of ESIs and ESTs. Instead, they reported learning to use the term EBP to describe EBP,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">ESIs, and ESTs. Multiple participants responded to our question about the definition of EBP and ESI<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">with comments similar to this one:<\/span> <span dir=\"ltr\" role=\"presentation\">\u201c<\/span><span dir=\"ltr\" role=\"presentation\">The first time I<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">ve ever heard ESI was in participating in this survey.<\/span><span dir=\"ltr\" role=\"presentation\">\u201d<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Theme 12: EBP is limiting<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Some participants felt that EBP limits the use of their clinical judgment as they equated the EBP<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">process to specific ESIs and ESTs. Most appeared to believe that EBP encouraged them to work with<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">clients using only an ESI or EST. One respondent summed this up by saying,<\/span> <span dir=\"ltr\" role=\"presentation\">\u201c<\/span><span dir=\"ltr\" role=\"presentation\">So, you know, they<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">work for the client they were designed for but this world is so much bigger than the one client that<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">these things are designed for.<\/span><span dir=\"ltr\" role=\"presentation\">\u201d<\/span> <span dir=\"ltr\" role=\"presentation\">The same participant further commented on her perception of the<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">limiting nature of EBP by saying,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">As we move farther and farther and deeper and deeper into an EBP environment, or an ESI environment, we<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">are telling our clinicians,<\/span> <span dir=\"ltr\" role=\"presentation\">\u201c<\/span><span dir=\"ltr\" role=\"presentation\">Do not trust your clinical instincts. This is the only way you<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">re allowed to work or<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">practice<\/span><span dir=\"ltr\" role=\"presentation\">\u201d<\/span> <span dir=\"ltr\" role=\"presentation\">and robbing them of the art of our practice.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Theme 13: Expectations<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">When asked about the benefits of using EBP for the practitioner and for the client, participants felt<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">that EBP, ESIs, and ESTs provide clinicians and clients with an expectation of better client outcomes.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Respondents also stated that EBP instills confidence in the practitioner and the client when planning<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">and implementing interventions. According to one participant,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">There are just an infinite number of directions a person can go in any given clinical encounter with the hope of<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">alleviating whatever discomfort or pain or whatever that the client has been presenting and I feel that with<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">evidence based practice, it is an organized fashion of approaching a problem and investigating it in a way and<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">then applying a body of knowledge that is demonstrably shown to be effective for a number of people . . . it also<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">can be helpful if it helps the client understand that it is coming from a place that has shown efficacy which I<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">think helps with that sort of buy-in.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Another participant emphasized how EBP instills confidence in social workers, saying,<\/span> <span dir=\"ltr\" role=\"presentation\">\u201c<\/span><span dir=\"ltr\" role=\"presentation\">In<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">general, knowing that what I<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">m doing has some broad research support behind it always makes<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">me feel more confident in what I<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">m doing and knowing that I<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">m serving my clients well.<\/span><span dir=\"ltr\" role=\"presentation\">\u201d<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">A third participant offered the following further comment on the benefits of EBP to the client:<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Most clients that I<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">ve worked with are really interested in getting some sort of assistance or results to the work<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">that they<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">re doing and they usually want it fairly quickly. So, whatever we can do as practitioners to use<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">interventions that work well and have been shown to be helpful would be also beneficial to a client.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Theme 14: EBP as beneficial to the agency<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">A final metatheme emerged regarding benefits of EBP for the agency. Participants provided<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">examples of how the use of EBP benefits their agencies or how it might benefit their agencies if it<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">was more thoroughly implemented. Representative comments included the following:<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">I think [EBP] really benefits our structure in that we can see more people because we<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">re using things that help<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">people to get better quicker or at least are things that are more likely to get people better in general.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">The course of therapy would likely be, on average, shorter. I think that it would help the agency a lot and our<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">community because we would have a shorter waiting list and we would get more people into therapy-through a<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">course of therapy.