Student Assessment of Self-Efficacy and Practice Readiness Following Simulated Instruction in an Undergraduate Social Work Program

Autor/inn/en	Carter, Kimberly; Swanke, Jayme; Stonich, Jessica; Taylor, Stephanie; Witzke, Morgan; Binetsch, Michael
Titel	Student Assessment of Self-Efficacy and Practice Readiness Following Simulated Instruction in an Undergraduate Social Work Program
Quelle	In: Journal of Teaching in Social Work, 38 (2018) 1, S.28-42 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
DOI	10.1080/08841233.2018.1430095
Schlagwörter	Self Efficacy; Readiness; Undergraduate Students; Social Work; Professional Education; Simulation; College Instruction; Mixed Methods Research; Instructional Effectiveness; Focus Groups; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Soziale Arbeit; Berufsausbildung; Simulation program; Simulationsprogramm; Hochschullehre; Unterrichtserfolg
Abstract	The use of simulated instruction is a growing trend in social work education. This study examined the effectiveness of simulated instruction with undergraduate social work students. In this mixed methods study, the extent to which simulated instruction improved self-efficacy and practice readiness was assessed. Results of the study suggest that simulated instruction helps improve key practice skills and increases recognition of diversity in practice. Moreover, students self-reported increased mastery in interviewing, managing emotions, and engaging in culturally competent practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01