Simulation in Social Work Education: A Scoping Review

2019 ◽  
Vol 30 (4) ◽  
pp. 433-450 ◽  
Author(s):  
Toula Kourgiantakis ◽  
Karen M. Sewell ◽  
Ran Hu ◽  
Judith Logan ◽  
Marion Bogo
Keyword(s):  
Social Work ◽  
North America ◽  
Best Practices ◽  
Scoping Review ◽  
Empirical Studies ◽  
Objective Structured Clinical Examination ◽  
Simulation Studies ◽  
Facilitators And Barriers ◽  
Work Education ◽  
Teaching Implications

Purpose: This article presents a scoping review that synthesized empirical studies on simulation in social work (SW) education. The review maps the research examining characteristics of simulation studies in SW education and emerging best practices. Method: Using Arksey and O’Malley’s scoping review framework to develop the methodology and following the PRISMA-ScR checklist, we selected 52 studies for this review. Results: Most studies were published in North America and included quantitative (37%), qualitative (31%), and mixed methods (33%). Simulation was used to teach generalist and specialized practice with interprofessional practice as the highest area of specialization. Simulation was also used for assessment purposes, and the Objective Structured Clinical Examination was a commonly reported method. We identified several facilitators and barriers to using simulation effectively for teaching and assessment. Conclusions: Our analysis permitted us to identify emerging best practices that can be used to guide teaching. Implications for SW research, teaching, and practice are discussed.

Social Work Education and Training in Mental Health, Addictions, and Suicide: A Scoping Review

2020 ◽  
pp. 1-26
Author(s):  
Toula Kourgiantakis ◽  
Karen M. Sewell ◽  
Sandra McNeil ◽  
Eunjung Lee ◽  
Judith Logan ◽  
...  
Keyword(s):  
Mental Health ◽  
Social Work ◽  
Scoping Review ◽  
Social Work Education ◽  
Education And Training ◽  
Work Education ◽  
And Training

Examining Metacompetence in Graduating BSW Students

2017 ◽  
Vol 22 (1) ◽  
pp. 93-110 ◽  
Author(s):  
Lea Tufford ◽  
Marion Bogo ◽  
Ellen Katz
Keyword(s):  
Social Work ◽  
Thematic Analysis ◽  
Affect Regulation ◽  
Work Practice ◽  
Social Work Practice ◽  
Objective Structured Clinical Examination ◽  
Theoretical Knowledge ◽  
Emotional Intensity ◽  
Work Education ◽  
Graduating Students

This article examines graduating students' conceptualizations of their generalist social work practice and their views for future skill development. Twenty 4th-year BSW students underwent an objective structured clinical examination that involved interviewing a simulated client and then responding to reflection questions. Reflections were analyzed using thematic analysis. Four patterns surfaced: foundational versus theoretical knowledge, deepening perspectives of diversity, managing client emotional intensity, and openness to learning. Implications for social work education include greater emphasis on teaching advanced social work practice concepts, more attention to complex and nuanced forms of diversity and assisting students with affect regulation for themselves and the client.

scholarly journals Best Practices in Promoting Disability Inclusion Within Canadian Schools of Social Work

2008 ◽  
Vol 28 (1) ◽  
Author(s):  
Peter Dunn ◽  
Roy Hanes ◽  
Susan Hardie ◽  
Donald Leslie ◽  
Judy MacDonald
Keyword(s):  
Social Work ◽  
Best Practices ◽  
Educational Institutions ◽  
Review Of The Literature ◽  
Field Placements ◽  
Socially Constructed ◽  
History Of ◽  
Work Education ◽  
Schools Of Social Work ◽  
Work Knowledge

The profession of social work has a long history of work with "clients" with disabilities, but unfortunately, this history often has not included strong advocacy for their rights and creating a place as colleagues within Schools of Social Work (Dunn, Hanes and MacDonald, 2003). From a critical disability perspective and a view of disability as being socially constructed, the profession and its educational institutions need to rethink their approach to students, faculty and staff with disabilities (May & Raske, 2005). Best practices in accessibility, accommodation and inclusivity will be explored within Canadian Schools of Social Work. Knowledge shared in this article was derived from a critical review of the literature, a survey of Schools of Social Work in Canada (Dunn, Hanes, Hardie, and MacDonald, 2006), and a National Best Practices conference (Dunn, Hanes, Hardie, Leslie, and MacDonald, J, 2004). Disability inclusion within Schools of Social Work is explored in five main areas: 1) recruitment and admissions; 2) accommodation; 3) curriculum; 4) field placements; and 5) retention, graduation and meaningful employment. While the specific focus is on social work education the principles and practices can be applied to other disciplines within the academy and beyond.

