The adaptation of paper-and-pencil tests to computers may be confounded by differences between the medium of paper-and-pencil and computers. The purpose of this study was to adapt the Hidden Figures Test for use on PLATO and determine the alternate-form reliability of the computerized version as compared to the paper-and-pencil version. The HFT is one of the most commonly used tests to measure the cognitive style known as field independence-field dependence. The results showed that the test could be adapted with some modifications and that a significant relationship was found between scores on the two versions of the test, though the total amount of variance explained between the tests was low. The results suggest that the computerized version may be measuring computer anxiety, perception of computer generated figures, and previous experience with a keyboard, as well as the construct under study.
D isaster preparedness is a critical competency for nurses, as they play a major role in responding to disasters (Jose & Dufrene, 2014; Stanley, 2005). As the largest body of health care providers in the United States (2.7 million) and around the world, nurses are strategically positioned to lead at all levels of intervention. From first responders in the most acute phases of disaster to the long-term aftermath addressing loss, grief and posttraumatic stress disorders (Stanley, 2005; Veenema et al., 2017), nurses are the most likely health professional to keep "themselves, patients, and families safe" (Veenema et al., 2015, p. 191). Disaster management has become integral to baccalaureate nursing education (American Association of Colleges of Nursing, 2008). Providing didactic disaster education and experiential learning opportunities is essential to preparing the nursing workforce (Jennings-Sanders, 2004; Veenema et al., 2017). In Bachelor of Science (BSN) programs, the didactic component includes disaster preparedness theory and frameworks for intervention. Clinical education often includes simulation experiences that range from mass casualty to active shooter; however, becoming part of an active disaster management team is less common as a clinical opportunity for students (Jose & Dufrene, 2014). A learning opportunity for disaster management interventions evolved for
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