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 practice—driven by policymakers, payers, consumers, and professionals—provides 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 Bachelor’s-Level Students Edition • Instructors of Master’s-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 Master’s-Level Students

6. REACH-SW defines evidence-based practice as the integration of the best research evidence with client values and the practitioner’s 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 Module Content

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 isEBP

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. 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 Module Content

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. 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 Module Resources

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, HalukSoydan • 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 ExperienceDepartment-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. I’m enjoying it. It just makes me think and approach courses differently already.” • “Overall, this was the best training I’ve 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. 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 Participating ProgramsMore than 150 applications from faculty at programs around the nation for 35 spots

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 < .05). 2. Students in all experimental groups demonstrated significant increases in knowledge from pretest to posttest (p < .01). No one REACH-SW training modality demonstrated a greater impact on student knowledge than another.

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

22. Instructor Results: Knowledge of EBP

23. Self-Efficacy for Teaching EBP

24. Instructor Impressions • 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 • REACH-SW is a user-friendly tool that instructors can readily use to effectively infuse EBP content and principles into bachelor’s and master’s social work curricula. • 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. • 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. • 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. • 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@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 Instructor’s Edition), includes User’s Guide • Complete REACH-SW CD-ROM set of 3 $400 • 3 CD-ROMs: BSW, MSW and New Instructor’s Edition, includes 3 User’s 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.