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Social work research and its relevance to practice: "The gap between research and practice continues to be wide"

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The social work profession requires a body of scientific evidence supporting the effectiveness of interventions; yet, the social work scientific community could benefit from strengthening its contribution to the profession’s body of evidence. Through twenty qualitative interviews with social work professors who are employed at four-year academic institutions (referred to as “social work academics”), this study explored how academics define social work research and how they perceive research to inform practice. The data were analyzed along the six steps of thematic analysis, resulting in 13 themes and six sub-themes in relation to the definition of research activity and social work research, the extent to which research informs practice, and the barriers and facilitators to research informing practice. The findings revealed that social work continues to lack a clear definition of research and produces research that only minimally influences practice, often due to the pressure for social work academics to research and publish in support of their career trajectory within academia versus writing for practitioners. The social work profession should take action to address and further research the research-practice disconnect by establishing a clear definition and aims of social work research, and training academics in effective research-to-practice translational methods.

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There is evidence that variable access to training, support mechanisms and resources limits social work research capacity. A survey circulated to UK social work academics in 2008 was completed by 249 respondents (response rate 33 per cent). A sub-sample of twenty-nine respondents was selected for follow-up telephone interview. Both interview and survey data revealed respondents’ enthusiasm for undertaking research but highlighted the practical difficulties they faced in terms of relief from teaching responsibilities; access to research funding; and a comparatively limited infrastructure for social work research. Suggestions for improvements included assistance with developing and submitting bids, mentoring, and greater access to research and practice networks.

Angela Everitt

The paper is centred in three intertwined issues concerning Social Work research: the research-minded practitioner; evaluating for good practice; researching as a practitioner. In the attempt to shape the development of social work research, relations between theory and practice were analyzed, taking the experience of practitioners in education as influential for Social Work. The processes advocated here are complex and not likely to have easy answers or procedural manuals. Reflective critical questioning, tentativeness and uncertainty are critical features for a Social Work researcher

Michelle Lefevre , Barbra Teater

The research activity of social work academics in the UK has been of interest and concern amongst academics and research funders. Multiple initiatives have been implemented to develop social work research activity, yet research by social work academics remains limited, hindered by lack of time, support infrastruc-tures, funding and training. Through the use of a mixed-methods cross-sectional survey (N ¼ 200) and follow-up individual interviews (N ¼ 11), this study reports on the factors that were found to contribute to or impede the amount of time that social work academics reported spending on research. Findings: The results from the survey indicated that 73% of respondents were research active. Bivariate analysis revealed that academics spent less time on research and teaching, and more time on administration than expected by their employing universities. Multivariate analysis found that less time spent on administration and teaching, more university supports, and being from a pre-1992 university predicted more time spent on research. Applications: The findings indicate that the administrative burdens associated with teaching and assessment in social work education result in academics struggling to fit research into their busy lives, despite initiatives to raise the profile and productivity of

Aotearoa New Zealand Social Work

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Recent research in New Zealand (Beddoe, 2010) and elsewhere (Joubert, 2006) has documented low levels of confidence amongst social work graduates in conducting applied social research. This article will examine the reasons why research literacy amongst students and graduates appears to be at a low ebb, and will report on the early developmental phases of a field education model being piloted in Christchurch, New Zealand, to promote knowledge and skill development in practice research. The process used for planning a suite of practice research placements is outlined, together with examining the application of the communities of practice model for facilitating this intervention. Practical strategies for including research learning objectives and activities are provided, with the view to encouraging routine inclusion of different tasks associated with systematic inquiry into all field placements. The evaluation design for the group of practice research placements is outlined with consi...

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Foundations of Social Work Research

(3 reviews)

importance of research in social work pdf

Rebecca L. Mauldin

Copyright Year: 2020

ISBN 13: 9781648169915

Publisher: Mavs Open Press

Language: English

Formats Available

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Learn more about reviews.

Reviewed by Quentin Maynard, Assistant Professor, University of Southern Indiana on 11/30/22

This text covers topics that social work students need to understand to be consumers of research. The author and contributors include current real work examples to help emphasize the different topics. Integrating the chapter on Real World Research... read more

Comprehensiveness rating: 5 see less

This text covers topics that social work students need to understand to be consumers of research. The author and contributors include current real work examples to help emphasize the different topics. Integrating the chapter on Real World Research throughout the text might help emphasize to students that engaging in research is necessary to our profession, even as practitioners.

