Carers' reflections about their video-recorded interactions with patients suffering from severe dementia.

• Stimulated recall interviews were used in connection with carers’ video‐recorded interactions with patients suffering from severe dementia before, during and after a 1‐year intervention involving supervision for individualized nursing care.• The aim was to illuminate carers’ reflections on their everyday life with the patients, and to find out if any changes took place across the intervention.• A phenomenological‐hermeneutic approach was used in the analysis, which revealed that carers’ reflections were focused on the carers themselves, on the patients, on context and on the work itself in the shared everyday life.• After repeated stimulated recall interviews, together with supervision every month, an improvement in carers’ ability to verbalize their reflections and an awareness and knowledge about their own influence on care quality were seen.• The interdependence between carers and patients made it necessary for the carers to cope with many complicated here‐and‐now situations, and in their reflections the carers kept coming back to their efforts to maintain a sense of dignity for the patients as well as for themselves.• Reflection through stimulated recall seems to be an important tool for carers in dementia care to facilitate understanding and to help them learn through lived experience, thus developing their skills in nursing care.

To assess the use of artefacts in semi-structured, stimulated-recall interviews in a study exploring mentors' decisions regarding students' competence in practice. Few empirical studies have examined how mentors reach a decision when assessing students' performance in practice. Concerns have repeatedly been voiced that students may lack essential skills at the point of registration or that mentors may have failed or been reticent to judge students' performance as unsatisfactory. Student practice assessment documents (PADs) were used in stimulated-recall (SR) interviews with mentors to explore decision making. A review of the literature identified that artefacts can play a role in triggering a more comprehensive retrospective examination of decision making, thus helping to capture the essence of a mentor's decision over time and in context. Use of an artefact to stimulate recall can elicit evidence of thought processes, which may be difficult to obtain in a normal, semi-structured interview. PADs proved to be a valuable way to generate naturalistic decision making. In addition, discussion of artefacts created by participants can promote participant-driven enquiry, thereby reducing researcher bias. Identifying an approach that captures post hoc decision making based on sustained engagement and interaction between students and their mentors was a challenge. Artefacts can be used to address the difficulties associated with retrospective introspection about a unique decision. There is the potential to increase the use of artefacts in healthcare research. SR can also help novice mentors develop their skills in making decisions regarding assessments of students.

Classroom interaction is a challenging yet crucial part of language teaching, where teachers play a critical role in successful learning. Teachers' awareness of interaction strategies, such as negotiation of meaning strategies, including when and how to implement them, significantly affects learning outcomes, and reflective practices like stimulated recall interviews (SRIs) can effectively develop their awareness. Thus, the research aims to find out the EFL teachers' negotiation of meaning strategy (NfM) use reflected in stimulated recall interviews (SRIs) and the effect of awareness-raising activity on the negotiation of meaning strategies on teacher's reflections. The research participants are two in-service EFL teachers working at a private university in Türkiye. This research uses a mixed-method explanatory sequential design in a quasi-experimental framework. Teachers completed two SRIs, and between the interviews, they participated in an awareness-raising activity where they were informed about NfM strategies. In the light of qualitative and quantitative analysis, it is revealed that after the awareness-raising activity, the number and the type of NfM strategies increased. Furthermore, it was found that teachers demonstrated initiation in starting reflections and took more deliberate actions in the strategy choices. It could be stressed that teachers' reflections, as in SRIs, serve as a valuable tool for professional development opportunities to think, reflect, and improve their teaching, helping learners' language learning. These findings suggest that such awareness-raising activities positively impact teachers' professional development, classroom interaction, and, ultimately, student learning experiences.

