Simulation in social work education: a qualitative study of standardized clients’ experiences

ABSTRACT

This explorative study provides insight into the experiences of standardized clients (SC) involved in simulation for social work education and research. The purpose was to contribute to scholarly conversations regarding SCs and to provide an empirical foundation to inform our simulation program by attending to the perspectives of SC participants who are key to simulation-based learning (SBL). A qualitative, cross-sectional survey was employed to understand these experiences. In doing so, this study attempts to ensure SBL design and implementation is more attentive to SCs who increasingly represent marginalized communities. SCs (n = 14) reported an enthusiasm for engaging with social work simulations as they find the work both interesting and meaningful. The findings demonstrate how incorporating SCs into teaching teams fosters a community of practice that can function to incorporate members of marginalized communities into professional education, and reshape pedagogical strategies for supporting the development of holistic competence.

KEYWORDS:

• Social work education
• simulation
• pedagogy
• standardized
• qualitative

Disclosure statement

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

Additional information

Notes on contributors

Karen M. Sewell

Karen Sewell is an Assistant Professor at Carleton School of Social Work in Ottawa, Canada. Her research interests stem from her practice in children's mental health, including supervision, evidence-supported interventions, and program development. Her research interests also include the use of simulation in teaching/learning and research, and social work education.

Katherine Occhiuto

Katherine Occhiuto is a PhD Candidate at Carleton’s School of Social Work and a Research Manager with the SIM Social Work Research Lab. Her research interests focus on how to make systems and services work better for people, including the use of simulation for more effective and ethical social work practice.

Sarah Tarshis

Sarah Tarshis, PhD, is an Adjunct Professor and researcher at Carleton University School of Social Work. Her research interests focus on trauma, employment, and intimate partner violence (IPV), as well as social work education and practice. Her research is informed by her professional experience in IPV and community-based organizations.

Alicia Kalmanovitch

Alicia Kalmanovitch is a PhD candidate at Carleton University’s School of Social Work. She is a registered social worker and is passionate about social policy, social work education, and the history of the profession. Her practice experience includes community development, social policy, and homelessness. Her current academic work focuses on the Holocaust.

Sarah Todd

Sarah Todd is a full professor and director of the Carleton School of Social Work in Ottawa, Canada. Her scholarship focuses on two core areas, social work education and community practices. Her current SSHRC funded research uses simulation-based methodologies to explore how practitioners at different stages of their careers navigate uncertainty in clinical practice.