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This research investigates the novel questions of whether and how specific forms of shopping channels (online vs offline) influence consumers' decision-making. Moreover, this research investigates marketing firms' proper marketing strategies across different shipping channels.

The authors conducted three studies using a large sample (N = 703) recruited from a diverse pool (students and adults) that examined multiple products (camera and car) across different shopping channels (online vs offline). Study 1a (n = 251) and Study 1b (n = 252) examined the effect of an online versus offline channel on consumers' decision-making using a one-factor (shopping channel: online vs offline) between-subjects design. Meanwhile, Study 2 (n = 200) investigated the effective strategies that firms should employ across different shopping channels using a 2 (shopping channel: online vs offline) × 2 (mental simulation: outcome vs process) between-subjects design. Participants in the online condition evaluated the product on a computer screen, whereas participants in the offline condition evaluated the real product assuming a real-world retail store setting.

The three studies supported the predictions that shopping channels (online vs offline) affect consumers' psychological distance and, in turn, affect their decision process. Specifically, results reveal that the online (offline) channel increases (decreases) psychological distance and leads consumers to pay more attention to a product's desirability (feasibility) aspects.

Given that many firms sell the same products through multiple channels, the findings of this research offer insightful theoretical and practical implications.

Imagination is a complex mental process where consciousness departs from reality to create new content not currently found in existence. Imagination is key to marketing persuasion, but studies that examine consumer imagination in response to marketing messages illustrate confusing and sometimes contradictory perspectives about consumers’ mental processing. This paper aims to provide a review of the existing literature on consumer imagination relevant to marketing scholarship, and builds a new theoretical framework to organize and explain these papers.

A systematic review of the marketing literature was undertaken to identify all papers related to consumer imagination and its role in marketing persuasion. A focus was placed on empirical papers, review papers and meta-analyses.

A new conceptual framework was created to classify the consumer imagination literature based on both the characteristics and the content of imagination. The existing marketing literature was then organized into the framework. The framework helps to explain seeming contradictions between different studies as well as helps to collect similar studies together to summarize schools of thought.

The imagination framework presents an entirely new way of conceptualizing imagination research in marketing. This new categorization structure not only clarifies consumers’ use of imagination in response to marketing messages but also identifies questions for future research in this area of marketing theory.

The purpose of this paper is to explore a method of incorporating on-line role play in mental health nursing education. Recreation of meaningful and realistic simulations for mental health nurses is challenging. Examination of the literature reveals there is a gap in the provision of simulations that replicate practice, encourage the development of skills and promote responsibility. Those that exist may require significant investment in complex technologies or a high degree of planning and time commitment.

An evaluation of a pedagogical design that used an on-line survey to gather responses and thematic analysis was undertaken.

The findings identified that students engaged with the case leading to a realistic experience of case management and development of professional communication skills.

This evaluation could be expanded further to a more formal study examining the students’ emotional responses and learning as they progress through the activity.

The activity outlined in this paper demonstrates that a relatively simple approach can result in deep learning whereby the student can fully experience the role of a qualified practitioner. This model could easily be adopted by other higher education institutions or as a part of continuing professional development.

This paper combines previously researched methods of providing role play to mental health nursing students. It has addressed the critiques of other methodologies such as being time consuming, expensive or lacking in realism. The end product, is low cost, manageable from the lecturers perspective and delivers important learning outcomes to the students.

Strategic option generation is a fundamental step in strategy formulation. Several lenses have been proposed to explain its foundations, including the microeconomics positioning school, and the resource and capabilities based view of the firm. These approaches are largely based on inductive and deductive logics, which are not the logics that provide strategic options that are potentially novel, profitable, and largely differentiated from competitive offerings. In this chapter, we propose a unifying framework of the cognitive foundations of strategic option generation. Building on five fundamental cognitive acts – imitation, framing, analogical reasoning, abductive reasoning, and mental simulation, this proposed model both synthesizes the extant literature and provides guidance about promising avenues for future theoretical and empirical research.

