Teaching an Evidence-Based Practice Process to Undergraduate Social Work Students in China

Purpose: This study evaluated the long-term effects of an educational intervention that integrated the initial three steps of an evidence-based practice (EBP) process into existing courses for social work students in China. Method: A quasi-experimental design, featuring both experimental and control groups, was evaluated before the intervention, immediately after the intervention, and 3 months post-intervention. The participants included 201 undergraduate students who completed a self-report questionnaire measuring EBP attitudes, knowledge, future use, and practice. Both the difference-in-difference method and a lagged dependent variable approach were employed to assess treatment effects. Results: The intervention was found to positively influence students’ future use of EBP. The results showed that the effect of the intervention diminished over the 3-month period following its completion, particularly regarding EBP knowledge. Conclusion: While this intervention is feasible, its effects appear to be limited to the future use of EBP in environments that are not conducive to the development of EBP.