Enhancing competence in health social work education through simulation-based learning: Strategies from a case study of a family session
Craig, S. L., McInroy, L.B., Bogo, M., & Thompson, M. (2017). Enhancing competence in health social work education through simulation-based learning: Strategies from a case study of a family session. Journal of Social Work Education, 53(S1), s47–s53. https://doi.org/10.1080/10437797.2017.1288597
Highlights
Background
Simulation-based learning (SBL) is a powerful tool for social work education, preparing students to practice in integrated health care settings.
In an educational environment addressing patient health using an integrated care model, there is growing emphasis on students developing clinical competencies prior to entering clinical placements or clinical practice settings.
Study Description
This article highlights the importance of SBL in the development of clinical competencies of graduate social work students enrolled in a Social Work Practice in Health course
We describe the development and implementation of an educational initiative using a family-based simulation scenario to enhance classroom learning for health social work practice
Key Findings
The family-based SBL scenario discussed in this article allowed students to be trainees who incorporated their academic knowledge of health social work into a demonstration of their clinical practice skills through participation in the SBL scenario
Often, the students who demonstrated the strongest academic understanding of health-related concepts struggled the most with the SBL scenario. This indicates a need for students to have opportunities to apply their classroom knowledge to the clinical environment using low-risk educational strategies
Recommendations
(1) Create scenarios from real-world health care settings
(2) Consider whether role plays or standardized patients are most appropriate
(3) Consider the setting (e.g., in a group setting; in a room with an audience surrounding the student interviewers)
(4) Prepare students to participate in SBL (e.g., make explicit that they already have the skills and knowledge addressed by the SBL)
(5) Focus on the role of the facilitator
(6) Provide multiple opportunities to debrief
