How do social work students learn to use research to underpin their practice decisions? How do they learn that research is not an activity unconnected to their professional role and responsibilities, but rather acts as a foundation for their knowledge? By using the examples drawn from evidence-based practice (e.g. what is known to work and what we know about social work processes), the authors deliver a text that will help support students to appraise and then integrate research into both their daily practice decisions and their assignments and assessments. It will do this by defining key concepts like ‘knowledge’ and ‘evidence’ and then look at how these concepts include component parts – from law and legislation to practice knowledge and reflective and critical practice. Case examples are used to illustrate how a clear understanding of these component parts can build to a substantial evidence-base from which to draw upon. Identifying relevant research and appraising its quality are core aspects of the book. Later chapters show students how robust knowledge of evidence-based practice can develop into a clear and confident approach to their workloads and their daily practice dilemmas

Practice Questions and Research Types

Practice questions and research types


This chapter focuses on the topic of asking a clear question to inform the construction of a search on bibliographic databases or on the Internet for relevant research that addresses the question. Sometimes people do not state clearly what they really wanted to know, or do not phrase their question precisely enough for it to be answerable. This is very important when searching for research to inform practice. The question must be framed in a way that could be addressed by an appropriately designed research, evaluation or audit study, and such that the search can be translated into some sort of search formula to use on a bibliographic database or an Internet search engine to ...

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