Integration of Research into Social Work Curriculum and Practice: Moderating Effect of Research Course with Quasi-Experimental Crossover Design

Abstract

Integration between research and practice in social work curriculum has been a challenge in social work education. Social work students reported lack of enthusiasm for research and great anxiety for statistics (Davis, 2003; Forte, 1995; Green, Bretzin, Leininger, & Stauffer, 2001). Nevertheless, recent studies show that social work research and evaluative studies increase practice skills and evidence-based practice applications in social work profession (Davis et al., 2013; Edmond, Megivern, Williams, Rochman, & Howard, 2006; Rubin, Robinson, & Valutis, 2010).

This study (1) explored MSW student’s learning process in practice competencies and research competencies during the program; and (2) examined the impact of research competencies (including conceptual research skills and evaluative research skills) on practice competencies over the program. Particularly, the study used crossover design to evaluate the impact of research competencies as a moderator in multiple data points from the beginning to the end of MSW program.

This study employed a purposive sampling method. The sample included MSW students in a public university in Southeast Oho. As a part of the longitudinal study, students were asked to complete a paper survey three times over two-year MSW program. Through a paper questionnaire, the study measured practice competencies, field activities, research competences on 5 point scale, and personal characteristics. As a quasi-experimental crossover design with a single group, this study used repeated measure analyses.

Results

Twenty four MSW students completed surveys over the three time points. The majority of students were female (87.1%), white (91.7%), and have practice-experienced (77.0%).

Changes in competencies & Association between competencies

MSW students reported a significant improvement in practice competencies (F=7.29, p<.001) over the three time points. However, research competencies showed no significant change over the time points (See Table 1). Also, Table 2 showed that research competencies were significantly associated with practice competencies during the program.

Impact of research competencies on practice competencies

Research competencies showed no significant improvement over time points. However, the results identified different trajectories by student’s level of practice competencies. From repeated measure analysis, students who reported a high level of practice competencies in time 3 showed significant improvement in research competencies from time 1 to time 3(T=2.55, p<.05). However, students who reported a low level of practice competencies in time 3 showed a decrease in research competencies over the time points.  From Pearson correlation analysis, students with high scores in practice competencies at the beginning developed higher practice competencies over the course of MSW program. However, the moderating effect of research competencies was found in practice competencies between time points.

 Discussion and Implication

From the findings, MSW students develop practice competencies and research competencies during their program. The most important finding of this study is the positive impact of research competencies on practice competencies over the social work curriculum. Specifically, students develop higher practice competencies over the process of MSW program as they are more confident in research competencies. Again, integration of research into social work curricula and practice became a priority to become a competent social worker.