Practice Fridays: Using Simulation to Develop Holistic Competence

Kourgiantakis, Toula; Bogo, Marion; Sewell, Karen M.

doi:10.1080/10437797.2018.1548989

Cited by 51 publications

(29 citation statements)

References 47 publications

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Section: Simulation-based Learning In Social Work Educationmentioning

confidence: 99%

“…In social work education, simulation provides students with opportunities to engage with SCs portraying well-designed characters and scenarios that emulate real-world practice (Asakura et al, in press;Bogo et al, 2014;Kourgiantakis et al, 2019a). The use of simulation has gained prominence with recently published social work literature demonstrating its effectiveness to help students develop competence (Bogo et al, 2013;Katz et al, 2014;Kourgiantakis et al, 2019a) and to assess competency-based skills among students (Bogo et al, 2014). Other literature on simulation-based learning in social work includes promising practices and common barriers for the uptake of this experiential learning method (Asakura et al, in press;Kourgiantakis et al, 2020) as well as innovative development of virtual simulations (Asakura et al, in press;Tandy et al, 2017;Vernon et al, 2009;Washburn & Zhou, 2018).…”

Section: Simulation-based Learning In Social Work Educationmentioning

confidence: 99%

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Observational learning in simulation-based social work education: comparison of interviewers and observers

Asakura

Lee

Occhiuto

et al. 2020

Social Work Education

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Simulation-based learning is gaining attention in social work education. While research suggests clear pedagogical benefits for those who engage simulated clients as interviewers, little is known about the learning processes among observers of simulation teaching. Using social learning and social cognitive theories as a theoretical framework, we examined observational learning in simulation by comparing the experiences of students who participated as an interviewer versus students who participated as an observer. An online survey was administered to Bachelor and Master of Social Work students (N = 66) to collect quantitative and qualitative responses (N = 107) about their learning experience from the perspective of either an interviewer or an observer. Quantitative analyses revealed that interviewers perceived simulation with SCs to be more beneficial to their clinical learning compared to observers. No other differences were found between the two groups. A thematic analysis of qualitative data showed the following three unique learning processes among observers: (1) emotional distance from practice, (2) observation of the relationship between theory and practice, and (3) vicarious learning from peers. Results suggest that educators leverage student learning opportunities in observing roles and actively engage them during simulation debriefing sessions. Implications for simulation-based education and further research are discussed.

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Section: Simulation-based Learning In Social Work Educationmentioning

confidence: 99%

Section: Simulation-based Learning In Social Work Educationmentioning

confidence: 99%

Observational learning in simulation-based social work education: comparison of interviewers and observers

Asakura

Lee

Occhiuto

et al. 2020

Social Work Education

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“…Sosyal hizmet açısından yenilikçi ve öğrencileri alana en iyi şekilde hazırlayacak yetkinlikleri içeren bir yöntem olarak ifade edilen simülasyon temelli öğrenmenin (Kourgiantakis, Bogo ve Sewell, 2019) (Carter, Swanke, Stonich, Taylor, Witzke ve Binetsch, 2018). Simülasyon temelli öğrenme yöntemi kullanılarak geri bildirimin rolünü anlamak üzere yapılan bir başka araştırmada, bir öğrenme yöntemi olarak alan eğitimine olumlu katkısı olduğu belirtilmektedir (Kourgiantakis ve diğ., 2019).…”

Section: Simüle Müracaatçılar Kullanılarak Yapılan Sosyal Hizmet Eğitimiunclassified

Sosyal Hizmet Eğitiminde Teori ve Pratiği Bütünleştirmede Bir Yöntem Olarak Simule Müracaatçılar

