Using Simulated Sessions to Enhance Clinical Social Work Education

Mooradian, John K.

doi:10.5175/jswe.2008.200700026

Cited by 52 publications

(22 citation statements)

References 18 publications

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“…The process-based role requires students to collect and combine needed information in order to construct conceptual understanding (Jones 2007). Research supports the idea that using role-play during simulation provides active learning opportunities that engage both the affective and cognitive processes of the learner (Jones 2007;Mooradian 2008), however, it remains unclear whether assuming a process-based role (e.g., primary nurse) leads to better outcomes than a response-based role (e.g., family member).…”

Section: Introductionmentioning

confidence: 92%

“…According to Bremner et al (2006), students using patient simulators improve their self confidence, decision making, and clinical performance, and become better prepared for their hospital experiences. Simulations have been shown to enhance communication skills among pre-service nurses (Nikendei et al 2005) and to increase students' motivation and self-regulation (Jeffries 2007;Mooradian 2008). Additionally, Henneman and Cunningham (2005) demonstrated that simulations helped students learn from their mistakes while enabling them to learn from others.…”

Section: Introductionmentioning

confidence: 93%

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Expressions of critical thinking in role-playing simulations: comparisons across roles

et al. 2010

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The development of critical thinking is crucial in professional education to augment the capabilities of pre-professional students. One method for enhancing critical thinking is participation in role-playing simulation-based scenarios where students work together to resolve a potentially real situation. In this study, undergraduate nursing students were divided into small groups (2-3) to role-play a medical emergency (stroke) within a high fidelity simulation environment. The research team utilized a cross-case comparison design; cases were defined by the different roles played by the nursing students (e.g., primary nurse, secondary nurse, and family member). Results indicated that although students in all three roles displayed instances of reflection, contextual perspective, and logical reasoning, these were not distributed evenly across roles, with family members demonstrating fewer instances of reflection and logical reasoning and secondary nurses demonstrating fewer instances of contextual perspective. However, evidence of students' abilities to apply clinical standards was observed fairly equally across all three roles. Implications for the use of role-plays within high-fidelity simulations are discussed.

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Section: Introductionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 93%

Expressions of critical thinking in role-playing simulations: comparisons across roles

et al. 2010

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“…9,12 Extant research using simulation to observe clinical practice has identified a variety of general practice competencies, including meaning, duration of contact, observer perspective, feedback, personal style, use of self, translation of practice to theory, and technique. 26,27 However, an observational study of simulation to develop competencies for single session allied healthcare has not been conducted. Therefore, the purpose of this study was to develop a description of generalized practice competencies for single session allied healthcare through an innovative methodology consisting of group coding of simulation video by field-based expert clinicians.…”

Section: Simulation For Allied Health Educationmentioning

confidence: 99%

<p>Describing a Clinical Group Coding Method for Identifying Competencies in an Allied Health Single Session</p>

Craig¹,

McInroy²,

Eaton³

2020

JMDH

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Introduction: Competencies that integrate research findings and practice expertise are necessary to maintain comprehensive evidence-based practice for allied health professions, such as social work. The context of modern multidisciplinary healthcare, especially in acute or emergency settings, means that an individual clinician may only have a single session with a patient. Maximizing the benefit of single sessions requires advanced competence that extends beyond diagnostics and biomedical treatments to the impact of social systems on health outcomes; multilevel advocacy for reduction of existing health disparities and equity in access to health and mental health services; and "working knowledge" of non-pharmacological treatments. Methods: This study employed a practice-based research methodology whereby health social workers group coded 32 simulation videos, drawn from an advanced social work practice course, to develop a practice-based competency framework that incorporates these advanced skills. Constructivist grounded theory was employed through a cyclical coding process of viewing video data, identifying and discussing skills and competencies, and summarizing/synthesizing the discussions for critical reflection. Results: The resulting Clinician Group Coding Method utilized systematic and collaborative group coding of practice simulation videos by three clinicians and two researchers to identify relevant competencies for a single session. Emphasis was placed on the progressive phases of single-session patient interactions (eg, joining, working, ending), a practice format that frequently occurs in social work and other allied health professions. These phases include themes of preparing, agenda setting and refining, addressing context, providing education, planning the next steps, and encouraging success. Discussion: The group coding process allowed for immediate discussions and clarifications, supporting the clinicians to synthesize their experiences toward shared understandings of "best practices" in single-session healthcare contexts. This approach facilitated the understanding of critical actions that allied health clinicians could undertake to improve singlesession interactions. This practice-based competency framework may have significant utility for multidisciplinary healthcare education and practice.

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“…This critical review consists of 17 studies from peer-reviewed journals (Badger & MacNeil, 1998, 2002Baez, 2005;Bogo et al, 2011;Emlet, 2010;Linsk & Tunney, 1997;Lu et al, 2011;Mellor, Hyer, & Howe, 2002;Miller, 2002Miller, , 2004Mole et al, 2006;Mooradian, 2007Mooradian, , 2008Petracchi, 1999;Petracchi & Collins, 2006;Robins et al, 2008;Rogers & Welch, 2009) and a dissertation (Rawlings, 2008), involving a total of 515 social work students. The studies are detailed in Table 1.…”

Section: Data Collection and Analysismentioning

confidence: 99%

A Critical Appraisal of the Use of Standardized Client Simulations in Social Work Education

Logie¹,

Bogo²,

Regehr³

et al. 2013

Journal of Social Work Education

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Reliable and valid methods to evaluate student competence are needed in social work education, and practice examinations with standardized clients may hold promise for social work. The authors conducted a critical appraisal of standardized client simulations used in social work education to assess their effectiveness for teaching and for evaluating social work students' competence. Following a comprehensive search, 18 studies, including 515 social work students, were examined. The authors extracted data from these studies and study methods and assessed the results. This review found that studies vary in methodological quality; however, using standardized client simulations is well-received by students. Consistent implementation methods and reliable, valid assessment measures are needed to advance this evaluation method for social work. Education for the professions aims to prepare students in the professions' fundamental ways of thinking, performing, and acting with integrity (Shulman, 2005). In Educational Policy and Accreditation Standards, the Council on Social Work Education (2008) adopted a competence framework with a focus on outcomes, similar to related health and human service professions such as medicine (

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Using Simulated Sessions to Enhance Clinical Social Work Education

Cited by 52 publications

References 18 publications

Expressions of critical thinking in role-playing simulations: comparisons across roles

Expressions of critical thinking in role-playing simulations: comparisons across roles

<p>Describing a Clinical Group Coding Method for Identifying Competencies in an Allied Health Single Session</p>

A Critical Appraisal of the Use of Standardized Client Simulations in Social Work Education

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