Use of Metacognition in Developing Diagnostic Reasoning Skills of Novice Nurses
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
PURPOSE. To discuss the assumptions of metacognition as it applies to reasoning skills in nursing and to explore one way to incorporate these principles into a teaching environment SOURCES. Books, published articles, teaching experiences DATA SYNTHESIS. When working with novice nurses, whether in a university or inservice setting, the conceptual basis of cognitive psychology is useful in helping develop diagnostic reasoning ability. An instrument to help nurses acknowledge the metacognitive skills used within their clinical judgment processes was designed and implemented CONCLUSION. This instrument has proved useful to students and teachers alike over the last 6 years. Formal research needs to be done to substantiate empiric observation. IMPLICATIONS FOR PRACTICE. An instrument such as this can help mentors, preceptors, and teachers guide novice nurses in documenting diagnostic decision making.
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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 | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| 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