Workbooks to Virtual Worlds: A Pilot Study Comparing Educational Tools to Foster a Culture of Safety and Respect in Ontario
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
Nurses frequently experience horizontal violence in their interactions with nursing colleagues within the workplace. By definition, horizontal violence includes such disrespectful behaviours as intimidation, coercion, bullying, criticism, exclusion or belittling. Educational programs addressing horizontal violence have been developed, but few have been evaluated with respect to knowledge acquisition and transfer. The purpose of this paper is to describe an experimental effectiveness study, using a pre/post design with a control group (total N=164). The research evaluated an innovative educational program in which nurses, using avatars, role-played strategies to address horizontal violence within a virtual nursing unit developed on the Second Life platform. The results of participating in this program were compared with more traditional educational methodologies, such as a workbook and a self-directed e-learning module. While all strategies were perceived by participants as beneficial, the findings from this study suggest that learning through the self-directed e-learning module followed with practice in a virtual world is an effective way of acquiring knowledge, skills and abilities to better address horizontal violence.
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 | 0.000 |
| 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