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



Evidence-based practice (EBP) has become the predominant model of training and is emerging as a common model of practice for many nonpsychology 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. © 2007 Wiley Periodicals, Inc. J Clin Psychol 63: 671–684, 2007.