Technology-enhanced training such as virtual simulations can be effective only to the extent evidence-based principles of learning are integrated into their training platforms. Assuming skill acquisition is the target of training, programs should include time and space for repeated practice opportunities structured through evidence-based learning theories (Amodeo et al. in Adm Soc Work 33:423–438, 2009). Essential learning attributes derived from Cognitive Load Theory (Sweller in Cognit Sci 12:257–285, 1988) and the Theory of Deliberate Practice (Ericsson et al. in Psychol Rev 100:363–406, 1993) can effectively integrate into virtual simulations intended to build expertise. Virtual Home Simulation (VHS) and Virtual Motivational Interviewing (VMI) are presented in this paper as an approach to develop virtual simulations that provide child welfare workers a means to deliberately practice essential skills toward competence before entering the workforce. This paper reviews the development process, specific design aspects, and lessons learned as a guide on how to integrate effective learning attributes. Implications for using virtual simulations, including cost-benefits, measuring performance over time, and addressing training complications due to Covid-19 or similar obstacles, are also provided.

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Background: Two disciplines that work in the child welfare arena, social welfare and healthcare, are crucial for addressing families’ and children’s needs in social, emotional, and physical healthcare situations. How child welfare workers are trained and how healthcare teams collaborate with other stakeholders in the child welfare system is crucial in meeting and sustaining the needs of families and children. Methods: We demonstrate two case examples, one focusing on enhanced learning tools through virtual reality (VR) and the other on strengthening collaborations between healthcare teams and the child welfare system. Results: For the VR training tool, 79% of participants indicated they would recommend the VR learning tool as effective in developing skills in the child welfare workforce. In response to the learning collaborative project, child welfare participants reported positive impressions regarding collaborative practices while identifying system-level barriers to implementation. Conclusion: Findings from these two case studies provide insights from which to consider system development for designing and implementing sustainable improvements in child welfare approaches to families and children referred for suspected maltreatment.

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