Content Accuracy rating: 5

The content was accurate and error-free.

Relevance/Longevity rating: 5

The content of the text was up-to-date and included information relevant to social work research. Since the main author solicited contributions from colleagues at their institution, updates and changes would likely be relatively straightforward.

Clarity rating: 5

The book seemed accessible for individuals with limited research experience. Key words were defined in the text and included in a glossary at the end of each section and the text.

Consistency rating: 5

The text was consistent in style and organization. Chapter subsections have specific learning objectives allowing students to know what will be covered in each chapter. Doing this reduces bloat and increases clarity for readers.

Modularity rating: 5

The text did not appear to be structured in a way that was overwhelming or difficult to follow.

Organization/Structure/Flow rating: 5

The structure of the book was logical.

Interface rating: 5

The digital pdf and the online versions of the text were intuitive and easy to navigate. I did not notice any issues with the interface in either format.

Grammatical Errors rating: 5

No writing or grammar errors noted.

Cultural Relevance rating: 5

The text is culturally sensitive. It includes a content advisory at the beginning of each chapter which allows students to be aware of specific topics (e.g., racism, sexism, and poverty) discussed or mentioned in the chapter. While this text was adapted for students at a specific university, the authors include topics that reach much farther than that audience. The examples included cover a diverse set of people and situations.

This is a comprehensive text that allows students the opportunity to learn how to be consumers of social work research. While practice evaluation might not be the scope of this text, other than the chapter on Real World Research, including discussions about how students might apply the concepts of each chapter in social work practice. The structure of the book allows students to see the research that their professors are engaging in and might make research more accessible to social work students and practitioners

Reviewed by Matt Walsh, Assistant Professor of Social Work, Marian University on 12/30/21

This textbook covers all the aspects of research you would expect for an introduction to social work research. It uses classic examples of past research to highlight the importance of ethics in research. It also does a good job of discussing... read more

This textbook covers all the aspects of research you would expect for an introduction to social work research. It uses classic examples of past research to highlight the importance of ethics in research. It also does a good job of discussing both quantitative and qualitative research as well as single system designs and program evaluation. My one critique as someone who does qualitative research is that it mentions the importance of trustworthiness and rigor in qualitative research but does not mention how a research can achieve this. However, it does go into other elements like coding and it would not be hard to provide student with supplemental materials about memoing or peer debriefing as examples and to be fair, it is hard to put everything in just one chapter.

All components are accurately described and well-written. The glossary at the end of each section is helpful for key words. The text appears to be error-free and unbiased.

There are links to recent examples which highlights the real world aspect of research.

This text is clear in its description of research and its major components. Certain aspects like causality get a little advanced for a introduction to research book but there are good visual to aid in students' understanding of some of the more complicated concepts. (Please note that I am reviewing this with BSW students in mind, MSW students may not find some of these sections as overwhelming as I suspect my students might).

The book is very well structured and consistent throughout.

The text is well structured and organized as a whole and in terms of each chapter and each section with the chapters.

The topics follow the order of most other foundational research books I have seen and have a logical flow to them.

I did not find any interface issues.

I could not see any grammatical errors.

There are good examples throughout that display an effort to have inclusivity, diversity, and equity in this text.

I feel like this book would provide students with a good understanding about research and could be used interchangeably with other foundational/introduction books on the market, especially if the professor is familiar with teaching research and has already established a good foundation (quizzes, lecture slides, assignments, activities, etc.).

Reviewed by Vivian Miller, Assistant Professor in Social Work, Bowling Green State University on 1/5/21

The text Foundations of Social Work Research covers social work research comprehensively and appropriately. Across twelve chapters, the author begins by introducing research, the science behind research and how this translates to the profession of... read more

The text Foundations of Social Work Research covers social work research comprehensively and appropriately. Across twelve chapters, the author begins by introducing research, the science behind research and how this translates to the profession of social work, and the importance of understanding research as it applies to social work practice across all system levels. In addition to comprehensive chapters, the text contains a glossary, practice behavior indices, bibliography, derivative notes, and links by each chapter.

