Understanding Simulation in Social Work Education: A Conceptual Framework

ABSTRACT

With the adoption of the 2015 Educational Policy and Accreditation Standards, the Council on Social Work Education accepted simulation as a means for students to accumulate field practice hours. However, little research exists addressing the use of simulation for social work student development. To effectively utilize simulation to develop social work competencies, more must be known about simulation and its integration into curriculum. This article presents a conceptual framework for simulation: holistic competence in social work education, curriculum as engagement, and experiential learning theory. The author integrates the framework with research on the efficacy of simulation as pedagogy in other disciplines and provides strategies for simulation within social work curriculum and field education programs.

Acknowledgments

The author would like to thank all peer reviewers for providing feedback and editorial assistance on the manuscript.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

C. Jean Roberson

C. Jean Roberson is a doctoral student at St. Catherine’s University and the University of St. Thomas. The author is also a full-time instructor and Director of Field Education at Samford University.