An ethical framework for simulation-based pedagogy: a strengths-based, anti-oppressive, and intersectional approach

ABSTRACT

Existing evidence supports simulation for improving competency in social work education. This evidence has focused almost exclusively on simulation outcomes with little attention given to best practices for the implementation of simulation. We maintain that best practices for implementing simulation require careful attention to a host of ethical challenges. Failing to attend to these challenges not only can compromise the learning experience in simulation but also educators’ and students’ ability to integrate crucial social justice principles related to anti-oppressive social work practice. In this conceptual paper, we describe and employ a strengths-based, anti-oppressive, intersectional framework to competently engage in best practices for simulation pedagogy. We demonstrate how educators can utilize this framework to mitigate ethical concerns from the beginning when case scenarios are developed to the end when students are debriefed on the simulation experience. We conclude with discussing ongoing work needed in social work education to ensure educators encourage ethical social work practice by first modeling it for students in simulation exercises.

KEYWORDS:

• Social work education
• simulation-based education
• learning process in education
• strengths-based
• anti-oppressive
• student learning
• ethics in education
• anti-racist
• diveristy
• equity

Disclosure statement

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

Additional information

Notes on contributors

Lance T. Peterson

Lance T. Peterson is a professor of social work in the college of health at the University of St. Thomas. He teaches clinical social work practice methods courses. His research interests include family inclusion in clinical social work practice settings as well as the scholarship of teaching and learning. He is a Licensed Independent Clinical Social Worker (LICSW) and maintains a private practice which includes providing therapy to individuals, families, and couples as well as clinical supervision to practitioners working toward their clinical social work licensure.

Jean Roberson

Jean Roberson is an assistant professor of social work in the School of Public Health at Samford University. She teaches masters courses in clinical social work practice and theory and serves as an advisor for doctoral students in the School of Public Health. Her scholarship is focused on experiential learning. She is a Licensed Independent Clinical Social Worker Supervisor (LICSW-S) in the state of Alabama.

Norma Love-Schropshire

Norma Love-Schropshire, DSW, LMSW, serves as an Assistant Professor and BSW Program Director at Wayne State University’s School of Social Work. An expert in pedagogical technology integration, she has focused her scholarly endeavors on the Scholarship of Technology-Enhanced Learning (SoTEL). Additionally, she's a board member of the Association of Baccalaureate Program Directors (BPD) and a lifetime member of the WSU Academy of Teachers. In service to her community, she operates a private practice focused on children, youth, and families.