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Experienced firefighters often make important decisions in fast-paced fire ground environments characterised by uncertainty and evolving conditions, mostly under considerable time-pressure. The nature of these environments inadvertently presents firefighters with novel situations that occasionally challenge their expertise, subsequently necessitating a reliance on intuitive as opposed to rational decisions. The purpose of this study is to elicit the tacitly held knowledge and intuitive thought processes that were used by 31 experts while managing a range of complex, non-routine fire incidents.

The study used a formal knowledge elicitation technique known as the critical decision method (CDM). CDM is a qualitative strategy that applies a set of cognitive probes to explore the cognitive processes that aid the performance of a complex task. This method was preferred to other cognitive task analysis methods as it specifically favours the use of retrospective incident accounts and incidents that were both challenging and memorable. Using the full CDM protocol, 31 experienced firefighters were interviewed across various fire stations in the UK and Nigeria (UK = 15, Nigeria = 16). The interview transcripts were coded, categorised and analysed using the emergent themes analysis approach.

The results from the study identified 134 decision points across the 31 incident accounts. A total of 42 salient cues sought by experts at each decision point were revealed and organised into a critical cue inventory. The identified cues were subsequently categorised into five distinct types based on the type of information each cue relayed to an incident commander. The study further developed a decision-making model – information filtering and intuitive decision-making model – that describes how experienced firefighters made difficult fire ground decisions amidst multiple informational sources. The model ultimately showed experts’ preferences for intuitive decisions as the default-thinking mode, with deliberation only required on few instances as conditions warranted. The study also compiled and indexed the cognitive strategies elicited from the expert firefighters into a competence assessment framework.

In light of existing debate about the accessibility of expert knowledge, the current study not only provides empirical evidence detailing the practical application of the CDM as a formal knowledge elicitation method but also delineates a range of cognitive outputs from the elicitation process that ultimately holds relevance for knowledge transfer from expert to novices. The study identified a range of training needs and discussed the practical implications of transferring expert knowledge into learning tasks that could subsequently aid the cognitive development of novices. In particular, the study proposed adopting the four-component instructional design model in organising the CDM outputs for training purposes.

While it is generally taken that experts, because of their extensive domain knowledge and well-developed schema, often perform considerably (and sometimes exceptionally) well when solving complex problems, finding a credible and objective method to model what experts know and do continues to pose a challenge, particularly when such revelation is crucially required for training purposes. This study is therefore timely since its tacit and intuitive knowledge outputs can now be applied to enhance the development of training curricula for novices. The learning tasks developed from the CDM outputs are hoped to facilitate organisational learning not only within the firefighting domain but also across other high reliability organisations. It is extremely important that expert knowledge is preserved in these domains especially in countries such as the UK, where the rate of real fires has been on decline, which in turn suggests that the quality of experiential knowledge required to manage complex non-routine fire cases may also be on decline. The current study also presents and discusses insights based on the cultural differences observed between the UK and the Nigerian fire services.

Numerous design methods are available to facilitate digital innovation processes in user interface design. Nonetheless, little guidance exists on their appropriate selection within the design process based on specific situations. Consequently, design novices with limited design knowledge face challenges when determining suitable methods. Thus, this paper aims to support design novices by guiding the situational selection of design methods.

Our research approach includes two phases: i) we adopted a taxonomy development method to identify dimensions of design methods by reviewing 292 potential design methods and interviewing 15 experts; ii) we conducted focus groups with 25 design novices and applied fuzzy-set qualitative comparative analysis to describe the relations between the taxonomy's dimensions.

We developed a novel taxonomy that presents a comprehensive overview of design conditions and their associated design methods in innovation processes. Thus, the taxonomy enables design novices to navigate the complexities of design methods needed to design digital innovation. We also identify configurations of these conditions that support the situational selections of design methods in digital innovation processes of user interface design.

The study’s contribution to the literature lies in the identification of both similarities and differences among design methods, as well as the investigation of sufficient condition configurations within the digital innovation processes of user interface design. The taxonomy helps design novices to navigate the design space by providing an overview of design conditions and the associations between methods and these conditions. By using the developed taxonomy, design novices can narrow down their options when selecting design methods for their specific situations.

This research analyses challenges faced by users at various levels in planning and designing participatory simulation models of cities. It aims to identify issues that hinder experts from maximising the effectiveness of the SUMO tool. Additionally, evaluating current methods highlights their strengths and weaknesses, facilitating the use of participatory simulation advantages to address these issues. Finally, the presented case studies illustrate the diversity of user groups and emphasise the need for further development of blueprints.

