Decision-making Skills Research Articles

The Digitalized Assessment for Decision-Making (DAsDec)

Decision-making processes involve a dynamic interplay between cognitive and emotional mechanisms. While traditional models address these components, few tools assess decision-making in an ecological, multi-dimensional way: the Digitalized Assessment for Decision-Making (DAsDec) tool was developed to meet this need. DAsDec evaluates decision-making skills across five key domains: decision style, strategies, effectiveness, awareness, and metacognition. Its modular structure allows for flexible administration and is adaptable to various contexts, including educational, organizational, legal, and sports fields. The tool integrates behavioral, psychophysiological, and neurocognitive measurements, such as autonomic indices and wearable electroencephalogram (EEG) application, providing a comprehensive analysis of decision-making abilities. DAsDec offers unique insights by combining self-assessment, realistic simulations, and objective neurocognitive data, allowing for a thorough evaluation of the multicomponential facets of decision process. Ultimately, this commentary discusses how this tool holds great potential for enhancing decision-making skills across a range of applied contexts.

Sustainability Awareness and Behavior of Management Accounting Students: Basis for Course Activity Development

Sustainability refers to both the planet’s health and humanity’s future well-being, encompassing actions humans take to prevent the depletion of natural resources. Education for Sustainable Development (ESD) plays a vital role in course curricula by helping students develop critical thinking, decision-making, socio-emotional, and behavioral skills. This study examined the awareness and behavior of BS Management Accounting (BSMA) students regarding the three pillars of sustainability as well as the relationship between sustainability education and their awareness and behavior. Using the Knowledge-Attitudes-Practices (KAP) and Knowledge-Attitude-Behavior (KAB) frameworks, this quantitative descriptive research collected data from 349 out of 399 BSMA students (87.47% participation rate) enrolled during SY 2023–2024 at the University of Saint Louis, Northern Philippines. The results revealed that students were generally aware of sustainability and exhibited positive attitudes toward sustainable practices. Enrollment in the SASA 1013 course significantly increased sustainability awareness, but neither year level nor course enrollment had a significant impact on actual sustainability behavior. This study offers insights into the relationship between students’ sustainability awareness and their behavior across the three sustainability pillars. The novelty of this research lies in its focus on BSMA students and the specific role of the SASA 1013 course in fostering sustainability awareness. The study concludes with recommendations for curriculum development and policy initiatives to further promote students’ long-term sustainability awareness and behavior.

Career Planning

Abstract Career planning initiatives among university and college students stand as pivotal mechanisms for equipping individuals with the essential skills and direction needed to navigate their professional journeys. This study explores career planning and the importance of studying it in higher education for students. The research delves into the positive impacts, such as enhanced decision-making skills, increased career clarity, job satisfaction, academic performance improvement, and a culture of professional growth and adaptability. Career planning refers to the process in which an individual establishes career development goals, chooses a career, formulates corresponding education, training, and work plans, and takes necessary actions to achieve career goals while taking into account personal qualities and the external environment.

The ability of Austrian registered physiotherapists to recognize serious pathology

BackgroundSerious pathology masking as musculoskeletal conditions is rare, still it is pertinent that physiotherapists can recognise it. This ability has been investigated internationally, however the decision-making skills of registered Austrian physiotherapists has not been examined. The aim of this study was to assess the ability of registered Austrian physiotherapists to make accurate keep-refer decisions based on clinical vignettes.MethodsIn this national survey registered Austrian (self-)employed physiotherapists were recruited and completed 12 clinical vignettes. Correctly answered vignettes were listed as percentages.Results479 physiotherapists participated in the study. The response rate of the self-employed physiotherapists was 8.0%. On average participants classified 70.5% of the musculoskeletal cases, 79.4% of the non-critical medical cases, and 53.3% of the critical medical cases correctly.ConclusionThis study suggests that, despite the limitations of using written clinical vignettes, registered Austrian physiotherapists welcome additional training to improve their skills in identifying serious pathology. Targeted training and educational programs including new and more detailed educational clinical vignettes relevant for non-direct access countries are needed to enhance physiotherapists’ diagnostic skills and decision-making processes.

Simulation learning: exploring its transformative influence on nursing practice.

