SIMULATION APPLICATIONS: A POTENTIAL APPROACH FOR TURKISH SOCIAL WORK EDUCATION

Year 2020, Volume: 31 Issue: 3, 1227 - 1247, 24.07.2020

Buğra Yıldırım , Fatih Şahin

https://doi.org/10.33417/tsh.664437

Cited By: 1

Abstract

Social work education all over the world is reshaped within the framework of social entrepreneurship, social innovation, the use of information and communication technologies, role-play simulations of clients by actors, and simulation applications involving computer-based virtual reality. In social work simulation programs and applications prepared according to certain scenarios and cases, students may be expected to observe, to make certain decisions, to use professional skills, to measure empathic responding abilities and to evaluate the course of professional intervention methods while working with clients. On the other hand, although computer-based virtual reality simulations lack sincerity in face-to-face role-playing, they have some strong benefits in traditional prevention or intervention program formats. While accessing to this technology has become easier in the world than ever, this is a dream not yet realized in Turkey in social work education presentation. Ultimately, this article aimed to direct social work educators to use simulation methodology and techniques. Fortunately, there are professionals and academicians who feel the need for revision of social work education in Turkey with new technological developments, understand the contribution of technological knowledge and communication, and advocate the use of social entrepreneurship, innovation and simulation techniques in education.

Keywords

Social work education, role-play simulations, computer-based virtual reality, simulation techniques, Turkey

Simülasyon Uygulamaları: Türk Sosyal Hizmet Eğitimi İçin Potansiyel Bir Yaklaşım

Abstract

Dünyanın her yerinde sosyal hizmet eğitimi sosyal girişimcilik, sosyal yenilikçilik, bilgi ve iletişim teknolojilerinin kullanımı, müracaatçıların aktörler tarafından canlandırıldığı role-play simülasyonlar ve bilgisayar tandanslı sanal gerçeklik içeren simülasyon uygulamaları çerçevesinde yeniden şekillenmektedir. Belirli senaryo ve vakalara göre hazırlanan sosyal hizmet simülasyon program ve uygulamalarında öğrencilerin müracaatçıları ile çalışırken gözlem yapmaları, birtakım kararlar almaları, mesleki becerilerini kullanmaları, empatik tepki verebilme yetilerini ölçmeleri ve mesleki müdahale yöntemlerinin gidişatını değerlendirmeleri beklenebilir. Öte yandan her ne kadar bilgisayar tandanslı sanal gerçeklik içeren simülasyonlar, yüz yüze rol oynama konusundaki samimiyetten yoksun olsalar da, geleneksel önleme veya müdahale programı formatlarında bazı güçlü faydalara sahiptir. Bu teknolojiye erişim Dünya'da her zamankinden daha kolay olsa da Türkiye'de sosyal hizmet eğitimi sunumunda henüz gerçekleştirilemeyen bir hayaldir. Nihayetinde bu makale sosyal hizmet eğitimcisini simülasyon metodolojisi ve teknikleri kullanmaya yöneltmek istemiştir. Neyse ki Türkiye’de sosyal hizmet eğitiminin yeni teknolojik gelişmeler ile revize edilmesine ihtiyaç duyan, eğitimde sosyal girişimciliğin, yenilikçiliğin ve simülasyon tekniklerinin kullanılmasını savunan, teknolojik bilgi ve iletişimin katkısını anlayan profesyoneller ve akademisyenler var.

