Using Simulation as an Investigative Methodology in Researching Competencies of Clinical Social Work Practice: A Scoping
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ORIGINAL PAPER
Using Simulation as an Investigative Methodology in Researching Competencies of Clinical Social Work Practice: A Scoping Review Kenta Asakura1 · Ruxandra M. Gheorghe1 · Stephanie Borgen1 · Karen Sewell1 · Heather MacDonald2 Accepted: 9 September 2020 © Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract This article reports a scoping review designed to synthesize current literature that used simulation as an investigative methodology (simulation-based research; SBR) in researching practice competencies in clinical social work. Following Arksey and O’Malley’s scoping review framework, 24 articles were included in this scoping review. The majority of articles reported SBR studies conducted in Canada and the U.S. and were published in the last 10 years, signifying that this is a burgeoning area of research in clinical social work. Areas of clinical competencies included professional decision-making (33%), the role of cognition and emotion (21%), attending to culture and diversity (21%), and others, such as supervision skills (8%). Using qualitative (46%), quantitative (42%), and mixed methods (13%) in research design, more than half of the SBR studies reported in the selected articles used live actors (54%) to simulate a realistic practice situation for research. Selected articles also offered both benefits and limitations of SBR in social work. We offer suggestions for when to use SBR for research on clinical social work practice and strengthening a collaboration between clinicians and researchers in advancing practiceinformed research. Keywords Scoping review · Simulation · Research methodology · Clinical social work · Social work practice · Competence
Introduction While the use of simulation was originally introduced in medical education (Cleland et al. 2009), it is gaining much attention in clinical social work education (Bogo et al. 2014, 2011; Rawlings 2012), with the potential to enhance the knowledge, skill, judgement, and self-awareness of practicing clinical social workers. Simulation in social work generally refers to a situation where a student or a practitioner engages with a trained actor (i.e., often known as “Standardized Patient,” SP) or a virtual reality program that portrays a well-designed character and/or practice scenario. A growing body of research evidence suggests that simulation offers concrete experiential learning opportunties well-suited to assist students in applying knowledge, values and skills into practice (Bogo et al. 2014; Kourgiantakis et al. 2019), making simulation a widely recognized key word in clinical * Kenta Asakura [email protected] 1
Carleton University School of Social Work, Ottawa, Canada
Carleton University MacOdrum Library, Ottawa, Canada
2
social work education. While simulation has been used in the training and assessment of clinical practitioners, it is also emerging as a novel methodology for research on practice competencies. Understanding how simulation is used in this capacity can support practicing s
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