Clinical Experience integration for social work: virtual practice, real impact

Allison Nilsen, AM, LCSW

Introduction

The COVID-19 pandemic forced universities to reevaluate traditional methods of social work education, particularly in practicum settings as access to in-person field placements was severely limited. In response, both bachelor’s and master’s programs adopted technology-driven solutions, leading to a surge in the use of simulation for competency-based learning (Asakura & Bogo, 2021; Baker & Jenney, 2022; Eunjung et al., 2020). While the immediate pressures of the pandemic have eased, simulation-based learning has proven to be an enduring and invaluable tool. The EPAS Interpretation Guide for the 2022 standards (2024) provides guidance, suggesting that simulations may play a role in field seminar synchronous class meeting time and real practice settings (pp. 48). This article aims to provide you with practical guidance for incorporating computer-based simulation technology into existing curricula, thereby enhancing the educational experience without the need for a complete curriculum overhaul. The Simucase platform serves as an example of an effective online learning environment, offering interactive simulations and videos to develop essential social work skills. To bridge classroom and clinical practice, implement best practices detailed here.     

The Value of Computer-Based Simulation in Social Work Education

Computer-based simulations offer an efficient and scalable alternative to traditional simulation methods. Unlike lab-based simulations, which are often costly, time-consuming, and logistically complex, computer-based simulation provides an accessible and equitable learning experience (Asakura & Bogo, 2021). With Simucase, students only need an internet connection and a subscription—often costing less than a textbook—to access over 50 turn-key social work simulations and 150 interactive videos that are retrievable on demand. This ensures consistent availability of standardized scenarios, guaranteeing exposure to predetermined simulated clients, promoting educational equity, and helping bridge the gap between classroom and clinical practice.

Filling Practicum Gaps

Field practicum is the signature pedagogy of social work education (CSWE, 2022; Wayne et al., 2010), but the variability in practicum poses challenges. Downtime due to client cancellations or low caseloads limits students’ capacity to practice skills. Budget cuts, excessive caseloads, competing responsibilities, and restricted access to training and resources all limit students’ access to qualified supervising professionals and practice opportunities (Hill et al., 2021). Commonly, the nature of the placement may result in students enduring gaps in opportunities to gain hands-on experience with a particular community, diagnosis, or practice method. Computer-based simulation guarantees exposure to the populations, presenting problems, theories, and competencies faculty deem important.

Replacing Traditional Roleplay

Though a staple in the classroom, role-play exercises are not without drawbacks. Students often feel anxious to perform in front of peers, struggle to switch between client and clinician roles that are new to them, and have difficulty portraying an authentic clinical experience (Dodds et al., 2018). If you notice students having these difficulties, consider instead using a simulation, where students assume the clinician role. Experience navigating simulated interactions between client and clinician may bolster students’ comfort and confidence participating in subsequent real-life role-plays based on the simulation scenario. Computer-based simulation creates a judgment-free learning environment in which it is safe for users to take their time, make mistakes, and learn from their choices without the risks of harming a vulnerable client or facing social pressure.

Aligning Simulations with Learning Objectives and Competencies

Simucase simulations contain clearly defined objectives and competencies to help faculty match simulation content with existing curriculum and aid student understanding of how the simulation contributes to their overall education. Faculty can refer to the Prebrief Material and Curriculum Guide for simulations in which they are interested to determine which will best fit course goals. Simucase has also developed lesson plans that support core topics within BSW and MSW courses and contain learning objectives, simulation and video assignments, and suggestions for measuring objectives met, which allows for easy integration into various learning modules.

Preparing Students for Success

Technological literacy varies among students and faculty, and the prospect of adopting a new technology may seem overwhelming. Proper orientation is crucial for overcoming this barrier, and numerous resources are available. Video tutorials and checklists with the necessary steps are available for both students and faculty, allowing novice learners to acclimate to the platform and returning users to refresh their knowledge. Students and faculty should be made aware of the various avenues for receiving help from Simucase Customer Support. Refer to this article on simulation best practices for simple steps on creating groups, assigning content, and tracking student progress with the faculty dashboard. As a first assignment, we recommend assigning students the Practice Simulation through your faculty dashboard. The Practice Simulation scaffolds student understanding in a low-stakes simulation environment where their score does not count toward their grade while helping to familiarize them with typical case structure, making choices, and navigating through a case.

Following The Big 3 to Maximize the Simulation Experience

To fully leverage the benefits of simulation, you should incorporate the three essential components of the immersive simulation experience: the prebrief, the simulation scenario in which learners receive real-time feedback, and the debrief (Dudding, et. al, 2019). 

1. Prebriefing prepares students for the case scenario by setting expectations for performance and grading, outlining the content, and reviewing corresponding learning objectives and competencies. You should ensure students are comfortable using the Simucase platform and direct them to the appropriate help resources for further support. You may share the Prebrief Material and Curriculum Guide document for students to review in advance as prework. Based on learners’ experience and knowledge level, you may point out clinically significant client behaviors to which they should attend, remind them to use certain assessments or theories, or provide other prompts. 

