https://hdl.handle.net/10259/5842 2026-10-11T20:36:10Z 2026-10-11T20:36:10Z Quevedo Bayona, Itziar Escolar Llamazares, María del Camino Martínez Martín, María Ángeles https://hdl.handle.net/10259/12263 2026-10-10T00:05:34Z 2025-01-01T00:00:00Z

Differential efficacy of imagery, virtual reality and 360° video exposure therapy in reducing test anxiety in university students: a pilot study Quevedo Bayona, Itziar; Escolar Llamazares, María del Camino; Martínez Martín, María Ángeles Introduction: Since test anxiety is a phenomenon that affects many students both academically and personally, this study presents an innovative exposure intervention based on 360° videos. Objectives: To reduce test anxiety among university students participating in a test anxiety management intervention program, to evaluate exposure therapy using 360° videos compared to other exposure therapies, and to assess participants satisfaction. Method: An applied experimental pre-post study was conducted using an inter-intra A-B design. Twenty university students participated in the study. Ten of them were randomly assigned to one of three experimental conditions; exposure with 360° videos (360), virtual reality (VR), and imagination (IM); while the remaining ten students constituted the control group. Four questionnaires were used as assessment tools to measure general state and trait anxiety (STAI), as well as state (CRAP) and trait (IAE) test anxiety. A satisfaction questionnaire was also administered. Results: A tendency of reduction in both general anxiety and test anxiety was observed in all participants. No significant differences were found between the three experimental conditions. All students reported high satisfaction scores with the intervention. Conclusions: Exposure through the three modalities appears to be both effective and well-accepted among students.

2025-01-01T00:00:00Z Sáiz Manzanares, María Consuelo Toribio Casado, Celia Pérez López de Echazarreta, Gloria Águeda Miguel, Rocío González Díez, Irene Muñoz Arranz, Marina Carbonero Martín, Miguel Ángel Martín Antón, Luis Jorge https://hdl.handle.net/10259/12074 2026-09-11T00:05:35Z 2026-07-01T00:00:00Z

Multichannel assessment of cognitive load and emotions with pedagogical avatars in higher education Sáiz Manzanares, María Consuelo; Toribio Casado, Celia; Pérez López de Echazarreta, Gloria; Águeda Miguel, Rocío; González Díez, Irene; Muñoz Arranz, Marina; Carbonero Martín, Miguel Ángel; Martín Antón, Luis Jorge Integrating multimodal devices (eye tracking, electroencephalography [EEG], and galvanic skin response [GSR]) enables the objective assessment of cognitive and emotional processes during controlled tasks. In higher education multimedia contexts, such measures can inform the adaptive design of educational interfaces. This study examined the processing of avatar images expressing positive (surprise, joy) and negative (sadness, fear) emotions across different user groups (final-year university students, novice university lecturers, and experienced university lecturers), while also considering gender effects. Forty-eight participants completed a visualisation task while physiological indicators derived from EEG (engagement, memorisation, valence, workload), GSR (impact), and eye tracking (number of visits and dwell time) were recorded for relevant and non-relevant areas of interest. Significant differences emerged for surprise, with students showing more visits to non-relevant areas than lecturers members. For joy, final-year university students exhibited longer dwell times on relevant areas than experienced lecturers. No differences by professional group were found for sadness or fear. Regarding gender, women showed higher valence and workload in the joy condition, as well as higher memorisation and longer dwell times in the sadness condition. Based on these findings, adaptive adjustments to avatar design are proposed to better align with users’ cognitive and emotional profiles.

2026-07-01T00:00:00Z Madrigal de la Parte, Andrea Silva Palmieri, Isadora Gabriella Araújo, Edilaine Aparecida De Oliveira Pérez López de Echazarreta, Gloria Alonso Martínez, Laura https://hdl.handle.net/10259/11945 2026-07-23T00:05:31Z 2026-01-01T00:00:00Z

