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This paper describes a narrative-based interactive learning environment which aims to elucidate reasoning using interactive scenarios that may be used in training novices in decision-making. Its design is based on an approach to generating narrative from knowledge that has been modelled in specific decision/reasoning domains. The approach uses a narrative model that is guided partially by inference and contextual information contained in the particular knowledge representation used, the generic/actual argument model of structured reasoning. The approach is described with examples in the area of critical care nursing training. A study of the effectiveness of this approach on learning outcomes was conducted with final year nursing students and provides evidence of improved learning outcomes. [ABSTRACT FROM AUTHOR]

Background: Ward rounds are an important and ubiquitous element of hospital care with a history extending well over a century. Although originally intended as a means of educating medical trainees and junior doctors, over time they have become focused on supporting clinical practice. Surprisingly, given their ubiquity and importance, they are under-researched and inadequately understood. This study aims to contribute knowledge in human reasoning within medical teams, meeting a pressing need for research concerning the reasoning occurring in rounds.Methods: The research reported here aimed to improve the understanding of ward round reasoning by conducting a critical realist case study exploring the collaborative group reasoning mechanisms in the ward rounds of two hospitals in Victoria, Australia. The data collection involved observing rounds, interviewing medical practitioners and holding focus group meetings.Results: Nine group reasoning mechanisms concerning sharing, agreeing and recording information in the categories of information accumulation, sense-making and decision-making were identified, together forming a program theory of ward round reasoning. In addition, themes spanning across mechanisms were identified, further explaining ward round reasoning and suggesting avenues for future exploration. Themes included the use of various criteria, tensions involving mechanisms, time factors, medical roles and hierarchies.Conclusions: This paper contributes to the literature by representing rounds in a manner that strengthens understanding of the form of the group reasoning occurring within, thus supporting theory-based evaluation strategies, redesigned practices and training enhancements. [ABSTRACT FROM AUTHOR]