Using Experiential and Simulation-Based Learning for a Digital Field Education Lab

Abstract

Social work students require opportunities to apply their classroom-based knowledge and develop the professional competencies necessary for successfully transitioning into practice. This paper describes the implementation and initial evaluation of a seven-module Digital Field Education Lab for Master of Social Work (MSW) students (N = 71). The Digital Lab incorporates various asynchronous and synchronous digital experiential learning activities – culminating in a live, online clinical simulation – to improve students’ preparedness to work effectively with clients with substance use disorders. Mixed-methods data indicate that the Digital Lab may reduce students’ stigma toward substance users, increase openness to treatment approaches (e.g. medication assisted treatment), and enhance their self-perceived readiness to practice with this population. Students’ responses were overwhelmingly positive, including reporting that the Digital Lab significantly benefited their current and future practice. Limitations of this preliminary evaluation (e.g. use of a one-group design) are outlined, and implications for social work education and clinical practice are discussed.

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