Social Science WEEK 6 ASSIGNMENT: IMPROVE PRACTICE USING EVIDENCE

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Skill Building Goals

Student Name

Institution

Course

Professor Name

Date

Pursuing a graduate social work degree at Walden University requires academic achievement. The foundation of this journey is academic skill development, which helps students thrive in research, critical thinking, and communication. Refining these abilities is essential in social work, where knowledge is utilized to meet vulnerable populations' needs. This paper discusses the importance of academic abilities, focuses on three objectives, and proposes a plan to achieve them in four weeks to guarantee a successful and effective academic journey.

Goal 1: Improve Research and Information Literacy

In academia, research and information literacy are the foundation of academic work. Researching and critically assessing information sources are my first academic skill-building objective. This goal is crucial because it affects academic paper quality and social work's evidence-based practices (Cox et al., 2019).

Specific Goal: I aim to improve my research skills and capacity to evaluate information sources critically.

Measurable: I will track the number of academic publications and reliable sources I use in my assignments to track my development. This quantitative statistic will track my progress.

Achievable: This aim is easily attainable using Walden University's considerable resources. I will use the library's wide resources, internet databases, and related courses to develop strong research skills.

Relevant: Producing high-quality academic papers, the lifeblood of graduate study, requires this competence. It also supports social work's evidence-based practice philosophy.

Timely: I set a timetable since this aim is urgent. Walden's research training courses will occupy me for four weeks. I hope to use these new abilities immediately to improve my research skills for MSW program issues.

Goal 2: Improve Academic Writing and Communication

The art of effective written communication is academic achievement and social work competency. My second academic skill-building goal is to write effectively and simply about complex subjects (Reisch, 2016).

Specific goal: My objective is to improve my ability to explain complicated ideas, theories, and insights.

Measurable: My written assignments and the professor's comments will determine my progress toward this aim. Improved clarity, coherence, and conciseness will show skill improvement.

Achievable: Walden University's Writing Center has several writing guidelines and tutoring programs to help me achieve my objective. As I improve my writing, these materials will help me.

Relevant: Effective communication, particularly writing, is essential in social work and academia. Successful practice requires clear communication with coworkers, clients, and stakeholders.

Timely: I have a proactive strategy to improve my writing and communication abilities. Regular writing practice will occur over the following four weeks. I also plan to ask Walden University writing instructors for advice. These timely steps will keep my growth constant and quantifiable.

Goal 3: Improve Organization and Time Management

Effective time management is crucial in the fast-paced world of graduate study. My third academic skill-building goal is to improve my time management to balance school, assignments, and personal obligations (Cox et al., 2019).

Specific Goal: My specific objective is to master time management so I can balance academics, assignments, and life.

Measurable: Meeting assignment deadlines and, more importantly, eliminating procrastination will measure progress toward this target. Meeting deadlines and avoiding procrastination will demonstrate my progress.

Achievable: I aim to use Walden University's extensive time management tools and services. This offers time management training and professional advice to improve these abilities.

Relevant: Time management is essential for academic success and social work program rigor. My academic experience and future as a well-rounded and skilled social worker are linked.

Timely: I will start a time management strategy quickly since I need to improve. I will strictly follow this strategy in the following four weeks and properly record its performance. This timeline will let me assess my progress and make modifications in real time.

In conclusion, the academic skill-building goals in this essay are crucial to my success in Walden University's Master of Social Work (MSW) program and my future social work practice. These aims represent the foundation of my ability to improve the lives of the people I serve, not only academic endeavors. Research and information literacy, academic writing and communication, and time management are interconnected abilities that will empower me as a student and potential social worker. These abilities are the bedrock upon which my academic and professional progress will bloom, allowing me to deliver evidence-based, compassionate, and effective services to needy people, families, and communities. I also want to use Walden University's extensive academic skill assistance tools to achieve these objectives. The university's resources, seminars, and professional advice will help me grow my skills. With this unwavering devotion and Walden's resources, I am ready to develop and succeed academically and professionally.

References

Cox, L. E., Tice, C. J., & Long, D. D. (2019). Introduction to social work: An advocacy-based profession. Sage Publications.