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">JOURNAL OF SOCIAL WORK EDUCATION<\/span> <span dir=\"ltr\" role=\"presentation\">173<\/span><\/p>\n<div class=\"canvasWrapper\"><\/div>\n<p><span dir=\"ltr\" role=\"presentation\">Discussion<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Our main findings reveal that the majority of participants did not feel that their MSW education<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">adequately prepared them to be evidence-based practitioners. Further, agency policy and practice<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">realities were perceived by our participants to create additional barriers to implementing EBP in<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">practice.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Four main categories of themes were discussed: pre-MSW training experiences, MSW training<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">experiences, post-MSW experiences, and metathemes that were not specific to any one phase of<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">training. Educational experiences highlighted promoters and barriers to implementing EBP post-<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">graduation. Participants with exposure to research during their undergraduate years expressed more<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">favorable perceptions of research in general and were less intimidated by incorporating research into<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">their practice, either through applying the process of EBP or using a specific ESI or EST.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">On the MSW level, many participants noted a number of barriers, and only a few identified<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">experiences that promoted the use of EBP. The barriers primarily focused on a lack of preparation<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">for using EBP in their MSW programs. Specifically, participants noted they received little exposure<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">to EBP content. If they were exposed, it was often limited to research courses with no exposure to<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">EBP in practice courses. In addition, they said there was often a mismatch between what they were<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">learning in the classroom regarding research and EBP and what they were exposed to in field<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">placements. Many perceived the agencies in which they were placed also provided little exposure to<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">EBP content. They perceived what was discussed as confusing and contradictory to their course work<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">and reported hearing that using EBP is important but were not seeing it practiced in field training.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">The number of individuals who reported MSW educational experiences that provided concrete<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">and clear information about EBP, ESIs, and ESTs was quite low. However, those participants who<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">did perceive education as adequately preparing them to use EBP, ESIs, and ESTs noted that the<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">exposure to this content was either integrated throughout the MSW program or that a free-standing<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">course emphasized EBP as a process. However, these experiences were the exception.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">After graduating, participants reported that they continued to have limited exposure to or<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">training on EBP, ESIs, and ESTs. The most commonly reported theme was a perceived lack of<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">resources in their agencies to allow for the implementation of EBP. Participants noted most often<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">perceptions of high workloads, limited access to research evidence, lack of time to implement EBP,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">and lack of time and support in supervision as barriers to EBP in practice. In fact, several<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">participants noted that there were few instances when EBP was discussed in supervision and that<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">when it was discussed, their supervisors were not well informed about EBP, ESIs, and ESTs. Some<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">participants went so far as to note that they perceived agency policies as actually prohibitive even if<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">they wanted to use EBP, such as not offering the flexibility to reduce billable hour requirements if<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">they attended an EBP-related training or the agency<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">s focus on authoritative practice (Gambrill,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">1999) instead of EBP.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Participants who reported perceiving their agency as helpful in providing them with opportunities<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">to learn about EBP, ESIs, and ESTs were given access to academic and research materials and allotted<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">time and workload reduction for training sessions. Several participants perceived that support from<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">local schools of social work by offering such resources to their agencies would support their use of<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">EBP, ESIs, and ESTs in practice. These individuals suggested that providing access to journals,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">training, academic databases, and classes for post-MSW graduates at the school could increase the<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">use of EBP for recent MSW graduates.