Date on Capstone

3-2026

Document Type

Capstone

Degree Name

D.S.W.

Cooperating University

University of Louisville

Degree Program

Social Work, D.S.W.

Committee Chair

Archuleta, Adrian

Committee Member

BrintzenhofeSzoc, Karlynn

Committee Member

Golder, Seana

Committee Member

Rhema, Susan

Committee Member

Storer, Heather

Committee Member

Winters, Andrew

Author's Keywords

simulation-based learning, education, organizational readiness, initiative fatigue

Abstract

Despite the growing emphasis on simulation-based learning (SBL), faculty perceptions of organizational readiness for this approach in social work education remain understudied. This exploratory mixed-methods study examined faculty readiness across two CSWE-accredited programs using the Simulation Culture Organizational Readiness Scale (SCORS) and qualitative open-ended questions (𝑁=21). Findings revealed modest and uneven readiness across both programs, with full-time faculty reporting significantly lower readiness scores than adjunct and part-time faculty. Qualitative data identified critical needs for foundational dialogue on SBL principles, strategic institutional investment, and targeted faculty development. Participants also expressed concerns regarding the pace of adoption and potential conflicts with the human-centered values of the social work profession. These results address a significant gap in the literature and provide actionable implications for faculty development, institutional leadership, and social work education policy. By identifying specific barriers and facilitators to SBL, this study offers data-driven ideas for programs seeking to align their leadership structures with the core values of the discipline.

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