Process Recording

Fox, Raymond; Dsw, Irene A. Gutheil

doi:10.1300/j067v20n01_04

Cited by 10 publications

(6 citation statements)

References 9 publications

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“…Process recording is a frequently used educational tool, particularly in helping professions such as nursing or social work (Boyd, 2017;Kagle and Kopels, 2008). However, it is also a versatile tool for learning and development in other contexts that emphasise the practical application of theory or research (Walsh, 2002); the use of critical thinking; or the development of interactional and interpretive skills (Fox and Gutheil, 2000;Medina, 2010).…”

Section: Process Recording As a Pedagogical Toolmentioning

confidence: 99%

“…Process recording is defined as "an exercise in setting down, describing, in writing, the essentials of (a) specific professional engagement for the purpose of reflective learning and […] development […]" (Papell, 2015, p. 350). Depending on context and purpose, process records can take various forms (Fox and Gutheil, 2000;Medina, 2010;Papell, 2015). However, they typically contain at least four components.…”

Section: Process Recording As a Pedagogical Toolmentioning

confidence: 99%

“…These might identify additional relevant areas for consideration; offer other queries or insights salient to the learner's understanding; or provide positive feedback (Mullin and Canning, 2007;Wilson, 1980). Given the vulnerability that learners might experience in documenting their own actions, feelings and reflections, it is of paramount importance for the instructor to convey respect and understanding (Fox and Gutheil, 2000). The creation of a secure environment that provides "psychological safety" (Chugh and Kern, 2016) would allow for risk-taking, including the expression of uncertainty, struggle or error.…”

Section: Process Recording As a Pedagogical Toolmentioning

confidence: 99%

“…Potential benefits of process recording are numerous. Process recording can facilitate individualised development of professional skills (Fox and Gutheil, 2000;Graybeal and Ruff, 1995), including enhanced observational or communication skills (Kagle and Kopels, 2008;Turzynski, 2001). Potential benefits also include more active processing of linkages among theory, research and practice (Medina, 2010;Turzynski, 2001); along with the use of the more conscious, effortful deliberation (Papell, 2015).…”

Section: Potential Challenges and Benefits Of Process Recordingmentioning

confidence: 99%

“…Potential benefits also include more active processing of linkages among theory, research and practice (Medina, 2010;Turzynski, 2001); along with the use of the more conscious, effortful deliberation (Papell, 2015). Increased self-awareness (Black and Feld, 2006;Turzynski, 2001), including greater understanding of one's own knowledge, skills and professional practice (Fox and Gutheil, 2000;Kagle and Kopels, 2008) can also occur. Process recording has also been associated with improved skills for managing the emotions and motivations of both oneself and others (Medina, 2010;Walsh, 2002).…”

Section: Potential Challenges and Benefits Of Process Recordingmentioning

confidence: 99%

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Exploring process recording in behavioural ethics education

Simola

2019

JARHE

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Purpose The purpose of this paper is to introduce, illustrate and explore the use of process recording as a pedagogical tool in behavioural ethics education. Design/methodology/approach An overview of the nature and components of process recording as a pedagogical tool is provided. Potential challenges and benefits associated with its use are described. The particular relevance of process recording for behavioural ethics education is highlighted. Illustrative examples of ethics-related process records are discussed. Findings Process recording shows promise as a pedagogical technique for meeting three goals of behavioural ethics education (i.e. Chugh and Kern, 2016). These include: enhancing literacy with research-supported concepts and principles such that these can be applied in “real-world” settings; increasing student awareness of gaps that might exist between their intended and actual ethical behaviour; and, fostering the sense that ethical skills are not static, but rather, open to development. Research limitations/implications This paper introduces, illustrates and explores the use of process recording in behavioural ethics education. Additional, more systematic study of process recording in ethics education would be useful. Practical implications Process recording shows promise as a tool for supporting learning about behavioural ethics. Practical information on its use and concrete examples are provided. Originality/value Despite the need for pedagogical tools in behavioural ethics education, as well as the previously identified relevance of process recording as a potential tool in ethics education, there has been no prior exploration or illustration of process recording within this realm.

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Section: Process Recording As a Pedagogical Toolmentioning

confidence: 99%

Section: Process Recording As a Pedagogical Toolmentioning

confidence: 99%