Integrating Implementation Science and Evidence-Based Practice into Academic and Field Curricula

Autor/inn/en	Bertram, Rosalyn M.; Choi, Soo-Whan; Elsen, Megan
Titel	Integrating Implementation Science and Evidence-Based Practice into Academic and Field Curricula
Quelle	In: Journal of Social Work Education, 54 (2018), (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
DOI	10.1080/10437797.2018.1434441
Schlagwörter	Evidence Based Practice; Integrated Curriculum; Academic Education; Field Instruction; Portfolios (Background Materials); Social Work; Professional Education; College Curriculum; Masters Programs; Missouri (Kansas City) + Suchen Sie Ihr Suchwort? Akademische Bildung; Praxisklasse; Soziale Arbeit; Berufsausbildung; Magister course; Magisterstudiengang
Abstract	We present content, structure, and process adjustments that integrate implementation science and evidence-based practice in academic and field curricula. Content and assignments are based upon frameworks identified by the National Implementation Research Network (NIRN) and examine promising, evidence-informed or evidence-based practices. Field curricula structure and process adjustments include site rotations, a field instructor academy, a weekly cohort seminar that integrates academic and field learning, and semester-end focus groups. A weekly field portfolio summarizes student learning and requires student selection of relevant evidence-informed literature for discussion with the field instructor. We conclude with results from a systematic qualitative review of field portfolios that identified content and process patterns of student learning. [This work was supported by the U.S. Children's Bureau, National Child Welfare Workforce Institute University Partnership Grant.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01