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Decisions about one's health are often accompanied by uncertain outcomes, which may be either positively or negatively valenced. The presence of this uncertainty, which can range along a continuum from risk to ambiguity (i.e., decisions in which the outcome probabilities are known or unknown), can be perceived as threatening, and individuals tend to be averse to uncertain outcomes, attempting to avoid uncertainty when possible. We proposed that one way to reduce uncertainty aversion could be to provide opportunities to affirm one's core values, or "self‐affirmation." Prior research has suggested that self‐affirmation promotes health behavior by providing a buffer against potential threats to the self. However, the degree to which self‐affirmation affects decision making is still unclear. Across two studies, we tested the effects of a self‐affirmation manipulation on risk (Study 1) and ambiguity (Study 2) preferences for both potential gains and losses. In both studies, we found that, compared to the non‐affirmed group, affirmed individuals were more accepting of uncertainty when the decision involved potential gains, but not for potential losses. Furthermore, for risky decisions, the increased acceptance of uncertainty came at the expense of making choices consistent with the expected value, such that self‐affirmed individuals made more disadvantageous choices than non‐affirmed individuals. Our results suggest both benefits and costs of self‐affirmation in the context of risky choice, an important finding has given the many applications of self‐affirmation in behavioral decision‐making contexts. [ABSTRACT FROM AUTHOR]

The dynamic and changing healthcare environment requires educators to prepare nurse practitioner students with more than knowledge and skills. Healthcare providers need to be prepared with enhanced skills related to critical thinking and decision making. Metacognition training has been used by many disciplines within and outside of healthcare to prepare individuals to work in an environment that has volatility, uncertainty, complexity, ambiguity, and delayed feedback (VUCAD). This retrospective exploratory study uses computerized strategic management simulation (SMS) data to address the question: What parameters of metacognition do master's level nurse practitioner (NP) students excel versus underperform? Elements of Presentation: Presentation will include SMS parameters linked with the National Organization of Nurse Practitioner Faculties (NONPF) Core Competencies. In doing this, faculty can better assess students' individualized learning needs and tailor their academic education to address specific needs. Fifty‐nine master's level students completed SMS, measuring five unique parameters of metacognition (Crisis, Task, Strategy, People & Information Management). Students' mean and median scores were observed to be high range for crisis management; and moderate range for task management, strategy management, and people management. Conversely, mean and median scores were in the low range for information management. Knowledge gained from this study can be used for curriculum development and planning to ensure that the parameters of metacognition are demonstrated throughout the curriculum's content delivery, training exercises, and evaluation methods. Knowledge related to areas in which NP students score in the low range can be added to courses to assist students better. [ABSTRACT FROM AUTHOR]