Publication Cover
Social Work Education
The International Journal
Volume 39, 2020 - Issue 3
1,305
Views
31
CrossRef citations to date
0
Altmetric
Original Articles

Translating knowledge into practice: using simulation to enhance mental health competence through social work education

, ORCID Icon & ORCID Icon
Pages 329-349 | Received 22 Dec 2018, Accepted 13 May 2019, Published online: 30 May 2019

References

  • Abdool, P. S., Nirula, L., Bonato, S., Rajji, T. K., & Silver, I. L. (2017). Simulation in undergraduate psychiatry: Exploring the depth of learner engagement. Academic Psychiatry, 41(2), 251–261. doi: 10.1007/s40596-016-0633-9
  • Badger, L., & McNeil, G. (1998). Rationale for utilizing standardized clients in the training and evaluation of social work students. Journal of Teaching in Social Work, 16, 203–218.
  • Badger, L. W., & MacNeil, G. (2002). Standardized clients in the classroom: A novel instructional technique for social work educators. Research on Social Work Practice, 12, 364–374.
  • Baez, A. (2005). Development of an objective structured clinical examination (OSCE) for practicing substance abuse intervention competencies: An application in social work education. Journal of Social Work Practice in the Addictions, 5(3), 3–20.
  • Baxter, P., & Norman, G. (2011). Self‐assessment or self deception? A lack of association between nursing students’ self‐assessment and performance. Journal of Advanced Nursing, 67(11), 2406–2413.
  • Beck, A. T., Rush, A. J., Shaw, B. F., & Emery, G. (1979). Cognitive therapy of depression. New York, NY: Guilford Press.
  • Bogo, M., Katz, E., Regehr, C., Logie, C., Mylopoulos, & Tufford, L. (2013). Toward understanding meta-competence: An analysis of students’ reflection on their simulated interviews. Social Work Education, 32(2), 259–273.
  • Bogo, M., Lee, B., McKee, E., Ramjattan, R., & Baird, S. L. (2017). Bridging class and field: Field instructors’ and liaisons’ reactions to information about students’ baseline performance derived from simulated interviews. Journal of Social Work Education, 53(4), 580–594. doi: 10.1080/10437797.2017.1283269
  • Bogo, M., Rawlings, M., Katz, E., & Logie, C. (2014). Using simulation in assessment and teaching: OSCE adapted for social work (objective structured clinical examination). Alexandria, VI: CSWE.
  • Bogo, M., Regehr, C., Katz, E., Logie, C., Mylopoulos, M., & Regehr, G. (2011). Developing a tool to assess student reflections. Social Work Education, 30(2), 186–195.
  • Bogo, M., Regehr, C., Katz, E., Logie, C., Tufford, L., & Litvack, A. (2012). Evaluating the use of an objective structured clinical examination (OSCE) adapted for social work. Research in Social Work Practice, 22(4), 428–436.
  • Bogo, M., Regehr, C., Logie, C., Katz, E., Mylopoulos, M., & Regehr, G. (2011). Adapting objective structured clinical examinations to assess social work students’ performance and reflections. Journal of Social Work Education, 47(1), 5–18.
  • Bradley, L. J., & Whiting, P. P. (2001). Supervision training: A model. In L. J. Bradley & N. Ladany (Eds.), Counselor education: Principles, process and practice (3rd ed., pp. pp. 361–387). Philadelphia: Brunner/Routledge.
  • Cant, R., McKenna, L., & Cooper, S. (2013). Assessing preregistration nursing students’ clinical competence: A systematic review of objective measures. International Journal of Nursing Practice, 19(2), 163–176.
  • Carillo, D. F., & Thyer, B. A. (1994). Advanced standing and two-year program MSW students: An empirical investigation of foundation interviewing skills. Journal of Social Work Education, 30, 377–387.