Saving Lives Starts Early: Nurse-Led First Aid and Cardiopulmonary Resuscitation Training for High School Students and Future Professionals Madrigal de la Parte, Andrea; Silva Palmieri, Isadora Gabriella; Araújo, Edilaine Aparecida De Oliveira; Pérez López de Echazarreta, Gloria; Alonso Martínez, Laura Cardiopulmonary resuscitation refers to the emergency procedure performed in response to a sudden loss of consciousness with cessation of breathing and cardiac activity. It requires immediate interventions including airway management, ventilation, chest compressions, and defibrillation. According to the World Health Organization, with ischemic heart disease responsible for 13% of global mortality, widespread cardiopulmonary resuscitation training is critical, particularly outside health care settings. School and community nursing provide an effective platform to educate young people, reinforce the chain of survival, and promote health literacy in educational environments. Objective This study aimed to determine whether structured theoretical-practical workshops enhance cardiopulmonary resuscitation knowledge and self-efficacy among high school and university students compared with a control group and explore associations with sociodemographic variables. Methods A quasi-experimental design was used. Nursing-led workshops were delivered in high schools and universities, with pre- and postintervention assessments measuring cardiopulmonary resuscitation knowledge and self-perceived competence. The sample comprised 472 participants aged 12 to 74 years (mean = 21.27; SD = 12.54 years). Results Participants exhibited significant improvements in cardiopulmonary resuscitation knowledge and confidence after the intervention. Gains exceeded those observed in the control group and were consistent across sociodemographic subgroups. Discussion Nursing-led educational interventions in school and university settings substantially improve cardiopulmonary resuscitation knowledge and self-efficacy, enhancing preparedness for cardiac emergencies. Integrating such programs into educational curricula supports the chain of survival, strengthens community resilience, and aligns with public health priorities for early intervention and prevention.

2026-01-01T00:00:00Z Alonso Martínez, Laura Sáiz Manzanares, María Consuelo Silva Palmieri, Isadora Gabriella Tavares Magnabosco, Gabriela Fino, Emanuele Puente Alcaraz, Jesús https://hdl.handle.net/10259/11943 2026-07-23T00:05:29Z 2026-06-01T00:00:00Z

Validation of the Spanish Sexual Risk Behaviour Scale among adolescents, youth, and future health and educational professionals Alonso Martínez, Laura; Sáiz Manzanares, María Consuelo; Silva Palmieri, Isadora Gabriella; Tavares Magnabosco, Gabriela; Fino, Emanuele; Puente Alcaraz, Jesús Background. This study seeks to adapt and validate the Sexual Risk Behaviour Scale (SRBS) for Spanish-speaking adolescents, young adults and future health and educational professionals. The research sought to assess the scale’s psychometric properties. To establish known-groups validity, differences across age, professional, and sociodemographic groups were analysed. Methods. The SRBS, a 6-item scale with 5 response options, was validated by psychologists and healthcare professionals in collaboration with educational institutions, targeting secondary school and university students in health and education fields. A total of 478 students aged 13 to 48 aged (M = 19.26, SD = 6.13) participated. Of the participants, 327 identified as women, 148 as men, 20 as gay, 392 as heterosexual, 54 as bisexual, 9 as asexual, and 3 indicated another gender and sexual orientation. Among the adults, 275 were single, 11 married, 2 divorced and 1 widowed. Evidence based on internal structure was gathered through exploratory and confirmatory factor analyses of the scale scores. Sociodemographic factors, including gender, age, education level, marital status, and use of dating apps, along with six standardized sexuality scales, were examined to assess the known-groups validity of the Spanish SRBS scores. Results. The scores of the Spanish SRBS yielded evidence of acceptable reliability (α = 0.78) and an average score of 10.08 (SD = 4.52, Min = 6, Max = 24). Factor analyses confirmed its unifactorial structure. The findings of the Spanish SRBS scores revealed significant patterns of risky behaviours influenced by developmental and social factors, such as gender, age, education, and attitudes toward safe practices. Furthermore, sexual risk behaviours (SRBS) were linked to social media (ARS), pornography consumption (PPC-6) and attitudes supportive of rape (RAPE). Conclusion. The Spanish SRBS is a reliable and valid tool for assessing sexual risk behaviours among adolescents and young adults. The findings offer valuable insights for clinicians, educators, and researchers working to evaluate safer sexual practices addressing public health challenges.

2026-06-01T00:00:00Z