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Critical Incident Analysis: the Beginnings

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Critical Incident Analysis: the Beginnings. Pilot and clinical errors. Mishap leading to error or failure. Crisis or risk analysis ... – PowerPoint PPT presentation

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Title: Critical Incident Analysis: the Beginnings


1
Critical Incident Analysis the Beginnings
  • Pilot and clinical errors
  • Mishap leading to error or failure
  • Crisis or risk analysis

2
Critical Incident Analysis Developments in
Health and Education Professions
  • Nursing (Parker et al 1995, Rich Parker 1995)
  • Midwifery (Chesney 1996, Burgum Bridge 1997)
  • Mental Health Nursing (Minghella Benson 1995)
  • Higher Education Lecturers ( Kuit, Ray and
    Freeman 2001)

3
Critical Incidents
  • Not dramatic or obvious
  • Straightforward accounts of very commonplace
    events
  • In routine professional practice
  • Indicative of underlying trends, motives and
    structures
  • Rendered critical through analysis
  • (Tripp 1993)

4
Features of Critical Incident Analyses
  • Verbal or more usually written account
  • Structured narrative
  • Description of incident
  • Reflections based on analysis of practice
  • Re-examine- critical reflection of existing
    knowledge and development new knowledge
  • Technical, practical and emancipatory reflection
    (Taylor 2000)

5
Critical Incident Technique
  • The identification of an incident from the
    students experience which was critical to the
    student
  • A detailed description of that incident
  • Brief details of the social, organisational and
    personal context and background
  • Written description of the incident from the
    students perspective

6
Critical Incident Technique
  • A subsequent analysis of that incident
  • What main themes or patterns emerge from my
    description
  • Can I differentiate between thoughts, actions,
    feelings, intentions and interpretations? How
    were they interconnected?
  • What interpretations or explanations were made,
    and whose were they? How did they influence the
    situation?

7
Critical Incident Technique
  • How might the situation have been interpreted
    differently?
  • What knowledges or assumptions are there in my
    account
  • Where do these originate from
  • What holes, gaps or biases are there?
  • What language did I use?

8
Potential purposes
  • Improvement of practice
  • Debriefing
  • Integration theory and practice
  • Development of personal practice theories
  • Articulation of implicit practice models
  • Resolution of dilemmas or problems
  • Identification of best practice models
  • Making transitions between stages of learning
  • Evaluation

9
Critical Incident Analysis by Social Work
Practice Teachers
  • Introductory Course for practice teachers
    workplace then supervisory
  • Group discussion anti-oppressive practice
  • Linking to competency framework
  • demanding stimulating thought provoking
  • Value of and need to provide empowering
    assessment experience for students (Thomas 2004
    Bristol UK)

10
Social Work Students Intercultural understanding
  • Culture shock of social workers
  • Critical incident interview
  • Analyse situations of intercultural
    misunderstanding
  • Legault 1996 Quebec Canada

11
Social Work Students and Service Users
Ethnoracial Identity
  • Critical Incident Interviews
  • Assessment of service users ethnic 7 racial
    identity
  • Interpersonal event lasting influence
  • Narrative report and classroom discussion values
    knowledge and social policy
  • Assists service user- narrative coherence
  • Submission of own C.I cultural awareness
  • Improve intellectual grasp of identity formation
  • (Montalvo 1999 University of Texas, USA)

12
Social Work Students Study of Knowledge
  • Critical incident narratives of social work
    students
  • Describe and analyse the complexity of the
    processes where people interact or work with
    others
  • Used as pedagogical tool in classroom
  • Development of qualitative analysis of narrative
    accounts
  • Search for knowledge content in critical and
    problematic events occurring in social work
  • Nygren and Blom (2001) Umea University Sweden

13
Supervision of Social Work Students
  • CI 1Primary tool for taking inexperienced/
    unreflective students into reflective analysis
  • C I 2Tool for in depth reflection and analysis-
    unpack significant factors
  • (Davies, H. Kinloch, H. 2000 Barnados Scotland)

14
Critical Incident Analysis as Assessment of
Practice
  • Incident which crucial to or significant effect
    on learning
  • Reflection relating to impact of beliefs and
    values on action
  • Development of professional judgement
  • (Monash University Australia)

15
Critical incidents as deconstruction
  • Use of critical incidents as part of a critical
    reflective process
  • The incident and its telling become a story of
    the person which is deconstructed
  • Narrative becomes a piece of text for
    deconstruction
  • (Fook 2002)

16
Some concerns
  • Ethical issues
  • Distressing, exposing
  • Assessment of practice or reflection?
  • Whistleblowing

17
Critical Incident Analysis Demonstration Project
  • Critical incident analysis in practicum and in
    the classroom
  • 10 students in a Practice Learning Centre
  • Undertake series of critical incident analyses
  • Used in Individual and Group Supervision
  • Evaluated at mid and end point in practicum

18
Critical Incident Analysis Framework
  • Account of the incident
  • Initial responses to the incident
  • Issues and dilemmas
  • Learning
  • Outcomes

19
Student Evaluation
  • Structured reflection critical analysis
  • Assists integration of theory practice
  • using theory not just personal opinion
  • Aids reflection
  • it clarified what is meant by reflection and
    analysis
  • Aids supervision
  • It helped more in depth supervision and provided
    a springboard for discussion

20
Student Evaluation
  • Assists examination of value dilemmas
  • It was useful to address values. You could use
    the framework to explore and challenge and then
    it didnt appear too personal
  • You have to examine the context- social
    theoretical as well as the personal. It does
    encourage anti-oppressive practice
  • Racism
  • Domestic violence
  • Care and Control
  • Personal safety

21
Student Evaluation
  • Reflection in action
  • Getting feedback on the critical incident
    analysis definitely helped me think through the
    next situation, more as it was happening than
    after the event.
  • Developing empowering practice
  • I told the service user about it and she decided
    to do one herself

22
Student Evaluation
  • As an assessment method
  • Formative and summative
  • Useful to collate evidence
  • It would work as part of a portfolio
  • Handing your analyses to your practice teacher
    and other students and getting feedback is
    putting you through the scrutiny of others and
    being assessed

23
Student Evaluation
  • Time consuming
  • Over-comprehensive
  • Over-structured
  • More appropriate to early stages of practicum
  • Supervision focussed on incidents and less on
    cases
  • If assessed would it be as authentic?

24
Conclusion
  • Range of professional training, variety of
    countries
  • Supervisory tool, training exercise in academy
    and in field, development of practice, assessment
    method
  • to reflect and analyse range of value dilemmas
  • to empower students
  • to empower service users
  • to develop anti-oppressive practice
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