@article{SchmidtMartin2017, author = {Schmidt, Jennifer and Martin, Alexandra}, title = {„Smile away your cravings" - Facial feedback modulates cue-induced food cravings}, series = {Appetite}, volume = {116}, journal = {Appetite}, issn = {0195-6663}, pages = {536 -- 543}, year = {2017}, language = {en} } @article{FaberLopezPrescher2012, author = {Faber, K. and Lopez, V. and Prescher, T.}, title = {'i-learn': developing a new approach in higher education for lifelong learning}, series = {European Journal of Higher Education}, journal = {European Journal of Higher Education}, doi = {10.1080/21568235.2012.709382}, pages = {1 -- 16}, year = {2012}, language = {en} } @article{ChikhradzeKnechtMetzing2017, author = {Chikhradze, Nino and Knecht, Christiane and Metzing, Sabine}, title = {Young carers: growing up with chronic illness in the family - a systematic review 2007-2017.}, series = {Journal of Compassionate Health Care}, volume = {4}, journal = {Journal of Compassionate Health Care}, number = {12}, doi = {10.1186/s40639-017-0041-3}, pages = {1 -- 16}, year = {2017}, language = {en} } @article{PernicaVirtanenLunddahlBageretal.2023, author = {Pernica, Katrin and Virtanen, Heli and Lunddahl Bager, Ida and Jordan, Fionnuala and D{\"u}tthorn, Nadin and Stolt, Minna}, title = {Virtual reality simulation enabling high level immersion in undergraduate nursing education: A systematic review}, series = {Journal of Nursing Education and Practice}, volume = {Vol.13}, journal = {Journal of Nursing Education and Practice}, number = {11}, issn = {1925-4059}, doi = {10.5430/jnep.v13n11p20}, pages = {17 -- 27}, year = {2023}, abstract = {Background and objectives: Virtual reality simulation (VRS) can be used to complement experiential learning, as it enables nursing students to further learn and refine nursing skills outside of the clinical setting. However, gathering evidence for its effectiveness as a teaching method in achieving learning outcomes is still ongoing, and thus there is a lack of systematic synthesis. The objective of this systematic literature review is to analyze VRS scenarios with a high level of immersion and their impact on learning outcomes in nursing education. Methods: A literature search was performed in the MEDLINE, CINAHL, and ERIC databases in November 2022. As a result, fifteen studies were included and analyzed using deductive content analysis. Results: The studies reported twelve different scenarios for virtual reality simulations with high levels of immersion, the focus of which was on acute critical care, broader nursing processes, neonatal and pediatric care, single nursing interventions, and observation of patients' symptoms. The associated learning objectives were mainly achieved in the domains of cognition and psychomotor skills. Conclusions: There are several VRS scenarios that show potential for use in nursing education. The VRS scenarios are effective in improving learning outcomes, particularly those related to knowledge and skills. Overall, the supportive body of evidence gained through this review may help nurse educators in integrating virtual simulations in their curricula. In the future, nursing and adult learning theories should be given greater consideration, and the aspect of affective learning could be included in design and implementation. Moreover, future research could benefit from exploring the long-term effects of learning after using VRS with a high level of immersion to provide valuable evidence for developing VRS teaching methods in nursing.}, language = {en} } @article{FothEfstathiouVanderspankWrightetal.2016, author = {Foth, Thomas and Efstathiou, Nikolaos and Vanderspank-Wright, Brandi and Ufholz, Lee-Anne and D{\"u}tthorn, Nadin and Zimansky, Manuel and Humphrey-Murto, Susan}, title = {The use of Delphi and Nominal Group Technique in nursing education: A review}, series = {International Journal of Nursing Studies}, journal = {International Journal of Nursing Studies}, number = {60}, pages = {112 -- 120}, year = {2016}, language = {en} } @article{KnechtHellmersMetzing2015, author = {Knecht, Christiane and Hellmers, Claudia and Metzing, Sabine}, title = {The perspective of siblings of children with chronic illness: a literature review}, series = {Journal of Pediatric Nursing}, volume = {30}, journal = {Journal of Pediatric Nursing}, number = {Januar/Februar}, doi = {10.1016/j.pedn.2014.10.010}, pages = {102 -- 116}, year = {2015}, language = {en} } @article{FalksonKnechtHellmersetal.2017, author = {Falkson, Sandra and Knecht, Christiane and Hellmers, Claudia and Metzing, Sabine}, title = {The perspective of families with a child who is ventilator-dependent at home. A literature review.}, series = {Journal of Pediatric Nursing}, volume = {36}, journal = {Journal of Pediatric Nursing}, number = {September/Oktober}, doi = {10.1016/j.pedn.2017.06.021}, pages = {213 -- 224}, year = {2017}, language = {en} } @article{SchmidtMartin2020, author = {Schmidt, Jennifer and Martin, Alexandra}, title = {The influence of physiological and psychological learning mechanisms in neurofeedback vs. mental imagery against binge eating}, series = {Applied Psychophysiology and Biofeedback}, volume = {45}, journal = {Applied Psychophysiology and Biofeedback}, number = {4}, doi = {10.1007/s10484-020-09486-9}, pages = {293 -- 305}, year = {2020}, language = {en} } @article{GitzenSchmidtMartin2024, author = {Gitzen, Harald and Schmidt, Jennifer and Martin, Alexandra}, title = {Subjective and physiological reactivity to emotional stressors in somatic symptom disorder}, series = {International Journal of Psychophysiology}, volume = {2024}, journal = {International Journal of Psychophysiology}, number = {195}, doi = {10.1016/j.ijpsycho.2023.112273}, pages = {112273 -- 112273}, year = {2024}, abstract = {Objective: We examined whether autonomic flexibility to experimentally presented stressors is reduced in somatic symptom disorder (SSD) as this would point to reduced vagal control as a proposed indicator of emotion regulation deficits. Method: In this experimental study, the influence of health-related and social stressors on subjective and physiological reactivity was investigated in 29 subjects with SSD without any medical condition SSD(mc-), 33 subjects with SSD with medical condition SSD(mc+) and 32 healthy controls at the age from 18 to 70 years. Self-report and physiological variables were measured before and after/during stressor exposure, using state ratings of symptom intensity, disability, tension and mood, heart rate (HR), and heart rate variability (HRV). Results: Overall, the tension increased and the mood worsened after exposure to stressors compared to pre-exposure. Compared to HC, the two SSD groups showed higher symptom intensity, disability, tension and worse mood. The SSD(mc-) group revealed higher HR than HC (p = .012, d = -0.77). Compared to pre-exposure, symptom impairment increased after social stressor exposure in SSD(mc-) (p < .001, d = 1.36). HRV-root mean square of successive differences (RMSSD) only decreased in HC during exposure (p = .003, d = -1.09), not in the SSD groups. The two SSD groups did not differ in their reactivity to stressors. Conclusion: HRV in SSD, seems to respond less flexibly to stressors, potentially reflecting overall physiological disturbance through reduced parasympathetic influence on HR. Stress reactivity in SSD(mc-) and SSD(mc+) do not seem to differ.}, language = {en} } @article{ArnoldLopezPrescher2013, author = {Arnold, R. and Lopez, V. and Prescher, T.}, title = {Structural and Didactical Offensive for an Open Higher Education}, series = {Open Education 2030. Contribution to the JRC - IPTS Call for Vision Papers}, journal = {Open Education 2030. Contribution to the JRC - IPTS Call for Vision Papers}, pages = {50 -- 53}, year = {2013}, language = {en} }