ABSTRACT

Although social work, as a profession, has increasingly emphasized the importance of evidence-based practice (EBP), social work students do not consistently learn to infuse EBP as a process in their daily practice, contributing to low EBP uptake in the field. Communicating evidence to clients is an ethical imperative for informed consent and a precondition for shared decision-making; however, students are not adequately trained to talk to clients about research evidence as part of intervention planning and contracting. This article describes the development of a competency framework for communicating research evidence within the therapeutic relationship, in support of a teaching and learning innovation aimed at cultivating holistic competence in Master of Social Work students as they learn about and perform EBP. The competency framework draws on models and practices from social work, medicine, nursing, psychology, and related disciplines. The development of competencies in the communicative process within EBP is part of an evolving pedagogical approach that may serve to enhance EBP education in social work.

摘要

尽管社会工作作为一个专业越来越强调循证实践（EBP）的重要性，但社会工作学生并没有始终如一地学习将EBP作为日常实践的一个过程，导致该领域EBP的采用率较低。向委托人传达证据是知情同意的道德要求，也是共同决策的先决条件；然而，作为干预计划和签约的一部分，学生们没有接受过充分的培训来与客户谈论研究证据。本文描述了在治疗关系中交流研究证据的能力框架的开发，以支持教学创新，旨在培养社会工作硕士学生在学习和执行 EBP 时的整体能力。能力框架借鉴了社会工作、医学、护理、心理学和相关学科的模型和实践。EBP 内沟通过程能力的发展是不断发展的教学方法的一部分，可有助于加强社会工作中的 EBP 教育。