Guidelines for Advancing Clinical Social Work Practice Through Articulating Practice Competencies: The Toronto Simulation Model

Bogo, Marion; Kourgiantakis, Toula; Burns, David J.; King, Bryn; Lee, Eunjung

doi:10.1007/s10615-020-00777-6

Cited by 13 publications

(3 citation statements)

References 51 publications

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“…Locating the development of practice skills within the theoretical framework of experiential learning, with its requirement for skills demonstrated to be based on knowledge and values, is one way to avoid students being trained to simply perform skills (Wehbi, 2011). Pioneering work in North America has evidenced that simulation, when thoughtfully planned and executed, results in holistic competence (Bogo et al, 2021).…”

Section: Simulation and Video Recordingmentioning

confidence: 99%

Video-Shorts: A Simple and Useful Classroom-Based Method for Developing Skills

Pye,

Fledderjohann

2023

Journal of Experiential Education

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Background: The teaching and learning of skills in a classroom setting are often thought to require a resource-intensive approach. Purpose: This study explores the impact of a relatively basic and short communication skills teaching session on postgraduate students’ self-perception of their skills. Methodology/Approach: Data was gathered using a preteaching and postteaching survey designed to enable students to evaluate their own sense of skill development. Findings/Conclusions: Students overwhelmingly found this teaching session helpful in terms of increasing their confidence and readiness to communicate on their first social work practice placement. Implications: Effective skill development can take place within the constraints of a classroom setting with few resources using a basic simulation within an experiential framework.

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Section: Simulation and Video Recordingmentioning

confidence: 99%

Video-Shorts: A Simple and Useful Classroom-Based Method for Developing Skills

Pye,

Fledderjohann

2023

Journal of Experiential Education

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“…SBL is an innovative pedagogical approach to teaching clinical practice. Utilized in other healthcare disciplines (e.g., nursing, medicine; Pittiglio & Lidtke 2021 ), this experiential teaching method has been recognized for its effectiveness in promoting social work student competence (Bogo et al, 2021 ; Kourgiantakis et al, 2020 ). SBL provides students with the opportunity to engage in simulated client interactions with a trained actor (i.e., a standardized patient) in scenarios that resemble real-life practice situations (Craig et al, 2017 ).…”

Section: Simulation-based Learning and Application With Diverse Popul...mentioning

confidence: 99%

“…With a few limitations to implementing SBL (e.g., resource-heavy and second-best to live clinical interaction), it also permits instructors to teach and assess actual practice in the classroom without a sole reliance on self-report only (Beddoe et al, 2011). SBL provides the opportunity for students to go beyond exposure to a practice experience that increases clinical knowledge, skills, and self-awareness (Bogo et al, 2021 ).…”

Section: Simulation-based Learning and Application With Diverse Popul...mentioning

confidence: 99%

Demonstrating LGBTQ+ Affirmative Practice in Groups:: Developing Competence through Simulation-Based Learning

et al. 2022

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Lesbian, gay, bisexual, transgender, queer, and other sexual and/or gender minority (LGBTQ+) populations experience significant mental and behavioral health disparities. Social workers are uniquely positioned to address these vulnerabilities. However, clinical graduate education has not effectively promoted or taught competent practice with LGBTQ+ populations. This qualitative study details the foundational competencies required for affirmative practice in group therapy with LGBTQ+ populations and describes a simulation-based learning activity designed to develop these competencies in graduate students. The following themes were identified as critical to affirmative practice, as identified through student reflections on their simulation-based learning experiences: deeply engaging in a strengths-based stance, keeping the group in group therapy, avoiding the expert trap, and managing identity assumptions. Implications for clinical social work education and practice are discussed.

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