Reisch, M. (2016). Why Macro Practice Matters. Human Service Organizations: Management, Leadership & Governance, 41(1), 6–9. https://doi.org/10.1080/23303131.2016.1179537

WEEK6STUDENTPAPEREXAMPLEONLY.pdf

Improve Practice Using Evidence

Shontelle Ramsay

MSW, Walden University

SOCW 6002: Changing Lives, Changing Society: Introduction to Social Work

Dr. Carolyn Ewing

July, 5 2021

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SOCW 6002: Changing Lives, Changing Society: Introduction to Social Work

Wk 6 Assignment: Improve Practice Using Evidence

Shontelle Ramsay

Define evidence-based practice in your own words.

Evidence based practice is ensuring that we use best practices that is supported by data to treat

our clients.

Our text reads “Evidence -based practice (EBP) is a process in which practitioners make practice

decisions in light of the best research evidence available.” (Kirst-Ashman, Hull 2018 p. 22)

Explain how you can improve your practice and achieve your professional goals by reading articles about practice or attending trainings and continuing education.

Once we complete our academic studies at Walden our educational journey continues outside

of the classroom. Whether it is maintaining our CEU’s or upholding our ethical responsibilities in

practice. According to NASW Code of Ethics 4.01 Competence, “social workers should accept

only responsibilities for which they are competent.” One of my personal goals once I graduate is

to work with clients that have experienced trauma in their life. To achieve competency, I am

aware knowledge is gained overtime only thru education, training and practice experience. We

may take the route of self-paced education and subscribe to scholarly journals or supervised

learning by attending trainings. Without knowledge of current data and trends we risk a

providing a dis-service to the community. “If social workers continue to fear research or are

unable to critically evaluate the literature, this may have serious consequences for their

practice, including doing harm in the process of helping.” Parrish, D. E. (2018).

 Explain how you can improve practice by evaluating the outcomes of practice. o Provide an example by identifying whether you met or did not meet the goal from Week

2. Explain how you will use this information as you plan your skill development for moving forward in the

program.

“Practice evaluation is evaluating the effectiveness or results of what individual social workers

do.” (Kirst-Ashman, Hull 2018 p. 149)

When I think of evaluation, I think of an assessment of how things are going. When in practice

we need to be aware of what works and what does not. If I were in a private practice with

clients, I would implement satisfaction surveys, and evaluate the responses to determine if

there are any areas in where I need to increase my knowledge and skill set in order to better

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serve the community. With increased knowledge and training we are better equipped to serve a

variety of issues at hand.

My goal from week 2 of class was to develop graduate skills over the next 4 weeks. In order to

meet this goal, I developed 3 interventions. My interventions included time management,

applying APA writing style, and applying critical thinking. I would say that I am still on a path to

achieving my goal, at this point I can say that I am at 75%. In order for me continue to achieve

this goal I need to evaluate my processes to determine if I need to make any changes.

My re-evaluation would be continuous throughout each semester. As I continue my studies in

the MSW program the expectations of knowledge, theories should be evident in the

assignments and discussions. By ensuring that I devote enough time to read text , this will allow

me to think critically on what was learned and demonstrate appropriate writing techniques.

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References:

Parrish, D. E. (2018). Evidence-based practice: A common definition matters. Journal of Social

Work Education, 54(3), 407-411

https://doi-org/10.1080/10437797.2018.1498691

Kirst-Ashman, K. K., & Hull, G. H., Jr (2018). Empowerment series: Understanding generalist

practice (8th ed.). CENGAGE Learning

National Association of Social Workers. (2021) Code of ethics of the National Association of Social

Workers

https://www.socialworkers.org/About/Ethics/Code-of Ethics/Code-of-Ethics-English.aspx

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MSWWEEK6ASSIGNMENTINSTRUCTIONS.docx

IMPROVE PRACTICE USING EVIDENCE

When you hear the word “evidence” in evidence-based practice, you may think of hours in a library. But social workers seek evidence through many different sources, including supervisors, colleagues, trainings, conferences, scholarly publications, and professional journals.

At the same time, just because research is published does not mean it is without limitations. Social workers strive to be critical consumers of research related to practice. Even if you do not wish to conduct research, it is important to understand the language of research to determine whether or not the findings could be applied to the client population with whom you work. You also want to be able to evaluate your client outcomes to determine if the intervention you implemented was effective.

