Effect of Simulation-Based Instruction on the Suicide Assessment Confidence of Master of Social Work Students

Research shows that Master of Social Work (MSW) students often lack adequate training in assessing suicidality, which may affect their clinical confidence and future job performance. This study aimed to evaluate the effect of simulation-based suicide assessment coursework on MSW students’ confidence in assessing suicidality. Forty MSW students participated in the 6-week study. All students engaged in peer-to-peer suicide assessment role plays, after which 20 participated in a simulation with a standardized patient (SP) and 20 participated as simulation observers. Participants completed a 14-item Suicide Assessment Confidence (SAC) survey before and after the instructional coursework. Results indicated significant pre–post coursework improvements in 13 of the 14 SAC items (p<.001 to .008), with medium to large effect sizes (r = 0.42 to 0.62). Three items showed significant differences between simulation participants and observers (Pr = 0.0269 to 0.0419). Although other differences were not statistically significant, the simulation group generally reported higher confidence levels. Overall, MSW students’ self-reported confidence improved after participation in suicide assessment training, with those in the simulation group demonstrating greater confidence than role-play participants across all SAC items. These findings suggest that simulation with SPs may better enhance MSW students’ confidence in assessing suicidality.