Seclusion is the supervised containment of a patient, away from others, when immediately necessary to manage safety on a psychiatric inpatient ward. When seclusion is necessary, it should be used for the shortest time possible, with a regular multidisciplinary review of the patient’s mental and physical health, medication and risk guiding decisions around continuation or ending of this restrictive measure. However, many medical and nursing staff can be anxious about taking part in such reviews. Simulation has been used in many areas of medicine to help people to develop competence and confidence, in a safe setting where their own needs can be paramount. This paper aims to describe the use of a blended learning approach, including simulation, to build confidence and competence amongst healthcare professionals in the safe review of seclusion.

A multidisciplinary group, including input from individuals with lived experience of use of seclusion, put together a one-day training course, which included group debate exploring the relationship between seclusion and the Human Rights Act, guided discussion of videos exploring some aspects of practice and a half-day of simulation where multidisciplinary teams could act as the team reviewing a patient who had been secluded.

This paper found that the course’s blended learning approach helped participants to feel more confident in their understanding of several aspects of seclusion, including what their team discussions should include before and after seeing a patient and in knowing when to end a period of seclusion.

While simulation is slowly becoming a more familiar component of the undergraduate and postgraduate education offer in psychiatry, the authors are unaware of any evaluation of a dedicated simulation-based training course around reviews of seclusion.

The international marketing field has witnessed many studies related to “country of origin” (COO) effects or the “made in” concept over the past few decades. Yet COO research is deeply rooted in the so-called “production-related” approach, which mainly accounts for production- or technology-based factors. Barely considered is the “consumption-related” perspective, which reflects consumers' proclivity to base their buying decisions on foreigners' product choice. In this paper, we propose the “country of reference” (COR) concept, in which consumers deliberately imitate the product choices of consumers from another country, to whom the former (i.e. the imitators) attribute superior or more prestigious personas.

Unlike the made in concept, which emphasizes favored product qualities from superior manufacturing countries, we believe product preferences may arise from cross-border benchmarking or “cross-country referencing.” Pivoting on the optimal distinctiveness theory, this paper suggests a COR framework that incorporates the system justification theory and the self-discrepancy concept, along with decision heuristics and mental simulation effects. The proposed framework aims to explain consumers' inclination to “buy what certain foreigners buy.”

We suggest critical propositions related to the COR concept, discuss its marketing implications, and pinpoint further research issues.

COR may become a coping strategy through which low-status consumers perceiving themselves as less privileged than their high-status counterparts can narrow this gap by means of decision mimicking.

The current research contributes to the marketing literature by examining, and more importantly, better understanding a presentation format (i.e. PACE) in which caloric information is complemented with physical activity time required to offset consumption. The purpose of this paper is to systematically evaluate the impact of this approach in both actual and simulated consumption settings while providing evidence of its contribution to healthier decision-making. This research uncovered several important insights into how consumers are influenced by, and respond to, the presence of physical activity time.

The paper used experiential designs in five studies to examine how the presence of physical activity calorie equivalent (PACE) information affects consumption. The studies measured both intended and actual consumption behavior. The data were analyzed using analysis of variance as well as bootstrapping methods.

The paper establishes that PACE information reduces consumption compared to NLEA-mandated information. We show that the effectiveness of PACE information differs based on consumers’ level of health consciousness as well as food type. Our research also uncovers a moderating effect based on perceived difficulty of the featured activity. Finally, we show the psychological process underlying the effectiveness of PACE information.

Future research can address the generalizability of current findings across different consumption domains and contexts. Our work focuses on the efficacy of information delivery at the point of consumption. The results of the current study may differ when the decision is being made at the point of purchase for future consumption.

The paper’s findings represent a win-win scenario for consumers and manufacturers alike. Manufactures stand to benefit from PACE information as many consumers are seeking healthier food options and are willing to pay a premium for items that help them make more healthful choices. Consumers will benefit as well, given the struggle with obesity and other diet-related ills, by being provided with a more effective means of making healthier choices.

