Education: Fitting In or Standing Out: What Will Change in Nursing Education Over the Next Five Years?
Bibliographic record
Abstract
When I graduated from my nursing program in 1981 I was one of a rare breed: a “basic” baccalaureate graduate nurse. I recall being told then that only 20 per cent of nurses in Canada graduated with an undergraduate nursing degree. In some rather unusual ways, I had to fight my way into practice. My nursing colleagues, all of whom held a diploma in nursing, had a hard time understanding what it meant to have graduated from a degree program. The assumption was that I had probably read a lot of books and had thought about practice, but likely had never actually practised and would not want to engage in “hands-on” practice. Indeed, seeking an initial position in nursing during the summer prior to my final year in university, I made inquiries at a small rural hospital. I had bought into the rhetoric that, as a “university” nurse, I would need a great deal more experience than I had obtained in my nursing program before I could succeed as a nurse. I was desperate to fit in. When I inquired into the availability of nursing positions, I was met by a Director of Nursing who, looking at me suspiciously, asked me if I was after her job! Twenty-one years later, the government of British Columbia approved a budget for the Ministry of Advanced Education that would enable all students entering nursing programs in that province to complete a baccalaureate degree in nursing by 2005. We were not the first province to make this policy decision. We have followed Ontario, Saskatchewan and the Atlantic provinces. We are ever watchful that what happened in Manitoba (achieving entry-to-practice only to lose it again) does not happen here. This is a precarious existence indeed. Precarious – but powerful. It is my view that this policy decision could, if we support it, change nursing radically. The entry-to-practice “debate” has been with us as long as I have been involved in nursing education. As I was making decisions about where to enroll Fitting In or Standing Out: What Will Change in Nursing Education Over the Next Five Years?
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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 | 0.014 | 0.057 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.006 | 0.007 |
| Scholarly communication | 0.012 | 0.017 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.010 | 0.012 |
| Insufficient payload (model declined to judge) | 0.012 | 0.002 |
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".