Keywords

Sosyal hizmet eğitimi, role-play simülasyonlar, bilgisayar tandanslı sanal gerçeklik, simülasyon teknikleri, Türkiye

References

• Adrales, G. L., Chu, U. B., Witzke, D. B., Donnelly, M. B., Hoskins, D., Mastrangelo, M. J., ... & Park, A. E. (2003). Evaluating minimally invasive surgery training using low-cost mechanical simulations. Surgical Endoscopy and Other Interventional Techniques, 17(4), 580-585.
• Alptekin, K., Topuz, S., & Zengin, O. (2017). Türkiye’de sosyal hizmet eğitiminde neler oluyor? [What is Happening in Social Work Education in Turkey?] . Toplum ve Sosyal Hizmet, 28(2), 50-69.
• Austin, Z., O'Byrne, C., Pugsley, J., & Munoz, L. Q. (2003). Development and validation processes for an objective structured clinical examination (OSCE) for entry-to-practice certification in pharmacy: the Canadian experience. American Journal of Pharmaceutical Education, 67(3), 1-8 (Article 76).
• Bullock, A. N., & Colvin, A. D. (2015). Communication technology integration into social work practice. Advances in Social Work, 16(1), 1-14.
• Barnes, D., Carpenter, J., & Dickinson, C. (2000). Interprofessional education for community mental health: Attitudes to community care and professional stereotypes. Social Work Education, 19(6), 565-583.
• Carraccio, C., Wolfsthal, S. D., Englander, R., Ferentz, K., & Marin, C. (2002). Shifting paradigms: From Flexner to competencies. Academic Medicine, 77(5), 361-367.
• Carrilio, T. E. (2007). Using client information systems in practice settings: Factors affecting social workers’ use of information systems. Journal of Technology in Human Services, 25(4), 41-62.
• Choi, G., Ligon, J., & Ward, J. (2002). Computer anxiety and social workers: Differences by access, use, and training. Journal of Technology in Human Services, 19(1), 1-12.
• Cogbill, K. K., O’Sullivan, P. S., & Clardy, J. (2005). Residents’ perception of effectiveness of twelve evaluation methods for measuring competency. Academic Psychiatry, 29(1), 76-81.
• Council on Social Work Education. (2008). Educational Policy and accreditation standards. Retrieved from https://www.cswe.org/getattachment/Accreditation/Standards-and-Policies/2008EPAS/2008EDUCATIONALPOLICYANDACCREDITATIONSTANDARDS(EPAS)-08-24-2012.pdf.aspx, Accessed 23 September 2018.
• Dodds, C., Heslop, P., & Meredith, C. (2018). Using simulation-based education to help social work students prepare for practice. Social Work Education, 37(5) 597-602.
• Frank, J. R. (2005). The CanMEDS 2005 physician competency framework: Better standards, better physicians, better care. Ottawa, Canada: The Royal College of Physicians and Surgeons of Canada.
• Foster, K. A., & Stiffman, A. R. (2009). Child welfare workers' adoption of decision support technology. Journal of Technology in Human Services, 27(2), 106-126.
• Galambos, C., & Neal, C. E. (1999). Macro practice and policy in cyberspace: Teaching with computer simulation and the Internet at the baccalaureate level. Computers in Human Services, 15(2-3), 111-120.
• Galato, D., Alano, G. M., Trauthman, S. C., & França, T. F. (2011). Pharmacy practice simulations: Performance of senior pharmacy students at a University in southern Brazil. Pharmacy Practice, 9(3), 136-140.
• Garrett, P. M. (2005). Social work’s ‘electronic turn’: Notes on the deployment of information and communication technologies in social work with children and families. Critical Social Policy, 25(4), 529-553.
• Gehlert, S. (2006). The conceptual underpinnings of social work in health care. In S. Gehlert & T. Brown (Eds.). Handbook of health social work (2nd ed., pp. 3-19). Canada: John Wiley & Sons.
• Gellis, Z. D., & Kim, E. G. (2017). Training social work students to recognize later-life depression: Is standardized patient simulation effective?. Gerontology & Geriatrics Education, 38(4), 425-437.
