The development of simulated learning environments involving coroner’s court attendance in mental health nursing education

Simulated learning environments (SLEs) provide students with the opportunity to experience complex practice elements with minimal professional risks. This article explores the development of an SLE in undergraduate mental health nursing education. The SLE focuses on events surrounding a client death and follows attendance at a coroner’s court. Student learning outcomes are focused on evaluating essential components of nursing care including communication, record-keeping, risk-taking and ethical decision-making. The SLE, which is now in its fourth iteration, allows educators to review and adapt the teaching practices to achieve the curriculum learning outcomes and encapsulate the Nursing and Midwifery Council’s Code. This article proposes future possibilities for the use of complex simulation dramas to enhance nursing student preparedness for registration

Mental health and learning disability nursing students' perceptions of the usefulness of the objective structured clinical examination to assess their competence in medicine administration

The aim of this study was to evaluate mental health and learning disability nursing students’ perceptions of the usefulness of the objective structured clinical examination (OSCE) in assessing their administration of medicine competence. Learning disability (n = 24) and mental health (n = 46) students from a single cohort were invited to evaluate their experience of the OSCE. A 10-item survey questionnaire was used, comprising open- and closed-response questions. Twelve (50%) learning disability and 32 (69.6%) mental health nursing students participated. The OSCE was rated highly compared to other theoretical assessments; it was also reported as clinically real and as a motivational learning strategy. However, it did not rate as well as clinical practice. Content analysis of written responses identified four themes: (i) benefits of the OSCE; (ii) suggestions to improve the OSCE; (iii) concern about the lack of clinical reality of the OSCE; and (iv) OSCE-induced stress. The themes, although repeating some of the positive statistical findings, showed that participants were critical of the university setting as a place to conduct clinical assessment, highlighted OSCE-related stress, and questioned the validity of the OSCE as a real-world assessment. The OSCE has an important role in the development of student nurses’ administration of medicine skills. However, it might hinder their performance as a result of the stress of being assessed in a simulated environment

Examining Children’s Cognitions in Response to Interparental Conflict

Extensive research has found that interparental conflict is associated with children’s adjustment and cognitive appraisals. This study aims to address two questions. First, does exposure to interparental conflict predict children’s immediate and long-term cognitions regarding interparental conflict? Second, do children’s immediate and long-term cognitions predict internalizing problems, such as anxiety and depression? Children ages 9- to 11-years-old (n = 96; 59 females, 1 gender-neutral) were shown video presentations of conflict between two actors portraying a married couple. Children evaluated the actors’ behaviors as good or bad, and these evaluations were used as a measure of their immediate cognitions regarding interparental conflict stimuli. These immediate cognitions were compared to measures of children’s long-term cognitions regarding interparental conflict, exposure to interparental conflict, and internalizing problems using bivariate correlation and simple regression analyses. In contrast to the hypotheses, more exposure to interparental conflict did not predict immediate or long-term cognitions, nor did immediate or long-term cognitions predict children’s internalizing problems. Implications for future studies comparing immediate and long-term cognitions are discussed

The Intensive Cognitive-Communication Rehabilitation Program for young adults with acquired brain injury

PURPOSE: This study investigated the effects of an intensive cognitive-communication rehabilitation (ICCR) program for young individuals with chronic acquired brain injury. METHOD: ICCR included classroom lectures; metacognitive instruction, modeling, and application; technology skills training; and individual cognitive-linguistic therapy. Four individuals participated in the intensive program (6 hr with 1-hr lunch break × 4 days × 12 weeks of treatment): 3 participants completed 3 consecutive semesters, and 1 participant completed 1 semester. Two controls did not receive treatment and completed assessments before and after the 12-week treatment interval only. RESULTS: All 4 experimental participants demonstrated significant improvements on at least 1 standardized cognitive-linguistic measure, whereas controls did not. Furthermore, time point significantly predicted participants' scores on 2 of the 4 standardized outcome measures, indicating that as duration in ICCR increased, scores also increased. Participants who completed multiple semesters of ICCR also improved in their therapy and personal goals, classroom behavior, life participation, and quality of life. CONCLUSION: After ICCR, participants showed gains in their cognitive-linguistic functioning, classroom participation, and individual therapy. They also demonstrated improvements outside the classroom and in their overall well-being. There is a gap between the large population of young adults with acquired brain injury who wish to return to higher education and a lack of rehabilitation programs supporting reentry into academic environments; ICCR is a first step in reducing that gap.T32 DC013017 - NIDCD NIH HHSAccepted manuscrip

Motion sickness evaluation and comparison for a static driving simulator and a dynamic driving simulator

This paper deals with driving simulation and in particular with the important issue of motion sickness. The paper proposes a methodology to evaluate the objective illness rating metrics deduced from the motion sickness dose value and questionnaires for both a static simulator and a dynamic simulator. Accelerations of the vestibular cues (head movements) of the subjects were recorded with and without motion platform activation. In order to compare user experiences in both cases, the head-dynamics-related illness ratings were computed from the obtained accelerations and the motion sickness dose values. For the subjective analysis, the principal component analysis method was used to determine the conflict between the subjective assessment in the static condition and that in the dynamic condition. The principal component analysis method used for the subjective evaluation showed a consistent difference between the answers given in the sickness questionnaire for the static platform case from those for the dynamic platform case. The two-tailed Mann–Whitney U test shows the significance in the differences between the self-reports to the individual questions. According to the two-tailed Mann–Whitney U test, experiencing nausea (p = 0.019 < 0.05) and dizziness (p = 0.018 < 0.05) decreased significantly from the static case to the dynamic case. Also, eye strain (p = 0.047 < 0.05) and tiredness (p = 0.047 < 0.05) were reduced significantly from the static case to the dynamic case. For the perception fidelity analysis, the Pearson correlation with a confidence interval of 95% was used to study the correlations of each question with the x illness rating component IRx, the y illness rating component IRy, the z illness rating component IRz and the compound illness rating IRtot. The results showed that the longitudinal head dynamics were the main element that induced discomfort for the static platform, whereas vertical head movements were the main factor to provoke discomfort for the dynamic platform case. Also, for the dynamic platform, lateral vestibular-level dynamics were the major element which caused a feeling of fear

Virtual reality body swapping to improve self-assessment in job interview training

Swapping visual perspective in Virtual Reality pro vides a unique means for embodying different virtual bodies and for self-distancing. Moreover, this technology is a powerful tool for experiential learning and for simulating realistic scenarios, with broad potential in the training of soft skills. However, there is scarce knowledge on how perspective swapping in Virtual Reality might benefit the training of soft skills such as those required in a job interview. The present study investigates the impact of virtual body swapping on the self-assessment of verbal and non- verbal communication skills, emotional states, and embodiment in a simulated job interview context. Three main conditions were compared: a baseline condition in which the participants practiced a job interview from the first-person perspective of a virtual interviewee (No Swap condition); an external point of view condition where, first, the participants answered questions from the interviewee perspective, but then swap visual perspective to re-experience their responses from a non-embodied point of view (Out of Body condition); a condition in which, after answering questions from the interviewee perspective, the participants re-experienced their responses from the embodied perspective of the virtual recruiter (Recruiter condition). The experimental results indicated that the effectiveness of the Out of Body and Recruiter Conditions was superior to the No Swap Condition to self-assess the communication styles used during a job interview. Moreover, all the conditions led to a high level of embodiment towards the interviewee avatar when seen from the first-person perspective; in the case of the Recruiter Condition, the participants also felt embodied in the recruiter avatar. No differences in emotional states were found among conditions, with all sharing a positive valence

Automatic mental processes, automatic actions and behaviours in game transfer phenomena: an empirical self-report study using online forum data

Previous studies have demonstrated that the playing of videogames can have both intended and unintended effects. The purpose of this study was to investigate the influence of videogames on players’ mental processes and behaviours in day-to-day settings. A total of 1,023 self-reports from 762 gamers collected from online videogame forums were classified, quantified, described and explained. The data include automatic thoughts, sensations and impulses, automatic mental replays of the game in real life, and voluntary/involuntary behaviours with videogame content. Many gamers reported that they had responded – at least sometimes – to real life stimuli as if they were still playing videogames. This included overreactions, avoidances, and involuntary movements of limbs. These experiences lasted relatively short periods of time but in a minority of players were recurrent. The gamers' experiences appeared to be enhanced by virtual embodiment, repetitive manipulation of game controls, and their gaming habits. However, similar phenomena may also occur when doing other non-gaming activities. The implications of these game transfer experiences are discussed

Searching for Biological Markers of Personality: Are There Neuroendocrine Markers of Anxiety?

The existence of stable individual differences in cognitive and emotional capabilities both in animals and humans is well-accepted. The theories of personality assume that such individual differences can be categorized and that the richness of individual differences in humans would be the result of the combination of differences in a few underlying personality factors