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Definitions and Philosophy of EBP

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Definitions and Philosophy of EBP. Critical to emphasize all aspects of the ... expertise, best evidence, and clinical characteristics and circumstance. ... – PowerPoint PPT presentation

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Title: Definitions and Philosophy of EBP


1
Definitions and Philosophy of EBP
  • Critical to emphasize all aspects of the process
    (intersection ofclient preferences and values,
    practitioner expertise, best evidence, and
    clinical characteristics and circumstance.
  • The word evidence seems to overshadow the other
    elements of the process.
  • Evidence INFORMED Practice may be more useful
    language
  • Need congruence of definition within a
    school/department/program

2
Definitions and Philosophy of EBP
  • Important to emphasize values of the model 
  • Humility,
  • critical thinking vs. right answer,
  • shared decision-making,
  • client empowerment,
  • self-determination,
  • importance of alleviation of distress,
  • doing no harm,
  • not being ineffective,
  • cultural competence
  • Social justice,
  • social change,
  • the importance of life-long learning,
  • acknowledgement of ignorance,
  • using acknowledged ignorance to fuel new
    research,
  • transitional nature of evidence and
  • the evolution of knowledge.
  • Scientific attitudes

3
Buy-In for EBP
  • Honor and acknowledge resistance and concerns
  • Acknowledge complexity
  • Be clear about definitions of EBP
  • Identify or create forums for discussing EBP
  • Bring in EBP gurus to cheerlead/motivate/inspire

4
Buy-In for EBP
  • Offer colleagues assistance to support EBP
    (lectures, syllabi)
  • Apply appropriate pressureno play no pay
  • Utilize a team approach (faculty, adjuncts,
    students, field instructors)

5
Buy-In for EBP
  • Be truly collaborative inclusive
  • Dont just emphasize research
  • Embrace practice expertise as a part of knowledge
    developmentfeedback loop between
    practice-research-practice
  • Clarify support each persons role in the
    process of implementing EBP
  • Be honest/transparent about successes/failures
  • Develop plans with communitymutual ownership

6
Structural Issues
  • Need to develop mechanisms for collaboration and
    information sharing across schools of social
    worktrack innovations
  • Listserv
  • Virtual faculty
  • Forums
  • CSWE/SSWR/NASW
  • Retreats

7
Structural Issues
  • Urgently need to provide CSWE with input for EPAS
  • They need to be guided by evidence in the
    development of curriculum standards policies
  • Engage Social Work organizations more fully
  • CSWE/SSWR/NASW/GADE/BPD/CEU boards
  • Revitalizing profession leadership roundtable

8
Structural Issues
  • Develop Infrastructure to support EBP
    collaborative work
  • Will need to be incremental
  • Institutional Rewards for collaborative community
    work
  • Access to library and database resources
  • Tech support
  • Release time
  • Money
  • Strategic hiring/firing of faculty

9
Structural Issues
  • Develop Infrastructure to support EBP
    collaborative work
  • Develop measures to evaluate our curriculum
    changes
  • Publish findings about our processes
  • Training for faculty/adjunct/field on
  • specific EBPs
  • teaching EBP process (verb)
  • teaching EBPs (noun)
  • evaluating/judging quality
  • teaching problem based learning
  • developing/deepening/teaching critical analysis

10
Curriculum Ideas
  • Teaching
  • Be transparent
  • Admit ignorance
  • Discuss limitations
  • Use evidence on teaching/education
  • Promote deep learning
  • Develop active learners rather than passive
    learners
  • Instill belief in life long learning and advocacy
    for best practice
  • Customize student learning to individual
    need/experience
  • Utilize team course development team teaching

11
Curriculum Ideas
  • BSW/MSW Foundations
  • Teach EBP process values behind EBP
  • Develop a mind-set that appreciates the value of
    EBP
  • Deepen research skills/knowledge
  • Use integrative seminar to demonstrate
    incorporation of evidence into practice.
  • Develop tolerance for ambiguity self confidence
    to move forward in spite of ambiguity
  • Develop an understanding of the scope and
    complexity of practice

12
Curriculum Ideas
  • MSWs Advanced
  • Exposure to EBPs in practice courses
  • Skill development for EBP evaluation in practice
    across levelsmicro to macro
  • Deeper content on implications of clinical
    context client preferences in EBP process
  • PhDs
  • Have doc students develop EBP syllabi for BSW/MSW
    courses as teaching skill development

13
Curriculum Ideas
  • Miscellaneous Courses
  • Use foundations courses for teaching EBP process
    advanced courses for EBPs
  • Revamp research methods to emphasize
    appraisal/critique of evidence and evaluation of
    practice.
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