Field Instructors Extending EBP learning in dyads (FIELD): results of a pilot randomized controlled trial

TitleField Instructors Extending EBP learning in dyads (FIELD): results of a pilot randomized controlled trial
Publication TypeJournal Article
Year of Publication2016
AuthorsTennille, Julie, Phyllis Solomon, Eugene Brusilovskiy, and David S. Mandell
JournalJournal of the Society for Social Work and Research
Volume7
Pagination1-22
ISBN Number2334-2315
AbstractObjective: The act of moving, tailoring, and sustaining evidence-based practices (EBP) into real world settings has proven formidable. Schools of social work are responsible for preparing students to deliver EBP interventions while trying to engender the practice of routinely using evidence for decision making. Given the difficulty of accomplishing these objectives and cognizant that field education is the heart of the experiential component of graduate social work curricula, we developed FIELD as an educational intervention for dyads of field instructors and their students. FIELD is a multiphase didactic and experiential intervention driven by the interests of field instructors. This article presents findings from a pilot randomized controlled trial that examined the effectiveness of FIELD using motivational interviewing as the focal EBP. Methods: A convenience sample of 40 dyads (composed of a field instructor and a field student) was randomly assigned to experimental (n = 38) or control conditions (n = 42). Data collected at baseline and 1- and 3-month post intervention included 2 measures to examine attitudes toward both the EBP process of decision making as well as toward the use of designated EBPs. Results: Both groups were equal at baseline. At the 2 follow-up time points, experimental dyads had significantly higher scores on the attitude measures. Conclusion: FIELD holds promise as an EBP implementation strategy that capitalizes on the important role of field instruction in social work education by bridging classroom and field curricula while imparting competencies to both future and current generations of social workers.
URLhttp://dx.doi.org/10.1086/684020