Abstract
ABSTRACT Existing evidence supports simulation for improving competency in social work education. This evidence has focused almost exclusively on simulation outcomes with little attention given to best practices for the implementation of simulation. We maintain that best practices for implementing simulation require careful attention to a host of ethical challenges. Failing to attend to these challenges not only can compromise the learning experience in simulation but also educators’ and students’ ability to integrate crucial social justice principles related to anti-oppressive social work practice. In this conceptual paper, we describe and employ a strengths-based, anti-oppressive, intersectional framework to competently engage in best practices for simulation pedagogy. We demonstrate how educators can utilize this framework to mitigate ethical concerns from the beginning when case scenarios are developed to the end when students are debriefed on the simulation experience. We conclude with discussing ongoing work needed in social work education to ensure educators encourage ethical social work practice by first modeling it for students in simulation exercises.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.