Assessing BSW Student Direct Practice Skill Using Standardized Clients and Self-Efficacy Theory

Abstract

Entering and exiting BSW students were compared on self-efficacy and on direct practice skill performance with a standardized client. Self-efficacy was tested as a predictor and as a mediator of skill performance. Ordinary least squares hierarchical regression found BSW education to be predictive of higher skill and higher self-efficacy. After controlling for BSW education, self-efficacy negatively predicted direct practice skill, and mediation was not supported as hypothesized. This study suggests caution in the use of self-efficacy as an outcome measure, advances the use of standardized clients for assessment, and affirms the need for the development of valid and reliable instruments for assessment of direct practice skill in social work education.