An RCT of an evidence-based practice teaching model with the field instructor/social work intern dyad

Problem: Equipping current and future social work practitioners with skills to deliver evidence-based practice (EBP) has remained an elusive prospect since synchronized efforts with field instructors have not been a consistent part of dissemination and implementation efforts. Recognizing the highly influential position of field instructors, this dissertation presents a study of an innovative teaching model which included the field instructor and social work student dyad. Objective: To examine the effectiveness of an EBP teaching model that sought to enhance attitudes, subjective norms, perceived behavioral control and self-efficacy to engage in both the process of EBP as well as designated EBPs among dyads of graduate level field instructors and their social work student interns as compared to dyads in the control condition, who participated in education as usual. Methods: This was a pilot RCT comprised of a convenience sample of 40 dyads (n = 80) of field instructors and their social work interns. The intervention included a preliminary introduction to the process of EBP followed by a 6- hour didactic and experiential training on a designated EBP, Motivational Interviewing (MI). Experimental dyads completed practice audiotapes of new MI skills and searched literature as part of a booster activity. Experimental dyads also received a fidelity report on their audiotapes from an expert MI consultant. Data were collected via Survey Monkey at baseline and at one and 3 months post intervention. Measures included the Evidence Based Practice Process Assessment Scale (EBPPAS) (Parrish and Rubin, 2011) and the Evidence Based Practice Assessment Scale (EBPAS) (Aarons, 2004). It was hypothesized that attitudes toward both the process of EBP as well as toward designated EBPs would improve for experimental dyads compared to control dyads. A repeated measures ANOVA was run in PROC MIXED of the SAS system to examine whether there were significant over time differences between conditions. Results: Groups were not statistically different at baseline and at both follow up time points, experimental dyads had significantly better scores (<.0001) on both outcome measures. Conclusions: This teaching model holds promise as one means of systematically imparting EBP concepts and competencies to the social work workforce.