Simulation-Based Learning in School Social Work Education: Developing MSW Competencies in a Holistic, Engaging, and Experiential Approach

ABSTRACT

This article presents the use of simulation-based learning (SBL) for master-level school social work students at a public university in the Midwest. Findings based on the use of four school-specific case scenarios and subsequent focus group discussions suggest that live simulations can serve as a model to engage students by presenting curricula in a relevant and experiential fashion. SBL supported the creation of new meaning and understanding of school social work practice that students will eventually integrate into their own practice. Findings support the integration of simulations in the classroom as an effective pedagogical approach for school social work instruction.

KEYWORDS:

• Simulation-based learning
• school social work
• instruction
• social work skills and competencies
• values and ethics

Acknowledgments

We thank all students who participated in this evaluation study. Additionally, we thank Tony Hillen for the technical assistance provided for the simulation laboratories and all the doctoral students who supported the simulation laboratories. We acknowledge the actors and actresses from The Station Theatre who provided their time and professional services for enacting the scenarios in the simulation laboratories. Lastly, we thank the faculty and staff at the Illinois Solar Decathlon House for their help with organizing the labs. The simulation lab activities were supported by a grant from the University of Illinois Provost’s Initiative on Teaching Advancement.

Disclosure statement

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