An intervention project was conducted in three nursing home wards in Sweden. Most patients had severe dementia. The intervention consisted of supervision for individualized and documented nursing care, based on multidimensional assessment. To illuminate changes in carers' approach after the intervention. Several data collections were conducted across the intervention and consisted of nursing documentation, patient life stories as told by carers, video recorded interactions, stimulated recall interviews and a questionnaire. Both quantitative and qualitative methods were used in the analyses. The findings from the different methods mirrored each other and added to the credibility of the intervention. Communicated knowledge about patients improved in nursing documentation and also as told by carers. Carers were differently skilled in managing the complexity of nursing care situations before as well as after the intervention, but the intervention contributed to developing carers in 'confirming nursing care'. They also improved in their ability to verbalize reflections about their everyday life with patients with dementia. Supervision made it possible for carers to share their lived experiences about their day-to-day life with patients, which could promote personal and professional development and thus improve care quality. It also appeared that a detailed assessment tool used as part of the nursing process contributed to seeing a patient as a real person behind a dementia surface.

In a previous study, nine caregivers and two residents with dementia showing aggressive behaviour, were video recorded. Caregivers who reported problems when dealing with such behaviour and caregivers, who did not, were included in this study. The aim of the present study was to obtain insight into the reasoning of the caregivers who had reported problems when dealing with older people with dementia and aggressiveness and those who did not relative to their respective video-recorded interactions with these residents. A further aim was to gain insight by discussing their reasoning in relation to each other. Stimulated recall interviews were carried out with all the caregivers who had been video taped in the previous study. The text was analysed by thematic content analysis. Two main ways of thinking and discussing the care situations emerged. The caregivers, who had reported problems in handling behavioural and psychiatric symptoms in dementia earlier, reasoned that they were more focused on their duties, this included being responsible for the resident receiving her weekly shower. For this group of caregivers, the well being of the resident was in focus, but their attention was concentrated on the resident's well being and comfort after their shower. However, these caregivers seemed therefore unwittingly to prevent a positive interaction with the resident. The other caregivers were able to reflect spontaneously and appeared to be self-critical. This caregiver group seemed to sustain a positive interaction with the resident both during and after the shower. In this study a nurturing and supportive climate and competence seemed to be the conditions necessary to facilitate reflections and promote creativity in the caregivers such that they are able to develop possible ways of handling difficult situations like aggressiveness in residents with dementia.

<p>This study explored the black box of technology integration through the stimulated recall of teachers who showed proficiency in the use of technology to support teaching and learning. More particularly, the aim of the study was to examine how these teachers use technology in their lessons and to gain deeper insights into the multifaceted influences affecting their current practices. In order to explore this black box, observations and stimulated recall interviews with primary school teachers were conducted in schools which were selected by the inspectorate on the basis of advances they had made in educational technology use. Stimulated recall interviews – a verbal reporting technique in which the teachers were asked to verbalize their thoughts while looking at their own classroom practice on video – seemed to be a promising approach to increase authentic understandings of technology integration. The results emphasize that (a) the teachers involved in this study were pedagogically proficient and flexible enough to fit technology in with the varying demands of their educational practices, (b) the teachers' ongoing learning experiences rather than training affected the development of the quality of their practices, and (c) the role of the school and the broader context of teachers' personal lives played an important role. By interpreting the results of the study, recommendations are discussed for teacher technology integration and future research.</p><p> </p>

Stimulated Recall (SR) has long been used in educational settings as an approach of retrospection. However, with the fast growing of digital learning and advanced technologies in educational settings over the past decade, the extent to which stimulated recall has been effectively implemented by researchers remains minimal. This systematic review reveals that SR has been primarily employed to probe the patterns of participants’ thinking, to examine the effects of instructional strategies, and to promote metacognitive level. Notably, SR video stimuli have advanced, and the sources of stimuli have become more diverse, including the incorporation of physiological data. Additionally, researchers have applied various strategies, such as flexible intervals and questioning techniques, in SR interviews. Furthermore, this article discusses the relationships between different SR research items, including stimuli and learning contexts. The review and analysis also demonstrate that stimulated recall may be further enhanced by integrating multiple data sources, applying intelligent algorithms, and incorporating conversational agents enabled by generative artificial intelligence such as ChatGPT. This article provides a comprehensive analysis of SR studies in the realm of education and proposes a promising avenue for researchers to proactively apply stimulated recall in investigating educational issues in the digital era.

