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Published VersionCC BY V4.0, Open Access
Journal article
Critical Beyond Reflection: Simulation- Based Learning in Social Work
Advances in Social Work and Welfare Education, Vol.25(2), pp.90-104
2025
Abstract
Simulation-based learning (SBL) has been used widely in social work education to support skill development and critically reflective practice. However, the influence of technical, rational and narrowly evidence-based practices informed by the neoliberalisation of social work is of concern. There is great potential for simulated learning to be used more intentionally to develop social work students' capacity for critical analysis, critical praxis and emancipatory change. The purpose of this paper is to demonstrate how simulation might be used to develop students' ability to recognise the influence of broader social and political structures, navigate power relations and think critically about the theories they use to inform their practice. This contrasts with the ways SBL is used as a technicist strategy for skill building. This paper reflects on the authors' approaches to SBL in their social work education practice. The first, a virtual simulation assessment tool used for assessing students' readiness for field placement. The second, an in-person, peer role-play simulation and critically reflective discussion readying students for interpersonal practice. It speaks to their interest in the topic, experiences of simulated practices in social work education and outcomes of their specific SBL practice in social work education. Both authors propose that an intentional embedding of critical pedagogy within simulation-based education is favourable for developing student' capacity for critically reflexive practice.
Details
- Title
- Critical Beyond Reflection: Simulation- Based Learning in Social Work
- Authors
- Jean Carruthers - University of Newcastle AustraliaGerard Jefferies - University of the Sunshine Coast, Queensland, School of Law and Society
- Publication details
- Advances in Social Work and Welfare Education, Vol.25(2), pp.90-104
- Publisher
- Australian Association for Social Work and Welfare Education
- Date published
- 2025
- ISSN
- 1329-0584
- Copyright note
- Copyright (c) 2025 Copyright © Australian & New Zealand Social Work and Welfare Education and Research. This work is licensed under a Creative Commons Attribution 4.0 International License.
- Organisation Unit
- School of Law and Society
- Language
- English
- Record Identifier
- 991103243002621
- Output Type
- Journal article
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