  • Cesare, P., & King, R. (2015). Social workers’ beliefs about the interventions for schizophrenia and depression: A comparison with the public and other health professionals—an Australian analysis. The British Journal of Social Work, 45(6), 1750–1770. doi:10.1093/bjsw/bcu005
  • Council on Social Work Education. (2015). 2015 Educational policy and accreditation standards for baccalaureate and master’s social work programs. Retrieved from https://cswe.org/getattachment/Accreditation/Accreditation-Process/2015-EPAS/2015EPAS_Web_FINAL.pdf.aspx
  • Craig, S. L., McInroy, L. B., Bogo, M., & Thompson, M. (2017). Enhancing competence in health social work education through simulation-based learning: Strategies from a case study of a family session. Journal of Social Work Education, 53(S1), 547–558.
  • D’Cruz, H., Gillingham, P., & Melendez, S. (2007). Reflexivity, its meanings and relevance for social work: A critical review of the literature. British Journal of Social Work, 37, 73–90.
  • Davys, A. M., & Beddoe, L. (2015). ‘Going Live’: A negotiated collaborative model for live observation of practice. Practice: Social Work in Action, 27(3), 177–196.
  • Dennison, S. T. (2011). Interdisciplinary role play between social work and theater students. Journal of Teaching in Social Work, 31(4), 415–430.
  • Dimidjian, S., Martel, C. R., Herman-Dunn, R. & Hubley, S. (2014). Behavioral activation for depression. In Daved, H. Barlow (Ed.), Clinical handbook of psychological disorders: A step-by-step treatment manual (5th ed., pp. 353–393). New York, NY: The Guilford Press.
  • Doel, M, & Shardlow, S. (1996). Simulated and live practice teaching: The practice teacher's craft. Social Work Education, 15(4), 16-33. doi: 10.1080/02615479611220321
  • Drisko, J. W. (2015). Holistic competence and its assessment. Smith College Studies in Social Work, 85(2), 110–127.
  • Eraut, M. (2000). Non‐formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113–136. doi:10.1348/000709900158001
  • Eva, K. W., & Regehr, G. (2005). Self-assessment in the health professions: A reformulation and research agenda. Academic Medicine, 80(10), S46–S54.
  • Fonagy, P., & Bateman, A. (2006). Mechanisms of change in mentalization-based treatment of BPD. Journal of Clinical Psychology, 62(4), 411–430.
  • Gellis, Z. D., & Kim, E. G. (2017). Training social work students to recognize later-life depression: Is standardized patient simulation effective? Gerontology and Geriatrics Education, 38(4), 425–437.
  • Given, B. K. (2002). Teaching to the brain’s natural learning systems. Alexandria, VA: The Association for Supervision and Curriculum Development (ASCD).
  • Goldingay, S., Epstein, S., & Taylor, D. (2018). Simulating social work practice online with digital storytelling: Challenges and opportunities. Social Work Education, 37(6), 790–803.
  • Goodyear, R. K. (2014). Supervision as pedagogy: Attending to its essential instructional and learning processes. The Clinical Supervisor, 33(1), 82–99.
  • Greeno, E. J., Ting, L., Pecukonis, E., Hodorowicz, M., & Wade, K. (2017). The role of empathy in training social work students in motivational interviewing. Social Work Education, 36(7), 794–808.
  • Harden, R. M., Stevenson, M., Downie, W. W., & Wilson, G. M. (1975). Assessment of clinical competence using objective structured examination. British Journal of Medicine, 4(5955), 447–451.
  • Heller, N., & Northcut, T. (2011). The integration of psychodynamic and cognitive behavior Chapter 9. In J. Berzoff, L. M. Flanagan, & P. H. Lanham (Eds.), Inside out and outside in: Psychodynamic clinical theory and psychopathology in contemporary multicultural contexts. (2nd ed., pp. pp. 208–221). New York, NY: Jason Aronson.
  • Henderson, P. (2009). A different wisdom: Reflections on supervision practice. London, UK: Karnac Books.
