Mental Simulation to Promote Exercise Intentions and Behaviors

Comparing the efficacy of single-skill and multiple-skill simulation scenarios in advancing clinical nursing competency

Aim

This study aims to compare the effectiveness of single-skill and multiple skills patient care simulation scenarios in enhancing nursing competency and to evaluate nurses' perceptions of these different simulation scenarios.

Methods

A mixed-method design was used. In the quantitative part, 130 newly hired nurses with less than one year of experience participated in this study. For the qualitative part, a subset of 26 of these nurses was selected for in-depth interviews until data saturation was achieved. The study was conducted in the simulation-based learning (SBL) lab in a specialized Jordan cancer center. Data collection took place between June 2022 and March 2023.

Results

A significant difference was found in the IV skill between single and multiple skills scenarios; the mean score for the single-skill group was 44.42 (SD = 3.85), the mean score for the multiple-skill group was 45.63 (SD = 2.26) (P = 0.014). Moreover, a significant difference was found between the pre-and post-test scores for single-skill and multiple-skill groups. The mean score for the medication skill scenario pre-intervention single group was (M = 23.90, SD = 5.33); however, the score was increased post-intervention (M = 45.38, SD = 3.33), (P = <.001). Furthermore, the mean score was raised in the multiple skills medication scenario from (M = 22.92, SD = 5.44) to (M = 45.72, SD = 2.75), (<.001).

Conclusion

Participants in both groups reported similar findings regarding physical exhaustion, scenario management, and overall satisfaction with the simulation experience. Loss of concentration and memory was reported more with multiple competencies simulation scenarios; this might indicate that this scenario has more cognitive load than the Single Competency Scenario.

Effects of physical health beliefs on college students' physical exercise behavior intention: mediating effects of exercise imagery

OBJECTIVE

This study explores the relationship between physical health beliefs and physical exercise behavior intention of college students and constructs a mediation model through the mediation role of exercise imagery.

METHODS

Using the stratified cluster sampling method, 1356 college students were measured in group psychology by using the Physical Health Beliefs Scale, Exercise Imagery Inventory, and Physical Exercise Behavior Intention Scale. The statistical software Mplus 8.1, SPSS 22.0 and SPSS PROCESS 3.3 were used for statistical processing. The common method deviation test was carried out by Harman single-factor control method. Finally, the bootstrap sampling test method and process plug-in were used to test the significance of intermediary effect.

RESULTS

(1) physical health beliefs have a significant predictive effect on physical exercise behavior intention (β = 0.32, p < 0.001); (2) exercise imagery (β = 0.13, p < 0.001) mediate the relationship between physical health beliefs and physical exercise behavior intention (physical health beliefs → exercise imagery → physical exercise behavior intention (95% Cl: 0.14, 0.32)).

CONCLUSION

physical health beliefs can directly improve the physical exercise behavior intention of college students, which can also affect college students' physical exercise behavior intention indirectly through exercise imagery. The findings suggest that exercise imagery are important variables that mediate the effect of the college students' physical health beliefs on their physical exercise behavior intention.

Simulation-based learning in teacher education: Using Maslow’s Hierarchy of needs to conceptualize instructors’ needs

Introduction

Simulation-based learning (SBL) has become an effective tool in the education field, and instructors play a significant role in leading it. Although much is known about participants’ needs, SBL instructors’ needs have yet to be addressed. The study’s goal was to explore SBL instructors’ needs while guiding an SBL workshop using the psychological framework of Maslow’s Hierarchy of Needs.

Methods

We employed a qualitative case-study design, consisting of 68 four-hour-long workshops, held at a teacher-education simulation center by the center’s professional instructors. Data collection comprised 211 statements derived from instructors’ open-ended reflections, the transcripts of two focus groups held with the instructors, and 98 interpersonal communication documents.

Results

Data were analyzed using both deductive and inductive thematic analysis, which rendered 11 themes spanning Maslow’s five levels, and revealing two possible simulation-based learning paths: a complete process, in which all needs are met and an incomplete process, in which needs remain unmet.

Discussion

Theoretical insights and practical implications are provided for attending to instructors’ needs (i.e., basic needs, security, belonging, self-esteem, self-actualization) to ensure optimal learning in teacher education when using SBL.

Exploring the impact of innovation guidance on user participation in online communities: A mixed methods investigation of cognitive and affective perspectives

In recent years, many online communities have launched opinion-gathering activities to promote user participation in innovation and improve the quality of new products. The current methods for online innovation activities can be divided into two categories: cognitive guidance and affective guidance. However, the studies on online communities have mainly focused on user engagement motivations, and little attention has been paid to investigating the impact and underlying mechanism of innovation guidance on user participation at the linguistic level. This study first collected secondary data from NetEase.com and conducted an econometric model to explore the impact of cognitive guidance and affective guidance on users’ participation in online innovation activities. Subsequently, we investigated the impact mechanism of different innovation guidance methods on user participation through two experiments, here by drawing on mental simulation theory. The experimental results showed that outcome simulation and process simulation imposed a dual mediating effect of innovation guidance on user participation. In addition, we also found that product types moderate the dual mediating effect of outcome simulation and process simulation. The findings can deepen and expand the research on user participation while providing practical implications for companies and platforms as they attempt to promote user participation in innovation activities.