Mapping MSW Research Training

Abstract

The surge of interest in evidence-based interventions necessitates MSW graduates who will pursue research activities in the workplace. However, evidence suggests that social workers tend not to use their research skills after graduation. This study examined three constructs that inform students’ relationships to research: (a) confidence in research skills, (b) academic activities that stimulate students’ interest in research, and (c) anticipated outcomes from future involvement in research activities. The findings suggest that MSW programs need to extend research training beyond the classroom by providing holistic research learning environments that clarify the role and purpose of research for the social work profession and provide opportunities for students to transform didactic research training into practical research skills.

KEYWORDS:

• social work students’ research training
• research self-efficacy
• research outcome expectations
• research learning environment
• interest in conducting research

Notes

¹ In the survey, 91.9% of the students indicated their career goal as clinical. When asked about the ideal percentage of time they would want to spend on research activities in their future career, slightly more than 30% of students indicated they would want to spend about 25% of their working time on research activities.

² Note that no BSW students had held RA positions.

³ All quotations presented are identified using the focus group number followed by the participant number.