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">One of the metathemes that emerged was that recent MSW graduates generally perceive EBP,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">ESIs, and ESTs positively. The majority of the participants perceived various benefits associated with<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">incorporating research and evidence into their practices. However, a great deal of variability existed<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">among the participants in terms of their depth of knowledge about EBP, ESIs, and ESTs and the<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">accuracy of that knowledge. It was clear from the responses that a great deal of confusion remains<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">about the terms and their meanings. Many of the participants used EBP, ESIs, and ESTs inter-<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">changeably, and many participants reported they had never heard the terms ESI or EST prior to<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">174<\/span> <span dir=\"ltr\" role=\"presentation\">M. D. GRADY ET AL.<\/span><\/p>\n<div class=\"page\" role=\"region\" data-page-number=\"12\" aria-label=\"Page 12\" data-loaded=\"true\">\n<div class=\"annotationLayer\"><\/div>\n<\/div>\n<div class=\"page\" role=\"region\" data-page-number=\"13\" aria-label=\"Page 13\" data-loaded=\"true\">\n<div class=\"canvasWrapper\"><\/div>\n<\/div>\n<p><span dir=\"ltr\" role=\"presentation\">participation in this study. It is likely that participants<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span> <span dir=\"ltr\" role=\"presentation\">confusion reflects discrepancies in an<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">understanding of EBP and the associated terminology among social work educators, including<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">classroom teachers and field supervisors. This confusion on the MSW level results in a cycle of<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">misinformation that is perpetuated within the social work field postgraduation through practitioner<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">supervision or a lack of supervision.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Limitations<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">This study had a number of limitations. It included a small sample that was drawn from a self-<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">selected convenience sample. The sample and sampling method should be considered when general-<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">izing the results of the study. The small sample size also limited our ability to reach saturation with<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">the data during the analysis phase.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Implications<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">In spite of these limitations, these findings have a number of implications for social work as a<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">profession. First, even with the changes made to the 2008 EPAS, MSW graduates perceive that their<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">programs of study did not adequately prepare them to be evidence-based practitioners and may have<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">provided misinformation on EBP as well as ESIs and ESTs if included in their program<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">s curriculum.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">At the very least, participants in this study reported that as new social work practitioners, they are<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">confused about what EBP is and how it is different from ESIs and ESTs. Based on our findings their<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">perceptions regarding educational experiences raise a question about whether many social work<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">educators and field supervisors remain confused about EBP, ESIs, and ESTs, which may contribute<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">to our participants<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span> <span dir=\"ltr\" role=\"presentation\">perception of a lack of attention or depth of EBP content in the curriculum of<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">their MSW programs. Very few participants noted that they had exposure in any in-depth way to<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">EBP, ESIs, and ESTs either in the classroom or in their field placements.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Second, although the profession has attempted to integrate EBP, ESIs, and ESTs into professional<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">practice (Bellamy et al., 2008), our findings demonstrate that participants perceived that their<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">agencies continue to struggle to move from a culture of authoritative practice to a culture that<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">promotes and values EBP<\/span><span dir=\"ltr\" role=\"presentation\">\u2014<\/span><span dir=\"ltr\" role=\"presentation\">providing time, training, supervision, and other resources dedicated to<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">EBP, ESIs, and ESTs. In spite of the changes made to the 2008 EPAS, our participants<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span> <span dir=\"ltr\" role=\"presentation\">perceptions<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">support the perpetuation of a common cycle where few MSW graduates understand and feel able to<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">adopt EBP in practice; these same practitioners become the supervisors of MSW students and new<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">hires, and because they do not adequately understand or apply EBP, they do not infuse it into their<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">supervision or into the wider agency culture, resulting in authoritative practice rather than EBP,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">which perpetuates the absence of EBP in social work agencies.