• Harden, R. M., & Gleeson, F. A. (1979). Assessment of clinical competence using an objective structured clinical examination (OSCE). Medical Education, 13(1), 39-54.
• Helton, D. (2003). Online therapeutic social service provision (Therap-pc): A state of the art review. Journal of Technology in Human Services, 21(4), 17-36.
• Kara, K., & Karakoç, B. (2017). Yetişkin eğitiminde ‘Sekiz Süreç Elementi’ doğrultusunda öğretmenlerin aldıkları hizmet içi eğitim programlarının değerlendirilmesi [Evaluating In-Service Teacher Training Programs That Teachers Had in Accordance with ‘The Eight Process Elements’ within the Adult Education]. Bayburt Eğitim Fakültesi Dergisi, 12(24), 613-634.
• Kaslow, N. J., Borden, K. A., Collins, F. L., Jr., Forrest, L., Illfelder-Kaye, J., Nelson, P. D., … Willmuth, M. E. (2004). Competencies conference: Future directions in education and credentialing in professional psychology. Journal of Clinical Psychology, 60(7), 699-712.
• Kelly, M. A., Mitchell, M. L., Henderson, A., Jeffrey, C. A., Groves, M., Nulty, D. D., ... & Knight, S. (2016). OSCE best practice guidelines-applicability for nursing simulations. Advances in Simulation, 1(10), 1-10.
• Knowles, M.S. (1980). The modern practice of adult education. Chicago: Associated Press.
• Knowles, M.S., Holton III, E.F., & Swanson, R.A. (2005). The adult learner: The definitive in adult education and human resource development (6th ed). California: Elsevier Inc.
• Kuehn, M. B., Huehn, S., & Smalling, S. (2017). Improving Collaboration Among Social Work and Nursing Students Through Interprofessional Simulation. Creative Nursing, 23(3), 179-183.
• Kunkel, B., & Yowell, T. (2001). e-Tools and Organization Transformation Techniques for Collaborative Case Management. Journal of Technology in Human Services, 18(1-2), 117-134.
• Ladyshewsky, R., Baker, R., Jones, M., & Nelson, L. (2000). Evaluating clinical performance in physical therapy with simulated patients. Journal of Physical Therapy Education, 14(1), 31.
• Leung, Z. C. (2014). Knowledge management in social work: The interplay of knowledge sharing platforms. International Social Work, 57(2), 143-155.
• Linsk, N. L., & Tunney, K. (1997). Learning to care: Use of practice simulation to train health social workers. Journal of Social Work Education, 33(3), 473-489.
• Logie, C., Bogo, M., Regehr, C., & Regehr, G. (2013). A critical appraisal of the use of standardized client simulations in social work education. Journal of Social Work Education, 49(1), 66-80.
• Lowe, J. I. (1996). The simulation of a neighborhood family service center for teaching macro practice. Journal of Teaching in Social Work, 13(1-2), 27-41.
• Marlowe-carr, L. C. (1997). Social workers on-line: A profile. Computers in Human Services, 14(1), 59-70.
• Mar, R. A., & Oatley, K. (2008). The function of fiction is the abstraction and simulation of social experience. Perspectives on Psychological Science, 3(3), 173-192.
• Moss, B. (2000). The use of large-group role-play techniques in social work education. Social Work Education, 19(5), 471-483.
• Mossey, P. A., Newton, J. P., & Stirrups, D. R. (2001). Scope of the OSCE in the assessment of clinical skills in dentistry. British Dental Journal, 190(6), 323-326.
• Olson, M. D., Lewis, M., Rappe, P., & Hartley, S. (2015). Innovations in social work training: A pilot study of interprofessional collaboration using standardized clients. International Journal of Teaching and Learning in Higher Education, 27(1), 14-24.
• O'Neal, G. S. (1996). Enhancing undergraduate student participation through active learning. Journal of Teaching in Social Work, 13(1-2), 141-155.
• Orlikowski, W. J. (2007). Sociomaterial practices: Exploring technology at work. Organization Studies, 28(9), 1435-1448.