This text is an accurate text that is error free. This text is extremely well-written and includes real-life examples, drawing on written contributions from social work faculty across practice settings and populations, as well as students at the masters and doctoral levels.

Much of research methods and the process is overall static, however the author does an incredible job to provide timely, relevant, and applicable examples throughout the text to ensure that this version will not be obsolete within a short period of time.

This text is clearly written and is easy to move through. This text contains chapters and sub-chapters. I’d recommend this book for a higher-level undergraduate program or graduate program (e.g., MSW), as there is technical terminology used. Additionally, the author provides a glossary at the back of the text, hyperlinked to each chapter on the web-version. Moreover, there are definitions highlighted at center page throughout the text.

This text is very consistent. Chapters build on one another and are written in clear order.

The use of subheadings throughout allows this text to be separated into smaller reading sections. For instance, if an instructor wanted to assign reading for “Probability sampling,” this topic can be readily extracted from the full text. A student can understand this topic area despite being separated from the text as context is provided to the reader in each sub-chapter. The use of bolded words, images, examples, and hyperlinks throughout make the text easy to separate and digest.

This text is very well-organized and moves through each section in a step-wise process building on each previous content area.

There are no interface issues in the text. Images display well, as well as key takeaway and glossary charts throughout each chapter.

The text contains no grammatical errors.

This text is culturally sensitive. Examples across all system levels (e.g., micro, messo, and macro) are inclusive of a variety of races, ethnicities, and backgrounds.

Highly recommend this text for a Social Work research course.

Table of Contents

  • Chapter One: Introduction to research
  • Chapter Two: Linking methods with theory
  • Chapter Three: Ethics in social work research
  • Chapter Four: Design and causality
  • Chapter Five: Defining and measuring concepts
  • Chapter Six: Sampling
  • Chapter Seven: Survey research
  • Chapter Eight: Experimental design
  • Chapter Nine: Unique features of qualitative research
  • Chapter Ten: Unobtrusive research
  • Chapter Eleven: Real-world research
  • Chapter Twelve: Reporting research

Ancillary Material

About the book.

This textbook was created to provide an introduction to research methods for BSW and MSW students, with particular emphasis on research and practice relevant to students at the University of Texas at Arlington. It provides an introduction to social work students to help evaluate research for evidence-based practice and design social work research projects. It can be used with its companion, A Guidebook for Social Work Literature Reviews and Research Questions by Rebecca L. Mauldin and Matthew DeCarlo, or as a stand-alone textbook.

About the Contributors

Rebecca L. Mauldin , Ph.D

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Principles of Social Research Methodology pp 29–41 Cite as

Social Research: Definitions, Types, Nature, and Characteristics

  • Kanamik Kani Khan 4 &
  • Md. Mohsin Reza 5  
  • First Online: 27 October 2022

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Social research is often defined as a study of mankind that helps to identify the relations between social life and social systems. This kind of research usually creates new knowledge and theories or tests and verifies existing theories. However, social research is a broad spectrum that requires a discursive understanding of its varied nature and definitions. This chapter aims to explain the multifarious definitions of social research given by different scholars. The information used in this chapter is solely based on existing literature regarding social research. There are various stages discussed regarding how social research can be effectively conducted. The types and characteristics of social research are further analysed in this chapter. Social research plays a substantial role in investigating knowledge and theories relevant to social problems. Additionally, social research is important for its contribution to national and international policymaking, which explains the importance of social research.

  • Social research
  • Human and social behaviour
  • Knowledge and theories

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School of Health and Social Care, University of Essex, Colchester, England

Kanamik Kani Khan

Department of Social Work, Jagannath University, Dhaka, 1100, Bangladesh

Md. Mohsin Reza

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Department of Development Studies, University of Dhaka, Dhaka, Bangladesh

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Department of Social Work, School of Humanities, University of Johannesburg, Johannesburg, South Africa

Rajendra Baikady

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Khan, K.K., Mohsin Reza, M. (2022). Social Research: Definitions, Types, Nature, and Characteristics. In: Islam, M.R., Khan, N.A., Baikady, R. (eds) Principles of Social Research Methodology. Springer, Singapore. https://doi.org/10.1007/978-981-19-5441-2_3

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College of Nursing

Driving change: a case study of a dnp leader in residence program in a gerontological center of excellence.

