A Model for Implementing an Evidence-Based Practice in Student Fieldwork Placements
Barriers and Facilitators to the Use of “SBIRT”
Bibliographic Data
| ID | 11214692 |
|---|---|
| Authors | Lydia P Ogden (0000-0001-8671-7149, Lehman College, corresponding author), Mohan Vinjamuri (Lehman College), Jessica Kahn (0000-0002-2147-9730, Lehman College), Jessica M Kahn |
| Year | 2016 |
| Volume | 42 |
| Issue | 4 |
| Pages | 425-441 |
| Publication date | 2016-08-07 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Social Service Research (JOURNAL) |
| Journal identifiers | ISSN: 0148-8376 • E-ISSN: 1540-7314 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01488376.2016.1182097 |
| OpenAlex | W2401744439 |
| Language | EN |
| Citations received | 11 |
| References cited | 28 |
This article reports on focus group data analysis that was used to understand initial, largely positive outcomes from a university-based initiative to disseminate and implement an evidence-based practice (EBP)—Screening, Brief Intervention, and Referral to Treatment for Substance Use (SBIRT)—into student fieldwork placements, which are usual care social work settings. Focus groups were conducted with three groups of stakeholders involved in the ongoing project: social work department faculty (n = 10), bachelor- and master-level social work students (n = 8), and social work fieldwork instructors (n = 6). Dimensional analysis of the focus group data yielded results indicating that dissemination and implementation of SBIRT was influenced by agency- and school-level factors and perceived fit between the EBP and individual professional identity, intrapersonal characteristics, and timing. The resulting model, developed through the focus group analysis, is offered and shows how these factors interacted and affected training, supervision, and use of the EBP. The model provides social work educational programs and agencies a working tool for diagnosing and proactively addressing barriers and breakdowns in the EBP implementation process. Future research that tests the model as a diagnostic tool and generates knowledge about its influence in developing competent evidence-based practitioners is indicated. Future focus groups in relation to this initiative are needed to better understand these barriers and facilitators in the EBP implementation process and their critical roles in the process of translating SBIRT into standard social work practice
Agency (philosophy · Alternative medicine · Bachelor · Brief intervention · Evidence-based practice · Focus group · Interpersonal communication · Intervention (counseling · Intrapersonal communication · Medical education · Political science · Sociology · Homelessness and Social Issues · Medicine · Mental Health and Patient Involvement · Nursing · Psychology · Social Psychology · Social Work Education and Practice · Social Work
Social Work Education and Training in Mental Health, Addictions, and Suicide
Teaching Note—SBIRT
Canadian social work education in mental health and addictions
Social work field instruction
Student, Faculty, and Field Instructor Approaches to SBIRT Implementation
MSW Students’ Use of SBIRT
Promoting SBIRT Training for Social Work Students Across Field Settings
Using the Niaaa brief alcohol screener in social work practice for selected prevention targeting youth
Effects and Durability of an SBIRT Training Curriculum for First-Year MSW Students
Comparing Changes in SBIRT Knowledge, Confidence, and Readiness Among Students and Community Providers
Familiarity with Evidence-Based Practice and Self-Evaluated Service Quality
Focus Groups
A Functional Guide to the Evidence-Based Practice Movement in the Substance Abuse Treatment Field
Addiction Training in Social Work Schools
The Current State of Evidence-Based Practice in Social Work
Implementing Evidence-Based Practice
Oh How I Try to Use Evidence in my Social Work Practice
Incorporating EBP in Field Education
From “Producing” to “Consuming” Research
Increasing Access to Evidence-Based Practices and Knowledge and Attitudes
Translational Science at the National Institute of Mental Health
Evidence-Based Practice
Teaching Evidence-Based Practice
A Scheme for Analyzing the Results of Focus Groups
Ethical Issues in Qualitative E-Learning Research
| Unique citing works | 11 |
|---|---|
| Citations per year | 1,22 |
| Citation span | 2017 - 2025 (9) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 11 |