Nurses require ongoing education on pain management, particularly pharmaceutical agents. However, this education alone is insufficient to substantively improve patients' pain experiences.

It is well known that university students with ineffective learning strategies and low motivation are at risk for lowered grades and stress. Given the needs of these students, Mount St. Vincent University developed the Student Success Course (SSC), a 14-week intervention that offers instruction in learning strategies, self-management, and motivation. The purpose of this study was to evaluate the effectiveness of the SSC for 100 undergraduates on academic probation. From pre- to post-test, participants reported a significant increase in cognitive strategies, study skills, and motivation as well as a significant decrease in test anxiety and procrastination (ps < .05). Over time, participants also demonstrated a significantly improved GPA (p < .0001). These results support the hypothesis that the SSC is an effective intervention, at least in the short-term, for improving learning and motivational strategies in at risk students. Il est reconnu que les étudiants d’université dont les stratégies d’apprentissage sont inefficaces et qui ont une faible motivation risquent de souffrir de stress et d’obtenir de mauvaises notes. Au vu des besoins de ces étudiants, Mount St. Vincent University a mis en place un cours pour faciliter la réussite des étudiants (Student Success Course - SSC). Il s’agit d’une intervention de 14 semaines au cours de laquelle on enseigne des stratégies d’apprentissage, de gestion autonome et de motivation. L’objectif de cette étude est d’évaluer l’efficacité de ce cours dans le cas de 100 étudiants de premier cycle placés en probation. Les participants ont rapporté, avant et après le test, une augmentation significative de leurs stratégies cognitives, de leurs compétences en matière d’apprentissage et de leur motivation, ainsi qu’une baisse importante de leur anxiété face aux examens et de leur procrastination (ps < .05). Avec le temps, les participants ont également démontré une augmentation de leur moyenne pondérée cumulative (p < .0001). Ces résultats soutiennent l’hypothèse selon laquelle le cours en question représente une intervention efficace, tout au moins à court terme, pour améliorer les stratégies d’apprentissage et de motivation chez les étudiants à risque.

This paper considers how advances in technology towards the end of the twentieth century led both to new affordances in immersive experiences at the intersection of art, design, and technology (for example virtual reality), and came into their own during the COVID-19 pandemic through the creation of innovative, engaging works. The concept of an expanded narrative is presented as existing outside of the work itself, as the relationship between audience, artwork and the space in which it is presentedand by acknowledging how screen-based experiences become both accessible, affordable, and pervasive within society, this paper suggests a potential gamification of culture to bring art and entertainment to new audiences.

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