Purpose: This case-study explores the views and attitudes towards Evidence-Based Practice (EBP) of social workers and staff working in a social work organization in the Netherlands that recently committed to EBP. Method: Qualitative data were gathered from semi-structured interviews with 10 staff members and 12 social workers. Results: Confusion about the meaning of EBP was a major theme among both social workers and staff and EBP was conceptualized in several different ways. Some respondents perceived EBP as using interventions for which there is scientific evidence that it is effective, i.e. Research-Supported Treatments (RSTs), other's used a broader conceptualization that, besides scientific evidence, also takes into account professional expertise and/or client circumstances (EBP process). A strong preference for the EBP process as opposed to RSTs was another major theme among both social workers and staff. Conclusion: The results suggest that organizations preparing for EBP implementation will need to increase both staff's and social workers' understanding of EBP by providing a clear explanation of the difference between RSTs and the EBP process.

Objectives:This study assesses social workers’ orientation toward the evidence-based practice (EBP) process and explores which specific variables (e.g. age) are associated.Methods:Data were collected from 341 Dutch social workers through an online survey which included a Dutch translation of the EBP Process Assessment Scale (EBPPAS), along with 13 background/demographic questions.Results:The overall level of orientation toward the EBP process is relatively low. Although respondents are slightly familiar with it and have slightly positive attitudes about it, their intentions to engage in it and their actual engagement are relatively low. Respondents who followed a course on the EBP process as a student are more oriented toward it than those who did not. Social workers under 29 are more familiar with the EBP process than those over 29.Conclusions:We recommend educators to take a more active role in teaching the EBP process to students and social workers.

This article presents the findings from a case study, exploring the factors that support and impede implementation of evidence-based practice (EBP) in a Dutch social work organisation that has recently committed to EBP. Qualitative data were gathered from semi-structured interviews with ten staff members and twelve social workers (service providers for adults and families). The organisational model for EBP implementation, recently developed by Plath, was used to examine how EBP was implemented and the factors that support and impede it. Findings revealed that EBP occurs predominantly at the organisational level. Research & Development (R&D) staff take responsibility for the key steps of gathering, appraising and translating research insights into practice activities, whilst social workers are primarily involved in implementing interventions. R&D is also involved in the internal evaluation of interventions in order to support ongoing practice development. Several factors affecting EBP implementation and facilitative strategies have been identified. Most of these are congruent with the organisational model for EBP implementation, with the exception of two impacting factors (negative attitudes about EBP and an organisational culture that values and encourages innovation and learning) and one facilitative strategy (research partnerships). These findings were used to develop the model further.

The aim of this exploratory study was to assess whether practicing social workers currently enrolled in Master Social Work (MSW) programs (hereafter referred to as MSW students) were more oriented to the evidence-based practice (EBP) process and more engaged in it than practicing social workers who are not currently enrolled in MSW programs (hereafter referred to as social workers) in the Netherlands. Data were collected from MSW students (n = 32) and from social workers (n = 341) using the EBP Process Assessment Scale. MSW students reported a stronger orientation toward the EBP process, more positive attitudes toward EBP, more familiarity with EBP and more intentions to engage in EBP than social workers did, however, they were less positive about the feasibility of implementing EBP in practice. These preliminary results suggest that there are grounds for optimism about MSW students' acceptance of and engagement in the EBP process. Implications for social work education are discussed. From the start of the twenty-first century, the Dutch government, local authorities, and funding bodies have been demanding more accountability and effectiveness in social work, leading to increasing attention for evidence-based practice (EBP) as a means of professionalization in social work (Steyaert, Van Den Biggelaar, & Peels, 2010). In 2008, a professional Master Social Work (MSW) program for universities of applied sciences (UASs) (Hogescholen) was funded by the Dutch government to deliver professionals who focus on the effectiveness of interventions and accountability of the profession (van Pelt, Hutschemaekers, Sleegers, & van Hattum, 2015). The new professional MSW program is a two-year part-time degree program for practicing social workers (who remain working in practice during the program). Currently three UASs in the Netherlands offer the new MSW program and one UAS offers a Master Healthcare and Social Work. This study explores the orientation toward the EBP process of social workers currently enrolled in the MSW program in the Netherlands. In order to contextualize this study, we first provide a brief