Simulation in nursing education enables nursing students to develop and practise their clinical, critical thinking and decision-making skills within the safety of a realistic learning environment. Evidence suggests that this method of learning can enhance nursing students' confidence, enabling them to navigate the current challenges in healthcare and consider new ways of working. This article outlines the benefits and challenges of simulation and discusses the implications of the use of this learning technique in nurse education for future nursing practice.

Strengthening data management skills amongst public health professionals during the war in Ukraine

Abstract Background The current war in Ukraine has led to disturbances in public health surveillance and epidemiological data flow, which impacts timely decision-making at regional and national levels. The five-year USAID project “Public Health System Recovery and Resilience Activity” (PHS R&R) aims to strengthen the Public Health system of Ukraine, including through the training of specialists in data management and disease surveillance. Objectives An innovative mixed-method, multi-module course was piloted in January 2023 to provide epidemiologists and other public health professionals with up-to-date knowledge and practical skills in disease surveillance and data management. The course was designed based on a needs assessment study carried out across the regional Centres for Disease Control (CDCs) in 2022. Modules were delivered both in person and online to reach a wider audience. Results 1,540 public health specialists attended the first module on Excel skills, online. A further 26 completed a second module, covering disease surveillance methods, data management, and data flow across regions, in person. Over 85% of participants in the second module reported that it was highly relevant to their day-to-day work, especially practical sessions on data analysis and reporting. The second module is currently under revision based on participants’ feedback before being scaled up. A more advanced module on data management is being developed and aimed to launch at the end of 2024. Conclusions The course was timely and relevant for Ukrainian public health specialists in need of enhanced surveillance and data management skills to detect and respond to public health threats. Its innovative format allowed it to train a large cohort of specialists across a variety of essential public health functions despite the full-scale war. This experience would be relevant for any country aiming to strengthen its preparedness for potential public health emergencies, especially in fragile settings. Key messages • The comprehensive training course on epidemiological surveillance and data management will equip Ukrainian public health specialists with data-driven decision-making skills in the war context. • The described training approach would be relevant for the countries which seek sustainable workforce development solutions to strengthen public health systems in fragile settings.

Examining Cycle Threshold values in Repeat SARS-CoV-2 Cases: A Retrospective Analysis in Ireland

Abstract Background Effective public health management during the COVID-19 pandemic requires accurate differentiation between re-infections and residual viral RNA detections in repeat positive cases. This study investigates cycle threshold (CT) trends in repeat SARS-CoV-2 cases to discern between persistent viral remnants and active infections. Collaboration between contact tracing and laboratories is essential for shaping robust public health strategies. Methods A retrospective analysis was conducted on 427 individuals with repeat positive PCR tests. Data was collected at a contact tracing centre from March to August 2021. Key variables including age, gender, and biomedical markers (test intervals, CT values) were examined. Regression and correlation techniques assessed CT trends and their implications. Results Younger individuals (<60 years) occasionally exhibited significantly lower CT values in subsequent tests, suggesting potential re-infections, while older adults generally displayed higher CT values indicative of residual RNA. These age-specific CT trends were statistically significant and instrumental in refining testing protocols and isolation guidelines. Further analysis is expected to strengthen these findings Conclusions Collaborative approaches between contact tracing and laboratories are vital in shaping robust public health strategies for distinguishing between types of repeat infections. Revision of health policies is imperative to prevent unnecessary isolation and optimise healthcare workforce allocation during ongoing transmission periods. Key messages • Decisive decision-making skills are crucial in managing repeat SARS-CoV-2 infections. • Revised health policies align testing and isolation practices with empirical CT data, enhancing public health efficacy.

Professional values, cultural competence, and moral sensitivity of surgical nurses: Mediation analysis and structural equation modeling.

