Assessing BSW Student Direct Practice Skill Using Standardized Clients and Self-Efficacy Theory

Professional and practice characteristics associated with self-efficacy in assessment and intervention among social workers in aging

“…Likewise, degree level and gerontology specialization did not have a significant effect in any analysis. Unlike studies previously reviewed, which demonstrated a positive effect of social work training and education on self-efficacy among social work students (Alonzo Bell, Rawlings, & Johnson, 2005;MacGowan & Wong, 2015;Rawlings, 2012;Westhues et al, 2014), social workers in this study were often several years beyond receipt of their social work degrees suggesting that the positive effect of undergraduate or graduate training on self-efficacy may wash out over time. Likewise, that the model was better specified with regard to predicting self-efficacy for assessment than it was for predicting self-efficacy for intervention seems to indicate the greater complexity involved in predicting confidence with gerontological interventions.…”

“…This study contributes to the literature on social workers' self-efficacy for practice as the majority of previous studies focused on this trait have used student samples (e.g., Alonzo Bell et al, 2005;Holden, Barker, & Rosenberg, 2007;Jones, 2011;Rawlings, 2012). It examined self-efficacy as a process embedded in both professional training and practice experiences.…”

“…For example, students who are in the process of completing their degrees in social work or have already completed such degrees, reported greater self-efficacy for practice when compared with students who are just entering their programs (Alonzo Bell, Rawlings, & Johnson, 2005;Rawlings, 2012). Contrary to expectations, self-efficacy was a significant negative predictor of observed direct practice skills among exiting students (i.e., students reporting less self-efficacy had greater practice skills); a finding attributable to a more realistic appraisal of post training skills (Rawlings, 2012).…”

A Call for Field Coordination Leadership to Implement the Signature Pedagogy

“…In the area of the implicit curriculum, three such contributions were by Bogo and Wayne (2013), Holosko et al (2010), and Petracchi and Zastrow (2010a); for the explicit curriculum one was by Petracchi and Zastrow (2010b). In the area of practice competencies and behaviors there were articles by Rawlings (2012); Regher, Bogo, Donovan, Anstice, and Lim (2012);and West, Key, and Horton (2012). In defining the importance of the signature pedagogy four noted were by Bogo and Wayne (2013), Earls-Larrison and Korr (2013), Lyter (2012), and Pierce (2015).…”

“I Didn’t Feel Equipped”: Social Work Students’ Reflections on a Simulated Client “Coming Out”

“…The examination used students' interviews with trained and standardized simulated clients followed by structured reflections on their interview to assess competence. Use of simulation in teaching and assessing learning has been increasingly studied within social work education (Lu et al, 2011;Rawlings, 2012) yet sexual orientation has not been included in previous social work OSCEs (Logie, Bogo, Regehr, & Regehr, 2013). In an effort to better understand MSW students' experience and perceived competence working with LGBQQ persons, we conducted and analyzed MSW student reflections on their practice directly following their performance in an OSCE.…”