scholarly journals Social work education and training in mental health, addictions and suicide: a scoping review protocol

BMJ Open ◽  
2019 ◽  
Vol 9 (6) ◽  
pp. e024659 ◽  
Author(s):  
Toula Kourgiantakis ◽  
Karen Sewell ◽  
Sandra McNeil ◽  
Judith Logan ◽  
Eunjung Lee ◽  
...  
Keyword(s):  
Mental Health ◽  
Social Work ◽  
Social Workers ◽  
Scoping Review ◽  
Social Work Education ◽  
Education And Training ◽  
Future Research ◽  
Training Programmes ◽  
Work Education ◽  
And Training

IntroductionSocial workers are among the largest group of professionals in the mental health workforce and play a key role in the assessment of mental health, addictions and suicide. Most social workers provide services to individuals with mental health concerns, yet there are gaps in research on social work education and training programmes. The objective of this scoping review is to examine literature on social work education and training in mental health, addictions and suicide.Methods and analysisUsing a scoping review framework developed by Arksey and O’Malley, we will search for literature through seven academic databases: PsycINFO, Sociological Abstracts, CINAHL Plus, Social Sciences Abstracts, Education Source, ERIC and Social Work Abstracts. Two independent reviewers will screen articles utilising a two-stage process. Titles and abstracts will be reviewed in the first stage and full texts will be reviewed in the second stage. Selected articles that meet inclusion criteria will be charted to extract key themes and they will be analysed using a qualitative thematic analysis approach.Ethics and disseminationThis review will fill a knowledge gap in social work education and training in mental health, addictions and suicide. Ethics approval is not required for this scoping review. Through dissemination in publications and relevant conferences, the results may guide future research and education in social work.

scholarly journals A Scoping Review on Studies of Cyberbullying Prevalence Among Adolescents

2016 ◽  
Vol 18 (5) ◽  
pp. 523-531 ◽  
Author(s):  
Sandra Brochado ◽  
Sara Soares ◽  
Sílvia Fraga
Keyword(s):  
North America ◽  
Scoping Review ◽  
Empirical Studies ◽  
High Variability ◽  
Data Sheet ◽  
Recall Period ◽  
Bibliographic Databases ◽  
Prevalence Studies ◽  
Methodological Research ◽  
Prevalence Estimates

This descriptive scoping aims to understand how the prevalence of cyberbullying has been estimated across studies. A systematic scoping review of cyberbullying empirical studies was conducted by using three bibliographic databases to search for papers published between January 2004 and August 2014. A protocol was defined to identify the relevant papers. Papers selected were included in a data sheet developed by the authors to record specific findings. In total, 159 studies were included in the scoping review. Most of the prevalence studies were conducted in the last 4 years, mainly in North America ( n = 77) and in Europe ( n = 65). High methodological heterogeneity was found among the studies, which may contribute to explain variability in prevalence estimates. Cyberbullying experiences were assessed through several different perspectives: focused only on victims, focused only on perpetrators, or focused on both victims and perpetrators (without differentiating between if they are victims or perpetrators). Most of the studies tend to assess cybervictimization experiences. However, even considering the same perspective, the same country, and the same recall period, a high variability in the estimates was observed. As a main conclusion, the way in which the prevalence of cyberbullying is estimated is influenced by methodological research options.

scholarly journals The March of Scientific Knowledge in Social Work

2017 ◽  
Vol 18 (2) ◽  
pp. i-iii
Author(s):  
Margaret E. Adamek
Keyword(s):  
Public Health ◽  
Social Work ◽  
Child Welfare ◽  
Scientific Knowledge ◽  
Empirical Studies ◽  
District Of Columbia ◽  
Research Issues ◽  
Social Work Programs ◽  
Macro Social Work ◽  
Work Education

In the Fall 2017 issue of Advances in Social Work we are pleased to present 15 manuscripts--12 empirical, three conceptual--written by authors hailing from 15 states, the District of Columbia, and four countries.  Seven papers address various aspects of social work education, including three on research issues, two on child welfare curriculum, one on macro social work, and one on combined public health/social work programs.  The remaining papers include three conceptual offerings and five empirical studies conducted in the field.  

scholarly journals The Design of Interprofessional Performance Assessments in Undergraduate Healthcare & Social Work Education: A Scoping Review

2021 ◽  
Vol 4 (2) ◽  
pp. 2144
Author(s):  
Hester Wilhelmina Henrica Smeets ◽  
Albine Moser ◽  
Dominique Sluijsmans ◽  
Xandra Janssen-Brandt ◽  
Jeroen Van Merrienboer
Keyword(s):  
Social Work ◽  
Scoping Review ◽  
Social Work Education ◽  
Performance Assessments ◽  
Work Education
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