Developing a framework that illustrates causal relationships and an in-depth comprehension of contextual elements is essential for steering the development of ethical interventions to enhance nurses' ethical decision-making. To examine the relationship between cultural competence, professional nursing values, and moral sensitivities of surgical nurses with a mediation analysis and structural equation model. This study is descriptive and correlational. and research context: This study was conducted with a total of 201 surgical nurses from two university hospitals in Konya, Türkiye. Data were gathered face-to-face between June and October 2023 with the Moral Sensitivity Questionnaire (MSQ), Nurses Professional Values Scale-Revised (NPVS-R), and Nurse Cultural Competence Scale (NCCS). Ethical approval from X University Ethics Committee was obtained (Number: 2023/419). In this study, the mean scores for the surgical nurses were as follows: 89.3 ± 19.33 on the MSQ, 113.1 ± 20.74 on the NPVS-R, and 72.06 ± 18.61 on the NCCS. Nurses' cultural competence level significantly affected their professional nursing values (β = 0.192; p = .007; R2 = 0.04), and their professional nursing values, in turn, had a significant effect on their moral sensitivities (β = -0.363; p < .001; R2 = 0.16). However, it was determined that the direct effect of nurses' cultural competence level on their moral sensitivity was not statistically significant. In contrast, the indirect effect of nurses' cultural competence level on their moral sensitivity, mediated by their professional nursing values was seen to be statistically significant (B = -0.070; p = .008). This study showed that there is a significant positive relationship between the professional nursing values and cultural competence levels of surgical nurses and that as professional nursing values increase, their moral sensitivity also rises. Sensitivity with higher professional nursing values. Additionally, it was found that nurses' professional values served as a mediating factor between their levels of cultural competence and moral sensitivity. Therefore, it is crucial to enhance the cultural competence, professional nursing values, and moral sensitivity of nursing students and registered surgical nurses and to improve their reasoning and decision-making skills in ethical dilemmas.

Instrument for Evaluation and Training of Decision Making in Dual Tasks in Soccer: Validation and Application

Training in team sports such as soccer requires advanced technical and tactical skills for effective decision-making, particularly when executing a shot. This study validates an innovative instrument, a training platform (TP), designed to measure and enhance decision-making in dual-task scenarios. The TP aims to improve visual–motor reactions in multitask environments that simulate real game conditions. Equipped with an LED panel, main circuitry, ball sensor, and targets, the TP challenges players to kick the ball in response to the illumination of the final LED array on the panel while hitting a designated target. The study evaluated three parameters: reaction time (RT), ball speed (BS) and accuracy. To validate the TP against a gold standard (GS), we conducted correlation analyses. The results exhibited very strong correlations for both RT (r = 0.997) and BS (r = 0.994). The mean differences between TP and GS measurements were 13 ± 15 ms for RT and 0.1 ± 0.5 km/h for BS. Bland–Altman plots revealed trend lines obtained by a simple linear regression of r = −0.507, p = 0.307 for RT and r = 0.134, p = 0.077 for BS. The TP effectively simulates game scenarios, offering advantages such as low-cost components, installation flexibility, test variability, instant feedback, and integration of physical and cognitive components of sports performance.

Strengthening Islamic Religious Education Values in Developing Independent Character

This study explores the strengthening of Islamic Religious Education values at the Nyai Ahmad Dahlan Ponorogo Child Welfare Institution (LKSA NAD) in developing foster children's independence. This study uses a qualitative approach with a case study. Data were collected through interviews, observations, and documents. Validity was tested by triangulation, and data analysis was carried out using the Miles interactive model, including collection, condensation, presentation, and conclusion. Strengthening the values of Islamic Education (PAI) at LKSA NAD plays a vital role in developing the character of independence of foster children. Strengthening the values of PAI at LKSA NAD is carried out through material, habituation, and lectures. Strengthening the material includes memorisation of the qur'an, interpretation, the qur'an and hadith, aqidah akhlaq, fiqh, and imla, qira'ah (recitation), arabic language learning, muhadarah (speech), al-Islam and Muhammadiyah, tartil reading the qur'an. Habituation is carried out through activities at the Ramadhan short-term boarding school, obligatory and sunnah worship, while lectures are given in religious study (kajian). This program has successfully increased foster children's independence, especially in making independent decisions, understanding moral values, and preparing themselves professionally with Islamic ethics. Foster children realise the benefits of this program in facing independent life in the future, although it was initially challenging. Materials such as memorising the qur'an, aqidah akhlaq, fiqh, and muhadarah are essential in strengthening PAI values. This study shows that strengthening Islamic Education values significantly contributes to increasing foster children's independence through Islamic ethics and responsible decision-making skills.

