Using simulation to prepare social work students for field education

Abstract

This research explores the use of simulation technology in supporting and preparing social work students (n = 336) for core professional skills needed for practice. This study utilized a randomized experimental design using a 3 × 3 between-subjects design to assess the impact of the type of simulation (e.g. traditional written case studies, video-based simulations, and live actor simulations) and type of scenario (e.g. family/domestic violence, suicide/mental health and hospital/medical) on social work student’s ability to undertake a psychosocial assessment. Results showed that students developed more comprehensive psychosocial assessments when presented with video simulations compared to traditional methods, using actors or written case studies. This research builds evidence for social work to embrace the use of simulation to develop these skills for students in a practice setting that removes not only the fear of doing harm but also the real possibility of harm in complex scenarios. Social work field education is under increasing pressure to meet professional standards, especially with the impact of the COVID pandemic. Thus, the profession must consider alternatives for training students including utilizing technology. While many other professional disciplines incorporated the use of simulation in training, social work has been slow to embrace this trend while favoring traditional teaching methods.

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