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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.
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]
Copyright of Social Work Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Educational assessment of a social simulation for MSW students using the CAMS framework.
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  Data: &lt;searchLink fieldCode=&quot;JN&quot; term=&quot;%22Social+Work+Education%22&quot;&gt;Social Work Education&lt;/searchLink&gt;. Mar2022, Vol. 41 Issue 2, p248-260. 13p. 3 Charts.
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  Data: 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&#39; knowledge and Counseling Self-Estimate Inventory (CSEI) scores overtime (p &lt;.05). Moreover, CSEI and the subscale of dealing with difficult client behaviors showed statistically significant improvements from pre-simulation to post-simulation (p &lt;.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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  Data: &lt;i&gt;Copyright of Social Work Education is the property of Taylor &amp; Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/02615479.2020.1826921
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      – Code: eng
        Text: English
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        PageCount: 13
        StartPage: 248
    Subjects:
      – SubjectFull: Social work education
        Type: general
      – SubjectFull: Simulation methods in higher education
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      – SubjectFull: Young adults
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      – SubjectFull: Higher education
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      – SubjectFull: Suicide
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      – SubjectFull: United States
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      – TitleFull: Educational assessment of a social simulation for MSW students using the CAMS framework.
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              Text: Mar2022
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              Y: 2022
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