ABSTRACT This tribute article highlights Professor Marion Bogo’s groundbreaking work on simulation-based social work education. We highlight Professor Bogo’s lifetime commitment to enhancing social work education through research, mentorship, and innovation. Professor Bogo advanced the use of simulation with trained actors by implementing a structured and evidence-informed approach to competency development among social work students. For student assessment, Professor Bogo adapted the Objective Structured Clinical Examination (OSCE) for social work educators. She uniquely implemented a post-simulation reflection to assess the complex and contextual nature of social work practice. Through her extensive program of research, the evidence for simulation-based social work education has been well established and sets a foundation for future research on pedagogical innovations.

ABSTRACT To successfully respond to the increasing needs and demands of clients, social workers must be equipped with a broad range of knowledge and skills. Due to limitations with traditional in-person methods, the field is considering virtual simulations to enhance students’ knowledge and competency-based skills. Virtual simulations are a method of using a computer/software/the Internet to teach knowledge and competency-based skills. In this article, we examine the different types of virtual simulations, categories of educational topics and competency-based skills that these virtual simulations address, and evidence of their usefulness. Initial findings suggest that these online learning modalities may not only be effective at teaching knowledge and competency-based skills, but that they may bridge a gap that exists in traditional teaching methods.

ABSTRACT This article introduces an open-source software package —R for Qualitative Data Analysis (RQDA). RQDA is an R package for analysis of text-formatted data, which is compatible across operating platforms. It is user-friendly and seamlessly integrates with R, which makes it possible to conduct statistical analyses on qualitative coding. Alternative qualitative software packages are often prohibitively expensive. Thus, many researchers choose to manually code data using colors or other category identifiers. Nevertheless, the limitations of manual coding become increasingly obvious as the number of themes or complexity of the coding system increases. Using data examples, we provided a step-by-step guide for qualitative data analyses demonstrate the basic functions of the RQDA package. Advantages and disadvantages of using RQDA are discussed

ABSTRACT Although there has been increased attention to religion and spirituality (RS) over the past few decades in social work, little is understood about the delivery of this content within the social work curriculum and social work educators’ views and behaviors regarding training students on this area of practice. The current study attempts to address this by (a) describing the development and validation of the Religious/Spiritually Integrated Practice Assessment Scale for Educators (RSIPAS-EDU); (b) describing a national sample of 833 master of social work (MSW) educators’ self-efficacy, attitudes, perceived feasibility, behaviors, and overall orientation toward training students to integrate clients’ RS in practice; and (c) indicating MSW faculty charactertistics that predict their orientation toward this topic in social work education. The results suggest that the RSIPAS-EDU is reliable (α=.96) and valid overall and across the four subscales, and that while MSW faculty indicate high levels of self-efficacy, positive attitudes, and relatively few barriers, fewer reported engagement with training students to integrate clients’ RS. Further, the three predictors of their overall RSIPAS-EDU score included intrinsic religiosity, prior training (course or continuing education), and knowledge of empirically supported interventions that integrate clients’ RS. Implications for social work education and future studies are discussed.

ABSTRACT The COVID-19 pandemic has had a profound societal impact with unprecedented impact on women’s labor force participation, including among academic mothers. Yet, persistent gendered and racialized inequities in academia remain structurally unaddressed, including in social work. We believe that as social work educators we are well-positioned to develop an academic culture that helps us refocus on what matters most; redefine excellence in teaching, service, and research; and make academic practice more equitable. To this end, we convened a group of social work academic mothers, representing various identities at teaching and research-intensive institutions, to offer collective perspectives and recommendations for structural change within the social work academy to buffer the impact of the COVID-19 pandemic and exacerbating racial and gendered disparities.

ABSTRACT Although voting is a fundamental mechanism through which Americans engage with their democracy, social workers often do not see it as a valid component of practice. Voting is an important source of political power and provides a means to ensure equitable representation. Educating social work students on how they can encourage voter engagement within practice is an important step to rectifying this missed opportunity. This article describes the implementation of a voter engagement model in social work education. Pre- and post-tests from 475 participants demonstrate the efficacy of this model in increasing social work students’ perceived importance of voting to their practice, their likelihood of voting in future elections, and their likelihood of engaging others in voting in future elections.

ABSTRACT This study captured experiences of MSW and BSW students during COVID-19 across a number of life domains (i.e., class, field, personal coping and well-being, homelife, and employment). An electronic survey was administered, with a sample size of 65 students from two universities. Descriptive and bivariate analyses were conducted. A majority of students reported trouble staying focused on coursework and maintaining a routine but appreciated faculty flexibility and a sense of connection. A majority reported mental health concerns made worse by COVID-19. Increased caregiving responsibilities for family members and children was a stressor, as well as worry about jobs and licensure postgraduation. Key areas for educator and program self-reflection are offered based on study findings.

ABSTRACT This article shares one university’s experience in deploying the Community Action Poverty Simulation (CAPS) for interprofessional learning. Little guidance exists for implementing large-scale interprofessional simulations in higher education, especially with students from various healthcare professions. We will present our efforts implementing CAPS with students from a variety of healthcare majors. First, we provide background about our institution and CAPS in an effort to describe our implementation initiative including learners and facilitators. Second, we cover the adaptation of CAPS to include best practices in simulation. Specifically, we review prebriefing and debriefing, as well as logistics in implementing the poverty simulation as an interprofessional activity at a large university. Finally, we discuss learning and institutional outcomes related to CAPS.

ABSTRACT The miracle question (MQ) is a technique for assessing clients’ ability to discover their potential in search of solutions. Educators can train students to use the classic MQ (What would life be without this problem?) to develop solution-focused skills in social work and counseling. This article describes the MQ Variations tool derived from the ‘Where, When, Who, What, and How’ (4W1H) questioning approach and the Virginia Satir’s Validation Model (VM). This tool aims to promote clinical teaching skills when educators ask students to develop follow-up clinical questions and provide debriefing opportunities to expand the use of the MQ in various forms. These questions can also test how students adapt the MQ techniques to empower clients to search for workable solutions.