Online Simulation to Build Competence in Assessment and Documentation With Clients Experiencing Opioid Use Disorder
DOI:
https://doi.org/10.18060/28473Keywords:
simulation, social work education, social work practice, online education, documentation, substance use disorders, opioid use disordersAbstract
Synchronous simulation—an experiential learning approach replicating “real-world” practice contexts—offers important opportunities for social work students to apply course concepts, rehearse skills, and increase their competence. However, scant research has considered approaches to delivering synchronous simulation opportunities to students online. This case study examines the experiences of master of social work (MSW) students (n = 52) who participated in a synchronous online simulation activity designed to promote the development of students’ assessment and documentation skills in the context of working with a client with suspected opioid use disorder. Multiple data sources were leveraged, including activity recordings, exit surveys, and submitted materials. Data were analyzed via thematic analysis. Three overarching themes emerged: (1) the realism of the assessment and documentation process; (2) student performance of assessment; and (3) student performance of documentation. Social work educators should consider the use of synchronous online simulation as an approach to enhancing students’ practice readiness.
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Copyright (c) 2026 Lauren B. McInroy, Jaclyn Kirsch, Oliver W. J. Beer, Klakos Katie, Catherine Hechmer, Julie Holston
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