View as pdf A later version of this article appeared in Nurse Leader , Volume 21, Issue 6 , December 2023 . 

The American Association of Colleges of Nursing (AACN) published the Essentials of Doctoral Education for Advanced Practice Nursing in 2004 identifying the essential curriculum needed for preparing advanced practice nurse leaders to effectively assess organizations, identify systemic issues, and facilitate organizational changes. 1 In 2021, AACN updated the curriculum by issuing The Essentials: Core Competencies for Professional Nursing Education to guide the development of competency-based education for nursing students. 1 In addition to AACN’s competency-based approach to curriculum, in 2015 the American Organization of Nurse Leaders (AONL) released Nurse Leader Core Competencies (updated in 2023) to help provide a competency based model to follow in developing nurse leaders. 2

Despite AACN and AONL competency-based curriculum and model, it is still common for nurse leaders to be promoted to management positions based solely on their work experience or exceptional clinical skills, rather than demonstration of management and leadership competencies. 3 The importance of identifying, training, and assessing executive leaders through formal leadership development programs, within supportive organizational cultures has been discussed by national leaders. As well as the need for nurturing emerging leaders through fostering interprofessional collaboration, mentorship, and continuous development of leadership skills has been identified. 4 As Doctor of Nursing Practice (DNP) nurse leaders assume executive roles within healthcare organizations, they play a vital role within complex systems. Demonstration of leadership competence and participation in formal leadership development programs has become imperative for their success. However, models of competency-based executive leadership development programs can be hard to find, particularly programs outside of health care systems.

The implementation of a DNP Leader in Residence program, such as the one designed for The Barbara and Richard Csomay Center for Gerontological Excellence, addresses many of the challenges facing new DNP leaders and ensures mastery of executive leadership competencies and readiness to practice through exposure to varied experiences and close mentoring. The Csomay Center , based at The University of Iowa, was established in 2000 as one of the five original Hartford Centers of Geriatric Nursing Excellence in the country. Later funding by the Csomay family established an endowment that supports the Center's ongoing work. The current Csomay Center strategic plan and mission aims to develop future healthcare leaders while promoting optimal aging and quality of life for older adults. The Csomay Center Director created the innovative DNP Leader in Residence program to foster the growth of future nurse leaders in non-healthcare systems. The purpose of this paper is to present a case study of the development and implementation of the Leader in Residence program, followed by suggested evaluation strategies, and discussion of future innovation of leadership opportunities in non-traditional health care settings.

Development of the DNP Leader in Residence Program

The Plan-Do-Study-Act (PDSA) cycle has garnered substantial recognition as a valuable tool for fostering development and driving improvement initiatives. 5 The PDSA cycle can function as an independent methodology and as an integral component of broader quality enhancement approaches with notable efficacy in its ability to facilitate the rapid creation, testing, and evaluation of transformative interventions within healthcare. 6 Consequently, the PDSA cycle model was deemed fitting to guide the development and implementation of the DNP Leader in Residence Program at the Csomay Center.

PDSA Cycle: Plan

Existing resources. The DNP Health Systems: Administration/Executive Leadership Program offered by the University of Iowa is comprised of comprehensive nursing administration and leadership curriculum, led by distinguished faculty composed of national leaders in the realms of innovation, health policy, leadership, clinical education, and evidence-based practice. The curriculum is designed to cultivate the next generation of nursing executive leaders, with emphasis on personalized career planning and tailored practicum placements. The DNP Health Systems: Administration/Executive Leadership curriculum includes a range of courses focused on leadership and management with diverse topics such as policy an law, infrastructure and informatics, finance and economics, marketing and communication, quality and safety, evidence-based practice, and social determinants of health. The curriculum is complemented by an extensive practicum component and culminates in a DNP project with additional hours of practicum.