1. A phenomenological-hermeneutic approach was used to illuminate carers' video-recorded interactions in connection with supervision for individualized nursing care. 2. In order to disclose any changes in the carers' interactions with patients suffering from severe dementia the video recordings were conducted before, during and after the intervention. 3. The content of the videos was transcribed as a text, mainly verbal communication. Due to the rich data the videos and text were kept together as a whole in every step of the analysis. 4. After an initial naïve understanding, different subthemes emerged in the structural analyses: promoting competence, struggling for co-operation, deep communication for communion, showing respect for the unique person, skills in balancing power, distance in a negative point of view, and fragmentary nursing situations. 5. The overall theme was 'Carers' balancing in their interactions, verbal as well as non-verbal, to promote a sense of mutual togetherness with the patient'. 6. The supervision intervention contributed to an improvement in carers' skills in balancing in their interactions. In the caring process carers' and patients' shared experiences and, due to patients' disabilities, interactions depended mainly on carers' qualities and capabilities for this confirming nursing care.

Event Abstract Back to Event Research in Progress: Investigating the Intersections of Attention and Self-Regulated Learning through Stimulated Recall and Student’s Eye-Tracking Behaviour Nayadin Persaud1* and Matt Eliot1 1 Central Queensland University, Australia The aim of this dissertation research project is to investigate how higher education students develop and refine self regulatory strategies and behaviours in the e-learning context over time. In this longitudinal study, students perform self-selected tasks within an online course forum in a laboratory setting with their eye movements tracked using Tobii X120 technology. At the end of the task, participants are then shown video of their eye movements during task performance and asked to describe their experience of the task in retrospect. These interviews are audio-recorded and transcribed, with the quantitative eye-tracking data and qualitative interview data being analysed in parallel. In this longitudinal study, eye movement behaviours will offer insight into the development and refinement of self regulatory constructs. Through the triangulation of eye tracking metrics, direct observation and participant self-report, participants’ cognitive and self regulatory behaviours are being explored in regards to learning strategies such as planning, monitoring and decision making. These strategies are founded on attention, with phenomena such as saccade/fixation ratios serving as indicators of where and how participants are attending to the learning task. Participant self-report data, gleaned from the stimulated recall interview, offers additional insight. This presentation reports on the results of the initial findings and offers insight into how eye tracking metrics along with self report data can be considered in exploring attention and student self regulatory behaviour. Keywords: attention and self-regulated learning, eye tracking metrics, e-learning, higher education, eye tracking, stimulated recall interviews Conference: ACNS-2012 Australasian Cognitive Neuroscience Conference, Brisbane, Australia, 29 Nov - 2 Dec, 2012. Presentation Type: Poster Presentation Topic: Attention Citation: Persaud N and Eliot M (2012). Research in Progress: Investigating the Intersections of Attention and Self-Regulated Learning through Stimulated Recall and Student’s Eye-Tracking Behaviour. Conference Abstract: ACNS-2012 Australasian Cognitive Neuroscience Conference. doi: 10.3389/conf.fnhum.2012.208.00096 Copyright: The abstracts in this collection have not been subject to any Frontiers peer review or checks, and are not endorsed by Frontiers. They are made available through the Frontiers publishing platform as a service to conference organizers and presenters. The copyright in the individual abstracts is owned by the author of each abstract or his/her employer unless otherwise stated. Each abstract, as well as the collection of abstracts, are published under a Creative Commons CC-BY 4.0 (attribution) licence (https://creativecommons.org/licenses/by/4.0/) and may thus be reproduced, translated, adapted and be the subject of derivative works provided the authors and Frontiers are attributed. For Frontiers’ terms and conditions please see https://www.frontiersin.org/legal/terms-and-conditions. Received: 25 Oct 2012; Published Online: 07 Nov 2012. * Correspondence: Mrs. Nayadin Persaud, Central Queensland University, Noosa, Australia, n.persaud@cqu.edu.au Login Required This action requires you to be registered with Frontiers and logged in. To register or login click here. Abstract Info Abstract The Authors in Frontiers Nayadin Persaud Matt Eliot Google Nayadin Persaud Matt Eliot Google Scholar Nayadin Persaud Matt Eliot PubMed Nayadin Persaud Matt Eliot Related Article in Frontiers Google Scholar PubMed Abstract Close Back to top Javascript is disabled. Please enable Javascript in your browser settings in order to see all the content on this page.

