Community college students’ experiences with Evidence Based Practice (EBP) in the field placement are not well understood, despite the importance of EBP for students’ future social work academic training and job performance. This longitudinal, qualitative, exploratory study examines journal entries of second year community college students at two time points, in the beginning and at the end of the field placement, where students reveal the types of EBP skills and experiences that they engage, as well as their perceptions of their experiences along the way. This study helps to shed light on the experiences with specific interventions and practices that students encounter in their field placements, and how those experiences may shape students’ knowledge, attitudes, and intentions to apply EBP. Recommendations for curriculum enhancement, field placement supervisor capacity building, policy development, and future research are discussed.



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