Social Work Students’ Self-Efficacy Toward Direct Practice Skills in Field Education Using Virtual Simulations and Scripted Role Plays

Abstract

Simulations with professional actors and scripted role plays with peers are effective methods to increase direct practice skills. However, little is known about how simulations or scripted role plays conducted virtually can influence social work students' practice self-efficacy. MSW students enrolled in field seminar courses across two universities were invited to participate in an exploratory, repeated measures assessment utilizing the Counselor Activity Self-Efficacy Scales (CASES). One university (n=100) implemented the use of standardized clients, played by professional actors within field seminar; the other university (n=61) implemented scripted, peer-led role plays. Significant differences were found in pre/post scores among MSW students that participated in simulated client experiences within their field seminar. Simulations and scripted peer role plays may need to be more integrated into social work curricula when opportunities for in-person direct practice skill development are limited due to hybrid or fully remote field placements. Applied learning in social work education must be re-envisioned so programs can prepare MSW students to be effective practitioners in today’s rapidly changing environment.

Students’ Experiences toward Scripted and Unscripted Role Playing in Junior High School

“…This finding conforms with theory Krebt (2017) and Keeney et al, (2022) in that speaking had some problems including students' lack of motivation to practice, students were anxious to take a part in conversation, and students did not know what to say. In other words, this study showed, mostly, students did not know what they were going to say, mispronounced, and they could not solve their nerves when doing scripted or unscripted role play.…”