Abstract
ABSTRACT Purpose The purpose of this study was to examine the relationship between mentorship and MSW students’ use of the evidence-based practice (EBP) process. Method Using a sample of MSW students (N = 203), general structural equation modeling and independent samples t-tests were conducted. Results We found, compared to not having a mentor, having a mentor was positively associated with students’ use of the EBP process. However, compared to not having a mentor, having a mentor was not associated with students’ scores on using two steps in the process (finding relevant evidence and evaluating practice outcomes) but was associated with higher scores, on average, with three steps (formulating research questions, critically appraising literature, and integrating evidence into practice). Discussion This exploratory study suggests that as MSW programs strive to promote the use of research in practice, mentorship efforts may be needed to emphasize the use of the EBP process.
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