Implementing Problem-Based Learning in Marketing Education: A Systematic Review and Analysis

The marketing industry is rapidly evolving, prompting educational programs to adapt and provide graduates with relevant skills and knowledge. This systematic literature review and bibliometric analysis (SLRBA) explores the incorporation of problem-based learning (PBL) in marketing education. PBL is a teaching approach that encourages students to solve real-world problems by integrating theory and practice, thereby improving their critical thinking and decision-making skills. Our review synthesizes data from 71 sources, detailing the definition of PBL, strategies for its implementation in marketing education, and the associated benefits and challenges. The findings show that PBL enhances student engagement, provides hands-on experience, and equips students for real-world marketing challenges. Effective strategies for PBL adoption include leveraging social media, serious games, E-learning, and feedback systems to facilitate active learning and student participation. However, PBL poses challenges, such as high resource requirements, student resistance, and concerns over information accuracy. This review underscores the importance of PBL in closing the gap between theoretical concepts and practical skills, helping marketing students better meet industry expectations. The paper concludes with suggestions for future research and best practices for integrating PBL in marketing education.

Comparing the impact of different transfusion medicine teaching methods—A mobile application versus task-based learning—On two dimensions of clinical competence among nursing students: A quasi-experimental study

AimTo evaluate and compare the impact of a transfusion medicine training course delivered via two different teaching methods—a mobile application and task-based learning—on nursing students' knowledge and clinical decision-making skill. BackgroundTo advance nursing education and clinical competence, it is crucial to integrate innovative methods, such as mobile applications and task-based learning, that promote active and competency-based learning. Evaluating these methods provides educators with insights to enhance nursing students' knowledge and clinical decision-making skill, ultimately improving patient care and supporting professional development. DesignA quasi-experimental study using a pretest-intervention-posttest design with a control group. MethodsThis study included 82 nursing students from the 6th to 8th semesters, selected through convenience sampling and randomly assigned to three groups—mobile application (n=30), task-based learning (n=30) and control (n=30). The first group received educational content through a mobile application, the second group through task-based learning and the control group received no intervention. Data were collected using a valid and reliable three-part researcher-made tool, including a demographic/educational checklist and questionnaires on knowledge and clinical decision-making skill, administered before and two weeks after the intervention. Analysis was done using paired t-test, analysis of covariance and Bonferroni post hoc test, with a significance level set at p<0.05. ResultsFollowing the intervention, both intervention groups showed a significant increase in knowledge and clinical decision-making skill scores (p<0.05). Although both groups had higher knowledge scores than the control group, the differences were not significant (p>0.05). In contrast, clinical decision-making scores were significantly higher in both intervention groups compared with the control (p<0.05). No significant differences were observed between the intervention groups regarding the mean post-test knowledge and clinical decision-making skill scores (p>0.05). ConclusionBoth teaching methods effectively improved nursing students' knowledge and clinical decision-making skills in transfusion medicine. To leverage these findings effectively, educational authorities should integrate mobile applications and task-based learning into nursing curricula, test these methods in various settings to assess their impact and use the findings to update curricula in line with current educational needs.

‘It’s like being there, but not in the way'. Exploring the use of virtual reality tools to stimulate reflection in Norwegian physical education teacher education

ABSTRACT The ongoing discussion surrounding the incorporation of technology in education has persisted over time. While technology offers significant advantages, such as improved collaboration and access to quality educational materials, it also introduces complexities such as the digital divide and concerns about data privacy, awareness and appropriate use. VR presents opportunities for future teachers to practice decision-making skills in controlled environments, although its effectiveness varies depending on the context and user perceptions. Research indicates that 360° videos enhance reflexivity, support practice and improve observation skills and content knowledge. However, the impact of viewing these videos individually versus in groups remains inconclusive. This study aims to explore students’ perspectives on the use of primary school physical education (PE) 360° video recordings and VR technology to enhance reflexivity. To this end, the theory of practice architectures was reviewed to provide a framework for analysing how educational practices interact with wider contexts, while another theory, reflection, helps to examine students’ critical thinking and introspection. The study intervention involved fourth-year students at a Norwegian university, who observed 360° recordings of physical education lessons using VR technology. Data were generated through these observations, which included the 360° recordings and small group interviews, and were analysed using reflective thematic analysis. The results highlight the importance of group dynamics, and that the authenticity of VR experiences can foster motivation and reflection. These insights can inform the design of future educational approaches in physical education teacher education (PETE), emphasising the need for careful consideration of technological and pedagogical practices to support effective and innovative teaching and learning to enhance experience and teaching.

