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  - GEN
A1  - Sellemann, B
T1  - „Integration of nursing practice in the electronic patient record” International Japanese-German Meeting. Braunschweig September 2012.
Y1  - 2012
ER  - 
TY  - CHAP
T1  - “Gestaltungskompetenz” revisited: Program analysis with topic modeling as a type-forming process on education for sustainable development in and by companies. Vortrag 8th Nordic Conference on Adult Education and Learning, 13-15 May 2019 at DPU, Aarhus University, Copenhagen, Denmark
Y1  - 2019
UR  - https://files.conferencemanager.dk/medialibrary/F22E860C-6FBD-48B1-90A3-69F59D1DEAFF/images/Prescher_Gestaltungskompetenz_revisided_final._2A_.pdf
ER  - 
TY  - GEN
A1  - Prescher, Thomas
T1  - “Gestaltungskompetenz” revisided: Program analysis with topic modeling as a type-forming process on education for sustainable development in and by companies. Vortrag 8th Nordic Conference on Adult Education and Learning, 13-15 May 2019 at DPU, Aarhus University, Copenhagen, Denmark, 14.05.2019.
Y1  - 2019
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  - GEN
A1  - Knecht, Christiane
A1  - Chikhradze, Nino
A1  - Metzing, Sabine
T1  - Young carers. Growing up with chronic illness in the family. A systematic review from 2007-2015. 2nd International Young Carers Conference, Malmö, 29.05.2017
Y1  - 2017
ER  - 
TY  - GEN
A1  - Fiedler, Manfred
A1  - Tarner, Nikolas
A1  - Kespohl, Hendrik
A1  - Grosse, Gisela
A1  - Beck, Felix
A1  - Knecht, Christiane
T1  - Working on the public image of nursing. A transdisciplinary approach about the essence of nursing. 29th ICN Congress, Montreal, 01.07.2023. (Poster)
Y1  - 2023
ER  - 
TY  - GEN
A1  - Dütthorn, Nadin
A1  - Finn, Yvonne
A1  - Smyth, Siobhan
A1  - Groddeck, Luisa
T1  - Virtual Reality Training for Health Care Professioanals. Presentation at University of Limerick, Ireland, 2.03.2023
Y1  - 2023
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  -