Measuring social work students reflective learning through role-play and writing

ABSTRACT

Reflective learning encourages critical thinking, self-awareness, and self-regulation. Role-play and writing exercises benefit reflective learning. Both approaches enhance student learning and support the development of a professional self. This exploratory study surveyed participants (N = 29) enrolled in an undergraduate social work course before and after role-play and reflective writing to determine if either method contributed to perceptions of reflective learning. The study utilized the Self-reported Reflective Learning Questionnaire—student version, an 18-item scale measuring reflective learning perception. Statistical analyses indicated a significant difference in perceptions of reflective learning following a combination of role-play with reflective writing. Future research should explore the impact of role-play with reflective writing to influence the values and professional behavior of social work students.

KEYWORDS:

• Reflective learning
• reflective practice
• role-play
• reflective writing
• social work

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

V. Nikki Jones

V. Nikki Jones, DSW, LCSW, LMFT, is an Assistant Professor of Social Work and the BSW Program Coordinator at Middle Tennessee State University. She teaches undergraduate and graduate courses. Dr. Jones has provided direct services to couples and families in private practice and behavioral health settings. Her main research and publication interests are sleep disparity among non-majority groups, minority stress and gendered racism, and culturally aware social work practice.

Laneshia R. Conner

Laneshia R. Conner, Ph.D., MSW, CSW, is an Assistant Professor in the School of Social Work at Spalding University in Louisville, KY. As a practitioner, she has work experience in child welfare as well as geriatric case management, serving both communities over a span of 15 years. As an academician, since 2014, she has authored several publications in the fields related to HIV prevention and stigma-reduction among older adults. She is also published and focuses on scholarship around adult learning principles, operationalizing best practices for the diverse needs of adult learners in higher education.