Simulation as Vicarious Learning in the BSW Classroom
Bibliographic Data
| ID | 12780921 |
|---|---|
| Authors | Lea Tufford (0000-0002-6286-4379, Laurentian University, corresponding author), Ellen Katz (0000-0001-7750-6067, University of Toronto), Cassandra Etherington (Laurentian University), Lori Gauthier (Laurentian University) |
| Year | 2021 |
| Volume | 41 |
| Issue | 3 |
| Pages | 257-274 |
| Publication date | 2021-05-27 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Teaching in Social Work (JOURNAL) |
| Journal identifiers | ISSN: 1540-7349 • E-ISSN: 0884-1233 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/08841233.2021.1919281 |
| OpenAlex | W3174117836 |
| Language | EN |
| Citations received | 4 |
| References cited | 32 |
While direct client experience is the optimal environment for social work students to learn interviewing skills, vicarious learning, or learning through observing peers or an instructor in a simulated client encounter, also affords students the opportunity for personal growth and reflection. To explore students’ experiences of vicarious learning this study involved Year 4 BSW students who observed the course instructor conduct 10, 1-hour, live simulated client interviews over the period of a two-semester course. Data for this study included a course assignment on the simulated sessions, and written responses to reflection questions, following the last simulated session. Thematic analysis surfaced salient themes which included the following: 1) benefits of live simulation: application of theory to practice and authenticity; 2) challenges of live simulation: logistical and experiential concerns; 3) application of empathy and active listening; 4) focus of attention; 5) maintaining attention and self-awareness; 6) reactions to simulated sessions; and 7) improved theoretical understanding and application. The article offers implications for social work educators to maximize vicarious learning in the social work classroom
Active learning (machine learning · Active listening · Empathy · Experiential learning · Interview · Observational learning · Pedagogy · Qualitative research · Session (web analytics · Sociology · Thematic analysis · Computer Science · Counseling, Therapy, and Family Dynamics · Interprofessional Education and Collaboration · Psychology · Social Psychology · Social Work Education and Practice · Social Work
Effects of VR instructional approaches and textual cues on performance, cognitive load, and learning experience
Evaluating an embodied mindfulness approach to teach reflective practice to MSW students
Teaching Cognitive Behavioral Therapy Skills to MSW Students
Use of Actors in Simulations for Social Work Education
Adult learning theories
Learning Styles and Learning Spaces
The Functional Architecture of Human Empathy
Mindfulness as Clinical Training
Going Live’
Promoting Self-Awareness
The Use of Simulations to Teach Social Work Practice with Diverse Clients
Utilizing Actors to Simulate Clients in Social Work Student Role Plays
Taking the Show on the Road in Holding Academic Classes in Community Agencies
Using Standardized Clients in the Classroom
Using Experiential Exercises to Teach about Diversity, Oppression, and Social Justice
Rationale for Utilizing Standardized Clients in the Training and Evaluation of Social Work Students
The Use of Emotions in Social Work Education
Standardized Clients in the Classroom
Cognitive and Affective Elements of Practice Confidence in Social Work Students and Practitioners
Evolving Kolb
A Social Work Model of Empathy
| Unique citing works | 4 |
|---|---|
| Citations per year | 2 |
| Citation span | 2024 - 2025 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |