An Investigation of Decision Theory: What are the Effects of Teaching Cue Recognition?

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Abstract
As currently formulated, decision theory assumes that care givers learn cue recognition primarily by experience. However, it seems probable that the ability to receive and recognize cues can be taught. To investigate cue recognition abilities of junior and senior baccalaureate nursing students, five computer simulations were developed. The specific question investigated was: What are the effects upon students' cue recognition and clinical decision-making abilities of teaching cue recognition? Following teaching of cue recognition and decision making, a statistically significant difference was noted in both junior and senior students in relation to accuracy of cue recognition and clinical decision making. The conclusions were that cue recognition and cue sorting can be taught. Also, linking or grouping of related cues can be taught. In this study, the teaching of cue recognition and linking of cues improved the accuracy of clinical decisions made by students who were presented computer simulations of a variety of clinical situations.

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