Newly Educated MSW Social Workers’ Use of Evidence-Based Practice and Evidence-Supported Interventions: Results From an Online Survey

ABSTRACT

Social work programs have increased evidence-based practice (EBP)-related curricular content; yet, it is unclear whether newer practitioners are successful in incorporating it into their practice. This study examines factors that influence the use of EBP among newly graduated social workers. We developed and implemented a Web-based survey that assessed individual, school, and agency factors that predict implementation of EBP among a sample of master’s of social work practitioners post-graduation. Multiple regression analysis resulted in five factors that were significantly associated with use of EBP: confidence with EBP; feeling that EBP is essential to practice; organizational culture emphasizes EBP; field placement/internship emphasizes EBP; and faculty emphasizes EBP.  Findings suggest that individual and organizational factors may be more important in determining use of EBP than educational program factors alone.

Additional information

Funding

This work was supported by the New York Community Trust Foundation [Grant #P12-000740].

Notes on contributors

Traci L. Wike

Traci L. Wike is associate professor at Virginia Commonwealth University,

Melissa Grady

Melissa Grady is associate professor at National Catholic School of Social Service,

Michael Massey

Michael Massey is a doctoral candidate at Virginia Commonwealth University,

Sarah E. Bledsoe

Sarah E. Bledsoe is associate professor at University of North Carolina at Chapel Hill,

Jennifer L. Bellamy

Jennifer L. Bellamy is associate professor at University of Denver,

Hilary Stim

Hilary Stim is a doctoral candidate at Virginia Commonwealth University, and

Caren Putzu

Caren Putzu is assistant professor at Eastern Michigan University.