Healthcare Analytics Teaching Cases

This article introduces four case studies to integrate healthcare analytics topics into classroom learning. Each case study employs distinct analytical methods, including optimization with Excel Solver, multiple linear regression, Monte Carlo simulation, and time series forecasting models, providing diverse practical applications in healthcare analytics. The cases offer students hands-on experience in practical healthcare challenges, enhancing their analytical and decision-making skills. For each case, we provide a detailed background, an in-depth data description, and comprehensive teaching notes. These elements are structured to facilitate understanding and teaching analytics concepts. The paper also summarizes student feedback collected from various courses where these case studies were implemented. This feedback consistently indicates that the cases significantly contributed to the student’s perceived learning, particularly in understanding and applying healthcare analytics in concrete scenarios. These case studies bridge the gap between theoretical knowledge and practical application and serve as a valuable resource for instructors seeking to enrich their healthcare analytics curriculum.

Are we preparing healthy & responsible adolescents? Exploratory qualitative study to understand the health and social issues of adolescent living in Karachi, Pakistan.

This study aimed to understand the lives of adolescents living in squatter settlements of Karachi, Pakistan regarding their assigned roles and responsibilities, health and social issues, their decision-making process, and mechanism and channels of information. An exploratory descriptive qualitative study design was employed. Purposive sampling techniques were used to carry out Focus Group Discussions (FGDs) with adolescents (n = 10, Participants = 190), adolescents' parents (n = 10, Participants = 180), and In-Depth Interviews of with key adolescent stakeholders (n = 20). Adolescent stakeholder mapping was conducted for enrolling participants. The data were analysed thematically using deductive and inductive approaches. Based on gender norms parents assign specific roles and responsibilities to adolescent girls and boys. Due to societal norms, communication gap exists between adolescents and their parents. The most popular information channels are social media platforms and friends. Adolescents reported being subjected to a variety of physical, sexual, mental, social, and environmental pressures. Lack of guidance from parents, inadequate knowledge and skills to deal with physical, sexual, mental, social and environmental hazards, and misuse of social media lead to risky decisions, injuries, and social instability. This study underlines the urgent need for targeted interventions for addressing gender issues and improving adolescents' decision-making and life skills. We recommend Behavior Change Communication interventions to dismantle gender stereotypes and support a balanced domestic environment for children's education and well-being, awareness raising among parents, teachers, and healthcare providers about adolescent risks emphasizing their role in youth guidance, and advocacy for youth-led forums to co-create educational content engaging parents, educators, and health professionals focusing on life skills. These strategies would turn demographic transitions into productive dividends.

Quantifying Influence: Propensity Score Matching Unravels the True Effect Sizes of Learning Management Models on Students’ Analytical Thinking

&lt;p style="text-align:justify"&gt;Analytical thinking is crucial for developing problem-solving, decision-making, and higher-order thinking skills. Many researchers have consistently developed learning management models to enhance students' analytical thinking, resulting in extensive knowledge but lacking clear systematic summaries. This study aims to: (a) explore the effect sizes and research characteristics influencing students' analytical thinking, and (b) compare the effect sizes of learning management models after adjusting for propensity score matching. In exploring 131 graduate research papers published between 2002 and 2021, the research utilized forms for recording research characteristics and questionnaires for assessing research quality for data collection. Effect sizes were calculated using Glass's method, while data analysis employed random effects, fixed effects, and regression meta-analysis methods. The findings indicate that (a) research on learning management models significantly impacts students' analytical thinking at a high level (d̅ = 1.428). Seven research characteristics, including year of publication, field of research, level, duration per plan, learning management process, measurement and evaluation, and research quality, statistically influence students' analytical thinking, and (b) after propensity score matching, learning through techniques such as KWL, KWL-plus, Six Thinking Hats, 4MAT, and Mind Mapping had the highest influence on students' analytical thinking. Recommendations for developing students' analytical thinking involve creating a learning management process that fosters understanding, systematic practical training, expanding thinking through collaborative exchanges, and assessments using learning materials and tests to stimulate increased analytical thinking.&lt;/p&gt;

