Implementing evidence-based practice in social work: a shared responsability

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Op weg naar een interactieve benadering van evidence-based werken in de sociale sector in Nederland

Towards an interactive approach to evidence-based practice in social work in the Netherlands Thus far there have been few attempts to implement evidence-based practice in social work in the Netherlands. In this article we address the question why evidence-based practice is not adopted and implemented by social workers. We discuss to what extent the facilitating factors and barriers, identified in literature study, are applicable to the Netherlands. A lack of research skills and suspicion on the side of the social professional seem to be the most important barriers to the adoption and implementation of evidence-based practice in the Netherlands. However, it has become clear that we can not only hold the social professional responsible for the implementation of evidence-based practice as the employing social work organizations, policymakers and researchers are also important actors in the process of successfully implementing of evidence-based practice. An interactive approach to evidence-based practice with better collaboration between researcher and social professional appears to be a prerequisite for improvement. Op weg naar een interactieve benadering van evidence-based werken in de sociale sector in Nederland Tot dusver zijn nog nauwelijks pogingen gedaan tot evidence-based werken in de sociale sector in Nederland. Dit artikel gaat in op de vraag hoe het komt dat evidence-based werken niet of nauwelijks wordt toegepast door sociale professionals. We bespreken in hoeverre de bevorderende en belemmerende factoren, welke in de internationale literatuur worden genoemd, mogelijk ook in Nederland een rol spelen. Onvoldoende onderzoeksvaardigheden en een zeker wantrouwen van de sociale professional lijken een obstakel te vormen voor de verspreiding en toepassing van evidence-based werken in Nederland. Tegelijkertijd blijkt dat we de individuele sociale professional niet als enige verantwoordelijke kunnen zien voor de implementatie van evidence-based werken. Ook de welzijnsorganisaties, beleidsmakers en de onderzoekers zijn belangrijke actoren bij het succesvol implementeren van evidence-based werken. Een interactieve benadering van evidence-based werken, met betere samenwerking tussen onderzoeker en professional, lijkt dan ook een belangrijke vereiste te zijn voor verbetering

Exploring MSW students’ and social workers’ orientation toward the evidence-based practice process

The aim of this exploratory study was to assess whether practicing social workers currently enrolled in Master Social Work (MSW) programs (hereafter referred to as MSW students) were more oriented to the evidence-based practice (EBP) process and more engaged in it than practicing social workers who are not currently enrolled in MSW programs (hereafter referred to as social workers) in the Netherlands. Data were collected from MSW students (n = 32) and from social workers (n = 341) using the EBP Process Assessment Scale. MSW students reported a stronger orientation toward the EBP process, more positive attitudes toward EBP, more familiarity with EBP and more intentions to engage in EBP than social workers did, however, they were less positive about the feasibility of implementing EBP in practice. These preliminary results suggest that there are grounds for optimism about MSW students’ acceptance of and engagement in the EBP process. Implications for social work education are discussed

Social Workers’ orientation toward the evidence-based practice process: a Dutch survey

Objectives: This study assesses social workers’ orientation toward the evidence-based practice (EBP) process and explores which specific variables (e.g. age) are associated. Methods: Data were collected from 341 Dutch social workers through an online survey which included a Dutch translation of the EBP Process Assessment Scale (EBPPAS), along with 13 background/demographic questions. Results: The overall level of orientation toward the EBP process is relatively low. Although respondents are slightly familiar with it and have slightly positive attitudes about it, their intentions to engage in it and their actual engagement are relatively low. Respondents who followed a course on the EBP process as a student are more oriented toward it than those who did not. Social workers under 29 are more familiar with the EBP process than those over 29. Conclusions: We recommend educators to take a more active role in teaching the EBP process to students and social workers

Implementing Evidence-Based Practice in a Dutch social work organisation: A shared responsibility

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