In this research, action research was used to assess and improve a step-by-step guideline. The guideline's conceptual design is based on stakeholder analysis results from those involved in developing urban logistics scenarios and feedback from potential users. A two-round process of application and refinement was conducted to evaluate and enhance the guideline's initial version.

The guidelines still demand an advanced skill level in simulation modelling, rendering them less effective for the intended audience. However, they have proven beneficial in a simulation course for students, emphasising the importance of developing accurate conceptual models and the need for careful implementation.

This paper introduces a step-by-step guideline designed to tackle challenges in modelling urban logistics scenarios using SUMO simulation software. The guideline's effectiveness was tested and enhanced through experiments involving diverse groups of students, varying in their experience with simulation modelling. This approach demonstrates the guideline's applicability and adaptability across different skill levels.

The purpose of this paper is to explore the influence of peer mentoring on critical care nursing students’ learning outcomes in critical care units.

A qualitative exploratory research design was used to conduct the study. Ten critical care nursing students were recruited from critical care units in the five private and two public hospitals. Descriptions of their experiences were gained through individual face-to-face interviews.

The study reinforces peer mentoring as a vital strategy in helping the critical care nursing students to attain their learning outcomes. However, peer mentoring was not consistent in all hospitals and there were no structured support systems to ensure that peer mentoring was formalized. Making peer mentoring a vital component in the registered nurses core competencies would enable efficiency and guarantee the viability of peer mentoring.

Mentors for the critical care nursing students were not included in the study.

The study identified a need for incorporating a formalized mentorship programme into the core competencies of all qualified critical care nurses, the unit mentor to familiarise themselves with the prescribed learning objectives of the critical care nursing student and an allocation of supernumerary time for the critical care nursing student and mentors to allow for formal mentoring responsibilities to take place.

The study reinforces peer mentoring as a vital strategy in helping the critical care nursing students to attain their learning outcomes and conscietises registered nurses of their responsibility as mentors.

Quantifying the performance level of surgeons with digital virtual reality (VR) simulators can help ensure that quality requirements in healthcare are met. In order to better understand integration amongst quality principles, practices and technologies in the adoption and diffusion of VR simulators, the authors applied a technological innovation system (TIS) framework. The purpose of this study is to understand how the adoption and diffusion of VR surgical simulators in a Swedish healthcare context is influenced by various system factors.

In this study, single-case holistic design based on innovation system theory was used to analyse the adoption of digital quality technologies related to surgical performance in Swedish hospitals. The case employs a mixed methods approach triangulating data longitudinally from published documents and expert interviews.

Adoption of digital technologies regarding surgical performance is restricted by system factors relating to inconsistent normative and regulatory requirements for quantified performance criteria to judge surgical expertise. Addressing these systems' weaknesses with evidence-based training programmes can have a significant impact on the further development of the innovation system and can ultimately affect healthcare reliability and quality.

This paper explores quality management (QM) challenges in the context of digital transformation in healthcare. The paper attempts to fill the gap for TIS studies in a healthcare context and highlight the role of innovation function strength along the value chain and in relation to technology cycles to increase the understanding of adoption of digital technologies relating to surgical performance.

The purpose of the paper is to theorize how to develop student entrepreneurs' ability to reflect by means of a learning activity called the entrepreneurial diary, which seeks to develop self-regulated learners capable of intelligent entrepreneurial action. The importance of self-regulation in entrepreneurship is linked to the individual's ability to make judgments under conditions of uncertainty, which requires reflective thinking.

The paper builds on a synthesized conceptualization of three main literature strands, reflective thinking, cognitive-load theory and experiential entrepreneurship education. In addition to the synthesized conceptualization, it builds on some empirical insights derived from a venture creation master programme in which the learning activity has been developed and refined for the last seven years.

The main finding from the paper is the theoretical justification for why reflective thinking deserves an important place in the educational process and how the entrepreneurial diary as a learning activity can create a bridge between theory and practice in venture creation programmes that take an experience-based pedagogical approach. Furthermore, the study also provides some empirical insights of how students create self-awareness of their learning through the method and the metareflection reports. Self-awareness is foundational for developing conditional knowledge on why and when to make entrepreneurial decisions to balance the often action-oriented processes seen in venture creation programmes.

The paper provides both a practical learning activity to be used in the entrepreneurial classroom and a theoretical contribution on how entrepreneurial experience is transformed into entrepreneurial knowledge to enhance students' judgmental abilities to make entrepreneurial decisions in future entrepreneurial endeavours.