New program. The DNP Leader in Residence program at the Csomay Center is designed to encompass communication and relationship building, systems thinking, change management, transformation and innovation, knowledge of clinical principles in the community, professionalism, and business skills including financial, strategic, and human resource management. The program fully immerses students in the objectives of the DNP Health Systems: Administration/Executive Leadership curriculum and enables them to progressively demonstrate competencies outlined by AONL. The Leader in Residence program also includes career development coaching, reflective practice, and personal and professional accountability. The program is integrated throughout the entire duration of the Leader in Residence’s coursework, fulfilling the required practicum hours for both the DNP coursework and DNP project.

The DNP Leader in Residence program begins with the first semester of practicum being focused on completing an onboarding process to the Center including understanding the center's strategic plan, mission, vision, and history. Onboarding for the Leader in Residence provides access to all relevant Center information and resources and integration into the leadership team, community partnerships, and other University of Iowa College of Nursing Centers associated with the Csomay Center. During this first semester, observation and identification of the Csomay Center Director's various roles including being a leader, manager, innovator, socializer, and mentor is facilitated. In collaboration with the Center Director (a faculty position) and Center Coordinator (a staff position), specific competencies to be measured and mastered along with learning opportunities desired throughout the program are established to ensure a well-planned and thorough immersion experience.

Following the initial semester of practicum, the Leader in Residence has weekly check-ins with the Center Director and Center Coordinator to continue to identify learning opportunities and progression through executive leadership competencies to enrich the experience. The Leader in Residence also undertakes an administrative project for the Center this semester, while concurrently continuing observations of the Center Director's activities in local, regional, and national executive leadership settings. The student has ongoing participation and advancement in executive leadership roles and activities throughout the practicum, creating a well-prepared future nurse executive leader.

After completing practicum hours related to the Health Systems: Administration/Executive Leadership coursework, the Leader in Residence engages in dedicated residency hours to continue to experience domains within nursing leadership competencies like communication, professionalism, and relationship building. During residency hours, time is spent with the completion of a small quality improvement project for the Csomay Center, along with any other administrative projects identified by the Center Director and Center Coordinator. The Leader in Residence is fully integrated into the Csomay Center's Leadership Team during this phase, assisting the Center Coordinator in creating agendas and leading meetings. Additional participation includes active involvement in community engagement activities and presenting at or attending a national conference as a representative of the Csomay Center. The Leader in Residence must mentor a master’s in nursing student during the final year of the DNP Residency.

Implementation of the DNP Leader in Residence Program

PDSA Cycle: Do

Immersive experience. In this case study, the DNP Leader in Residence was fully immersed in a wide range of center activities, providing valuable opportunities to engage in administrative projects and observe executive leadership roles and skills during practicum hours spent at the Csomay Center. Throughout the program, the Leader in Residence observed and learned from multidisciplinary leaders at the national, regional, and university levels who engaged with the Center. By shadowing the Csomay Center Director, the Leader in Residence had the opportunity to observe executive leadership objectives such as fostering innovation, facilitating multidisciplinary collaboration, and nurturing meaningful relationships. The immersive experience within the center’s activities also allowed the Leader in Residence to gain a deep understanding of crucial facets such as philanthropy and community engagement. Active involvement in administrative processes such as strategic planning, budgeting, human resources management, and the development of standard operating procedures provided valuable exposure to strategies that are needed to be an effective nurse leader in the future.

Active participation. The DNP Leader in Residence also played a key role in advancing specific actions outlined in the center's strategic plan during the program including: 1) the creation of a membership structure for the Csomay Center and 2) successfully completing a state Board of Regents application for official recognition as a distinguished center. The Csomay Center sponsored membership for the Leader in Residence in the Midwest Nurse Research Society (MNRS), which opened doors to attend the annual MNRS conference and engage with regional nursing leadership, while fostering socialization, promotion of the Csomay Center and Leader in Residence program, and observation of current nursing research. Furthermore, the Leader in Residence participated in the strategic planning committee and engagement subcommittee for MNRS, collaborating directly with the MNRS president. Additional active participation by the Leader in Residence included attendance in planning sessions and completion of the annual report for GeriatricPain.org , an initiative falling under the umbrella of the Csomay Center. Finally, the Leader in Residence was involved in archiving research and curriculum for distinguished nursing leader and researcher, Dr. Kitty Buckwalter, for the Benjamin Rose Institute on Aging, the University of Pennsylvania Barbara Bates Center for the Study of the History of Nursing, and the University of Iowa library archives.

