The Misinformation Susceptibility Test (MIST): A psychometrically validated measure of news veracity discernment.

Interest in the psychology of misinformation has exploded in recent years. Despite ample research, to date there is no validated framework to measure misinformation susceptibility. Therefore, we introduce Verification done, a nuanced interpretation schema and assessment tool that simultaneously considers Veracity discernment, and its distinct, measurable abilities (real/fake news detection), and biases (distrust/naïvité-negative/positive judgment bias). We then conduct three studies with seven independent samples (Ntotal = 8504) to show how to develop, validate, and apply the Misinformation Susceptibility Test (MIST). In Study 1 (N = 409) we use a neural network language model to generate items, and use three psychometric methods-factor analysis, item response theory, and exploratory graph analysis-to create the MIST-20 (20 items; completion time < 2 minutes), the MIST-16 (16 items; < 2 minutes), and the MIST-8 (8 items; < 1 minute). In Study 2 (N = 7674) we confirm the internal and predictive validity of the MIST in five national quota samples (US, UK), across 2 years, from three different sampling platforms-Respondi, CloudResearch, and Prolific. We also explore the MIST's nomological net and generate age-, region-, and country-specific norm tables. In Study 3 (N = 421) we demonstrate how the MIST-in conjunction with Verification done-can provide novel insights on existing psychological interventions, thereby advancing theory development. Finally, we outline the versatile implementations of the MIST as a screening tool, covariate, and intervention evaluation framework. As all methods are transparently reported and detailed, this work will allow other researchers to create similar scales or adapt them for any population of interest.

Palliative approach education for rural nurses and health-care workers: a mixed-method study.

BACKGROUND: The aim of this mixed-method study was to evaluate the outcomes of an educational intervention in a palliative approach for rural nurses and health-care workers (HCWs) using a team-based method. METHODS: Pre- and post-test measures using the Palliative Care Nursing Self-Competence (PCSNC) scale and the Self-Perceived Palliative Care Knowledge instrument were used to evaluate learning outcomes. Participant post-test scores were also compared to normative provincial data. FINDINGS: At post-test, HCWs showed statistically significant improvements across 7 of 10 domains in self-perceived competence and 6 of 12 domains in self-perceived knowledge; all scores were equivalent to or better than provincial normative data. Nurses' self-perceived knowledge showed statistically significant improvements in 3 of 12 domains; all post-test scores were equivalent to provincial normative data. Qualitative data indicated improvements in familiarity with the resources available for palliative care and in communication among the nursing team. CONCLUSION: An educational intervention can improve the competence and knowledge of rural HCWs and nurses in a palliative approach.