@article{ref1,
title="Educational assessment of a social simulation for MSW students using the CAMS framework",
journal="Social work education",
year="2022",
author="Kratz, J. and Bragg, J.E. and Nay, E.D.E. and Miller-Cribbs, J. and Munoz, R.T. and Howell, D.",
volume="41",
number="2",
pages="248-260",
abstract="Approximately 45,000 people die by suicide annually in the United States with over 60% seeking help in the year leading up to their death. Of students receiving suicide-specific training in their degree programs, nearly two-thirds feel inadequately prepared for practice with suicidal clients. This study explores the outcomes of an educational pilot study (N = 29) integrating didactic instruction, readings, role-plays, and simulation for teaching suicide intervention skills. The Collaborative Assessment and Management of Suicidality (CAMS) framework is used as a guideline to develop knowledge, skills, and confidence in working with clients who are suicidal. Repeated measures ANOVA results indicate statistically significant improvements in students' knowledge and Counseling Self-Estimate Inventory (CSEI) scores overtime (p <.05). Moreover, CSEI and the subscale of dealing with difficult client behaviors showed statistically significant improvements from pre-simulation to post-simulation (p <.05). While an abundance of research exists regarding the use of simulation within medical education, a limited amount of research examines the relevance of simulation within graduate education for helping professionals (e.g., counselors and social workers). These results suggest an added benefit of high-fidelity simulations in the training of helping professionals to develop clinical suicide intervention skills. © 2020 Informa UK Limited, trading as Taylor & Francis Group.<p /><p>Language: en</p>",
language="en",
issn="0261-5479",
doi="10.1080/02615479.2020.1826921",
url="http://dx.doi.org/10.1080/02615479.2020.1826921"
}