For this Assignment, you define evidence-based practice and the role of research evidence to improve practice in social work.

WEEKLY RESOURCES

In a 2-page paper, respond to the following bellow:

Define evidence-based practice in your own words.

Explain how you can improve your practice and achieve your professional goals by reading articles about practice or attending training and continuing education.

Explain how you can improve practice by evaluating the outcomes of practice.

Provide an example by identifying whether you met or did not meet the goal from Week 2. Explain how you will use this information as you plan your skill development for moving forward in the program.

GRADING RUBRICS

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeDefinition of evidence-based practice

25 to >22.48 pts

Excellent

Paper provides a detailed definition of evidence-based practice. Paper references readings to support description, but paraphrases fully into student's own words.

22.48 to >19.98 pts

Good

Paper provides a definition of evidence-based practice. Paper references at least 1 reading to support description and paraphrases mostly into student's own words. Any quotes used are then explained.

19.98 to >17.48 pts

Fair

Paper provides a superficial definition of evidence-based practice. Paper either uses a non-scholarly reference to support description and/or uses extensive quoting of required resources with minimal paraphrasing or explanation.

17.48 to >0 pts

Poor

Paper provides an incomplete definition of evidence-based practice. Description either does not reference any resources and/or simply copies and pastes from any source without any paraphrasing or explanation.

25 pts

This criterion is linked to a Learning OutcomeExplanation of improving practice through articles and trainings

25 to >22.48 pts

Excellent

Paper explains how practice can be improved through articles and training. Explanation provides 2 or more specific examples.

22.48 to >19.98 pts

Good

Paper explains how practice can be improved through articles and training. Explanation provides 2 examples, 1 of which is specific and the other somewhat general.

19.98 to >17.48 pts

Fair

Paper explains how practice can be improved through articles and training. Explanation provides at least 1 example.

17.48 to >0 pts

Poor

Paper either does not explain how practice can be improved through articles and training, and/or provides only 1 vague or general example.

25 pts

This criterion is linked to a Learning OutcomeExplanation of improving practice through evaluation of outcomes

25 to >22.48 pts

Excellent

Paper does all of the following while providing in-depth detail and specific examples: ... 1) explains how practice can be improved through evaluation of outcomes;... 2) provides at least 1 example of how goal was or was not met;... 3) explains how student will use this information as progress in the program.

22.48 to >19.98 pts

Good

Paper does all of the following: ... 1) explains how practice can be improved through evaluation of outcomes;... 2) provides at least 1 example of how goal was or was not met;... 3) explains how student will use this information as progress in the program.

19.98 to >17.48 pts

Fair

Paper does at least 2 of the following or does 1–2 superficially: ... 1) explains how practice can be improved through evaluation of outcomes;... 2) provides at least 1 example of how goal was or was not met;... 3) explains how student will use this information as they progress in the program.

17.48 to >0 pts

Poor

Paper does at least 1 of the following or does 2–3 superficially: ... 1) explains how practice can be improved through evaluation of outcomes;... 2) provides at least 1 example how goal was or was not met;... 3) explains how student will use this information as progress in the program.

25 pts

This criterion is linked to a Learning OutcomeWriting

25 to >22.48 pts

Excellent

Paper meets expectations, is generally error free (2 or fewer), and further exceeds by showcasing an exemplary scholarly voice to develop the message or communicate ideas. ... Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.

22.48 to >19.98 pts

Good

Paper meets length requirements. The paper is clear and coherent. Errors in grammar, sentence structure, and punctuation are minor, minimal (3–5), and do not interfere with the scholarly message. The paper displays effective organization and focus to communicate ideas. ... Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.

19.98 to >17.48 pts

Fair

Paper does not meet length requirements either somewhat too short or too long. The paper is somewhat clear and coherent. Errors in grammar, sentence structure, and punctuation are minor but frequent (5–10) and occasionally interfere with the message. The paper lacks clear organization or occasionally strays from the focus. ... Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.

17.48 to >0 pts

Poor

Paper does not meet length requirements either significantly too short or too long. The paper lacks clarity and coherence. Errors in grammar, sentence structure, and punctuation are major, pervasive (11+), and interfere with the message. The paper is not organized or lacks focus. ... Tone and presentation of ideas reveal bias and subjectivity.

25 pts

Total Points: 100