Advancement of guided creative and critical reflection in the professional development of enterprising individuals in business and nursing
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
Abstract Using narrative inquiry theoretical framework with creative and critical reflection to explore the personal and the professional lives of enterprising individuals reveals how metaphors, when used within the context of professional development in business and nursing, may open gates to expand and deepen reflective process and growth. Business and nursing individuals participate in guided creative and critical reflection on their lived experiences to recreate knowledge and understanding of themselves as workers in order to reconstruct their professional profiles for improved workplace discourse. The article explores the potential of guided creative narrative reflection and metaphor in the professional development of enterprising individuals in business and nursing. Keywords: narrative inquiryreflectionmetaphorenterprising individualsprofessional development Acknowledgement This work was supported by the Travel Grant, awarded to J.K. Schwind, May 2010, by the Faculty of Community Services, Ryerson University, Toronto, Canada.
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 | 0.001 | 0.001 |
| 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 | 0.000 |
| 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 it