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
Psychiatric/mental health nursing is often like a house divided. Even the double name commonly used to describe our specialty—psychiatric/mental health—reflects possible ambivalence or duality of purpose, or both. It should not surprise anyone that our attempts to implement evidence-based practice mirror this struggle. Mental health nurses initially defined our practice as an interpersonal therapeutic process to assist the client in growth.1–3 This was in synchrony with psychiatry's earlier focus on psychotherapy as the treatment for mental illness. The division in mental health nursing occurred when psychiatry moved to a more biological perspective. Should mental health nursing follow this route or continue to focus on counselling and process issues? Both the “therapeutic relationship” and “biology” camps have used evidence-based arguments to buttress their positions. It could be argued that all the psychiatric/mental health professions experience this struggle, but it has been a particularly open struggle in nursing. The struggle is present in our literature. Gournay's article, “Schizophrenia: a review of the contemporary literature and implications for mental health nursing theory, practice and education,” is an example of this struggle.4 The main purpose of this article was to review the literature on schizophrenia from a biological perspective, including the aetiology, epidemiology, and …
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.
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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
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