• O'Sullivan, T. (1988). Simulation games and social work education: The woods family: A problem-solving and decision-making game for social workers. Social Work Education, 7(3), 12-16.
• Özbesler, C. (2017). Tıbbi sosyal hizmete giriş ve tıbbi sosyal hizmet uzmanının rolleri. In S.A. Özden & E. Özcan (Eds.). Tıbbi sosyal hizmet (first published, pp. 3-13). Ankara: Nobel Yayıncılık.
• Perron, B. E., Taylor, H. O., Glass, J. E., & Margerum-Leys, J. (2010). Information and communication technologies in social work. Advances in Social Work, 11(2), 67-81.
• Petracchi, H. E. (1999). Using professionally trained actors in social work role-play simulations. Journal of Sociology & Social Welfare, 26(4), 61-69.
• Pinch, T. J., & Bijker, W. E. (1984). The social construction of facts and artefacts: Or how the sociology of science and the sociology of technology might benefit each other. Social Studies of Science, 14(3), 399-441.
• Rafferty, J., & Steyaert, J. (2009). Social work in the digital age. The British Journal of Social Work, 39(4), 589-598.
• Richardson, S., & Asthana, S. (2005). Inter-agency information sharing in health and social care services: the role of professional culture. British Journal of Social Work, 36(4), 657-669.
• Ross, M., Carroll, G., Knight, J., Chamberlain, M., Fothergill‐Bourbonnais, F., & Linton, J. (1988). Using the OSCE to measure clinical skills performance in nursing. Journal of Advanced Nursing, 13(1), 45-56.
• Sapey, B. (1997). Social work tomorrow: Towards a critical understanding of technology in social work. The British Journal of Social Work, 27(6), 803-814.
• Shulman, L. S. (2005). Signature pedagogies in the profession. Daedalus, 134(3), 52-59.
• Siegel, E., Jennings, J. G., Conklin, J., & Napoletano Flynn, S. A. (1998). Distance learning in social work education: Results and implications of a national survey. Journal of Social Work Education, 34(1), 71-80.
• Smith, N. J., Parmar, G., & Paget, N. (1980). Computer simulation and social work education: A suitable case. The British Journal of Social Work, 10(4), 491-499.
• Smokowski, P. R., & Hartung, K. (2003). Computer simulation and virtual reality: Enhancing the practice of school social work. Journal of Technology in Human Services, 21(1-2), 5-30.
• Sunarich, N., & Rowan, S. (2017). Social Work Simulation Education in the Field. Field Educator, 7(1). 1-9.
• Tuncay, T. (2010). E-sosyal hizmetler: İnsani hizmetlerde bilişim teknolojisi uygulamaları. In 3. İleri Yaş Sempozyumu: Kırılgan yaşlı e-özet kitabı (pp. 57-67). İzmir: Ege Geriatri Derneği. Retrieved from http://www.egegeriatri.org.tr/images/stories/3.pdf, Accessed 1 April 2018.
• University of Southern California. (2010). ICT and USC school of social work to demo virtual reality educational technologies at CES. Retrieved from http://ict.usc.edu/news/press-releases/ict-and-usc-school-of-social-work-to-demo-virtual-reality-educational-technologies-at-ces/, Accessed 23 September 2018.
• Videka, L., Blackburn, J. A., & Moran, J. R. (2008). Building research infrastructure in schools of social work: A university perspective. Social Work Research, 32(4), 294-301.
• Viswesvaran, C., Sanchez, J. I., & Fisher, J. (1999). The role of social support in the process of work stress: A meta-analysis. Journal of Vocational Behavior, 54(2), 314-334.
• Wastell, D., Peckover, S., White, S., Broadhurst, K., Hall, C., & Pithouse, A. (2011). Social work in the laboratory: Using microworlds for practice research. British Journal of Social Work, 41(4), 744–760.
• Watson, R., Stimpson, A., Topping, A., & Porock, D. (2002). Clinical competence assessment in nursing: A systematic review of the literature. Journal of Advanced Nursing, 39(5), 421-431.
• Wessel, J., Williams, R., Finch, E., & Gemus, M. (2003). Reliability and validity of an objective structured clinical examination for physical therapy students. Journal of Allied Health, 32(4), 266-269.