The elusiveness of spiritual wisdom in the art and science of nursing practice
Bibliographic record
Abstract
Abstract As two students and a teacher immersed in practice education at a Canadian nursing school. We were curious about how to engage in spiritual health care practice, viewed as relational nursing practice that assumes interconnections of spirit, health and healing. This paper explores how to interpret theoretical understandings into pragmatics of teaching, learning and engaging in spiritual health care practice. There is discussion about story telling, taking a stand of ‘not knowing’ (Irving and Moffatt, 2002), opening space for diversity, authentic dialogue across, within and through difference to inform pragmatic ways of knowing, being and of doing spiritual health care. To inform the discussion, theoretical perspectives on the religion/spirituality divide, interconnections of health, healing and spirit, ‘defining moments’ and spiritual/sacred spaces are presented. A review of the literature juxtaposed with student/teacher experiences and perspectives helps to inform a deeper understanding of teaching, learning and engaging in spiritual health care practice. Copyright © 2008 John Wiley & Sons, Ltd.
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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 | 0.005 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.010 | 0.053 |
| Scholarly communication | 0.015 | 0.005 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.003 | 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 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".