Bibliographic record
Abstract
Foreword. Cover Image. Notes on Contributors. 1 Introduction (Bridie Kent and Brendan McCormack). References. 2 Context: overview and application (Bridie Kent and Brendan McCormack ). Introduction. Defi ning context. Models and frameworks. Context Assessment Index. The Ottawa Model of Research Use. Mode 2 thinking and context for evidence-based practice. Global factors. Conclusion. References. 3 Making context work in primary health care (John Rosenberg and Debbie Kralik). Introduction. What is primary health care? PHC as a set of strategies. Assessing community need. Engaging community. Conclusion. References. 4 Making context work in acute care (Alison Hutchinson and Tracey Bucknall). Introduction. The acute care context in relation to use of evidence in practice. Characteristics of acute care contexts. Evidence of the influence of acute care context on the use of research in practice. Interventions and strategies to implement interventions. Application of research evidence in the acute care context a case example. Conclusion. References. 5 Making context work in pediatrics (Valerie Wilson). Introduction Medication safety. Evidence from practice. Overcoming the barriers to implementing evidence into practice. Empowering families Changing practice. Conclusion. References. 6 Making context work in the perioperative setting (Victoria M. Steelman). Introduction. Meta-analyses. Randomized clinical trials. Non-experimental studies. Other sources of evidence. Clinical practice guidelines and perioperative standards. Summary. Additional resources. References. 7 Midwifery in the context of new and developing technologies (Marlene Sinclair). Introduction. Defi ning healthcare technology. Defi ning birth technologies. Understanding the complexity of technology and its relevance to midwifery. Philosophical perspectives on birth technology. Midwives and birth technology: major theoretical positions. Birth technology competence. Pregnant women s use of the Internet in pregnancy. Current context of midwifery care. The midwifery model of care. International definition of the midwife. Global health: The World Health Organization. Global statistics on Internet usage. Inappropriate use of technology. Use of technology during pregnancy and childbirth. Conclusion: the Instantaneous Age and the role of modern technology in childbirth. References. 8 Making context work in mental health (Dawn Freshwater and Jane Cahill). Introduction. Contextualizing mental health care. The practice of reviewing: the evolution of scientific literature. Interpreting the evidence. Implications of context for practice: effect of peer review on practice. Benchmarking practice: its place in the hierarchy of evidence. Interpreting the evidence. Implications of benchmarking practice for mental health practice. Summary of how the different contexts of reviewing and benchmarking practices impact on mental health and practice environments. Concluding comments. References. 9 Making context work in aged care (Nadine Janes). Introduction. Aged care settings and providers. Best practice in aged care. A program of research on evidence-based aged care. Infl uences on evidence-based aged care. Summary: maximize relationships, minimize stress. References. 10 Enabling context with policy (Gill Harvey). Introduction Evidence and policy making. The policy-making process. The place of evidence in the policy process. From policy to practice. Taking account of policy in implementation strategies. Bridging the gaps between practice, policy, and research. Summary. References. 11 Context in context (Bridie Kent and Brendan McCormack). Introduction. Considering these individual contexts context within contexts. The impact of the changing world on contextual. factors for evidence-based healthcare? Way forward. References. Index.
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 machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.030 | 0.119 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.003 | 0.001 |
| Bibliometrics | 0.006 | 0.005 |
| Science and technology studies | 0.004 | 0.009 |
| Scholarly communication | 0.016 | 0.017 |
| Open science | 0.004 | 0.011 |
| Research integrity | 0.011 | 0.016 |
| Insufficient payload (model declined to judge) | 0.086 | 0.046 |
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 source (direct Gemma or distilled Codex), 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".