Simulated Clients in a Group Practice Course: Engaging Facilitation and Embodying Diversity

Simulation in Social Work Education: A Scoping Review

“…Twenty-nine studies (56%) referred to a specific theoretical/conceptual framework or practice model that guided the research and/or teaching using simulation. Commonly cited conceptual frameworks included deliberate practice (Bond et al, 2017; Kourgiantakis, Bogo, & Sewell, 2019; Schreiber & Minarik, 2018), Kolb’s experiential learning theory (Galbraith et al, 2014; Gates & Brown, 2017; Kourgiantakis, Bogo, & Sewell, 2019; Manning et al, 2016; Youngblood, Zinkan, Tofil, & White, 2012), holistic competence (Bogo et al, 2013, 2012, 2011; Bogo, Regehr, Baird, Paterson, & LeBlanc, 2017; Katz et al, 2014; Kourgiantakis, Sewell, & Bogo, 2019; Regehr et al, 2010; Schreiber & Minarik, 2018; Tufford, Bogo, & Asakura, 2015; Tufford, Bogo, & Katz, 2017), and adult learning theories (Greeno, Ting, & Wade, 2016; Mooradian, 2008; Rogers & Welch, 2009). With respect to practice models, motivational interviewing (MI) was noted in five studies (10%).…”

“…Twenty studies (38%) explicitly addressed culture and diversity in the study design, curriculum, purpose, instruments, client vignette scenarios, and/or findings. Of the 20 articles explicitly integrating culture, 8 (16%) stated that they used assessment tools that incorporated dimensions of culture and diversity (Carter et al, 2018; Costello et al, 2017; Dennison, 2011; Katz et al, 2014; Lu et al, 2011; Schreiber & Minarik, 2018; Scourfield et al, 2019; Tufford et al, 2017). In three (6%) of these studies, authors stated that elements of culture and diversity were incorporated in curricula or courses that students completed before the simulation session (Manning et al, 2016; Robinson, Thiel, Shirkey, Zurakowski, & Meyer, 2016; Sampson et al, 2018).…”

“…Two of the studies (4%) had a case scenario that was directly linked to culture and diversity. For example, one study examined MSW student competence working with lesbian, gay, bisexual, queer, and questioning (LGBQQ) clients (Logie, Bogo, & Katz, 2015) and another explored conflict resolution with a culturally diverse group (Schreiber & Minarik, 2018). In the remaining 32 articles (62%) selected for this review, there was no mention of culture and diversity.…”

“…Of the 29 studies that examined using simulation for social work teaching, 6 studies (12%) focused on teaching generalist competencies and 23 (44%) on specialized competencies. Specialized competencies included mental health assessment (Badger & MacNeil, 2002), advanced care planning in health care (Bond et al, 2017), intimate partner violence (Forgey, Badger, Gilbert, & Hansen, 2013), child abuse (Wilcox, Miller-Cribbs, Kientz, Carlson, & DeShea, 2017), conflict resolution (Schreiber & Minarik, 2018), MI (Greeno et al, 2016; Iachini et al, 2018; Pecukonis et al, 2016), substance use (e.g., Baez, 2005; Osborne et al, 2016), social work practice with families (Mooradian, 2007, 2008), alcohol withdrawal (Gates & Brown, 2017), interprofessional core competencies in health care (Costello et al, 2017; Kuehn et al, 2017; Murphy & Nimmagadda, 2015), bad news delivery in health care (Pastor, Cunningham, White, & Kolomer, 2016), spiritual care in a pediatric setting (Robinson et al, 2016), and interprofessional communication of death (Galbraith et al, 2014; Youngblood et al, 2012). One study (2%) examined interprofessional core competencies, as well as competencies that were discipline specific in nursing and social work (Manning et al, 2016).…”

“…Oral reflections were also referred to as debriefing in some studies (e.g., Pecukonis et al, 2016) and often took place immediately after the simulation with a duration that ranged from 10 to 40 min (e.g., Bond et al, 2017; Kuehn et al, 2017; Carter et al, 2018). For written reflections, some studies required students to complete a reflection questionnaire immediately after the simulation (e.g., Manning et al, 2016), while others used the reflection papers as a graded assignment (e.g., Dennison, 2011; Gates & Brown, 2017; Schreiber & Minarik, 2018).…”