Search

This article reports a scoping review designed to synthesize current literature that used simulation as an investigative methodology (simulation-based research; SBR) in researching practice competencies in clinical social work. Following Arksey and O'Malley's scoping review framework, 24 articles were included in this scoping review. The majority of articles reported SBR studies conducted in Canada and the U.S. and were published in the last 10 years, signifying that this is a burgeoning area of research in clinical social work. Areas of clinical competencies included professional decision-making (33%), the role of cognition and emotion (21%), attending to culture and diversity (21%), and others, such as supervision skills (8%). Using qualitative (46%), quantitative (42%), and mixed methods (13%) in research design, more than half of the SBR studies reported in the selected articles used live actors (54%) to simulate a realistic practice situation for research. Selected articles also offered both benefits and limitations of SBR in social work. We offer suggestions for when to use SBR for research on clinical social work practice and strengthening a collaboration between clinicians and researchers in advancing practice-informed research.

Two Special Issues of the Clinical Social Work Journal have been dedicated to building on the social work discipline’s tradition and commitment to the supervision of staff and field education of students. The first issue included papers on the supervision of professional social work staff. The focus of this issue is field education of students, the signature pedagogy of social work (CSWE in Educational policy and accreditation standards, CWSE, Alexandria, 2008, 2015a). Attention is given to macro structural issues impinging on the profession’s capacity to provide quality learning experiences, in addition to the integration of concepts into our educational practices, and research studies that provide systematic approaches to training practicing field instructors and providing clinical supervision for students. In this Introduction, we share the salient aspects of the articles published, as they relate to contemporary field education, with implications to guide field instructors as they provide learning experiences for students.

Supervision of staff has a rich history within the social work profession, and is widely valued internationally for the support, knowledge, and skill it is perceived to provide. Moreover, quality supervision is championed for ensuring good client care. However, supervisors practicing within the social work profession have not typically had access to best practice information, nor accessed the parallel research related to the supervision of staff. A supervision primer provides an orientation to the supervision literature, including definitions and disciplinary perspectives. This sets the stage for a scoping review of social work supervision articles for the purpose of supporting supervisors in keeping current, locating, understanding, and applying literature to their practice. Seventy-nine conceptual and empirical articles first-authored by social workers were published in 36 journals between 2013 and 2017. The volume, location, context and nature of these articles are presented, pointing to an increased social work presence in the literature. Implications for supervisory practice, scholarship, and research are discussed.

Feedback is an important mechanism that enhances student learning in supervision and field education. Constructive feedback that is specific, timely, and based on observations; bridges theory and practice, enhances self-awareness, and builds holistic competence in social work students. There is scant social work research examining how this teaching mechanism facilitates student learning. In this qualitative study we examined the role of feedback in student learning using a simulation-based learning activity aimed at developing holistic competence in the classroom to prepare students for field learning. The study examined the impact of feedback on student learning and the key elements that facilitated learning related to feedback. We identified four themes that described the impact of feedback on student learning: (1) feedback enhanced knowledge, (2) feedback improved skills, (3) feedback developed professional judgment, and (4) feedback increased self-reflection. The processes influencing the impact of feedback were the source of the feedback, type of feedback given, and delivery of feedback. The results deepen our understanding of feedback as a learning mechanism with implications for field education.

In an interview with Dr. Lawrence Shulman, he presents his insights on clinical supervision from a social work and interdisciplinary perspective. Dr. Shulman is a luminary in social work and interdisciplinary supervision, developing the Interactional Model of Supervision. In reflecting on his career in social work research, education, and practice, he shares his thoughts regarding the importance of process-oriented supervision as a needed focus for research and practice. Supportive of integrating art and science in social work practice, he offers his perspectives on the current state of supervision in the evidence-based era.

Two Special Issues of the Clinical Social Work Journal have been dedicated to building on the social work discipline’s tradition and commitment to the supervision of staff and field education of students. These issues bring together contemporary theorizing, clinical supervisory and field education practice experience and wisdom, and research studies to contribute to the knowledge base for practicing supervisors and field educators. As the first of the Special Issues, this issue has been dedicated to the supervision of staff. In this Introduction, we share the salient aspects of the articles published, as they relate to contemporary social work supervision, relational considerations within the supervisory dyad, models of supervision for fields of specialization, as well as measurement and evaluation. Implications are shared, with highlights and connections for practicing supervisors made throughout.