{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,18]],"date-time":"2026-08-18T15:53:40Z","timestamp":1787068420640,"version":"build-2736575974"},"reference-count":46,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2013,6,11]],"date-time":"2013-06-11T00:00:00Z","timestamp":1370908800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Int J Mental Health Nurs"],"published-print":{"date-parts":[[2014,4]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>\n                    The aim of this study was to determine if simulation aided by media technology contributes towards an increase in knowledge, empathy, and a change in attitudes in regards to auditory hallucinations for nursing students. A convenience sample of 60 second\u2010year undergraduate nursing students from an Australian university was invited to be part of the study. A pre\u2013post\u2010test design was used, with data analysed using a paired samples\n                    <jats:italic>t<\/jats:italic>\n                    \u2010test to identify pre\u2010 and post\u2010changes on nursing students' scores on knowledge of auditory hallucinations. Nine of the 11 questions reported statistically\u2010significant results. The remaining two questions highlighted knowledge embedded within the curriculum, with therapeutic communication being the core work of mental health nursing. The implications for practice are that simulation aided by media technology increases the knowledge of students in regards to auditory hallucinations.\n                  <\/jats:p>","DOI":"10.1111\/inm.12031","type":"journal-article","created":{"date-parts":[[2013,6,11]],"date-time":"2013-06-11T23:58:33Z","timestamp":1370995113000},"page":"135-144","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":24,"title":["Use of media technology to enhance the learning of student nurses in regards to auditory hallucinations"],"prefix":"10.1111","volume":"23","author":[{"given":"Kerry","family":"Mawson","sequence":"first","affiliation":[{"name":"School of Nursing Australian Catholic University  Sydney New South Wales Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2013,6,11]]},"reference":[{"key":"e_1_2_7_2_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.apnu.2006.05.002"},{"key":"e_1_2_7_3_1","doi-asserted-by":"publisher","DOI":"10.1016\/S1084-8045(03)00031-6"},{"key":"e_1_2_7_4_1","doi-asserted-by":"publisher","DOI":"10.1037\/0022-3514.72.1.105"},{"key":"e_1_2_7_5_1","doi-asserted-by":"publisher","DOI":"10.3109\/09638237.2011.562262"},{"key":"e_1_2_7_6_1","doi-asserted-by":"publisher","DOI":"10.1001\/jama.1991.03470130111039"},{"key":"e_1_2_7_7_1","volume-title":"Teaching for Quality Learning at University: What the Student Does","author":"Biggs J.","year":"2007"},{"key":"e_1_2_7_8_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1440-1800.2009.00482.x"},{"key":"e_1_2_7_9_1","doi-asserted-by":"publisher","DOI":"10.3109\/01612840903288568"},{"key":"e_1_2_7_10_1","doi-asserted-by":"publisher","DOI":"10.1176\/appi.ap.33.6.457"},{"key":"e_1_2_7_11_1","doi-asserted-by":"publisher","DOI":"10.3109\/00048674.2010.549996"},{"key":"e_1_2_7_12_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1447-0349.2012.00875.x"},{"key":"e_1_2_7_13_1","doi-asserted-by":"publisher","DOI":"10.1054\/nedt.2001.0570"},{"key":"e_1_2_7_14_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1447-0349.2007.00478.x"},{"key":"e_1_2_7_15_1","doi-asserted-by":"publisher","DOI":"10.3928\/01484834-20080201-07"},{"key":"e_1_2_7_16_1","unstructured":"Deegan P.(2006).Hearing voices curriculum: Complete training and curriculum package. 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