Abstract
Existing evidence supports simulation for improving competency in social work education. This evidence has focused almost exclusively on simulation outcomes with little attention given to best practices for the implementation of simulation. We maintain that best practices for implementing simulation require careful attention to a host of ethical challenges. Failing to attend to these challenges not only can compromise the learning experience in simulation but also educators' and students' ability to integrate crucial social justice principles related to anti-oppressive social work practice. In this conceptual paper, we describe and employ a strengths-based, anti-oppressive, intersectional framework to competently engage in best practices for simulation pedagogy. We demonstrate how educators can utilize this framework to mitigate ethical concerns from the beginning when case scenarios are developed to the end when students are debriefed on the simulation experience. We conclude with discussing ongoing work needed in social work education to ensure educators encourage ethical social work practice by first modeling it for students in simulation exercises.