The Use of High-Fidelity Simulation to Promote Authentic Learning in Undergraduate Social Work Students

This is the authors' abstract. We don't add key points for this paper.

The use of high-fidelity simulations (HFS) to facilitate student learning is an emerging practice in social work education. This article describes an innovative approach to using HFS to promote authentic learning among undergraduate social work students. A mixed-methods approach was used to identify student perceptions of simulation, guided by a research question intended to assess the value of HFS in preparing undergraduate social work students for field experience. Ten (n = 10) students participated in a simulation experience, with seven students completing the study. All participants agreed or strongly agreed that objectives were accomplished, the debrief experience was beneficial, and the simulation scenario was realistic. Two qualitative themes emerged: the ability to self-evaluate and the benefits of hands-on authentic learning experiences. Results indicate potential benefits of HFS for social work students to develop their assessment and interview skills. This pilot project demonstrated that HFS is viable in field preparation coursework.