Preparing students for evidence-based child and family field social work: an experiential learning approach

Changes in childcare practice in England and other parts of the world have raised many issues for educators. Current practice places emphasis on reflective practice and stresses the use of professional judgement ground in evidence-based practice. The authors argue that this is most likely to be achieved if students understand the importance of balancing rational-technical and practice-moral social work activity. This paper explores the use of experiential learning techniques as a method for teaching students how to achieve this balance. The paper describes the experiential learning techniques used on the childcare component of a qualifying social work course and considers the rationale underpinning the developments. Through this example, consideration is given to the learning opportunities that encourage students to use evidence-based practice effectively. The paper includes the experience of a student and the lessons learnt by both students and educators.