Suggested Evaluation Strategies of the DNP Leader in Residence Program

PDSA Cycle: Study

Assessment and benchmarking. To effectively assess the outcomes and success of the DNP Leader in Residence Program, a comprehensive evaluation framework should be used throughout the program. Key measures should include the collection and review of executive leadership opportunities experienced, leadership roles observed, and competencies mastered. The Leader in Residence is responsible for maintaining detailed logs of their participation in center activities and initiatives on a semester basis. These logs serve to track the progression of mastery of AONL competencies by benchmarking activities and identifying areas for future growth for the Leader in Residence.

Evaluation. In addition to assessment and benchmarking, evaluations need to be completed by Csomay Center stakeholders (leadership, staff, and community partners involved) and the individual Leader in Residence both during and upon completion of the program. Feedback from stakeholders will identify the contributions made by the Leader in Residence and provide valuable insights into their growth. Self-reflection on experiences by the individual Leader in Residence throughout the program will serve as an important measure of personal successes and identify gaps in the program. Factors such as career advancement during the program, application of curriculum objectives in the workplace, and prospects for future career progression for the Leader in Residence should be considered as additional indicators of the success of the program.

The evaluation should also encompass a thorough review of the opportunities experienced during the residency, with the aim of identifying areas for potential expansion and enrichment of the DNP Leader in Residence program. By carefully examining the logs, reflecting on the acquired executive leadership competencies, and studying stakeholder evaluations, additional experiences and opportunities can be identified to further enhance the program's efficacy. The evaluation process should be utilized to identify specific executive leadership competencies that require further immersion and exploration throughout the program.

Future Innovation of DNP Leader in Residence Programs in Non-traditional Healthcare Settings

PDSA Cycle: Act

As subsequent residents complete the program and their experiences are thoroughly evaluated, it is essential to identify new opportunities for DNP Leader in Residence programs to be implemented in other non-health care system settings. When feasible, expansion into clinical healthcare settings, including long-term care and acute care environments, should be pursued. By leveraging the insights gained from previous Leaders in Residence and their respective experiences, the program can be refined to better align with desired outcomes and competencies. These expansions will broaden the scope and impact of the program and provide a wider array of experiences and challenges for future Leaders in Residency to navigate, enriching their development as dynamic nurse executive leaders within diverse healthcare landscapes.

This case study presented a comprehensive overview of the development and implementation of the DNP Leader in Residence program developed by the Barbara and Richard Csomay Center for Gerontological Excellence. The Leader in Residence program provided a transformative experience by integrating key curriculum objectives, competency-based learning, and mentorship by esteemed nursing leaders and researchers through successful integration into the Center. With ongoing innovation and application of the PDSA cycle, the DNP Leader in Residence program presented in this case study holds immense potential to help better prepare 21 st century nurse leaders capable of driving positive change within complex healthcare systems.

Acknowledgements

         The author would like to express gratitude to the Barbara and Richard Csomay Center for Gerontological Excellence for the fostering environment to provide an immersion experience and the ongoing support for development of the DNP Leader in Residence program. This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

  • American Association of Colleges of Nursing. The essentials: core competencies for professional nursing education. https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Essentials-2021.pdf . Accessed June 26, 2023.
  • American Organization for Nursing Leadership. Nurse leader core competencies. https://www.aonl.org/resources/nurse-leader-competencies . Accessed July 10, 2023.
  • Warshawsky, N, Cramer, E. Describing nurse manager role preparation and competency: findings from a national study. J Nurs Adm . 2019;49(5):249-255. DOI:  10.1097/NNA.0000000000000746
  • Van Diggel, C, Burgess, A, Roberts, C, Mellis, C. Leadership in healthcare education. BMC Med. Educ . 2020;20(465). doi: 10.1186/s12909-020-02288-x
  • Institute for Healthcare Improvement. Plan-do-study-act (PDSA) worksheet. https://www.ihi.org/resources/Pages/Tools/PlanDoStudyActWorksheet.aspx . Accessed July 4, 2023.
  • Taylor, M, McNicolas, C, Nicolay, C, Darzi, A, Bell, D, Reed, J. Systemic review of the application of the plan-do-study-act method to improve quality in healthcare. BMJ Quality & Safety. 2014:23:290-298. doi: 10.1136/bmjqs-2013-002703

