Background: Engaging students in interprofessional education for higher order thinking and collaborative problem-solving skills is challenging. This study reports the development of Virtual ER, a serious game played on a virtual platform, and how it can be an innovative way for delivering interprofessional education to medical and nursing undergraduates. Objective: We report the development of a serious online game, Virtual ER, and evaluate its effect on teamwork enhancement and clinical competence. We also explore if Virtual ER can be an effective pedagogical tool to engage medical and nursing students with different learning styles. Methods: Virtual ER is a custom-made, learning outcome–driven, case-based web app. We developed a game performance scoring system with specific mechanisms to enhance serious gaming elements. Sixty-two students were recruited from our medical and nursing programs. They played the games in teams of 4 or 5, followed by an instructor-led debriefing for concept consolidation. Teamwork attitudes, as measured by the Human Factors Attitude Survey, were compared before and after the game. Learning style was measured with a modified Honey and Mumford learning style questionnaire. Results: Students were satisfied with Virtual ER (mean satisfaction score 5.44, SD 0.95, of a possible 7). Overall, Virtual ER enhanced teamwork attitude by 3.02 points (95% CI 1.15-4.88, P=.002). Students with higher scores as activists (estimate 9.09, 95% CI 5.17-13.02, P<.001) and pragmatists (estimate 5.69, 95% CI 1.18-10.20, P=.01) had a significantly higher degree of teamwork attitude enhancement, while students with higher scores as theorists and reflectors did not demonstrate significant changes. However, there was no difference in game performance scores between students with different learning styles. Conclusions: There was considerable teamwork enhancement after playing Virtual ER for interprofessional education, in particular for students who had activist or pragmatist learning styles. Serious online games have potential in interprofessional education for the development of 21st century life skills. Our findings also suggest that Virtual ER for interprofessional education delivery could be expanded locally and globally.

Introduction: This study examined the effects of social-media-based support on premenstrual syndrome (PMS) and physical activity among female South Korean university students. Methods: This quasi-experimental study with an equivalent-control-group pretest–posttest design randomly assigned 64 female students with PMS to the experimental or control group. The experimental group received social-media-based support through a smartphone application, text messaging, and e-mail for one menstrual cycle between September and December, 2016. Descriptive and inferential statistics included a Chi-square test and independent and paired t-tests. Results: Significant differences emerged between the experimental and control groups in total PMS scores (p = .003), 14 premenstrual symptoms, and physical activity (p = .010). Conclusions: Female university students with PMS experienced decreased premenstrual symptoms and increased physical activity with social-media-based support, which could be an efficacious, accessible, and widely available nursing intervention to manage PMS and physical activity.

The learning of nursing students can be facilitated through direct and/or indirect experiences of using clinical information and communication technology during clinical placements. However, nursing students experience difficulties in using technology for learning. Despite the difficulties, nursing students' learning dynamics with technology in real clinical contexts is poorly understood. To develop a theoretical model by identifying nursing students' learning dynamics with clinical information and communication technology and the factors influencing the dynamics. A constructivist grounded theory approach was employed in order to develop the theoretical model. This research was conducted by recruiting nursing students from four universities in Seoul, South Korea. Sixteen fourth year nursing students were recruited by purposive sampling. This research collected qualitative interview data in up to four rounds of interviews using open-ended and semi-structured interview questions. A total of 23 interviews were conducted. The data were transcribed verbatim. All interview data were analysed using three coding methods; initial, focused, and theoretical coding. NVivo 11 was used for data management. This research developed a theoretical model of nursing students' learning dynamics with clinical information and communication technology. The model explains three dynamics that influence nursing students' use of clinical information and communication technology (interpersonal, organisational and emotional dynamics) and the students' responses regarding the dynamics for learning in clinical contexts. Nursing educators can use the theoretical model to understand how best to support nursing students in navigating their clinical environments to build competency in using clinical information and communication technology.

Background: Mukbang is a recent internet phenomenon in which anchors publicly record and show their eating through short video platforms. Researchers reported a tangible impact of mukbang on the psychological and physical health, appetite, and eating behavior of the public, it is critical to obtain clear and comprehensive insights concerning the use of mukbang to promote the viewers’ appetite, eating behaviors, and health to identify directions for future work. Objective: This scoping review aims to comprehensively outline the current evidence regarding the impact of mukbang consumption on dietary behaviors, appetite regulation, flavor perception, and physical and psychological well-being. Specifically, we conducted an analysis of public perceptions and attitudes toward mukbang while summarizing the reciprocal influence it has on health promotion. Methods: This study was conducted as a scoping review following the Joanna Briggs Institute guideline and the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) checklist. We comprehensively searched 8 electronic databases in Chinese, English, and Korean languages. We also searched gray literature sources like Google Scholar and ProQuest. We used a data extraction chart to extract information relevant to the impact of mukbang on health. The extracted data were qualitatively analyzed to form different themes related to health, categorizing and integrating the results based on the type of study (qualitative, observational, and experimental). Results: This scoping review finally included 53 studies; the annual distribution exhibited a consistent upward trend across all categories since their initial publication in 2017. Based on the results of the analysis, we have summarized 4 themes, which showed that mukbang may have positive effects on viewers’ appetite, food choices, and weight control; it can also meet the psychological needs of viewers and provide digital companionship and happiness. However, excessive viewing may also be harmful to viewer’s health, which has also caused health concerns for some viewers. Conclusions: This study conducted a comprehensive search, screening, and synthesis of existing studies focusing on mukbang and health across various languages and varying levels of quality, which has presented the analytical evidence of the relationship between mukbang and dietary behaviors, appetite, flavor perception, and health. According to the results, future research could consider analyzing the beneficial and harmful factors of mukbang, thereby further optimizing the existing mukbang videos accordingly to explore the potential of using mukbang for health intervention or promotion, so as to improve or customize the content of mukbang based on this scoping review, maximize the appetite and health promotion effects of mukbang videos. Trial Registration: INPLASY INPLASY2022120109; https://inplasy.com/inplasy-2022-12-0109/

Introduction: The purpose of this study was to identify premenstrual symptom clusters; and to explore the differences in and effectiveness of coping strategies among symptom cluster groups. Methods: Using the happy healthy 20s smartphone application, 349 women with premenstrual symptoms participated in the study. Premenstrual symptoms and health outcomes such as perceived health, depressive feelings, quality of life, suicidal ideation/attempts and coping strategies were explored. Factor analysis and silhouette analysis were used to identify premenstrual symptom clusters. Analysis of variance was used to explore the differences among symptom clusters in health outcomes and coping strategies. Results: Three premenstrual symptom clusters were identified: general discomfort, negative affect and turmoil. Three symptom cluster groups experienced different health outcomes in perceived health, depressive feelings, quality of life and suicidal ideation. However, few differences were noted in participants’ engagement in coping strategies, frequencies and perceived effectiveness among women with different symptom clusters. Discussion: Findings of this study support previous reports that women do not receive tailored care for their premenstrual symptoms. Learning about the symptom structure, women’s ways of coping, and perceived effectiveness is important in identifying the issues in current premenstrual symptoms management and providing tailored care.