Obesity and diet-related chronic diseases are global pandemics affecting consumers throughout the world. This paper contributes to this issue by presenting manufacturers and researchers with a better understanding of how consumers can be encouraged to make healthier choices and overcome the barriers to healthier lifestyles.

This paper addresses a gap in the literature as well as an important social concern by better understanding how healthier nutrition choices can be encouraged.

The changing clinical landscape in psychiatry, both before and after the pandemic, has impacted students’ direct contact with psychiatric patients. It is imperative, therefore, that medical education keeps pace with evolving clinical pathways to ensure that clinicians are always appropriately trained not just for common presentations but also for low-prevalence, high-risk situations. Simulated-based training is well established. However, it is not without its limitations, many of which could be overcome with the use of virtual simulation. This study aims to analyse the use of virtual simulation within medical education to train clinicians in psychiatric assessments.

A scoping review was undertaken with a comprehensive literature search of the six most relevant online peer-reviewed databases, including PubMed, PsycINFO, CINAHL, Medline, EMBASE and Cochrane. All published papers in English that discussed simulation in teaching psychiatric assessments were included.

Virtual patients can be used for educational, diagnostic and therapy purposes attributable to advances in speech-recognition technology. Virtual simulations are well received and positively affect clinicians’ knowledge and skill development. Educational faculties should consider using virtual simulation technologies to improve learning outcomes. Further studies should enhance the fidelity and quality of virtual assessment simulation situations, mainly focusing on the virtual patient’s empathy, gesturing and body language to enable this evidence-based tool to be used effectively and efficiently for the benefit of future patient care.

The changing clinical landscape in psychiatry, both before and after the pandemic, has impacted students’ direct contact with psychiatric patients. This scoping review has reviewed the use of virtual simulation-based education to train clinicians for psychiatric assessments. To the best of the authors’ knowledge, this work has not been conducted before.

This chapter presents a poverty simulation as a critical pedagogical tool that breaks down preconceptions and provides information about real-life challenges experienced by those who are poor. It allows students to develop the critical thinking skills, perspective-taking, and empathy. It provides an opportunity to take social and intellectual risks, and motivates civic engagement for positive social change. As such, this chapter contributes to the volume’s focus on curriculum and pedagogical changes using education to promote social change. Simulation participants attempt to successfully negotiate four 15-minute weeks within families of various sizes and resources. At the conclusion of the simulation, participants take a few minutes to reflect in writing on their experience. Students identify and discuss the social structures that they felt helped to perpetuate their poverty, as well as how micro-level interactions (i.e., with service providers, teachers, police, people in their neighborhood) affected their outcomes. Results show students increased understanding of the social issues contributing to poverty as well as consequences of poverty, and they report an increased desire to take action to affect positive social change in their community. The chapter concludes with thoughts and recommendations on how students from various disciplines could benefit from this poverty simulation.

Large numbers of nursing students and the COVID-19 pandemic made it necessary to relieve the pressure on UK hospitals to host clinical placements. One hospital innovated by providing a virtual placement online, immediately before an in-person placement. The purpose of this study is to evaluate the participant responses to the online virtual placement.

This was a pilot study evaluated after the placement, including a student survey (25 responses), four semi-structured interviews with students and four with staff in spring 2021.

High levels of approval of the innovation were recorded among both students and staff. Students were pleased to be taught by clinical experts, though some found it difficult to study at home and some found the hours long. High satisfaction levels may reflect the pandemic context: the placement reduced social isolation and the sense of education being interrupted. Participating students were in their final year of study, and the placement took place in the second year of the pandemic, so mutual familiarity and well-developed information technology skills may have made the innovation more acceptable.

The innovation has value and should be maintained post-pandemic to increase mental health in-person placement capacity and scaffold student learning.

This study added new knowledge to understanding about the utility of virtual placements in mental health nursing education.