Return to College of Nursing Winter 23/24 Newsletter

IMAGES

  1. The Basics of Social Work Research

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  2. (PDF) THE EXPERIENCES OF SOCIAL WORK STUDENTS ON SOCIAL WORK RESEARCH

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  3. (PDF) Chapter 5 Communication in Social Work

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  4. (PDF) Research for social workers: An introduction to methods

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  1. What is research

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  3. SOCIAL SCIENCE VS SOCIAL WORK RESEARCH @DGS EDUPEDIA

  4. Social Work Research: Steps of Research #researchstudy #socialresearch #BSW #MSW #UGC-NET

  5. SOCIAL RESEARCH METHODS

  6. Conceptual Framework of Research in Social Science By Dr. Subhasis Bhattacharya

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  1. PDF 1 Why Research for Social Work?

    1 Why Research for Social Work? Introduction This book seeks to identify research as an underused but essential tool for the busy social worker in undertaking their difficult, demanding and often contra-dictory tasks within society. For too long research has been ignored by social workers or at best been relegated to an add-on or luxury.

  2. (PDF) Social Work Research and Its Relevance to Practice: "The Gap

    Through twenty qualitative interviews with social work professors who are employed at four-year academic institutions (referred to as "social work academics"), this study explored how...

  3. PDF Purposes of Social Work Research

    Purposes of Social Work Research The Nature and Purposes of Social Work INTRODUCTION Our aim in this chapter is to reflect upon the nature and purposes of contemporary social work as a context for thinking about the role of research.

  4. PDF ONE Research, social work and professional practice

    Social work research is also an important way of contributing to social work theory and knowledge. Finally, we hope that, as a result of reading this book, you will start to appreciate and understand social work research and even become passionate about it! The aims of this book The aims of this book and the approach taken are a way of ...

  5. Social Work Research and Its Relevance to Practice: "The Gap Between

    The findings revealed that social work continues to lack a clear definition of research and produces research that only minimally influences practice, often due to the pressure for social work academics to research and publish in support of their career trajectory within academia versus writing for practitioners.

  6. PDF Social Work Research and Evaluation: Foundations in Human ...

    cally made social work research and evaluation unique. Functions of Science and Research in Social Work Although some aspects of social work practice are an art, science and research comprise an essential component of social work practice activities (Kirk & Reid, 2002). Reid (1997) articulated three major functions for social work prac-tice.

  7. (PDF) An evaluation of the purposes of research in social work

    After proper research on the topic the term "purposes of research" was decided on. Six purposes of research are distinguished in this article, namely exploratory, description, explanation ...

  8. PDF 1 The Role of Research in the Health and Social Care Professions

    Evidence from trials without randomisation or from single before-and-after studies, cohort, time series or matched case-controlled studies or observational studies. Evidence from well-designed descriptive studies or qualitative research. Opinions from expert committees or formal consensus methods. Expert opinion.

  9. (PDF) Social work research and its relevance to practice: "The gap

    Through twenty qualitative interviews with social work professors who are employed at four-year academic institutions (referred to as "social work academics"), this study explored how academics define social work research and how they perceive research to inform practice.

  10. PDF Advancing Social Work Practice Research Education

    For many social work students, "research is the curricular content area that evokes the greatest amount of anxiety and the least sense of confidence" (Adam et al., 2004, p.2). Green, Bretzin, Leininger, and Stauffer (2001) compared the self-reported research anxiety, computer anxiety, and research orientations of social work, psychology,

  11. Importance of Research in Social Work Practice: A Pilot Study From

    Within the scope of this research, data were collected by conducting an online survey of 365 social workers. Results of the study show that 45.8% of the social workers have conducted research before. Nonetheless, 93.7% of the social work practitioners do feel the need to carry out scientific research in order to shape their professional practices.

  12. PDF Social Work Research: Meaning, Importance and Scope

    16 Social Work Research: Meaning, Importance and Scope * D.K. Lal Das Introduction Man has always been interested in the facts and events that have been taking place around him. He has been exploring different sources of evidence concerning the facts and events to acquire reliable knowledge about the various aspects of human experience.

