Teaching Research and Practice Evaluation Skills to Graduate Social Work Students

Objective: The authors examined outcomes of a graduate course on evaluating social work practice that required students to use published research, quantitative measures, and single-system designs in a simulated practice evaluation project. Method: Practice evaluation projects from a typical class we...

Full description

Saved in:
Bibliographic Details
Published inResearch on social work practice Vol. 22; no. 6; pp. 714 - 718
Main Authors Wong, Stephen E., Vakharia, Sheila P.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.11.2012
SAGE PUBLICATIONS, INC
Subjects
Design Preferences
Evaluation Criteria
Evaluation Research
Goals
Graduate Students
Intervention
Interventions
Portfolio Assessment
Postgraduate students
Professional practice
Professional practices
Professional training
Program Evaluation
Research Projects
Research Skills
Self report
Selfimprovement
Selfreport
Simulation
Skill Development
Skills
Social skills
Social Work
Social work education
Statistical Significance
Student Projects
Students
Teaching
Teaching Methods
Work Skills
teaching practice evaluation
graduate social work students
single-case designs
teaching program evaluation
single-subject designs
practice evaluation exercise
single-system designs
Online AccessGet full text

Cover

More Information
Summary:Objective: The authors examined outcomes of a graduate course on evaluating social work practice that required students to use published research, quantitative measures, and single-system designs in a simulated practice evaluation project. Method: Practice evaluation projects from a typical class were analyzed for the number of research references cited, type of client, goals or problems, measures, interventions, single-system designs, and outcomes. Results: More than half of the students conducted self-improvement projects monitored with self-report measures, and goals or problems selected and interventions applied varied widely. More than 80% of the projects were evaluated with simple AB designs, over 45% of which were associated with statistically significant improvements and an additional 43% showed gains that did not reach statistical significance. Conclusions: Results suggest that students can be taught techniques and skills needed to formulate interventions derived from published research and to evaluate effects of these interventions using single-system designs.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
content type line 23
ISSN:1049-7315
1552-7581
DOI:10.1177/1049731512451060