This article reports on findings from a study that employed stimulated recall (SR) to tap English as second language (ESL) learners’ metacognitive strategy use and thought processes. Two groups of four students in each were asked to engage in an English group discussion task. Prior to the task, the groups were given time to discuss how they might prepare for the upcoming task. Immediately after the task, each of the eight students was asked to participate in a SR interview to recall the thought processes that had taken place during the group preparation. A fine-grained qualitative analysis of the thought processes of the students indicated that they reported using different types of metacognitive strategies to do local and global planning prior to the task proper. The results also showed that students were planning to use strategies to monitor the turn-taking pattern or contribution of group members while the English task was in action. This paper proposes that SR interviews may usefully be incorporated into the teaching plan as post-task activities. This way, the teacher may be able to access the inner voices of ESL learners about metacognitive strategy, thereby gaining insight into effective teaching of ESL oral skills.

This study investigated the relationship between task-based teacher training and novice English language teachers’ cognitions and implementations of tasks in Honduran bilingual schools. After participating in a four-week training program on task-based language teaching, teachers with little or no prior teaching experience designed task-based lessons and were video-recorded implementing those lessons with English language learners ages 5 to 12. Following the classroom observation, teachers participated in a stimulated recall interview. A rubric aligned with 10 key principles of task-based language teaching (TBLT) as outlined by Long (2015) was used to rate teachers’ performance and code stimulated recalls. Ratings of video observations showed varied success in TBLT implementation after training, with some teachers’ lessons clearly aligned with key TBLT principles, and others relying on focus on forms strategies. Analysed data also uncovered a link between previous training and teaching experiences and the success of teachers’ implementations. Stimulated recalls showed that teachers focused primarily on maintaining a cooperative learning environment, and less on reactive aspects of TBLT such as providing corrective feedback. Results are discussed in terms of their implications for teachers and teacher training programs seeking to implement TBLT as an approach to language teaching.

Review questions/objectives The objective of this systematic review is to synthesise the best available evidence on the impact of the effectiveness of delegation interventions by the registered nurse (RN) to the unlicensed assistive personnel (UAP) and their impact on quality of care, patient satisfaction, and RN staff satisfaction. Inclusion criteria Types of participants The review will consider studies that include RNs and unlicensed assistive personnel in any patient care setting where delegation by the RN to the UAP occurs. For the purposes of this systematic review we will use the following definitions: Registered nurse: A person that has graduated from a nursing program and has been licensed to practice. Unlicensed assistive personnel: Persons that are in a position to assist the RN under the registered nurse’s direct supervision. Activities are generally restricted to patient care activities delegated to them by the RN based on the nursing process. Types of interventions This review will consider studies that evaluate the effectiveness of delegation interventions by the RN to the UAP and their impact on quality of care, patient satisfaction, and RN staff satisfaction. For the purposes of this systematic review we will use the following definition: RN-UAP delegation: “Entrusting the performance of a selected nursing task to an individual who is qualified, competent, and able to perform such tasks. The nurse retains the accountability for the total nursing care of the individual”. Comparator The comparator is to that of usual nursing cares delivery. Types of outcomes The outcomes to be examined are quality of care, patient satisfaction, and RN staff satisfaction measured by validated and reliable tools. Validated and reliable measurement tools are considered measurement tools that have been previously tested and found to have acceptable psychometric properties. TRUNCATED AT 350 WORDS

