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Title: Curriculum Enhancement Tool for Promoting Teaching of Evidence-Based Practice


1
Curriculum Enhancement Tool for Promoting
Teaching of Evidence-Based Practice
  • A Presentation on Research and Empirical
    Applications for Curriculum Enhancement in Social
    Work (REACH-SW)
  • Laurie Brockmann, MSW, MPH
  • March 17, 2009

2
Brief Background
  • The growing focus across health and human service
    professions on evidence-based practicedriven by
    policymakers, payers, consumers, and
    professionalsprovides strong incentives for
    social workers to make better use of research
    methods and findings to enhance their social work
    practice.
  • Social work schools cannot begin to train
    students in every evidence-based intervention.
  • REACH-SW is designed to help educators provide
    students with the skills and experience to
    incorporate evidence-based practice into all
    aspects of their practice.

3
Three Interactive CD-ROMs
  • Instructors of Bachelors-Level Students Edition
  • Instructors of Masters-Level Students Edition
  • Advanced Doctoral Students or New Instructors
    Edition
  • Objective To support social work faculty in
    teaching students lifelong skills needed to find,
    assess, and apply EBP in real-world settings.

4
REACH-SW .
  • Supports social work faculty in helping students
    to
  • Understand importance, value, benefits, and
    limitations of evidence-based practice (EBP)
    approaches
  • Learn how to conduct EBP as a process (Gibbs
    7-step model) in real-world settings
  • Learn how to find, evaluate, implement, and adapt
    evidence-based interventions
  • Develop critical thinking skills as a lifelong
    learner
  • Increase scientific literacy
  • Infuse evidence-based practice into every course

5
Product Demonstration
  • Presenting REACH-SW for Instructors of
  • Masters-Level Students

6
Module Content
  • REACH-SW defines evidence-based practice as the
    integration of the best research evidence with
    client values and the practitioners individual
    expertise.
  • Module Content is structured around Gibbs (2003)
    seven steps to conducting EBP in social work.
  • Four Module Content sections provide information
    and knowledge to effectively and appropriately
    integrate EBP content into courses.
  • Module 1 Defining Research Evidence
  • Module 2 Finding Research Evidence
  • Module 3 Assessing Research Evidence
  • Module 4 Applying Research Evidence

7
Infusion Approach
  • REACH-SW provides faculty the background
    information they need to know to effectively
    teach the application of EBP within a variety of
    social work courses, including
  • Micro and Macro Practice
  • HBSE Foundations
  • Program Evaluation
  • Policy Analysis
  • Introduction to Social Work Practice
  • Advanced Social Work Practice
  • Introduction to Social Work Research, and many
    others
  • REACH-SW materials are not intended to be used
    solely in research methods classes or courses
    whose core topic is EBP

8
REACH-SW and Infusion
  • New content (e.g., EBP content using REACH-SW
    resources) can be infused into social work
    foundation courses in a variety of places, such
    as
  • Course descriptions
  • Course objectives
  • Course outlines
  • Lecture outlines
  • Class assignments/activities

9
Module Content
  • The four Module Content sections function as a
    comprehensive, module-based tutorial for faculty
    to provide background information and knowledge
    to effectively and appropriately integrate EBP
    content into courses.
  • Each Module Content Includes
  • Overview of Module
  • Learning objectives
  • Text and video case examples
  • Links to relevant Module Resources

10
Four Modules
  • Module 1 Defining Research Evidence
  • Evidence-Based Practice (EBP) Defined
  • The Benefits of Using EBP in Social Work Practice
  • Historical Development of EBP as it Relates to
    Social Work
  • Module 2 Finding Research Evidence
  • Define a Research-to-Practice Question
  • Plan for and Conduct a Search of Evidence and
    Literature
  • Conduct a Document Search

11
Four Modules, cont.
  • Module 3 Assessing Research Evidence
  • Hierarchy of Evidence
  • Evidence Credibility
  • Reading Research Reports
  • Clinical Significance of Evidence
  • Applicability of Evidence to Current Practice
    Situation
  • Module 4 Applying Research Evidence
  • Applying Evidence-Based Practice (EBP) Processes
  • Evidence-Based Interventions (EBI)
  • Communicating With Clients About EBP
  • Organization and Systemic Issues to Consider When
    Implementing EBP
  • Using Research Evidence to Inform Practice

12
Module Resources
  • Each Module Resources section holds dozens of
    interactive activities and resources to promote
    faculty infusing the module content into existing
    courses (core/foundation and elective courses).
  • Faculty are encouraged to download and customize
    for use in their courses.
  • Each Module Resources Section Includes
  • Video case vignettes
  • PowerPoint slide presentations
  • Lecture notes
  • Student assignments
  • Handouts
  • Case examples
  • Classroom activities

