Learning to Care

Abstract

Practice simulation exercises involve interaction with people who portray standardized clients in typical social work practice contexts. They are followed by feedback from these “clients” and from peers and instructors. This article delineates the conceptual background and previous use of this educational methodology and illustrates its application within a graduate health social work practice class. A preliminary evaluation found enthusiastic endorsement of this approach among students, with very strong agreement that all three components of the project-interaction with simulated clients, receipt of feedback, and participation as observers-prove useful. Practice simulations can allow transformative learning for participants and provide a useful classroom method for incorporating conceptual foundations into practice behaviors.

Additional information

Notes on contributors

Nathan L. Linsk

An earlier version of this article was presented at the Council on Social Work Education’s 42nd Annual Program Meeting, February 1996, Washington, DC. The work described is supported by the Jane Addams College of Social Work and MATEC Health Resources and Services Administration Grant #2U69-PE00104-05. The authors thank Cynthia Cannon Poindexter for her participation in this project.