Confidence and Connections: Using Computer-Based Simulations to Prepare Students to Work in Child Welfare

Meeting required CSWE competencies face-to-face and online can be challenging, particularly in a field placement setting with limited resources and extremely complex cases (Gursansky & Sueur, 2011). The use of simulation to practice clinical skills has emerged as an educational resource (Bogo, et. al., 2011). Recently, some researchers have called for social work educators to develop a pedagogy on simulation use and artificial intelligence (Asakura, Occhiuto, Todd, Leithead, & Clapperton, 2020). While the social work literature on simulations continues to emerge, social work educators and researchers have explored teaching practice skills using simulations online or in a remote learning environment (Tortorelli, et.al. 2021, Asakura & Bogo, 2021). Educators used simulations to support social workers in areas of practice significantly impacted by COVID-19, including child welfare and healthcare (Jefferies, Davis, & Mason, 2021; Eunjung, Kourgiantakis, & Bobo, 2020). Due to its highly vulnerable populations and lack of practice opportunities, child welfare remains a uniquely challenging practice area to teach. The literature continues to show the need for computer-based simulations that demonstrate evidence-based practice techniques so students can acquire skill mastery through practice (Ward, Muckle, Kremerv, & Krogh, 2019). Traditionally, preparing students for child welfare practice includes using textbooks, research articles, paper-based client vignettes, and role-plays. A critical difficulty with traditional approaches, however, is that students may not feel engaged with the content compared with working with live clients or communities. More immersive settings such as simulation labs are costly, hard to access, and do not provide students with repeated practice. As research and their actual use for addressing core competencies continues, computer-based simulations may bridge traditional approaches and their need to incorporate live clients (Asakura & Bogo, 2021). Research supports using simulation and virtual platforms as alternative means for addressing core competencies of generalist and clinical practice, including those for anti-racism (Asakura & Bogo, 2021). Examples include computerized virtual patient software, telehealth service delivery, and role-play tutorials using video resources combined with supplemental activities (Eunjung, Kourgiantakis, & Bogo, 2020). Simucase is a computer-based simulation platform that provides students with interactive experiences designed to teach complete processes using virtual client scenarios that provide students with the opportunity to practice clinical skills repeatedly in a safe, asynchronous learning environment. Students gain practice interviewing a client, synthesizing information from other professionals, performing assessments, providing intervention, and designing a plan of care. In doing so, they learn about scope of practice, care teams, roles and responsibilities, and appropriate communication required to achieve optimal care while evaluating how racism, equity, and inclusion impact their client. This presentation provides an overview of the Simucase platform through an interactive demonstration of authentic social work simulations and educational videos developed to teach about child welfare. Participants will learn how to integrate simulations into the curriculum to allow students to demonstrate an understanding of anti-racist social work practices as well as reflect on personal biases and beliefs. Discussion will include best-practice simulation methodologies of prebriefing, providing feedback, and debriefing students.