Eighteenth International Conference on Interdisciplinary Social Sciences

Abstract

Students placed in field education are assumed to have acquired the necessary knowledge, skills, and abilities to be successful in their internships. If social work skills are not initially developed and applied prior to students’ BSW field education, and prior to students entering a foundational masters level program, it is likely that these students will be less successful during their advanced standing master-level internships. Social work programs could utilize experiential learning theory, and specifically simulations in their curriculum by placing emphasis on developing social work skills. These skills can be related to understanding diverse populations, intersectionality, accessibility/equity of services, critical consciousness, and the role positionality and social location play in delivering services. As noted above, simulation allows students to practice skills in a safe setting, where they can receive feedback. This experiential learning activity will allow students to hone skills prior to practicing without supervision; this leads to less harm and marginalization of vulnerable populations. The purpose of this study is to analyze gaps in services provided in a social work program’s pedagogy utilizing case study methodology. This study considers how experiential learning opportunities, specifically, the role interprofessional education and simulation play in increasing professionalism (communication, respect, excellence, altruism, and caring) amongst graduate social work students prior to field education.