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Research on Social Work Practice
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Article

Teaching Evidence-Based Practice

Edward J. Mullen1*, Jennifer L. Bellamy2, Sarah E. Bledsoe3, and Julia Jean Francois4

1 Columbia University
2 Washington University
3 University of North Carolina at Chapel Hill
4 Center for Family Life, New York City

* To whom correspondence should be addressed. E-mail: ejm3{at}columbia.edu.


  Abstract
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.

First published on June 27, 2007, doi:10.1177/1049731507303234

Research on Social Work Practice 2007;17:574.

A more recent version of this article appeared on September 1, 2007

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This article has been cited by other articles:


Home page
 Research on Social Work PracticeHome page
J. I. Manuel, E. J. Mullen, Lin Fang, J. L. Bellamy, and S. E. Bledsoe
Preparing Social Work Practitioners to Use Evidence-Based Practice: A Comparison of Experiences From an Implementation Project
Research on Social Work Practice, September 1, 2009; 19(5): 613 - 627.
[Abstract] [PDF]

Home page
 Research on Social Work PracticeHome page
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]