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CHALLENGES TO THE FUTURE OF EVIDENCE-BASED PRACTICE IN SOCIAL WORK EDUCATION

Allen Rubin and Danielle Parrish
Journal of Social Work Education
Vol. 43, No. 3 (FALL 2007), pp. 405-428
Stable URL: http://www.jstor.org/stable/23044765
Page Count: 24
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CHALLENGES TO THE FUTURE OF EVIDENCE-BASED PRACTICE IN SOCIAL WORK EDUCATION
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Abstract

This article critically analyzes challenges that may influence whether evidence-based practice (EBP) enjoys more success than previous efforts to improve the integration of practice and research in social work education. Key challenges include: (1) alleviating disparities in how EBP is being defined by social work educators; (2) maximizing the feasibility of implementing the EBP process appropriately after graduation, while at the same time preparing students not to over-rely on authoritative publications that designate certain interventions as evidence-based; and (3) preventing evidentiary standards from getting softened to the point that EBP becomes a meaningless term, as any study, regardless of its methodological rigor, can be cited to justify deeming an intervention to be evidence based.

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