13
Project Team
  • Funded by National Institute of Mental Health
  • Content Development Partners
  • Joan Zlotnik, Anita Rosen
  • Advisory Panel
  • Edward Mullen, Enola Proctor, Wynne Sandra Korr,
    Mary Ruffolo, Betsy Schafer Vourlekis
  • Special Project Advisors/Trainers
  • Edward Mullen, Aron Shlonsky, Catherine Tompkins
  • Guest Editors and Module Authors
  • Edward Mullen, Enola Proctor, Phyllis Solomon,
    Deborah Gioia, John Brekke, Haluk Soydan
  • Organizational Partners
  • BPD, CSWE, GADE, IASWR, NADD, SSWR

14
Supplemental In-Person Training Workshop
Department-Wide Training
  • Entire faculty (or large subset) are trained on
    use of REACH-SW at their campus.
  • This option has been used in context of larger
    curriculum overhaul/revision.
  • Past trainers have been Ed Mullen and Aron
    Shlonsky.
  • We work with department or school ahead of time
    to customize training to desired objectives and
    meet unique needs of faculty and school.

15
The REACH-SW Training Experience
Department-Wide TrainingCollege of Social Work,
University of Tennessee November 2007Karen
Sowers, Ph.D. Dean and ProfessorUniversity of
TennesseeCollege of Social Work
16
Training Participant Testimonials
  • It was great to learn something new to help
    demystify EBP and incorporate it into our
    curriculum.
  • Hope you guys are getting great feedback on the
    project. Im enjoying it. It just makes me think
    and approach courses differently already.
  • Overall, this was the best training Ive been to
    this year. Thank you!

17
REACH-SW Evaluation
  • N 35 Instructors from diverse Social Work
    programs around the nation
  • N 243 Students (B.S.W. and M.S.W.)
  • Study Group Assignments for Faculty
  • Self-Guided Instruction CD-ROM only (no
    in-person training)
  • Individual Training CD-ROM individual training
    session
  • Training-of-Trainer CD-ROM ToT Training
  • Control Group No REACH-SW materials

18
Participating ProgramsMore than 150 applications
from faculty at programs around the nation for 35
spots
  • University of Texas at Austin
  • Methodist University
  • Virginia Commonwealth University
  • Southern University
  • Arizona State University
  • Florida Atlantic University
  • Florida State University
  • Springfield College
  • Southern Ct. Sate University
  • NC State University
  • University of Hawaii
  • Smith College
  • Boise State University
  • Univ. of North Carolina Wilmington
  • Calif. State University Long Beach
  • Ohio State University
  • Portland State University
  • Missouri State University
  • New York University
  • Bennett College for Women
  • University of Maryland at Baltimore
  • California University of Pennsylvania
  • Simmons College
  • University of Chicago
  • Loma Linda University
  • University of South Florida
  • University of Denver
  • San Jose State University
  • University of Central Missouri
  • Edinboro University
  • Savannah State University
  • Hawaii Pacific University
  • Hunter College
  • University of Minnesota
  • University of Tennessee
  • Hunter College

19
Student Participants
  • N 243 (up to 9 students from each of the 35
    participating instructors)
  • n 187 experimental n 56 control participants
  • 64 B.S.W and 36 M.S.W. students
  • Mean age of 29 years (SD 8.1) (range 19 to 58
    years)
  • 89 female
  • 56 Caucasian, 20.3 African American, 11.6
    Latino/Latina, 4.6 Asian, 1.7 American Indian,
    5.8 did not specify

20
Student Knowledge About EBP
  • Students in experimental groups demonstrated
    larger increases in knowledge from pretest to
    posttest compared to controls (p lt .05).
  • 2. Students in all experimental groups
    demonstrated significant increases in knowledge
    from pretest to posttest (p lt .01). No one
    REACH-SW training modality demonstrated a greater
    impact on student knowledge than another.