Mainstreaming Social Realism in Children’s Literature

Childhood is the base for human growth and development and it shall be prudent if the child has an opportunity to get exposed to the challenges and realities of life along with fantasy, ecstasy and imagination. Children can grasp and learn their environment right from an early age as they are really smart; but the supplement which reaches them in terms of literature in any form should also provide them with glimpses of real life. Hence, it would be really judicious if the fodder they get in terms of literature is infused with social realism so that they understand the realities of life, the kind of society they live in with all kinds of inequities, stigma, discrimination, cruelties, marginalisation, and social exclusion, and so on. Children shall develop the wisdom to distinguish just from unjust and in a way might also build up their responding, assertion and decision-making skills. The Paper primarily discusses how social realism needs to be mainstreamed in children’s literature, firmly believing that it shall help the children towards their own positive development along with the development of the communities and nations they live in.

From social-emotional learning to social-emotional competence in Israeli-Palestinian teachers’ professional development

ABSTRACT This qualitative study investigated the contribution of a tailored 30-hour teachers’ professional development (TPD) course in social-emotional learning (SEL) to developing the social-emotional competence (SEC) of 50 Israeli-Palestinian teachers. The course incorporated active learning practices such as mindfulness, simulations, and puppet theater grounded in the CASEL framework and ecological theory. Analysis of semi-structured interviews and reflective texts revealed the course’s effectiveness in improving teachers’ SEL knowledge, self-awareness, self-management, decision-making, social awareness, and relationship skills. It also promoted understanding of conducting culturally situated SEL to address issues such as violence and meet parents’ needs during COVID-19. Overall, incorporating experiential SEL practices into TPD can develop teachers’ SEC and wellbeing. Recommendations include further research on adapting SEL for minority communities to enable transformative education.

Sex Education Training as Capacity Building Tool for Mothers and their Children with Intellectual Disability: A Qualitative Study

Sex is a biological need of human beings and the aspects of sexuality and sexual development are less discussed in people with intellectual disability (ID). Sex education training (SET) for persons with ID and their parents is pivotal in mitigating challenges and creating a safe and healthy space for expressing their sexual needs. The aim was (a) to see the effects of SET in the enhancement of knowledge and skills about sexual health among adults with ID, (b) To see the effect of mothers as an observer during SET on their perception, attitude and practice on sexual health for their children with ID. The sample consisted of 11 mothers and their children who were above 18 years with ID. Awareness of sexual health education for parents of intellectually challenged children and family life and sexual health assessment tools were used. A qualitative/descriptive analysis was done. SET was started for the period of three months, two sessions in a week, each session lasting one and half hours. It was done in a playful manner on self and social awareness, safe/unsafe touch, relationships, personal safety rules and sexual harassment of women at workplace (POSH). SET shows not only enhancement in the level of awareness, knowledge on sexual health but also improved communication skills and decision-making skills among adults with ID and their mothers. Mothers feel more confident and comfortable to have open discussions with their children on sexual health.

Effects of Perceptual-Cognitive Training on Anticipation and Decision-Making Skills in Team Sports: A Systematic Review and Meta-Analysis.

Team sports require athletes' exceptional perceptual-cognitive skills, such as anticipation and decision-making. Perceptual-cognitive training in laboratories aims to enhance these abilities. However, its effectiveness in real-game performance remains controversial, necessitating a systematic review and meta-analysis to determine optimal training methods. Following the PRISMA guidelines, we searched databases (e.g., PubMed, WOS, Scopus, and EBSCO) for relevant studies published before November 2023, assessed study quality, extracted important characteristics, and conducted a meta-analysis using Stata 15.1. This study was registered in PROSPERO (CRD42023494324). A total of 22 quantitative studies involving 45 effect sizes were included. Perceptual-cognitive training positively influenced elite athletes' anticipation and decision-making. However, its transfer effect on real-game performance improvement (ES = 0.65) was inferior to laboratory performance improvement (ES = 1.51). Sub-group analyses indicated that the effects of training interventions varied based on stimulus presentation and intervention duration. Based on our findings, we concluded that while perceptual-cognitive training improved on-court performance, its transfer effects were limited. To maximize effectiveness, future interventions should use virtual reality to present training stimuli and incorporate participants' sport-specific responses to reflect real-game scenarios.