TY - JOUR A1 - Schmidt, Jennifer A1 - Martin, Alexandra T1 - „Smile away your cravings” – Facial feedback modulates cue-induced food cravings JF - Appetite Y1 - 2017 SN - 0195-6663 VL - 116 SP - 536 EP - 543 ER - TY - JOUR A1 - Faber, K. A1 - Lopez, V. A1 - Prescher, T. T1 - ‘i-learn’: developing a new approach in higher education for lifelong learning JF - European Journal of Higher Education Y1 - 2012 U6 - http://dx.doi.org/10.1080/21568235.2012.709382 SP - 1 EP - 16 ER - TY - JOUR A1 - Chikhradze, Nino A1 - Knecht, Christiane A1 - Metzing, Sabine T1 - Young carers: growing up with chronic illness in the family – a systematic review 2007-2017. JF - Journal of Compassionate Health Care Y1 - 2017 U6 - http://dx.doi.org/10.1186/s40639-017-0041-3 VL - 4 IS - 12 SP - 1 EP - 16 ER - TY - JOUR A1 - Pernica, Katrin A1 - Virtanen, Heli A1 - Lunddahl Bager, Ida A1 - Jordan, Fionnuala A1 - Dütthorn, Nadin A1 - Stolt, Minna T1 - Virtual reality simulation enabling high level immersion in undergraduate nursing education: A systematic review JF - Journal of Nursing Education and Practice N2 - 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. Y1 - 2023 U6 - http://dx.doi.org/10.5430/jnep.v13n11p20 SN - 1925-4059 VL - Vol.13 IS - 11 SP - 17 EP - 27 ER - TY - JOUR A1 - Foth, Thomas A1 - Efstathiou, Nikolaos A1 - Vanderspank-Wright, Brandi A1 - Ufholz, Lee-Anne A1 - Dütthorn, Nadin A1 - Zimansky, Manuel A1 - Humphrey-Murto, Susan T1 - The use of Delphi and Nominal Group Technique in nursing education: A review JF - International Journal of Nursing Studies Y1 - 2016 IS - 60 SP - 112 EP - 120 ER - TY - JOUR A1 - Knecht, Christiane A1 - Hellmers, Claudia A1 - Metzing, Sabine T1 - The perspective of siblings of children with chronic illness: a literature review JF - Journal of Pediatric Nursing Y1 - 2015 U6 - http://dx.doi.org/10.1016/j.pedn.2014.10.010 VL - 30 IS - Januar/Februar SP - 102 EP - 116 ER - TY - JOUR A1 - Falkson, Sandra A1 - Knecht, Christiane A1 - Hellmers, Claudia A1 - Metzing, Sabine T1 - The perspective of families with a child who is ventilator-dependent at home. A literature review. JF - Journal of Pediatric Nursing Y1 - 2017 U6 - http://dx.doi.org/10.1016/j.pedn.2017.06.021 VL - 36 IS - September/Oktober SP - 213 EP - 224 ER - TY - JOUR A1 - Schmidt, Jennifer A1 - Martin, Alexandra T1 - The influence of physiological and psychological learning mechanisms in neurofeedback vs. mental imagery against binge eating JF - Applied Psychophysiology and Biofeedback Y1 - 2020 U6 - http://dx.doi.org/10.1007/s10484-020-09486-9 VL - 45 IS - 4 SP - 293 EP - 305 ER - TY - JOUR A1 - Gitzen, Harald A1 - Schmidt, Jennifer A1 - Martin, Alexandra T1 - Subjective and physiological reactivity to emotional stressors in somatic symptom disorder JF - International Journal of Psychophysiology N2 - 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. Y1 - 2024 U6 - http://dx.doi.org/10.1016/j.ijpsycho.2023.112273 VL - 2024 IS - 195 SP - 112273 EP - 112273 ER - TY - JOUR A1 - Arnold, R. A1 - Lopez, V. A1 - Prescher, T. T1 - Structural and Didactical Offensive for an Open Higher Education JF - Open Education 2030. Contribution to the JRC – IPTS Call for Vision Papers Y1 - 2013 SP - 50 EP - 53 ER -