Learning to Care

Practice simulation exercises involve interaction with people who portray standardized clients in typical social work practice contexts. They are followed by feedback from these “clients” and from peers and instructors. This article delineates the conceptual background and previous use of this educational methodology and illustrates its application within a graduate health social work practice class. A preliminary evaluation found enthusiastic endorsement of this approach among students, with very strong agreement that all three components of the project-interaction with simulated clients, receipt of feedback, and participation as observers-prove useful. Practice simulations can allow transformative learning for participants and provide a useful classroom method for incorporating conceptual foundations into practice behaviors.