Implementing elements of evidence-based practice into scientist- practitioner training at the University of Nebraska-Lincoln

Research output: Contribution to journalReview article

14 Citations (Scopus)

Abstract

Evidence-based practice (EBP) has become the predominant model of training and is emerging as a common model of practice for many non-psychology health care professions. Recognizing the relevance of EBP to psychology, the American Psychological Association (APA) developed and endorsed an official policy statement on EBP for the practice of professional psychology. There is now a pressing need to consider ways that EBP can inform scientist-practitioner training. The present article proposes clinical competencies associated with the practice of EBP, and describes initial efforts to implement elements of EBP into training at the University of Nebraska-Lincoln. These efforts have occurred in both the classroom and practicum training experiences, and are geared toward helping students become more effective users of the evidence base through their clinical work. Challenges to the implementation of EBP in clinical psychology training are discussed as well.

Original languageEnglish (US)
Pages (from-to)671-684
Number of pages14
JournalJournal of Clinical Psychology
Volume63
Issue number7
DOIs
StatePublished - Jul 1 2007

Fingerprint

Evidence-Based Practice
Psychology
Clinical Psychology
Health Occupations
Clinical Competence
Professional Practice
Evidence-based Practice
Students
Delivery of Health Care

Keywords

  • American Psychological Association
  • Clinical psychology
  • Evidence-based practice
  • Scientist- practitioner
  • Training

ASJC Scopus subject areas

  • Arts and Humanities (miscellaneous)
  • Clinical Psychology

Cite this

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