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Recommendations<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Research exposure<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Participants in our study who reported research exposure<\/span><span dir=\"ltr\" role=\"presentation\">\u2014<\/span><span dir=\"ltr\" role=\"presentation\">didactic and working in research<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">programs<\/span><span dir=\"ltr\" role=\"presentation\">\u2014<\/span><span dir=\"ltr\" role=\"presentation\">prior to entering their MSW program also reported feeling more confident in applying<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">EBP. As social work educators, we have the opportunity to capitalize on this knowledge in a number<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">of ways. Accepting and training MSW-level practitioners is an investment on the part of the<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">individual as well as the school that accepts the individual. If creating evidence-based practitioners<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">is a priority for our profession, we should also make this a priority in our admissions procedures by<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">favoring applicants who demonstrate research exposure either through academic success in multiple<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">research courses or through experience working on research projects and in research programs. An<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">ideal candidate would have both and could be prioritized for funding through scholarships and<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">research assistantships. Further, in our BSW programs we can offer increased opportunities for<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">research exposure through course work, assignments, and opportunities to be involved in faculty and<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">JOURNAL OF SOCIAL WORK EDUCATION<\/span> <span dir=\"ltr\" role=\"presentation\">175<\/span><\/p>\n<div class=\"page\" role=\"region\" data-page-number=\"13\" aria-label=\"Page 13\" data-loaded=\"true\">\n<div class=\"annotationLayer\"><\/div>\n<\/div>\n<div class=\"page\" role=\"region\" data-page-number=\"14\" aria-label=\"Page 14\" data-loaded=\"true\">\n<div class=\"canvasWrapper\"><\/div>\n<\/div>\n<p><span dir=\"ltr\" role=\"presentation\">doctoral-level research projects. Other disciplines, such as psychology, offer research practicums to<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">bachelor<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span><span dir=\"ltr\" role=\"presentation\">s-level students for course credit that are supervised by either faculty or doctoral students.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Once students have entered MSW programs we could prioritize opportunities for continued<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">exposure to research by increasing research content in the curriculum, offering research practicums<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">for course credit, and creating additional opportunities for MSW students to work closely with<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">faculty and doctoral students on research projects or by looking for opportunities outside the school<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">that would increase their exposure to research.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Classroom education<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Social work program directors need to first assess how they are addressing content on EBP and ESIs<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">in their programs. This assessment should also include the faculty members<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span> <span dir=\"ltr\" role=\"presentation\">knowledge and skills<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">related to EBP and ESIs. It is essential for social work faculty to be clear on the definitions of these<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">constructs to provide clarity for students. This may be in the form of new faculty training that would<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">apply not only to tenure-line faculty but also contract faculty, adjunct faculty, and doctoral students<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">teaching in MSW programs.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Based on this assessment, faculty members should develop concrete plans aimed at increasing<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">students<\/span><span dir=\"ltr\" role=\"presentation\">\u2019<\/span> <span dir=\"ltr\" role=\"presentation\">knowledge and skills with regard to EBP, ESIs, and ESTs. Program administrators should<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">also consider adopting an integrated curriculum that incorporates EBP into multiple aspects of the<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">curriculum beyond the research course.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">An additional option would be for administrators to consider a stand-alone course dedicated to<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">understanding the EBP process. These courses should be distinct from practice courses that teach<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">discrete ESIs and ESTs, and this distinction should be highlighted to increase clarity among the<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">students. Further, any courses teaching or addressing specific ESIs and ESTs should place them<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">within the context of EBP.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Other specific educational recommendations include emphasizing research evaluation skills<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">among MSW students and exposing EBP- and ESI\/EST-related content early in MSW programs.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">It is essential for any content related to EBP and ESI\/ESTs to discuss the potential challenges and<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">barriers students might encounter in the field as well as tools they can use to address those<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">challenges. At a minimum, faculty should consider how to integrate EBP into assignments and<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">course readings.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Field education<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">There are several tasks that program directors can adopt to address the field education issues raised<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">by the participants in this study. One recommendation is for schools to provide mandatory training,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">particularly with continuing education credits attached to incentivize their attendance, to field<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">supervisors and field liaisons on EBP and ESIs so that they have a clear understanding of the<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">content. After such exposure, it is then critical that programs reinforce the importance of this<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">content by incorporating it into field assignments and learning plans.