Is it part of the remit of practice educators to encourage students to think critically about the theory they

apply in practice?

Siobhan Maclean

3

At the beginning of my placement I wasn’t sure what critical thinking

meant – I wasn’t even sure if I could think critically at all

Student view?Student view?

I don’t want to lose the ability to take a critical approach to

the organisation and practice

You learn about the theories at University but without pre-

course experience I just didn’t understand how they worked

in practice

…helped me to see myself as a critically

reflective practitioner and that has really

helped build my professional confidence

WHYWHY

The fact is that theory provides more than simply “food for thought” it provides the essential nutrients that enhance, inform and provide validity for social work practice……

Theory also reflects the complexity and diversity of social work practice

THEORY IS THE

FOOD OF SOCIAL

WORK PRACTICE

Theories: recipes for practice?Theories: recipes for practice?

“Theory is typically taught in a way which presents theories as ‘recipes’ for practice. Students often eat but never cook.” (Lopez 2011)

Practice learning gives students the opportunity

to cook

Have you ever been to one of those restaurants where you feel excluded by the menu?

Many social work students feel excluded by the “academic code” (Thompson 2010) used to express some theory…

Taking a critical approachSometimes the recipes don’t work and the food tastes terrible! Students need to feel confident about questioning the ‘practice validity’ of theories and models.

Critical thinking and exploring theory are the key ingredients in moving from competence based assessment to the development of capability

Back to the student voice….

Reflective questions…. I find myself reflecting much more alone at my desk, or driving

home….and now in supervision I can answer my own questions

with some prompting..

Helping me to see the “bigger picture”

– it was beneficial having an off site practice educator

Open approach….the opportunity to explore and get “things wrong” aided my understanding and

professional growth and helped form a framework for future practice

HOWHOW

SURPRISESSATISFACTIONS

DISSATISFACTIONSLEARNING

University of York (2000)

Watson-Glaser model of critical thinking (2007)

STOP AND THINK

Critical thinking is more than the Critical thinking is more than the icing on the cake…….icing on the cake…….

It is the cake

And we can have our cake and eat it……….

So….It is part of the remit of practice educators to encourage students to think critically about

the theory they apply in practice.

HOW DO YOU DO IT?WHAT ARE THE CHALLENGES?

Siobhan Maclean

Siobhan MacleanKirwin Maclean Associateswww.kirwinmaclean.comenquiries@kirwinmaclean.com

@SiobhanMaclean

with greatly valued input from:First placement students Tara Cartwright and Katrina Gallagher and final placement student Emma Harper