Access All Areas: Exploring the Use of Library and IT Facilities by University of Salford Pre-registration Diploma Nurses During Periods of Clinical Practice Placement
Bibliographic record
Abstract
Objective - To assess the scale of library and IT resource access issues reported anecdotally by nursing students on clinical placement. To map patterns of IT and library usage behaviour to inform future service plans for this population of students.
 
 Methods - A multi-response self-completion questionnaire administered on a group basis to 78 pre-registration Diploma Nursing students.
 
 Results - The survey group were heavy users of library and IT facilities while on placement (87% of respondents accessed library and IT facilities at least once per week). Survey respondents encountered barriers to accessing these resources, including lack of awareness of local facilities, lack of time to access facilities, supervisors’ attitudes towards use of library and IT facilities by placement students, and feeling inadequately prepared for accessing and using resources at a distance from the university. Respondents relied heavily on facilities in the placement location and university facilities and responses suggest that use by location was strongly linked to resource format. Use of public library facilities to support study while on placement was revealed by the survey. Respondents’ main source of help for library and IT issues was clinical mentors. The survey indicated that the experience of library and IT access varied greatly with location of placement venue. The study was limited in eliciting more detail about location-specific experiences and findings need to be explored further with respondents using focus group methodology.
 
 Conclusions – Library and IT access problems encountered by the pre-registration nursing students included in this survey were not large scale. Although there is no evidence of behaviour to circumvent systemic problems, the study identified small but significant barriers. Five recommendations addressing these barriers will require collaborative service planning between University of Salford and National Health Service (NHS) learning resource staff to implement. This collaboration needs to include service users and the practice mentors who support them on clinical placement.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.289 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".