Simulation-Based Learning to Foster Critical Dialogues and Enhance Cultural Competency with MSW Students

ABSTRACT

Simulation-based learning is a promising and innovative experiential learning strategy to better prepare social work students. To promote learning around cultural competency, faculty integrated simulations into three Master Social Work courses. Scenarios included cultural and diversity components with individuals and families representing nondominant identities. Students (N=68) completed surveys that assessed overall experiences, confidence with, and preparedness to engage with diverse clients. Students found simulations to be helpful for their learning and felt confident about engaging diverse clients. Second, five focus groups were held (N=36). Findings suggest simulations and debriefings prepared students to address diverse issues as the process was informative, reflective, and illustrated collaborative and essential engagements through critical discussions. Simulations are valuable for preparing students for culturally diverse scenariosl

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This work was supported by the University of Illinois Provost’s Initiative on Teaching Advancement.

Notes on contributors

Kelly Clary

Kelly Clary is an assistant professor of social work at Texas State University.

Kyle Bennett

Kyle Bennett is an assistant professor of social work at Saint Ambrose University.

Tuyen Bui

Tuyen Bui is a PhD candidate in social work at the University of Illinois at Urbana-Champaign.

Kevin Tan

Kevin Tan is an assistant professor of social work at the University of Illinois at Urbana-Champaign.

Janet Carter-Black

Janet Carter-Black is a teaching full professor of social work at the University of Illinois at Urbana-Champaign.