Feasibility and Acceptability of Online Simulation: Building Competencies and Skills for Practice

Overview: This paper evaluates the feasibility and acceptability of online simulation-based learning as a mechanism to enhance students’ competencies and practice skills in online courses and programs. Study findings suggest this learning approach: (1) permits cost-effective, evidence-based delivery; and (2) is acceptable for promoting knowledge and skills with geographically-dispersed students.Proposal text: Background

The Council on Social Work Education’s (CSWE) Educational Policy and Accreditation Standards dictate that competencies be assessed through observation of practice in action (CSWE, 2015). However, the development of online learning has challenged social work education in specific ways (Jun et al., 2021), including inhibiting the ‘hands-on’ learning opportunities critical for student mastery of course concepts and related skills (Glenn, 2018). This discrepancy is important to consider, given the rapid growth in online social work programs (CSWE, 2019). ​​

An experiential learning technique, simulation-based learning (SBL) permits student interaction with standardized clients (i.e., trained actors) in structured scenarios replicating ‘real world’ settings. This permits application of knowledge and the ability to practice skills in a comparatively ‘low-risk’ context, without the potential for causing harm through lack of proficiency (Bogo et al., 2014; Kourgiantakis & Bogo, 2017). Online SBL may provide students with such opportunities in online courses and programs. However, additional research is needed on adapting SBL to digital formats (Dodds et al., 2018; Kourgiantakis et al., 2019).

Methods

This paper evaluates the feasibility and acceptability of delivering an online SBL activity to Master of Social Work (MSW) students. Data are from three implementations of the activity with students (n=32) from a University in the Midwest. The activity consisted of a telehealth session with a client experiencing homelessness and mandated to undergo a mental health assessment. Data were from (1) video recordings of the implementations and (2) mixed-methods student post-activity surveys (n=21).

Analysis: Quantitative data were analyzed in SPSS 28. Qualitative data were analyzed using thematic analysis due to its flexibility and compatibility with a variety of qualitative data types (Clarke et al., 2015).

Results

Feasibility: Study findings highlight the feasibility of implementing the three-stage process of SBL online: (1) pre-briefing; (2) simulation; and (3) debriefing (Chmil, 2016). The activity format cost-effectively delivered skill-based learning opportunities to geographically-dispersed MSW students. Participation was not limited to ‘on-campus’ or ‘in-state’ students. Moreover, activity costs consisted only of instructor and clinical expert time, and standardized client reimbursement.

Acceptability: Students’ survey responses emphasized the acceptability of online SBL as a mechanism for controlled student exposure to the online service delivery environment and service provision to an underserved population. Elements highlighted by participants included: (1) the supportive, non-judgemental learning environment; (2) realistic portrayal of the real-world practice environment; (3) exposure to aspects of practice not previously encountered; (4) the chance to observe peers and appreciate various approaches to practice; and (5) the opportunity for clinical expert and peer discussion and processing.

Conclusions

In an era of increasing online educational opportunities (CSWE, 2019), online SBL offers many potentials to educators and students. As noted in the conference theme (“Human Rights are Global Rights”), poverty prevention (including health and housing) requires increased attention. Online SBL may provide students with controlled opportunities to gain emergent practice skills with specific underserved populations. Thus, social work educators should consider the utility of implementing online SBL in their courses and programs where appropriate.