An evaluation of the license to save lives program to promote organ, eye, and tissue donation among teenagers.

As the number of designated organ donors continues to lag behind the number of waiting list patients, teenagers remain a promising demographic of potential organ donors. The current study enlisted Michigan and Ohio driver education students to participate in an online digital learning intervention, License to Save Lives (LTSL). Students were randomly assigned to either an interactive or noninteractive LTSL intervention. Across both states, the pretest-posttest design revealed greater knowledge among students following exposure to either the interactive or noninteractive LTSL program. No attitudinal or behavioral differences emerged between the interactive and noninteractive conditions. Michigan (39.82%) and Ohio (58.10%) students registered to be organ donors at a respectable rate. The results are discussed with an emphasis on feasibility and sustainability as well as the promise for digital games to promote organ donation knowledge, attitude, and registration among teenagers.

Can Happiness and Sadness Overcome Organ Donation Barriers Following Exposure to Radio Ads?

Concerns related to bodily integrity, medical mistrust, superstition, and disgust with respect to organ transplantation remain commonly cited barriers among African American, Caucasian, and Hispanic non-donors. The current study examined two narrative strategies for mitigating these barriers by eliciting feelings of happiness or sadness. African American, Caucasian, and Hispanic non-donors (N = 576) were randomly assigned to a radio ad that communicated either a recipient narrative or a waiting list narrative. As expected, the recipient narrative elicited greater feelings of happiness whereas the waiting list narrative aroused greater feelings of sadness. Moderated mediation analyses revealed models in which happiness, not sadness, was the mediator, such that the narrative frame was associated with ad persuasiveness. Additionally, only medical mistrust interacted with happiness to predict ad persuasiveness The results are discussed with an emphasis on message design strategies to employ among reluctant adult African American, Caucasian, and Hispanic potential donors.

A Test of Autonomy Restoration Postscripts to Mitigate Psychological Reactance to an Opt-Out Organ Donor Registry in the United States.

The organ shortage continues to present problems around the world including the United States. In response, some countries have switched from an opt-in organ donor registry to an opt-out registry. The United States currently utilizes an opt-in registry where an individual is not considered an organ donor until they register their intentions. In the current study, U.S. adults were randomly assigned to a 2 (message valence: promotional, refutational) x 2 (autonomy restoration postscript: present, not present) x 2 (social proof: high likes, low likes) posttest only control group design evaluating social media message regarding an opt-out organ donor registry for implementation in the U.S. Results revealed an interaction between message valence and autonomy on freedom threat perceptions toward the message. Consistent with psychological reactance theory, freedom threat perceptions were positively associated with reactance, which in turn was positively associated with an intention to sign a petition and call a representative to voice disapproval of the opt-out organ donor registry. The discussion is focused on pragmatic recommendations for organ donor practitioners and advocates as well as the theoretical contributions to reactance theory.

"Saving Students' Lives": Instructor Sharing of Run-Hide-Fight® Emergency Preparedness Materials.

When emergency situations occur, it is essential that individuals can effectively respond to keep themselves and others safe. One attempt at increasing individuals' readiness for an emergency is the Run-Hide-Fight® campaign, which has been adopted by several higher education institutions in the United States. This study explores the dissemination of this campaign by instructors at a large Midwestern university in the United States. We generally find support for the reasoned action perspective, with attitudes, norms, and perceived behavioral control influencing intentions to share the emergency preparedness video with students. Through open-ended responses provided by the instructors, we identify four main themes surrounding video dissemination. First, most instructors felt comfortable sharing the video, believing it would be useful in preparing students for an emergency. Second, some instructors voiced concerns about the negative emotional effects the video may have on students. Third, instructors generally appreciated the brief and effective delivery of the message, though some were concerned about dramatizing emergencies. Finally, instructors suggested ways of improving the video, such as including more specific guidance on how to behave in an emergency situation. Practically, these findings suggest that universities should consider their emergency preparedness information dissemination strategy to maximize credibility, minimize message fatigue, and reach more students. Theoretically, this study affirms the tenets of reasoned action and suggests alternative theoretical approaches for future scholarship.