The article presents a framework for understanding the relationship between community garden participation, and the myriad ways gardens and participation lead to emotional, social, and health impacts. Existing empirical research relating community gardens to health behaviors, such as physical activity and diet, and longer-term chronic disease-related outcomes is summarized. The research areas discussed include the effects of community garden participation on individual, social, emotional, and environmental processes; health behaviors including diet and physical activity; and health outcomes such as self-rated health, obesity, and mental health. Other mechanisms through which community gardens may affect population health are described. Applying a multitheoretical lens to explore associations between community garden participation and health enables us to delineate key aspects of gardening that elicit positive health behaviors and multifactorial health assets that could be applied to designing other types of health interventions.

This article reports on four United States studies of how rewards systems, extrinsic and intrinsic, could play an important role in providing incentives for university faculty to teach (or remain teaching) electronic and distance education courses. The first three studies conducted prior to 2003 reported faculty were inherently motivated to teach e-learning and distance education. The fourth study in 2003 reported key findings that differed from the earlier studies. Using a principal components analysis, the researchers found nine indicators of motivation to participate or not participate in electronic or distance education. The implications from the fourth study indicated that, while faculty members were inherently committed to helping students, faculty members wanted their basic physiological needs met by university administration through extrinsic motivators, such as salary increases and course releases.The success of electronic, web-based, courses (e-courses) depends not only upon the schools and universities, but also on the faculty and adjunct instructors who teach these courses. Yet few studies have addressed what motivates or deters the faculty who create and teach e-courses beyond the acknowledgment of their overarching intrinsic motivation to help others achieve an education. Two studies conducted prior to 2002 and two conducted after 2002 were assessed in order to look at which factors were identified by faculty members as influencing their participation or nonparticipation in electronic learning (e-learning) and distance education (DE) courses (Beggs, 2000;Betts, 1998;Gannon-Cook, 2003;Schifter, 2000). These studies used the same (in three instances) or similar (in one study) self-report instrument to measure the intrinsic and extrinsic faculty motivators and demotivators in four university settings. The One of the most well-known behavioural psychologists for his work in motivational theory was Abraham Maslow (1954). His hierarchy of needs theory was based on the basic motivations that govern human behaviour. Needs are prioritised, ranging from the most basic needs of food, water and sleep; to self-actualization needs that include the desire for self-fulfilment and the realisation of one's potential (French, 2001). Once the person's basic physiological needs are met, food shelter, safety and money, then one moves on to desire the next level of needs, those of acceptance, love, higher self-esteem and self-actualisation. The final levels of needs intrinsically motivate a person to perform 150

Instructional design is at the heart of each educational endeavour. This process revolves around the steps through which the thoughtful productions of superior products are created. The ADDIE generic instructional design model emphasises five basic steps within the instructional design process: analyse, design, develop, implement and evaluate. The simplistic nature of the ADDIE model, including the ease of application and possibilities towards the cyclical features of the process, enable a more holistic overview of the instructional design process. The Eternal, Synergistic Design Model emphasises the nonlinear nature of the instructional design process. The continuous design and development focuses upon the core evaluation of the product, wherein the Pareto principle emphasises the feedback related to the 20% of difficulties while maintaining an eye upon the 80% neutral and positive aspects of the product.

Aim To identify the selection methods currently being used for pre‐registration nursing programmes and to assess the predictive power that these methods have on students' success. Background Research into selection methods in nursing education is beginning to emerge, yet it is unclear which methods are most predictive of students' success. Design A systematic review of the literature. Methods A systematic search of ten electronic databases: CINAHL, MEDLINE Ovid, EMBASE, PROQUEST Health and Medical, PROQUEST Education, COCHRANE Library, Web of Science, ASSIA, SCOPUS and PROSPERO was conducted. The results were expanded by the handsearching of journals, reference lists and grey literature. The PRISMA statement guided the review. Studies published in English between January 2008–March 2020 were eligible for inclusion, and quality assessment was undertaken using the CASP Checklist for Cohort Studies. Results Twenty‐five studies met the criteria for inclusion. A range of selection methods was identified including prior academic achievement, admissions tests, interviews, emotional intelligence tests, personal statements and previous healthcare experience. Prior academic achievement and admissions tests appear to be the selection methods most predictive of student success. The evidence surrounding other selection methods such as interviews and personal statements is less conclusive. Conclusion Selecting individuals with the appropriate knowledge, interpersonal skills and personal qualities needed to complete an undergraduate nursing programme is an important part of the role of nurse educators. This review shows that a wide variety of selection methods are used across different institutions, some of which are more effective than others in predicting student outcomes. Relevance to clinical practice Further research is required to justify the continued use of some commonly used selection methods for undergraduate nursing programmes. Selection models that combine various types of selection criteria with predictive power appear to increase the probability of selecting students that will have successful outcomes.

Interactive activities are an important aspect of distributed learning situations, wherein online communities and learner motivational levels evolve and thrive. Through the thoughtful integration of interactive activities into the online learning process, learners and instructors gain considerable exposure to reciprocally favorable occurrences among learners, content, interface, instructor, community, and self. The thoughtful design and development of a distributed learning environment aids the use of interactive activities in moving beyond mere online interactions towards a more theoretically productive level of interactions. Within a theoretically productive level of interaction wherein the learners obtain information, develop conceptual frameworks through which the information is not only derived but becomes useful knowledge, develop higher‐level thinking skills, and continue to be internally motivated to continue with the course, the learners conceptualize a learning community which can be sorely lacking within distributed learning situations that do not integrate appropriate interactive activities.