Teaching Note—<i>Social Work Serial</i>: Using Video-Recorded Simulated Client Sessions to Teach Social Work Practice

Asakura, Kenta; Bogo, Marion; Good, Bethany; Power, Roxanne

doi:10.1080/10437797.2017.1404525

Cited by 26 publications

(8 citation statements)

References 23 publications

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“…Practical skills can be improved through counselling practicum simulation videos contained in mobile learning. Students can watch the video to evaluate the counselling process and find the factors that cause the success or failure of the counselling process shown in the video (Asakura et al, 2018). Students can learn the techniques and stages to conduct counselling after studying the mobile learning approach to cognitive counselling.…”

Section: Discussionmentioning

confidence: 99%

The Mobile Learning Cognitive Counseling Approach for Improving Counseling Practicum Skills Among Undergraduate Students during Covid-19 Pandemic

Astuti

Lestari

2022

AIJP

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Students as prospective counsellors need to understand the theory of counselling approaches well to carry out effective counselling practicums. This study aims to develop a mobile learning design for a cognitive counselling approach to improve counselling skills in students. This type of research is research and development. The data collection technique used a questionnaire to determine student and lecturer perceptions of mobile learning media in learning. The sample in this study were 116 students and 38 lecturers of guidance and counselling in Indonesia who were selected using a simple random sampling technique. The results showed that 22.4% of students thought that mobile learning could help the learning process of the counselling approach, and 54% of lecturers thought that mobile learning was needed in learning activities. The mobile learning cognitive counselling approach is a website-based media consisting of 9 features: landing page, login page, initial test, material, final test, chat room, record, developer profile, and contact. The developed mobile learning has been validated by media experts and is declared suitable for learning activities. The researcher tested the effectiveness of mobile learning on 14 students of Yogyakarta State University. The data analysis used the Wilcoxon signed-ranked test and showed the p-value at 0,0000,005, which means that mobile learning effectively improves students' understanding of counselling approaches. Mobile learning contributes as a novelty in guidance and counselling as an innovative media that can be used in the university to deliver content for students in guidance and counselling study programs

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Section: Discussionmentioning

confidence: 99%

The Mobile Learning Cognitive Counseling Approach for Improving Counseling Practicum Skills Among Undergraduate Students during Covid-19 Pandemic

Astuti

Lestari

2022

AIJP

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“…Simulation is used in social work teaching in varying formats that range from highly standardized [2] to improvisational [22]. A wide array of formats is employed including face-to-face with a live SP [2], videorecorded web-based SP [23], and virtual or artificial intelligence (AI)-based [24,25,26]. Our team has argued that simulation is not a stand-alone teaching tool, instead, it is how educators engage simulation that makes it a meaningful learning instrument for students [24].…”

Section: Simulation-based Teaching and Learningmentioning

confidence: 99%

Designing and Conducting Healthcare Simulations: Contributions From Social Work

Asakura¹,

Occhiuto²,

Tarshis³

et al. 2021

Cureus

Self Cite

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Spurred on by medical education, the last decade has seen a steady increase in simulation-based teaching, learning, and student assessment in social work. Using professional actors trained to portray realistic client scenarios, social work students are afforded risk-free opportunities to rehearse and develop various competencies in working with these simulated patients (SP). This pedagogy is particularly relevant for social work students and practitioners because of the highly vulnerable and marginalized nature of the clients they work with (e.g., suicide intervention, child protection decision-making). In this editorial, we briefly discuss the competency frameworks respectively designed for medicine and other healthcare professionals as well as social work. We highlight ways in which simulation educators might design teaching, learning, and student assessment in preparing healthcare professionals for holistic competence. In doing so, this editorial articulates contributions of social work to broader healthcare simulation education.

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“…As Bogo, Rawlings, Katz, and Logie (2014) put it in their book on simulation, these types of experiences, if designed carefully, can provide students "excellent training opportunities for developing holistic competence" (p. 100). Further examples of academic simulations include video recordings that aid in teaching practice skills (Asakura, Bogo, Good, & Power, 2018), using the virtual world Second Life to simulate client contact with social work interns (Wil-son, Brown, Wood, & Farkas, 2013), and more increasingly simulating virtual clinical experiences (Anstadt, Bradley, Burnette, & Medley, 2013;Levine & Adams, 2013;Williams-Gray, 2014;Washburn & Zhou, 2018). With the world of traditional education challenged to provide more online or distance services, and with the increasing likelihood of more distance education in the future; the next logical step in simulation for students is using a virtual reality (VR) headset to experience situations applicable to their interests.…”

Section: Introductionmentioning

confidence: 99%

Building Social Science Simulations for College Students Using VR Headsets

Beal¹

2021

JSS

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This article outlines the original design and implementation of a virtual reality simulation for use in a college practice class. The simulation functions as a training opportunity and quick assessment of group leadership skills. VR headset makers like HTC, Oculus, or smart phone set-ups provide high-fidelity, immersive experiences, and this simulation was designed from the ground up to provide a unique set of situations for a specific class. In combination with the VR component, an immediate debrief with students afterwards connects the process in order to link theory and practice. The simulation was prototyped and built in five phases. This article covers lessons learned from each of the five phases: starting costs and equipment, partnerships, basic concept design, freelance developer hiring, and recommendations for course implementation.

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Teaching Note—Social Work Serial: Using Video-Recorded Simulated Client Sessions to Teach Social Work Practice

Cited by 26 publications

References 23 publications

The Mobile Learning Cognitive Counseling Approach for Improving Counseling Practicum Skills Among Undergraduate Students during Covid-19 Pandemic

The Mobile Learning Cognitive Counseling Approach for Improving Counseling Practicum Skills Among Undergraduate Students during Covid-19 Pandemic

Designing and Conducting Healthcare Simulations: Contributions From Social Work

Building Social Science Simulations for College Students Using VR Headsets

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