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This version was published on September 1, 2007
Research on Social Work Practice, Vol. 17, No. 5, 574-582 (2007)
DOI: 10.1177/1049731507303234
© 2007 SAGE Publications

Teaching Evidence-Based Practice

Edward J. Mullen

Columbia University

Jennifer L. Bellamy

Washington University

Sarah E. Bledsoe

University of North Carolina at Chapel Hill

Julia Jean Francois

Center for Family Life, New York City

A complete and mindfully developed blueprint for implementing evidence-based practice (EBP) in social work should include a full complement of coordinated goals and strategies for all stakeholders, including future social workers. To this end, schools of social work should teach students to be lifelong learners; teach students what is currently known and not known about the efficacy and effectiveness of social work practices and programs; teach students to be knowledgeable and skillful with the empirically supported practices in their area of specialty; teach current practitioners new knowledge and skills through evidence-based continuing education programs. This article describes these strategies and draws on examples from the classroom and a pilot training project designed to support EBP in social work agencies.

Key Words: evidence-based practice • teaching social work practice • social work research • empirically supported practices • research and practice • social work curriculum


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C. Franklin
Teaching Evidence-Based Practices: Strategies for Implementation: A Response to Mullen et al. and Proctor
Research on Social Work Practice, September 1, 2007; 17(5): 592 - 602.
[Abstract] [PDF]