Gürbüz

2020

OPUS Uluslararası Toplum Araştırmaları Dergisi

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Alan uygulaması sosyal hizmet eğitiminin vazgeçilmez bir parçasıdır. Eğitimleri boyunca birey, grup ve toplumla çalışmaya yönelik bilgi, beceri ve değer temelinde farklı bilgiler alan sosyal hizmet bölümü öğrencilerinden, aldıkları bu eğitimi uygulamaya aktarmaları beklenmektedir. Yapılan çalışmalar öğrencilerin teorik eğitimi pratiğe aktarmakta sorunlar yaşadıklarını göstermektedir. Öğrencilerin bu aktarımı nasıl gerçekleştirebileceklerini gerçek müracaatçılarla karşılaşmadan görmeleri, mesleki gelişimleri açısından oldukça önemlidir. Bunun için sosyal hizmet eğitiminde sıklıkla kullanılan rol oynama tekniği yerine ''daha gerçekçi olan'' simüle müracaatçılar dünyada yaygın bir biçimde kullanılmaktadır. Başta tıp, hemşirelik olmak üzere sağlık alanındaki uygulamalı pek çok disiplinde yaygın bir biçimde kullanılan simüle müracaatçılar, öğrencilerin aldıkları teorik eğitimi pratiğe aktarmalarında yararlılığı araştırmalarla da ortaya çıkarılmış bir yöntemdir. Bu kapsamda çalışmada ilk olarak simülasyon yönteminin tanımı ve kapsamı ile sosyal hizmet eğitiminde kullanımı hakkında bilgi verilmektedir. Daha sonra ise simüle müracaatçıların eğitimde kullanılması yoluyla eğitimin niteliğinin artacağı, mesleğin bilimsel temeline ve toplumsal tanınırlığına katkıda bulunacağı düşüncesinden hareketle simüle müracaatçıların yetiştirilmesi önerilmektedir.

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“…Due to the increased focus in the health professions on competency-based training and the pressures of the modern medical environment, single-session competencies may be best assessed through clinician observation. 8,21,22 Recorded simulation (ie, recording of structured role-plays with trained actors as standardized patients) is a particularly effective means of clinician observation. As an education tool, it allows for both active (ie, in the moment) and reflective (ie, watching recordings) observation and assessment of a learner's understanding of the material and practice competencies.…”

Section: Simulation For Allied Health Educationmentioning

confidence: 99%

“…Advanced and specific clinical practice competencies, such as the single-session focus in this article, can be used to guide education programs to assess student competencies as well as adherence to accreditation standards in allied health disciplines. 12,21,36 Given the increasing importance of coordinated and collaborative care across health disciplines, a multidisciplinary approach that highlights identified common skills, such as those described in this study, to the delivery of allied health services for individual patients and specific populations is warranted. 37 Further, the inclusion of data culled from simulation-based learning strategies can contribute to the development of student competence given the widespread integration of these educational approaches in many multidisciplinary team settings.…”

Section: Implications For Allied Health Educationmentioning

confidence: 99%

<p>Describing a Clinical Group Coding Method for Identifying Competencies in an Allied Health Single Session</p>

Craig¹,

McInroy²,

Eaton³

2020

JMDH

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Introduction: Competencies that integrate research findings and practice expertise are necessary to maintain comprehensive evidence-based practice for allied health professions, such as social work. The context of modern multidisciplinary healthcare, especially in acute or emergency settings, means that an individual clinician may only have a single session with a patient. Maximizing the benefit of single sessions requires advanced competence that extends beyond diagnostics and biomedical treatments to the impact of social systems on health outcomes; multilevel advocacy for reduction of existing health disparities and equity in access to health and mental health services; and "working knowledge" of non-pharmacological treatments. Methods: This study employed a practice-based research methodology whereby health social workers group coded 32 simulation videos, drawn from an advanced social work practice course, to develop a practice-based competency framework that incorporates these advanced skills. Constructivist grounded theory was employed through a cyclical coding process of viewing video data, identifying and discussing skills and competencies, and summarizing/synthesizing the discussions for critical reflection. Results: The resulting Clinician Group Coding Method utilized systematic and collaborative group coding of practice simulation videos by three clinicians and two researchers to identify relevant competencies for a single session. Emphasis was placed on the progressive phases of single-session patient interactions (eg, joining, working, ending), a practice format that frequently occurs in social work and other allied health professions. These phases include themes of preparing, agenda setting and refining, addressing context, providing education, planning the next steps, and encouraging success. Discussion: The group coding process allowed for immediate discussions and clarifications, supporting the clinicians to synthesize their experiences toward shared understandings of "best practices" in single-session healthcare contexts. This approach facilitated the understanding of critical actions that allied health clinicians could undertake to improve singlesession interactions. This practice-based competency framework may have significant utility for multidisciplinary healthcare education and practice.

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Practice Fridays: Using Simulation to Develop Holistic Competence

Cited by 51 publications

References 47 publications

Observational learning in simulation-based social work education: comparison of interviewers and observers

Observational learning in simulation-based social work education: comparison of interviewers and observers

Sosyal Hizmet Eğitiminde Teori ve Pratiği Bütünleştirmede Bir Yöntem Olarak Simule Müracaatçılar

<p>Describing a Clinical Group Coding Method for Identifying Competencies in an Allied Health Single Session</p>

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