Simulation in Social Work Education: A Qualitative Study of MSW Student Development.
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...
| Publicado en: | Journal of Social Work Education Vol. 57; no. 3; pp. 585 - 598 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Summer2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=151647566&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 151647566 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10437797 SWE jtl: Journal of Social Work Education issn: 10437797 maglogo: Y pubinfo: dt: Summer2021 vid: 57 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 151647566 10.1080/10437797.2019.1671270 ppf: 585 ppct: 13 formats: fmt: @attributes: type: P size: 985KB tig: atl: Simulation in Social Work Education: A Qualitative Study of MSW Student Development. aug: au: Roberson, C. Jean su: Social workers Qualitative research Students Social work education Research Conceptual structures Masters programs (Higher education) Descriptive statistics sug: subj: Social workers Qualitative research Students Social work education Other Individual and Family Services Research Conceptual structures Masters programs (Higher education) Descriptive statistics ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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