Abstract
Few studies examine the relationship between instructional approaches and required social work competencies in graduate social work education. Further, effective social work education programs must infuse and address issues of social, racial, economic and environmental justice, creating opportunities for reflexive education. To enhance the integration of field and practice class, and support the development of core social work competencies, we developed a novel teaching method using nonfiction health narratives (memoir excerpt, article, newspaper editorial, etc.). Through engagement with written narratives, students enhance skills of critical self-reflection, deep listening, and analysis of social inequities. Using a qualitative approach we asked open-response questions about students' experience of nonfiction narratives in supporting their acquisition of social work competence and quantified the extent to which the use of nonfiction narratives aligned with students' development in the selected competencies. Overall, four themes emerged from student responses: cultivating empathy, deepening listening skills, fostering appreciation for diversity, and developing a professional identity, and quantitative data identified strong alignment between the use of nonfiction narratives and developing social work competence.