Abstract
ABSTRACT The 2015 Educational Policy and Accreditation Standards (EPAS) recognizes simulation as a means for students to gain skills, technical proficiency, and field practicum hours. Research on its use in social work education has been largely cross-sectional. The purpose of this 9-month qualitative study was to explore the influence of three simulations on 12 MSW students in practice classes, using students’ semistructured reflections. A thematic analysis identified three key themes: awareness of key learning elements, development from skill-based performance to the inclusion of theoretical concepts, and growth from self-awareness to goal orientation. A conceptual model for the development of student metacognition from the use of repeated simulations is proposed.
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