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Social work program administrators should also encourage their field agencies to conduct internal<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">assessment regarding the knowledge and skills of their employees regarding EBP- and ESI\/EST-<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">related content, and provide the supports, tools, or technical assistance to do so. If the agency<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">management determines it is lacking information or resources, schools can develop partnerships<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">with agencies to address these deficits, and it is hoped this will result in an agency culture that<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">embraces EBP.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Schools of social work<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Grady (2010) provides a number of concrete strategies that schools of social work can use to promote<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">the adoption of EBP and use of ESIs and ESTs by the agencies in their communities. These include<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">holding public seminars on the skills and knowledge needed for different aspects of EBP (such as how to<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">conduct a literature search or interpret research) or on specific ESIs and ESTs, providing access to<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">176<\/span> <span dir=\"ltr\" role=\"presentation\">M. D. GRADY ET AL.<\/span><\/p>\n<div class=\"page\" role=\"region\" data-page-number=\"14\" aria-label=\"Page 14\" data-loaded=\"true\">\n<div class=\"annotationLayer\"><\/div>\n<\/div>\n<div class=\"page\" role=\"region\" data-page-number=\"15\" aria-label=\"Page 15\" data-loaded=\"true\">\n<div class=\"canvasWrapper\"><\/div>\n<\/div>\n<p><span dir=\"ltr\" role=\"presentation\">libraries for journals and databases, creating summaries of existing research, posting syllabi on pubic<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">websites, and working in partnership with agencies on various evaluation or training projects.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Congruent with other studies, the participants in this study identified similar ideas, reinforcing that<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">school administrators should consider some of these identified strategies (Bledsoe-Mansori, Bellamy, et<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">al., 2013).<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Conclusion<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">In spite of recent efforts to integrate EBP, ESIs, and ESTsinto professional practice, results from this<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">study indicate that social workers still experience a number of barriers in integrating these research-<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">based approaches into their practices. Although social workers believe that adopting EBP and using<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">ESIs and ESTs are beneficial, they remain confused about what the terms represent and how they<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">should be applied. Social work programs can play a critical role in supporting professional social<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">workers by integrating EBP, ESIs, and ESTs more clearly and purposefully into curricula, as well as<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">providing additional support for those already in the field through training and other resources. It is<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">clear from this study that the profession needs to develop a more effective and systematic method of<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">adequately training practitioners to fully integrate the use of evidence more holistically in the field.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Notes on contributors<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Melissa D. Grady<\/span> <span dir=\"ltr\" role=\"presentation\">is associate professor at Catholic University of America.<\/span> <span dir=\"ltr\" role=\"presentation\">Traci Wike<\/span> <span dir=\"ltr\" role=\"presentation\">is assistant professor at Virginia<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Commonwealth University.<\/span> <span dir=\"ltr\" role=\"presentation\">Caren Putzu<\/span> <span dir=\"ltr\" role=\"presentation\">is assistant professor at Eastern Michigan University.<\/span> <span dir=\"ltr\" role=\"presentation\">Sara Field<\/span> <span dir=\"ltr\" role=\"presentation\">is an MSW<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">graduate research assistant and<\/span> <span dir=\"ltr\" role=\"presentation\">Jacqueline Hill<\/span> <span dir=\"ltr\" role=\"presentation\">is an MSW graduate research assistant at Catholic University of<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">America.<\/span> <span dir=\"ltr\" role=\"presentation\">Sarah E. Bledsoe<\/span> <span dir=\"ltr\" role=\"presentation\">is associate professor University of North Carolina.<\/span> <span dir=\"ltr\" role=\"presentation\">Jennifer Bellamy<\/span> <span dir=\"ltr\" role=\"presentation\">is associate professor<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">University of Denver.<\/span> <span dir=\"ltr\" role=\"presentation\">Michael Massey<\/span> <span dir=\"ltr\" role=\"presentation\">is a doctoral student at Virginia Commonwealth University.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">References<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Bellamy, J., Bledsoe, S. E., &amp; Traube, D. (2006). The current state of evidence based practice in social work: A review of<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">the literature and qualitative analysis of expert interviews.<\/span> <span dir=\"ltr\" role=\"presentation\">Journal of Evidence-Based Social Work<\/span><span dir=\"ltr\" role=\"presentation\">,<\/span> <span dir=\"ltr\" role=\"presentation\">3<\/span><span dir=\"ltr\" role=\"presentation\">, 23<\/span><span dir=\"ltr\" role=\"presentation\">\u2013<\/span><span dir=\"ltr\" role=\"presentation\">38.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Bellamy, J. L., Bledsoe, S. E., Mullen, E. J., Fang, L. &amp; Manuel, J. I. (2008). Agency<\/span><span dir=\"ltr\" role=\"presentation\">\u2013<\/span><span dir=\"ltr\" role=\"presentation\">university partnership for evidence-<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">based practice in social work.