Abstract:

The focus of this research project is the learning process that take place when social work students use virtual reality simulation (herein referred to as VR simulation) for skills education.

The Context and Background for the Study:
The use of technology and innovation in the arena of educating health care professionals has gathered pace in recent years. Though the use of such technology is not new, it is rapidly evolving and incorporates a range of new immersive software. The use of simulation can already be seen in courses such as nursing, paramedic science and medicine, where students can use and interact with hardware such as specialist equipment to train students in their use, ready for the use of the real article in practice, as well as software to develop skills. In addition to this 2D video technology is also well established in a variety of arenas in health, education, medicine and social care training and practice to embellish established teaching and learning practices. Simulation for social work education has traditionally included in-person role play activities to develop practice based skills, and is now moving towards incorporation of more interactive VR simulation for skills.

Research Objectives:
The objective for this study is to uncover rich and thick data from social work students about their learning experiences using VR simulation, by utilising a case study research framework. The distinctiveness of the case, or bounded system will provide illumination as to the research question – How do social work students develop skills by using practice-based virtual reality (VR) simulation? The aim is to create a new understanding as to the learning processes taking place for social work students when using virtual reality simulation.

Methods:
My research used 360-degree photographs of hard to access spaces (a home with extensive adaptions; and a psychiatric assessment environment) and provided an interactive-immersive learning experience by embedding the VR simulation into the social work curriculum.
1) an observed session using the virtual reality simulation; (over video call, requesting that the participant share their screen).
2) the submission of a reflection on the session by the participant (students are asked to use a simple ‘what/so what/what now’ approach to their written reflection between 200-600 words)
3) a semi structured interview (conducted over video call)

Results:
The results indicate that as well as congruence in themes identified in the literature review, the new data also indicated that the use of VR simulation supported learning in additional ways, which included considerations for the practicalities of use of technology, specific skills development, linking to theory, linking to legislation, threshold concepts and support for additional learning needs.

Keywords:

Social work, education, virtual reality simulation.