I am a passionate dementia advocate living life as an American, Latino, gay, disabled, military veteran, who was diagnosed at age 47 with MCI and at 54 with Lewy Body Dementia. This has caused mild to moderate cognitive impairments in processing, language, and attention. My diagnosis does not define me and I remain active in spiritual and social communities, with a strong focus on family and support.My presentation will bring the perspective of a person living with dementia to discuss engaging people with lived experience in dementia research and policy. I will illustrate how I “found my voice” as a person living with dementia, invited to contribute to shaping global and national dementia policies. I have the privilege of being a member of three advisory groups: the NAPA Advisory Council on Alzheimer's Research, Care, and Services, a US governmental body which informs dementia policy, research directions, and the national dementia plan; the Global Brain Health Institute Lived Experience Group, which mentors young researchers globally who are Atlantic Fellows for Equity in Brain Health; and the Alzheimer's Disease International Lived Experience Panel which facilitates global discussions regarding dementia policy and advocacy.I will speak about my perceptions of positive elements of these panels, such as sharing personal experiences and influencing decision‐makers. I will illustrate negative elements that compromise my participation including difficult logistics for a person with cognitive challenges, not being taken seriously, and feeling trivialized and tokenized. I have been supported when the meeting facilitator takes a personal interest and encourages me and have experienced barriers when I am viewed as not having the ability to be creative and contribute.I will share my own experience with other countries’ policies on how people with lived experience are engaged in dementia research. I will draw lessons from these experiences on how countries can learn from each other about best practices for engaging people with lived experience in dementia policy and research. This will include recommendations on how dementia researchers can learn to better engage with people living with dementia and help them feel welcomed to these panels and activities.

Electronic Dictionary (ED) was one of the most popular learning tools with its increasingly diversified design ranging from information searching to knowledge management. Although previous research has surveyed in terms of the relation between ED and learning outcomes, few studies employed objective measurements, such as biofeedback, along with a qualitative approach to investigate learners' using behaviors and their cognitive process. The current study proposed to capture participants' three eye movement dates including fixation counts, fixation duration and scanning path, which were utilized as the stimulus to help participants to retrospect their cognitive features. The fixation interestingly shows that the areas of interest are somewhat impaired with their expectation in presurvey, for example, users claimed they prefer as many as example sentences, while only the first three were noticed. Moreover, the scanning paths frequently moved back and forth among some elements, which indicate learners tried to make connections among some specific elements to help enhance learning efficiency. The stimulated recall interview was employed to further explore their cognitive process based on their eye movement data, and some implications were made for the optimization of the ED design to meet learners' personalized requirements.

The aim of this study was to describe clinical microbiological practices in a hospital setting. A grounded theory was developed from qualitative data in two steps: initial participant observation to describe the clinical work-flow, and a main case study based in depth interviews and analyses of work practices using a video-based stimulated recall technique. Six physicians, 2 senior medical laboratory technologists and one head nurse were interviewed in depth based on their organizational positions. Stimulated recall interviews were conducted with 11 nurses, 6 secretaries, 6 medical laboratory technologists, and 3 physicians. An informal clinical microbiological 'workgroup' was found to co-operate around two physical objects: the microbiological sample and the laboratory request form. Work organization was divided into planning, based on science and legislations, and performance based on tradition and local supervision. None of the practitioners had a total overview of an analysis cycle, all being occupied with a discrete part of planning, practical work and information management. The conclusion of the study is that fragmentation in the division of labour may be a critical hindrance to development in clinical microbiology. If a common strategy is not shared between specialties and professions, even minor changes in routines by individual practitioners may influence patient outcome.