Designing and Conducting Healthcare Simulations: Contributions From Social Work.
competence
healthcare simulation
meta-competencies
simulation education
social work
Journal
Cureus
ISSN: 2168-8184
Titre abrégé: Cureus
Pays: United States
ID NLM: 101596737
Informations de publication
Date de publication:
Jul 2021
Jul 2021
Historique:
accepted:
20
06
2021
entrez:
9
8
2021
pubmed:
10
8
2021
medline:
10
8
2021
Statut:
epublish
Résumé
Spurred on by medical education, the last decade has seen a steady increase in simulation-based teaching, learning, and student assessment in social work. Using professional actors trained to portray realistic client scenarios, social work students are afforded risk-free opportunities to rehearse and develop various competencies in working with these simulated patients (SP). This pedagogy is particularly relevant for social work students and practitioners because of the highly vulnerable and marginalized nature of the clients they work with (e.g., suicide intervention, child protection decision-making). In this editorial, we briefly discuss the competency frameworks respectively designed for medicine and other healthcare professionals as well as social work. We highlight ways in which simulation educators might design teaching, learning, and student assessment in preparing healthcare professionals for holistic competence. In doing so, this editorial articulates contributions of social work to broader healthcare simulation education.
Identifiants
pubmed: 34367797
doi: 10.7759/cureus.16193
pmc: PMC8336964
doi:
Types de publication
Editorial
Langues
eng
Pagination
e16193Informations de copyright
Copyright © 2021, Asakura et al.
Déclaration de conflit d'intérêts
The authors have declared that no competing interests exist.
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