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A theoretical framework for understanding the importance of implementing simulation in social work education1.41 MB
Published VersionCC BY-NC-ND V4.0, Open Access
Journal article
A theoretical framework for understanding the importance of implementing simulation in social work education
Social Work Education, Vol.44(2), pp.354-367
2025
Appears in UniSC Supported Open Access Outputs
Abstract
Social work engages in many complex and emotionally charged environments that challenge the educational requirements of students. The profession draws on various theories, including sociology, psychology, and political sciences to inform understandings of power, oppression, structural injustice, and complex lived experiences. However, contributions from psychological science are important in understanding how students develop the necessary cognitive function needed to handle complex situations, thereby providing a blueprint for ways of teaching and learning. Theories of learning and cognition can be utilized to understand how people develop the capacity to perceive, process, store, and act upon complex information. This paper investigates a theoretical model that social worker educators can use to understand how individuals draw upon learning to frame their understanding for future practice. Memory is a key feature in how students process, learn and adapt to new information within their environment, playing a pivotal role in learning and teaching. By harnessing cognitive load theory, simulation pedagogy can draw on memory as a defining ingredient in practice skill development and complex decision making. Thus, providing a theoretical framework for inclusion of simulation within social work education, protecting vulnerable service users, equipping students for placement and upholding the professional integrity of social work.
Details
- Title
- A theoretical framework for understanding the importance of implementing simulation in social work education
- Authors
- Gerard Jefferies (Corresponding Author) - University of the Sunshine Coast, Queensland, School of Law and SocietyMim Fox - University of WollongongLaura Dodds - University of the Sunshine Coast, Queensland, School of Law and SocietyCindy Davis - University of the Sunshine Coast, Queensland, School of Law and Society
- Publication details
- Social Work Education, Vol.44(2), pp.354-367
- Publisher
- Routledge
- Date published
- 2025
- DOI
- 10.1080/02615479.2024.2324906
- ISSN
- 1470-1227; 0261-5479
- Copyright note
- © 2024 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
- Organisation Unit
- Cancer Research Cluster; School of Law and Society
- Language
- English
- Record Identifier
- 991013497702621
- Output Type
- Journal article
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