21
Faculty Pre/Post Measures
  1. Faculty Knowledge of EBP
  2. Faculty Self-Efficacy for Teaching EBP
  3. Faculty Feedback on REACH-SW (experimental only)
  4. REACH-SW Tracking Survey (experimental only)

22
Instructor Results Knowledge of EBP
Time 1 Pretest Mean (SD) Time 2 Posttest Mean (SD) Variance Between Times 1 and 2 Mean (SD)
Self-guided 13.75 (1.83) 15.13 (2.30) 1.37 (3.66)
Individual 12.78 (1.79) 15.00 (2.24) 2.14 (1.86)
Training-of-trainer 12.00 (2.45) 15.00 (3.50) 3.00 (2.18)
Experimental (combined) 12.81 (2.10) 15.04 (2.68) 2.21 (2.67)
Control 10.89 (1.90) 11.78 (1.20) 0.89 (2.37)
23
Self-Efficacy for Teaching EBP
Time 1 Pretest Mean (SD) Time 2 Posttest Mean (SD) Variance Between Times 1 and 2 Mean (SD)
Self-guided 891.25 (354.90) 1163.75 (150.80) 272.50 (249.67)
Individual 833.75 (166.04) 1012.86 (163.68) 216.67 (145.01)
Training-of-trainer 836.67 (418.63) 1055.56 (175.22) 86.25 (236.34)
Experimental (combined) 853.20 (322.34) 1079.17 (169.22) 189.55 (226.49)
Control 996.67 (129.13) 1046.67 (157.96) 50.00 (156.60)
24
Instructor Impressions
Item Mean (SD) Agree or Strongly Agree
The information presented on the CD-ROM is clear and easy to follow. 4.5 (0.6) 95.9
The information presented on the CD-ROM is comprehensive. 4.3 (0.9) 79.2
The CD-ROM is applicable to curricula in existing social work courses. 4.4 (0.6) 95.8
The CD-ROM is appropriate for use with social work students at this level. 4.3 (0.6) 95.8
The information and activities on the CD-ROM can be easily integrated into existing social work courses. 4.3 (0.8) 91.6
The CD-ROM would help instructors teach social work students about evidence-based practice. 4.4 (0.6) 91.6
The CD-ROM would help students learn about evidence-based practice. 4.5 (0.6) 95.8
The CD-ROM helps me feel more comfortable teaching about evidence-based practice. 4.4 (0.9) 87.5
As an instructor, I would use the CD-ROM with social work students. 4.5 (0.8) 87.5
I would recommend the CD-ROM to other social work instructors. 4.6 (0.8) 91.6
  • Note The Feedback Questionnaire uses a 5-point
    Likert scale with possible responses ranging from
    1 to 5. Four is agree and 5 is strongly
    agree. All items are coded in the positive
    direction so higher scores indicate more positive
    feedback.

25
Barriers/Logistical Difficulties
  • Of the 390 weekly instructor reports (26
    instructors x 15 weeks in the semester 405), we
    received only 19 reports of any barriers or
    difficulties instructors faced regarding use of
    REACH-SW materials inside or outside the
    classroom. Reported barriers included
  • Not having enough prep time to infuse REACH-SW
    into courses
  • Not having enough class time to use REACH-SW
    materials with students
  • Belief that REACH-SW content did not suit the
    elective courses taught (reported only twice)
  • Most frequently reported

26
Evaluation Results
  1. REACH-SW is a user-friendly tool that instructors
    can readily use to effectively infuse EBP content
    and principles into bachelors and masters
    social work curricula.
  2. Little formal training or technical assistance is
    required, but such added support may be useful to
    some in developing infusion skills and being able
    to practice infusing content.
  3. Instructors who use REACH-SW find content to be
    highly applicable to curricula, appropriate for
    students use, and easily integrated into course
    materials.

27
Evaluation Results, cont.
  1. Students whose instructors use REACH-SW materials
    in their courses may learn and retain more
    information about EBP than those whose
    instructors do not use the program.
  2. Faculty who use the REACH-SW may learn more about
    EBP and experience higher levels of self efficacy
    for teaching EBP than those who do not use the
    program.

28
To Purchase CDs, Request Trainings, or For More
Information
  • See me after the presentation
  • REACH-SW CDs on display
  • Brochures and pricing lists available
  • Visit Web site at www.danya.com/reach
  • Order REACH-SW at this site, find information on
    future trainings, or request a training
  • E-mail or call
  • REACH-SW_at_danya.com
  • Cynthia Baker, Ph.D., REACH-SW PI, (301) 404-7101
  • Laurie Brockmann, M.S.W., M.P.H., (301) 910-1404

29
Pricing
  • Individual REACH-SW Program 150
  • Choose CD-ROM (BSW, MSW or New Instructors
    Edition), includes Users Guide
  • Complete REACH-SW CD-ROM set of 3 400
  • 3 CD-ROMs BSW, MSW and New Instructors Edition,
    includes 3 Users Guides
  • Bulk pricing available (as low as 90/CD)
  • Department-wide trainings pricing varies by site,
    number of faculty, and trainers
  • Pricing available upon request

30
Q AThank you for your attention.
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