ABSTRACT
Simulation-based learning (SBL) effectively teaches competency-based skills in social work education, allowing students to practice, reflect, and process their knowledge to improve practice. This study examined the use of SBL to support clinical practice development for both live (online) and virtual gaming simulation (VGS) experiences to enhance responses to childhood experiences of intimate partner violence (CEIPV). 68 students were recruited from a Bachelor of Social Work (BSW) course between 2020 and 2024. Participants engaged in either two live (online) simulated client scenarios (SCS) (n = 52) or two live (online) SCS with an additional VGS experience (n = 16) containing the same scenarios with opportunities to practice different responses and observe best practices. Data in the form of reflective practice and observationally coded evaluations of clinical competency performance was gathered before and after the course. Students significantly improved their skills when practicing with SCS, and preliminary evidence suggests better outcomes when students practiced the scenario through VGS. Using both live and virtual SBL is a promising approach to enhancing social work competence. Implications for social work education will be discussed.