  • Hodges, B. D. (2006). The objective structured clinical examination: Three decades of development. Journal of Veterinary Medical Education, 33(4), 571–577. doi:10.3138/jvme.33.4.571
  • Horvath, A. O. (2007). The alliance in context: Accomplishments, challenges, and future directions. Psychotherapy: Theory, Research, Practice, Training, 43(3), 258–263.
  • Jaye, P., Thomas, L., & Reedy, G. (2015). ‘The Diamond’: A structure for simulation debrief. The Clinical Teacher, 12(3), 171–175.
  • Keskitalo, T., Ruokamo, H., & Gaba, D. (2014). Towards meaningful simulation-based learning with medical students and junior physicians. Medical Teacher, 36(3), 230–239.
  • Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86.
  • Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, New Jersey: Prentice Hall.
  • Koprowska, J. (2003). The right kind of telling? Locating the teaching of interviewing skills within a systems framework. British Journal of Social Work, 33, 291–308.
  • Kourgiantakis, T., Bogo, M., & Sewell, K. M. (2019). Practice Fridays: Using simulation to develop holistic competence. Journal of Social Work Education, 1–15. doi:10.1080/10437797.2018.1548989
  • Kourgiantakis, T., Sewell, K., & Bogo, M. (2019). The importance of feedback in preparing social work students for field education. Clinical Social Work Journal, 47(1), 124–133. doi:10.1007/s10615-018-0671–8
  • Kourgiantakis, T., Sewell, K., Lee, E., Adamson, K., McCormick, M., & Kuehl, D. (in press). Enhancing social work education in mental health, addictions, and suicide risk assessment: A teaching note. Journal of Social Work Education.
  • Lavoie, P., Michaud, C., Bélisle, M., Boyer, L., Gosselin, É., Grondin, M., … Pepin, J. (2018). Learning theories and tools for the assessment of core nursing competencies in simulation: A theoretical review. Journal of Advanced Nursing, 74(2), 239–250.
  • Lee, E., & Toth, H. (2016). Toward an integrated case formulation in clinical social work practice. Smith College Studies in Social Work, 86(3), 184–203.
  • Levitov, J. E., Fall, K. A., & Jennings, M. C. (1999). Counselor clinical training with client‐actors. Counselor Education and Supervision, 38(4), 249–259.
  • Linehan, M. M. & Dexter-Mazza, E. T. (2008). [EL1] Dialectical behavior therapy for borderline personality disorder. In Daved, H. Barlow (Ed.), Clinical handbook of psychological disorders: A step-by-step treatment manual, (4th ed., pp. 365–420). New York, NY: The Guilford Press.
  • Logie, C., Bogo, M., Regehr, C., & Regehr, G. (2013). A critical appraisal of the use of standardized client simulations in social work education. Journal of Social Work Education, 49, 66–80.
  • Maidment, J. (2000). Methods used to teach social work students in the field: A research report from New Zealand. Social Work Education, 19(2), 145–154.
  • Mazza, N. (1998). The use of simulations, writing assignments, and assessment measures in family social work education. Journal of Family Social Work, 3, 71–83.
  • McGaghie, W. C., Issenberg, S. B., Cohen, M. E. R., Barsuk, J. H., & Wayne, D. B. (2011). Does simulation-based medical education with deliberate practice yield better results than traditional clinical education? A meta-analytic comparative review of the evidence. Academic Medicine: Journal of the Association of American Medical Colleges, 86(6), 706. doi:10.1097/ACM.0b013e318217e119
  • McGregor, J., Mercer, S. W., & Harris, F. M. (2018). Health benefits of primary care social work for adults with complex health and social needs: A systematic review. Health & Social Care in the Community, 26(1), 1–13.
  • Mooradian, J. K. (2007). Simulated family therapy interviews in clinical social work education. Journal of Teaching in Social Work, 27, 89–104.
  • Mooradian, J. K. (2008). Using simulated sessions to enhance clinical social work education. Journal of Social Work Education, 44(3), 21–35.
