Educational assessment of a social simulation for MSW students using the CAMS framework.
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| Title: | Educational assessment of a social simulation for MSW students using the CAMS framework. |
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| Authors: | Kratz, Jon1, Bragg, Jedediah E.2 j.e.bragg@ou.edu, Nay, Eden D. E.2, Miller-Cribbs, Julie1, Munoz, Ricky T.2, Howell, Daniel2 |
| Source: | Social Work Education. Mar2022, Vol. 41 Issue 2, p248-260. 13p. 3 Charts. |
| Subject Terms: | *Social work education, *Simulation methods in higher education, *Young adults, *Higher education, Suicide |
| Geographic Terms: | United States |
| Abstract: | Approximately 45,000 people die by suicide annually in the United States with over 60% seeking help in the year leading up to their death. Of students receiving suicide-specific training in their degree programs, nearly two-thirds feel inadequately prepared for practice with suicidal clients. This study explores the outcomes of an educational pilot study (N = 29) integrating didactic instruction, readings, role-plays, and simulation for teaching suicide intervention skills. The Collaborative Assessment and Management of Suicidality (CAMS) framework is used as a guideline to develop knowledge, skills, and confidence in working with clients who are suicidal. Repeated measures ANOVA results indicate statistically significant improvements in students' knowledge and Counseling Self-Estimate Inventory (CSEI) scores overtime (p <.05). Moreover, CSEI and the subscale of dealing with difficult client behaviors showed statistically significant improvements from pre-simulation to post-simulation (p <.05). While an abundance of research exists regarding the use of simulation within medical education, a limited amount of research examines the relevance of simulation within graduate education for helping professionals (e.g., counselors and social workers). These results suggest an added benefit of high-fidelity simulations in the training of helping professionals to develop clinical suicide intervention skills. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Approximately 45,000 people die by suicide annually in the United States with over 60% seeking help in the year leading up to their death. Of students receiving suicide-specific training in their degree programs, nearly two-thirds feel inadequately prepared for practice with suicidal clients. This study explores the outcomes of an educational pilot study (N = 29) integrating didactic instruction, readings, role-plays, and simulation for teaching suicide intervention skills. The Collaborative Assessment and Management of Suicidality (CAMS) framework is used as a guideline to develop knowledge, skills, and confidence in working with clients who are suicidal. Repeated measures ANOVA results indicate statistically significant improvements in students' knowledge and Counseling Self-Estimate Inventory (CSEI) scores overtime (p <.05). Moreover, CSEI and the subscale of dealing with difficult client behaviors showed statistically significant improvements from pre-simulation to post-simulation (p <.05). While an abundance of research exists regarding the use of simulation within medical education, a limited amount of research examines the relevance of simulation within graduate education for helping professionals (e.g., counselors and social workers). These results suggest an added benefit of high-fidelity simulations in the training of helping professionals to develop clinical suicide intervention skills. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02615479 |
| DOI: | 10.1080/02615479.2020.1826921 |