  13. The Practice of Research in Social Work

    The Fourth Edition of Rafael J. Engel and Russell K. Schutt's The Practice of Research in Social Work introduces an integrated set of techniques for evaluating research and practice problems as well as conducting studies. Evidence-based practice comes alive through illustrations of actual social work research. Updated with new examples, the latest research, and expanded material on ...

  14. PDF Creating a culture of Research Mindedness in Social Work : A case study

    Next steps for all aspects of research hub: Events: focused upon getting started with realistic research question and approach, timelines and ethics; embedding longer term support mechanisms to ensure a degree of sustainability. Survey: end of TP phase of survey and review data. Projects: 2 new ones to start 2019-20; completion of others with ...

  15. Foundations of Social Work Research

    This textbook was created to provide an introduction to research methods for BSW and MSW students, with particular emphasis on research and practice relevant to students at the University of Texas at Arlington. It provides an introduction to social work students to help evaluate research for evidence-based practice and design social work research projects. It can be used with its companion, A ...

  16. Practice Research Partnerships in Social Work: Addressing Impact and

    Purpose: This article builds on the Practice Research Collaboratives (PRCs) as an initiative that developed from the Fifth Conference on Practice Research to provide a platform for practice researchers to engage actively around impact and influence.Research question: The unique features of research activities that enable transformational impact in three cases in social work practice research ...

  17. Full article: Ethical considerations in social work research

    Attention to these considerations is especially important for researchers in social work who, by their professional discipline, code of ethics, or research foci are expected to demonstrate particular sensitivity to vulnerable populations, issues of social justice, conflicts of interest, and respect for dignity and privacy.

  18. (Pdf) Social Work Research: Implications for Growth and Development of

    PDF | The chapter traces the emergence, growth and development of social work research in Zimbabwe and beyond. It also illuminates on the importance of... | Find, read and cite all the research ...

  19. PDF Literature Reviews in Social Work

    both effective and ineffective in social work practice, there is some disagreement as to whether evidence-based research can fulfil this role. It should therefore be acknowledged that there are particular debates within the social work profession about the usefulness and appropriateness of evidence-based

  20. Social Research: Definitions, Types, Nature, and Characteristics

    Thus, social research is a process of examining human behaviour and the relationships between individuals, or among groups, cultures, and organizations (Henn et al., 2009 ). Social groups, institutions, and ethics may be investigated in different situations to add knowledge of the social environment (Bryman, 2016 ).

  21. Social Work Research and Mixed Methods: Stronger With a Quality

    Abstract. Mixed methods are a useful approach chosen by many social work researchers. This article showcases a quality framework using social work examples as practical guidance for social work researchers. Combining methodological literature with practical social work examples, elements of a high-quality approach to mixed methods are showcased ...

  22. Demonstrating Social Work Expertise: Social Work Research from the Field

    Research from the Field. In this Issue we have published eight papers that specifically address the theme of social work in practice settings. Seven of these focus in particular on the role and the experiences of social workers in different practice settings: Frederico et al. (Citation 2020) have reported on the knowledge and skills service providers need in working with care leavers, whom ...

  23. PDF Strengthening Social Impact through Collaborative Research

    social work scholars; • Advance social work as a discipline by reviewing the collective impact and potential for social work science; and • Center racial equity and social justice in social work research, policy, and practice. Submissions should focus on what changes may have resulted due to the research that was conducted.

  24. (PDF) Understanding the Significance of Social Work

    PDF | On Mar 11, 2018, Radhika Kapur published Understanding the Significance of Social Work | Find, read and cite all the research you need on ResearchGate

  25. Full article: How social workers reflect in action and when and why

    In social work however there has been little research into whether and how reflection in action actually occurs and this paper explores the possibilities and limits to reflective practice by drawing on research that observed encounters between social workers and children and families as the work was being conducted in real time.

  26. Driving change: a case study of a DNP leader in residence program in a

    View as pdf A later version of this article appeared in Nurse Leader, Volume 21, Issue 6, December 2023.. Background. The American Association of Colleges of Nursing (AACN) published the Essentials of Doctoral Education for Advanced Practice Nursing in 2004 identifying the essential curriculum needed for preparing advanced practice nurse leaders to effectively assess organizations, identify ...