Instructional strategies chosen for the classroom in a process-oriented curriculum : a grounded theory study
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The trend in process-oriented curricula reform began in the mid-1980s and 1990s in response to a call for nursing education to graduate registered nurses that were responsive to a changing society.Many curricula were redesigned from a traditional approach to a process-oriented approach at this time.The purpose of this study is to explore, from a Grounded Theory approach, how instructional strategies are determined within the Canadian classroom setting in a process-oriented curriculum.Interviews were conducted with 17 nurse educators from the Nursing Education Program of Saskatchewan (NEPS).Nurse educators represented courses from all years of the four-year baccalaureate program and all three sites.All interviews were audiotaped and transcribed verbatim with data saturation reached after 13 interviews.Strauss and Corbin's (1998) Grounded Theory analysis was utilized.Data analysis was assisted with the use of the qualitative data analysis software program Atlas.ti.The understanding of self was an integrating factor in the theory.The theory provides insights into the factors that have determined the types of instructional strategies utilized by full-time faculty within a generic processoriented curriculum and identifies the support systems these nurse educators feel were or should be in place to assist in their roles.The research has implications for nurse educators, administrators, program planners, and students.is associated with CF:Support systems educational prof develp {56-4}peer support {60-3}~t echnical support {21-1}~This is a pictorial representation of the categories that emerged dealing with the topic of support systems that are or need to be in place.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.000 | 0.003 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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 it