2. Real-time Feedback during the simulation guides learning. In Learning Mode, students receive real-time feedback tailored to their choices, helping them adjust their approach in the moment. Students receive reflective feedback for making strengths-based, client-centered, culturally responsive, and well-worded choices. Some choices neither advance nor detract from the interview and therefore receive no feedback or impact on student scores. Rejected feedback results from making choices that use medical jargon, are insensitive, or may be confusing to the client, irrelevant, or repetitive. Learners have the opportunity to redo selected sections as many times as they wish if unhappy with their scores, which can lower performance anxiety. Users may also complete simulations one section at a time, in small groups or individually, and you may take pauses to facilitate feedback, which can lower performance anxiety. You can also have users complete a simulation one section at a time and pause where needed to facilitate feedback in real time. The playback allows for easy return to various points in the simulation to examine critical data with multiple, identical reviews.

3. Debriefing promotes deep learning through structured discussions led by experienced facilitators, either synchronously or asynchronously, to help students reflect on and process their experiences. Debrief questions included in each scenario provide a starting point. You can also assign supplemental activities such as self-reflections and research and policy paper assignments written specifically for each case, providing students with additional opportunities to consider how to apply what they’ve learned. Through debrief, students relate simulated experiences to actual practice, understanding connections to the larger social and political context (Dreifurst, 2009). Literature suggests that debriefing is linked to improved learner outcomes, including confidence and self-efficacy in managing complex client situations (Logie et al., 2013), improved critical thinking and decision-making (Kourgiantakis et al., 2019) reflective practice (Litvack et al., 2010), and increased cultural competence (Egonsdotter et al., 2018).

Building Competency Through Multifaceted Practice

Simulation is well-suited to formative assessment due to its standardization and ability to facilitate repetition. Faculty can select a variety of simulations focusing on a specific theory, diagnosis, or type of practice. For example, in a child welfare track, students might engage with multiple simulations about adolescent clients at different stages of involvement with the child welfare system to practice critical interviewing, assessment, intervention, and anti-racism competencies. In April- Psychosocial Interview Part-Task Trainer, students interview a client in a successful foster care placement who reveals experiencing a sexual assault. Tyler- Assessment gives students practice documenting their own child welfare report based on clinical observations. In Thomas- Assessment, students must think critically to determine the best course of action to advocate for and protect a Native American client. In Jessica- Assessment and Jessica- Intervention, students practice mediation and problem-solving with a family in crisis. Finally, the Marcos four-part series exposes students to case management with a youth aging out of foster care. Repeated exposure to such scenarios prepares students for the complexities they will face in the field. The faculty dashboard allows you to track student progress, identifying areas of strength and those requiring more directive feedback. Additionally, supplemental activities included with each simulation can be assigned for a grade to encourage further reflection, research, and applications of theory to practice.

Using Outcomes to Tell a Story

Assessing simulation’s impact is key to validating its effectiveness and contributing to the growing body of literature addressing simulation in social work education. To obtain student feedback, have students complete qualitative tools on their impressions about specific parts of the simulation or request perceptions of their overall experience. Students may complete quantitative measures such as the Satisfaction with Simulation Experience (SSE) scale to capture their perceptions of learning. You can also design research to compare simulation and control group outcomes with structured tools and transcript data collected from the faculty dashboard. Additionally, faculty can partner with Simucase to support research efforts demonstrating the value of simulation-based learning and technology in social work education.

Conclusion

Integrating computer-based simulation into social work curriculum represents a strategic response to both the challenges posed by the pandemic and ongoing pressures in the academic climate. When fully utilized, simulation is a powerful tool in helping students bridge the gap between theoretical knowledge and real-life practice. By incorporating computer-based simulation and following the strategies outlined here, social work educators can ensure a more equitable, standardized, and effective learning experience that supports competency-based learning for all students. We invite you to consider the ways in which Simucase fits into your program’s curricula to help shape the next generation of competent and confident social workers.

References

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Baker, E., & Jenney, A. (2022). Virtual simulations to train social workers for competency-based learning: A scoping review. Journal of Social Work Education, 59(1), 8-31. https://doi.org/10.1080/10437797.2022.2039819

Board of Accreditation & Department of Social Work Accreditation. (2022). 2022 EPAS | INTERPRETATION GUIDE for Baccalaureate and Master’s Social Work Programs (version 1.2024, pp. 2–166) [Guide]. https://www.cswe.org/getmedia/78815b36-1a82-47de-be69-fe3191c08762/2022-EPAS-Interpretation-Guide.pdf

Council on Social Work Education Commission on Accreditation and Commission on Educational Policy. (2022). 2022 Educational Policy and Accreditation Standards for Baccalaureate and Master’s Social Work Programs (effective June 9, 2022). [Website]. CSWE. https://www.cswe.org/accreditation/policies-process/2022epas/

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Hill, N., Jones, M., McDavitt, K., & Duncan, M. (2021). Reinvigorating fields of practice through placement innovation. In Egan, R., Hill, N., & Rollins, W., (Eds.) Challenges, opportunities and innovations in social work field education (pp. 174-187). London, England: Routledge. https://doi.org/10.4324/9780429453618

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