  • Nguyen, B., Yu, X., Japutra, A., & Chen, C. S. (2015). Reverse teaching: Exploring student perceptions of “flip teaching.”. Active Learning in Higher Education, 17(1), 51–61.
  • O’Regan, S., Molloy, E., Watterson, L., & Nestel, D. (2016). Observer roles that optimise learning in healthcare simulation education: A systematic review. Advances in Simulation, 1(1), 4.
  • Osborne, V. A., Benner, K., Sprague, D. J., & Cleveland, I. N. (2016). Simulating real life: enhancing social work education on alcohol screening and brief intervention. Journal of Social Work Education, 52(3), 337–346.
  • Petracchi, H. E., & Collins, K. S. (2006). Using actors to simulate clients in social work student role plays: Does this approach have a place in social work education? Journal of Teaching in Social Work, 26, 223–233.
  • Pos, A. E., & Greenberg, L. S. (2012). Organizing awareness and increasing emotion regulation: Revising chair work in emotion-focused therapy for borderline personality disorder. Journal of Personality Disorder, 26(1), 84–107.
  • Ravitz, P., & Watson, P. (2014). Interpersonal psychotherapy: Healing with a relational focus. FOCUS: The Journal of Lifelong Learning in Psychiatry. 12(3), 275–284.
  • Regehr, C., Stern, S. B., & Shlonsky, A. (2007). Operationalizing evidence-based practice: The development of an institute for evidence-based social work. Research on Social Work, 17(3), 408–416.
  • Renouf, N., & Bland, R. (2005). Navigating stormy waters: Challenges and opportunities for social work in mental health. Australian Social Work, 58(4), 419–430.
  • Ross, D. A., & Rohrbaugh, R. (2014). Integrating neuroscience in the training of psychiatrists: A patient-centered didactic curriculum based on adult learning principles. Academy of Psychiatry, 38, 154–162.
  • Sacco, P., Ting, L., Crouch, T. B., Emery, L., Moreland, M., Bright, C., … DiClemente, C. (2017). SBIRT training in social work education: Evaluating change using standardized patient simulation. Journal of Social Work Practice in the Addictions, 17(1–2), 150–168.
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
  • Sittner, B. J., Aebersold, M. L., Paige, J. B., Graham, L. L., Schram, A. P., Decker, S. I., & Lioce, L. (2015). INACSL standards of best practice for simulation: Past, present, and future. Nursing Education Perspectives, 36(5), 294–298.
  • Steinberg, D. M., & Vinjamuri, M. K. (2014). Activating adult-learning principles through small groups in preparing social work students to achieve CSWE research competencies. Journal of Teaching in Social Work, 34, 363–383.
  • Stoltenberg, C. D., & McNeill, B. W. (2010). IDM supervision: An integrative developmental model of supervision.
  • Wessel, J., Williams, R., Finch, E., & Gemus, M. (2003). Reliability and validity of an objective structured clinical examination for physical therapy students. Journal of Allied Health, 32(4), 266–269.
  • Whitaker, T., Weismiller, T., & Clark, E. (2006). Assuring the sufficiency of a frontline workforce: A national study of licensed social workers. Executive summary. Washington, DC: National Association of Social Workers.
  • Wilson, A. B., Brown, S., Wood, Z. B., & Farkas, K. J. (2013). Teaching direct practice skills using web-based simulations: Home visiting in the virtual world. Journal of Teaching in Social Work, 33, 421–437.
  • World Health Organization (WHO). 2018. Mental health atlas 2017. Geneva: World Health Organization. Licence: CC BY-NC-SA 3.0 IGO.
  • Young, J. E., Rygh, J. L., Weinberger, A. D., & Beck, A. T. (2008). Cognitive therapy for depression. In D. H. Barlow (Ed.), Clinical handbook of psychological disorders: A step-by-step treatment manual (pp. 250). New York, NY: The Guilford Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.