A search for clinical understanding via a 'stimulated recall' methodology

  • Lawrence Gormley

    Student thesis: Professional Doctorate - CDU


    The main aims of the study were: to illuminate the participants' cognitive and affective processes in simulated clinical encounters; to explore the usefulness of stimulated recall and derived methods towards this end; and, if successful, to utilise stimulated recall for exploration of the findings and as a framework for ongoing research and application to nursing education. In this case the settings were nursing clinical laboratories. Included in the focus of the research was, the illumination of the substantive instructional event; exploration of the learner's cognitive processing ; exploration of the facilitators' cognitive processing of the instructional event; identification of similarities and differences among the interactive thoughts of the participants. In this instance 'stimulated recall' using video was used to provide access to facilitators' and students' thoughts during interactive teaching-learning events (simulated health related activities).

    Based on the premise that no one perspective is deemed adequate for an exploration such as this the theoretical base for this study incorporated the mediating process paradigm; the clinical ecology paradigm; constructive alternativism; cognition and meaning; and, hermeneutic phenomenology as part of a multiple paradigms approach.

    The study begins by proposing that it will not be concerned with an evaluation of product variables, that is, competency learning outcomes in terms of pass / fail; however, during analysis of the data it began to emerge that the transcript data contained evidence that reflected the Australian Nursing Council Incorporated (ANCI) professional competencies. This finding, although serendipitous, is seen to be a source of validating the ANCI competencies in practice.

    The data provide support for the assumptions that i) there is a need to provide relatively risk free opportunities for professional development, and ii) that simulations and stimulated recall could be used as evaluative methods for monitoring curricula.
    Date of AwardJan 1997
    Original languageEnglish
    SupervisorDarol Cavanagh (Supervisor)

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