<\/span> <span dir=\"ltr\" role=\"presentation\">J<\/span><span dir=\"ltr\" role=\"presentation\">ournal of Social Work Education,<\/span> <span dir=\"ltr\" role=\"presentation\">44<\/span><span dir=\"ltr\" role=\"presentation\">, 55<\/span><span dir=\"ltr\" role=\"presentation\">\u2013<\/span><span dir=\"ltr\" role=\"presentation\">76. doi: 10.5175\/JSWE.2008.200700027<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Bertram, R. A., Charnin, L. A., Kerns, S. E. U., &amp; Long, A. C. J. (2014). Evidence-based practices in North American<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">MSW curricula.<\/span> <span dir=\"ltr\" role=\"presentation\">Research on Social Work Practice<\/span><span dir=\"ltr\" role=\"presentation\">, 25, 737<\/span><span dir=\"ltr\" role=\"presentation\">\u2013<\/span><span dir=\"ltr\" role=\"presentation\">748. doi:10.1177\/1049731514532846<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Bledsoe-Mansori, S. E., Manuel, J., Bellamy, J. L., Fang, L., Dinata, E., &amp; Mullen, E. for the BEST Team. (2013).<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Implementing evidence-based practice in social agencies: An overview of the BEST training with practitioner<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">responses.<\/span> <span dir=\"ltr\" role=\"presentation\">Journal of Evidence Based Social Work<\/span><span dir=\"ltr\" role=\"presentation\">,<\/span> <span dir=\"ltr\" role=\"presentation\">10<\/span><span dir=\"ltr\" role=\"presentation\">(2), 73<\/span><span dir=\"ltr\" role=\"presentation\">\u2013<\/span><span dir=\"ltr\" role=\"presentation\">90.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Bledsoe-Mansori, S. E., Bellamy, J. L., Wike, T. L., Grady, M. D., Dinata, E., Killian, C. &amp; Rosenberg, K. (2013).<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Agency-University partnerships for evidence-based practice: A national survey of schools of social work.<\/span> <span dir=\"ltr\" role=\"presentation\">Social<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Work Research<\/span><span dir=\"ltr\" role=\"presentation\">,<\/span> <span dir=\"ltr\" role=\"presentation\">37<\/span><span dir=\"ltr\" role=\"presentation\">, 179<\/span><span dir=\"ltr\" role=\"presentation\">\u2013<\/span><span dir=\"ltr\" role=\"presentation\">193.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Bledsoe-Mansori, S. E., Manuel, J., Bellamy, J. L., Fang, L., Dinata, E., &amp; Mullen, E. for the BEST Team. (2013).<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Implementing evidence-based practice in social agencies: An overview of the BEST training with practitioner<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">responses.<\/span> <span dir=\"ltr\" role=\"presentation\">Journal of Evidence Based Social Work<\/span><span dir=\"ltr\" role=\"presentation\">,<\/span> <span dir=\"ltr\" role=\"presentation\">10<\/span><span dir=\"ltr\" role=\"presentation\">(2), 73<\/span><span dir=\"ltr\" role=\"presentation\">\u2013<\/span><span dir=\"ltr\" role=\"presentation\">90.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Bledsoe, S. E., Weissman, M. M., Mullen, E. J., Ponniah, K., Gameroff, M., Verdeli, H.,<\/span> <span dir=\"ltr\" role=\"presentation\">&#8230;<\/span><span dir=\"ltr\" role=\"presentation\">Wickramaratne, P. (2007).<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Empirically supported psychotherapy in social work training programs: Does the definition of evidence matter?<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Research on Social Work Practice<\/span><span dir=\"ltr\" role=\"presentation\">,<\/span> <span dir=\"ltr\" role=\"presentation\">17<\/span><span dir=\"ltr\" role=\"presentation\">, 449<\/span><span dir=\"ltr\" role=\"presentation\">\u2013<\/span><span dir=\"ltr\" role=\"presentation\">455. doi:10.1177\/1049731506299014<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Brekke, J. S., Elle, K., &amp; Palinkas, L. A. (2007). Translational science at the National Institute of Mental Health: Can<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">social work take its rightful place?<\/span> <span dir=\"ltr\" role=\"presentation\">Research on Social Work Practice<\/span><span dir=\"ltr\" role=\"presentation\">,<\/span> <span dir=\"ltr\" role=\"presentation\">17<\/span><span dir=\"ltr\" role=\"presentation\">, 123<\/span><span dir=\"ltr\" role=\"presentation\">\u2013<\/span><span dir=\"ltr\" role=\"presentation\">133. doi:10.1177\/1049731506293693<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Chambless, D. (2007, January).<\/span> <span dir=\"ltr\" role=\"presentation\">The role of empirically-supported treatments in teaching evidence-based practice<\/span><span dir=\"ltr\" role=\"presentation\">. Paper<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">presented at the Annual Midwinter Meeting, Council of University Directors of Clinical Psychology, Savannah,<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Georgia.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Council on Social Work Education. (2008).<\/span> <span dir=\"ltr\" role=\"presentation\">Education policy and accreditation standards<\/span><span dir=\"ltr\" role=\"presentation\">. Retrieved from http:\/\/www.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">cswe.org\/Accreditation\/Standards-and-Policies\/2008-EPAS.aspx<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Council on Social Work Education. (2015).<\/span> <span dir=\"ltr\" role=\"presentation\">Education policy and accreditation standards<\/span><span dir=\"ltr\" role=\"presentation\">. Retrieved from http:\/\/www.<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">cswe.org\/Accreditation\/Standards-and-Policies\/2015-EPAS.aspx<\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">JOURNAL OF SOCIAL WORK EDUCATION<\/span> <span dir=\"ltr\" role=\"presentation\">177<\/span><\/p>\n<div class=\"annotationLayer\"><\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>This is a research class and I plan to work in a nursing home setting Thinking of your field agency or practice setting, identify one or two programs or practices that you believe would benefit from further research. Why might research be helpful in these situations? Describe the research skills you are hoping to strengthen [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-102033","post","type-post","status-publish","format-standard","hentry","category-research-paper-writing"],"_links":{"self":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts\/102033","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/comments?post=102033"}],"version-history":[{"count":1,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts\/102033\/revisions"}],"predecessor-version":[{"id":102034,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts\/102033\/revisions\/102034"}],"wp:attachment":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/media?parent=102033"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/categories?post=102033"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/tags?post=102033"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}