MSW Students' Perspectives on Evidence-Based Practice

Abstract

While the field of social work has attempted to make evidence-based practice (EBP) a central approach in its mission to serve vulnerable populations within the last two decades, disagreement about the definition of EBP and its compatibility with social work persists within the field, and research has shown that some social workers engage in practices lacking empirical support. This study sought to understand the perspectives of and engagement in EBP among MSW students at California State University, Long Beach. A sample of second-year MSW students (N = 56) was recruited from sections of an advanced course in Social Work Leadership and Management. The participants completed an online survey containing instruments measuring their attitudes toward EBP, their current exposure to and use of empirically supported treatments (ESTs), and their intention to use ESTs in the future. The MSW students had a moderately positive attitude toward EBP and a high degree of intent to use empirically supported treatments but some difficulty identifying unsupported and potentially harmful treatments. To protect clients from harm and uphold the credibility of the field, social work educators should consider modifying the current social work curriculum to include material on the history of potentially harmful treatments and explicit instruction on the process model of EBP.