Using simulation-based education to help social work students prepare for practice

Dodds, Christina; Heslop, Philip; Meredith, Cathryn

doi:10.1080/02615479.2018.1433158

Cited by 47 publications

(15 citation statements)

References 15 publications

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“…More recently, the development and evaluation of technology-based simulations-which use virtual reality or computerized simulations to assess symptoms or deliver therapy to a 'virtual client'-have emerged in the field of social work. These technologies facilitate an immersive learning experience where students can repeatedly interact with virtual clients to safely practice their skills (Dodds et al 2018). Specifically, students learn to use psychosocial techniques such as client engagement, mental and behavioral health screening, cognitive behavioral therapy (CBT), and motivational interviewing (MI; Huttar and BrintzenhofeSzoc 2020;Mastroleo et al 2020;O'Brien et al 2019;Putney et al 2019a, b;Washburn et al 2020).…”

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confidence: 99%

Computerized Clinical Training Simulations with Virtual Clients Abusing Alcohol: Initial Feasibility, Acceptability, and Effectiveness

Smith

Bornheimer

et al. 2020

Clin Soc Work J

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Although masters-level social work students typically build clinical skills via role-playing with their peers or instructors, several innovative training simulations are emerging in the literature that may enhance existing skill-building methodologies. We evaluated the initial feasibility, acceptability, usability, and effectiveness of three computerized simulations (two cognitive behavioral therapy, one motivational interviewing) during an interpersonal practice course among 22 students in a Master of Social Work program accredited by the Council on Social Work Education. Trainees repetitively practiced their clinical skills with virtual clients while receiving feedback via real-time nonverbal cues, transcript review, and performance assessment across pre-specified theoretical learning objectives. Across the three simulations, at least 86.4% of students completed the required protocol and completed M = 468.95 (SD = 178.27) minutes of simulated sessions. Students improved their scores (range 0 to 100) across all the simulations from M = 63.41 (SD = 11.13) to M = 93.64 (SD = 3.24). Students found the simulations to be acceptable with strong usability. Paired sample t-tests revealed students reported greater self-efficacy in general clinical skills, exploration skills, insight skills, and action skills between pre-test and post-test after completing the simulations (all p < 0.001). Students reported that the clinical skills learned from the simulations translated into successful interactions with real-world clients during their field placements. We discuss the results of this initial feasibility study within the context of simulation-based learning and the potential for broader implementation within MSW programs.

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confidence: 99%

Computerized Clinical Training Simulations with Virtual Clients Abusing Alcohol: Initial Feasibility, Acceptability, and Effectiveness

Smith

Bornheimer

et al. 2020

Clin Soc Work J

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“…SBLE has been utilized as a modality in other health professions for at least 2 decades with multiple systematic reviews and meta-analyses having been conducted on the effectiveness of this method of training (e.g., McGaghie et al, 2010;Cook et al, 2013;Gegenfurtner et al, 2014;Vandyk et al, 2018) with best practice training guides published for use of SBLE in healthcare training (Motola et al, 2013). SBLE has been trialed in social work (e.g., Dodds et al, 2018) and psychiatry (e.g., Ajaz et al, 2016) with promising results. SBLE has been successfully used to train front of house staff (i.e., reception and administrators) in specialty psychosis services for how to interact with effectively with clients (e.g., Baumeister et al, 2015).…”

Section: Current Use Of Simulated Learningmentioning

confidence: 99%

A New Reality: The Role of Simulated Learning Activities in Postgraduate Psychology Training Programs

et al. 2021

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In training to become a registered psychologist in Australia, as with many other countries, there is a requirement for students to attend placements, where they work with clients in an apprenticeship model under the guidance of qualified supervisors. In the context of COVID-19, tertiary sector psychology educators responsible for facilitating these placements, which typically require face-to-face client work, have been challenged to arrange or maintain practica. During the pandemic, across Australia, most placements have been affected through cancellation, postponement, or modification (e.g., using telehealth, supported by the Australian Federal Government). In this paper we describe a collaborative initiative by members of the psychology profession across 15 providers of Australian postgraduate professional training programs. The initiative aimed to identify ways in which to develop and innovate psychological placement offerings, specifically using simulation-based learning. Although simulation-based learning in psychology training programs in Australia is a widely employed pedagogy for the scaffolding of theory into psychological practice, there is paucity of clear and comprehensive guidelines for the use of simulation to both optimize competency-based training and ensure public and student safety. The overarching aim of the group, and the focus of this paper, is to provide standardized guidelines for the inclusion of simulation-based learning in psychology training in Australia both during and post-COVID 19. Such guidelines may be equally valuable for psychology training programs globally.

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“…Trūkstot pieredzei sociālā darba praksē ar klientiem, pasniedzēji dažkārt var radīt gan maldīgu priekšstatu par kādu tēmu, metodi vai sociālā darba pieeju, gan sniegt nepietiekamas zināšanas kopumā par sociālo darbu". 4 Tomēr šis secinājums, analizējot to atbilstīgi zināšanu, prasmju un kompetences terminiem, nedod skaidru atbildi par deficītu sociālo darbinieku (speciālistu) profesionālajā sagatavotībā.…”

Section: Sociālā Darba Nozares Attīstības Vajadzībasunclassified

Sociālajam darbam Latvijā 30 gadi: sociālā darba zināšanu, prasmju un kompetences aspekti

Vilka¹,

universitāte²

2021

Sociālais Darbs: Izglītība, Pētniecība, Prakse 2021

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Sociālais darbs ir profesionāla un akadēmiska joma, kura atrodas vismaz desmit nozaru krustpunktā. Praktiskā ikdienas darbā sociālie darbinieki ar dažādu profesiju speciālistiem, pakalpojumu sniedzēju institūcijām un organizācijām sadarbojas tā, ka sociālā darbinieka profesijas robežas dažkārt nav stingri nosakāmas. Tāpēc profesionālo zināšanu, prasmju un kompetences jautājumi joprojām ir profesionāļu un sociālo darbinieku izglītotāju diskusiju krustpunktā. 2020. gada oktobrī tika apstiprināts jaunais sociālo darbinieku profesijas standarts profesionālā bakalaura grāda iegūšanai. Turpinās intensīvs darbs pie profesijas standarta izstrādāšanas maģistra grāda iegūšanai. Dienaskārtībā ir Izglītības attīstības pamatnostādnes 2021.–2027. gadam “Nākotnes prasmes nākotnes sabiedrībai” Latvijā. Turpmākajos gados augstākās izglītības kvalitātes pilnveidošana saistīsies ar prasmju attīstību veicinošām studijām, kas noritēs ciešā sadarbībā ar profesionālo nozari, lai attiecīgo studiju programmu saturu pilnveidotu un salāgotu ar nozares attīstības vajadzībām.

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Using simulation-based education to help social work students prepare for practice

Cited by 47 publications

References 15 publications

Computerized Clinical Training Simulations with Virtual Clients Abusing Alcohol: Initial Feasibility, Acceptability, and Effectiveness

Computerized Clinical Training Simulations with Virtual Clients Abusing Alcohol: Initial Feasibility, Acceptability, and Effectiveness

A New Reality: The Role of Simulated Learning Activities in Postgraduate Psychology Training Programs

Sociālajam darbam Latvijā 30 gadi: sociālā darba zināšanu, prasmju un kompetences aspekti

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