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Background and aims Although increases in subjective alcohol craving have been observed following moderate doses of alcohol (e.g., priming effects), the effects of alcohol consumption on behavioral economic demand for alcohol are largely unstudied. This study examined the effects of alcohol intoxication on alcohol demand and craving. Design A between-subjects design in which participants were randomly assigned to either an alcohol (n = 31), placebo (n = 29) or control (n = 25) condition. Setting A laboratory setting at the University of Missouri, USA. Participants Eighty-five young adult moderate drinkers were recruited from the University of Missouri and surrounding community. Measurements Change in demand for alcohol across time was measured using three single items: alcohol consumption at no cost (i.e., intensity), maximum price paid for a single drink (i.e., breakpoint), and total amount spent on alcohol (i.e., Omax). Alcohol demand at baseline was also assessed using an alcohol purchase task (APT). Craving was assessed using a single visual analog scale item. Findings In the alcohol group compared with the combined non-alcohol groups, intensity, breakpoint, and craving increased from baseline to the ascending limb and decreased thereafter (ps < 0.05; Omax p = 0.06). Change in craving following alcohol consumption was significantly associated with change in each of the demand indices (ps < 0.0001). Finally, the demand single items were associated with corresponding indices from the APT (ps < 0.01). Conclusions Alcohol demand increases following intoxication, in terms of both the maximum amount people are willing to pay for one drink and the number of drinks people would consume if drinks were free. Behavioral economic measures of alcohol value can complement subjective craving as measures of moment-to-moment fluctuations in drinking motivation following intoxication.

The purpose of this study was to evaluate the psychometric properties of the Casey-Fink Graduate Nurse Experience Survey (CFGNES). BACKGROUND: Transitioning from the student role to professional nurse is challenging and stressful. Accurate measurement of role transition is important because of concerns regarding retention. METHODS: A secondary analysis of 71 919 graduate nurse responses to the CFGNES, collected 6 months into the Vizient/AACN residency program, was conducted. Psychometric testing included exploratory and confirmatory factor analysis. Internal consistency reliability was measured using Cronbach's α. RESULTS: Analysis revealed a consistent 5-factor solution. Factors were labeled job satisfaction, support, organize/prioritize care, role confidence, and professional socialization. Results demonstrated the CFGNES is a reliable and valid instrument for measuring perceptions of role transition. CONCLUSIONS: This study was needed to inform survey item revisions. The CFGNES continues to be valuable in providing voice to the needs of graduate nurses and evidence for improving nurse residency program outcomes.Transitioning from the role of nursing student to professional nurse is widely recognized as a period of stress, role adjustment, and reality shock. 1 The new nurse is often confronted with the realization of being unprepared for their role and responsibilities, which may result in job stress, job dissatisfaction, and thoughts of leaving nursing. 2 Healthcare organizations across the globe are facing significant nurse turnover and look for strategies to retain a pipeline of graduate nurses who are eager to join the professional nursing workforce. Assessing current difficulties new nurses face during role transition might uncover unique factors that influence retention and job satisfaction.

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Background: Working effectively in a collaborative team is not only an outcome required by ABET but also one that scholars and practitioners recognize as necessary for being a successful professional engineer. Technology-based solutions hold promise for supporting collaboration; however, research has shown that technology alone is not sufficient to develop students' collaborative skills. The authors created a combined pedagogical and technological environment-Google Drive Environment for Collaboration (GDEC)-to support collaborative problem-solving during a semester-long team undergraduate human factor engineering design project. The environment uniquely used an "off-the-shelf" tool to implement collaborative scripts to take advantage of the affordances offered by the cloud-based collaboration technology environment that may contribute positively toward learning and collaboration. We examined the following research questions: What is the relationship between the use of an online collaboration environment and student learning outcomes? What is the relationship between the use of an online collaboration environment and student collaboration skills? We used individual and per team collaborative contributions to GDEC as the independent measure of collaboration, and project scores, homework, and exam scores as dependent variables to show evidence of student learning. GDEC contributions were collected for the three project phases and regressed to student learning measures. Pre/poststudent collaboration skills were measured using the Dimensions of Teamwork Survey. Student open-ended responses to per phase surveys were analyzed for additional evidence of collaborative skills and use of the GDEC environment. Results: Regression analyses clustered by group showed statistically significant relationships between: Individual student contributions to the collaborative environment and homework and project and second exam scores. Pre-to post collaboration skill scores on all Dimensions of Teamwork scales increased; however, the differences were not statistically significant. Conclusions: We argue these results are promising as the combination of pedagogical strategies with the readily available off-the-shelf technology tools used to create GDEC and can be easily replicated. Further, student comments indicated they found the GDEC environment easy to use and effective, and they intended to use similar tools for future collaborative activities.

The Strengths Self-Efficacy scale (SSES) was developed to allow career counselors, educators, and researchers to assess individuals' perceived abilities to build their personal strengths and apply them in their daily life. An exploratory factor analysis was conducted with 275 adults and resulted in one factor: general strengths self-efficacy. The internal consistency was .96 and SSES was weakly related to social desirability. A confirmatory factor analysis was performed using another sample of 302 adults, and results verified the one-factor structure. The results suggested that the 11-item SSES demonstrated strong internal consistency (a ¼ .95) and that SSES scores were moderately related to self-esteem and life satisfaction and weakly related to social desirability. Finally, a test-retest reliability analysis on a sample of 36 adults indicated that SSES scores were stable over a 3-week period. Implications for career counseling and mental health practices as well as research applications of this new measure were discussed.Strength is the ability to provide consistent, near-perfect performance in a specific task (Hodges & Clifton, 2004) and to behave in a manner that allows optimal functioning during the pursuit of tasks and outcomes that are valued (Linley & Harrington, 2006). Strengths assessment is consistent with counseling psychology's philosophy that focusing on an individual's strengths can lead to an improvement in vocational and psychological health and well-being. Subsequently, a strengthsbased approach, or the emphasis on identifying and utilizing strengths within each individual to maximize one's capabilities and performances, has increasingly gained attention by various professionals. To assist professionals in effectively providing strengths-based services, measures such as

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