Teaching Research in Social Work: Capacity and Challenge

MacIntyre, Gillian; Paul, Sally

doi:10.1093/bjsw/bcs010

Cited by 56 publications

(24 citation statements)

References 27 publications

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“…In contrast, a recent audit of research teaching on UK social work qualifying programmes (MacIntyre and Paul, 2012) found that students encounter difficulties in learning (and lecturers in teaching) research methods effectively.…”

Section: Barriers To Learningmentioning

confidence: 87%

Developing Advanced Practitioners in Mental Health Social Work: Pedagogical Considerations

Webber¹

2013

Social Work Education

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Advanced social work practitioners in mental health services daily face the challenges of working alongside the more powerful professions of psychiatry and psychology.Advanced post-qualifying programmes in mental health social work equip practitioners with the knowledge, skills and expertise to confidently work alongside both psychiatrists and clinical psychologists in multi-disciplinary teams. This includes training in empirical research methods, which are used to develop the evidence base for psychiatry and psychology, although social work practitioners find this particularly challenging. This paper explores the importance of research methods teaching in the development of advanced practitioners in mental health social work.Using learning theory to explore possible reasons why practitioners find it so difficult, it offers some solutions which may enhance the learning and teaching of research methodology to experienced social workers. KeywordsPost-qualifying education; evidence-based practice; advanced practice; mental health social work; research methods

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Section: Barriers To Learningmentioning

confidence: 87%

Developing Advanced Practitioners in Mental Health Social Work: Pedagogical Considerations

Webber¹

2013

Social Work Education

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“…As a familiar challenge in developing social work curricula, the task of training students on research and evaluation methods calls into question ideological differences regarding research and instructional delivery methods (Gibbs & Stirling, 2013;MacIntyre & Paul, 2013;Wells et al, 2012). In short, there is not one best way to teach students about this process.…”

Section: Discussionmentioning

confidence: 99%

“…Wells, Maschi, and Slater (2012) found that among three approaches to integrating research and practice, the problem-solving approach-which included service learning activities-was least frequently described by the social work research faculty they surveyed. Similarly, an examination of research education in the United Kingdom found that while faculty were aware that students value experiential learning and hands-on experience, this method was not commonly used (MacIntyre & Paul, 2013).…”

Section: Service Learningmentioning

confidence: 99%

Engaged Teaching-Learning: Outcome Evaluation for Social Work Students in a Graduate-Level Service Learning Research Course

Deck

Platt

McCord

2016

ASW

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“…There is a growing emphasis for social work students and practitioners to be "researchminded" where they are able to understand the process of research and use research to inform their practice (Author, year;MacIntyre & Paul, 2013). Within the United Kingdom (UK), the Quality Assurance Agency (QAA), which sets out expectations and standards for receiving a degree in specific disciplines, calls for students in undergraduate social work education to gain "…the acquisition of research skills in order to build a repertoire of research-based practice," which includes knowledge of statistical techniques and the use of research to "collect, analyse and interpret relevant information" (QAA, 2008, p. 10;17).…”

Section: Making Social Work Count: a Curriculum Innovation To Teach Qmentioning

confidence: 99%

Making Social Work Count: A Curriculum Innovation to Teach Quantitative Research Methods and Statistical Analysis to Undergraduate Social Work Students in the United Kingdom

Teater

Roy

Carpenter

et al. 2017

Journal of Teaching in Social Work

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Students in the United Kingdom (UK) are found to lack knowledge and skills in quantitative research methods. In order to address this gap, a quantitative research method and statistical analysis curriculum comprised of 10 individual lessons was developed, piloted, and evaluated at two universities in the UK. The evaluation found BSW students' (N=81) self-efficacy to improve significantly from pre-to post-test, but statistical knowledge improved only slightly and was not statistically significantly. The findings point to recommendations for social work educators in the UK and beyond to consider when integrating the 10-input quantitative method curriculum and when teaching research methods and statistics to social work students.

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Teaching Research in Social Work: Capacity and Challenge

Cited by 56 publications

References 27 publications

Developing Advanced Practitioners in Mental Health Social Work: Pedagogical Considerations

Developing Advanced Practitioners in Mental Health Social Work: Pedagogical Considerations

Engaged Teaching-Learning: Outcome Evaluation for Social Work Students in a Graduate-Level Service Learning Research Course

Making Social Work Count: A Curriculum Innovation to Teach Quantitative Research Methods and Statistical Analysis to Undergraduate Social Work Students in the United Kingdom

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