Mind the gap: incorporating writing skills into practice simulations.
Writing skills are an essential component of social work practice. Writing skills include both reflective writing skills, that is writing about one's practice, and professional writing skills, that is writing in practice. The latter includes emails, letters, reports, referrals and applications for r...
| Publicado en: | Social Work Education Vol. 41; no. 8; pp. 1802 - 1821 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Taylor & Francis Ltd
Dec2022
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| Materias: | |
| 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=159811393&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 159811393 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 02615479 36Q jtl: Social Work Education issn: 02615479 maglogo: N pubinfo: dt: Dec2022 vid: 41 iid: 8 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 159811393 10.1080/02615479.2021.1962270 ppf: 1802 ppct: 19 formats: fmt: – @attributes: type: T – @attributes: type: P size: 938KB tig: atl: Mind the gap: incorporating writing skills into practice simulations. aug: au: Healy, Karen Drayton, John affil: School of Nursing, Midwifery and Social Work, The University of Queensland, Brisbane, Australia su: Social work education Young adults Higher education Simulation methods in higher education sug: subj: Social work education Young adults Higher education Other Individual and Family Services Simulation methods in higher education keyword: OSCE Simulation social work education writing skills OSCE Simulation social work education writing skills ab: Writing skills are an essential component of social work practice. Writing skills include both reflective writing skills, that is writing about one's practice, and professional writing skills, that is writing in practice. The latter includes emails, letters, reports, referrals and applications for resources. Classroom-based simulations are intended to promote holistic competency and provide an ideal context for the development of both reflective and professional writing skills. In this paper, we report on a scoping review undertaken to examine how writing skills are included in classroom-based simulations. We identify that despite substantial growth in scholarship on classroom-based simulations, very little of it refers to the written components of the simulations. Where written components are included, they primarily refer to reflective writing rather than professional writing skills. The marginal status of writing skills is further evidenced in the perceived expendability of written activities in the context of resource or time constraints. We propose ways forward to develop classroom-based simulations by extending the concept of holistic competence to include professional writing skills and greater clarity about the nature of reflective writing activities that may accompany simulations. We also suggest that scholarship on classroom-based simulations could be enhanced by studies designed to produce stronger forms of scientific evidence and also studies critically exploring the political and ethical dimensions of practice within classroom-based simulations. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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